« Proceeding " 6th Pedagogy International Seminar 2015" ISBN 978-979-3786-50-6 JILID III Halaman: 835-1181
THE POTENCY OF ‘RARP’ TO INFORM STUDENTS’
READING ABILITYShelenAderinaKok IPG KampusTawau
AbstrakKata kunci : Reading Matrix, Accuracy, Rate, Prosody
This paper shares an initiatives conducted in Malaysia in terms of knowledge to gauge students’ Reading Ability and to inform teachers of their students’ reading progress and learning. Ensuring teachers understand the needs of students’ reading fluency preparing students to read and comprehend texts are the two most fundamental parallel tasks in today’s class setting. Consequently, determining students’ fluency become an important endeavor in recent years by many education authorities throughout the world. This study aims at incorporating the combination of Reading Accuracy, Rate and Prosody, to ascertain students’ Reading Fluency and comprehension skills at macro and micro levels. This study employed a stratified sample of primary school students who were in Year 5. Data was gathered through a generic standardized reading comprehension developed test. With a precise Reading Matrix, ESL teachers can appraise their students’ reading ability at any level by referring to the Performance Standards to distinguish whether their students are at Level 1, 2, 3 or 4. Subsequently, teachers can refer to the descriptors of Students’ Reading Abilities to find out what the students have achieved so far and what the struggling readers lacked. Accordingly, ESL teachers will be well informed of their students’ reading ability and accordingly can focus on reading skills development of their students. The ripple effects of ‘RARP’ may enhance students’ reading ability as teachers are now better informed of their students’ reading abilities and thus teachers will be able to prepare reading lessons appropriately according to their students’ reading needs.
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