Action research

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Sultan Qaboos University
College of Education
Department of Curriculum and Instruction / ELT Unit
Action Research:
Reading Aloud Activities Lead to Comprehension: A Case Study of
Grade 8 Students in Assela Bint Qais School.
Name: Miysaa Salim Al-Nasseri
ID: 111422
Dr. Nada Al-Wshahi

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:chapters. The titles of these chapters are5My research paper consists of
.IntroductionChapter 1:
.reviewLiteratureChapter 2:
.MethodologyChapter 3:
.Findings and discussionChapter 4:
.ConclusionChapter 5:
.of sources20I used,reviewFor my literature
For my data collection, I collected data from [school grades document] by using [testing and
observing}
Signed:
Date:

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Abstract
Students' comprehension is achieved through a number of methods such as oral reading,
silent reading, and listening. Oral reading and silent reading are mostly used to comprehend the
students in the first grades. The present research examines Omani students who are in Grade 8
and their reading comprehension while using reading aloud. Students can comprehend the
passage in reading classes while they are reading aloud since it prepares them in different
learning level. In this research, 36 students from cycle two will be selected to observe their level
of proficiency to comprehend the passage while they are reading orally and silently. Results
indicate that students who are good at reading can score more when they are reading aloud. The
high score is commonly achieved when the students read aloud and discuss the passage with the
teacher and other students in the classroom are able to do the reading test questions. Likewise,
students who read aloud by themselves can understand the passage well. Moreover, the reading
mode depends on the students' levels of reading. Finally, there are some suggestions to increase
the student's comprehension while reading orally: first, the teacher must help students read for
their classmates then the student discuss what he understands to let him depend on himself, not
on the teacher. Furthermore, specifying the main purpose of reading help teachers give the
student a clear idea of the text rather than mixing between purposes.
Keywords: Reading, reading aloud, comprehension, objective questions, subjective questions

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Contents
Abstract…………………………………….……..………………..………...…..i
Content……………………………………………………………………...…...ii
Chapter 1: Introduction……………………………………….…………...…. 5
1.1. The importance of reading aloud ……………………….……………....5-6
1.2. Aims of my research project …………………………….…..……..….….6
1.3. Objectives and research questions………………………………..……….7
1.4. Overview of the research project………………………………………..7-8
Chapter 2 : Literature review………………………………………….….…. 9
2.1. introduction……………………………………………………………….9
2.2. Definition of reading ……………………………….………………..……9
2.3. Methods of reading………………………………………………..……...10
2.4. Definition of comprehension ................................................................... 10
2.5. Definition of reading comprehension……………………………….……11
2.6. Methods of reading comprehension ………………………………….11-12
2.7. Reading aloud leads to more comprehension…………………..…….12-14
2.8. Reading aloud does not lead to more comprehension………………..14-15
2.9. Summary……………………………………………………………...15-16
Chapter3: Methodology……….………………………………………............17
3.1. Introduction………………………………………..…………………….17
3.2. The Sample…………………………..…………………………………..17
3.3. Instruments …………………………………………………..………….18
3.4. The way of applying the test ……………………………………...…18-19
Chapter 4: Discussion & findings……………….………………….….…….20
4.1Introduction …………………………...………….………………….……20
4.2. Document analysis………………………………….……..…………20- 23
4.3. Findings and discussion.…………………………………………….. 23-25
Chapter 5: Conclusion………………………………..……………………….26
5.1. conclusion …………………………..……………………………………26
5.2. Suggestions for more reading aloud in Omani schools..………..……….27
Appendix 1………………………………………………...………………. 28-29
References……………………………….…………………………………..31-33

