LITERACY BEYOND LETTERS: INTEGRATING LOCAL FOLKTALES IN DEVELOPING READING FLUENCY AMONG STRUGGLING READERS IN NORALA

Abstract

Literacy is a foundational skill that supports lifelong learning, personal empowerment, and socio-economic development. In the Philippines, struggling readers often face difficulties in achieving reading fluency, which affects their overall academic performance. This study aimed to investigate the effectiveness of integrating local folktales as a culturally responsive intervention to improve reading fluency among struggling readers in selected elementary schools in Norala District, South Cotabato, during the school year 2025–2026. Specifically, it sought to determine the quality of the instructional intervention, assess learners’ reading fluency before and after the program, and examine the impact of folktale-based instruction on fluency outcomes. A quasi-experimental research design was employed, where struggling readers from Grades 4 to 6 participated in guided reading sessions using local folktales, while a control group continued with traditional reading materials. Data were collected using pretests and posttests to measure reading accuracy, speed, prosody, and comprehension. Statistical analyses, including mean scores and paired t-tests, were conducted to determine the significance of improvements. Findings revealed that the integration of local folktales was implemented with high quality, demonstrating effective instructional strategies, culturally relevant materials, and appropriate complexity. Struggling readers initially performed at developing levels of reading fluency, but post-intervention results indicated significant improvements across all domains, with students achieving proficient levels. The paired t-test confirmed that the intervention significantly enhanced learners’ reading fluency, indicating that culturally relevant texts and repeated guided reading can effectively improve accuracy, expressive reading, and comprehension. The study concluded that local folktales serve as an authentic and meaningful medium to strengthen literacy skills, engage learners, and connect classroom learning to cultural identity. It further suggested that reading programs incorporating culturally rooted texts can promote equitable literacy development among struggling learners. Keywords: Reading Fluency, Struggling Readers, Local Folktales, Culturally Responsive Instruction