Introduction Reading is one of the most important language skills that should be developed inside and outside the classroom. It is also one of the most common ways to get information. The ability to read is vital to learning. Access to knowledge in the various disciplines is made possible through reading. Reading fluency is one of the defining characteristics of good readers, and lack of fluency is common characteristic of poor readers. It can be defined as reading fast, but fluently and accurately in reading the text with good pronunciation and adjusting the reading rate to suit the purpose for reading. It is important to note that reading fluency doesn’t refer to oral reading, however, because it is possible for someone to read a passage aloud fluently and not comprehend it at all. Fluency in silent reading promotes improved comprehension by allowing the student to read for ideas rather than for individual words. Non-fluent readers suffer in at least one of these aspects of reading: they make many mistakes, they read slowly, or they don't read with appropriate expression and phrasing. However, non- fluent readers read slowly and sound choppy. On the otherhand, non-fluent redears have to spend more time decoding, leaving less time for comprehending the text. Fluent readers recognize words automatically, without struggling over decoding issues. They sound natural, as they're speaking. Therfore, not every readers becomes fluent, even when students recognize words automatically, they are not fluent if they if they don't read expression. To read with expression a student should be able to divide word into chunks, using proper phrasing. In this study, the researchers aim to identify the factors that affect reading fluency, wants to discover the reason behind the present status of Reading fluency and its relation to English Performance and aim to find out how fluent the Bachelor in Elementary Education students of Central Philippines State University, Moises Padilla Campus. Statement of the Problem 1.What is the socio-demographic profile of the students in terms of: a.Age b.Sex c.Parent’s Occupation d.Parent’s Monthly Income e.Parent’s Highest Educational Attainment 2.What are the factors that affect reading fluency among students in relation to their English performance according to: a.Speed b.Accuracy c.Prosody or Expression 3.What are the students English Performance in terms of Grade Point Average (GPA)? 4.Is there a significant difference between the factors that affect reading fluency when grouped accordingly to their socio-demographic profile? 5.Is there a significant relationship between the factors that affect reading fluency and the student’s English performance? Hypotheses
1.There is no significant difference between the
factors that affect reading fluency when grouped accordingly to their socio-demographic profile. 2.There is no significant relationship between the factors that affect reading fluency and its relation to student’s English performance. Theoretical Framework This study is anchored based on the theory of Mayer and Felton (1995: 284) that the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding. The students successful with decoding when the process used to identify words are fast and nearly effortless or automatic. The concept of automaticity refers to a student’s ability to recognize words rapidly with little attention required to the word’s appearance. The phrase “the same, but different” cited by Lems et. al., 2010 aptly captures the complexity of the fluency construct for English language learners. On the one hand, research establishing the validity of oral reading performance scores for English language learners (ELLs) is limited; on the other hand, there is data-based support for using fluency instruction to support their reading development according to e.g. Pluck et. al., 2006. In addition, there are “global” benefits to fluency practice which go well beyond the abundant benefits for native speakers of English. Because literacy is developing side by side with English language acquisition, fluency is situated somewhat differently in the literacy development of English language learners, but it is still consequential. We know very well by now that oral reading fluency scores have a robust relationship with silent reading comprehension for native speakers of English cited by e.g. Deno, Marston et. al. We also know that fluency “snapshots” work well as a quick screening tool for the classroom according to Blachowicz et. al., 2001. Conceptual Framework This study illustrates the Schematic Diagram of the study. The Schematic Diagram consists of two variables namely, independent and dependent variable. In the variable has two parts. The first part consists of Socio-demographic profile in terms of Age, Sex, Parent's Occupation, Parent's Monthly Income and Parent's Highest Educational Attainment. The second part is about the Factors that affect Reading fluency in terms of Speed, Accuracy and Prosody or Expression. Dependent variable tells about the Students English Performance. Respondents of the Study
The Bachelor in Elementary
Education from First Year and Third Year students of Central Philippines State University, Moises Padilla Campus comprise the target respondents. Data Treatment Statement Problem No.1 - To determine the socio-demographic profile of the respondents. Frequency and percentage Distribution will be is use. Statement Problem No.2- To determine the level of the Factors that Affect Reading Fluency of the Bachelor in Elementary Education students. Mean and Standard Deviation will be is use. Statement Problem No.3- To determine the students English Performance. Mean and Standard Deviation will be is use. Statement Problem No.4- To determine the significant differences on the level of Factors that Affect Reading Fluency to the Bachelor in Elementary Education students; Analysis of Variance (ANOVA) will be is use. Statement Problem No.5- To determine the significant relationship on Factors that Affect Reading Fluency of the Bachelor in Elementary Education students and its Relation to their English Performance; Pearson’s r will be is use.
: A COMPARATIVE STUDY OF READING COMPREHENSION OF SELECTED SOPHOMORE STUDENTS IN POLYTECHNIC UNIVERSITY OF THE PHILIPPINES QUEZON CITY CAMPUS BETWEEN A.Y. 2011-2012 AND A.Y. 2012-2013 CORRELATES TO OTHER VARIABLES