Education English | Repeated Oral Reading | Repeated reading is one of theory of automatic information processing drawn from Laberg and Samuel (1976) which stated that a fluent reader decodes text automatically, leaves attention free to be used for comprehension. As less attention is required for decoding, more attention becomes available for comprehension. Repeated reading in the same way is essential for foreign language learners or EFL students to acquire their new language (Krashen, 1982 in Catherine E. Stoicovy). This theory also said that repetition helps children to grasp the rhythm, pitch, volume, and tone of English that will help them express their mind and idea in oral activity or speaking (Samuel, 1979 in Catherine E Stoicovy). In this study, repetition is the main mode of oral practice because it has been shown that repetition has a positive effect on building fluency (Nation 1989 in Moh. Kim Tam).
According to Kim Tam (1997): “Repetition as a form of oral practice has the inherent benefit in that the learner becomes more efficient as s/he focuses specifically on more important points and eliminates redundant words and phrases in her/his speech. Secondly, repetition creates an effect of rehearsal. That is, the student overcomes the tendency to rephrase, pause and search, to correct sentence structures and the misuse of words and phrases (before the final performance.)” In general, oral reading helps everyone to become more focused on voice quality and pronunciation. Participants were grouped into threes with one student reading aloud to the other two, who had no access to the text. The pair audience gave feedback on their comprehension of the message and on mispronunciation of words. During each Oral Reading session, the following aspects were emphasized:
a. Getting the rhythm right: The teacher read to the class a text marked with stressed words; learners listened and marked those stressed words on their copy. They had to go through this once again with a partner.
b. Marking the thought-group: The class was given a copy of the text. As the teacher read, the class would mark slashes each time the teacher paused. Then they read the paragraph to their partners indicating where the slashes were placed.
c. Speeding up: The teacher read several paragraphs as quickly as she could to the class. Each paragraph read was individually timed and written on the blackboard. Using pair work, students would read to each other. When the first reader had finished, the second would quickly raise his/her hand to acknowledge completion.
d. Stressing: Learners were required to bring to class different words and phrases with which they have problems. These were reviewed either with a good pronunciation dictionary or practiced in minimal pairs with other words.
According to Kim Tam (1997): “Repetition as a form of oral practice has the inherent benefit in that the learner becomes more efficient as s/he focuses specifically on more important points and eliminates redundant words and phrases in her/his speech. Secondly, repetition creates an effect of rehearsal. That is, the student overcomes the tendency to rephrase, pause and search, to correct sentence structures and the misuse of words and phrases (before the final performance.)” In general, oral reading helps everyone to become more focused on voice quality and pronunciation. Participants were grouped into threes with one student reading aloud to the other two, who had no access to the text. The pair audience gave feedback on their comprehension of the message and on mispronunciation of words. During each Oral Reading session, the following aspects were emphasized:
a. Getting the rhythm right: The teacher read to the class a text marked with stressed words; learners listened and marked those stressed words on their copy. They had to go through this once again with a partner.
b. Marking the thought-group: The class was given a copy of the text. As the teacher read, the class would mark slashes each time the teacher paused. Then they read the paragraph to their partners indicating where the slashes were placed.
c. Speeding up: The teacher read several paragraphs as quickly as she could to the class. Each paragraph read was individually timed and written on the blackboard. Using pair work, students would read to each other. When the first reader had finished, the second would quickly raise his/her hand to acknowledge completion.
d. Stressing: Learners were required to bring to class different words and phrases with which they have problems. These were reviewed either with a good pronunciation dictionary or practiced in minimal pairs with other words.
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