Research Article
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Year 2023, Volume: 10 Issue: 3, 21 - 36, 01.05.2023
https://doi.org/10.17275/per.23.42.10.3

Abstract

References

  • Al-Alwan, A., & A’Tal,S. (2010). The Impact of Reading on comprehension. Damascus University Journal. 26(3),367-404.
  • Al-Ayasrah, R. (2016). The effect of timed and repeated reading methods on developing comprehension reading skill among 6th grade students in Jordan. Al-Quds Open University Journal for Educational & psychological research & studies.4(13), 13-40.
  • Al-Azri, S. (2013). Basic education students reading comprehension the role of teachers and parents (Unpublished doctoral dissertation). University Sains Malaysia, Malaysia.
  • Al-Ghafri, A. (2011). Effects of Neuroscience- Based Thinking (NBT) and Thinking Skills(TS) Strategies on Thinking and Emotion among Primary School Pupils(Unpublished doctoral dissertation). University Sains Malaysia. Malaysia.
  • Al-Hamdi, M. (2021). The Effectiveness of Readers’ Theater on the Oral Reading Fluency and Comprehension of EFL Students in a Vietnamese Context. ProQuest Central. (2615147710). https://www.proquest.com/dissertations-theses/effectiveness-readers-theater-on-oral-reading/docview/2615147710/se-2
  • Alharrasi, K. H. (2009). Investigation of the English language curriculum in grade 5 for the Omani government schools. ProQuest Central. (305095610). https://www.proquest.com/dissertations-theses/investigation-english-language-curriculum-grade-5/docview/305095610/se-2
  • Al-Jahwari, Y.& Al Humaidi, S. (2015). Prior knowledge in EFL Reading Comprehension: Omani Teachers’ Perspective and Classroom Strategies. International Journal of Applied Linguistics & English Literature, 4(1), 170-181.
  • Al-Kharousi,K. (2014). The Effectiveness of Repeated Reading on Reading Fluency in English of Grade Four Omani Students (Unpublished master’s thesis). University of Nottingham, Malaysia.
  • Almashikhi, K. (2015). Omani English Language Learners' Proficiency with Idioms. ProQuest Central. (1689404156). https://www.proquest.com/dissertations-theses/omani-english-language-learners-proficiency-with/docview/1689404156/se-2
  • Al-Muhareb, N. (2012). Research instruments: tests (Unpublished Master thesis). Imam Mohamed bin Saud University. Saudi Arabia.
  • Al-Shdefat, A. (2015). The effect of an instructional program based on repeated reading on improving reading comprehension among the seventh basic grade students in the schools of Mafraq province (Unpublished master’s thesis). Al al-Bayt university, Jordan.
  • Al-Shukri, A. (2016). From belief to action: Omani EFL teachers' self-efficacy in relation to their teaching of English as a foreign language. ProQuest Central. (1885003407). https://www.proquest.com/dissertations-theses/belief-action-omani-efl-teachers-self-efficacy/docview/1885003407/se-2
  • Al-Slaiti, F. (2014). The impact of reciprocal teaching in developing comprehension of grade five students in Jordan. Journal of Educational and Psychological Sciences. 15(2),1-30.
  • Al-Zubaidi, N. (2007). The Effects of Reciprocal Teaching Model on Developing Inferential and Critical Reading Comprehension among Ninth Basic grade students (Unpublished master’s thesis). Yarmouk University, Jordan.
  • Amayrah, A. (2016). Comprehension between Theory and Practice. Journal of the College of Education for Girls. 27(3), 1006-1021.
  • Ambu Saidi, A. & Al-Mahrooqi, R. (2012). The influence of gender on Omani college students’ English language learning strategies, comprehension and motivation. International Journal of Applied Linguistics& English Literature,4(1), 230-244.
  • Applegate, M., Applegate, A. J., & Modla, V. B. (2009). “She’s my best reader; she just can’t comprehend”: Studying the relationship between fluency and comprehension. Reading Teacher, 62(6), 512-521.
  • Babacan, K., & Yıldız, M. (2022). The Effect of the Reader's Theatre on Reading Fluency and Reading Comprehension Skills of 4th Grade Primary School Students. Journal of Education and Future, (22), 57-68. https://doi.org/10.30786/jef.930648
  • Bayat, S. (2017). Reading comprehension skills of bilingual children in Turkey. European Journal of Education studies, 3(6), 72-92.
  • Chall, J.S., & Jacobs, V.A. (2003). Poor children’s fourth-grade slump. American Educator, 27(3), 14–15, 44.
  • Chang, A. (2012). Improving reading rate activities for EFL students: Improving reading rate activities for EFL students: Timed reading and repeated oral reading. Reading in a Foreign Language, 24(1), 56–83.