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Chapter 1
Introduction
1.1. The importance of reading aloud.
Mastering a new language such as English involves the four main skills, reading, writing,
listing and speaking that English learners should know and master in order to have good English.
Reading is one of these important skills. It prepares learners to integrate the main which are
writing, speaking and listening. Moreover, reading skill grows with the child since the early
grades. It is the first skill that the student learns in Grade 1.
Reading happens while using reading vision and understanding both associated together to
produce an expressive says from a provided script. Collins English Learner's Dictionary (2017)
has defined reading as "an act of looking at and understanding the main point in the written text".
In other words, reading requires the use of vision to understand the words in a sentence and make
them meaningful. Rohan (1992) notes that reading is done silently and sometimes when the
reader is alone. There is a clear point shown up that reading is the process of acquiring
information and it happens silently or aloud.
Reading aloud is one type of reading methods according to Mooney (1990), reading aloud is
an important activity that teachers and parents can do with their students and children. Reading
aloud constructs several fundamental skills such as building a strong mental vocabulary dictionary,
providing a model of confident and increasing the fluent for expressing the reading. It helps
children to distinguish what reading for pleasure is and the preference of the determination. It is a
base for developing learners'literacy because it provides children with a clear demonstration of
fluent reading. It also enhances in the reader the desire to read.

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Students when they are listening to others read, improve their comprehension skills because
they become familiar with the written texts. Founts and Pennell (1996) discuss that reading aloud
establishes a strong relationship between the meaning and given words about what information it
conveys. Thus, reading aloud reduces difficulty and complexity of given ideas in order to be more
accessible and exposures for learners into specific vocabulary and language patterns, which helps
them to accomplish with a rich amount of comprehension when they read independently because
students can listen on a higher language level than they can read.
1.2. Aims of my research.
The present research will examine the effect of reading aloud on students comprehension
in Omani schools for Grade 8 students in order to explore their level of understanding. Grade 8
students were chosen because am a trainee in this school and I have the chance to teach the student
in daily basis throughout the whole semester. My research also attempts to examine the importance
of reading classes' preparation has an effect on students' level of understanding the given texts. As
a result, this good preparation will come after exploring the best methods and procedures of reading
that achieve comprehension in the provided texts. In addition, this research tries to find out if
teachers have any impact even positive or negative on students, to help them in increasing their
level of comprehension. My research also will investigate the effect of these points mentioned
above by using different quantitative and qualitative methods.
1.3. Objective and research questions.
Based on my above discussion, the objective of my research will be:
1) To explore the area of reading instruction and the students' reading comprehension.

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2) To confirm that reading aloud leads to more reading comprehension.
3) To draw a conclusion for my research topic about Grade 8 students in Omani schools.
Hence, the questions which will guide my research are:
1) To what extent does Omani students who are in Grade 8 can comprehend the text by using
reading aloud?
2) Can reading aloud lead to more comprehension in the early grades?
3) Does teacher reading aloud and the students' discussion with others have a positive impact
in the comprehension?
1.4. Overview of the research project.
My research will cover five chapters. Chapter one is the introduction to my topic. The
second chapter is the literature review and it covers the main definitions and concepts and all
perspectives that relate to my topic. The third chapter is about the data collection and data
analysis methods and techniques. For data collection, I will use document tests. I will give the
one reading text to the two class that I am teaching from Grade 8 from Aseela Bint Qais school.
The class will be divided into to groups. The first group will read the text by themselves silently
and then answer some multiple choice questions. For the second group, they will read the text
aloud in front of the other students and they will discuss what they understand with me and with
their classmates. For a while, the students will answer the same multiple choice comprehension
questions. I will analyze the data. I will analyze the data by comparing students' results in the
first group with the second group. Chapter four is about the discussion of the data analysis and
comes up with the results. Chapter Five will include the conclusion and my recommendation and
suggestions.

