Home⇛SARIRIT: The University Research Journal (formerly QSU Research Journal)⇛vol. 14 no. 1 (Special Issue) (2025)

e-Reading Coach on Enhancing Oral Reading Fluency

Vianie Rose N. Mauya

Discipline: Education

 

Abstract:

Reading fluency is a foundational skill that elementary learners must develop for overall literacy success. With advancements in educational technology, digital interventions like the e-Reading Coach offer potential improvements in oral reading instruction. This study investigated the impact of the eReading Coach, a digital reading intervention, on the oral reading fluency of Grade 4 students at Kanggahan Elementary School. Using a quantitative, quasi-experimental design, 100 learners were randomly assigned to two groups: an e-Reading Coach group and a Traditional instruction group (n = 50 each). An assessment adapted from the Philippine Informal Reading Inventory (Phil-IRI) was used to measure performance. Data were analyzed using parametric tests via SPSS. Pretest results showed no significant difference between the two groups (p = 0.415), establishing equivalent baseline proficiency. Posttest scores favored the e-Reading Coach group (mean = 83.02%) over the Traditional group (mean = 76.76%), though the difference was not statistically significant (p = 0.084). However, both groups exhibited significant within-group gains from pretest to posttest (p < 0.001), with the e-Reading Coach group demonstrating significantly greater improvement (mean gain = 11.85%, Cohen’s d = -4.463, p = 0.021). Additionally, the digital intervention group showed a greater reduction in reading miscues, particularly in mispronunciation and omission. Findings suggest that technologyenhanced reading programs like the eReading Coach can effectively support oral reading fluency by providing individualized feedback and opportunities for repeated practice. This highlights the potential of digital tools in improving reading outcomes in elementary education.



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