Name: JECLYN D.

FILIPINAS
First Year( New Curriculum): EDDK-1A-NEW
Professor: DR. JERSON S. CATOTO

THE PROS AND CONS OF FLUENCY-ORIENTED READING INSTRUCTION:

A NARRATOLOGY

ABSTRACT

This study examined the effectiveness of a remedial reading program on

improving reading fluency and comprehension among elementary school

students. Selected Grade 5 students of Makalangot Elementary School were

selected to participate. Results indicated reading fluency and reading

comprehension scores improved significantly across the academic year for both

male and female students. Examination of gender differences indicated

significantly both males and females were referred to the program.

Additionally, examination of the between group effect size indicated reading

comprehension scores improved more both males and females., they are not

familiar with the words. Implications for school counselors are discussed.

This review examined the topic of fluency instruction as part of quality literacy

instruction for children. Fluency is one of the five components of reading

instruction recognized by the National Reading Panel (2000). Fluency methods in

reading curriculum should be given thoughtful attention. As the movement in

education focuses on student assessment, meaningful literacy instruction is

crucial to student success. The literature study focused on the benefits, and the

challenges, associated with fluency instruction. Lastly, conclusions and

recommendations were made for implementation of fluency instruction in our

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school.

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 Chapter I

THE PROBLEM

Introduction

Struggling-reading learners are some of the problems encountered in most schools.

Their education may be hindered by different factors such poverty, lack of technology,

lack of motivation from family, and inspiration, especially in reading, Zungguze (2011).

As result, learners are not ready to read, or cannot decode and identify words by looking

in it.

“Reading is central to our ability to make sense of both our inner selves and our

surroundings. There will be a wide range of ability levels, experience, interest, and

motivation. As students age, an accumulating gap between proficient and non-proficient

readers makes it difficult for struggling readers to catch-up (Allington & McGill-Frazon,

2018). Two-thirds of students identified as a "struggling reader" by third grade continue

to experience academic difficulties through high school (Goddard, & Kim, 2015).

Fluency Oriented Reading Instruction is a teaching instruction that aims to

improve reading among students. Fluency in reading may achieved through practice and

repetition, like practicing precisely to obtain the goal of perfection, requires amount time

to perfect the skill. For, poor readers repeated reading the same text is a good choice for

achieving fluency (Rasinski, 2004; Samuels & Farstrup, 2011).

Moreover, studies such effects of fluency-oriented reading instruction on motivation

for reading of struggling readers (Mehigan, 2020) and the effect of fluency-oriented

reading instruction in reading skills (Kanik Uysal & Duman, 2020) focuses on the effects

of the FORI as intervention in remediating learners deficiency in reading, the results of

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both studies have positive implication such the decrease of learners perceived difficulty

and increase their reading self-efficacy and orientation towards reading. On the contrary,

studies about the experiences of learners underwent such intervention have not yet given

emphasis. Thus, this study was pursued.

The result of this study shows that struggling-readers developed their skills in

reading especially when they were guided by the teacher, as well as their self-efficacy in

reading increases. Furthermore, this study was successful in intervening struggling

readers. Thus, experiences of struggling readers underwent the said intervention was the

aim of this study.

Research Question

What are the experiences of struggling-readers undergoing fluency-oriented reading

instruction?

Significance of the study

This qualitative study explored the experiences of the struggling readers who

underwent fluency-oriented reading instruction.

The result may be essential especially to the teachers when handling non-readers

using the same method, they can have background on the experience of the non-readers

that they can make interventions to deal on the non-readers learner.

For future researcher in can be their basis to broaden the study on the experiences of

struggling readers, also, information from this study will not just only give information

but shared idea for further development of the study that may contribute to the progress

of learners in reading.

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Limitation and Delimitation of the Study

I conducted this study among the selected Grade 5 (struggling readers) who were

enrolled in Makalangot Elementary School in school year 2021-2022. The classroom

teachers identified the pupils who participated in the study. Those pupils who were able

to read were excluded in this study.

Definition of Terms

Terms used were operationally defined:

Communication Letter – a letter, for various individuals, seeking permission to conduct

the study in their area.

Experiences – the facts from pupil such as their feelings while undergoing the

instruction.

Fluency – the art of reading where reading skills and comprehension of learner is

attained

FORI (Fluency-Oriented Reading Instruction) – the approach for non-readers.

Participants – the Grade 5 struggling readers of Makalangot Elementary School who

serve as the source of information.

