(Skkn 2023) using reading progress tool in tracking tenth graders’ reading fluency and progress at quynh luu 1 upper secondary school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING QUYNH LUU HIGH SCHOOL TEACHING EXPERIENCE USING READING PROGRESS TOOL IN TRACKING TENTH GRADERS’ READING FLUENCY AND PROGRESS AT QUYNH LUU UPPER SECONDARY SCHOOL Field: English Teacher : Nguyen Thi Phuong Lan & Vu Thi Nga School : Quynh Luu Upper Secondary School Group : English School year : 2022 - 2023 Phone number : 0982423616 & 0383655547 TABLE OF CONTENT PART I INTRODUCTION PAGE 1-2 1.1 Rationale 1.2 The new factors of the study 1.3 Scope of the study 1.4 Organization of the study 1.5 The Feasibility and Science Validity of the Study PART II: CONTENT 3-32 Chapter 1: Theoretical background 1.1 Reading Fluency 1.1 Definition of Reading Fluency 1.1.2 Importance of Reading Fluency 1.1.3 Measures to teach and nurture fluency in reading 1.1.4 Problems in mastering reading Fluency 1.2 Reading Progress Tool 1.2.1 Introduction of Reading Progress Tool 1.2.2 Benefits of Reading Progress Tool 1.2.3 Set up a Reading Progress Assignment 1.2.4 Review and Return students’ Works in Reading Progress 1.2.5 How a student can complete Reading Asignment 10 Chapter 2: Practical Background 10 2.1 The Survey 10 2.2 Survey Result and Data Analysis 11 Chapter 3: Applying The Reading Progress Tool 3.1 Introducing the Reading Tool to the students, creating reading groups 14 3.2 Introducing the ways to practice reading 14 16 3.3 Delivering Reading Assignment 16 3.4 Some tips to choose reading material 22 Chapter 4: Survey on the urgency and feasibility of proposed solution 4.1 Practical background of the Survey 23 23 4.1.1.The Increase in students’ reading percentage 23 4.1.2 Students’ change in their confidence 24 4.2 Purpose of the Survey 25 4.3 Content of the Survey 26 4.4 Method of the Survey and rating scale 26 4.5 Target Audience of the Survey 28 4.6 Outcome of the Survey on the Feasibility and the Urgency of the propose solution 28 4.6.1 Outcome of the Survey on the Feasibility of the Proposed Solution 28 4.6.1.1.Data obtained from the Google Form Survey 28 4.6.1.2 Average Scores from R Software 28 4.6.1.3 Comment on the Feasibility of the Proposed Solution 30 4.7 Outcome of the Survey on the Urgency of the Proposed Solution 30 4.7.1 Data obtained from the Google Form Survey 30 4.7.2 Average Scores from R Software 31 4.7.3 Comment on the Feasibility of the Proposed Solution 32 PART 3: CONCLUSION AND SUGGESTIONS 33-34 Conclusion 33 Suggestions 33 REFERNCES: 35 APPENDIX 36 APPENDIX 37 APPENDIX 38 APPENDIX 39 PART I INTRODUCTION 1.1 Rationale English has been the common language of the world for decades It plays an important role in all aspects of society such as communication, science, technology, education, etc Especially, English becomes an official and effective international communicative language Therefore, learning and mastering English would greatly give advantages to the person concerned As a result, more and more people are studying English in order not to be left behind in the development of society In education, English subject now is of great importance It is compulsory not only in teaching and learning but also in many examinations However, it is not easy to master a foreign language Becoming proficient in English is not an exception Learning English means that students have to learn many sub-skills such as speaking, listening, reading and writing Like other skills, reading is a very important skill Reading not only helps students widen their knowledge, but also enables them to develop other language skills Like other English skills, reading skill, especially reading fluency, is paid much attention to when being taught at school However, there is not enough time for teachers to let all students read out loud during class and give feedback to their reading speed, fluency and pronunciation accuracy It raises a question for the teachers: “How to track and support students’ reading fluency and progress at home?” Using Reading Progress Tool- a free tool built into Assignments in Microsoft Teams- is a great way for this problem It not only motivates students into reading, helps students build pronunciation accuracy, fluency and confidence through personalized reading experiences, but helps teachers to evaluate students’ progress, and therefore, to encourage them in time as well In addition, according to the new general education program 2018 issued by the Ministry of Education and Training, one of the common competencies required to be formed and developed for student is autonomy and self-study ability This tool will provide students with a method to practice and consolidate these abilities at home, which has opened up a more flexible learning space and more comfortable study time Therefore, students can absorb knowledge more easily, skip the distance limit, save time, improve efficiency Furthermore, the application of this tool has perfectly exemplified the digital transformation in education, which helps create a safe learning environment where everything connects, as a result, contributes to bridge geographies, create learning experiences