Graduate thesis (Master of Arts in Education Major in English) - - Foundation University, 2026.

Includes bibliographical references and appendices.

Abstract
This study aimed to determine the effects of the Fluency-Oriented Reading Instruction
(FORI) on the students' reading levels. FORI İsa reading strategy designed to enhance
reading fluency through the integration ofecho reading, choral reading, paired reading,
and individual reading of the students, The study also examined the relationship
between the students' perceptions of these strategies and their reading performance.
The Phil-IRI assessment tool was utilized to determine the students' reading levels,
while a validated questionnaire was employed to gather data on their perceptions of the
FORI features. A descriptive-correlational research design was used, and 75 randomly
selected Junior High School students were chosen as respondents. Data were analyzed
using percentage, mean, standard deviation, t-test, and rank order correlation. Findings
revealed a significant improvement in the students' reading levels following the
implementation of the FORI strategy, with 21.33% of the participants achieving the
independent reading level. Among the FORI features, individual reading obtained the
highest composite mean, which indicates that students highly valued the opportunity to
select their own reading materials. Furthermore, results showeda significant positive
relationship between the students' perceptions of the FORI strategies and their reading
performance. These findings suggest that students with more favorable perceptions of
the FORI approach tend to demonstrate a higher reading proficiency.
Keywords: FORI, Echo Reading, Choral Reading, Paired Reading and Individual Reading