A Disclosure of Reading Rate and Its Effect on Comprehension in Second Language Learning Context
Pengungkapan Tingkat Membaca dan Pengaruhnya terhadap Pemahaman dalam Konteks Pembelajaran Bahasa Kedua
-
(1) * Rafizah Mohd Rawian
School of Languages, Civilisation and Philosophy Universiti Utara Malaysia
Malaysia
(2) Ahmad Azman Mokhtar Universiti Utara Malaysia
Malaysia
(3) Mohamad Fadhili Yahaya Universiti Teknologi Mara Perlis
Malaysia
(*) Corresponding Author
Abstract
In reading, it is vital for readers to develop decoding to the extent where each word is recognized automatically. Once this happens, they will have the necessary attention to focus on the sense or meaning of the text. This study investigated adult ESL learners’ reading rate and its relationship with comprehension. This study also examined possible differences in the reading rate in terms of gender and academic semester. Its respondents were 210 Diploma students from one of the universities in Malaysia. Data were collected through Oral Reading Fluency (ORF) Assessment and Reading Comprehension Test. Jameson’s (2005) Reading Rate Formula and Levels of Reading Rate for College Readers were used to examine respondents’ reading rate. All data were coded and computer-scored using the Statistical Package for the Social Science (SPSS) programme. This study revealed that 106 respondents were Excellent College Readers while the rest ranged from Strong College Readers to Good General Readers. It was also discovered that females performed better than males in reading rate and Semester 3 respondents’ reading rate was better than those in Semester 1. The correlation test indicated positive relationship between reading rate and comprehension.
Downloads
References
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge,
MA: MIT Press.
Allington, R. (2006). Fluency: Still waiting after all of these years. In What research has to say about fluency instruction, edited by Alan Farstrup and Jay Samuel, 94-105.Newark, DE: International Reading Association.
Biemiller, A. (1978). Relationships between oral reading rates for letters, words, and simple text in the development of reading achievement. Reading Research Quarterly, 13(2), 223-253. DOI: https://doi.org/10.2307/747307
Carver, R.P. (1990). Supplement to the manual for the cognitive speed battery. Kansas City, MO: Revrac Publications.
Compton, D.L. & Carlisle, J.F. (1994). Speed of word recognition as a distinguishing characteristic of reading disabilities. Educational Psychology Review, 6, 115-140. DOI: https://doi.org/10.1007/BF02208970
Doehring, D.G.G. (1976). Acquisition of rapid reading responses. Monographs of the Society for Research in Child Development, 41(2), 54. DOI: https://doi.org/10.2307/1166001
Feldman, L.B. (1995). Morphological aspects of language processing. Hillsdale, NJ: Erlbaum.
Greene, B.A., Kincade, K.M., & Hays, T.A. (1994). A research-based modification of a computer program for reading instruction. Journal of Educational Computing Research, 10(4), 341-348.
Gough, P.B. & Tunmer W.E. (1986) Decoding, reading and reading disability. RASE: Remedial and Special Education, 7, 6-10. DOI: https://doi.org/10.1177/074193258600700104
Hudson, R.F., Lane, H.B., & Pullen , P.C. (2005). Reading fluency assessment and instruction: What, Why, and How. The Reading Teacher, 58(8), 702-714. DOI: https://doi.org/10.1598/RT.58.8.1
Kuhn, M. & Stahl, S. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology. 95. (1), 3-21. DOI: https://doi.org/10.1037/0022-0663.95.1.3
Grabe, W. (2009). Reading in second language: Moving from theory to practice. New York: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139150484
Greene, B.A., Kincade, K.M. & Hays, T.A. (1994). A research-based modification of a computer program for reading instruction. Journal of Educational Computing Research, 10(4), 341-348. DOI: https://doi.org/10.2190/JKFX-E7WX-0G35-5E1H
Hidayat, N. (2017). Developing E-Reading Materials for Students at Grade Seven. JEES (Journal of English Educators Society), 2(1), 33-44. doi:http://dx.doi.org/10.21070/jees.v2i1.676 DOI: https://doi.org/10.21070/jees.v2i1.676
LaBerge, D. & Samuels S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. DOI: https://doi.org/10.1016/0010-0285(74)90015-2
Mason, M. (1982). Recognition time for letters and non-letters: Effects of serial position, array size, and processing order. Journal of Experimental Psychology: Human Perception and Performance, 8(5), 724-738 DOI: https://doi.org/10.1037/0096-1523.8.5.724
Mastropieri, L.A. & Scruggs, T.E. (1999). Strategies to increase reading fluency. Intervention in School and Clinic, 34, 278-292. DOI: https://doi.org/10.1177/105345129903400504
Moats, L.C. (2001). When older students can’t read. Educational Leadership, 58(6), 36-40.
