Collaborative Techniques in Developing Reading Skills among Grade 3 Learners

The aim of the study was to determine the effectiveness of Collaborative Techniques in improving the reading skills of Grade 3 learners in Bitoon Elementary School for the Academic year 2022-2023 as basis for development of reading design program. This study utilized single group quasi-experimental pretest-posttest using the EGRA scores were taken both before and after the Collaborative techniques. The design also employed t-test of dependence to determine if there a significant difference between reading skills and type of readers in Grade 3 pupils before and after the Collaborative reading techniques had been employed. The findings of the study revealed that there are improvements in the reading skills of the pupils across all categories of reading skills whereby Oral Reading Comprehension 1 and 2 have an average improvement while Listening Comprehension, Invented Word Recording, Oral Reading Fluency Passage 1 and 2 and Dictation have excellent improvement. There was a significant improvement in the Levels of Learners’ Reading Skills across all skills categories between the Pretest and Post-test scores. This shows that there was sufficient evidence to reject the null hypothesis. This highlights that the intervention which is the Collaborative Technique extend efficacy on the learner’s level of reading skills. The results coincide wherein reading skills in the pretest and posttest have been significant. The mean gain in the posttest from the pretest scores of the Learners’ Reading Skills across the categories of reading skills are significant. Therefore, there is sufficient evidence to reject the null hypothesis based on the results of the study. This shows Collaborative reading technique was an effective strategy to develop the reading skills of the learners.