Silent and oral reading methods on improving English reading comprehension among generation alpha pupils

Karen Mariel M. Mendoza; Ruth A. Ortega-Dela Cruz

doi:10.37291/2717638X.202451306

Authors

Karen Mariel M. Mendoza Xavier School Nuvali https://orcid.org/0009-0002-9671-9716
Ruth A. Ortega-Dela Cruz University of the Philippines Los Baños https://orcid.org/0000-0003-1118-7117

DOI:

https://doi.org/10.37291/2717638X.202451306

Keywords:

English reading comprehension, Generation alpha, reading methods, Sustained silent reading

Abstract

Reading comprehension enables each child to make meaning of the world. Therefore, it is important to develop this during the child’s primary years in school. Using ex post facto design, this study investigated the effects of reading methods on English reading comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines. The scores of pupils who read two comparable narrative passages in oral and silent were compared. Paired t-test results revealed a significant difference between oral reading and silent reading. Silent reading had a greater positive effect on the comprehension of the pupils. Likewise, it was the most preferred reading method among the respondents. Focus group discussion with English teachers' results suggested that silent reading was preferred specifically because it helps in understanding the story better, remembering words, and concentrating given its quiet and peaceful nature. It is recommended that teachers employ sustained silent reading classroom practices such as Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for Reading activities through the Four-pronged approach, and Drop Everything and Read time. These methods will help to support the reading needs and preference of the generation alpha pupils and to further strengthen the positive effects of silent reading on improving their reading comprehension.

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