SKKN Using reading progress tool in tracking tenth graders’ reading fluency and progress at Quynh Luu 1 Upper Secondary School
English has been the common language of the world for decades. It plays an important role in all aspects of society such as communication, science, technology, education, etc. Especially, English becomes an official and effective international communicative language. Therefore, learning and mastering English would greatly give advantages to the person concerned. As a result, more and more people are studying English in order not to be left behind in the development of society. In education, English subject now is of great importance. It is compulsory not only in teaching and learning but also in many examinations. However, it is not easy to master a foreign language. Becoming proficient in English is not an exception. Learning English means that students have to learn many sub-skills such as speaking, listening, reading and writing. Like other skills, reading is a very important skill. Reading not only helps students widen their knowledge, but also enables them to develop other language skills. Like other English skills, reading skill, especially reading fluency, is paid much attention to when being taught at school. However, there is not enough time for teachers to let all students read out loud during class and give feedback to their reading speed, fluency and pronunciation accuracy. It raises a question for the teachers: “How to track and support students’ reading fluency and progress at home?”.
Using Reading Progress Tool- a free tool built into Assignments in Microsoft Teams- is a great way for this problem. It not only motivates students into reading, helps students build pronunciation accuracy, fluency and confidence through personalized reading experiences, but helps teachers to evaluate students’ progress, and therefore, to encourage them in time as well. In addition, according to the new general education program 2018 issued by the Ministry of Education and Training, one of the common competencies required to be formed and developed for student is autonomy and self-study ability. This tool will provide students with a method to practice and consolidate these abilities at home, which has opened up a more flexible learning space and more comfortable study time. Therefore, students can absorb knowledge more easily, skip the distance limit, save time, improve efficiency. Furthermore, the application of this tool has perfectly exemplified the digital transformation in education, which helps create a safe learning environment where everything connects, as a result, contributes to bridge geographies, create learning experiences and increase students' interactions. This is also the duty of teachers in the era of digital transformation, which has been set out by the Ministry of Education and Training recently.
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18/04/2025
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ivities at home in time ? Very urgent Urgent Somewhat urgent Not urgent 3. How urgent is the solution to support teacher to identify the struggling readers ? Very urgent Urgent Somewhat urgent Not urgent 4. How urgent is the solution to aid students to build pronunciation accuracy, fluency and confidence in learning English ? Very urgent Urgent Somewhat urgent Not urgent 5. How urgent is the solution to help create a safe learning environment ? Very urgent Urgent Somewhat urgent Not urgent 6. How urgent is the solution to motivate students to practice reading aloud outside classroom ? Very urgent Urgent Somewhat urgent Not urgent * The rating scale corresponds to the following scores: Very urgent (4 points); urgent (3 points); somewhat urgent (2 points); Not urgent (1 point). 30 4.5. The target audience of the survey: The survey target audience are some English teachers at Quynh Luu 1 school, Nguyen Duc Mau school and Hoang Mai school, with a total of 16 teachers participating in survey content 01 and 16 teachers participating in survey content 02. 4.6. The Outcome of the survey on the Feasibility and Urgency of the Proposed Solutions. 4.6.1. The Outcome of the survey on the Feasibility of the Proposed Solution. 4.6.1.1. The Data obtained from the Google Form Survey: 4.6.1.2. Average Scores from the R Software From the information obtained on Google Form, the authors analyzed the data by using the R software to calculate the average score according to the following steps: Step 1: Download the R software to computer by following the following link Step 2: Install the R software and open the software. 31 Sample of the R software’s screenshot: Step 3: Enter the points corresponding to the given rating scales and the number of teachers rated for each level into R software, we get the average value of X ̅. Sample of the R software’s screenshot with average score of the 1st problem: 32 Do the same with the other data, we get the average scores to evaluate the feasibility of the proposed solution as following table: No Problems Parameters �̅� Levels 1 - Assisting teachers to track and support students' reading aloud at home. 3.38 Between feasible and very feasible 2 - helping teachers give feedback to students' reading activities at home in time. 3.31 Between feasible and very feasible 3 - supporting teacher to identify the struggling readers. 3.12 Between feasible and very feasible 4 - aiding students to build pronunciation accuracy, fluency and confidence in learning English ? 3.38 Between feasible and very feasible 5 - helping create a safe learning environment 3.25 Between feasible and very feasible 6 - motivating students to practice reading aloud outside classroom 3.06 Between feasible and very feasible 4.6.1.3. Comment on the feasibility of the proposed solution: After obtaining the survey information via Google Form and analyzing the data to calculate the average score, the authors get the average score mainly above 3 points and below 4 points, corresponding to the level between feasible and very feasible. Therefore, the authors can see the feasibility of the solution that have been proposed in the topic “Using Reading Progress Tool in Tracking Tenth Graders' Reading Fluency and Progress at Quynh Luu 1 Upper Secondary School" is high. 4.7. Outcome of the Survey on the Urgency of the proposed Solution. 4.7.1. Data obtained from the Google Form survey: 33 4.7.2. The Average Score Results from the R Software: Having calculated the average score in 3 steps ( In Section 4.6.1.2 ) by using the R software, the authors get the urgency assessment table of the proposed solution as following: No Problems Parameters �̅� Levels 1 - Assisting teachers to track and support students' reading aloud at home. 3.31 Between urgent and very urgent 2 - helping teachers give feedback to students' reading activities at home in time. 3.25 Between urgent and very urgent 3 - supporting teacher to identify the struggling readers. 