Prosodic reading and reading comprehension in university

Aulia Rahmawati, Ida Rosmalina, Hesti Wahyuni Anggraini

Abstract


This study was aimed at investigating the students’ English reading comprehension on the basis of the importance of prosodic reading in university level by first, measuring the levels of reading prosody and reading comprehension, characterizing the acoustic characteristics produced by the students, and at last associating the first variable to the second variable. Prosodic reading levels were measured by using Multidimensional Fluency Scale, containing four dimensions. To explore the six types of syntactically complex structures produced by the students orally, this study conducted a descriptive analysis, only focused on some features. The findings showed that the students experienced moderate level of reading prosody and reading comprehension. Also, it could be reported that a significant correlation was found between the two variables. The study reported that prosodic reading contributed to reading comprehension with r-obtained .538. A thorough analysis explained that some other related predictors influenced students’ comprehension, like difficulties in recognizing the vocabulary, lack of knowledge to review the four types of sentences, and the length of the passage. Among four dimensions, only pace and expression & volume did contribute to reading comprehension much. Different pause structures produced by the students and the native speakers were clearly identified. This was shown as many students had a long pause and sound hesitate due to their inability to decode the words. Moreover, most of them could not comprehend the sentence structure of the text, when to pause, which words were needed to be stressed, and the intonation used. As a result, they read in a two-three phrases and declined to notice where the endings of sentences and clauses were definitely stated. These results confirmed that pause structure commits as a pivotal factor in determining students’ reading comprehension.

Keywords


Prosodic reading; Multidimensional Fluency Scale; reading comprehension; acoustic characteristics

Full Text:

PDF

References


Anggraini, H.W. (2016). Correlational analysis among foreign language anxiety, reading anxiety, and reading achievement of students of Public Health Faculty of Sriwijaya University. The Second Sriwijaya University Learning and Education-International Seminar, 509-522, Retrieved from http://www.conference.unsri.ac.id/index.php/sule/article/view/44/pdf

Binder, S. K., Tighe, E., Jiang, Y., Kaftanski, K., Qi, C., & Ardoin, P. S. (2013). Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills. NIHMS, 6(8), 665-680. doi: 10.1021/nn300902w.Release

Breen, M., Kaswer, L., Van Dyke, J. A., Krivokapić, J., & Landi, N. (2016). Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers. Frontiers in Psychology, 7(JUL). doi:10.3389/fpsyg.2016.01026

Creswell, J. W., (2012). Educational research; planning, conducting and evaluating quantitative and qualitative research. Boston, MA: Pearson Education, Inc.

Debat, E. De. (2006). Applying current approaches to the teaching of reading. English Teaching Forum, 44(1), 8–15. Retrieved from https://eric.ed.gov/?id=EJ1107882

Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory Into Practice, 30(3), pp. 165-175. doi:10.1080/00405849109543497

Gagen, M. R. (2007). Actual reading errors made by struggling readers. Retrieved from http://www.righttrackreading.com/errors.html

Goss, S. J. (2009). Prosody and reading comprehension in L2 Japanese (Doctoral dissertation, The Ohio State University, United States). Retrieved from: https://etd.ohiolink.edu/rws_etd/document/get/osu1250603347/inline

Jayanti, F. G. (2016). Reading difficulties: comparison on students and teachers perception. Fourth International Seminar on English Language and Teaching, 296–301. Retrieved from ejournal.unp.ac.id/index.php/selt/article/view/6939

Kariuki, P., & Baxter, A. (2011). The relationship between prosodic oral reading assessments and standards-based reading assessment in a 2nd grade classroom. Conference of the Mid-South Educational Research Association Oxford, Mississippi. Retrieved from: https://eric.ed.gov/?id=ED526238

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. doi:10.1037/0022-0663.95.1.3

Lopes, J., Silva, M. M., Moniz, A., Spear-Swerling, L., & Zibulsky, J. (2015). Prosody growth and reading comprehension: a longitudinal study from 2nd through the end of 3rd grade. Revista de Psicodidactica, 20(1), 5–23. doi: 10.1387/RevPsicodidact.11196

Miller, J., & Schwanenflugel, P. J. (2009). Prosody of syntactically complex sentences in the oral reading of young children, 98(4), 839–843. doi:10.1037/0022-0663.98.4.839.Prosody

OECD. (2010). PISA 2009 result volume iii : Learning to learn -student engagement, strategies, and pratices policies and practices for successful schools.

Overstreet, T. B. (2014). The effect of prosody instruction on reading fluency and comprehension among third-grade students. (Doctoral dissertations, Andrews University). Retrieved from: http://digitalcommons.andrews.edu/dissertations/616

Rasinski, T. V. (2004). Assessing Reading Fluency. Pacific Resources for Education and Learning (PREL), 28. doi: 10.1007/s11881-010-0039-4

Schwanenflugel, P. J., Hamilton, A. M., Wisenbaker, J. M., & Stahl, S. A. (2009). Becoming a fluent reader: reading skill and prosodic features in the oral reading of young readers Paula, 96(1), 119–129. doi: 10.1037/0022-0663.96.1.119.Becoming

Sinambela, S. E. (2017). Prosody as a tool for assessing reading fluency of adult ESL students, 8(6). doi: 10.7575/aiac.alls.v.8n.6p.83

Tsui, R. K., Tong, X., & Fung, L. S. (2016). The role of prosodic reading in english reading comprehension among Cantonese-English bilingual children. Proceedings of the 8th International Conference on Speech Prosody (SP2016), (October), 582–586. doi: 10.21437/SpeechProsody.2016-119

Tuckman, B. W. (1978). Conducting educational research (2nd ed.). San Diego, CA: Harcourt Brace Jovanovich, Inc.

Veenendaal, N. J., Groen, M. A., & Verhoeven, L. (2016). Bidirectional relations between text reading prosody and reading comprehension in the upper primary school grades: A longitudinal perspective. Scientific Studies of Reading, 20(3), 189–202. doi: 10.1080/10888438.2015.1128939

Xiuli Tong, S., Ka-Ying Tsui, R., & Kan-Ki Fung, A. (2018). Prosodic reading and reading comprehension in Chinese and English among Hong Kong Cantonese-English bilingual children: A longitudinal study, (June), 858–862. doi: 10.21437/SpeechProsody.2018-173.




DOI: http://dx.doi.org/10.30659/e.5.1.89-108

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

EduLite Journal of English Education, Literature and Culture is published by Language and Communication Science Faculty (former Language Faculty), Universitas Islam Sultan Agung (UNISSULA), Indonesia, in collaboration with Persaudaraan Dosen Republik Indonesia (PDRI).

Contact us: EduLite Journal of English Education, Literature and CultureJl. Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112. Email: reviews_edulite@unissula.ac.id.