The research paper is designed to explore the achievement of the aims and objectives of teaching remedial English. It also aims to know the importance of the course and the problems of the students regarding the teaching of remedial English at university level in Pakistan with special reference to university of Sindh, Jamshoro. In this regard many efforts were taken by the tutors, lecturers, assistant professors, professors and the administration of the university to enhance the capabilities and efficiencies of the students of undergraduate level. All students of undergraduate level and the teachers who take remedial English classes are constituted as the Population of the study. Five (n=5) teachers who teach remedial classes and forty (n=40) students from different departments were recruited as the sample of the study through purposive and random sampling techniques. Interviews were conducted from students and tutors who attend and teach remedial English course respectively. 90% students found unsatisfied from the administration of the classes and they stressed that the classes should be conducted separately at department level and they demanded for the basic needed facilities during the classes such as the facility of language laboratory, availability of computers, multimedia, audio and video resources in order to accelerate and enhance the teaching learning process to improve English language skills.

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Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh, Jamshoro, Sindh, Pakistan

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.

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The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

Reading is an essential skill that students need to develop However, readers may experience anxiety in reading materials in English This study determined the level of English reading anxiety in relation to the oral reading fluency of the 163 Grade 11 students of Ozamiz City National High School, Ozamiz City A descriptive-correlational design was used in the study Adopted English Reading Anxiety Questionnaire and a Multidimensional Fluency Scale for Oral Reading Fluency were used in gathering the data Mean, Standard Deviation, and Regression Analysis were the statistical tools used in analyzing the data gathered Results revealed that the level of English reading anxiety of the respondents was high, and their level of oral reading fluency was instructional There was a highly significant relationship between the English reading anxiety and the oral reading fluency of the students Anxiety affects how well students read materials in English

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English Reading Anxiety in Relation to the Oral Reading Fluency of Grade 11 Students

The purpose of this study is to investigate students oral reading fluency of tenth grade in one of Senior High Schools in Indramayu. According to Zuhra (2015) the students faced difficulties in English because of their poor vocabulary. The students also faced difficulties when the texts were long and complicated with various different modifying phrases. There are three subskills to measure oral reading fluency. As stated by Pey, et al (2014) there are ‘accuracy’. ‘speed’, and ‘prosody’. Case study is chosen as a research method in this study. Two instruments were used to collect the data. The first is oral reading fluency test, this was used to measure students’ fluency in oral reading. The second is questionnaire. It was used to find out the students’ reading interest and reading habit. After the writers got the data. Then it will be analyzed qualitatively. The results showed that there were 36 students who took the oral reading fluency test. But, unfortunately that almost all students were not fluent in oral reading. The lowest score obtained by students in reading rate is 58 wpm. While for reading accuracy the lowest score obtained by students is 0,7 wc. And the lowest score obtained by students in reading prosody is 4. In reading prosody, almost all students get score of 4. It is because there are still many students who read only if they have to and they read not for own pleasure. Meanwhile, only two students out of thirty-six students who are almost fluent reading are able to do oral reading fluency. Have fluency in oral reading the students have practiced reading a lot. With reading rate 110 wpm and 127 wpm, reading accuracy 0,95 wc and 0,91 wc, and reading prosody are  9 of out 16.

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An investigation of oral reading fluency of tenth grade in one of senior high schools in indramayu

This study critically explored Filipino third graders’ fluency in science to determine their readiness to comprehend and understand fourth level science, which is taught in English. This mixed design case research purposively sampled 30 third graders from a government-owned elementary school. An oral reading technique using a pre-selected science text passage determined the participants’ fluency in science in terms of word recognition and decoding, reading speed, and reading prosody. The results show that our third graders registered low ratings in all the three components of reading fluency. They are categorised as instructional readers of common terms, but are frustrated readers of science terms. They have very low reading speed and based on their reading prosody, more than half of these learners are labelled as non-fluent readers. This resulting dysfluency may be sourced from non-congruence of the complex morpheme and phonemes of English medium compared to the home language of the learners (Filipino). The home language of learners in the Philippines depends on ethno-linguistics grouping, thus a comparative study may be done to extract more information on how to align and help our learners be ready to accommodate level 4 science.

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Science fluency in primary school: Student transition from Filipino to English language learning

This study aimed at investigating the oral reading fluency level of the Abot – Alam learners in reading. This was alsoconducted to explore whether there is any significant difference in the learners’ English oral fluency based on theirprofiles such as age, gender, and their highest educational attainment. Eighteen Abot – Alam learners enrolled underthe Alternative Learning System (ALS) in Brgy. Tinago, Ozamiz City answered a questionnaire and a checklist; reada standardized oral paragraph as measuring instruments. Generally, the results showed that the participants haveinstructional level of fluency in reading grade –level English texts and that there was a moderate positive correlationbetween the learners’ English oral fluency and their age. However, there were no significant differences in their oralfluency level and their gender and year level.

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Jane Charity Abella Estrada

Papers

The Level of English Oral Reading Fluency among Abot – Alam Secondary Learners