  • Clark, K., & Graves, M. (2004). Scaffolding students’ comprehension of text. International Reading Association, 58(6), 570-580.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academic Press.
  • Cohen. J. (2011). Building fluency through repeated reading method. English Teaching Forum. 49(3). 20-27.
  • Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • Dotson-Shupe, E. (2017). The Impact of Repeated Reading on the Comprehension Level of Eight Eighth Grade Students at the Middle School Level (Unpublished doctoral dissertation). University of South Carolina, USA.
  • Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502-507.
  • Ehri, L., (2005). Learning to read words: theory, findings, and issues. Scientific Studies of Reading. 9(2), 167–188.
  • Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam. System, 36(2), 253-278.
  • Gorsuch, G., & Taguchi, E. (2010). Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports. Language Teaching Research, 14(1), 27-59.
  • Hapstak. J& Tracey. D. (2007). Effects of Assisted-Repeated Reading on Students of Varying Reading Ability: A Single-Subject Experimental Research Study. Reading Horizons. 47(4), 316-334.
  • Landa, K. (2009). Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities (Unpublished octoral dissertation). Florida International University, USA.
  • McKenna, M. (2002). Help for struggling readers: Strategies for grades 3-8. New York: The Duilford Press.
  • McKown, B., & Barnett, B. (2007). Improving reading comprehension through higher thinking skills (unpublished master’s thesis).Saint Xavier University, USA.
  • Ministry of Education. (2009/2010). English for Me Teacher’s Book (1A). Oman: Muscat Printing Press.
  • Ministry of Education. (2011/2012). English for Me Teacher’s Book (4A). Oman: Muscat Printing Press.
  • Ministry of Education. (2014). English for Me Teacher’s Book (1A). Oman: Muscat Printing Press.
  • Mohammadian, A., Saed, A., & Shahi,Y. (2018). The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Inter¬mediate EFL Learners. Advances in Language and Literary Studies. 9(2),17-23.
  • Naif, A.; Qabaja, Z. & Al abed, S. (2018). The Effect Of Using short stories on the development if 5th graders’ reading comprehension skills in Herborn district. International Journal of English Language Teaching. 5(4), 1-27.
  • National Reading Panel(NRP). (2000). Report of the National Reading Panel: Teaching children to read. Report of the subgroups. Washington, DC: U. S. Department of Health and Human Services, National Institute of Health.
  • Oda, A. (2017). The relationship between Gender and Reading Comprehension at College Level. Journal of Basrah Research The Humanities Sciences. 42(6), 426-442.
  • Paige, D. D., Rasinski, T. V., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the Relationships among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students. Journal of Literacy Research, 46, 123-156. http://dx.doi.org/10.1177/1086296x14535170
  • Reutzel, D. R., & Cooter, R. D. (2011). Teaching children to read: The teacher makes the difference (6th ed.). New York, NY: Allyn and Bacon.
  • Salem, A., (2017). Scaffolding reading comprehension skills. English Language Teaching. 10(1),97-111.
  • Samuel, J. (1997). The method of repeated reading. The Reading Teacher, 50(5), 376- 381.
  • Savaiano, M., Mackenzie, E. & Hatton, D. (2013). Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments. Journal of Visual Impairment & Blindness, 107 (2), 93-106.
  • Schunk, D. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Spiro, R., Bruce, B., &Brewer, W. (1980). Theoritical issues in reading comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Taguchi, E., & Gorsuch, G. (2002). Transfer effects of repeated EFL reading on reading new passages: A preliminary investigation. Reading in a Foreign Language, 14(1),43-65. Available online at: http://www.nflrc.hawaii.edu/rfl/April2002/taguchi/taguchi.html.
  • Todd, R. (2006). Reciprocal teaching (Unpublished Master of Arts Degree in Reading Specialization). Kean University, USA.
  • Topping, K. (1987). Paired reading: A powerful technique for parent use. The Reading Teacher,40,604-614.
  • Veeravagu, J., Muthusamy, C., Marimuthu, R., & Michael, A. (2010). Using Bloom taxonomy to gauge students’ reading comprehension performance. Canadian Social Science, 6(3), 205-212.
  • Zeynali, S. (2012). Exploring the Gender Effect on EFL Learners’ Learning Strategies. Theory And Practice In Language Studies. 2(8), 1614-1620.

