Choral Reading Research Articles

CHORAL READING AND SQ3R METHODS IN TEACHING READING AT THE SEVENTH GRADE STUDENTS AT MTSN 1 PONOROGO

Reading is one of several skills that students must master in learning English. Teacher needs proper methods especially in teaching reading. Implementing the teaching method affects student learning outcomes, so the teacher should consider the appropriate teaching methods by initiating the class environment and the student's condition. The aims of this research are; 1). To identify how the implementation of choral reading and SQ3R methods are used by the teacher, 2). What the problems are found by the teacher in applying these methods, and 3). What the teacher’s ways are to overcome the problems in applying these methods in teaching reading at the seventh-grade students at MTsN 1 Ponorogo. This research was conducted at MTsN 1 Ponorogo by using descriptive qualitative method. The data was collected through observation, interview, and documentation. The data from interview and observation were obtained in the form of interview and observation transcripts, and the documentation results were in the form of lesson plan. The data were analyzed using the theory of Miles and Huberman. The steps were data reduction, data display, and drawing conclusion. To test the validity of the data, the researcher used triangulation of data sources. The researcher found that the implementation of Choral Reading and SQ3R methods was divided into some steps. The steps of the choral reading method were the teacher gave an example of the correct reading, the students were repeated after the teacher, and the teacher went around to check the students' mistakes. The steps in the SQ3R method were survey, read, recite, and review. The problems faced by the teacher in applying these methods were students were not enthusiastic about following the lesson, and students often did not bring dictionaries. Meanwhile, the problems were solved by announcing that the students must submit an assignment, and the teacher consistently used the methods over several meetings and instructed the students to borrow a dictionary from a friend in another class or at the library. Keywords: Teaching Method, Teaching Reading, Choral Reading, SQ3R

Effect of Poems Read with Fluent Reading Strategies on Reading Comprehension Skills of Primary School Students With and Without Giftedness

The aim of this research is to examine the effect of poems read by using chorus reading, repeated reading and echo (echoing) reading strategies, which are one of the fluent reading strategies, on the reading comprehension ability of primary school third grade students with and without gifted diagnosis. In accordance with this purpose, the study, which was carried out according to the experimental design with pretest-post-test control group, was carried out with a total of 39 students who attended the third grade, who were (18) gifted students and those who were not (21) as gifted. A total of 60 sessions of experimental applications lasting 20 minutes were carried out separately for both students with a diagnosis as gifted and for students without a diagnosis of as gifted. The False Analysis Inventory was used as a data collection tool. The obtained data were analysed in accordance with the Wrong Analysis Inventory evaluation criteria; Wilcoxon Signed Rank Test analysis was performed to decipher the significant difference between the pretest-post-test scores. As a result of the study, it was seen that reading poetry by using choir reading, repetitive reading and echo/echoing reading strategies from fluent reading strategies improved the reading comprehension skills of both students with a gifted and primary school third grade students without a diagnosis as gifted. This development was higher in students with a diagnosis as gifted than in students without a diagnosis as gifted.

A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions

Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N = 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing).

Using Support Reading to raise Reading Fluency in a Grade 9 class taking EFL – An Action Research

This action research explores the use of Supported Reading (SR) to improve the reading proficiency of Grade 9 English as a Foreign Language (EFL) students in an Indonesian context. A class of 16 students were involved in this study conducted over 3 weeks. The intervention addressed the students' ability and reluctance to read or speak in English through a structured SR routine, incorporating various reading practices. The research questions focused on the current state of reading proficiency and the effectiveness of SR as an intervention. Baseline and post-intervention reading tests were conducted, and statistical analysis indicated a significant improvement in students' reading scores. The methodology incorporated elements of language testing, using a reading fluency test with a designed rubric. The intervention included vocal warm-ups, silent reading, word attack drills, echo reading, choral reading, and pair/individual reading activities. The results showed a significant increase in fluency, rhythm, expression, and pronunciation skills among the students. Findings suggest that SR, typically considered for lower grades, is a viable intervention even at the upper grades, serving as a form of spiral progression. The study affirms that SR is relevant and useful for EFL teaching and learning. Recommendations include integrating SR into reading instructions for students and in teacher professional development programs. While SR is commonly used in lower primary for reading fluency, educators facing similar challenges in EFL contexts should consider the use of SR to improve reading proficiency and motivation among students in the upper grades.

