Prosodic Sensitivity and Reading Comprehension and Fluency: A Cross-Sectional Study

Authors

Czerny Mae P. Epong, Denmark S. Macalisang

Abstract

This study examined the prosodic sensitivity, reading fluency, and reading comprehension of Grade 6 learners at Oroquieta City Central Elementary School during the School Year 2025–2026. Specifically, it aimed to determine the learners’ levels of prosody, fluency, and comprehension based on Phil-IRI English results and to explore the relationships among these variables. A descriptive-correlational research design was employed, involving 95 purposively selected Grade 6 learners. Data were collected using an adapted Prosodic Sensitivity Rating Scale, Fluency Assessment Rubric, and Reading Comprehension Test. Collected data were analyzed using frequency, percentage, mean, standard deviation, and Pearson correlation coefficient. Results revealed varying levels of prosodic sensitivity and reading performance, with significant positive relationships between prosody and both fluency and comprehension. Findings suggest that expressive oral reading enhances comprehension and reading efficiency. The study recommends prosody-focused instructional strategies to improve literacy outcomes, providing guidance for teachers, administrators, and policymakers in designing evidence-based reading interventions.

Keywords

prosodic sensitivity, reading fluency, reading comprehension, oral reading prosody, literacy development, Grade 6 learners, Phil-IRI English