and increase students' interactions This is also the duty of teachers in the era of digital transformation, which has been set out by the Ministry of Education and Training recently Last but not least, the authors have applied this Reading Progress Tool as Reading assignments at home for the students in different classes of grade 10 at Quynh Luu Upper Secondary School The effectiveness of this method encourages the authors to share this teaching experience with other colleagues, hoping to receive many comments from them For the reasons mentioned above, the authors decide to choose the topic: “Using Reading Progress Tool in Tracking Tenth Graders’ Reading Fluency and Progress at Quynh Luu Upper Secondary School” for their teaching experience 1.2 The New Factors of the Study The study suggests a refreshing combination of technology and a free way for teachers to apply in helping high school students improve not only their reading skill but also their speaking skill and vocabulary Besides, this tool automatically marks students’ performance, which helps teachers save time while tracking students’ attendance as well as their improvements The study is expected to research the effectiveness of this tool in helping students improve their reading skill (especially reading fluency) Theoretically, this study will be helpful and have a contribution for further researches in the field of reading fluency teaching Practically, this study will give general description about students’ reading ability at high school level and their improvement after practicing reading through the tool The result of this study can be used as a consideration to improve language teaching to students, especially for teaching reading 1.3 Scope of the Study This study focuses on applying Reading Progress Tool to improve reading skill Due to the lack of time, in this study, we will just focus on the effectiveness on the 10th graders (based on the text provided in the textbook English 10 Global Success) in the school year 2022- 2023 1.4 Organization of the Study The study is well organized with main parts: the rationale of the study, the content and the conclusion Hopefully, the study provides a useful access to most of the teachers in teaching language 1.5 The Feasibility and Science Validity of the Study - In terms of economy, this is a completely free tool, so both teachers and students not need to make an economic investment to be able to use it - In terms of technique, the application is easy to use, because it has been integrated into Ms Teams, which students have used before, or students only need to register for an account to be able to use it - In terms of universality, just know how to hold the mouse, anyone can access it, so it can be used for all levels, all ages - In terms of science, the research is clearly presented, the illustrations are impressive, the language is easy to understand, and the tools used by the authors have been tested around the world PART II CONTENT Chapter 1: Theoretical Background 1.1 Reading Fluency 1.1.1 Definition of Reading fluency : According to Ofsted, Research Review Series: English (July 2022)- Office for Standards in Education, Children’s Services and Skills, “Reading Fluency is the ability to read a text accurately, quickly and with expression” Children, and people in general, must be able to read fluently in order to understand what they’re reading This applies to both silent reading and reading out loud When doing the latter, fluent readers are able to read phrases and add in proper intonation when needed As such, their reading becomes smooth and expressive Oral reading fluency describes a student's ability to read aloud based on three primary characteristics: • Accuracy—The student correctly identifies and pronounces words as they come across them in the text • Speed—The student reads sentences at a rate of speech quickly enough to maintain comprehension of what is being read In contrast, students with low oral reading fluency may need to slowly sound out each individual word, which can cause them to lose the meaning of the sentence • Expression—The student recognizes proper phrasing of questions, statements, and other types of expression as they read, and they read aloud with proper expression including phrasing and intonation 1.1.2 Importance of Reading Fluency: Reading fluency is important because it is one of the most reliable determiners of a student’s ability to comprehend text In fact, reading fluency has been called the bridge between decoding and comprehension (Chard & Pikulski 2005) Therefore, the ability of reading fluency brings leaners great benefits: • Improves comprehension: When readers can read fluently, they can focus on the meaning of the text rather than spending time decoding individual words This leads to better comprehension of the material • Builds confidence: Fluent readers are more confident in their abilities and are more likely to enjoy reading This positive attitude towards reading can lead to a lifelong love of learning • Enhances vocabulary: Fluent readers are exposed to more words and phrases, which can help them develop a larger vocabulary • Improves writing skills: Fluent