Reading Dysfluency in Indian Classrooms: An Insight

Reading text in English is an important skill for students of higher education in India, as their understanding of their core subjects in specific and the world of information in general is based upon this skill. The ability to read English fluently, increases their job prospects also, as real time job environments use English as the official medium of communication and require that students read English with ease. Technical students who engage primarily with numerical data, diagrams and other non-textual content in their core subjects, have an especially hard time coping with tasks which involve reading textual English. There are several problems that lead to lack of fluency and thus lack of understanding of the content. This paper will study reading “ dysfluency “ problems technical students face, when reading English like word recognition difficulties, inability to read in sense groups, problems to do with accuracy, automaticity and expression. This paper will attempt to offer strategies to overcome this problem like Loud reading, Echo reading and Choral reading and some unconventional reading practices that can help solve this very common but important skill gap.

THE EFFECT OF CHORAL READING STRATEGY ON TEACHING STUDENTS READING COMPREHENSION

This study aims to determine the reading comprehension of SMP BEREA Tondano eighth-grade students who use the choral reading approach, as well as the reading comprehension of SMP BEREA Tondano second-grade students who do not use the choral reading technique. Those who are taught using a choral reading technique have superior reading comprehension than those who are taught using a non-choral reading strategy. The research method is experimental, with one experimental and control class using the pre-test and post-test procedure. The population for this study is 20 students from the second class of SMP BEREA Tondano in the year 2020. The findings of this study suggest that students who employ the choral reading approach get higher reading comprehension scores than those who do not.
 Keywords : Choral reading, experiment, reading, comprehension, EFL

Measuring Usability of a Computer-Based Treatment for Aphasia using Eye-tracking

<h3>Research Objectives</h3> To investigate the usability of a treatment software designed for conversational practice in persons with aphasia. <h3>Design</h3> Pilot cross-sectional study utilizing eye-tracking and the System Usability Scale (SUS) to understand how people with aphasia interact with a computer-based software, AphasiaScripts®. <h3>Setting</h3> Outpatient rehabilitation research hospital in Chicago. <h3>Participants</h3> Three individuals with aphasia. <h3>Interventions</h3> AphasiaScripts® is a computer-based software that provides conversational practice to people with aphasia. Participants practice choral reading repeatedly with a virtual therapist. Words are highlighted and the virtual therapist's mouth movements approximate those of a real person. The sentence structures used in the software allow people with aphasia to practice language that may arise in different situations. AphasiaScripts® is designed to be easy to use with a simple interface and minimal directions during practice. <h3>Main Outcome Measures</h3> The primary outcome measures are the gaze dwell time (as measured by eye-tracking) on the sentences and on the virtual therapist. Usability was also measured by the SUS. <h3>Results</h3> Participants looked at the sentences more than the virtual therapist at both the beginning and end of a practice session. Participants rated AphasiaScripts® as above average on the SUS. <h3>Conclusions</h3> Participants tended to look at the text more than the virtual therapist during practice. This suggests that attention to the text is more important than attention to the virtual therapist. Participants also found the software easy to use. Future directions involve recruiting a larger sample of people with aphasia and investigating variables such as aphasia severity and characteristics of the virtual therapist that may influence where participants tend to gaze during practice. <h3>Author(s) Disclosures</h3> AphasiaScripts is commercially available from the Shirley Ryan AbilityLab. The authors receive salary from the Shirley Ryan AbilityLab but have no financial interest in the software sales.

The implementation of choral reading method in improving student’s reading fluency

This study aims to improve students' Students Reading Fluency through Choral Reading Method at the Seventh Grade Students of SMP N. 1 Botupingge. This research is a Classroom Action Research (PTK). The subjects of this study are the students of grade VII SMP N. 1 Botupingge who numbered 22 students. This study consists of two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. Data collection techniques used in this study is test observation, and documentation. The research instruments used include the observation sheet, the test of reading fluency (accuracy, Rate, and Prosody) and documentation. The collected data were analyzed using qualitative descriptive analysis technique and supported by quantitative data. The results of this study indicate that the implementation of choral reading can improve students’ reading fluency in students of class VII SMP N. 1 Botupingge both in terms of process and product. The improved processes can be seen in student activities in the learning process. This is indicated by the increase of students in attention to learning, enthusiastic liveliness, and atmosphere of learning in the classroom more conducive. Improving process quality has a positive impact on product quality improvement. This is seen in the test results of reading fluency starting from cycle 1 up to cycle 2. Based on this result, it can be concluded that choral reading method can improve students’ reading fluency at seventh grade of SMP N. 1 Botupingge.

