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A Research Proposal
of
Carla B. Ledesma
MAEd-ELT
Chapter I
INTRODUCTION
Without fluency, out-of-school learners will find difficulty in making connections and fully
comprehending the texts specifically that they missed the formal or classroom style of
learning the macro skills. Reading fluency creates a bridge towards reading
comprehension therefore it is a vital skill that one has to master. Choosing the appropriate
fluency strategies will contribute to improve the overall reading comprehension for out of
school learners. Fluency is the ability to read with speed, accuracy, and proper expression
(Rasinski, 2006). Learners who failed to understand the text they are reading are
considered non fluent readers. They also find difficulty in decoding which hindered to
finding the meaning and clear understanding of the texts whereas fluent readers are those
Today, more than ever, the ability to read and comprehend what is read is crucial
reading programs must lead students to acquire essential reading skills that enable them
to learn and enjoy from printed materials (Torgesen, 2002). There are certain English
vocabulary, and reading comprehension that have been confirmed through research to
be needed in order to become a proficient reader. Lack of one of these skills may lead to
important factor in student reading success. Reading fluency is primarily defined as how
fast and accurately with appropriate prosody or expression a person reads a passage
(Hudson, Lane, & Pullen, 2005). In school settings, judgments about reading ability are
often made on the basis of students' oral reading fluency. Thus, teachers, researchers,
parents, and children alike generally are keenly aware of reading fluency and its
importance for proficient reading (Rasinski, 1989; Rasinski, 2003; Rasinski, 2004a;
connected text (context oral reading fluency) (Hudson, Lane, Pullen, & Torgesen, 2009).
Isolated word reading fluency (word-level fluency or list reading fluency) has been
measured by having students read list words as quickly and accurately as possible, but,
There is a growing body research showing that connected text reading fluency
in English makes more contribution to reading comprehension than isolated word reading
fluency (list reading fluency) (Fuchs et al., 2001; Kim et al., 2011; Klauda & Guthrie, 2008).
Connected text reading fluency is affected by a variety of oral language skills beyond
word decoding
Alternative Learning System (ALS) Implementers are thinking on how to develop
reading fluency among ALS learners in preparation for ALS Accreditation and
Equivalency Test (A&E Test). As the performance of the learners continues to facing
challenges in learning strands written in English, the researcher felt the need to conduct
this study on hand and find the appropriate reading activities that will help them become
fluent readers.
This study aims to determine the level of reading fluency and difficulties
1.1. automaticity;
1.3. prosody?
the following:
2.1. vocabulary;
respondents?
respondents?
6. Based on the findings of the study, what A & E Reading Activities may be
proposed?
1. There is no significant relationship between the level of reading fluency and the
across indicators.
across indicators.
ALS Learners. The results of the study could help them know their strengths and
weaknesses towards becoming fluent readers so that they would be able to further
improving learners’ reading performance and that they would be able to apply the most
appropriate teaching approach in dealing with their learners to make them English
Education Program Supervisors. The results of the study would give some insights on
the level of reading fluency of ALS learners relating to the learning styles, difficulties
Future Researchers. The findings of the study could serve as a reference for the future
This study focuses on the level of reading fluency and the difficulties encountered
by ALS learners of Calapan West District. The level of reading fluency of ALS learners
will be measured in terms of Automaticity, Prosody and Accuracy. The level of difficulties
It will be limited to ALS learners of Calapan West District. The study will be
conceptually defined.
Accreditation and Equivalency Test (A&E) Test. This refers to a paper and pencil
test designed to measure the competencies of those who have neither attended nor
each word, either because it is part of the reader’s sight-word vocabulary or by use of a
Alternative Learning System (ALS). This refers to a parallel learning system in the
Philippines that provides a practical option to the existing formal instruction designed for
ALS Learners. These refer to out-of-school youth and adult catered by ALS programs.
Automaticity. This refers to the ability to fast and effortlessly recognize word that comes
Decoding. This refers to the ability to translate print into speech by rapidly matching a
Reading Comprehension. This refers to the ability to appropriately understand the text
as a whole.
prosodic features and deep understanding” (Hudson, Mercer, & Lane, 2000)
Vocabulary. This refers to the ability to easily recognize or use words in print.
Theoretical Framework
The study is anchored on various theories and insights from some English
learning principles.
