The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

Abstract

The ability to understand and react to ideas expressed in writing is the essence of reading, and if we accept that the ultimate goal of reading is comprehension and learning from text, it is important for teachers to understand how fluency is the essential component that nurtures and brings about this capability. (p. 3) When students can identify words automatically and accurately, they can comprehend much more easily because their cognitive resources are free to make meaning. Hence, researchers and educators have witnessed fluency's rise to prominence in the reading world because of its importance to overall reading health. THE EFFICACY OF REPEATED READING 2Although fluency has recently gained significance, Murray, Munger, and Clonan (2012) found the data verify that fluency may not be developing as it should (Murray et al., 2012). Other researchers have also uncovered alarming news about the foundational skills of secondary students. Paige, Rasinski, and Magpuri-Lavell (2012) declared that "we face a crisis in the United States concerning the literacy development of secondary students" (p. 73). For instance, the National Assessment of Educational Progress disclosed that only 35 percent of eighth-grade students scored at or above The Proficient level in reading (NAEP; National Center for Education Statistics, 2009). This statistic means that almost two-thirds of eighth grade students scored the proficient. Of this group that scored below proficient, the study revealed that 38.5% scored below Basic (Paige, et al., 2012). Roberts and colleagues added insight into these scores when they defined below Basic as "unable to understand important concepts and acquire new knowledge from grade-level-texts" (Roberts, Torgesen, Boardman, & Scammacca, 2008, p. 63).According to these statistics, students entering high school may lack basic reading skills.In light of these statistics, today's educators should be particularly alarmed about basic reading skills because in recent years, extensive research has established the need for college and career ready students to be proficient in independently reading complex informational content area text (Common Core State Standard Initiative, 2012).Educators expect twenty-first century students to read and comprehend at a very complex level. For instance, since Ohio and many other states have adopted, or are in the process of adopting, the Common Core State Standards for College and Career Readiness (CCSS), secondary students must possess basic, essential reading skills that allow them to read at ever increasingly complex level. Students must demonstrate independence and a THE EFFICACY OF REPEATED READING 3 wide-knowledge base. They must also show the ability to cite evidence to demonstrate understanding; evaluate the author's purpose, tone, and subtle nuances; critique, evaluate, and synthesize information (Common Core State Standard Initiative, 2012). Students need comprehension in order to apply higher level thinking skills such as, evaluation, synthesis, and construction. Students ...

Leveraging Read-Aloud Instructional Strategy (Rais) for Enhancing English Reading Fluency, Anxiety, and Confidence of Efl Chinese Undergraduates: A Quasi-Experimental Multi-Group Design

“…The ensuing discourse, informed by a corpus of empirical studies and grounded in educational psychology, posits a direct nexus between reading fluency and the psychosocial constructs of reading anxiety and self-confidence (Xue, 2022;Liu & Wang, 2018). Poor reading fluency, it appears, not only militates against comprehension but also engenders heightened levels of reading anxiety (Matlin, 2022;Driggs, 2013;Wallace, 2013). This heightened anxiety, cyclically, acts as a fetter, further undermining fluency.…”