readers are more likely to be good writers, as they have a better understanding of sentence structure, grammar, and syntax The graphic below contains data from years of research and a study published in the Scientific Studies of Reading (Fuchs, L S., Fuchs, D., Hosp, M K., & Jenkins, J R 2001) The following data expresses the correlation strength of each of these measures to reading comprehension and their conclusion: “ Finally, we have oral reading fluency The ability to read fluently had the strongest correlation to reading comprehension This validity coefficient was 0.91 ” Overall, reading fluency is an important skill that can have a positive impact on many areas of a person's life It is a skill that can be developed through practice, so it is important to encourage children and adults alike to read regularly and to practice reading fluency 1.1.3 Measures to teach reading fluency in students Padeliadu and Giazitzidou’s review of research on reading fluency identified several strategies to support fluency development Here are some measures that can be helpful in teaching reading fluency to students: • Model fluent reading: Teachers can model fluent reading by reading aloud to students, demonstrating how to read smoothly and with expression This can also include shared reading, where the teacher and students read together • Provide ample practice time: Students need plenty of opportunities to practice reading fluently Teachers can provide independent reading time, small group reading instruction, and partner reading activities • Use repeated reading: Repeated reading involves having students read the same text multiple times This can help build fluency and improve comprehension Teachers can use timed readings and graph student progress to track improvement • Incorporate audio books: Listening to audio books can help students build fluency and improve their comprehension Teachers can provide access to audio books for students to listen to independently or as a group • Use sight word recognition activities: Students who struggle with decoding can benefit from sight word recognition activities Teachers can use flashcards, games, and other activities to help students quickly recognize common sight words • Provide feedback: Teachers should provide feedback to students on their reading fluency This can include correcting errors, modeling proper intonation and expression, and providing specific praise for improvement • Use technology: There are many technological tools available to help students improve their reading fluency, such as reading apps and online reading programs Overall, teaching reading fluency requires a combination of modeling, practice, feedback, and the use of effective strategies and resources 1.1.4 Problems in mastering reading fluency: There are several problems that students may face when trying to master reading fluency Here are some common issues: • Decoding difficulties: Students who struggle with decoding words may have difficulty with fluency because they need to spend more time decoding individual words, which can interrupt the flow of their reading • Lack of vocabulary knowledge: Students who have limited vocabulary knowledge may struggle with fluency because they need to stop and figure out the meaning of unfamiliar words, which can slow down their reading • Poor comprehension skills: Students who struggle with comprehension may have difficulty with fluency because they are focusing too much on individual words and not enough on the overall meaning of the text • Limited exposure to reading: Students who have not had many opportunities to read may struggle with fluency because they have not had enough practice • Anxiety or lack of confidence: Students who feel anxious or lack confidence in their reading abilities may struggle with fluency because they are hesitant to read aloud or may rush through their reading in order to finish quickly • Lack of motivation: Students who are not motivated to read may not be as invested in improving their fluency, which can hinder their progress • Lack of support: Students who not receive support from their teachers, parents, or peers may struggle with fluency because they not have the resources or encouragement they need to improve These problems can be addressed through targeted instruction, practice, and support Teachers can provide individualized instruction, offer opportunities for practice, and provide feedback and encouragement to help students overcome these challenges by taking advantage of advance technology 1.2 Reading Progress Tool 1.2.1 Introduction on Reading Progress Tool: The Reading Progress Tool is a digital tool designed to help teachers assess and track the reading fluency of their students It is a feature in Microsoft Teams for Education that allows teachers to assign reading activities and monitor their students' progress in real-time The tool uses speech recognition technology to analyze students' reading and provides feedback on their accuracy, speed, and expression The Reading Progress Tool also provides teachers with data on individual student performance, allowing them to identify areas of strength and weakness and adjust their