Read Again, Learn Better: A Quasi-Experimental Study Among Grade 9 Students of Lipata National High School

AUTHOR(S)

Stella Maris A. Veloso

ABSTRACT

—— This study explored how repeated reading could serve as an effective remedial strategy to strengthen the literacy skills of Grade 9 students at Lipata National High School, under the DepEd Schools Division of Cebu Province, during the School Year 2025–2026. Using a quasiexperimental design, the research examined the backgrounds of teachers and students, assessed initial reading levels through PHIL-IRI pretests, and introduced a structured reading intervention to the experimental group. The program, called “Read Again, Learn Better,” combined guided reading sessions with vocabulary building, comprehension exercises, and fluency tracking over six to eight weeks. Meanwhile, the control group continued with regular classroom instruction. Results showed that students who participated in the intervention made notable progress in reading fluency, word recognition, and comprehension, as evidenced by their PHIL-IRI posttest scores. In contrast, those in the control group showed only slight improvement. Statistical analysis confirmed a significant difference in reading performance between the two groups, affirming the effectiveness of repeated reading. The study also found that many students came from low-income households with limited access to reading materials, highlighting the importance of school-based literacy support. Teachers were generally well-prepared and had relevant training in reading instruction, which contributed to the success of the intervention. In response to the findings, the study produced a set of reading intervention worksheets tailored to the needs of the learners. These materials featured culturally relevant content and were aligned with the curriculum, offering repeated reading passages, vocabulary tasks, comprehension questions, and fluency tracking tools. Overall, the study underscored repeated reading as a practical, low-cost, and impactful strategy for helping struggling readers, especially in schools with limited resources, and called for targeted efforts to sustain literacy development. Keywords: Repeated reading, Literacy intervention, Reading fluency, Quasi-experimental, PHIL-IRI, Lipata, Cebu, Philippines