AN INVESTIGATION OF ORAL READING FLUENCY OF TENTH GRADE IN ONE OF SENIOR HIGH SCHOOLS IN INDRAMAYU

The purpose of this study is to investigate students oral reading fluency of tenth grade in one of Senior High Schools in Indramayu. According to Zuhra (2015) the students faced difficulties in English because of their poor vocabulary. The students also faced difficulties when the texts were long and complicated with various different modifying phrases. There are three subskills to measure oral reading fluency. As stated by Pey, et al (2014) there are ‘accuracy’. ‘speed’, and ‘prosody’. Case study is chosen as a research method in this study. Two instruments were used to collect the data. The first is oral reading fluency test, this was used to measure students’ fluency in oral reading. The second is questionnaire. It was used to find out the students’ reading interest and reading habit. After the writers got the data. Then it will be analyzed qualitatively. The results showed that there were 36 students who took the oral reading fluency test. But, unfortunately that almost all students were not fluent in oral reading. The lowest score obtained by students in reading rate is 58 wpm. While for reading accuracy the lowest score obtained by students is 0,7 wc. And the lowest score obtained by students in reading prosody is 4. In reading prosody, almost all students get score of 4. It is because there are still many students who read only if they have to and they read not for own pleasure. Meanwhile, only two students out of thirty-six students who are almost fluent reading are able to do oral reading fluency. Have fluency in oral reading the students have practiced reading a lot. With reading rate 110 wpm and 127 wpm, reading accuracy 0,95 wc and 0,91 wc, and reading prosody are 9 of out 16.

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Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

Asian Journal of University Education ◽

10.24191/ajue.v17i1.12618 ◽

2021 ◽

Vol 17 (1) ◽

pp. 207

Author(s):

Hasimah Ja’afar ◽

Wan Mazlini Othman ◽

Hema Vanita Kesevan ◽

Budi M.S

Keyword(s):

Struggling Readers ◽

Reading Fluency ◽

Oral Reading ◽

Oral Reading Fluency ◽

Repeated Reading ◽

Rural Students ◽

Computer Assisted ◽

Single Subject ◽

Word Decoding ◽

Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at 96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency. The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent. Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

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A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children

Reading Research Quarterly ◽

10.1598/rrq.43.4.2 ◽

2008 ◽

Vol 43 (4) ◽

pp. 336-354 ◽

Cited By ~ 95

Author(s):

Justin Miller ◽

Paula J. Schwanenflugel

Keyword(s):

Elementary School ◽

Longitudinal Study ◽

School Children ◽

Reading Fluency ◽

Oral Reading ◽

Elementary School Children ◽

Oral Reading Fluency ◽

Early Elementary ◽

Early Elementary School ◽

Reading Prosody

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‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers

Australasian Journal of Special Education ◽

10.1375/ajse.34.1.1 ◽

2010 ◽

Vol 34 (1) ◽

pp. 1-16 ◽

Cited By ~ 12

Author(s):

Kevin Wheldall ◽

Robyn Beaman ◽

Elizabeth Langstaff

Keyword(s):

Low Socioeconomic Status ◽

Reading Fluency ◽

Oral Reading ◽

Oral Reading Fluency ◽

Word Reading ◽

Remedial Reading ◽

Low Socioeconomic ◽

Reading Accuracy ◽

Aboriginal Students ◽

Single Word Reading

AbstractA large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.

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