Reader – a kind of learner that can decode and recognized words.

Reading – the skills that need to possess of every learner, involving word recognition,

comprehension, and fluency.

Reading Comprehension – the ability of the pupils to understand what he/she had read.

Reading Skills – skills of learner acquired from reading.

Strategy – a plan to make this study possible.

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Struggling Reader – a learner that are not able to decode and recognized words.

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 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents previous studies which has connection on this study. It is

concerned with the related literature on fluency-oriented reading instruction.

The ability to read is the key to knowledge; it is the key to knowing the world

around us and ourselves. Without reading life would be impossible, our future depends

on how we learn to read, an ability that open ourselves to the possible future and

understand the things around us, making us think critically and orally that leads us to

write our thoughts and opinion (Department of Education, 2013). As developed countries

acknowledge the importance of reading they developed a program to enhance reading

and improves the reading skills of their young learners (Adler & Fischer, 2001; Lonigan

& Shanahan, 2009). This programmed of developed countries show evidences of

effectiveness from researches (Friedlander & Goldenberg, 2016; Abeberese, et al., 2014).

In addition, reading is a complex performance of many task that have

coordination in simultaneous ways, involves the understanding of difficult that makes

sense in interpreting written language, such creating meaning from a given word as

result of comprehension from previous

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words. Becoming a good reader, requires both skills, the ability to decode words and

comprehend text (Ates, Yildirim, Can, & Turkyilmaz, 2014).

Fluency-Oriented Reading Instruction

Fluency Oriented Reading Instruction is a teaching instruction that aims to

improve reading among students. It is often used as a prevention strategy or a whole

classroom strategy to reading. FORI focuses on oral reading competency by using many

different oral-reading practices. Fluency in reading may achieved through practice and

repetition, like practicing precisely to obtain the goal of perfection, requires amount time

to perfect the skill. For, poor readers repeated reading the same text is a good choice for

achieving fluency (Rasinski, 2004; Samuels & Farstrup, 2011).

Repeated reading, is one of several reading strategies increase reading fluency.

Students who read at least seven times, read the passage fluently than students who reads

only two to three times. The research also points out the significant of reading passage

where the number of overlapping words had more gains, and for those struggling reader

has more effective gains when given specific instruction. (Strickland, Boon, & Spencer,

2013) provide an intensive reviews how effective repeated reading strategy to increase

reading fluency of the students. In their study repeated reading was compared lone to

other reading intervention as one of the programs. Repeated reading a primary

intervention that was proven to be effective strategy increasing fluency and

comprehension of students with or without learning difficulties in their primary years.

Readers/Struggling readers

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 Reading is one of the few academic areas in which teachers demand success from

all children Taglucop (2006). But not all demands of success is possible. It was recorded

at Bantigue Elementary school that most of the pupils have difficulty in reading and it

leads teacher to have problems in making interventions. Several strategies have been

implemented but there are still pupils have problems in reading and comprehension

(Gutierrez, 2018). Gove and Wetterberg (2011) mentioned that teaching children to read

at a young age is the one of important feature of improving educational outcomes. When

these children don’t develop reading at their young age, they will struggle to learn

advanced skills when they grew through reading. Unable to comprehend text, follow

written instructions, and communicate through writing, that will lead them to affect their

academic performance. When intervention is not implemented the gap between the

reader and non-reader will worsen.

On the other hand, UNESCO (2010) mentioned that reading is the foundation of

students learning. Therefore, ensuring children’s early age in reading will ensure their

future education a success. That, if all countries with low income with students who can

do a basic reading skill, 171 million of people could lifted from poverty, and of 12% cut

in global poverty. The Global Partnership (2015) showed that an estimated 250 million

children who attends primary school in the developing countries, like Philippines, are

struggling to read on the basic words. In the last 20 years, national education policies and

international aid for education focus mainly on improving the access to primary school

and completion rates, later the focus, shift to ensuring children who attend to school will

learn. Children in their early grades who fail to read may behind every year, causes them

to struggle catching up and some are dropping out of school. Breaking the illiteracy trap

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requires early intervention and early grade reading with appropriate tool to achieve

educational success.

