action research on reading skills pdf

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ACTION RESEARCH IN READING

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Gabriel Ankrah

The study was undertaken to unearth and implore the necessary strategies to blend five and six letters to form a meaningful word. The research instrument used was test items. All the pupils in the class took the same test thus, pre-test. It was used to gather data baseline information before the research was carried out on them. Biographic data of their responses were analyzed, discussed and the findings brought to the face. The study revealed the areas in which the pupils falter when reading and the appropriate techniques and strategies were used to control its occurrence. Based on the findings, the researcher gave some recommendations. Teachers should have mastery over the subject matter and also use the appropriate methods in the teaching of the topic. Again, they should make their lessons child centered to avoid scaring the pupils off. The study further opens the door for more research into pupil's inability to blend five and six letters to form meaningful words.

Proceedings: International Conference Sang Guru 2 The Praise for and Criticism of Teaching and education, Linguistics, and Literature in the Modern Era, Unipress Unesa: Fakultas Bahasa dan Seni Universitas Negeri Surabaya

Fauris Zuhri

Abstract: This paper discusses reading difficulties at word level in English Department of State University of Surabaya. It explains the identification of words in literal reading class. Literal reading involves two main processes – identifying words and comprehending connected them in texts. Phonological and phonic skills provide the foundation for word identification. To understand a text, a reader must be able to identify words rapidly, know the meaning of almost all of the words, and be able to combine sequential units of meaning into a coherent message. The learners need to be taught early, and by direct methods. Sight vocabulary is essential that learners build a memory store of words they can recognise instantly without the need for decoding. Proficiency in reading basically involves gaining competence in two separate but complementary processes, namely word identification (decoding) and linguistic comprehension. But, it is recognised that some students who develop adequate word-reading ability and fluency still have difficulty understanding what they are reading, particularly when faced with the expository style of writing used within many school textbooks. To become competent readers, students need to learn effective strategies for identifying all words in print and for comprehending text. Literacy instruction must therefore include explicit teaching and practice in these essential strategies to enable all learners to read fluently, confidently and with understanding. Makalah ini membahas kesulitan membaca pada level kata di Jurusan Bahasa Inggris Unesa Surabaya. Untuk itu makalah ini menjelaskan pengidentifikasian kata di mata kuliah Literal Reading. Literal Reading terdiri dari dua proses utama – mengidentifikasi kata dan memahami secara komprehensif hubungan kata di dalam teks. Keterampilan fonologi dan fonem menjadi dasar pengidentifikasian kata. Supaya bisa memahami teks, pembaca harus mempunyai kemampuan mengidentifikasi kata dengan cepat, mengetahui arti hampir semua kata-kata, dan mampu menggabungkan arti kata-kata secara runtut menjadi satu pesan yang koheren. Sedari awal mahasiswa perlu diajar dengan menggunakan metode langsung. Mencermati kosakata merupakan hal yang esensial sehingga mahasiswa mempunyai wadah memori kosakata yang dapat diingat secara cepat tanpa perlu mengidentifikasi lagi kosata tersebut. Profisiensi membaca menjadi dasar untuk memperoleh dua kompetensi yang berbeda tetapi dalam proses saling melengkapi, yaitu: pengidentifikasian kata dan pemahaman linguistik. Akan tetapi, hal yang perlu diingat bahwa beberapa mahasiswa yang belajar meningkatkan kemampuan dan kelancaran membaca pada level kata secara memadai masih menemui kesulitan memahaminya ketika mereka sedang membaca, khususnya ketika mereka membaca jenis teks eksposisi yang banyak ditemui di buku-buku teks sekolah/perguruan tinggi. Supaya menjadi pemabaca yang kompeten, mahasiswa perlu mempelajari strategi efektif untuk mengidentifikasi semua kata yang ada di bacaan dan juga memahami secara komprehensif teks. Oleh karena itu, pembelajaran literasi harus menyertakan secara eksplisit pengajaran tersebut dan mempraktekkan jenis-jenis strategi esensial supaya semua mahasiswa mampu membaca dengan lancar, yakin dan disertai dengan pemahaman komprehensif. Key words: reading difficulty, word level, and literal reading in English Department.

Manit Bacate

Reading performance has been the problem of most schools affecting the students’ academic achievement results. Using the non-equivalent pretest-posttest quasi-experimental design, this study was conducted in order to determine the effects of the remedial reading program on the oral and silent reading skills of Grade VII students by comparing the progress of the experimental group using the Science Research Associates (SRA) materials and the control group using the Developing Reading Comprehension Skills materials, donated books of Former Senator Letecia Ramos Shahani. The students’ profile in terms of age, sex, general point average in Grade VI, and the grade in English were used as intervening variables to determine the significant relationship between reading performance of the experimental and control groups in the silent reading and oral reading skills. To determine the significant relationship and difference between the performance of the experimental and control groups in the oral and silent reading, this study utilized the pretest and posttest mean scores of the silent and oral reading tests. The posttest results exhibited an increase in the mean scores of the oral and silent reading tests. Decoding accuracy and automaticity showed a significant relationship between the pretest and the posttest results in the grade point average in Grade VI, which suggests that the students’ performance is closely related to their grade in Grade VI. All the skills in oral reading are found to have high significant difference except for the experimental group’s comprehension which is significant. The results suggest further that the study skills lag behind other skills in silent reading such as vocabulary and comprehension, implying that students with learning and behavior problems have difficulty in learning these skills. Therefore, appropriate research on study skills should be conducted to help augment the learning skills of students. Both the SRA and Developing Reading Comprehension Skills materials were effective in the development of the reading skills of the students.

Habtamu Walga

The aim of this study was to find out the factors that affect students' reading speed and comprehension that are related to students, teachers, and school with particular reference to Grade Nine Manasibu Secondary of West Wallagga Zone, Oromia. A descriptive survey of quantitative and qualitative data analysis method was employed to carry out this study. 97 students and 12 teachers were selected using purposive and simple random sampling techniques. The data were gathered through questionnaires, interview and classroom observation. The questionnaires were used to explore the teachers', students' and school related constraints with respect to the learning and teaching of reading speed and comprehension skills. The interview and classroom observation supplemented the data obtained through the questionnaires. Numbers and percentages were used to analyze the collected data. The result of the study revealed that the teachers rarely played their roles to improve the students' reading speed and comprehension in the classroom reading due to lack of awareness. Besides, the main factors students' related factors that affect the students' reading speed and comprehension skills in the target grade level were such as carelessness, negative attitudes toward reading, poor background knowledge, lack of knowledge of using appropriate reading strategies to the purpose of the reading, lack of practice and low participation in classroom reading. The finding also revealed the problem related to school like less orientedness to the reading skills, lack of finance, lack of awareness, large number students in each class, unsuitability of seating arrangements to pair and group works and lack of access to teaching aids. Finally, on the basis of the findings, it was recommended that in order to improve students' reading speed and comprehension, above all, the students have to practice reading in the target language by reading in the library and at their homes and by participating activities in the classroom. To this end, teachers also ought to play prominent roles to improve the students' reading speed and comprehension. That is, they should use modern methodologies which give room for improvement of reading speed and comprehension and the students have to play their appropriate roles in doing against problems that hindered students' learning of reading skills. Besides, the concerned bodies need to deal with the problem of large class size and instructional materials related factors to alleviate the problem.

