The Effects of Leveled Reading on Second Language Learners

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VI, June 2021 | ISSN 2454–6186

The Effects of Leveled Reading on Second Language Learners

Aisha Ali Alowais¹, Robin Erric Ogdol^2
1Bachelor in Primary Education, Higher Colleges of Technology, United Arab Emirates
²Doctor of Philosophy in Education, Higher Colleges of Technology, United Arab Emirates

Abstract: This study aimed to research the significance of using leveled texts in the improvement of second language learners’ word recognition skills, accuracy, and fluency. The findings showed steady growth in word recognition abilities and improved automaticity. Results from running records exhibited a substantial increase in accuracy. Fluency assessments showcased a rise in fluency rate and fluency scores provided by three assessors. Implications from this study indicate the positive effects of reading at the frustration level. Therefore, it is encouraged to further explore the impact of providing challenging reading material.

Keywords: leveled reading, second language learners, fluency, accuracy, word recognition

I. INTRODUCTION

This research constitutes an approach that has been influential education, and it is widely known as ‘Leveled Reading’. Leveled reading involves assessing students’ ability to read different texts, then assigning them reading material appropriate for them (Pondiscio & Mahnken, 2014). The proposition of the levels of reading challenge is attributed to Emmett A. Betts who was a theorist and educator specialized in the field of reading. This theory was first introduced in his published work “Foundations of Reading Instruction” in 1946. The reading levels place readers in a specific level. The goal is to identify learners’ needs and provide them with the corresponding assistance. The method used to determine the reader’s level of reading challenge is through an Informal Reading Inventory (IRI). An IRI is a type of assessment used to judge a reader’s ability to read words in a text correctly. This assessment places the reader in one of the levels of reading challenge, which are: independent; meaning to successfully read text and comprehend 90% of it, while pronouncing 99% accurately, Instructional; referring to the maximum level of appropriate challenge, or frustration; in which the text is deemed too difficult for the child to comprehend (Stange, 2013). Then, it is encouraged for readers to be given texts at their instructional level. Some aspects of Marie Clay’s implementation of Reading Recovery (RR) are also key components to this research as it focuses on how to help students read proficiently (Cazden, 2017). It is emphasized to provide sufficient intervention through the explicit teaching of skills such as word recognition to guide students to become proficient readers.

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