In addition, Balsiger’s (2015) research found that children who read below in

their third grade they rarely catch up in later grade, first grade reading skill have been

shown to be strong predictor of 11th grade reading level while children who are behind in

their third grade can catch up with intensive interventions. The research by Penuel (2011)

showed that what really matters to have a successful acquisition of reading in early grade

and beyond is the access for sound and letters, comprehension, knowledge, quantity of

practice, motivation, and personalization. Child who cannot read in its comfortable level

will experience significant difficulties in mastering any re on academic content which

may lead to failure (State, n.d.) and indeed for learner to be successful in school must be

proficient in reading (Aina, Okusaga, Taiwo, Adebowale, & Ogundipe,2011). Cayubit

(2015) stated that every Filipino child who is sufficient in reading skills have a great

chance to success in school compare to a child with poor reading skills. The reality

shows that many young learners are experiencing some kind of difficulty and struggles in

learning to read especially in our present world where there are many distractions like

games and other social media, which make their interest in reading suffer. According to

the result of the National Assessment of Educational Progress, more than two thirds of

all 14-year-old students in the United States of America (USA) read below grade level,

and more than six million students in the said country between the ages of 12 and 18 are

struggling readers. The same scenario is happening in Germany where nearly one-fifth of

15-year-olds in their country are reading below grade level expectations (Kissau &

Hiller, 2013).

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 In the Philippines, the situation is no different from the world. In fact, the

government issued policies and programs to keep children is school as stated in

Education for All 2015 National Review. Part of it is to make each child a reader by the

time he/she complete Grade 1 (Department of Education of the Philippines & UNESCO,

2015). Thus, the Philippine government gave priority on developing learners’ ability to

read and write to promote effective reader sand enhance literacy (Davis, et al., 2016).

The ability to read and write is our priority that the government puts effort to promote

effective readers and enhance high literacy. Anon-reader is an individual, with a reading

disability, who demonstrates difficulties in reading skills that are unexpected in relation

to age, cognitive ability, quantity and quality of instruction, and intervention. The

reading difficulties are not the result of generalized developmental delay or sensory

impairment (Lundberg & Hoien, 2001). Reading disability may be characterized by:

difficulties in single word reading; initial difficulties decoding or sounding out words;

difficulties reading sight words; insufficient phonological processing. Non-readers

cannot recognize words quickly and efficiently. They could not demonstrate high word

recognition. They possess weak fluency skills. They read with no good expression,

intonation, pitch, and phrasing. To add, non-readers cannot recognize some letters or

words like own name, classroom labels, signs, and other environmental print (Mather &

Goldstein, 2001).

Thus, Strickland, et al. (2013) urged that it is important for teachers to understand

the critical elements of reading instruction. Students who have a reading disability will

require intensive direct instruction. The critical elements of reading instruction include;

strategies for reading comprehension, strategies for building meaning using the cues and

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conventions of language including phonological awareness, phonemic awareness,

phonics, vocabulary development, awareness of sentence structures, awareness of text

structures and organizational patterns, and the pragmatics of text and reading fluency.

Johnston (2010) emphasized that students with very weak reading skills have serious

academic problems, which can develop into social problems as they reach the middle and

high school years. Based on the research, 90 to 95 percent of poor readers, prevention

and early intervention provided by well-trained teachers can increase reading skills to

average reading levels (Tankersley, 2013).

Fluency

Fluency in any activity is achieved largely through practice and repetition. As we

as fluency in reaching can be achieved by repeated reading of the same selected text.

Skilled and competent reader can be able to decode word (recognized words) are mainly

achieved fluency, while in the part of poor reader or who struggles in reading same text

reading method is essential in achieving fluency. It is also found that when students

moved to a new reading passage, he reads it with high level fluency compared to the

previous passage, even that it was new to him or it is more difficult than the previous one

(Samuels & Farstrup, 2011).

Moreover, fluency is defined as the multidimensional process in which sub-

dimensional had been recognized (Namaziandost & Ahmadi, 2019), and that fluency in

language assessment is comparable to continuity, smoothness or evenness of speech

without being hindered or hesitations. It is the ability to express oneself in an

intelligible, reasonable, and accurate without hesitating and lost learners’ interest. To

make it happen, teacher should train the learners to speak their personal language freely

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to express their selves and avoid imitations from the models (Namaziandost, & Ahmadi,

2019). Reading fluency is seen as the bridge to making meaning, thus its development is

especially important for orthographies, where accuracy is mastered. Therefore, fluency

development is really by independent reading practices. Good readers spend more time

in reading activities, to become fluent in it, in an early age they need to engage their

selves in reading activities independently both inside and outside school, make extensive

effort to improve.

