The Effect of Repeated Reading for Kindergarten Learners on the Development of Letter Recognition

Abstract

This study aimed to determine the effect of Repeated Reading for kindergarten learners on the development of letter recognition in Silangan Elementary School, Taguig City for the school year 2020-2021. One-group pretest-posttest research design was used in the study. There were twenty five (25) kindergarten learners who took part in the study. The 15-tem test is adapted from the Self-Learning Modules of learners, thus it does not undergo content validity. Descriptive statistics such as mean, percentage and t-test were utilized in the study. The kindergarten learners posted a mean score of 4.00 and 12.92 in pre-test and posttest respectively. It can be said that there is no significant difference in the level of letter recognition of the kindergarten learners before and after the utilization of Repeated Reading as an intervention. This is attributed to the result of t-test where the t-sat is 12.59 and t-critical 2.07 value. It can be concluded that the Repeated Reading as reading intervention is effective in improving the letter recognition of kindergarten learners.