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Reading Fluency and its relation to

students English Performance


Introduction
Reading is one of the most important language skills that should be developed inside and
outside the classroom. It is also one of the most common ways to get information. The ability to read is
vital to learning. Access to knowledge in the various disciplines is made possible through reading.
Reading fluency is one of the defining characteristics of good readers, and lack of fluency is
common characteristic of poor readers. It can be defined as reading fast, but fluently and accurately in
reading the text with good pronunciation and adjusting the reading rate to suit the purpose for reading. It
is important to note that reading fluency doesn’t refer to oral reading, however, because it is possible for
someone to read a passage aloud fluently and not comprehend it at all. Fluency in silent reading promotes
improved comprehension by allowing the student to read for ideas rather than for individual words.
Non-fluent readers suffer in at least one of these aspects of reading: they make many
mistakes, they read slowly, or they don't read with appropriate expression and phrasing. However, non-
fluent readers read slowly and sound choppy. On the otherhand, non-fluent redears have to spend more
time decoding, leaving less time for comprehending the text. Fluent readers recognize words
automatically, without struggling over decoding issues. They sound natural, as they're speaking.
Therfore, not every readers becomes fluent, even when students recognize words automatically, they are
not fluent if they if they don't read expression. To read with expression a student should be able to divide
word into chunks, using proper phrasing.
In this study, the researchers aim to identify the factors that affect reading fluency, wants to
discover the reason behind the present status of Reading fluency and its relation to English Performance
and aim to find out how fluent the Bachelor in Elementary Education students of Central Philippines
State University, Moises Padilla Campus.
Statement of the Problem
1.What is the socio-demographic profile of the students in terms of:
a.Age
b.Sex
c.Parent’s Occupation
d.Parent’s Monthly Income
e.Parent’s Highest Educational Attainment
2.What are the factors that affect reading fluency among students in relation to their
English performance according to:
a.Speed
b.Accuracy
c.Prosody or Expression
3.What are the students English Performance in terms of Grade Point Average (GPA)?
4.Is there a significant difference between the factors that affect reading fluency when
grouped accordingly to their socio-demographic profile?
5.Is there a significant relationship between the factors that affect reading fluency and
the student’s English performance?
Hypotheses

1.There is no significant difference between the


factors that affect reading fluency when grouped
accordingly to their socio-demographic profile.
2.There is no significant relationship between the
factors that affect reading fluency and its relation
to student’s English performance.
Theoretical Framework
This study is anchored based on the theory of Mayer and Felton (1995: 284)
that the ability to read connected text rapidly, smoothly, effortlessly, and automatically
with little conscious attention to the mechanics of reading, such as decoding. The
students successful with decoding when the process used to identify words are fast and
nearly effortless or automatic. The concept of automaticity refers to a student’s ability
to recognize words rapidly with little attention required to the word’s appearance. The
phrase “the same, but different” cited by Lems et. al., 2010 aptly captures the
complexity of the fluency construct for English language learners.
On the one hand, research establishing the validity of oral reading
performance scores for English language learners (ELLs) is limited; on the other hand,
there is data-based support for using fluency instruction to support their reading
development according to e.g. Pluck et. al., 2006. In addition, there are “global”
benefits to fluency practice which go well beyond the abundant benefits for native
speakers of English. Because literacy is developing side by side with English language
acquisition, fluency is situated somewhat differently in the literacy development of
English language learners, but it is still consequential. We know very well by now that
oral reading fluency scores have a robust relationship with silent reading
comprehension for native speakers of English cited by e.g. Deno, Marston et. al. We
also know that fluency “snapshots” work well as a quick screening tool for the
classroom according to Blachowicz et. al., 2001.
Conceptual Framework
This study illustrates the Schematic Diagram of
the study. The Schematic Diagram consists of two
variables namely, independent and dependent variable.
In the variable has two parts. The first part consists of
Socio-demographic profile in terms of Age, Sex,
Parent's Occupation, Parent's Monthly Income and
Parent's Highest Educational Attainment. The second
part is about the Factors that affect Reading fluency in
terms of Speed, Accuracy and Prosody or Expression.
Dependent variable tells about the Students English
Performance.
Respondents of the Study

The Bachelor in Elementary


Education from First Year and Third Year
students of Central Philippines State
University, Moises Padilla Campus
comprise the target respondents.
Data Treatment
Statement Problem No.1 - To determine the socio-demographic profile of the
respondents.
Frequency and percentage Distribution will be is use.
Statement Problem No.2- To determine the level of the Factors that Affect
Reading Fluency of the Bachelor in Elementary Education students.
Mean and Standard Deviation will be is use.
Statement Problem No.3- To determine the students English Performance.
Mean and Standard Deviation will be is use.
Statement Problem No.4- To determine the significant differences on the
level of Factors that Affect Reading Fluency to the Bachelor in Elementary
Education students;
Analysis of Variance (ANOVA) will be is use.
Statement Problem No.5- To determine the significant relationship on Factors
that Affect Reading Fluency of the Bachelor in Elementary Education students
and its Relation to their English Performance; Pearson’s r will be is use.