A BIBLIOMETRIC ANALYSIS OF EFL READING FLUENCY FROM 2016 TO 2021
Main Article Content
Abstract
The aim of the research is to provide an extensive literature review on reading fluency. Articles were located through publish or perish software and the Google scholar database. Scanning by scimagojr.com (Q1, Q2, Q3, and Q4). We analyzed 60 articles from 2016 to 2021. Mendeley software was used to manage and resume the references. We have reviewed this database and attempted to classify articles using VOSviewer software. Four clusters are identified. Cluster 1 consisted of ten items (disability, elementary students, fluency intervention, impact, intervention, reader, reading fluency, reaped reading, student, and teacher), Cluster 2 consisted of seven items word (child, effect, fluency, language, present study, reading, and word), cluster 3 consisted of five items word (comprehension, oral reading fluency, relationship, research, and vocabulary), and cluster 4 consisted of 4 items word (accuracy, development, relation, and study).
Article Details
How to Cite
Ismail, H., & Edi, E. (2021). A BIBLIOMETRIC ANALYSIS OF EFL READING FLUENCY FROM 2016 TO 2021. English Review: Journal of English Education, 10(1), 139-148. https://doi.org/10.25134/erjee.v10i1.5364
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References
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Archambault, C., Mercer, S. H., Cheng, M. P., & Saqui, S. (2019). Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs. Canadian Journal of School Psychology, 34(2), 113–132. https://doi.org/10.1177/0829573518757790
Ardoin, S. P., Binder, K. S., Foster, T. E., & Zawoyski, A. M. (2016). Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology, 59, 13–38. https://doi.org/10.1016/j.jsp.2016.09.002
Begeny, J. C., Levy, R. A., & Field, S. A. (2018). Using small-group instruction to improve students’ reading fluency: An evaluation of the existing research. Journal of Applied School Psychology, 34(1), 36–64. https://doi.org/10.1080/15377903.2017.1328628
Brown, H. D. (2004). Language assessment principles and classroom practices. White Plains, NY: Person Education, Inc.
Chang, I. (2020). Influences of executive function, language comprehension, and fluency on young children’s reading comprehension. Journal of Early Childhood Research, 18(1), 44–57. https://doi.org/10.1177/1476718X19875768
Clemens, N. H., Simmons, D., Simmons, L. E., Wang, H., & Kwok, O. M. (2017). The Prevalence of Reading Fluency and Vocabulary Difficulties Among Adolescents Struggling With Reading Comprehension. Journal of Psychoeducational Assessment, 35(8), 785–798. https://doi.org/10.1177/0734282916662120
Dodick, D., Starling, A. J., Wethe, J., Pang, Y., Messner, L. V., Smith, C., Master, C. L., Halker-Singh, R. B., Vargas, B. B., Bogle, J. M., Mandrekar, J., Talaber, A., & Leong, D. (2017). The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial. Journal of Child Neurology, 32(1), 104–111. https://doi.org/10.1177/0883073816668704
Duran, D., Ribosa, J., & Sánchez, G. (2020). Peer tutoring for improvement in rhythm reading fluency and comprehension. International Journal of Music Education, 38(2), 299–312. https://doi.org/10.1177/0255761419898313
Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018). Individual differences in children’s pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions. Journal of Experimental Child Psychology, 173, 250–267. https://doi.org/10.1016/j.jecp.2018.04.005
Eklund, K., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity. Journal of Research in Reading, 41(1). https://doi.org/https://doi.org/10.1111/1467-9817.12103
Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. International Journal of Production Economics, 162, 101–114. https://doi.org/10.1016/j.ijpe.2015.01.003
Grellet, F. (1983). Developing Reading Skill. Cambridge University press.
Harmer, J. (2003). The Practice of English Language Teaching (3rd ed.). Longman.
Huang, C., Liu, N., & Zhao, J. (2021). Different predictive roles of phonological awareness and visual attention span for early character reading fluency in Chinese. Journal of General Psychology, 148(1), 45–66. https://doi.org/10.1080/00221309.2019.1711356
Ismail, H., Aceng, R., & Emzir. (2021). Bahan ajar Pemahaman bacaan bahasa Inggris berbasis e-learning moodle. Arden Jaya.
Ismail, H., Rahmat, A., & Emzir, E. (2020). The Effect of Moodle E-Learning Material on EFL Reading Comprehension. International Journal of Multicultural and Multireligious Understanding, 7(10), 120. https://doi.org/10.18415/ijmmu.v7i10.2069
Johnston, L. E., Mercer, S. H., & Geres-Smith, R. (2018). Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners. Canadian Journal of School Psychology, 33(1), 63–81. https://doi.org/10.1177/0829573516658855
Juan, E. S., & Flor, A. M. (2006). Current Trends in the Development and Teaching of the Four Language Skills. Mouton de Gruyter Berlin.
Krasa, N., & Bell, Z. (2021). Silent word-reading fluency is strongly associated with orthotactic sensitivity among elementary school children. Journal of Experimental Child Psychology, 205, 105061. https://doi.org/10.1016/j.jecp.2020.105061
Lee, J., & Yoon, S. Y. (2017). The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities: A Meta-Analysis. Journal of Learning Disabilities, 50(2), 213–224. https://doi.org/10.1177/0022219415605194
Liu, Y., Georgiou, G. K., Zhang, Y., Li, H., Liu, H., Song, S., Kang, C., Shi, B., Liang, W., Pan, J., & Shu, H. (2017). Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 82, 75–90. https://doi.org/10.1016/j.ijer.2016.12.005
Mikulecky, B. S., & Jeffries, L. (2004). More Reading Power. Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster (2nd ed.). Longman.
Nunan, D. (2003). Practice English teaching. New York: MCGraw hill.
O’Connor, R. E. (2018). Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension? Journal of Learning Disabilities, 51(2), 124–136. https://doi.org/10.1177/0022219417691835
Piper, B., Schroeder, L., & Trudell, B. (2016). Oral reading fluency and comprehension in Kenya: Reading acquisition in a multilingual environment. Journal of Research in Reading, 39(2), 133–152. https://doi.org/10.1111/1467-9817.12052
Rasinski, T. V., Chang, S. C., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Kenney, K. S., Walsh-Moorman, E., Yildirim, K., Nichols, W. D., Paige, D. D., & Rupley, W. H. (2017). Reading Fluency and College Readiness. Journal of Adolescent and Adult Literacy, 60(4), 453–460. https://doi.org/10.1002/jaal.559
Ribeiro, I., Cadime, I., Freitas, T., & Viana, F. L. (2016). Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension. Australian Journal of Psychology, 68(2), 107–115. https://doi.org/10.1111/ajpy.12095
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge University Press.
Santos, S., Cadime, I., Viana, F. L., Chaves-Sousa, S., Gayo, E., Maia, J., & Ribeiro, I. (2017). Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory. Scandinavian Journal of Psychology, 58(1), 1–8. https://doi.org/10.1111/sjop.12335
Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C. (2018). Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. Journal of Research on Educational Effectiveness, 11(2), 163–191. https://doi.org/10.1080/19345747.2017.1375582
Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576–590. https://doi.org/10.1177/0022219416638028
Suggate, S. P. (2016). A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities, 49(1), 77–96. https://doi.org/10.1177/0022219414528540
Van Norman, E. R., & Nelson, P. M. (2021). The Importance of Growth in Oral Reading Fluency to Predict Performance on High-Stakes Assessments among Students Receiving Supplemental Intervention. Journal of Applied School Psychology, 37(1), 1–15. https://doi.org/10.1080/15377903.2020.1772432
Vess, S. F., Begeny, J. C., Norwalk, K. E., & Ankney, R. N. (2018). Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention. Journal of Applied School Psychology, 34(4), 316–337. https://doi.org/10.1080/15377903.2018.1443985
Wolters, C. A., Barnes, M. A., Kulesz, P. A., York, M., & Francis, D. J. (2017). Examining a motivational treatment and its impact on adolescents’ reading comprehension and fluency. Journal of Educational Research, 110(1), 98–109. https://doi.org/10.1080/00220671.2015.1048503
Wu, S., Gadke, D. L., & Stratton, K. K. (2018). Using Video Self-Modeling as a Small Group Reading Fluency Intervention for Elementary School Students. Journal of Applied School Psychology, 34(4), 297–315. https://doi.org/10.1080/15377903.2018.1443984
Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K. (2018). Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude. Journal of Educational Research, 111(6), 657–665. https://doi.org/10.1080/00220671.2017.1393650
Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. Journal of Educational Research, 109(6), 624–630. https://doi.org/10.1080/00220671.2015.1016599
Archambault, C., Mercer, S. H., Cheng, M. P., & Saqui, S. (2019). Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs. Canadian Journal of School Psychology, 34(2), 113–132. https://doi.org/10.1177/0829573518757790
Ardoin, S. P., Binder, K. S., Foster, T. E., & Zawoyski, A. M. (2016). Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology, 59, 13–38. https://doi.org/10.1016/j.jsp.2016.09.002
Begeny, J. C., Levy, R. A., & Field, S. A. (2018). Using small-group instruction to improve students’ reading fluency: An evaluation of the existing research. Journal of Applied School Psychology, 34(1), 36–64. https://doi.org/10.1080/15377903.2017.1328628
Brown, H. D. (2004). Language assessment principles and classroom practices. White Plains, NY: Person Education, Inc.
Chang, I. (2020). Influences of executive function, language comprehension, and fluency on young children’s reading comprehension. Journal of Early Childhood Research, 18(1), 44–57. https://doi.org/10.1177/1476718X19875768
Clemens, N. H., Simmons, D., Simmons, L. E., Wang, H., & Kwok, O. M. (2017). The Prevalence of Reading Fluency and Vocabulary Difficulties Among Adolescents Struggling With Reading Comprehension. Journal of Psychoeducational Assessment, 35(8), 785–798. https://doi.org/10.1177/0734282916662120
Dodick, D., Starling, A. J., Wethe, J., Pang, Y., Messner, L. V., Smith, C., Master, C. L., Halker-Singh, R. B., Vargas, B. B., Bogle, J. M., Mandrekar, J., Talaber, A., & Leong, D. (2017). The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial. Journal of Child Neurology, 32(1), 104–111. https://doi.org/10.1177/0883073816668704
Duran, D., Ribosa, J., & Sánchez, G. (2020). Peer tutoring for improvement in rhythm reading fluency and comprehension. International Journal of Music Education, 38(2), 299–312. https://doi.org/10.1177/0255761419898313
Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018). Individual differences in children’s pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions. Journal of Experimental Child Psychology, 173, 250–267. https://doi.org/10.1016/j.jecp.2018.04.005
Eklund, K., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity. Journal of Research in Reading, 41(1). https://doi.org/https://doi.org/10.1111/1467-9817.12103
Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. International Journal of Production Economics, 162, 101–114. https://doi.org/10.1016/j.ijpe.2015.01.003
Grellet, F. (1983). Developing Reading Skill. Cambridge University press.
Harmer, J. (2003). The Practice of English Language Teaching (3rd ed.). Longman.
Huang, C., Liu, N., & Zhao, J. (2021). Different predictive roles of phonological awareness and visual attention span for early character reading fluency in Chinese. Journal of General Psychology, 148(1), 45–66. https://doi.org/10.1080/00221309.2019.1711356
Ismail, H., Aceng, R., & Emzir. (2021). Bahan ajar Pemahaman bacaan bahasa Inggris berbasis e-learning moodle. Arden Jaya.
Ismail, H., Rahmat, A., & Emzir, E. (2020). The Effect of Moodle E-Learning Material on EFL Reading Comprehension. International Journal of Multicultural and Multireligious Understanding, 7(10), 120. https://doi.org/10.18415/ijmmu.v7i10.2069
Johnston, L. E., Mercer, S. H., & Geres-Smith, R. (2018). Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners. Canadian Journal of School Psychology, 33(1), 63–81. https://doi.org/10.1177/0829573516658855
Juan, E. S., & Flor, A. M. (2006). Current Trends in the Development and Teaching of the Four Language Skills. Mouton de Gruyter Berlin.