Justice Agyei Ampofo

edna albaran

ABSTRACT 1. Title: ENHANCING ORAL READING COMPETENCE OF GRADE SIX PUPILS THROUGH REMEDIAL INSTRUCTION IN COASTAL SCHOOLS OF ALUBIJID DISTRICT, DIVISION OF MISAMIS ORIENTAL SY 2017-2018 2. Author: ALBARAN EDNA NOB (Last Name) (First Name) (Middle Name) 3. Type of Document : Action Research 4. Type of Publication : Published 5. Key Words: Oral Reading Enhancement 6. Abstract 6.1 Summary This study attempted to enhance the Oral Reading Competence of Grade Six pupil respondents through Remedial Instruction in Coastal Schools of Alubijid District, Division of Misamis Oriental, S.Y. 2017-2018. Specifically, this study sought answers to the following questions: 1. What is the Oral Reading Competence of the Grade Six pupil respondents after conducting Two Months Remedial Reading Instruction 1.1 Repetition Approach: Reading Aloud with Expression 1.2 Guided Repeated Oral reading? 2. What is the profile of the Grade Six pupil respondents considering the following: 2.1 sex 2.2 attitude towards Oral reading 2.3 teacher traits 2.4 teaching methodology 2.5 exposure to reading materials? 3. What is the Oral Reading Competence in English of the Grade Six pupil respondents on the following: 3.1 pronunciation 3.2 vocabulary 3.3 grammar 3.4 fluency 3.5 comprehension; and 3.6 overall results on Enhancement Oral reading skills after remedial instruction? Research Methodology This study employed the descriptive research method which involved twelve ((12) respondents in the coastal schools of Alubijid District, Division of Misamis Oriental. The respondents were non-readers and very slow readers based on the oral reading results of Phil-IRI S.Y. 2017-2018. The number of samples were identified through proportional allocation sampling design. The research instruments were used to gather data namely: a questionnaire to determine the pupil’s sex, exposure to reading materials the instructional materials used to conduct remedial reading, the reading comprehension skills test in attitude towards oral reading, the teacher traits and teaching methodology. The statistical tool was used to analyze the data gathered: descriptive statistics such as means, percentages and standard deviation to describe the proficiency level. The researcher with the help of the English Teachers, personally conducted he oral remedial instruction and administered the questionnaire Findings The following are the salient findings of the study: 1. There were twelve (12) respondents, involving 10 males and 2 females. On the Repetition Approach: Reading Aloud with Expression, the respondents with poor to fair had mean rating of fair oral reading competence, the respondents had also fair rating in guided Repeated Oral Reading. 2. In general, the findings disclosed that the Grade Six pupil respondents in coastal schools of Alubijid District, Division of Misamis Oriental, S.Y. 2017-2018 had barely fair oral reading competence after conducting two months intensive remedial instruction. The oral reading competence of the respondents was increased/improved from non-reader to fair reader (instructional level). 3. The pupil respondents had obtained fair rating in pronunciation, grammar, vocabulary and fluency. The respondents’ weakest area is comprehension. Conclusions Based on the results of the study, the following conclusions were drawn: 1. The Grade Six pupil respondents in Coastal Schools of Alubijid District, Division of Misamis Oriental, in the School Year 2017-2018had fair performance in Oral reading competence after the conduct of two months intensive remedial instruction. It implies that they had improved their oral reading skills from non-reader to fair reader level. 2. The following independent variables in this study such as sex, attitude towards oral reading, teacher traits, teacher methodology and exposure to reading materials, all play vital roles in enhancing the pupils’ oral reading competence. 3. Although the overall performance of the respondents was fair, they performed very satisfactory in pronunciation. The respondents’ weakest area is in comprehension, followed by fluency, grammar, and vocabulary. It implies that majority of the respondents were able to read the given statements but did not understand what is being read. Recommendations In the light of the findings revealed in the study, the researcher set forth the following recommendations: 1. Pupils’ attitude towards oral reading English came out an important factor in the pupils’ oral reading competence/skills. The teacher should capitalize on this by motivating the children to develop their interest in reading. 2. The teacher should conduct regular remedial instruction to the non-readers from Grades I to VI to improve their oral reading skills using the Repetition Approach: Reading Aloud with Expression and Guided Repeated Oral Reading Strategies. Furthermore, the teacher should put up a “Learners’ Kiosk” inside the classroom with reading facilities such as reference books, supplementary books, magazines, and periodicals, to be ready in times the pupils need them. This would encourage the pupils to read during their vacant periods and help develop positive attitude towards oral reading. 3. Pupils must answer in complete sentences to develop fluency, grammar, and comprehension. 4. The pupils who are already advanced in reading may be properly motivated to help their classmates who are not good in oral reading. This peer activity will enhance the oral reading development of the slow learners. 5. Future researchers should look into the oral reading competence skills of pupils in other districts to find out their status so that they can be properly guided in reading, which is very important in their academic performance.

European Journal of Educational Research

hayati akyol

Maripaz Panopio

RADHIKA SHARMA

This content emphasizes the significance of English as a global language and a tool for learning across various domains. It outlines the four essential language skills – listening, speaking, reading, and writing – and their role in effective communication. The importance of early reading education is highlighted, discussing its benefits in fostering memory, strengthening the brain, and enhancing analytical abilities. The text also emphasizes the role of reading in introducing students to diverse cultures and promoting independence and confidence. The theoretical background delves into reading challenges and categorizes them into specific word reading challenges (SWRD), specific reading comprehension challenges (SRCD), and mixed reading challenges (MRD). The content further discusses the methodology of identifying and addressing these challenges, emphasizing the need for systematic phonics support and intervention. The reflection section offers insights into observed improvements and challenges faced during the implementation of reading strategies. Recommendations for improving reading skills include building vocabulary, using online resources, employing visual aids, and encouraging critical thinking. The importance of summarizing techniques and question-answer scenarios is underscored, with a focus on enhancing students' comprehension and analytical abilities. The abstract concludes with a call for active engagement in teaching methods that foster critical thinking and creativity in students.

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