The Impact of Reading Fluency on College Performance

Yoseph Ricardo Bessie, Gupuh - Rahayu

Abstract


Reading fluency is an essential skill for academic achievement. Fluent readers are able to swiftly and accurately comprehend written information, allowing them to focus on the meaning and implications of what they are reading. This paper investigates the relationship between reading fluency and academic outcomes, including reading comprehension, writing and vocabulary. The study seeks to examine the nature of this relationship, how reading fluency influences specific areas of academic achievements, and whether individual differences, such as age or reading aptitude, moderate this relationship. Fifteen students from the fourth semester of the English Department at Universitas Nusa Cendana were recruited for this study, and a longitudinal design was used to investigate the relationship between reading fluency and academic achievement. The results indicate that reading fluency is positively related to reading comprehension, writing and vocabulary knowledge. Individual differences in age and reading aptitude also appear to mitigate the relationship between reading fluency and academic achievement.

Keywords


reading fluency, academic achievement, reading comprehension, writing, vocabulary, individual differences

Full Text:

PDF

References


Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency. Reading Research Quarterly, 45(2), 230–251. https://doi.org/10.1598/rrq.45.2.4

Lehr, F., Osborn, J., & Hiebert, E. H. (2003). Research-Based Practices in Early Reading Series: A focus on vocabulary. 808, 1–24.

Seidenberg, M. S. (2013). The Science of Reading and Its Educational Implications. Language Learning and Development, 9(4), 331–360. https://doi.org/10.1080/15475441.2013.812017

Shanahan, T., & Lomax, R. G. (1986). An Analysis and Comparison of Theoretical Models of the Reading-Writing Relationship. Journal of Educational Psychology, 78(2), 116–123. https://doi.org/10.1037/0022-0663.78.2.116

Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading A meta-analysis. Remedial and Special Education, 25(4), 252–261. https://doi.org/10.1177/07419325040250040801

Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instructionin reading: Relationships with established empirical outcomes. Dyslexia, Fluency, and the Brain, 333–355.

Torgesen, J. K., Wagner, R., & Rashotte, C. A. (n.d.). TOWRE-2 Test of Word Reading Efficiency-Second Edition.

Shanahan, T. (2016). Why reading fluency is so important. Reading Rockets. Retrieved from https://www.readingrockets.org/teaching/reading101-course/modules/fluency-introduction




DOI: http://dx.doi.org/10.17977/um043v5i2p287-292

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

Lisensi Creative Commons

.

 

                           

Web Analytics Made Easy - StatCounter IRBEJ Stats.