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Chapter 2
Literature review
2.1.Introduction
There are a number of studies conducted in the field of reading comprehension. They all
focus on different aspects of reading as a skill, techniques, strategies and methods, or
comprehension. In addition, they focus on the students' achievement compared to their
performance during reading classes through using different reading methods such as silent reading
and reading aloud. In the following sections of this chapter, I will be discussing some definitions
of reading and comprehension, and I will review the literature that discusses the relationship of
reading with comprehension.
2.2. Definition of reading
Reading is a word that has a wide range of definitions; for example, according to
Longman Dictionary of Applied Linguistics(2017), reading may be defined as an action or a skill
of transforming what is written or printed by reading aloud or reading silently. This is a definition
of reading as a pedagogical concept. Dutcher (1990) defined reading as "the dynamic interaction
of the readers' background knowledge and the information inferred by the written language in a
particular reading situation contexts"(p.4). William (1984) defines reading as a mental process
which prepares the mind to encode information by looking at the linguistic text and transferrin
them automatically to understand what was written. Ariffin (1992) defines reading as a process of
acquiring information from the texts either using silent reading and reading aloud.

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2.3. Methods of reading
Methods of reading are varied according to the different teaching styles, students' levels and
facilities in schools. There can be categorized into two main techniques: reading aloud and silent
reading.
2.3.1. Reading Aloud
Reading aloud is the process of the motor which requires the work of the tongue's muscles,
the throat and the lips. The voice is the element through which this process can indicate the words
and the meaning and then understand what is written. It is a process of transferring the written text
to audible words. Moreover, reading aloud is the secret or the key for inspiring students to love
reading and to understand every piece they read. With more practice, the reader can use reading
aloud easily. Nishida (1994) recommends that we keep practice reading aloud by using special
units like phrase and expression which is significant to develop the automation of the analyzing
formation process.
2.3.2. Silent reading
Silent reading is an intellectual matter and a mental process. In this process the readers are
required to read by their eyes and a little movement by their lips, which mean there is no place for
the sound. Silent reading does not require the knowledge of letters' characters and movements and
the letters' pronunciation.Annisa(2010) defines Silent reading is the process to read what is written
in the text without making voices. people who are around the readers are not able to hear the
reader's voice. Rosseau (2012) shows that silent reading is developed to support students'
performance to achieve more while reading sessions since it makes them love reading because
they understand what they have read.

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2.4. Definition of comprehension
Comprehension comes with cognitive abilities which prepare the brain to rehearse and
understand what comes through. Comprehension has a various number of meanings as indicated
by researchers. Comprehension is defined as the ability to understand and recognize the meaning
a specific. Many studies have clarified the meaning of comprehension while applying reading
strategies. Pardo (2004) stats that Comprehension is a procedure which allows readers to get the
concept of meaning by interacting with text and producing a combination of prior knowledge and
previous experience. It builds on the combination between information in the text and the attitude
the reader takes in relation to the text. Moreover, reading comprehension can be achieved
particularly by using two main methods according to researchers and teachers. These two methods
of reading comprehension are silent reading and oral reading.
2.5. Definition of reading comprehension
Reading comprehension is the process in which the reader can transfer his recognition of
the text whether he is reading aloud or silent. Alshehri (2014) defines reading comprehension as
the ability of the reader to read, understand and remember what he has read. Harvey (2001) defines
Reading comprehension as "the ability to construct meaning through relating prior knowledge and
the new information in a text"pp.2.
2.6. Reading comprehension methods
The literature shows that reading comprehension can be achieved by many methods such
as reading aloud, reading silently, group reading, etc. The application of these methods can be
different because of many variables, for example, the students' level, the students' previous