Reading Comprehension

If reading instruction is provided in secondary level, the main focus will be

teaching reading strategies such as summarizing and finding the main key or ideas to

improve student comprehension. Word cognition, which has been correlated to reading

comprehension, is not typically taught at the secondary level as it is presumed that

students have mastered this skill (Berkeley, et al., 2011; Watson, et al., 2012).

There are three reading strategies essential to reading comprehension:

summarization, prediction, and inference (Berkeley, et al. 2011) even though there are

numerous reading strategies (e.g., visualization, talking to the text). With the shift to the

Common Core State Standards, an emphasis of reading and comprehending challenging

texts will be placed on students with and without disabilities (Shanahan, 2013).

For instance, the word “bank” may convey several meanings-a places where

money is kept, the ground surrounding a river, or a group of something, typically in a

row as in a row of elevators. In each of these instances, the reader not only reads the

word, but must quickly access his knowledge about the word and apply the correct

meaning to the current context (Kintsch, 2013). Reading comprehension requires

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ongoing problem-solving during reading for students with disabilities which taxes

working memory and can frustrate the reader. Many students with disabilities which

have inaccurate word recognition and decoding skills as shown on research, which can

also impact reading comprehension (Eason, et al., 2012).

Lack of motivation-to-read is often based on poor reading ability (Melekoglu &

Wilkerson, 2013). Secondary students who are required to read a variety of expository

content (i.e., science, social studies), the issue of motivation is compounded and when

coupled with these reading demand they lose interest in improving their reading.

However, Melekoglu and Wilkerson (2013) posited that as reading ability improves so

too will motivation to read, therefore the cyclical relationship between motivation and

reading ability is challenging for teachers of secondary students. They are required to

have an increase in basic reading skills before a boost in reading motivation can occur.

Students need to believe that they have the reading ability, not only the need to

read that will allow them to understand what they have read to improve their reading

(Berkeley, et al., 2011; Bohn-Gettler & Rapp, 2011). Readers who are struggling often

do not read for pleasure and avoid reading whenever possible which hinders the

improvement of their reading that causes an ever-widening gap in reading achievement

between other students who read for pleasure (Solheim, 2011).

Moreover, a person’s belief about their ability to complete a task or fulfill a goal

is called self-efficacy. Thus, Bandura (1993) posited that a person learns by observing

others and these observations are the basis of how behaviors should be conducted. A

person’s self-efficacy is then guided by their own beliefs about how effective they are in

given situation and about how effective others are in the same situation. In case of

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reading, a person who is unable to read proficiently while others can, over time believe

that their ability to read will be impacted negatively (Solheim, 2011).

In addition, Dennis (2012) revealed that “struggling readers” is a “blanket”, a

term that has been used to describe students who read below grade level. However, she

explains that this pattern has emerged because students are looked at as deficient rather

than qualifying the skills they have.

Theoretical Lens

I based this qualitative study on Gregory's (1970) Top-Down Theory, which

stated that learning progresses from general to specific. Designed to teach students how

to read by emphasizing that the reader's brain is more important than the words on the

page. An approach relies on the reader's schemata and prior knowledge, expecting the

reader to comprehend the text's components as much as the words themselves (Wilson,

2008). The term schemata' is used in psychology and cognitive science to define a

pattern of thought or behavior. Schemata is background knowledge that has a long

history in philosophy, psychology, cognitive information processing, and other fields

(Zhao & Zhu, 2012). This theory was used in the study where struggling-readers not only

perceive the literal meaning itself but also get direction to interpret appropriate

meaning by applying acquired knowledge.

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 Chapter III

METHODOLOGY

This chapter presents the research design, my role as the researcher, research

participants, data collection, research instrument, sampling procedures, ethical

consideration, and trustworthiness.

Research Design

I used a narrative research design to investigate the experiences of struggling

readers who were being taught to read fluently. A narratology is a qualitative research

method that aims to create a story about the lives of the participants. Multiple sources of

data, with a specific focus on the essential meaning behind the stories, are among the

basic concepts of narratology (Andrews, 2013; McMullen & Braithwaite, 2013).

Narrative research is based on the premise that people understand and give

meaning to their lives through the stories they tell People use narratives to organize and

order their life events in this way. It's been used in studies on health, education, and

social science practices because of its unique value in representing social phenomena in

all of their richness and complexity, as well as providing a unique generative source of

knowledge about the meaning people assign to their daily social contexts (Clandinin,

2013). Jeong-Hee Kim ( 2016) emphasized the importance of

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narratives in indigenous and other communities as keepers of sacred rituals and

knowledge, as well as a long history of narrative inquiry: narratives of the individual,

narratives and society, and narratives for/of social justice.

Narrative Research is a qualitative research methodology that elicits and analyzes

data in order to better understand people, culture, and communities. It is based on the

narrative inquiry tradition. The content and structure of theories are used to develop and

understand the information gathered through narrative inquiry about persons and society

(e.g. texts, scripts, visual images). Narrative inquiry arose from social constructionism,

which offered lived experience as a social epistemology based on shared meanings in

sociology and other social science disciplines (e.g. psychology, anthropology,

communication, and education).

I explored the narratives of my participants who described their experiences

during the reading activities, including: where they had difficulty/ies; what part/s of the

activity/ies they enjoyed the best; and how they dealt with the issues they faced.

Locale of the study

I conducted this narrative study in Barangay Makalangot, Arakan, Cotabato,

during the first semester of school year 2021-2022.

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 Figure 1. The Locale of the Study.
Source: Arakan Municipal Planning and Development Office.

Barangay Makalangot is one of 28 barangays in the municipality of Arakan,

Province of North Cotabato, with a land area of 565.9442 hectares. The range land

topography or land form is classified 15% mountainous, 75% plain and 10% valley. Its

population, as determined by the 2021 local profiling of BLGU’s was 1,779, compose of

458 families and 387 households. About 15.1 kilometers away from barangay Poblacion

of Arakan and about 12.9 kilometers away from CFCST.

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Participants

My participants in this study were the selected pupils of Makalangot Elementary

School, located at Makalangot, Arakan, Cotabato. I identified them using criterion-based

sampling technique, which specifies that they should be: Grade 5 pupils; undergoing the

fluency-oriented reading instruction activity/ies; and must finish the reading program, to

be qualified.

My Role as a Researcher

I was the main instrument in gathering the required data, the analyses and

interpretation of data through a thorough selection was my responsibility (Yin, 2011;

Creswell, 2013). My role as a researcher in this qualitative research was to attempt to

access the experiences of the participants. Thus, my primary responsibility

Research Instrument

I used instructional materials in the conduct of this study: mobile phone in

collecting data; and duly validated guide questions to gather data from Grade 5

struggling readers undergoing fluency-oriented reading instruction.

Data Collection

In data collection, I followed the following procedures: first, I sent

communication letter to the Brgy, Chairman of the said place and also to the principal of

the school where the pupils were enrolled; second, I observed during the conduct of the

study, I maximized the use of technology such as videos and voice recorders to

document everything; and lastly, I prepared the corpora for analysis.

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Data Analysis

In analyzing the data, I utilized thematic analysis. I made the thematic statements

based on the explained data of participants’ about their experiences during the fluency-

oriented reading instruction activity and I used these as the bases of discussing the results

of the study.

Ethical Considerations

I followed the guidelines suggested by Resnik (2011) and Smith (2003) to

maintain ethical considerations. Halai (2006) explained that a researcher should obtain

informed consent from the participants, so they felt respected and are not forced to join

the study, as well as they have full access to all information before the conduct of the

study. Elements of research such as purpose, procedures, time period, risks, benefits,

were explained well to the participants and notices were put at the place where the

conduct of the study may take place to inform the public - prior to the conduct of the

study. And most important, I instructed them that their participation was voluntary and

that they have the right to withdraw. I planned this study carefully to avoid problems

along the way, safeguarded collected information for confidentiality, and took

responsibility of protecting the participants to avoid any arising discomfort in the

participants’ involvement in the research process. I made sure that this study could not

cause any harm on them and to ensure the privacy of the participant and their responses.

I properly stored all collected information and disposed of the same accordingly to

secure privacy.

Trustworthiness

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 This study utilized the concept adapted and promoted by Lincoln and Guba

(1985). Trustworthiness has been further divided into credibility, which corresponds

roughly with the positivist concept of internal validity; dependability, which relates more

to reliability; transferability, which is a form of external validity; and confirmability,

which is largely an issue of presentation.

Credibility is defined as the confidence that can be placed in the truth of the

research findings. It also pertains to the researcher’s dependent on training, experience,

track record, status, and presentation of self. I ought to present valid data with an

accurate, calculated interpretation of the context. The information must not be altered or

drawn from the original data. Furthermore, I also presented the truthfulness and

verisimilitude of the research findings,

Dependability describes how stable the findings are over time. It involves

participants evaluating the findings and the interpretation and recommendations of the

study to make sure that they are all supported by the data received from the informants of

the study. I am obliged to ensure that the research questions and collected findings from

in-depth interviews are consistent, even after repeated administration.

Transferability is the interpretive equivalent of generalizability. This means that

when the researcher provides a detailed description of the enquiry and participants were

selected purposively, it facilitates transferability of the inquiry. Hence, this study can be

replicated by those who wish to conduct the same endeavor.

Confirmability of the study refers to the degree to which the results of an inquiry

could be confirmed or corroborated by other researchers. Data must be true and correct

and never on the findings of one’s imagination. An “audit trail offers visible evidence—

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from process and product—that the researcher did not simply find what he or she set out

to find”.

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 Chapter IV

RESULTS

This chapter discusses the results of conducted interviews of the five (5) selected

Grade 5 struggling readers who served as the participants of the study. These participants

were enrolled in Makalangot Elementary School, school year 2021-2022.

I conducted the study to discover the experiences of Grade 5 struggling-readers

undergoing fluency-oriented reading instruction, with the title of ‘The Pros and Cons of

Fluency-Oriented Reading instruction’, as guided by the question: What are the

experiences of struggling readers undergoing Fluency-Oriented Reading Instruction.

From the question such, what are the problems encountered during the Fluency-

Oriented Reading Instruction? In what part of the fluency-oriented reading instruction do

you like best? And, how did you manage the problems encountered during the activity?

After the interview, I transcribed and sorted similar responses of participants that

were useful in this research. I made sure that the purpose of the study would not be

forfeited. As I drew the themes of this study, the first factor I considered was the

thematic statements. I listed the themes

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 according to the statements of the participants. And finally, I transcribed the data and

arranged the results.

The Experiences of Grade 5 Struggling Reader on the Fluency-Oriented Reading

Instruction

This study identified several themes that corresponded to the transcribed

statements of participants, as they answered the question: What are their experiences

during the conduct of the study. Table 1 presents the experiences of struggling Grade 5

students during the conduct of the activity.

Table1: The Experiences of Struggling Readers Undergoing Fluency Oriented

Reading Instruction.
Themes
1. Poor Word Recognition
2. Individual Guided Reading
3. Repeated Reading
Thematic Statements
 Unfamiliar to words (P1)
 Cannot recognized other words (P3)
 There are words that hard to understand (P2)
 Unable to read selected words(P4)
 The focus of teaching is individualized (P1) (P4)
(P5)
 The learners will not just lip-sync on what they are
reading. (P3)
 Read repeatedly the given the passage. (P1) (P2)
(P3) (P4) (P5)
 Can lead to memorization until they could
understand what they have read. (P2)

Poor Word Recognition. The pupils could hardly recognize words and/or they had

the difficulty in recognizing words, especially if these are not frequently seen. The

reasons why learners encounter this kind of problem are that: they are not into reading;

and they only read when they are needed. Gunes (2013) expressed that one of the most

important phases in learning to read is recognizing words that have been written, because

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learners cannot learn to read without recognizing words. As a result of literacy

instruction.

As P1 stated, he was not familiar to words he was reading, and this led him to not

recognizing the words.

“Tong sa pagbasa ta? Tong sa dalum, tong sa ubos gawa,

hindi ko familiar sa word. Amo lang to.” P1
(I am not familiar with other words in the bottom part of
the selection.) P1

In addition, P2 and P3 stated that there are some words from the selection that

they hardly recognized:

“Atong sa mountain lang, ang buo gid nga text, tong una. May
mga words nga indi ko maintindihan, pero indi man tanan, pili
lang.” P2
(I did not grasp the entire selection at first; there were some
terms that I did not understand, but not all.) P2

“Indi ko kabalo magbasa, hindi ko kabalo sa iban nga words.” P3

(I cannot read and do not understand the other words.) P3

In the same situation P4 mentioned that he was puzzled on how to read, for the

reason that he does not know how to read to word.

