The Effectiveness of the Reading Progress in Microsoft Teams in Improving the Reading Fluency among Grade 8 Students
DOI:
https://doi.org/10.5281/zenodo.22902019Keywords:
Microsoft Reading Progress, reading fluency, struggling readers, one-on-one reading, buddy reading, reading remediationAbstract
The purpose of this study was to evaluate the effectiveness of the reading progress to improve the reading fluency among grade 8 struggling students. Using the Quasi-Experimental One-Sample Design method, 11 students participated in this study in 9 weeks using the Microsoft Reading Progress tool. This was conducted at Marigondon National High School, Marigondon, Lapu-Lapu City, during the 2nd quarter of the academic year 2025-2026. To gather the relevant data, the researcher utilized the pre-test and post test scores of oral reading assessments of the respondents. There were two groups created: the one-on-one reading session with a teacher and the buddy reading session. The findings of the study indicated a significant result in the improvement of the reading fluency with the learners both in one-on-one reading sessions and the buddy reading sessions. However, the one-on-one group performed more consistently than the buddy reading group. The one-on-one group obtained stronger evidence that the individualized teacher support with the Reading Progress was a powerful and effective application to improve reading fluency. Meanwhile, the buddy reading group also exhibited higher gains from the reading activity. The result was also statistically significant in a peer-assisted setting. Taken together, both were effective approaches to improve reading fluency. It is recommended to use the Microsoft Reading Progress in reading remediation as it has been effective in improving reading fluency.
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