000			03339naa a2200361Ia 4500
003			OSt
005			20260421160946.0
008			260421s2017 xx 000 0 und d
040			_aFoundation University _bEng _cFoundation University _erda
050			_aGS (Maed-Eng) LG 221 D35 G73 _bA5 E38 E55 2026 C38
099			_a799
100			_aCatan, Elmira Q. _91517 _eauthor.
245	1	0	_aFluency-oriented reading instruction (FORI):effects on the reading level of the students (thesis) / _cby Elmira Q. Catan
264			_aDumaguete City _bFoundation Uiniversity, _c2026. _42026.
300			_ax, 88 leaves _bill. (chiefly color) ; _c28 cm. _3volume _fresource
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_3rdacarrier _avolume _bnc
502			_aGraduate thesis (Master of Arts in Education Major in English) - - Foundation University, 2026.
504			_aIncludes bibliographical references and appendices.
520			_aAbstract 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
650			_aReading (Elementary) _xAbility testing. _915629
650			_aReading comprehension _xStudy and teaching (Elementary). _915630
650			_aReading _xFluency _xStudy and teaching. _915631
650			_aOral reading _xStudy and teaching. _915632
650			_a Academic achievement _xMeasurement. _915633
658			_aThesis Writing 2 (Pre/Final Oral Defense : _bEducation Major in English, Master of Arts in ; _cMA 101
690			_2FU _aFORI, _915534
690			_2FU _aEcho Reading, _915535
690			_2FU _aChoral Reading, _915536
690			_2FU _aPaired Reading and Individual Reading _915537
942			_2lcc _cFS _hLG 221 D35 G73 _iA5 E38 E55 2026 C38 _kGS (Maed-Eng)
999			_c5784 _d5784