STRENGTHENING READING COMPREHENSION SKILLS THROUGH FLUENCY-

ORIENTED READING INSTRUCTION (FORI) IN GRADE VI LEARNERS OF

ANASTACIO G. CANDA ELEMENTARY SCHOOL

Name : LEAH MEA B. SONGCOG

Subject:

Section:

Instructor:

Time Schedule:
 I. CONTEXT AND RATIONALE

One of the biggest problems being faced by the Department of Education is

the poor reading comprehension skills of the students especially in English. It can be

noted that it is not their native language, and thus, many of the student opted not to

focus on enhancing their reading skills (Mohammed, 2018). In the same manner,

they are only interested in silent and oral reading. But never on digging deeper into

the contexts of the texts.

In the study conducted by Imam et al. (2014) that students’ performance in

reading comprehension was at low mastery level. Further, it was found out that they

poorly performed in understanding vocabulary in context, noting details, predicting

outcome, and in making inferences. Also, it was noted that this poor performance in

reading affected the different learning disciplines. On the contrary, it was

recommended that teachers must have to acknowledge that students have different

strategies of learning (Suson et al., 2020).

Problems relative to the presence of non-readers especially by those who

have poor comprehension skills is still a major problem. Though, the study of

Adapon et al. (2020) cited that CARE for Non-Readers (CRN) was effective, but still

those who had taken the 2018 PISA revealed that they faced difficulty with open

response questions which hinted at illiteracy. Adding to this, there were 76,000

students from Elementary to Senior High school were identified as struggling or

unable to read (Albano, 2021).

Therefore, this action research presented the efficacy of repeated-reading

instructional strategy which is named as Fluency-Oriented Reading Instruction

(FORI). This approach involved the repetition of the same text which was introduced
among the English as a Second Language (ESL). It was evidently potent in leading

students to have fluency in reading, accuracy, and comprehension (Han & Chen,

2010). Indeed, it is an effective strategy that brings students to the reading texts

(Powers, 2007).

Correspondingly, this study is timely and relevant because of the presence of

non-readers in the class. With the absence of face-to-face classes because of the

COVID-19 pandemic triggered the poor reading skills of students (Schult et al.,

2022). Though there were similar studies conducted (Powers, 2007; Han & Chen,

2010; Guerin & Murphy, 2015; Amin, 2022; Park, 2022), but were conducted in the

international settings. Hence, this research study is being conceptualize and

conducted.

Statement of the Problem

1. How does Fluency-Oriented Reading Instruction (FORI) strengthen reading

comprehension skills of students in English?

2. What can students suggest to further enhance the implementation of Fluency-

Oriented Reading Instruction?

Significance of the Study

This research study lies in addressing the critical need to enhance reading

comprehension skills through fluency-oriented reading instructions. In a world where

effective communication and information processing are paramount, understanding

the impact of such instructional methods becomes crucial. By investigating the

correlation between fluency-oriented approaches and improved comprehension, this

study contributes to the ongoing dialogue in education. The findings have the

potential to inform educators, curriculum designers, and policymakers, offering

evidence-based strategies to optimize reading instruction and ultimately empower

learners with the skills essential for academic achievement and beyond.

Operational Definition of Terms

Fluency-Oriented Reading Instruction (FORI)- is a repeated-reading

instructional strategy which was done among the struggling readers.

Struggling Readers: Individuals who encounter challenges and difficulties in

developing proficient reading skills. Struggling readers may face obstacles in

decoding words, comprehending texts, or maintaining reading fluency. These

challenges can affect their overall reading proficiency and hinder their academic

progress. Strengthen (in the context of reading): The process of improving

and fortifying reading abilities. Strengthening reading skills involves enhancing

various aspects such as decoding, fluency, vocabulary, and comprehension. It

implies empowering individuals to become more proficient and confident readers

through targeted interventions or instructional strategies.