The implementation of choral reading method in improving student’s reading fluency

This study aims to improve students' Students Reading Fluency through Choral Reading Method at the Seventh Grade Students of SMP N. 1 Botupingge. This research is a Classroom Action Research (PTK). The subjects of this study are the students of grade VII SMP N. 1 Botupingge who numbered 22 students. This study consists of two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. Data collection techniques used in this study is test observation, and documentation. The research instruments used include the observation sheet, the test of reading fluency (accuracy, Rate, and Prosody) and documentation. The collected data were analyzed using qualitative descriptive analysis technique and supported by quantitative data. The results of this study indicate that the implementation of choral reading can improve students’ reading fluency in students of class VII SMP N. 1 Botupingge both in terms of process and product. The improved processes can be seen in student activities in the learning process. This is indicated by the increase of students in attention to learning, enthusiastic liveliness, and atmosphere of learning in the classroom more conducive. Improving process quality has a positive impact on product quality improvement. This is seen in the test results of reading fluency starting from cycle 1 up to cycle 2. Based on this result, it can be concluded that choral reading method can improve students’ reading fluency at seventh grade of SMP N. 1 Botupingge.

Neural activity during solo and choral reading: A functional magnetic resonance imaging study of overt continuous speech production in adults who stutter.

Previous neuroimaging investigations of overt speech production in adults who stutter (AWS) found increased motor and decreased auditory activity compared to controls. Activity in the auditory cortex is heightened, however, under fluency-inducing conditions in which AWS temporarily become fluent while synchronizing their speech with an external rhythm, such as a metronome or another speaker. These findings suggest that stuttering is associated with disrupted auditory motor integration. Technical challenges in acquiring neuroimaging data during continuous overt speech production have limited experimental paradigms to short or covert speech tasks. Such paradigms are not ideal, as stuttering primarily occurs during longer speaking tasks. To address this gap, we used a validated spatial ICA technique designed to address speech movement artifacts during functional magnetic resonance imaging (fMRI) scanning. We compared brain activity and functional connectivity of the left auditory cortex during continuous speech production in two conditions: solo (stutter-prone) and choral (fluency-inducing) reading tasks. Overall, brain activity differences in AWS relative to controls in the two conditions were similar, showing expected patterns of hyperactivity in premotor/motor regions but underactivity in auditory regions. Functional connectivity of the left auditory cortex (STG) showed that within the AWS group there was increased correlated activity with the right insula and inferior frontal area during choral speech. The AWS also exhibited heightened connectivity between left STG and key regions of the default mode network (DMN) during solo speech. These findings indicate possible interference by the DMN during natural, stuttering-prone speech in AWS, and that enhanced coordination between auditory and motor regions may support fluent speech.

Effectiveness of Paired Reading Strategy on Reading Ability of Struggling Readers in Primary Schools in Uyo L.G.A, Akwa Ibom State

The study examined the effectiveness of paired reading strategy on reading ability of struggling readers in Uyo Local Government Area, Akwa Ibom State, Nigeria. A quasi-experimental study was adopted. The study population was all the 2,974 primary three pupils in all the 47 public primary schools. The purposive sampling technique was used to select a sample size of 73 primary three pupils from two intact classes. Reading Level Classificatory Test (RLCT) (Beginners), Reading Level Classificatory Test (RLCT) (Intermediate), Reading Level Classificatory Test (RLCT) (Proficient) and Struggling Readers Reading Ability Test (SRRAT) were used as the instruments for the study.. Kudar Richardson Formula 21 was used to determine the internal consistency of the instruments, which yielded coefficient indexes of 0.68 for Reading Level Classificatory Test (Beginners), 0.74 for intermediate, 0.69 for proficient and 0.90 for SRRAT. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypothesis. The study revealed a significant difference in the mean reading ability scores of struggling readers exposed to paired reading strategy and those exposed to choral reading strategy. Based on the study's findings, the researchers recommended, among others, that all classroom teachers make efforts to integrate paired reading strategy into teaching reading.

Choral Reading for Improving Oral Literacy in the English Classroom

English speaking fluency is one of the 21st century communicative skills that are given so much attention and importance by most employers across the globe. Many Filipino graduates have difficulties finding a job because of poor oral literacy. This study determined the effectiveness of the choral reading strategy in improving students’ oral literacy in Grade 11 English, Lusaran National High School, Cebu City, S. Y. 2019-2020. The study used a quasi-experimental method, utilizing rubrics to identify and determine the research subjects' performances. Findings showed that most of the students in the two groups of subjects showed a fair performance in the pretest. The two groups of subjects showed an increase in performance based on the scores earned in the posttest. There is a significant difference in the posttest performances of the control and experimental groups. There is a significant difference between the pretest and posttest performances of the control and experimental groups. The group which had choral reading for improving oral literacy in the English classroom showed a high increase in performance. Choral reading is an effective strategy for improving oral literacy as it develops the students’ oral literacy in terms of volume and expression.