Rasinski, T.V., Blachowicz, C. & Lems, K. (2006). Fluency instruction: research-based best practices. New York: The Guilford Press.
Rohman, A. (2017). Improving Students’ Reading Comprehension Through Text Structure Tasks. Script Journal: Journal of Linguistic and English Teaching, 2(1), 1-12. doi:https://doi.org/10.24903/sj.v2i1.74 DOI: https://doi.org/10.24903/sj.v2i1.74
Samuels, S.J. (2002). Reading fluency: Its development and assessment. In E. Farstrup & S.J. Samuels (Eds.). What research has to say about reading instruction. 3rd ed. (166-183). Newark, DE: International Reading Association. DOI: https://doi.org/10.1598/0872071774.8
Samuels, S.J. (2004).Toward a theory of automatic information processing in reading, Revisited. In R.B. Ruddell & N.J. Unrau (Eds), Theoretical models and processes of reading. 5thedition (1127-1148). Newark, DE: International Reading Association. DOI: https://doi.org/10.1598/0872075028.40
Samuels, S.J. (2006). Towards a model of reading fluency: What research has to say about fluency instruction. Newark, DE: International Reading Association.
Sinatra, G.M., & Royer, J.M. (1993). Development of cognitive component processing skills that support skilled reading. Journal of Educational Psychology, 85(3), 509- 519. DOI: https://doi.org/10.1037/0022-0663.85.3.509
Soto, De, J.L., & Soto, De, C.B. (1983). Relationship of reading achievement to verbal processing abilities. Journal of Educational Psychology, 75(1), 116-127. DOI: https://doi.org/10.1037/0022-0663.75.1.116
Snow, C.E., Burns, S.M. & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Stanovich, K.E. (1980). Effects of explicit teaching and peer tutoring on the reading achievement of learning disabled and low-performing students in regular classrooms. Reading Research Quarterly, 16, 32-71. DOI: https://doi.org/10.2307/747348
Stanovich, K.E., Nathan, R. G., & Vala-Rossi, M. (1986). Developmental changes in the cognitive correlates of reading ability and the developmental lag hypothesis. Reading Research Quarterly, 21(3), 267-283. DOI: https://doi.org/10.2307/747709
Mackworth, J.F. & Mackworth, N.H. (1974). How children read: Matching by sight and sound. Journal of Reading Behaviour, 6(3), 295-303. DOI: https://doi.org/10.1080/10862967409547103
Mokhtari, K. & Thompson, B. (2006). The influence of syntactic awareness on fifth graders’ reading fluency and comprehension. Journal of Research in Reading, 85, 423-434.
Warren, F. J. R. & Rosebery, A. S. (1985). A componential approach to training reading skills: Part 2. Decoding and use of context. Cognition and Instruction, 2(3-4), 271-338. DOI: https://doi.org/10.1080/07370008.1985.9648919
Copyright (c) 2018 Rafizah Mohd Rawian, Ahmad Azman Mokhtar, Mohamad Fadhili Yahaya
This work is licensed under a Creative Commons Attribution 4.0 International License.
