ISSN: 2226-6348
Open access
Having issues with synthetic phonics or word blending leads to inefficiency in reading fluently among rural primary school pupils causing the pupils to be demotivated in reading English books. Therefore, this quasi-experimental study was carried out to investigate the use of Sliding Word Lock which is incorporating the visual-kinaesthetic learning style to help in word blending enhancing reading fluency among rural primary school pupils. With 14 participants from rural primary school in Belaga, Sarawak, pre-test, post-test and one-minute timed reading passage assessment were used to collect the data required. The findings from pre-test, post-test and one-minute timed reading passage assessment were analysed using descriptive analysis. The pre-test and post test results reveal that all participants progressing positively in word blending through the pre-test and post-test. The result from one-minute timed reading passage assessment shows positive increasement in the number of words pronounced by the participants. This shows that Sliding Word Lock has a positive effect in word blending and it enhance the reading fluency of the participants.
Education, M. O. (2018). Kurikulum Standard Sekolah Rendah: Bahasa Inggeris Sekolah Kebangsaan - Dokumen Standard Kurikulum dan Pentaksiran. Putrajaya: Bahagian Pembangunan Kurikulum.
Gilakjani, A. (2012). Visual, Audiotory, Kinaesthetic Learning Style and their Impacts on English Language Teaching. Journal of Studies in Education, 104-113.
Helfgott, J. (1976). Phonemic Segmentation and Blending Skills of Kindergarten Children: Impliction for Beginning Reading Acquisition . Contemporary Educational Psychology Academic Press, 157-169.
Kodan, H. (2017). Determination of Reading Levels of Primary School Students. Universal Journal of Education Research, 1962-1969.
Langworth, R. M., & Gardner, H. (2010). Multiple Intelligences. ReadHowYouWant.com, Limited. Retrieved from Read How You Want.
Malik, G. M., & Alam, R. (2019). Comparative Analysis Between Pre-test / Post-test and Post-test-only Model in Achieving the Learning Outcomes. Pakistan journal of Ophthalmology, 408.
Ming, K., & Dukes, C. (2008). Fluency: A necessary Ingredient in Comprehensive Reading instruction in Inclusive Classrooms. Teaching Exceptional Children Plus, 1-14.
Palmer, M. L. (2010). The Relationship between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-Grade Students. ProQuest Digital Dissertation Database.
Rasinski, T. P. (2005). Is Reading Fluency a Key to Successful highschool reading? International Reading Association, 22-27.
Rasinski, T., & Padak, N. (2005). One- Minute Reading Assessment. New York: Scholastic Inc.
Schwanenflugel, P. J. (2006). Becoming Fluent and Automatic Reader in the Early Elementary School Years. Reading Research Quarterly, 496-522.
Star, T. (2019). Education. Retrieved from Identifying Reading Problem Early: https://www.thestar.com.my/news/education/2019/11/24/identifying-reading-problems-early
In-Text Citation: (Loya & Yamat, 2021)
To Cite this Article: Loya, F. A. L., & Yamat, H. (2021). Word Blending using Sliding Word Lock to Enhance Reading Fluency. International Journal of Academic Research in Progressive Education and Development, 10(1), 575-585.
Copyright: © 2021 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode