Exploring Reading Fluency: An Evaluation of BSED Students’ Silent and Oral Comprehension

Abstract

This study examined the reading comprehension abilities of the BSED-II students of the Apayao State College in both silent and oral reading modalities. The study investigated the varying effects of silent and oral reading on comprehension, with a foundation in the importance of reading skills in language development and academic performance. The study explored the historical back-drop and competing opinions on the usefulness of silent and oral reading, drawing from a wide range of literature. The study examined the reading proficiency of the BSED-II students using a thorough comprehension test including six skills: summarizing, recognizing cause-and-effect linkages, high-lighting significant information, and making inferences, to discover the best reading mode. The study found that silent reading is more successful than oral reading for comprehension, emphasizing the significance of focusing on content and meaning. Statistical analysis indicated that there is a substantial difference between the two modes. The study found that when the students read silently, they do better in reading comprehension, providing important insights for instructional practices. Recommendations include incorporating silent reading into courses, offering explicit training in oral reading, and researching other elements that influence reading comprehension across many modalities.