Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)

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, Accurac...

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Main Author:	Hasimah Ja'afar
Format:	thesis
Language:	zsm
Published:	2015
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=2702
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spelling	oai:ir.upsi.edu.my:27022020-02-27 Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR) 2015 Hasimah Ja'afar LB Theory and practice of education 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. 2015 thesis https://ir.upsi.edu.my/detailsg.php?det=2702 https://ir.upsi.edu.my/detailsg.php?det=2702 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	zsm
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Hasimah Ja'afar Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)
description	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.
format	thesis
qualification_name
qualification_level	Doctorate
author	Hasimah Ja'afar
author_facet	Hasimah Ja'afar
author_sort	Hasimah Ja'afar
title	Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)
title_short	Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)
title_full	Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)
title_fullStr	Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)
title_full_unstemmed	Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)
title_sort	impact of repeated reading strategy on reading fluency of malaysian lower secondary school students (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2015
url	https://ir.upsi.edu.my/detailsg.php?det=2702
_version_	1747833028075323392

Impact of repeated reading strategy on reading fluency of Malaysian lower secondary school students (IR)

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