UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The Impact of Repeated Reading Strategy on the Reading Fluency of Malaysian Lower Secondary School Students. Hasimah Ja'afar, 2015: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. ERIC Descriptors: Directed Reading Activity, Reading Fluency, Accuracy, Decoding (Reading), Word Recognition This applied dissertation was designed to investigate the impact of repeated reading on the reading fluency of Malaysian lower secondary school students using curriculumbased measurement (CBM), also known as the oral reading fluency (ORF)procedure (Deno, 1985,2003). The CBM (Deno, 2003) was used to establish the participants' reading accuracy and automaticity in word decoding. The Multi-Dimensional Fluency Rubric (Rasinski, 2004b) was used to assess the participants' reading prosody, and the Reading Evaluation and Decoding System test (Mohamed, Eng, & Ismail, 2010) was used to assess the participants' reading comprehension ability. An analysis of the data revealed that the participants' reading fluency improved significantly throughout the 12-week intervention. The use of the repeated reading strategy improved their reading rate per minute as measured by the percentage of word decoding and reduced their word recognition errors as measured by the number of correct words read per minute. Reading prosody was enhanced as measured by the reading scores based on the Multi-Dimensional Fluency Rubric (Rasinski, 2004b). The improvement of these 3 dimensions of reading fluency further enhanced their comprehension ability as measured by the performance bands of the Reading Evaluation and Decoding System test.These findings affirmed the theory of Automatic Information Processing (LaBerge & Samuels, 1974) and the Verbal Efficient Theory (Perfetti, 1985) which posit that the inability of a reader to decode words impede the comprehension ability for, the entire mental capacity is used up in the word recognition process. Consequently, the construction of meaning of a text is made possible once the word decoding process becomes automatic. The results of this study further showed the repeated reading strategy was effective in enhancing the participants' reading rates, reducing their word recognition errors, and improving their reading prosody despite their differing socioeconomic status. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |