<![CDATA[This classroom action research aimed to improve fifth-grade students’ deep reading of scientific texts on soil degradation through repetition-based instruction supported by complementary strategies. The study involved eight students across two cycles following a pre-cycle assessment. In Cycle I, students practiced independent repeated reading. In Cycle II, instruction was revised by incorporating choral reading, peer tutoring, flowcharts in student worksheets, and concrete objects familiar to students, including gutters and drainage systems. The results showed that the mean score increased from 60.9 at pre-cycle to 67.9 in Cycle I and 79.6 in Cycle II. Classical mastery rates also increased from 37.5% to 50.0% and 87.5%, respectively. Independent repetition produced limited gains, whereas the combined strategies in Cycle II yielded greater and more varied improvements, particularly among students with lower initial abilities, whose gains reached 31.2 points. The score range narrowed from 43.8 to 31.2 points, although one student remained below the mastery threshold. The originality of this study lies in identifying a pattern in which enriching repetition with social interaction, visualization, and concrete objects may improve deep reading while reducing achievement disparities among students. These findings highlight the importance of multimodal, adaptive reading instruction and targeted support for students who have not achieved mastery.]]>
Copyrights © 2026
