Abstract
The present study aimed at exploring the elements affecting reading fluency and how to improve ESL learners’ reading fluency and comprehension. It was attempted to find whether ESL learners would perform better when taught through top-down or bottom-up reading instruction model. 54 Chinese freshmen with the same level of reading proficiency tested through College Entrance Exam participated in this study. Two experiments were designed. Experiment 1 was reading fluency practice in classroom while experiment 2 was bottom-up vs. top-down model in Extensive Reading course. Bottom-up approach, a traditional teaching method was used in Class 1 in which students enjoyed independent silent reading and more flexibility of doing their reading homework. As for those in Class 2, students were assigned to top-down processing instruction model where the instructor carried out partner reading with regular after-class reading assignment. Then, the treatment was run and finally, both groups received a reading comprehension post-test. The data were collected and analyzed. The results revealed that reading aloud to a partner is an efficient way for improving fluency compared with silent reading; the more models of fluent reading the students hear the better. Meanwhile the study indicates routine checking up is also helping in building learners’ fluency. The results also show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had little impact on comprehension. These figures have implications for the type of language instruction used in actual classrooms. In light of these findings, the researcher also offered recommendations for ESL instructors.
Highlights
The most important skill for second language learners in academic context is reading (Lynch& Hudson, 1991, cited in Grabe2001).it can be concluded that perhaps the most fundamental skill to be taught for English majors in Chinese universities is reading comprehension and developing an appropriate level of reading skills, comprehension, is essential for academic success (Akinwumiju, 2010; August, 2011; Iwai, 2009; Lukhele, 2013; Pretlow, 2009).Reading accuracy or commonly known as word-reading accuracy refers to the ability to decode or recognize words correctly
Bottom-up approach, a traditional teaching method was used in Class 1 in which students enjoyed independent silent reading and more flexibility of doing their reading homework
Based on the data collected from Experiment 1, we can conclude that repeated and monitored oral reading improves reading fluency and overall achievement, as does guided oral reading with appropriate teacher feedback
Summary
Reading accuracy or commonly known as word-reading accuracy refers to the ability to decode or recognize words correctly. The need for high accuracy is the reason why developing decoding skills is one of the important aspects of becoming a successful reader. Moktar et al, (2010) suggest that “in terms of vocabulary development...poor readers read less, become poorer readers, and learn few words”(p.78). The converse is that as competent readers read more, they learn more words and have better comprehension (Brantmeier, 2005; Foss, 2009).Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Fluency, reading in a fast and fluid manner, is what often distinguishes to observers the reading performance of a good reader from a bad one
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