Utilizing ReadQuest Approach in Developing the Oral Reading Fluency of Grade 7 Learners

Persistent challenges in foundational literacy continue to affect learners as they transition from elementary to secondary education, resulting in difficulties in overall academic performance. This study examined the effectiveness of the ReadQuest approach, a station-based reading intervention in developing the oral reading fluency of Grade 7 learners identified with reading difficulties at Musuan Integrated School during the school year 2025-2026. A quasi-experimental design was employed, comparing two groups based on words correct per minute and accuracy rate, using the Department of Education's Phil-IRI Manual reading passages and benchmarks on reading levels classified as: 97%-100% for Independent level; 90%-96% for Instructional level; and 89% and below for Frustration level. Two intact classes were selected. Out of the whole section, only 15 learners were randomly selected. One is assigned as the experimental group exposed to the ReadQuest approach, and the other as the control group exposed to the Non-ReadQuest approach. Both groups were administered a posttest to determine any changes in reading levels. Results show that learners from the experimental group improved from the Frustration level (pretest) to Instructional level (posttest), obtaining a mean increase of 13.80, whereas reading levels of learners from the control group showed minimal changes at the Frustration level across both tests, obtaining a mean increase of 0.20. Statistical analysis confirmed significant gains in oral reading fluency for learners exposed to the ReadQuest approach. This suggests that the ReadQuest approach is an effective intervention for learners identified with reading difficulties, developing their oral reading fluency through station-based reading.

Quasi-experimental design, Reading Difficulties, Reading Intervention, Station-based reading, Reading Fluency

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