instruction accordingly This tool can be particularly helpful for students with reading difficulties or for those learning English as a second language The tool can also be used to create a more personalized reading experience for each student, by allowing teachers to set reading goals and track progress towards those goals Overall, the Reading Progress Tool provides teachers with valuable insights into their students' reading abilities, helping them to better support their learning and growth 1.2.2 Benefits of Reading Progress Tool There are several benefits to using Reading Progress Tool as an assessment tool for reading development in students Some of these benefits include: • Accurate assessment: Reading Progress Tool provides accurate assessments of students' reading skills, including fluency, accuracy, and comprehension, allowing teachers to identify areas of strength and weakness and tailor their instruction accordingly • Personalized feedback: The tool provides personalized feedback to students, highlighting areas where they can improve and offering suggestions for how to so • Real-time data: Reading Progress Tool provides real-time data on student progress, allowing teachers to make informed decisions about their instruction and support • Remote monitoring: The tool allows teachers to monitor students' progress remotely, making it easier to support students who may be struggling with their reading development • Time-saving: Reading Progress Tool saves teachers time by automatically grading assessments and generating reports, allowing them to focus on delivering high-quality instruction and supporting student learning • Accessibility: The tool is designed to be accessible to all students, including those with learning disabilities or who may be struggling with reading, allowing teachers to provide targeted support and accommodations as needed • Integration with Microsoft Teams for Education: Reading Progress Tool integrates with Microsoft Teams for Education, making it easy for teachers to assign reading tasks, monitor progress, and communicate with students and parents Overall, Reading Progress Tool is a powerful assessment tool that can help teachers improve the effectiveness of their instruction and support student achievement in reading Its accurate assessments, personalized feedback, real-time data, remote monitoring capabilities, and time-saving features make it a valuable resource for educators 1.2.3 Set up Reading Progress Assignment Prepare the Reading Material in Word Format, base on our students’ ability, the authors use the reading paragraphs in the text book -English 10 Global Success, then follow these steps: SCREENSHOTS STEPS Navigate to the desired class, then select Assignments Select Create>Assignment Enter a title for this assignment – this is required Select Attach Then select Reading Progress from the dropdown menu To select a passage for your students: ▪ Choose Upload Word or PDF to use your own files, ▪ Select Browse sample library to passages provided by ReadWorks use (Optional) Complete the additional fields to create more data sorting opportunities when reviewing student work ▪ Reading level: Identify reading levels in the way that works best for your class Any reading level you enter will be searchable in Insights ▪ Genre: Select Fiction or Non-fiction ▪ Number of Attempts: Choose Unlimited to allow students plenty of opportunities to practice, or select any number to limit attempts ▪ Pronunciation sensitivity: Specify how strict you'd like Auto-detect to be when listening and estimating errors Choose Less sensitive to leave more flexibility for pronunciation, and More sensitive to demand more exact reading performance This setting is adjustable when reviewing student work ▪ Require video: Select No to give students the choice to submit audio only ▪ Reading Coach defaults to On when you create a Reading Progress assignment ▪ Edit your passage: If you've uploaded a Word or PDF document of your own, you can edit the passage right in Reading Progress Select Edit, then make any changes you'd like in the document ▪ Select Edit language to adjust the language Auto-detect will listen for 4.3 Content of the survey: The survey focused on two main issues: - The feasibility of applying reading progress tools to track secondary students' reading fluency and progress - The the urgency of applying reading progress tools to track secondary students' reading fluency and progress 4.4 Method of the survey and rating scale: - The method used for the survey is the Questionnaire Survey; with a rating scale of 04 levels (corresponding to scores from to 4) - The survey questionnaires are administered via an online survey platform, Google Form, then distributed to the target audiences: *The Survey Questionnaire 1: The feasibility of applying Reading Progress in Microsoft Teams to tracking the fluency and progress of 10th-grade students' reading Questions Options How feasible is the solution to assist teachers to track and Very feasible Feasible support students' reading aloud at home ? Somewhat feasible Not feasible How feasible is the solution to help teachers give Very feasible Feasible feedback to students' reading activities at home in time ? Somewhat feasible Not feasible How feasible is the solution to support teacher to identify Very feasible Feasible the struggling readers ? Somewhat feasible Not feasible How feasible is the solution to aid students to build Very feasible pronunciation accuracy, fluency and confidence in learning Feasible English ? Somewhat feasible Not feasible How feasible is the solution to help create a safe learning Very feasible Feasible environment ? Somewhat feasible Not feasible How feasible is the solution to motivate students to Very feasible Feasible practice reading aloud outside classroom ? 