Cloze Reading Strategy as Enrichment of Reading Comprehension Skills among Grade 5 Learners

The study aimed to enhance the reading comprehension skills of Grade Five pupils using Cloze Reading. The study used one group pre-test and post-test research design under pre-experimental. One section of Grade Five Pupils, composed of forty-two(42) pupils from Talisay Elementary School, contributed to the study. In gathering data, a modified pre-test and post-test by the researcher, depending on the learning needs and the desired outcome of the study, were the tools used. It comprises four variables: Sequencing of Events, Inferring, Noting Details and Identifying the Main Idea. The results of the pre-test and post-test scores of the respondents were manifested using figures for frequency, standard deviation, and mean percentage. To determine the difference between the pre-test and post-test scores of the respondents on reading comprehension, the hypothesis was unveiled through a 2-tailed t-test, and the hypothesis was tested at 0.05 level of significance. The study revealed significant findings that of the 42 respondents, all of them have improved reading comprehension, as shown in the results. The pretest showed that most respondents were categorized in the “Satisfactory” level and below in reading comprehension skills. In the post-test, it was reflected that all the respondents improved after utilizing the Cloze Reading. This is apparent in the increased number of learners above a satisfactory level. In addition, 100% of the respondents were leveled up to very satisfactory and outstanding. Nevertheless, all the respondents had positive movement as they improved their reading comprehension skills. The difference between the pre-test and post-test before and after the implementation of Cloze Reading is significant, as it is measured at 0.05. It implies a SIGNIFICANT DIFFERENCE between the pre-test and post-test results.