Journal

Silent and Oral Reading Fluency

The Third Group
Hamida, Nur
Ramadani, Wahyuni
Nauval, Muhammad
Riswanto, Ahwandi
Iqbal, Muhammad

Major of English Education Departement, Tarbiyah and Teaching Faculty,
State Islamic University of Alauddin Makassar, Indonesia 2016

Abstract
Silent and oral reading fluency is one way or strategies that can be used to facilitate understanding the content of the reading like books, magazines, novels, thesis etc. The aim of this journal was to learn whether silent reading fluency was the predictor of reading comprehension and which variable including silent or oral reading fluency was the best predictor of reading comprehension. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes.

Key Words : Silent, Oral, Reading, Fluency, Silent and Oral Reading Fluency

Introduction
Based on this title we infer to chose this title because as we saw that many students' difficulties in understanding a meaning or the essence of reading even though they read repeatedly. So we explained the purpose of silent reading fluently.
Reading involves the understanding of a complex and difficult concept by interpreting written language and making sense of it. In other words, it is a process of constructing meaning from written text as a result of thinking with the guidance of the existing text (Rosenblatt, 2004; Ruddell, 2002; Rumelhart, 1980, 2004).
One of the challenges in comparing oral and silent reading is the selection of the reading tasks. The focus on oral reading over silent reading is understandable from a practical point of view because the easiest way to assess both speed and accuracy of reading is asking participants to read aloud a list of words or a text. Silent reading fluency, in contrast, is more difficult to assess. Measuring pure reading rates, for example, might invoke inaccurate reports of performance (e.g., Hale et al., 2007).
The ability to read quickly, accurately, and when reading aloud, with appropriate expression is essential for understanding text (National Reading Panel, 2000).
There is accumulating research shows that there are underlying skills of reading which need to be taught to students and lead to increase in children’s reading performance at school. These reading skills are stated as phonemic awareness, reading comprehension, vocabulary, reading strategies and reading fluency. Particularly, reading fluency is gaining new recognition as an important part of school programs and for students with reading difficulties (Hudson, Lane, & Pullen, 2005; NICHD, 2000).

Review of  Literature
Oral reading fluency is widely used to carefully watch students’ reading performance in the early elementary grades due to its strong empirical relations with reading comprehension. Most research reveals that there is a robust and significant relationship between reading comprehension and oral reading fluency in different grade levels (e.g., Good, Simmons, & Kame’enui, 2001; NICHD, 2000; Rasinski et al., 2011; Rasinski, Padak, McKeon, Krug-Wilfong, Friedauer, & Heim, 2005; Rasinski, Rikli, & Johnston, 2009).
Children read aloud from each passage for 1 minute, and the number of words read correctly is recorded. With the shift toward the use of the Response
to Intervention (RtI) model for the identification of children with learning disabilities, these oral reading probes have increasingly been used to quickly and systematically screen and evaluate large groups of students in classrooms, schools, and districts to make decisions regarding issues such as special education eligibility and diagnoses (Deno, 2003; Stecker & Fuchs, 2000; Wayman, Wallace,
Wiley, Ticha, & Espih, 2007).
Learning to read is an important but complex process. Therefore, it is not surprising that many studies have examined reading and reading development. It is surprising, however, that the majority of these studies focused on oral reading rather than on silent reading, which is actually the primary reading mode for proficient readers. In schools, the focus shifts rapidly from initial instruction in oral decoding toward independent silent reading. That same shift, however, is not seen in the assessment of reading abilities—not in research, where there has been a focus on oral reading at the expense of silent reading (see Share, 2008) in, for example, models of the reading process, studies of reading development, and studies of skills underlying reading, nor in practice, for example, in diagnosing dyslexia, a basic deficit in learning to decode print (e.g., Vellutino, Fletcher, Snowling, & Scanlon, 2004).  Although definitions of dyslexia do not specify in which reading mode the difficulties with accurate and/or fluent word recognition occur (e.g., American Psychiatric Association, 1994; Blomert, 2006; British Dyslexia Association, 1998; Lyon, Shaywitz, & Shaywitz, 2003), it is common practice to assess oral reading rather than silent reading. More important, insights gained through research on, or assessment of, oral reading are tacitly generalized to silent reading. It is unclear, however, whether the production of overt oral responses in reading aloud is fully comparable to silent reading. In the current study, we compared oral and silent reading fluency through the relations of both reading modes with underlying cognitive skills.

Methodology
For making this journal, we perform the method of collecting journal of the internet. We collect three journals that discussed about silent and oral reading fluency : which one is the best predictor of reading comprehension, silent reading fluency using underlining : evidence for an alternative method of assessment and underlying skills of oral and silent reading. From the third journal than we combine to make a new journal beside on our mind. This journal is completed we made on Saturday, june 11th , 2016 at 15: 41 pm.

Result and Discussion
The character of each individual in the study course is different, one of the characters that can be used to improve the quality of reading comprehension in our focus to explain in detail the benefits of silent reading fluently. The essence of the reading of silence and fluent is to help improve the understanding of a person in understanding the power of a reading and also it can help increase the concentration of each individual study.

Conclusion and Implications
From the discussion above it can be concluded that the silent reading fluently is one of the strategies used in reading to improve comprehension and concentration of people more efficiently.
This paper is made to be shown how to make a position each individual character in terms of ability to analyze readings.

References
Yildirim, Kasim & Ates, seyit. (2012). Silent and Oral Reading Fluency : Which one is the best predictor of reading comprehension. Mugla University Department of Elementary Education Mugla, TURKEY.
Katherine w.price, Elizabethb. Meisinger & Maxm.Louwerse.(2012). Silent Reading Fluency using underlining : Evidence for an alternative method of assessment.University of Memphis, SIDNEY K. D’MELLO.
Bergen, Elsje Van. (2014). Underlying skills of oral and silent reading.VU University Amsterdam.NETHERLANDS.