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Research Article

Choral Reading Strategy and Reading Performance among Grade 2 Learners

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Norfaida Casan , Erlinda Basmayor
Psych Educ Multidisc J, 2025, 46 (3), 263-270, doi: 10.70838/pemj.460302, ISSN 2822-4353

Abstract

The study aimed to determine the contribution of choral reading and improving reading performance among grade 2 learners in the Panoroganan Elementary School, East I District, Division of Iligan City, Philippines. This is a one-group pretest-posttest research design. The study encompassed 34 learners using the Comprehensive Rapid Literary Assessment (CRLA) aligned with DepEd Orders to evaluate the reading skills. Result revealed statistically significant improvement that Choral reading strategy can help in improving the reading performance of the learners who participated in choral reading session. The majority gained score from pretest to posttest. Notably, the study found out that there is a significant difference between the pretest and posttest. Moreover, the study highlights the potential of collaborative choral reading in enhancing learner engagement and overall reading outcome in the primary classroom setting.

Keywords: collaborative learning, reading performance, Division of Iligan City, choral reading strategy, comprehensive rapid literary assessment, one group pretest-posttest
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Bibliographic Information

Norfaida Casan, Erlinda Basmayor, (2025). Choral Reading Strategy and Reading Performance among Grade 2 Learners, Psychology and Education: A Multidisciplinary Journal, 46(3): 263-270
Bibtex Citation
@article{norfaida_casan2025pemj,
author = {Norfaida Casan and Erlinda Basmayor},
title = {Choral Reading Strategy and Reading Performance among Grade 2 Learners},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {46},
number = {3},
pages = {263-270},
doi = {10.70838/pemj.460302},
url = {https://scimatic.org/show_manuscript/6297}
}
APA Citation
Casan, N., Basmayor, E., (2025). Choral Reading Strategy and Reading Performance among Grade 2 Learners. Psychology and Education: A Multidisciplinary Journal, 46(3), 263-270. https://doi.org/10.70838/pemj.460302

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