LIMITATIONS
This study is assigned to use for grade ten high school students of Saint Vincent’s College
Incorporated, Annex. Which means that the results may not be applicable to some of the other
academic levels and other programs as well, since we are focusing on the grade ten students of
San Lorenzo Ruiz and Saint John Paul. Moreover, this study is limited to Spelling Skills as the
primary data collection method of this study. However, even through these skills effectively
assess pragmatic competence. But it may not fully reflect on others, since we all had different
capacities, learnings and understanding. Setting due to lack of comprehension cues and not being
dedicated too.
READvolution Play: A Gamified Action Research to Develop Reading Fluency of
Struggling Readers
ABSTRACT
Early childhood education is the most important stage in life where the basic concept
Of learning begins serving as the foundation for academic success. However, the current
Standing of the Philippines in the global assessment reveals a pressing concern on the
Learners’ literacy, specifically in reading. This study is a Classroom-Based Action research in
A Quasi-experimental design which aims to investigate the impact of Gamified Reading
Instruction as a solution to students’ English reading fluency by determining its significant
Difference through a Paired Sample T-test. In testing the hypotheses, it reveals that there is a
Significant difference between the learners’ reading fluency before and after the intervention
Which means that the Gamified Reading Instruction positively impacts the learners reading
Fluency. Thus, this study rejects the null hypothesis and accepts the alternative hypothesis.
The researchers recommended the continuous application of this intervention to further
Develop learners’ literacy skills,