THE INFLUENCE OF USING CHORAL READING TECHNIQUE TO THE ELEVENTH GRADE STUDENTS’ READING MASTERY AT SMA NEGERI 1KASIMBAR

This paper focuses on the using of choral reading technique to the eleventh grade students’ reading mastery at SMA Negeri 1 Kasimbar. The writer applied quasi experimental research design and need pre-test and post-test to both experimental and control class. The pre-test was to know the level of students’ reading mastery ability before giving treatment while the post-test was used to know the result after giving treatment. There was a significant difference score of the post-test of the experimental class (1.495) and the control class (1.235). The level of significance was set up 0,05 with 40 degree of freedom ( (df) = Nx + Ny = 21 + 21 + 40). The result of data analysis indicates that tcounted (3,729) which was higher than ttable, it means that the hypothesis of the research was accepted. Thus, there was significant influence of using choral reading technique to the eleventh grade students at SMA Negeri 1 Kasimbar.

THE INFLUENCE OF USING CHORAL READING TECHNIQUE TO THE ELEVENTH GRADE STUDENTS’ READING MASTERY AT SMA NEGERI 1KASIMBAR

This paper focuses on the using of choral reading technique to the eleventh grade students’ reading mastery at SMA Negeri 1 Kasimbar. The writer applied quasi experimental research design and need pre-test and post-test to both experimental and control class. The pre-test was to know the level of students’ reading mastery ability before giving treatment while the post-test was used to know the result after giving treatment. There was a significant difference score of the post-test of the experimental class (1.495) and the control class (1.235). The level of significance was set up 0,05 with 40 degree of freedom ( (df) = Nx + Ny = 21 + 21 + 40). The result of data analysis indicates that tcounted (3,729) which was higher than ttable, it means that the hypothesis of the research was accepted. Thus, there was significant influence of using choral reading technique to the eleventh grade students at SMA Negeri 1 Kasimbar.

IMPROVING STUDENTS’ PRONUNCIATION OF MONOPHTHONG SOUND IN READING NARRATIVE TEXT BY USING CHORAL READING TECHNIQUE AT THE EIGHTH GRADE STUDENTS OF MTS ALKHAIRAT ALINDAU

This research discusses about the use of Choral Reading in reading narrative text. The purpose of this research was to determine whether the choral reading technique affects students' pronunciation. The researcher used a quasi-experimental research design, the population in this research is class VIII Mts Alkahirat Alindau which consists of two classes, they are class 8A and 8B. In this research, class 8B as the Experimental Group by usinga purposive sampling technique. In the experimental class, the researcher gave a pre-test, treatment (choral reading), and post-test, while for the control class, only pretest and post-test without treatment. The researcher collected data through a reading test. From the calculation of the data it showed that the difference in students' scores on the pre-test and posttest with an average post-test score was higher than the average of pre-test score (67.06&gt;30.26). This can be seen from the results obtained before and after the treatment, the score on post-test of experimental class was higher than the score on the pos-test of control group (67.0&gt;51.2). In addition, the result showed that the t-counted was higher than the t-table (52.94&gt;2084. Based on the data analysis, the researcher concluded that the used of Choral Reading technique was affects the pronunciation of the 8th grade students of MTs Alkharat Alinda.

IMPROVING STUDENTS’ PRONUNCIATION OF MONOPHTHONG SOUND IN READING NARRATIVE TEXT BY USING CHORAL READING TECHNIQUE AT THE EIGHTH GRADE STUDENTS OF MTS ALKHAIRAT ALINDAU

This research discusses about the use of Choral Reading in reading narrative text. The purpose of this research was to determine whether the choral reading technique affects students' pronunciation. The researcher used a quasi-experimental research design, the population in this research is class VIII Mts Alkahirat Alindau which consists of two classes, they are class 8A and 8B. In this research, class 8B as the Experimental Group by usinga purposive sampling technique. In the experimental class, the researcher gave a pre-test, treatment (choral reading), and post-test, while for the control class, only pretest and post-test without treatment. The researcher collected data through a reading test. From the calculation of the data it showed that the difference in students' scores on the pre-test and posttest with an average post-test score was higher than the average of pre-test score (67.06&gt;30.26). This can be seen from the results obtained before and after the treatment, the score on post-test of experimental class was higher than the score on the pos-test of control group (67.0&gt;51.2). In addition, the result showed that the t-counted was higher than the t-table (52.94&gt;2084. Based on the data analysis, the researcher concluded that the used of Choral Reading technique was affects the pronunciation of the 8th grade students of MTs Alkharat Alinda.

