Publication:
English As A Foreign Language Reading Fluency Analysis: A Pilot Study

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dc.ConferencedateFEB 08-10, 2016
dc.ConferencelocationIstanbul, TURKEY
dc.Conferencename3rd International Conference on Education and Social Sciences (INTCESS)
dc.contributor.authorSidek, H. Men_US
dc.contributor.authorHazleena Baharunen_US
dc.contributor.authorNoor Saazai Mat Saaden_US
dc.contributor.authorMohd Muzhafar Idrusen_US
dc.date.accessioned2024-05-29T02:58:45Z
dc.date.available2024-05-29T02:58:45Z
dc.date.issued2016
dc.descriptionIJASOSInternational EJournal of Advances in Social Sciences, Vol. I I, Issue 4 , April 201 6en_US
dc.description.abstractWithin the context of reading in English, fluency plays an important role with regards to readers' reading comprehension performance. Deficit in reading fluency may affect the efficiency of phonological processing, which in turn affects reading comprehension performance. Within the realm of English as foreign language (EFL) reading, the role of reading fluency is of similar importance. Considering the significance of reading fluency within the context of EFL reading comprehension performance, the current pilot study attempted to analyze reading fluency performance in a non-rich target language environment for the purpose of informing EFL reading comprehension instruction with regards to reading fluency. The participant was a middle school aged, EFL reader who received EFL reading comprehension instruction for the period of seven years at the time the study was conducted but had never received phonics instruction. The data in this study were acquired within the period of two months. The data collection was spread within the period of two months in order to acquire standardized performance and to avoid contamination. Two reading fluency diagnosis instruments were used to evaluate the participant's fluency: Fluency rate per minute for grade-level and nongrade level texts and miscue analysis. The texts used in this study were the ones provided in Leslie and Caldwell's Qualitative Reading Inventory IV. The findings show that although the participant in this study had never received any phonics instruction, he was not able to read at the grade-level and above grade-level fluency rates. The findings from the miscue analysis show that the participant was not able to meet the required grade-level accuracy. The findings are discussed within the realm of reading instruction in the foreign language reading context and with regards to their implications in EFL reading comprehension instruction.en_US
dc.identifier.doi10.18769/ijasos.97353
dc.identifier.epage79
dc.identifier.issn2411-183X
dc.identifier.issue4
dc.identifier.scopusWOS:000383785000077
dc.identifier.spage70
dc.identifier.urihttp://ijasos.ocerintjournals.org/en/pub/issue/24464/265642
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/11706
dc.identifier.volume2
dc.languageEnglish
dc.publisherOCERINT Internationalen_US
dc.relation.ispartofIJASOS International EJournal of Advances in Social Sciencesen_US
dc.sourceWeb Of Science (ISI)
dc.subjectFluencyen_US
dc.subjectEFL foreign languageen_US
dc.subjectreadingen_US
dc.subjectmiscue analysisen_US
dc.titleEnglish As A Foreign Language Reading Fluency Analysis: A Pilot Studyen_US
dspace.entity.typePublication

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