Effectiveness of Collaboreading Strategies in Enhancing the Reading Level of Junior High School Learners in Lopez West District, Division of Quezon
DOI:
https://doi.org/10.5281/zenodo.19562988Keywords:
collaboreading strategies, reading level, reading comprehension, COLLABOREAD, Phil-IRI, active participationAbstract
This study determined the effectiveness of collaboreading strategies in enhancing the reading level of Junior High School learners in Lopez West District, Division of Quezon. The primary objectives were to determine the learner’s reading level before and after the implementation of collaboreading strategies, identify if there is a significant difference between the results, identify the challenges and actions taken by Junior High School teachers. Utilizing descriptive and quasi-experimental designs, data were gathered from 17 Junior High School teachers and 75 Grade 7 learners of Jongo National High School using the Philippine Informal Reading Inventory. The data were analyzed using statistical tools, including mean scores and paired sample t-test. The developed and implemented collaboreading strategies was a reading process based on the term COLLABOREAD. Findings revealed that pre-assessment results indicated that Grade 7 learners fell in the frustration level and instructional level. After collaboreading, post-assessment results showed significant improvement among learners in both classes. Statistical analysis confirmed the significant difference on learner’s reading level before and after the implementation of collaboreading strategies. Teachers faced challenges such as classroom management, learners’ motivation, and time required for collaborative activities. To address the issues, teachers used visual aids, interactive activities, peer-buddy support, and monitored reading progress. Based on these findings, Collaboreading Framework was proposed to help teachers and learners to enhance their reading level, particularly in reading comprehension. The study concluded that collaboreading effectively enhances their understanding of texts, developing critical thinking and encouraging active participation in reading activities. It is recommended that teachers integrate diverse tools and strategies to address different learning needs.
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