Topic: Reading Fluency

Problem: Enhance the Reading Fluency of Grade 7 struggling readers of Guinoman NHS

Purpose: To enhance the Reading fluency of Grade 7 struggling readers of Guinoman NHS

through the interventions involving Homes and Reading Clinic

Title: Enhancing the Reading Fluency of Grade 7 Struggling Readers of Guinoman NHS

through interventions involving Homes and Reading Clinic

Rationale:

Reading is indispensable in the learning process. This can be from the stage of

“learn to read – read to learn”. To do well in school, one must be able to read and read well.

Reading has become the age-old issue in Guinoman NHS; specifically for Grade 7

students who have difficulty adopting the more complex lesson in secondary stage. More so

in the K-12 curriculum, wherein students have to read and comprehend long and complex

narrative texts, digest expository articles and do more complex tasks. In language lessons,

one cannot participate and perform tasks if one is not fluent in reading. In addition, if a

student wants to be a good writer, he/she needs to be a good reader. If student skills in

reading are poor, the scenario would be a pick-and-shovel for both the teacher and the

student himself. The tendency is, the student will become the subject of bullying, develop

inferiority feeling and low self- esteem or even drop-out of school.

Reading matters! Having fluency in reading is very important for students to be able

to master other English skills. It is therefore crucial to undertake an early diagnosis of the

learners’ strengths, weaknesses and needs in the reading process so it can be given prompt

remedy. Hence, no child is left behind.

It is in this argument that this study will be conducted to help the struggling readers

especially the Grade 7 Entrants develop and enhance their fluency in reading so they could

catch up with the lessons. Additionally, through the early diagnosis the interventions

involving homes and reading clinic can cater the needs in reading difficulties and help them

develop a more positive outlook in learning.

Review of Related Literature

This part presents the review of related literature which are significant in the present

study.

Reading Fluency

Fluency is the most overlooked of the five essential aspects of reading. Because it is

usually measured through oral reading, many do not consider it important to silent,

independent reading. However, fluency plays an important role in a reader’s ability to

comprehend texts.

Reading fluency, as defined by Dr. Anderson, is "reading at an appropriate rate with

adequate comprehension" (Anderson, 2008, p. 3). This definition of reading fluency is

important as teachers consider what an "appropriate reading rate" is for their students.

Remember that reading at a quick pace (an "appropriate rate") without comprehending what

is being read is not fluent reading. Additionally, reading super slowly and understanding

everything being read ("adequate comprehension") likewise is not fluent reading. The

balance between the two--reading rate and comprehension--is important to fluency.

Fluency has the greatest impact on reading comprehension. Children with high

fluency rates tend to read more and remember more of what they read because they are

able to expend less cognitive energy on decoding individual words and integrating new

information from texts into their knowledge banks.

Fluency also has positive effects on word recognition skills. Those children exposed

to reading programs with a focus on fluency have shown greater gains in their abilities to

efficiently recognize words than those not receiving instruction with a fluency component.

Interventions Involving Homes

Parents assist with fluency by reading aloud to children. Once children are reading at

first to second grade level, exercises with timed reading also help children improve their

reading speed. This type of exercise is demanding of parents or instructors since it requires

active involvement. However, if found out that parents have difficulty in reading; the teacher

may use her abilities and time through the reading clinic.
Reading Clinic

Reading Clinic will expand services to include the Grade 7 Entrants who are

struggling with reading. Depending on interest and capacity, the teacher will provide small

group and some 1-on-1 instruction. Reading

Research Questions

1. What is the effect of examining and enhancing the reading fluency of Grade

Entrants?

2. How can interventions involving homes and reading clinic enhance the reading

performance of Grade 7 Entrants?

3. How do English teachers enhance the reading fluency of Grade 7?

Scope and Limitation of the study

This study is conducted to examine and enhance the reading fluency of struggling

Grade 7 readers of Guinoman NHS, Guinoman, Diplahan, Zamboanga Sibugay for the

school year 2016-2017. This further finds out how homes and reading clinic help in the

development of reading fluency for struggling readers.

Methodology

This part describes the sampling, data collection, ethical issues and the plans for

data analysis during the implementation and of the interventions to enhance the reading

fluency of Grade 7 struggling readers for the school year 2016-2017.

a. Sampling

The

b. Data collection

To examine the reading fluency of Grade 7 struggling readers, the researcher

diagnose the total Grade 7 population and classify them according to the Phil- IRI

assessment of reading level; the independent, instructional and frustration level. Only

categorized under frustration level is the subject of the study. This frustration level is

the control group of the study who will be subject to such interventions.
c. Ethical Issues

The way one usually goes about testing oral reading fluency is to sit down

with a student 1-on-1 and ask the student to read a specific passage aloud. While

the student is reading the passage the assessor times the reading and also follows

the text on her own copy of the passage, marking any errors. At the end of the

reading, or after one minute (depending on how one is administering the test), the

assessor records the time, totals the number of errors and then can calculate a score

called “Total Words Read Correctly Per Minute” or WCPM. This is calculated as

the total of all the words in the passage up to where the student was at one minute,

and then subtracting the total number of errors to give Words Correct Per Minute.

Given that the same passage is used for all students this method creates a measure

that is comparable across students or schools.

d. Plans for Data analysis

Work Plan
 References

Hasbrouck,Jan., Developing Fluent Readers http://www.readingrockets.org/article/developing-

fluent-readers Retrieved on March 13,2016

Optimal Silent & Oral Reading Rates By Grade Level.(2010, July 10)

http://www.readinghorizons.com/blog/post/2010/07/19/optimal-silent-and-oral-

reading-rates.aspx Retrieved on March 12, 2016

Spaul, Nic.,Assessing oral reading fluency – some resources for teachers

and researchers December 4, 2015 http://nicspaull.com/2015/12/04/assessing-oral-
reading-fluency-some-resources-for-teachers-and-researchers/ Retrieved on March
16, 2016
Fluency & Learning to Read - Reading Fluency

http://www.time4learning.com/readingpyramid/fluency.html