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knowledge, the school facilities and the school area. Jones and Lockhart (1919) and Juel and
Holmes (1981) pointed out that reading aloud and reading silently have a systematic influence on
the students' reading comprehension, but they have differences when it comes to individual
differences between the students in one grade, this means that reading comprehension depends on
two main factors which are the students level of reading and the reading skills that the students
have.
2.7. Reading aloud leads to more comprehension
Generally, there is an existing strong correlation between students' reading comprehension
and the methods of reading as it is shown in the literature. Many studies that were conducted in
the fieldin fact show that reading aloud prepares students to comprehend the reading texts easily.
For example, Rowell, (1976, c.f. Elegert, 1976) conducted a study to show the correlation between
reading orally and students' reading comprehension. This study found that the students are able to
understand more information while reading aloud because they use more than one skill to receive
the idea, and they read then listen. He also added that students who are from Grade 3 to 7 score
more in reading tests while they read aloud.
Another study conducted by Al Shumaimeri (2011) showed that oral reading has a great
influence on students' performance while doing reading tests. He claims that the oral reading is the
best method which supports the students' reading comprehension, and it is preferred mostly by
teachers who teach ESL students.
Amer (1997)notes that reading aloud raises reading comprehension on the native English
speaking students and it encourages them to read more and comprehend fast and think about what
they have read. He said that Grade 8 EFL students are able to understand more because they have
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studied English for more than 6 years. He added that the amount of their reading comprehension
while the teacher reads aloud usually increases.
McCormick (1981) confirmed that reading aloud for the students,who are in their first grade of
English as a foreign language, is very important to improve their reading comprehension and to
enhance their motivation to read as much they can accumulate.
Another study conducted by Smith and Miller (2010) to investigate the students' reading
comprehension when reading silently and reading orally. This study shows that the student's
comprehension increases while they are reading orally especially for poor reader students.
However, it does not matter when students are good at reading. In addition to that, the findings of
the research conducted by Dhaif ( 1990) shows that the students who learn English as a second
language ( ESL students) are influenced positively by reading aloud to increase their reading
comprehension which means they are able to understand more when the teacher is using reading
aloud rather than silent reading. According to Waller and Mackinnon (1979), reading aloud is
important to improve the ability to comprehend the reading texts as quick and direct regardless of
the silent reading since the students use another language skill which is listening to comprehend
more.
From another perspective, using reading aloud on middle-grades students and secondary
school students usually arises the internal attention of the students because it touches their
emotions and imagination as well as their cognitive ability to think more and work well.
Furthermore, reading aloud for students, who are in these two levels, has a strong effect on
improving their reading comprehension since it works on their mental and emotional capacity.
Futterman (2017) notes that reading aloud is very imperative for children who have a rich
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vocabulary because they are able to understand what is going in the reading texts and what may
happen. They are also able to think critically, raise questions, and have a discussion with other
students in the classroom or with the teacher. During reading aloud method, the student's brain is
ready to receive the idea of the reading text and encode the information because his focus and
attention are only on the details on the texts. In addition to that, parents and teachers play an
important role in improving the strategy of reading aloud so that the students comprehend more.
2.8. Reading aloud does not lead to more comprehension
The literature shows that silent reading can lead to more comprehension because it
restricts the students' attention only to the text. As a result, it may affect positively on the students'
reading comprehension. For example, in the study which was conducted by Jones(1919) to
investigate the effects of reading silently on reading comprehension, he found that reading aloud
may impede comprehension because the pronunciation of the words completely destroyed
thoughts in the reading text. The students may also proceed unaware of contradiction in thoughts
and ideas. Another study conducted by Schimmel and Ness (2017) showed that silent reading was
stronger for narrative passage in retell measure, but there are no differences in reading
comprehension.
Carter, et al. (1991) agreed that the students are able to perform well during reading classes while
reading silently rather than reading aloud. Thus reading comprehension will be achieved more
while reading silently. For that, students score more on the comprehension questions when they
are given a text to read silently by themselves. Moreover, Greenal (1981) discussed that "reading
aloud is not a valuable long-term goal for English language learners."(pp.16) He claimed that
English students are not able to understand the text well by using reading aloud. According to him,
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during the reading aloud process, the students will focus on other parts of the text and may
disturbed a result. This point of view was supported by Dweyer (1983) who agreed that the English
language students are not going to get any benefits when reading aloud because their
comprehension is limited and little. He claims the students can gain a lot of comprehension by
using silent reading, which requires to solve comprehension questions.
Moreover, Rodicio, et al. (2014) indicates that there are no differences between using
reading aloud and reading silently because both lead to a similar rate of comprehension. They
added that for students who are in higher grade levels, reading silently is an attractive choice for
the teacher to improve his students' reading comprehension.
2.9. Summary
According to the literature, comprehension can be achieved through using both of these
two methods: reading aloud or reading silently, but the difference seems to be in the rate of gaining
comprehension. Research indicates that reading aloud can also be as useful as reading silently.
From the literature above, reading aloud helps students to focus on deep meaning and helps
students to activate their cognitive ability. Moreover, reading aloud touches the student’s emotion
to think about the text more and interact more. While the disadvantage of reading aloud is
distracting the attention of the other students