Reading doesn’t end with the ability to recognize letter sounds but in order to read
fluently one should learn the deeper meaning behind those letters. Reading fluency forms
Reading Fluency refers to the ability to decode and comprehend text at the same
time (NICHD, 2000; Samuels, 2006). This definition of reading fluency has been
expanded from earlier conceptualizations, which focused only on word recognition (Harris
& Hodges, 1995) and those that focused solely on the components or indicators of fluency
Skills required for accuracy of decoding include: alphabetic principles, the ability to blend
sounds, the ability to use cues to identify words in text, and a large sight-word vocabulary
words automatically, with little cognitive effort or attention. Automaticity is gained through
practice to the point where previously effortful tasks, such word decoding, become fast
and effortless – freeing up cognitive resources for other tasks, such as text
words as well as speed and fluidity in reading connected text (Torgesen & Hudson, 2006).
It is a requirement for building the next component of reading fluency – prosody – as the
On the other hand, prosody of oral text reading refers to naturalness of reading, or
the ability to read with proper phrasing and expression, imbuing text with suitable volume,
stress, pitch and intonation. Prosody is an indicator that the reader is actively constructing
the meaning of a passage as they read (Torgesen & Hudson, 2006). Indeed, prosody
may both serve as an indicator that a student is comprehending as they read and also
In other words, fluent reading should sound like speech (Stahl & Kuhn, 2002). The
research is just emerging on the role of prosody in reading and at this point there is only
minimal evidence that prosodic reading serves as a significant mediator of reading
and phonics, along with a vocabulary of high frequency words, knowledge of word parts
and spelling patterns (rimes and phonographs), decoding strategies, and oral language
In the 1970s, LaBerge and Samuels studied what happens when students read
passages over and over again. They found that when students reread passages, they got
faster at reading the passages, understood them better, and were able to read
especially those who have been diagnosed as having dyslexia, have an understanding of
spoken words (listening vocabulary) that is at times even superior to their normally
progressing peers (Wolf, 2002). However, in order for a student to apply their
understanding of the vocabulary in text, they must be able to read that text accurately and
though your reading of this article is fluent, the reading of some academic articles is likely
to be fluent only for those with specific subject-matter expertise. Sources of variability in
fluency within an individual include: readability level of the text (proportion of words that
can be recognized automatically, by sight), the student’s familiarity with the topic (sight-
word vocabulary and ability to use context to aid word identification), and the priority the
student gives to speed versus accuracy in the specific situation (Topping, 2006).
Conceptual Framework
Figure 1. The hypothesized relationships and differences between and among the
variables of the study.
As shown, the independent variable of the study is the level of reading fluency of
ALS learners in terms of speed, accuracy and prosody. On the other hand, the dependent
The study examines the relationship between the level of reading fluency of ALS
It also determines the differences in the level of reading fluency of ALS learners
across indicators, and the difficulties encountered by ALS learners across indicators.
Chapter II
This chapter presents the related literature and studies of the study on hand.
Related Literature
Foreign
determined that reading fluency was, indeed, one of the pillars of effective reading
instruction. Subsequent summaries of reading research have also determined that there
is a solid body of research that supports reading fluency instruction (Chard, Vaughn, &
Tyler, 2002; Kuhn & Stahl, 2003; Rasinski, 2010; Rasinski & Hoffman, 2003; Rasinski,
Reutzel, Chard, & Linan-Thompson, 2011). In this article, I explore why fluency has
become such a pariah in the reading field, and I also discuss why it should be a central
element to any effective fluency curriculum and how this can happen.
Pikulski and Chard (2005) described fluency as a bridge from word recognition
accuracy to text comprehension. Fluency has two essential components: automaticity and
prosody.
comprehension.
Evidence of this emphasis on reading speed can be seen in the ever increasing
norms for reading rate that have appeared in some commercial fluency programs
related to overall proficiency in reading (Benjamin & Schwanenflugel, 2010; Miller &
Schwanenflugel, 2006, 2008). Moreover, prosody is not an issue solely for oral reading.
several studies have found that readers at the third, fourth, fifth, and eighth grade levels
who read orally with good prosody also tend to be good comprehenders when reading
silently (Daane et al., 2005; Pinnell et al., 1995; Rasinski, Rikli, & Johnston, 2009).
Conversely, these same studies have found that readers who read with poor prosody (in
a monotone and word-by-word manner) also have poor comprehension when reading
silently.
connected text (context oral reading fluency) (Hudson, Lane, Pullen, & Torgesen, 2009).
Isolated word reading fluency (word-level fluency or list reading fluency) has been
measured by having students read list words as quickly and accurately as possible, but,
There is a growing body research showing that connected text reading fluency
in English makes more contribution to reading comprehension than isolated word reading
fluency (list reading fluency) (Fuchs et al., 2001; Kim et al., 2011; Klauda & Guthrie, 2008).
Connected text reading fluency is affected by a variety of oral language skills beyond
word decoding.