“Indi ko kabalo magbasa, galibog ko, kung paano basahon.” P4

(I do not know how to read and am unsure how to do so") P4

Individual Guided Reading. Teachers should supervise the individual reading of

the pupils. The second aspect in guided reading is individualized reading teaching, which

can also be seen in a classroom context. As stated by P1, P4, and P5, they are in favor of

individual guided reading:

“Tong nagbasa nga isa, kay ano. kay dali lang ko tuon, kay
matutukan ka tudlo.” P1
(When I read alone, because I learn quickly and they can
concentrate on teaching me.) P1

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 “Ginatudluan nga isa-isa” P4
(When teaching one-on-one.) P4

“Gusto ko tong ako lang isa gabasa.” P5

(I like it when I read alone.) P5

In addition, P3 stated that;

“Indi ko gusto tong damo kami kay gasabay sabay lang ko.” P3
(I do not like it when we read in chorus since I am only
listening.) P3

Repeated reading. An academic practice that aims to increase oral reading

fluency. Reading the passage frequently helps students minimize errors, and loud reading

gives students’ confidence. As mentioned by P1, P2, P3, P4, and P5:

“Nag praktis, liwat liwat basa kag kung indi ko kabalo

gapamangkot ko.” P1
(I practiced, read several times, and ask if I do not understand
something.) P1

“E basahon ka paulit ulit para mamemorize, asta maintidihan ko

na kag mabasahan.’” P2
(I read it over and over again until I understood what I had
just read.) P2

“Giintindi, namati kag liwatliwat basa.” P3

(I understand, listen to, and read a lot.) P3

“Kay may nabal an nako, wala nako galibog, gabasa ko liwat

liwat.” P4
(Because I read frequently, I have already learnt and am no
longer confuse.) P4

“Ggliwat liwat lang ko basa.” P5

(I read repeatedly.) P5

Also, P2 mentions that as he always repeats what he has read, it leds him to

memorize it and also, able to understand it.

“Para mamemorize, asta maintidihan ko na kag mabasahan.” P2

24
(So that I could memorize it until I fully comprehend what I've
read.) P3

25
 Chapter V

DISCUSSION

This chapter presents the discussion of the results of this study. It includes the

description in discussion, implications for educational practice, and for future

researchers, as well as the concluding remarks from the data gathered.

I explored the Experiences of struggling readers, such as challenges they

experienced throughout the activity, how they dealt with it, and which part of the activity

they like the most. There were five (5) selected struggling-readers from the group were

chosen at random to answer the questions. The research question ‘what are the

experiences of struggling-readers undergoing fluency oriented-reading instruction was

answered. With their answers, several themes were identified.

Experiences of Grade 5 struggling readers on Fluency-Oriented Reading

Instruction.

Poor Word Recognition, defined as words encountered but not understood, is the

first theme that emerged from the participants' responses. Also, words that are rarely

encountered, causing them to be overlooked. Word recognition is the first step in

teaching a learner to read.

26
It is important since learning is a process, and without it, an individual will be unable to

read.

In fact, Gunes (2013) expounded that one of the most important steps in learning

to read is identifying words that have been written, because a learner cannot learn to read

without recognizing words. It is created through literacy instruction.

Individualized guided reading is the study's second theme. It is a method of

instructing students in order to help them read independently. Inspired by Vygotsky's

(1978) Zone of Proximal Development research and Bruner's (1986) concept of

scaffolding. An activity in which students read independently under the supervision of a

teacher. Reading is one of several areas in which teachers want their students to succeed.

Taglucop (2006) and Jones (2011) agreed that it is a skill that everyone can possess in

order to achieve their life goals. The second aspect in guided reading is individualized

reading teaching, which can also be seen in a classroom context. As underscored by

Richardson (2016), guided reading helps a large number of students become successful

independent readers.

On the other hand, individually teaching learners, may not be a good choice or

possible in a general education environment (Lipp & Helfrich, 2016), but it must be a

good strategy to reach a wide range of learners in one setting (Fountas & Pinnell, 2012).

As a result, the majority of them want to be taught individually because they can learn

faster and understand the material more quickly, and the instruction will be entirely

focused on them. In the study of Fountas & Pinnell, (2012), and Lanquinta (2006), they

claimed that students learn best when the material is neither too difficult or easy for

them, and when students are divided into groups based on their unique reading levels,

27
huge increases can be shown (Vernon-Feagan Kainz, Amendum, Ginsberg, Wood, &

Bock,2012).

Finally, repeated reading, an approach for remediating learners with reading

challenges, emerged as a theme from the interview. The majority of study participants

prefer to read repeatedly in order to be able to read independently. Fluency is built

through efficient and effective practice. It's an exercise that teaches less experienced

readers from a more experienced and fluent model. Readers must read repeatedly until

they are familiar with the words in order to reduce reading errors, and they must also

read aloud to gain confidence in their reading.

