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Reading fluency-WPS Office

Reading fluency is essential for comprehension and overall academic success, with many students struggling to read fluently facing significant challenges. Research indicates that a large percentage of poor readers have difficulties with word recognition and phonological processing, leading to negative emotional impacts and academic risks. Programs like Project READ and Project Reach for the STAR aim to improve reading skills among students, particularly those in grade 7, to address these issues and enhance reading comprehension.

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8 views

Reading fluency-WPS Office

Reading fluency is essential for comprehension and overall academic success, with many students struggling to read fluently facing significant challenges. Research indicates that a large percentage of poor readers have difficulties with word recognition and phonological processing, leading to negative emotional impacts and academic risks. Programs like Project READ and Project Reach for the STAR aim to improve reading skills among students, particularly those in grade 7, to address these issues and enhance reading comprehension.

Uploaded by

lovelytoyco7
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reading fluency is a crucial component to becoming a successful reader because it supports the

ability to comprehend text that students are reading. If students cannot make meaning out of the text
that the read, they will not beproficient readers. According to Jefferson, Grant, & Sander (2017),
a fluentreader “possesses word analysis skills and levels of automaticity that facilitatereading
comprehension” (p. 98). A lack of reading fluency skills can lead toreading difficulties for
students and slow down their reading progress. Manystudents that struggle with reading fluency
result in reading below grade level. Proficient reading and writing skills are critical to success. If students
are not competent readers, they are at risk for academic, behavioral, social andemotional
difficulties. Students with reading disabilities have the potential to beunsuccessful academically and
socially. (MacInnis, 2004). Children with readingdifficulties throughout school and into adulthood, said
how embarrassing anddevastating it was to read with difficulty in front of peers and teachers, and
todemonstrate this weakness on a daily basis. It is clear that this type of failureaffects children
negatively earlier than we thought. By the end of first grade,children having difficulty learning to read
begin to feel less positive about theirabilities than when they started school (Reid Lyon, 2018).

Researchers have made considerable progress in understanding all typesof reading disabilities (Fletcher,
et.al. 2007). For purposes of research, "readingimpaired" children may be all those who score below the
30th percentile in basic 3 reading skill. Among all of those poor readers, about 70-80 percent have
troublewith accurate and fluent word recognition that originates with weaknesses
inphonological processing, often in combination with fluency and comprehensionproblems. These
students have obvious trouble learning sound-symbolcorrespondence, sounding out words, and
spelling. The term dyslexic is mostoften applied to this group. Another 10-15 percent of poor readers
appear to beaccurate but too slow in word recognition and text reading. They have specificweaknesses
with speed of word recognition and automatic recall of words pellings, although they do
relatively well on tests of phoneme awareness andother phonological skills. They have trouble
developing automatic recognition ofwords by sight and tend to spell phonetically but not accurately.
This subgroup isthought to have relative strengths in phonological processing, but the nature oftheir
relative weakness is still debated by reading scientists (Fletcher 2007;Katzir, 2006; Wolf &
Bowers, 2009). Some argue that the problem is primarilyone of timing or processing speed, and others
propose that there is a specific deficit within the orthographic processor that affects the storage and
recall ofexact letter sequences. This processing speed/orthographic subgroup generallyhas milder
difficulties with reading than students with phonological processing deficits.

Reading had been a long-lasting and widespread problem among pupils in the secondary level. One of
the challenges facing teachers is how to motivate the students to read. The implementation of the K to
12 curriculum also swell with the problem in reading of grade 7 students. Most students in grade 7
experience difficulty in learning how to read.They have difficulty in learning phonetics, syllables and
words. Some of them are scared to attend classes when reading lessons started. Due to this
situation,some of them drop out from school and do not continue until the next school year begins. The
Department of Education from the national level down to the school level launched different programs
to solve the problem in reading. Project READ is a five year program aimed to reduce the frustration
readers by 20% everyschool year starting S.Y. 2014-2015 to 2018-2019 (D.O. No. 16, S. 2014). Project
Reach for the STAR is designed to address the problem of non-readers andreaders under frustration
level in the whole district. It aims to improve reading fluency, reading skills and comprehension skills of
the students. Currently, it has been implementing and all hoped that the objectives willbe achieved after
its implementation and will solve the problems in reading.

This action research will be beneficial first and foremost to the 60 grade 7 students for they will learn
how to address their difficulty in reading andwill help them develop their reading comprehension. As the
respondents of this action research, they will be elevated from the non-reader and frustration level to at
least instructional level. As the pupils improve their reading comprehension.

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