| Summary: | 碩士 === 國立彰化師範大學 === 兒童英語研究所 === 99 === Chall (1996) proposed that learning to read is developmental, in which oral reading fluency plays a vital role in connecting word recognition with reading comprehension. According to Artiles and Trent (1994), English speaking children who do not learn to read by third grade are risk for continued difficulty with reading. Numerous studies examined the effectiveness of repeated reading practice on oral reading fluency (Hasbrouck et al., 1999; Meyer & Felton, 1999; Rashotte&Torgesen, 1985). Huxley (2006) proposed that assisted repeated reading practice could be paired with appropriate phonics instruction as a way of addressing instructional needs of students. However, oral reading fluency training is often neglected in Taiwan’s EFL environment. Therefore, the present study respectively implemented phonics instruction, repeated reading, and the integration of the both to examine the effects in enhancing Taiwanese fifth-graders’ word recognition and oral reading fluency. To measure students’ word recognition and oral reading fluency performance,the Test of Word Reading Efficiency(TOWRE) and the Dynamic Indicator of Basic Early Literacy Skills(DIBELS) were adopted. Results revealed: (1) among the three experimental conditions, repeated reading practice is significantly effective in improving oral reading fluency, (2) both phonics instruction and repeated reading practice were significantly effective in enhancing nonword decoding skills, (3) Taiwanese EFL students’ ORF performance could be compared with the first graders of English speaking children and 1.4 words growth may be an appropriate goal for EFL students under a 80-minute training session per week, (4) based on the subjects’ performance in reading the text in the pre- and posttest, the participants’ average accuracy was at the frustration level. The results of this study supported that repeated reading practice can also be used to develop Taiwanese EFL learner’s oral reading fluency at the elementary school level. Research-based teaching procedures and the measurement of oral reading fluency should be emphasized in teaching reading to help students progress from word-recognition stage to the oral reading fluency stage in the reading development and enable reading teachers to monitor the students’ progress to prevent them from future reading failure.
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