The Effect of Repeated Reading Strategy on Comprehension Among Grade Four School Students

Year 2023, Volume: 10 Issue: 3, 21 - 36, 01.05.2023
https://doi.org/10.17275/per.23.42.10.3

Abstract

This study essentially investigates the impact of RR on the reading comprehension of grade four students in the North Batinah governorate: namely in Al Khabourah. This was an 8-week study that investigated the impact of repeated reading on the reading comprehension of grade four students in a school at Al Khabourah in Al Batina North Governorate in the Sultanate of Oman. The study sample consisted of 61 grade four students, and they were divided into control and experimental groups as it was a quasi-experimental design study. The sample was divided into a control group of 30 students, who were taught normally, while the experimental group included 31 students, and they studied using the repeated reading strategy. The research instruments included pre and post-tests. All instruments were validated by a group of experts. The inter-consistency was calculated by using alpha Cronbach and the reliability factor reached r=0.74. The research findings revealed statistically significant differences in reading comprehension in favour of the experimental group. At the same time, the results also revealed no statistically significance differences between male and female students within the experimental group. In light of these results, the study makes suggestions and offers recommendations.

References

  • Al-Alwan, A., & A’Tal,S. (2010). The Impact of Reading on comprehension. Damascus University Journal. 26(3),367-404.
  • Al-Ayasrah, R. (2016). The effect of timed and repeated reading methods on developing comprehension reading skill among 6th grade students in Jordan. Al-Quds Open University Journal for Educational & psychological research & studies.4(13), 13-40.
  • Al-Azri, S. (2013). Basic education students reading comprehension the role of teachers and parents (Unpublished doctoral dissertation). University Sains Malaysia, Malaysia.
  • Al-Ghafri, A. (2011). Effects of Neuroscience- Based Thinking (NBT) and Thinking Skills(TS) Strategies on Thinking and Emotion among Primary School Pupils(Unpublished doctoral dissertation). University Sains Malaysia. Malaysia.
  • Al-Hamdi, M. (2021). The Effectiveness of Readers’ Theater on the Oral Reading Fluency and Comprehension of EFL Students in a Vietnamese Context. ProQuest Central. (2615147710). https://www.proquest.com/dissertations-theses/effectiveness-readers-theater-on-oral-reading/docview/2615147710/se-2
  • Alharrasi, K. H. (2009). Investigation of the English language curriculum in grade 5 for the Omani government schools. ProQuest Central. (305095610). https://www.proquest.com/dissertations-theses/investigation-english-language-curriculum-grade-5/docview/305095610/se-2
  • Al-Jahwari, Y.& Al Humaidi, S. (2015). Prior knowledge in EFL Reading Comprehension: Omani Teachers’ Perspective and Classroom Strategies. International Journal of Applied Linguistics & English Literature, 4(1), 170-181.
  • Al-Kharousi,K. (2014). The Effectiveness of Repeated Reading on Reading Fluency in English of Grade Four Omani Students (Unpublished master’s thesis). University of Nottingham, Malaysia.
  • Almashikhi, K. (2015). Omani English Language Learners' Proficiency with Idioms. ProQuest Central. (1689404156). https://www.proquest.com/dissertations-theses/omani-english-language-learners-proficiency-with/docview/1689404156/se-2
  • Al-Muhareb, N. (2012). Research instruments: tests (Unpublished Master thesis). Imam Mohamed bin Saud University. Saudi Arabia.
  • Al-Shdefat, A. (2015). The effect of an instructional program based on repeated reading on improving reading comprehension among the seventh basic grade students in the schools of Mafraq province (Unpublished master’s thesis). Al al-Bayt university, Jordan.
  • Al-Shukri, A. (2016). From belief to action: Omani EFL teachers' self-efficacy in relation to their teaching of English as a foreign language. ProQuest Central. (1885003407). https://www.proquest.com/dissertations-theses/belief-action-omani-efl-teachers-self-efficacy/docview/1885003407/se-2
  • Al-Slaiti, F. (2014). The impact of reciprocal teaching in developing comprehension of grade five students in Jordan. Journal of Educational and Psychological Sciences. 15(2),1-30.
  • Al-Zubaidi, N. (2007). The Effects of Reciprocal Teaching Model on Developing Inferential and Critical Reading Comprehension among Ninth Basic grade students (Unpublished master’s thesis). Yarmouk University, Jordan.
  • Amayrah, A. (2016). Comprehension between Theory and Practice. Journal of the College of Education for Girls. 27(3), 1006-1021.
  • Ambu Saidi, A. & Al-Mahrooqi, R. (2012). The influence of gender on Omani college students’ English language learning strategies, comprehension and motivation. International Journal of Applied Linguistics& English Literature,4(1), 230-244.
  • Applegate, M., Applegate, A. J., & Modla, V. B. (2009). “She’s my best reader; she just can’t comprehend”: Studying the relationship between fluency and comprehension. Reading Teacher, 62(6), 512-521.
  • Babacan, K., & Yıldız, M. (2022). The Effect of the Reader's Theatre on Reading Fluency and Reading Comprehension Skills of 4th Grade Primary School Students. Journal of Education and Future, (22), 57-68. https://doi.org/10.30786/jef.930648
  • Bayat, S. (2017). Reading comprehension skills of bilingual children in Turkey. European Journal of Education studies, 3(6), 72-92.
  • Chall, J.S., & Jacobs, V.A. (2003). Poor children’s fourth-grade slump. American Educator, 27(3), 14–15, 44.
  • Chang, A. (2012). Improving reading rate activities for EFL students: Improving reading rate activities for EFL students: Timed reading and repeated oral reading. Reading in a Foreign Language, 24(1), 56–83.
  • Clark, K., & Graves, M. (2004). Scaffolding students’ comprehension of text. International Reading Association, 58(6), 570-580.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academic Press.
  • Cohen. J. (2011). Building fluency through repeated reading method. English Teaching Forum. 49(3). 20-27.
  • Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • Dotson-Shupe, E. (2017). The Impact of Repeated Reading on the Comprehension Level of Eight Eighth Grade Students at the Middle School Level (Unpublished doctoral dissertation). University of South Carolina, USA.
  • Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502-507.
  • Ehri, L., (2005). Learning to read words: theory, findings, and issues. Scientific Studies of Reading. 9(2), 167–188.
  • Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam. System, 36(2), 253-278.
  • Gorsuch, G., & Taguchi, E. (2010). Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports. Language Teaching Research, 14(1), 27-59.
  • Hapstak. J& Tracey. D. (2007). Effects of Assisted-Repeated Reading on Students of Varying Reading Ability: A Single-Subject Experimental Research Study. Reading Horizons. 47(4), 316-334.
  • Landa, K. (2009). Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities (Unpublished octoral dissertation). Florida International University, USA.