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Chapter 3
Methodology
3.1. Introduction
Chapter three introduces the method that the researcher used to collect data and to get the
information that answers the research questions and achieve the research goals. Quantitative data
collection is very important for the research that takes the design of a case study so that the
research took the quantitative approach to align the design of the case study. In addition, this
type of data collection method is very important when it comes about providing information and
knowledge to make the process of work clear and understandable. Also, it plays an important
role in the process of observing the students and taking notes and information to conclude them
with pure data. A quantitative research method to collect data was chosen to explore the
phenomenon of reading aloud which leads to the comprehension of Grade 8 students in Omani
schools.
3.2. The sample
The sample of this study consists of 36 students from Grade 8 two sections. The students
are from Assela Bint Qais school in Muscat. The students are all girls at different levels
of English. The students' level in reading is approximately in the middle and they have
many individual differences.
3.3. Instruments
The researcher uses a reading passage in a design of Grade 8 to design the test to apply
for the selected students. The test (see appendix1), the passage that the students did was adapted

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from their curriculum. It was a story. The passage was about a girl who likes inventions and
invented some products for her family members. It was suitable for the students' level since it
was designed according to the rubric of reading assessment for Grade 8. The test involved five
comprehensive questions which involve deep thinking
3.4 The way of applying the test
The first test was applied in the two groups as well as the second test. The students in
group A and group B read the same passage. Group A which consist of 18 students did a reading
test after they read the passage silently by themselves while group B which consists of 18
students also did the same reading test but the teacher allows the student to read the passage
loudly and she let the students have a discussion about what was going through the passage and
they shared the difficult meaning and expressions with their classmates. After that, the students
were given the answer sheet to do the questions.
3.5 Document analysis
The researcher analyzes the students' grades, document analysis, after applying reading
tests. The researcher compares them with student's general grades and their usual level in the
course.

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Findings and discussion
4.1. Introduction
Drawing on the data that was taken and collected in chapter three and the literature
review which is shown in chapter two, this chapter is showing a clear conclusion to the finding
of this study. The data was collected by applying a reading test for Grade 8. This chapter shows
the document analysis for the tests that were conducted then the discussion about then leads to
major findings and the observation results.
4.2. Document analysis
Table 1: descriptive statistic of test one
In table 1, group B which used reading aloud scored between 5 and 10 out of 10. The lowest
grade in the group that is 5 and only 2 students get that score. The highest grade scored is 10 and
5 students get. Grades between 9 to 6 scored more by the 23of the students. In contrast, the group
(group B) which used silent reading highest grade scored is 9 by 4 students and the lowest grade
scored is 3 and it gets by 6 students. The rest of the students scored grades between 4 to 8. In the
group that did the test using silent reading is 0 and the highest grade is about 4. It is clear that the
mean of the scores that the students get is clear that there is a difference between group A an
SDMeanMaxMinN
1.6266.69318Silent reading (group
A)
2.458.410518Reading aloud ( group
B)

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.
Table 2: descriptive rate of reading abilities
Table 2 presents those students in group A who read aloud and scored more and then
understand what they have read better. They are able to summarize the passage and understand
the main idea of the text. They can discuss the main according to the rubric of reading the
assessment of Grade 8. However, students who read silently are not able to discuss what they
have read or what they understand to the high standard. Chart below shows the differences
between acquiring the reading abilities which are understanding, summarizing and discussing
while reading aloud and reading silently.
Rate of
discussing
Rate of summarizingRate of understandingParentage
73%56%67%Reading
aloud
51%49%54%Silent
reading
0%
10%
20%
30%
40%
50%
60%
70%
80%
understanding summarizing discussing
reading aloud
reading silently
2

