ENHANCING ENGLISH WORD RECOGNITION AND READING COMPREHENSION OF PRIMARY SCHOOL STUDENTS THROUGH SHARED READING INTERVENTION
ENHANCING ENGLISH WORD RECOGNITION AND READING COMPREHENSION OF PRIMARY SCHOOL STUDENTS THROUGH SHARED READING INTERVENTION

Summary/Abstract: Shared reading is one way to support students' reading performances, as it builds a strong foundation for reading literacy and fosters collaboration. However, its role in supporting local students' academic reading performances remains underexplored. This study examined the effectiveness of shared reading as an English reading intervention in enhancing primary school students' word recognition and reading comprehension. Determining the significant differences in their reading performance before and after the intervention was included. Ten Grade 3 students from a primary school in Tinoc, Ifugao, Philippines, who were evaluated with English reading frustration levels, were purposively selected as participants. Using classroom action research, pre- and post-tests were administered to measure their reading progress. Results indicated that the students generally improved significantly in their academic reading performances after using the shared reading intervention. Although some students still experienced frustration levels in their word recognition and comprehension, most were determined to achieve instructional and independent levels by the end of the shared reading sessions. This suggests that the shared reading intervention effectively enhanced the students' word recognition and reading comprehension. This study emphasizes the significance of structured reading interventions at the primary level in enhancing reading proficiency and equipping young students with the essential skills necessary for academic reading success.

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