Abstract
The study sought to determine the influence of oral reading prevention strategies on learners’ oral reading outcomes. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to determine the oral reading prevention strategy of teachers and learners’ oral reading outcomes. The Pearson product-moment correlation was used to assess the relationship between learners’ oral reading outcomes and teachers' oral reading prevention strategies. Findings revealed that teachers provide partner-reading activities to improve learners’ oral reading outcomes. However, findings show that the majority of the learners were instructional readers. Further, it was revealed that teachers’ oral reading prevention strategy did not influence learners’ oral reading outcomes. Thus, the null hypothesis was accepted. In summary, it was recommended that teachers design functional, practical, interactive oral reading materials and an Artificial Intelligence-generated oral reading program to intensify learners’ interest in learning and enhance engagement in different learning activities.
