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Oral Reading Fluency: Teaching and Assessment Strategies
Date
2021-06-20
Journal Title
Journal ISSN
Volume Title
Publisher
http://www.hrpub.org
Abstract
Oral reading fluency skill is one of the keys
to reading comprehension. Despite the significance of this
skill, many reading curricula pay no attention to it [1].
Private schools in the United Arab Emirates (UAE) are
giving great attention to reading fluency more than public
schools. As a result, the current study adopted the
exploratory qualitative design, in which three tools
(documents analysis, classroom observations, and
interviews) were employed respectively to investigate this
issue in two private schools within the UAE. In particular,
this study aimed: (1) to identify oral reading strategies used
in private schools, (2) to identify the assessment strategies
used to assess oral reading fluency, and (3) to identify if
there is a match between the reading-aloud strategies and
the assessment strategies used. Interestingly, the
exploratory design helped to gain well-founded insights
about the significance of teaching and assessing this skill.
Moreover, the findings revealed English teachers’
practices in teaching and assessing students’ oral reading
fluency. Teachers used plenty of reading-aloud strategies
such as repeated reading, pair reading, individual
reading-aloud, practice reading, choral reading, reading
practice, and assisted reading to build and improve students’
reading fluency. It was also obvious that different
assessment techniques were employed to assess students’
oral reading fluency such as the rubric, checklist, DIBLES:
WCPM test, word efficiency test, and keeping records of
students’ performance. Furthermore, it was clear that the
aforementioned assessment tools were suitable with the
reading-aloud instruction provided to the students. Notably,
this research has contributed to the limited body of
knowledge within the UAE about the significance of
integrating reading-aloud strategies in any reading
programs to develop students’ fluency and comprehension.
The study bridged the gap in the literature through
exploring more than one strategy and more than one
assessment tool used to boost students’ oral reading
fluency. According to the previous findings, fostering oral
reading fluency and creating a better reader, who reads
fluently should be taken into account. Therefore, oral
reading fluency should not be neglected. Policymakers and
curriculum designers have to think of incorporating
teaching and assessing oral reading fluency into reading
programs and curriculum.
Description
Keywords
Oral Reading, Fluency, Reading-Aloud
Strategies, Assessment Strategies
Citation
Aldhanhani, Z.R. and Abu-Ayyash, E.A.S. (2021) “Oral Reading Fluency: Teaching and Assessment Strategies,” Universal Journal of Educational Research, 9(7), pp. 1375–1384.