Non-Readers: Individuals who have not yet acquired the basic skills of

reading or who lack the habit of engaging with written texts. Non-readers may

struggle with fundamental aspects like recognizing letters, understanding phonetics,

or connecting symbols to meaning, resulting in limited or no reading ability.

Reading Comprehension: The ability to understand, interpret, and derive

meaning from written text. Reading comprehension involves not only decoding words

but also grasping the context, making inferences, and connecting information.
Proficient readers can comprehend and retain the substance of what they read,

enabling them to engage with and analyze written material effectively.

Reading: The process of interpreting written or printed symbols to extract

meaning. Reading involves decoding written language and comprehending the

intended message. It is a fundamental skill that serves as a gateway to acquiring

knowledge, communication, and intellectual development.

REVIE OF RELATED LITERATURE

Research in cognitive psychology, notably the Simple View of Reading and

the Interactive Compensatory Model, underscores the interconnectedness of

decoding, fluency, and comprehension. According to these frameworks, fluency acts

as a bridge between word recognition and comprehension, suggesting that

interventions targeting fluency may significantly impact overall reading proficiency.

Fluency-Oriented Approaches: Numerous studies (Rasinski, 2020;

Samuels, 2018) emphasize the role of repeated and guided oral reading in

enhancing fluency. Implementing strategies like choral reading, echo reading, and

paired reading has shown positive effects on reading rate, accuracy, and expression.

These approaches contribute to the development of automaticity, freeing cognitive

resources for comprehension.

Technology and Fluency Instruction: With the advent of technology,

interventions utilizing computer-assisted programs (Begeny et al., 2017) have gained

attention. These programs often incorporate interactive elements, personalized

feedback, and progress tracking, offering a dynamic and engaging environment for

fluency development. Digital platforms may provide additional avenues for

individualized instruction, accommodating diverse learning needs.

 Classroom Practices: In the classroom setting, teacher-led interventions

focusing on modeling fluent reading, providing timely feedback, and integrating

purposeful fluency activities (Fuchs et al., 2018) have demonstrated positive

outcomes. Collaborative efforts, such as peer-assisted learning and literature circles,

create environments where students actively practice and reinforce fluency skills.

Long-Term Impact on Comprehension: Longitudinal studies (Herman et al.,

2015) examining the enduring effects of fluency-oriented interventions reveal a

positive correlation with improved reading comprehension. The connection between

fluency and comprehension underscores the potential of targeted fluency instruction

to serve as a foundation for sustained reading success.

Differentiated Instruction: Acknowledging the diverse needs of learners,

research (Vaughn et al., 2016) emphasizes the importance of differentiated

instruction in fluency development. Tailoring interventions based on individual

profiles, considering factors such as language proficiency and learning disabilities,

ensures that fluency-oriented strategies address specific needs, maximizing their

effectiveness.

Research studies (Hudson et al., 2019; Pikulski & Chard, 2015) consistently

highlight the positive correlation between fluency and reading comprehension.

Interventions targeting fluency, including repeated readings and prosody-focused

activities, have been shown to enhance both reading rate and comprehension levels

among diverse learner populations.

Impact of Technology-Based Approaches: Emerging technologies have

been integrated into fluency instruction, with studies (Kim et al., 2020) exploring the

effectiveness of digital platforms and applications. Virtual tools, such as interactive e-

books and reading apps, offer opportunities for individualized practice and real-time

feedback, contributing to improved fluency and comprehension outcomes.

Teacher Practices and Professional Development: Teacher-led

interventions and professional development programs (Allington, 2009) have been

instrumental in promoting fluency-oriented reading instructions. Educators

implementing strategies like echo reading, paired reading, and guided oral reading

create supportive environments conducive to fluency development, ultimately

positively impacting comprehension skills.

Fluency Interventions for Diverse Learners: Research emphasizes the

importance of adapting fluency instruction to meet the needs of diverse learners

(Burns et al., 2018). Tailoring interventions for English language learners, students

with learning disabilities, and those with varying reading levels ensures inclusivity

and maximizes the effectiveness of fluency-oriented approaches.

