Reading is an acquired skill. There is a significant difference between reading and studying. The art of reading involves coordination of brain functions and eyes. However, fluency in reading is an improved skill that can be acquired through practice. People with physical or mental impairment might have difficulty in reading. All students in a class have distinct reading abilities. In promoting their fluency in reading, the two methods are applied; paired and repeated reading. In paired reading, two or more students are grouped and subjected to similar reading material assessing the reading pattern for each. Every student here will exhibit a unique reading style to compete with others. On the other hand, in repeated reading, students with fluency reading difficulties are subjected to repeat reading exercise in which assessment is done on every stage acquainting the level of fluency.

Saudi Arabia is an Arabic speaking nation. Their countries first language is Arabic. Their English learning experience is greatly hampered by reading difficulty since it’s a foreign (second) language. A study done in one of Saudi EFL teachers college showed that the student had a significant interest in learning how to improve their reading experience. It was discovered that, at least 20% of those interested in English, had a significant competitive experience in acquiring the standard rate of fluency in reading. Some of the factors highlighted as leading impediment to the improved fluency reading were; difficulty in understanding the meaning of the text, spelling and pronunciation problems, difficulty in scanning and skimming, limited vocabulary, syntactic parsing difficulty among others.

The prime interest in this study is to compare the significance of the two basic methods of improving fluency among the EFL students and how the counteracting effects on the methods.

Problem of the study:

EFL students have a comprehensive reading difficulty hindering them from social interaction with other international fluent English speaking communities. There is a significant effect in improving their reading fluency comparing the use of paired and repeated reading practice methods.

Significance of the study:

The significance significant of repeated or paired reading methods in enhancing fluency English reading significantly influence the social and academic life of the EFL students in Saudi

Research Questions:

1. Is there any effect between EFL students learning fluency reading with repeated and paired reading methods?

2. Do both methods have significant effects in improving the reading experience?

3. What are the comparable factors leading to the effectiveness of each method?

4. Can both methods be adopted to enhance a fluency reading experience?

5. Is there any significant effect in counteracting both methods in the learning experience?

6. Which of the method is most effective for learning fluency reading?

Methodology:

A systematic reading technique involves designed reading criteria in which the population on the study will be subjected to the two reading techniques periodically at an interval. The study population will involve 25 EFL students. The students will be placed in groups of 5s each group with a unique reading material. Of the 5 groups, each group will experience a different level of reading classified on the basis simple, basic, classical, complex and vocabulary English.

The test score for the participant in every group will be recorded on a scale of 1 to 10 base on the time period taken to read the material. Every reading assessment will be timed depending on each level. The same technique will be adjusted to individual EFL student in the same levels of rotation at the same intervals of rotation. The results recorded for each group in their distinct levels will be comparatively analyzed against the results score for individual participation. The significance of interaction and comparative effect of the two methods will be examined and discussed for the conclusion

Suggested References:

Alkhatnai, M. (2011). Learning Styles of Efl Saudi College-Level Students in on-Line andTraditional Educational Environments.

Al-Otaibi, G. N. (2004). Language learning strategy use among Saudi EFL students and its relationship to language proficiency level, gender and motivation.

Arishi, A. Y. (1984). A study of EFL teachers’ behavior in EFL classes in Saudi Arabia.

Chang, A. C.-S. (April 01, 2012). Improving Reading Rate Activities for EFL Students: Timed Reading and Repeated Oral Reading. Reading in a Foreign Language, 24, 1, 56-83.

Gorsuch, G., & Taguchi, E. (June 01, 2008). Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam. System: an International Journal of Educational Technology and Applied Linguistics, 36, 2, 253-278.

Kuhn, M. R., & Levy, L. (2015). Developing fluent readers: Teaching fluency as a foundational skill.

Williams, C. (2013). A Comparative Learning Style overview: A Learning Style Comparison of Beginner and Intermediate Saudi EFL Preparatory Year Students. Saarbrücken: LAP LAMBERT Academic Publishing.

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Research Method

Research instruments

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