Local
lead to school failures. Despite the Philippines supposedly high literacy rate of 88.6 %,
many Filipinos can barely read and write (Juan Miguel Cruz, 2007, cited in Selangan,
2015. He noted;
This is true especially to those living in remote areas as well as the slum
areas of the country. Someone once remarked that we are not a nation of readers; we
are a nation of storytellers. Ours is a culture of oral history passed on by word of mouth
its high literacy rate and found out that Filipinos are not a reading populace. The
consumption of reading materials is way behind the Asian neighbors(Ople 1993; Locsin
Many studies conducted and many surveys commissioned support the fact
that many students have difficulty comprehending what they read. All schools need to
have some sort of remedial reading program to help struggling students. Through the
program it will make the students create reading as a habit. Orencia (2006) noted;
Children only learn only half of what they are supposed to learn in school.
The small percentage of readership in the [Philippines] and the dismal performance of
pupils in tests on reading demonstrate the failure of many local schools to effectively
foster the aims of reading education. People’s survival and satisfaction in today’s age of
information explosion depend largely on their ability to read and write proficiently and
critically. (p. 3, 4)
factors that affected Filipino bilingual high school student’s reading comprehension in
English. The objective of her paper was twofold; first was to determine and measure the
comprehension and their use of meta-cognitive reading strategies when reading in the
same language. Results were not conclusive as to whether reading motivation or use of
meta-cognitive reading strategies affects reading comprehension more for there was no
that the recall of information in a text is affected by the reader’s schemata and explains
that a reader comprehends a message when he is able to bring to mind a schema that
gives account of the objects and events described in the message. Moreover, Wilson
(1972) in Marquez (2008) stated that the lack of educational opportunity and reading
materials among poor families contribute to the performance and competence of the
learner.
Students whose parents have higher educational background perform well than those
whose parents only attained elementary or high school education. This is because the
former are able to provide more learning experiences that are essential to the development of the
student’s reading skills and other aspects as well (Lardizabal, 1981 in Marquez, 2008).
Chapter III
RESEARCH METHODOLOGY
Research Design
study.
designed as reference on how the independent variable relates to the dependent variable
In this study, the level of reading fluency and difficulties encountered by the
is designed to compare two or more things with a view of discovering something about
In this study, differences in the level of reading fluency and difficulties encountered by
This study will be conducted in fifteen (15) selected barangays in Calapan West
District namely: Canubing I & II, Sta. Rita, Patas, Tawiran, Sta. Isabel, Mahal na
Pangalan, Wawa, Baruyan, Personas, Comunal, Masipit, Balite, Tibag, and Pachoca.
Calapan West District is located in Calapan City Division having two (2) mobile
The respondents of the study will be ninety one (91) ALS learners generated from
a population of two hundred thirty three (233) enrolled for the school year 2018 – 2019.
Sampling Technique
The respondents of the study will be selected with the use of proportional stratified
random sampling technique. G-power Analysis is used to identify the sample size of the
study using effect size of 0.25, power value of 0.95 and error of 0.05.
Mahal na Pangalan 10 5
Wawa 8 3
Personas 14 6
Baruyan 10 4
Canubing I 25 11
Canubing II 13 5
Sta. Rita 11 4
Patas 15 5
Tawiran 12 3
Comunal 26 12
Masipit 14 7
Balite 12 6
Pachoca 13 7
Tibag 15 3
Total 233 91
Research Instrument
The study will use a self-made questionnaire on the level of reading fluency and
difficulties encountered.
Part I will deal on items which measure the level of reading fluency of the
respondents in terms of automaticity accuracy, and prosody. Part II will deal on items
Validation of items will be done with the help of one (1) Education Program Specialist,
one (1) Master Teacher, and one (1) Teacher III who are experts in the field. Dr. Joey B.
A test-retest method will be used in the study. The instrument will be pre-tested to ten
(10) non-respondents in Barangay Sta. Isabel . After ten (10) days, the questionnaire will
be re-administered to the same ten (10) respondents. The reliability of the instrument will
The level of reading fluency and the level of difficulties encountered by the respondents
will be described using a 5-point numerical scale with its statistical limits shown below.
4 3.50-4.49 High
3 2.50-3.49 Moderate
2 1.50-2.49 Low
A letter of request endorsed by the Director for Graduate Studies will be sent to the
Schools Division Superintendent for approval. After its approval, it will be presented to
the District ALS Coordinator (DALSC) of the district where the study will be conducted.
Data gathered will be described using weighted mean and rank. To determine the
differences among the indicators, One Way Analysis of Variance will be used. To test the
relationships between the independent variables and dependent variable, Pearson’s
The statistical methods will be used in the analysis of data gathered are the following:
1. Weighted Mean. This will be used to compute the level of reading fluency and the
used to test the magnitude and direction of the relationship between the variables.
encountered by ALS learners, and math anxiety encountered across its indicators.