Read Aloud Strategy for Reading Literacy of Elementary Pupils: Basis for Enhancing the Reading Program

Abstract

The study aimed to use the read aloud strategy in the enhancement of the Reading Literacy Program of the school. It specifically determined the reading levels of the pupils based on their Lexile scores using the Scholastic Reading Inventory (SRI); their mean scores in terms of comprehension, vocabulary, and fluency using the researcher-made test; their Lexile growth, and the significant difference between the mean scores from the researcher-made pre-test and post-test. A one-group pre-test and post-test design was utilized, wherein a total of 44 students in grades 4-6 were used as participants. The instruments used were the Scholastic Reading Inventory (SRI) assessments adopted from the Reading Literacy Program and the researcher-made tests for comprehension, vocabulary, and fluency. Results revealed that there is a significant difference between the mean pre-test and post-test scores from the researcher-made tests, indicating that the use of reading aloud as a strategy is effective in enhancing the Reading Program. Thus, the hypothesis “there is no significant difference between the mean percentage scores of pre-test and post-test of pupils” is not sustained.