THE EFFECTIVENESS OF AUDIO-ASSISTED REPEATED READING (AARR) AND PEER-MEDIATED READING (PMR) IN ENHANCING THE ORAL READING FLUENCY OF SENIOR HIGH SCHOOL LEARNERS

Oral reading fluency (ORF) is essential in developing learners’ decoding skills, enhancing reading comprehension, and preparing them for academic success. This quasi-experimental study aimed to determine the more effective strategy between audio-assisted repeated reading (AARR) and peer-mediated reading (PMR) in improving the ORF of senior high school students. Conducted in a public senior high school in Misamis Oriental during the 2024–2025 academic year, the study involved 60 students identified through their ORF profiles using the Department of Education's PHIL-IRI (2018) tool. Over an eight-week intervention period, participants were assigned to either the AARR or PMR group. The study employed descriptive statistics, Wilcoxon signed-rank test, and ANCOVA to evaluate the strategies’ effectiveness before and after the interventions. Results indicated that both AARR and PMR significantly improved learners’ oral reading fluency in terms of accuracy and comprehension. However, audio-assisted repeated reading (AARR) demonstrated greater effectiveness. These findings affirm that both strategies contribute to improved ORF and can support academic achievement among senior high school learners. It is recommended that future research examine the long-term effects of combining AARR and PMR in blended or technology-assisted learning environments to support differentiated instruction and sustained fluency development.