Exploring S. Jay's Theory of Repeated Reading: Enhancing Students' Fluency in Educational Environments
Keywords:
Fluency, Repeated Reading, Matric Students, Errors per Minute, Correct Words per MinuteAbstract
This study shows how the Repeated Reading (RR) method can help second language learners become more proficient and fluent readers. The study, which took place at Sheikha Fatima Bint Mubarak Girls Cadet College Turbat, Balochistan, included forty matric-level learners (lady cadets) between the ages of 13 and 16 who had trouble with fluency. The lady cadets were split into two groups: an unassisted group that read without assistance and an experimental group that received RR treatment.
Before the intervention, both groups took a pretest, and 20 weeks later, they took a posttest. The results showed that, compared to their pretest performance, learners in the RR group significantly improved their reading fluency in the posttest.
In terms of reading fluency, correct words per minute and errors per minute, the Repeated Reading group outperformed the unassisted group. This suggests that participants in the Repeated Reading (RR) group experienced greater gains in fluency. Following the intervention, the Repeated Reading group demonstrated a lower mean error rate as compared to the unassisted group. This indicates that the Repeated Reading (RR) group showed greater improvement in reading fluency. The findings of this study benefit educators, curriculum developers, and policymakers, offering evidence-based recommendations for integrating Repeated Reading (RR) into teaching practices. Moreover, the study's outcomes potentially contribute to the broader field of educational research, helping to optimize instructional methods and support learners' learning outcomes in reading fluency.
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