Krasa, N., & Bell, Z. (2021). Silent word-reading fluency is strongly associated with orthotactic sensitivity among elementary school children. Journal of Experimental Child Psychology, 205, 105061. https://doi.org/10.1016/j.jecp.2020.105061
Lee, J., & Yoon, S. Y. (2017). The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities: A Meta-Analysis. Journal of Learning Disabilities, 50(2), 213–224. https://doi.org/10.1177/0022219415605194
Liu, Y., Georgiou, G. K., Zhang, Y., Li, H., Liu, H., Song, S., Kang, C., Shi, B., Liang, W., Pan, J., & Shu, H. (2017). Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 82, 75–90. https://doi.org/10.1016/j.ijer.2016.12.005
Mikulecky, B. S., & Jeffries, L. (2004). More Reading Power. Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster (2nd ed.). Longman.
Nunan, D. (2003). Practice English teaching. New York: MCGraw hill.
O’Connor, R. E. (2018). Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension? Journal of Learning Disabilities, 51(2), 124–136. https://doi.org/10.1177/0022219417691835
Piper, B., Schroeder, L., & Trudell, B. (2016). Oral reading fluency and comprehension in Kenya: Reading acquisition in a multilingual environment. Journal of Research in Reading, 39(2), 133–152. https://doi.org/10.1111/1467-9817.12052
Rasinski, T. V., Chang, S. C., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Kenney, K. S., Walsh-Moorman, E., Yildirim, K., Nichols, W. D., Paige, D. D., & Rupley, W. H. (2017). Reading Fluency and College Readiness. Journal of Adolescent and Adult Literacy, 60(4), 453–460. https://doi.org/10.1002/jaal.559
Ribeiro, I., Cadime, I., Freitas, T., & Viana, F. L. (2016). Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension. Australian Journal of Psychology, 68(2), 107–115. https://doi.org/10.1111/ajpy.12095
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge University Press.
Santos, S., Cadime, I., Viana, F. L., Chaves-Sousa, S., Gayo, E., Maia, J., & Ribeiro, I. (2017). Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory. Scandinavian Journal of Psychology, 58(1), 1–8. https://doi.org/10.1111/sjop.12335
Solari, E. J., Denton, C. A., Petscher, Y., & Haring, C. (2018). Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension. Journal of Research on Educational Effectiveness, 11(2), 163–191. https://doi.org/10.1080/19345747.2017.1375582
Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576–590. https://doi.org/10.1177/0022219416638028
Suggate, S. P. (2016). A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities, 49(1), 77–96. https://doi.org/10.1177/0022219414528540
Van Norman, E. R., & Nelson, P. M. (2021). The Importance of Growth in Oral Reading Fluency to Predict Performance on High-Stakes Assessments among Students Receiving Supplemental Intervention. Journal of Applied School Psychology, 37(1), 1–15. https://doi.org/10.1080/15377903.2020.1772432
Vess, S. F., Begeny, J. C., Norwalk, K. E., & Ankney, R. N. (2018). Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention. Journal of Applied School Psychology, 34(4), 316–337. https://doi.org/10.1080/15377903.2018.1443985
Wolters, C. A., Barnes, M. A., Kulesz, P. A., York, M., & Francis, D. J. (2017). Examining a motivational treatment and its impact on adolescents’ reading comprehension and fluency. Journal of Educational Research, 110(1), 98–109. https://doi.org/10.1080/00220671.2015.1048503
Wu, S., Gadke, D. L., & Stratton, K. K. (2018). Using Video Self-Modeling as a Small Group Reading Fluency Intervention for Elementary School Students. Journal of Applied School Psychology, 34(4), 297–315. https://doi.org/10.1080/15377903.2018.1443984
Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K. (2018). Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency, comprehension, and attitude. Journal of Educational Research, 111(6), 657–665. https://doi.org/10.1080/00220671.2017.1393650
Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. Journal of Educational Research, 109(6), 624–630. https://doi.org/10.1080/00220671.2015.1016599