 II. RESEARCH METHODOLOGY AND PROCEDURES

Research Design

The researcher utilizes a pre-test/post-test experimental design with a control

group. Randomly assign participants to the experimental (fluency-oriented reading

instructions) and control (standard reading instruction) groups. Pre-test measures

should assess baseline reading comprehension, fluency, and relevant demographic

information.

Environmental and Locale

The study will be conducted in Anastacio G. Canda Elementary School

particularly in Grade VI Learners. A total of 10 participants will be chosen through the

use of criterion-based purposive sampling. Among the learners from Grade Six they

will be selected based on the following criteria: Struggling learners in Reading and

have difficulty in fluency-oriented reading instructions.

The duration of time to conduct of this research is within two months starting

from December, 2023-February,2024.

Participants
 The participants of this research study will be chosen through the use of

criterion-based purposive sampling. Among the 31 learners from Grade Six they will

be selected based on the following criteria: Struggling reader; With basic decoding

(reading) skills; and with problem with fluency while reading.

The learners who did not meet these criteria will be excluded in the conduct of

this research study.

In addition, data sources will be taken from the Answer Sheets, Interviews,

Teachers Observation Notes, Classroom Observation Tools and Phil-IRI.

Other Sources of Data and Information

The following will be the secondary and primary sources of the data and

information of the study: Pre-Test and Post Test Results, Proficiency Results in

English Grade Six, Learners Grade by English Area, Learners Progress Report on

English and Identified Least Learned Competencies on English learning area.

Data Instrument

To collect the data, reading and fluency test will be administered as the

instrument of this study. The test will be applied for pre-test and post-test. It will be

administered to respondents/ learners. The pre-test aims at finding out prior reading

of the respondents. While post-test aims at finding out the respondents reading

comprehension and fluency.

After the respondents did the test, the researcher will counted the scores by

using scoring guidance formula:

Total score= correct answer x 100

 Total question

By using the formula above, the researcher is be able to determine that the

score of respondents’ reading fluency included in a certain classification of the score.

The classification of the respondents’ scores shown on the table below:

Score Categories

25-30 Very Satisfactory

21-24 Satisfactory

16-20 Good

11-15 Poor

0-10 Fair

Data Collection Procedures

The researcher will follow the protocols in the conduct of this research study.

First, the researcher design FORI as an intervention to be given to struggling Grade

VI learners. It will be explaining its rationale and the processes of the

implementation. An evaluation sheet will be formulated. Each student is purposively

chosen using the criterion-based sampling.

Since, the participants are underage, a Consent-to-Ascent Form is given to

their parents. They affixed their signature signifying that they give me the go signal in

conducting the study to their children. The intervention lasted for 2 weeks where it

will conduct every day after their classes. However, prior to this, the objectives of the

study will discuss to them thoroughly.

Similarly, ethical norms are being followed. The student participants' identities

will be kept private. Their names will be converted into codes. Furthermore, following
the session, they will be interviewed and questioned about its efficacy. They also

made suggestions for improving the intervention.

Finally, the interview results are translated into English. Themes will be

extracted and thoroughly discussed. Meanwhile, the results will be sent back to the

participants for verification. A token is presented to them as a token of appreciation

for the time and effort they put in.

Similarly, ethical norms are being followed. The student participants' identities

will be kept private. Their names will be converted into codes. Furthermore, following

the session, they will be interviewed and questioned about its efficacy. They also

made suggestions for improving the intervention.

Finally, the interview results are translated into English. Themes will be

extracted and thoroughly discussed. Meanwhile, the results will be sent back to the

participants for verification. A token is presented to them as a token of appreciation

for the time and effort they put in.

Data Analysis

Thematic analysis will be carried out. To ensure universality, the transcripts of

the interview are translated into English. Before I sketch the themes, I reread the

lines and the replies of the participants.