28 Somewhat feasible Not feasible * The rating scale corresponds to the following scores: Very feasible (4 points); feasible (3 points); somewhat feasible (2 points); Not feasible (1 point) * The Survey Questionnaire 2: The urgency of applying Reading Progress in Microsoft Teams to tracking the fluency and progress of 10th-grade students' reading Questions Options How urgent is the solution to assist teachers to track and Very urgent Urgent support students' reading aloud at home ? Somewhat urgent Not urgent How urgent is the solution to help teachers give feedback Very urgent Urgent to students' reading activities at home in time ? Somewhat urgent Not urgent How urgent is the solution to support teacher to identify the Very urgent Urgent struggling readers ? Somewhat urgent Not urgent How urgent is the solution to aid students to build Very urgent pronunciation accuracy, fluency and confidence in learning Urgent English ? Somewhat urgent Not urgent How urgent is the solution to help create a safe learning Very urgent Urgent environment ? Somewhat urgent Not urgent How urgent is the solution to motivate students to practice Very urgent Urgent reading aloud outside classroom ? Somewhat urgent Not urgent * The rating scale corresponds to the following scores: Very urgent (4 points); urgent (3 points); somewhat urgent (2 points); Not urgent (1 point) 29 4.5 The target audience of the survey: The survey target audience are some English teachers at Quynh Luu school, Nguyen Duc Mau school and Hoang Mai school, with a total of 16 teachers participating in survey content 01 and 16 teachers participating in survey content 02 4.6 The Outcome of the survey on the Feasibility and Urgency of the Proposed Solutions 4.6.1 The Outcome of the survey on the Feasibility of the Proposed Solution 4.6.1.1 The Data obtained from the Google Form Survey: 4.6.1.2 Average Scores from the R Software From the information obtained on Google Form, the authors analyzed the data by using the R software to calculate the average score according to the following steps: Step 1: Download the R software to computer by following the following link https://cran.r-project.org/bin/windows/base/ Step 2: Install the R software and open the software 30 Sample of the R software’s screenshot: Step 3: Enter the points corresponding to the given rating scales and the number of teachers rated for each level into R software, we get the average value of X ̅ Sample of the R software’s screenshot with average score of the 1st problem: 31 Do the same with the other data, we get the average scores to evaluate the feasibility of the proposed solution as following table: Parameters No Problems ̅ 𝑿 Levels Between - Assisting teachers to track and support students' reading aloud at home - helping teachers give feedback to students' reading activities at home in time - supporting teacher to identify the struggling readers - aiding students to build pronunciation accuracy, fluency and confidence in learning 3.38 English ? 3.38 feasible and very feasible Between 3.31 feasible and very feasible Between 3.12 feasible and very feasible Between feasible and very feasible Between - helping create a safe learning environment - motivating students to practice reading aloud outside classroom 3.25 feasible and very feasible Between 3.06 feasible and very feasible 4.6.1.3 Comment on the feasibility of the proposed solution: After obtaining the survey information via Google Form and analyzing the data to calculate the average score, the authors get the average score mainly above points and below points, corresponding to the level between feasible and very feasible Therefore, the authors can see the feasibility of the solution that have been proposed in the topic “Using Reading Progress Tool in Tracking Tenth Graders' Reading Fluency and Progress at Quynh Luu Upper Secondary School" is high 4.7 Outcome of the Survey on the Urgency of the proposed Solution 4.7.1 Data obtained from the Google Form survey: 32 4.7.2 The Average Score Results from the R Software: Having calculated the average score in steps ( In Section 4.6.1.2 ) by using the R software, the authors get the urgency assessment table of the proposed solution as following: Parameters No Problems ̅ 𝑿 Levels Between - Assisting teachers to track and support students' reading aloud at home - helping teachers give feedback to students' reading activities at home in time 3.25 - supporting teacher to identify the struggling readers 3.12 - aiding students to build pronunciation accuracy, fluency and confidence in learning English ? 