The IMPORTANCE OF TEACHING READING: IMPROVING STUDENTS’ READING COMPREHENSION IN EFL CONTEXT EMPHASIZED ON READING FLUENCY AND ACCURACY

2018 ◽  
Vol 1 (1) ◽  
pp. 6-14
Author(s):  
Muhammad Rochman
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Positive Relationship ◽  
Read Aloud ◽  
Teaching Reading ◽  
Significant Positive Relationship ◽  
Efl Context

Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Assessing reading fluency, teachers need to listen to students read aloud to make judgments about their progress in reading fluency. In other side, teaching reading in accuracy exercises encourage a thoughtful use of language and the information is intended to help students understand how English works.

scholarly journals The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context

2017 ◽  
Vol 4 (1) ◽  
pp. 11-29
Author(s):  
Muhammad Rochman
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Teaching Reading ◽  
Remedial Action ◽  
Efl Context ◽  
English Classes ◽  
Future Events ◽  
Remedial Actions

Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

Effects of Reading with Adult Tutor/Therapy Dog Teams on Elementary Students’ Reading Achievement and Attitudes

2017 ◽  
Vol 25 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Edward M. Levinson ◽  
Melanee Vogt ◽  
William F. Barker ◽  
Mary Renck Jalongo ◽  
Pat Van Zandt
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Measures ◽  
Oral Reading Fluency ◽  
Reading Aloud ◽  
Read Aloud ◽  
Control Group ◽  
Control Group Design ◽  
Therapy Dog ◽  
Post Test

This study assessed the effect of reading aloud to handler/therapy dog teams on children’s oral reading fluency using a post-test control group design with repeated measures. Forty-five children in grades 2-5 were assigned to one of two groups using a stratified random assignment designed to equate groups based on grade and sex. Both groups read aloud for 30 minutes per week for 5 weeks; Group One read with a handler/therapy dog and Group Two read to peers. After 5 weeks, the groups were reversed. Between-group and within-group differences were analyzed. Several statistically significant and large effect sizes were found. Findings generally suggested that reading aloud to an adult/therapy dog team tended to increase children’s scores on a test of oral reading fluency much more than reading aloud to peers. No significant effects were identified on a survey of general attitudes toward reading administered to the children.

Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?

2010 ◽  
Vol 102 (3) ◽  
pp. 652-667 ◽  
Author(s):  
Young-Suk Kim ◽  
Yaacov Petscher ◽  
Christopher Schatschneider ◽  
Barbara Foorman
Keyword(s):  
Growth Rate ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency

Acoustic Features of Oral Reading Prosody and the Relation With Reading Fluency and Reading Comprehension in Taiwanese Children

2021 ◽  
pp. 1-10
Author(s):  
Wei-Lun Chung ◽  
Gavin M. Bidelman
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Pause Duration ◽  
Third Graders ◽  
Read Aloud ◽  
Acoustic Features ◽  
Fluency And Comprehension ◽  
Reading Prosody

Purpose: The study aimed to examine whether oral reading prosody—the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud—predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades 3 and 4), and oral reading prosody in Taiwanese third-grade children ( N  = 109). In the oral reading prosody task, children were asked to read aloud a passage designed for third graders and then to answer forced-choice questions. Their oral reading prosody was measured through acoustic analyses including the number of pause intrusions, intersentential pause duration, phrase-final comma pause duration, child–adult pitch match, and sentence-final pitch change. Results: Analyses of variance revealed that children's number of pause intrusions differed as a function of word reading. After controlling for age, vocabulary and syntactic knowledge, and word reading, we found that different dimensions of oral reading prosody contributed to reading rate. In contrast, the number of pause intrusions, phrase-final comma pause duration, and child–adult pitch match predicted reading accuracy and comprehension. Conclusions: Oral reading prosody plays an important role in children's reading fluency and reading comprehension in tone languages like Mandarin. Specifically, children need to read texts prosodically as evidenced by fewer pause intrusions, shorter phrase-final comma pause duration, and closer child–adult pitch match, which are early predictive makers of reading fluency and comprehension.

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