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4.3. Findings and discussions
This section shows the final findings that the researcher comes up with through the
research process and which the researcher supports with a discussion. It shows matching with the
literature review that covers the topic of t but he research. This research found that reading aloud
leads to more reading comprehension during reading classes for grade 8 students. It illustrates
that reading aloud prepare students to be able to comprehend more after reading a text or even a
story. The study found that reading aloud can be better in many parts of the cognitive and
performance part.
4.3.1 Reading aloud is more effective than silent reading
The researcher found that reading aloud is more effective than silent reading because it
encourages students to read and keep reading in order to get a clear idea about what they have
read. In addition, reading aloud is effective more since it requires more than one skills and ability
at the same time. Moreover, the teacher can improve the students' ability in critical thinking,
understanding (which reached 67% of total ability), summarizing(which reached 65%) and
discussing (which reached 73%). Moreover, in reading classes, reading aloud improve the
student's skills such as listening since it prepares them well to listen to other's reading to be able
to understand and raise questions then open the period of discussion. Speaking skill is improving
through reading classes by giving the students the time to share the ideas that he gets and
discusses the unclear ideas. Students also are able to identify new items and looking for the
difficult meaning by using dictionaries or raising the difficult word or expression through the
discussion. This point alien with Guler (2013) pointed out that reading aloud prepare students to
discover new units and new meaning. Huang (2010) discovered that reading aloud is not only a

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practice of pronunciation but it is a practice of dividing a text into meaningful parts then to small
meaningful units to understand each word or speech.
4.3.2. Reading aloud helps students to understand and comprehend the text better.
Trough reading aloud, students are able to pause when it necessary to pause and think
and rethink about what they have already read. Because of that, students are not wasting their
time thinking in one unnecessary word and ignoring the most important words for the reading
questions. When the students are able to understand what is really important to understand, they
are able to comprehend the text more and then do the questions directly after the time that
specify for reading aloud. Reading aloud increases the students' ability to understand the
meaning from the facial expression or from the pronunciation stress and the sound expression
immediately from hearing the sound or noticing the different sound level.

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Chapter 5
5.1. Conclusion
In conclusion, I found answers to my research questions which are to what extent
do Omani students who are in Grade 8 can comprehend the text using reading aloud? And do
teacher's reading aloud and the students' discussion with others have a positive impact in the
comprehension? Comprehension is achieved more while using reading aloud in Omani
schools with Grade 8. This research had covered 36 students from Aseela Bint Qais School in
Muscat Those students did a reading test in order to be measured on their level of
comprehension while reading aloud and reading silently. I come to the conclusion which states
reading aloud is better and leads to more reading comprehension since it is more effective and
more understandable with students who are in the lower grades. This research involves 5
chapters and it started with an introduction which covers the overview and the background
information on the topic of my research. Then it shows the aims and the objective and questions
of my research which I get a clear answer for them. Moving to the second chapter which
covered the literature review. The third Chapter is about methodology presents the approaches
of the data collecting tool and the sample and the instruments that used to apply the test.
Chapter four which discusses the finding and results that I found in my research process and I
came with at the end. Finally, Chapter five which conclude the research and show the
suggestions and recommendation for more comprehension by using reading aloud.

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5.2. Suggestions for more reading aloud in Omani schools
More reading aloud classes need to be applied in the Omani schools since I found
that the students perform better in reading aloud classes than silent reading and they understand
more when the reading tests are required reading aloud not silent reading. In addition, the
teacher must motivate students to read in front of their classmates and to discuss what they
have understood in order to give them the chance to depend on their ability. Also, we need to
specify the main purpose of reading classes as well as reading test in order to help teachers to
give the student a clear idea of the text rather than mixing between purposes. These are my
suggestions that I come up after completing my observations.

24
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