Oral Reading Intervention for an English Language Learner: A Single-case Design

Gan, Hui Hong and Lee, Julia Ai Cheng and Kartini, Binti Abd Ghani (2019) Oral Reading Intervention for an English Language Learner: A Single-case Design. Theory and Practice in Language Studies, 9 (1). pp. 28-33. ISSN 1799-2591

[img] PDF
Oral Reading Intervention for an English... - Copy.pdf

Download (854kB)
Official URL: http://www.academypublication.com/ojs/index.php/tp...

Abstract

The purpose of this paper was to investigate the effectiveness of conducting a reading intervention in a public primary school setting in Chinese vernacular school in Malaysia. Literature indicated that struggling readers did not master letter-sound correspondences despite the phonics was emphasised in to date curriculum. One male learner who was identified by his classroom teacher as needing special assistance in reading performance participated this research. Using a single-case research design, the participant’s oral reading fluency (ORF) in terms of word correct per minute (WCPM) was measured. Several nonparametric statistics methods, such as Tau and percentage of nonoverlapping data (PND) were applied to compute the degree of association and effectiveness of the intervention, respectively. Visual analysis was carried out to interpret the graph. The data collected was also compared with the updated ORF norm that was established in the United States. The results revealed that the reading intervention facilitated the improvement of ORF of the participant. The significant implications and future research recommendations on the development of reading intervention were highlighted.

Item Type: E-Article
Additional Information: Ali, N. L., Hamid, M. O. & Moni, K. (2011). English in primary education in Malaysia: Policies, outcomes and stakeholders’ lived experiences. Current Issues in Language Planning 12.2, 147-166. Byiers, B. J., Reichle, J. & Symons, F. J. (2012). Single-subject experimental design for evidence-based practice. American Journal of Speech-Language Pathology 21.4, 397-414. Carnine, D. W., Silbert, J., Kame’ennui, E. J., Tarver, S. G. & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River: Pearson. Chitravelu, N., Sithamparam, S., & Teh, S. C. (2005). ELT methodology: Principles and practice (2nd ed.). Shah Alam: Oxford Fajar. Gibbons, J. D. (1993). Nonparametric measures of association. Series: Quantitative applications in the social sciences. Newbury Park: Sage Publications. Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S. & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children 71.2, 165-179. Kendall, M. G. (1938). A measure of rank correlation. Biometrika 30, 81-93. Khor, C. P., Low, H. M., & Lee, L. W. (2014). Relationship between oral reading fluency and reading comprehension among ESL students. Journal of Language Studies, 14.3, 19-32. Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M. & Shadish, W. R. (2010). Single-case design technical documentation. Retrieved from What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_scd.pdf (accessed 6/11/2018). Lammers, W. J. & Badia, P. (2005). Fundamentals of behavioral research. Belmont: Thomson/Wadsworth. Lo, Y., Cooke, N. L. & Starling, A. L. P. (2011). Using a repeated reading program to improve generalization of oral reading fluency. Education and Treatment of Children, 34.1, 115-140. Pillai, A. D. R., & Paramasivam, S. (2014). Miscue analysis of oral reading among non-proficient Malaysian ESL learners. Journal of English and Literature 2.2, 179-185. Samuels, S. J. (1997). The method of repeated readings. The reading teacher 50.5, 376-381. Scruggs, T. E., & Mastropieri, M. A. (1998). Synthesizing single-subject research: Issues and applications. Behavior modification 22.3, 221-242. Su, S. C. K., & Hawkins, J. (2013). THRASS phonics: A case study of Thomas as an emerging reader in English. The English Teacher 42, 52-73. Tam, K. Y. B., Heward, W. L. & Heng, M. A. (2006). A reading instruction intervention program for English-language learners who are struggling readers. The Journal of Special Education 40.2, 79-93. Tarlow, K. R. (2016). Baseline Corrected Tau Calculator. Retrieved from http://www.ktarlow.com/stats/tau (accessed 10/12/2018). Tarlow, K. R. (2017). An improved rank correlation effect size statistic for single-case designs: Baseline Corrected Tau. Behavior Modification 41.4, 427-467. Turkington, C. & Harris, J. R. (2006). The A to Z of learning disabilities. New York: Checkmark Books. Young, N. D. & Daly, E. J. III. (2016). Effects of performance criteria during reading instruction on generalized oral reading fluency. Behavioral Interventions 31, 291-299.
Uncontrolled Keywords: reading difficulties; phonics; oral reading fluency; single-case research design, unimas, university, universiti, Borneo, Malaysia, Sarawak, Kuching, Samarahan, ipta, education, research, Universiti Malaysia Sarawak.
Subjects: L Education > LC Special aspects of education
Divisions: Academic Faculties, Institutes and Centres > Faculty of Cognitive Sciences and Human Development
Depositing User: Ai Cheng
Date Deposited: 18 Jan 2019 07:00
Last Modified: 29 Jun 2020 02:18
URI: http://ir.unimas.my/id/eprint/23111

Actions (For repository members only: login required)

View Item View Item