Oral Reading Mobile Teaching Strategy (ORMTS) for Grade 7 Students Amidst the COVID-19 Pandemic: A Basis for Improved Oral Reading Performance

This study assessed the Oral Reading Mobile Teaching Strategy (ORMTS), a reading intervention strategy for Grade 7 students who were exposed to the Oral Reading Modular Learning Strategy (ORMLS) with instructor assistance at home during the pandemic. In the ORMTS strategy, the teacher teaches oral reading to students at home or in their locality. The study used a one-group pretest-posttest quasi-experimental design with purposive sampling. The participants were 30 Grade 7 students from Section Aguinaldo of Solano High School, Solano, Nueva Vizcaya. The study utilized the oral reading materials of the Philippine Informal Reading Inventory (Phil-IRI), including an assessment tool for miscue analysis, as a rubric to evaluate the students' progress. The researchers purposively selected participants based on the results of the Oral Reading Proficiency Test conducted during the first quarter, specifically those who scored 0-13 points out of 20 items. The results showed that students' overall oral reading performance using ORMLS differed significantly from that of those using ORMTS. In general, students made fewer miscues after exposure to ORMTS than when they were exposed only to ORMLS. ORMTS was significantly related to students' oral reading performance, while ORMLS was not. Likewise, the profile variables did not correlate with the oral reading performance of the respondents. The results revealed that ORMTS is an effective reading intervention for increasing students' oral reading performance. These findings may support the need to undertake the proposed intervention activities to improve students' reading performance at Solano High School.