3.5 - helping create a safe learning environment 3.19 -motivating students to practice reading aloud outside classroom 3.19 3.31 urgent and very urgent Between urgent and very urgent Between urgent and very urgent Between urgent and very urgent Between urgent and very urgent Between urgent and very urgent 33 4.7.3 Comment on the Urgency of the Proposed Solution: Observing the abover table, we see that the average scores are mainly above points and below points, corresponding to the level between urgent and very urgent This means the urgency of the solution that has been proposed in the topic “Using Reading Progress Tool in Tracking Tenth Graders' Reading Fluency and Progress at Quynh Luu Upper Secondary School" is confirmed 34 PART 3: CONCLUSION AND SUGGESTION 3.1 A Summary of the development of the study In conclusion, the Reading Progress feature in Ms Team has proven to be an invaluable resource for both teachers and students Its ability to provide real-time monitoring, personalized learning, and immediate feedback has led to significant improvements in the reading skills and abilities of our students, while also saving time and providing valuable insights for us as teachers The authors have found that this feature has allowed us to track the progress of our students' reading skills in real-time and provide immediate feedback, leading to significant improvements in their reading abilities ▪ Time-Saving: The Reading Progress feature saves a significant amount of time for teachers, as it eliminates the need for manual tracking and assessment of reading progress ▪ Real-Time Monitoring: Teachers can track the progress of their students in realtime, allowing them to provide immediate feedback and support where needed ▪ Customizable Assignments: The Reading Progress feature allows teachers to create customized reading assignments based on the individual needs of their students ▪ Insights: Teachers can gain insights into the reading habits and behaviors of their students, allowing them to adjust their teaching methods and materials accordingly As students: ▪ Personalized Learning: The Reading Progress feature provides personalized reading assignments that are tailored to each student's reading level and abilities ▪ Immediate Feedback: Students receive immediate feedback on their reading skills, allowing them to make corrections and improve their skills on the spot ▪ Motivation: The ability to see their progress in real-time and receive positive reinforcement can be incredibly motivating for students, leading to increased engagement and participation in class ▪ Independence: The Reading Progress feature encourages students to take ownership of their learning by allowing them to track their progress and identify areas for improvement We highly recommend this feature to any educators looking to enhance their teaching methods and improve their students' reading fluency ability (see Appendix for other more features of the tool.) 3.2 Recommendation: Based on the success of this implementation, it is recommended that similar reading progress tools be incorporated into English teaching practices at other schools The scope and content of the application should be determined by relevant levels, taking into account the unique needs and circumstances of each school By doing so, we can continue to promote the improvement of reading fluency and progress among students and ultimately contribute to their future academic and 35 personal success As English teachers, we strongly recommend that educational administrators take steps to provide students with more opportunities to access advanced technology and improve their reading fluency ability Here are some suggestions that could help: - Provide access to digital reading resources: Schools should invest in digital reading resources such as e-books, audiobooks, and digital libraries This would allow students to read and listen to texts on their devices, increasing their engagement with reading materials - Use online reading tools: Online reading tools such as Reading Progress or RazKids can help students practice reading fluency and comprehension skills Teachers can assign readings and track students’ progress in real time - Offer multimedia reading materials: Multimedia resources such as videos, podcasts, and interactive articles can provide students with engaging and interactive reading experiences These resources can also help build critical thinking skills - Create a technology-based reading program: A technology-based reading program that incorporates digital resources, online tools, and multimedia materials can provide a structured way for students to improve their reading fluency ability Teachers can assign readings, monitor progress, and provide feedback on student performance - Provide professional development opportunities for teachers: Educational administrators should provide professional development opportunities for teachers on how to effectively use technology to support reading fluency development This could include workshops or online training sessions By taking these steps, educational administrators can help students develop their reading fluency ability through the use of advanced technology Providing access to digital reading resources, online reading tools, multimedia materials, and technology-based reading programs can engage students and promote their reading fluency development 36 REFERENCES Tieng anh 10 – Global Success RG Nathan and KE Stanovich, ‘The causes and consequences of differences in reading fluency’, in ‘Theory into Practice’, Volume 30, Issue 3, 1991, pages 176 to 184.