Effects of Virtual Reading Hour on the Reading Comprehension, Oral Fluency, and Reader Self-Perception of Selected Grade 7 Learners

Reading comprehension, oral fluency, and self-perception can greatly influence a learner’s reading proficiency and overall academic growth.  These elements require consistent and adequate training for them to be fully developed and functional. However, the lack of face-to-face classes due to the sudden migration to online classes for two years has deprived learners of reading opportunities and quality instruction, thus aggravated their already deteriorating reading skills as indicated by the results of the standardized reading comprehension test and survey. As a response, selected Grade 7 learners who scored the lowest in the assessment were given online intervention for 20 Fridays. It is in this light that the researchers conducted this study to ascertain the effects of Virtual Reading Hour on the reading comprehension, oral fluency, and reader self-perception levels of the learners. Using quasi-experimental research design, their pretest and posttest scores were compared. Results showed a significant difference in the learners’ reading comprehension level, oral fluency level, and reader self-perception, thereby proving the effectiveness of the strategies employed in the online reading intervention Virtual Reading Hour. The use of Video self-modeling has enabled learners to overcome their oral reading miscues and have a better perception of themselves as readers. Likewise, Literature-Based Approach to Teaching Reading has successfully and holistically augmented learners’ reading comprehension through the balanced exposure to fiction and non-fiction texts, use of metacognitive reading strategies, and accomplishment of engagement activities. It is then recommended that the reading intervention program be sustained and the use of Video Self-Modeling and Literature-Based Approach to Teaching Reading be continued.