  • McKenna, M. (2002). Help for struggling readers: Strategies for grades 3-8. New York: The Duilford Press.
  • McKown, B., & Barnett, B. (2007). Improving reading comprehension through higher thinking skills (unpublished master’s thesis).Saint Xavier University, USA.
  • Ministry of Education. (2009/2010). English for Me Teacher’s Book (1A). Oman: Muscat Printing Press.
  • Ministry of Education. (2011/2012). English for Me Teacher’s Book (4A). Oman: Muscat Printing Press.
  • Ministry of Education. (2014). English for Me Teacher’s Book (1A). Oman: Muscat Printing Press.
  • Mohammadian, A., Saed, A., & Shahi,Y. (2018). The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Inter¬mediate EFL Learners. Advances in Language and Literary Studies. 9(2),17-23.
  • Naif, A.; Qabaja, Z. & Al abed, S. (2018). The Effect Of Using short stories on the development if 5th graders’ reading comprehension skills in Herborn district. International Journal of English Language Teaching. 5(4), 1-27.
  • National Reading Panel(NRP). (2000). Report of the National Reading Panel: Teaching children to read. Report of the subgroups. Washington, DC: U. S. Department of Health and Human Services, National Institute of Health.
  • Oda, A. (2017). The relationship between Gender and Reading Comprehension at College Level. Journal of Basrah Research The Humanities Sciences. 42(6), 426-442.
  • Paige, D. D., Rasinski, T. V., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the Relationships among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students. Journal of Literacy Research, 46, 123-156. http://dx.doi.org/10.1177/1086296x14535170
  • Reutzel, D. R., & Cooter, R. D. (2011). Teaching children to read: The teacher makes the difference (6th ed.). New York, NY: Allyn and Bacon.
  • Salem, A., (2017). Scaffolding reading comprehension skills. English Language Teaching. 10(1),97-111.
  • Samuel, J. (1997). The method of repeated reading. The Reading Teacher, 50(5), 376- 381.
  • Savaiano, M., Mackenzie, E. & Hatton, D. (2013). Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments. Journal of Visual Impairment & Blindness, 107 (2), 93-106.
  • Schunk, D. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Spiro, R., Bruce, B., &Brewer, W. (1980). Theoritical issues in reading comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Taguchi, E., & Gorsuch, G. (2002). Transfer effects of repeated EFL reading on reading new passages: A preliminary investigation. Reading in a Foreign Language, 14(1),43-65. Available online at: http://www.nflrc.hawaii.edu/rfl/April2002/taguchi/taguchi.html.
  • Todd, R. (2006). Reciprocal teaching (Unpublished Master of Arts Degree in Reading Specialization). Kean University, USA.
  • Topping, K. (1987). Paired reading: A powerful technique for parent use. The Reading Teacher,40,604-614.
  • Veeravagu, J., Muthusamy, C., Marimuthu, R., & Michael, A. (2010). Using Bloom taxonomy to gauge students’ reading comprehension performance. Canadian Social Science, 6(3), 205-212.
  • Zeynali, S. (2012). Exploring the Gender Effect on EFL Learners’ Learning Strategies. Theory And Practice In Language Studies. 2(8), 1614-1620.
There are 53 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Ali Alghafri 0000-0001-5574-8524

Ruqaya Al Hosni This is me 0000-0001-5574-8524

Publication Date May 1, 2023
Acceptance Date March 9, 2023
Published in Issue Year 2023 Volume: 10 Issue: 3

Cite

APA Alghafri, A., & Al Hosni, R. (2023). The Effect of Repeated Reading Strategy on Comprehension Among Grade Four School Students. Participatory Educational Research, 10(3), 21-36. https://doi.org/10.17275/per.23.42.10.3