↩ Why fluency should be hot’, in ‘The Reading Teacher’, Volume 65, Issue 8, 2012, pages 516 to 522.↩ CA Perfetti, N Landi and J Oakhill, ‘The acquisition of reading comprehension skill’, in ‘The science of reading: a handbook’, edited by M Snowling and C Hulme, Blackwell, 2005, pages 227 to 247.↩ PJ Schwanenflugel and others, ‘Becoming a fluent reader: reading skill and prosodic features in the oral reading of young readers’, in ‘Journal of Educational Psychology’, Volume 96, Issue 1, 2004, pages 119 to 129.↩ T Rasinski, ‘Why fluency should be hot’, in ‘The Reading Teacher’, Volume 65, Issue 8, 2012, pages 516 to 522.↩ T Rasinski, ‘Why fluency should be hot’, in ‘The Reading Teacher’, Volume 65, Issue 8, 2012, pages 516 to 522.↩ DD Paige, WH Rupley, GS Smith, TV Rasinski, W Nichols and T MagpuriLavell, ‘Is prosodic reading a strategy for comprehension?’, in ‘Journal for Educational Research Online 9’, Volume 2, 2017, pages 245 to 275, quote on page 267.↩ https://boltonlearningtogether.org.uk/reading-project/fluency/why-is-itimportant-what-is-reading-fluency/ 10 Reading progress product guide - Microsoft Learn Educator Center | Microsoft Learn 11 Understanding the Value of Lexiles in the Classroom (Literacy) - The Sparkly Notebook 12 https://mylearningspringboard.com/what-is-reading-fluency-and-why-is-itimportant/ 13 https://classful.com/reading-fluency-why-is-it-important/ 14 https://lexile.com/educators/understanding-lexile-measures/about-lexilemeasures-for-reading/ 37 APPENDIX 1: (https://lexile.com/educators/understanding-lexile-measures/about-lexile-measuresfor-reading/) Reference Lexile scale by class: Class Lexile score scale Up to 300L 140L to 500L 330L to 700L 445L to 810L 565L to 910L 665L to 1000L 735L to 1065L 805L to 1100L 855L to 1165L 10 905L to 1195L 11-12 940L to 1210L (https://ames.edu.vn/tin-tuc/14623/hoc-tieng-anh-voi-he-thong-lexile) 38 APPENDIX 2: Surver questionnaire for students before impplemention QUESTIONS CHOICE How often you read for A Every day pleasure outside of class? B 2-3 times a week D Rarely Which of the following strategies A Practice reading aloud you use to practice B Reading along with audio recordings Reading Fluency in English? C Practice reading with friends D Participating in a reading club E None of those How long you typically read A Less than 10 minutes for during one sitting ? B 10-20 minutes C 20-30 minutes D none of those On a scale of 1-5, how confident A Not at all you feel in your ability to read B Slightly confident fluently in English? (1 = not at all , C Moderately confident = extremely confident) D Quite confident E extremely confident What difficulties you face A Difficulty with pronunciation when trying to improve your B Limited vocabulary Reading Fluency in English? (select C Difficulty understanding the text all that apply) D Difficulty maintaining concentration E All the above Do you feel that your English A Yes, definitely teacher provides enough B Somewhat opportunities for you to practice C Not really Reading Fluency in class? D Not at all Would you like to see more A Yes opportunities for practicing Reading B No Fluency in English in class? What support would you like to A More one-on-one time with the teacher have to improve your Reading B Specific exercises or drills to Fluency in English? (select all that improve fluency apply) C More reading materials in English D Assistance with pronunciation E all of those above What suggestions you have for teacher to help improve your reading fluency ? 39 APPENDIX Survey Questionnaire to assess the students' reading fluency after using Reading Progress in Ms Teams: Questions Options How would you rate your reading fluency A Bad before using Reading Progress in Ms B average Teams? C good D excellent How often did you practice reading using A Every day Reading Progress in Ms Teams? B A few times a week C Once a week D rarely Did you notice any improvements in your A Yes, a significant improvement reading fluency after using Reading B Yes, a slight improvement Progress in Ms Teams? C No, there was no improvement D I'm not sure How confident you feel in your ability A Very confident to read fluently after using Reading B Somewhat confident Progress in Ms Teams? C Not very confident A Not at all confident Would you recommend using Reading A Yes, definitely Progress in Ms Teams to a friend who needs B Yes, with reservations help with their reading fluency? C No, not really D No, definitely not 40 APPENDIX - All results of student reading activities can be exported to excel in detail: https: https://tinyurl.com/4asvtkb8, Qr code: - Some pictures of reading activities on Ms team: Sample of screenshot 41 * Information about students’ working habits: *Student’s effort to her best: 42