Improving the Reading Comprehension of Grade 4 Pupils Through Pre-Teaching Vocabulary and Repeated Reading

The Philippines continues to face significant challenges in reading comprehension among students, as evidenced by its consistently low rankings in the OECD PISA program. This study addresses these challenges in a Grade 4 class within the Alubijid District by evaluating the effectiveness of pre-teaching vocabulary and repeated reading interventions. Utilizing a pre-experimental, one-group pre-test and post-test design, the intervention was conducted for 2 months and the research employed the Revised Philippine Informal Reading Inventory (PHIL-IRI) from the Department of Education to measure changes in pupils’ reading comprehension. Data were analyzed using descriptive statistics, mixed ANOVA, and paired t-tests. Results showed a significant improvement in students’ reading comprehension levels post-intervention, with most pupils advancing to higher comprehension levels as indicated by their post-test scores. This study confirms that strategic interventions like pre-teaching vocabulary and repeated reading can substantially enhance reading comprehension. It recommends that further research explore the underlying causes of reading comprehension difficulties, improve overall reading proficiency, and investigate diverse pedagogical approaches to bolster reading skills.