Oral Reading Fluency: Teaching and Assessment Strategies

Oral reading fluency skill is one of the keys to reading comprehension. Despite the significance of this skill, many reading curricula pay no attention to it [1]. Private schools in the United Arab Emirates (UAE) are giving great attention to reading fluency more than public schools. As a result, the current study adopted the exploratory qualitative design, in which three tools (documents analysis, classroom observations, and interviews) were employed respectively to investigate this issue in two private schools within the UAE. In particular, this study aimed: (1) to identify oral reading strategies used in private schools, (2) to identify the assessment strategies used to assess oral reading fluency, and (3) to identify if there is a match between the reading-aloud strategies and the assessment strategies used. Interestingly, the exploratory design helped to gain well-founded insights about the significance of teaching and assessing this skill. Moreover, the findings revealed English teachers' practices in teaching and assessing students' oral reading fluency. Teachers used plenty of reading-aloud strategies such as repeated reading, pair reading, individual reading-aloud, practice reading, choral reading, reading practice, and assisted reading to build and improve students' reading fluency. It was also obvious that different assessment techniques were employed to assess students' oral reading fluency such as the rubric, checklist, DIBLES: WCPM test, word efficiency test, and keeping records of students' performance. Furthermore, it was clear that the aforementioned assessment tools were suitable with the reading-aloud instruction provided to the students. Notably, this research has contributed to the limited body of knowledge within the UAE about the significance of integrating reading-aloud strategies in any reading programs to develop students' fluency and comprehension. The study bridged the gap in the literature through exploring more than one strategy and more than one assessment tool used to boost students' oral reading fluency. According to the previous findings, fostering oral reading fluency and creating a better reader, who reads fluently should be taken into account. Therefore, oral reading fluency should not be neglected. Policymakers and curriculum designers have to think of incorporating teaching and assessing oral reading fluency into reading programs and curriculum.

Using Choral Reading with Students with Exceptionalities to Improve Reading Fluency

Choral reading, a reading strategy that involves two or more students reading a passage in unison, where striving readers following the reading model provided by more proficient readers in a group, has long been recognized as a vehicle for improving fluency among students with exceptionalities (Kodal, &amp; Akyol, 2018). This instructional strategy, which is the topic of this paper, provides the interpersonal modeling needed by learners with exceptionalities, while providing a safe space for internalization of fluency skills to occur.

AN APPLICATION OF CHORAL READING STRATEGY IN ENGLISH LANGUAGE LESSONS IN ECONOMIC TEXT TO INCREASING READING SKILLS FOR THE STUDENT GRADE XI STATE VOCATIONAL SCHOOL 2 MEDAN

The objectives of this study are: (1) to determine the application of Choral Reading learning strategies relating to texts relating to Economics in learning English; (2) to determine the effectiveness of the application of choral reading learning strategies in English learning to students' reading skills. This type of research is Classroom Action Research which consists of two cycles. Subjects in the study were students of class XI with a total of 30 students. Data collection techniques that will be used are observation, documentation, and testing. The qualitative data analysis technique is by doing reflection notes, the thoughts that arise when observing, and are the results of the process of comparing, linking, or linking the data displayed with previous data. The results of this class action research showed an increase in initial ability compared to cycle 1, namely students who completed in cycle 1 numbered 15 students or 50.00%. From the results of the second cycle, it can be written that students who have completed are 24 students from 30 students or 80.00%. From cycle 1 to cycle 2 there was a 30% increase. This proves that the use of Choral Reading learning strategies is very effective.

A closer look at the interactional construction of choral responses in South African township schools

In order to better understand literacy practices in high poverty L2 contexts, we use a conversation analytic approach to study two forms of chorusing in Grade 3 classrooms in South African township schools: choral reading and choral answering. Based on more than 6 hours of video recorded classroom interaction, we show that choral reading aloud is initiated by explicit and implicit instructions, combined with intonational cues. Choral answering is initiated by yes/no questions, designedly incomplete utterances or known-answer questions, producing short answers. Teacher feedback in both forms is extremely limited. Choral practices risk limited individual student engagement and restrict development of language and cognitive skills. However, we also show that students demonstrate a high awareness of the subtleties of a variety of interactional “rules”. They are occasionally encouraged to produce their own answers and are capable of reading new pieces of text aloud, showing potential learning opportunities through classroom engagement.