Additionally, Zawoyski Ardoin, & Binder (2014) mentioned that frequent reading

improved reading proficiency in less proficient readers, not only being good reader as

well as it improves accuracy in word reading, fluency in reading orally, and developed

good comprehension. Shanahan (2020) accentuated that by reading in the same way over

and over, struggling readers' automaticity in decoding improved, and by using this

method, students read a brief paragraph aloud until they achieve success, particularly in

speed and accuracy.

To summarize, all of the participants agreed that frequent reading improves their

reading skills as well as their ability to recognize words.

Implication for Educational Practices

The outcomes of this study could assist students-researchers in identifying

problems in Fluency-Oriented Reading Instruction as well as determining how to address

such issues. Furthermore, the study discovered issues at the start of the intervention, but

it also tracked development among struggling readers. It suggests that if educational

28
institutions provide repeated reading strategies for students with reading difficulties,

those students' reading skills may develop. It could be a useful method for assisting

students in becoming fluent readers.

Teachers could also utilize this method in the classroom to help students

overcome their reading difficulties. Furthermore, the administration and curriculum

creators can make amends to have such activity interfere in classroom instruction.

Implication for Further Research

This study described the experiences of struggling readers undergoing Fluency-

Oriented Reading Instruction. The findings of this study may aid teachers, parents, and

other researchers in understanding how students react to repeated reading. For future

researchers, this study can serve as a foundation for expanding their research into the

experiences of struggling readers; additionally, the data from this study will not only

provide information, but also shared ideas for further research that may aid in the

progress of learners in reading.

One of the goals of this research is to find learner-experiences that will make this

study valuable for struggling readers, and to utilize reading as a tool to help learners

overcome their obstacles so that they can have a brighter future.

Concluding Remarks

In reading, it is important to any individual to be fluent, in order to have better

communication, as well as it develops good comprehension. Learners who struggle with

reading acquire a lack of self-confidence when speaking, therefore practicing is one of

the best ways to become a better reader.

29
 In line with this, researcher have found out the problems of learners why they

have difficulty in reading, most of them answered they are not familiar with some words,

also, they cope from their difficulty by repeated reading as what we have done. Many of

the participants from this study that I observed really struggled reading on the first

session, and as we always do the reading I observed that they have progress already. It is

hard to study alone if you are not good in reading but with hard work and self-discipline,

any of the difficulty that we encounter will be conquered, because nothing is impossible

when we believe.

30
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APPENDICE
S

34
APPENDIX A

35
36
37
APPENDIX D

38
 APPENDIX E

Title: THE PROS AND CONS OF FLUENCY OEIENTED-READING INSTRUCTION

Researcher: Rhea Maribeth T. Embang

Research Question: What are the experiences of struggling-readers

undergoing fluency-oriented reading instruction?

Interview Guide (SELF-MADE)

1. What are the experiences during the conduct of fluency-

oriented reading instruction?

1.1 What are the problems encountered during the fluency-

oriented reading instruction activity?

1.2 In what part of the fluency-oriented reading instruction do you

like best?

1.3 How did you manage the problems encountered during the

activity?

39
APPENDIX F

40
APPENDIX G

41
APPENDIX H

42
CURRICULUM
VITAE

43
 CURRICULUM VITAE

Personal Data

Name: Rhea Maribeth T. Embang

N-name: Rhea
Date of Birth: March 03, 1989
Place of Birth: Upi, Maguinadanao

Status: Married

Husband: Feljun J. Fuentes

Daughter: Shermine Kyr E. Fuentes

Parents:
Father: Yolando C. Embang
Mother: Rosemarie A. Tabajo
Siblings: Audrey Rose
Vicky Catherine
Yolie Mae
Cristine Joy

Email: rheafuentes30@gmail.com

Educational Attainment:
Elementary: Meocan Elementary School
Meocan, Arakan, Cotabato

Secondary: Notre Dame of Arakan

Doroluman, Arakan, Cotabato

Tertiary: Cotabato Foundation College of

Science and Technology
Doroluman, Arakan, Cotabato

Courses: Information and Communication Technology (Software)

(2008-2009)

Bachelor of Secondary Education

Major in English (2021-2022)

Affiliation:
Class Mayor (2018-2019)
Society Chancellor (2019-2022)
The Sower Editorial Staff (2020-2022)

44