Developing Oral Reading Fluency Through Outcomes-Based Guided Reading Sessions Among Grade 2 Pupils

This study determined the effectiveness of Outcomes-Based Guided Reading Sessions (OBGRS) in developing the oral reading fluency of Grade 2 pupils at Sta. Catalina Central School during the School Year 2025–2026. Specifically, it aimed to assess the pupils’ pre-test oral reading fluency levels in terms of speed, accuracy, and expression; implement Outcomes-Based Guided Reading Sessions; evaluate post-test performance; determine the significant difference between pre-test and post-test results; and propose recommendations for enhancing reading instruction. A quantitative pre-test–post-test research design was employed involving 29 Grade 2 pupils. The intervention was conducted over two weeks through structured reading sessions aligned with the Revised K–10 English Curriculum, integrating vocabulary enrichment, pronunciation practice, and comprehension exercises. Data were analysed using descriptive statistics, such as the mean and standard deviation, and inferential statistics through a paired-sample t-test. Findings revealed that both Ilocano and Filipino readers exhibited moderate fluency before the intervention. After the OBGRS implementation, reading fluency improved for Ilocano and Filipino readers. Comprehension and words per minute (WPM) scores also increased significantly. The t-test results indicated a statistically significant difference between pre-test and post-test means, confirming the effectiveness of OBGRS in enhancing oral reading fluency. The study concluded that Outcomes-Based Guided Reading Sessions effectively improved pupils’ reading accuracy, speed, and comprehension, resulting in a higher number of learners reading at grade level. It is recommended that teachers adopt OBGRS as part of daily reading instruction, administrators institutionalize it as a school-based reading enhancement program, and future researchers explore its application across grade levels and languages.