3.12 Between urgent and very urgent 4 - aiding students to build pronunciation accuracy, fluency and confidence in learning English ? 3.5 Between urgent and very urgent 5 - helping create a safe learning environment 3.19 Between urgent and very urgent 6 -motivating students to practice reading aloud outside classroom 3.19 Between urgent and very urgent 34 4.7.3. Comment on the Urgency of the Proposed Solution: Observing the abover table, we see that the average scores are mainly above 3 points and below 4 points, corresponding to the level between urgent and very urgent. This means the urgency of the solution that has been proposed in the topic “Using Reading Progress Tool in Tracking Tenth Graders' Reading Fluency and Progress at Quynh Luu 1 Upper Secondary School" is confirmed. 35 PART 3: CONCLUSION AND SUGGESTION 3.1. A Summary of the development of the study In conclusion, the Reading Progress feature in Ms Team has proven to be an invaluable resource for both teachers and students. Its ability to provide real-time monitoring, personalized learning, and immediate feedback has led to significant improvements in the reading skills and abilities of our students, while also saving time and providing valuable insights for us as teachers. The authors have found that this feature has allowed us to track the progress of our students' reading skills in real-time and provide immediate feedback, leading to significant improvements in their reading abilities. ▪ Time-Saving: The Reading Progress feature saves a significant amount of time for teachers, as it eliminates the need for manual tracking and assessment of reading progress. ▪ Real-Time Monitoring: Teachers can track the progress of their students in real- time, allowing them to provide immediate feedback and support where needed. ▪ Customizable Assignments: The Reading Progress feature allows teachers to create customized reading assignments based on the individual needs of their students. ▪ Insights: Teachers can gain insights into the reading habits and behaviors of their students, allowing them to adjust their teaching methods and materials accordingly. As students: ▪ Personalized Learning: The Reading Progress feature provides personalized reading assignments that are tailored to each student's reading level and abilities. ▪ Immediate Feedback: Students receive immediate feedback on their reading skills, allowing them to make corrections and improve their skills on the spot. ▪ Motivation: The ability to see their progress in real-time and receive positive reinforcement can be incredibly motivating for students, leading to increased engagement and participation in class. ▪ Independence: The Reading Progress feature encourages students to take ownership of their learning by allowing them to track their progress and identify areas for improvement. We highly recommend this feature to any educators looking to enhance their teaching methods and improve their students' reading fluency ability. (see Appendix 4 for other more features of the tool.) 3.2. Recommendation: Based on the success of this implementation, it is recommended that similar reading progress tools be incorporated into English teaching practices at other schools. The scope and content of the application should be determined by relevant levels, taking into account the unique needs and circumstances of each school. By doing so, we can continue to promote the improvement of reading fluency and progress among students and ultimately contribute to their future academic and 36 personal success. As English teachers, we strongly recommend that educational administrators take steps to provide students with more opportunities to access advanced technology and improve their reading fluency ability. Here are some suggestions that could help: - Provide access to digital reading resources: Schools should invest in digital reading resources such as e-books, audiobooks, and digital libraries. This would allow students to read and listen to texts on their devices, increasing their engagement with reading materials. - Use online reading tools: Online reading tools such as Reading Progress or Raz- Kids can help students practice reading fluency and comprehension skills. Teachers can assign readings and track students’ progress in real time. - Offer multimedia reading materials: Multimedia resources such as videos, podcasts, and interactive articles can provide students with engaging and interactive reading experiences. These resources can also help build critical thinking skills. - Create a technology-based reading program: A technology-based reading program that incorporates digital resources, online tools, and multimedia materials can provide a structured way for students to improve their reading fluency ability. Teachers can assign readings, monitor progress, and provide feedback on student performance. - Provide professional development opportunities for teachers: Educational administrators should provide professional development opportunities for teachers on how to effectively use technology to support reading fluency development. This could include workshops or online training sessions. By taking these steps, educational administrators can help students develop their reading fluency ability through the use of advanced technology. Providing access to digital reading resources, online reading tools, multimedia materials, and technology-based reading programs can engage students and promote their reading fluency development. 37 REFERENCES 1. Tieng anh 10 – Global Success 2. RG Nathan and KE Stanovich, ‘The causes and consequences of differences in reading fluency’, in ‘Theory into Practice’, Volume 30, Issue 3, 1991, pages 176 to 184.↩ 3. Why fluency should be hot’, in ‘The Reading Teacher’, Volume 65, Issue 8, 2012, pages 516 to 522.↩ 4. CA Perfetti, N Landi and J Oakhill, ‘The acquisition of reading comprehension skill’, in ‘The science of reading: a handbook’, edited by M Snowling and C Hulme, Blackwell, 2005, pages 227 to 247.↩ 5. PJ Schwanenflugel and others, ‘Becoming a fluent reader: reading skill and prosodic features in the oral reading of young readers’, in ‘Journal of Educational Psychology’, Volume 96, Issue 1, 2004, pages 119 to 129.↩ 6. T Rasinski, ‘Why fluency should be hot’, in ‘The Reading Teacher’, Volume 65, Issue 8, 2012, pages 516 to 522.↩ 7. T Rasinski, ‘Why fluency should be hot’, in ‘The Reading Teacher’, Volume 65, Issue 8, 2012, pages 516 to 522.↩ 8. DD Paige, WH Rupley, GS Smith, TV Rasinski, W Nichols and T Magpuri- Lavell, ‘Is prosodic reading a strategy for comprehension?’, in ‘Journal for Educational Research Online 9’, Volume 2, 2017, pages 245 to 275, quote on page 267.↩ 9. important-what-is-reading-fluency/ 10. Reading progress product guide - Microsoft Learn Educator Center | Microsoft Learn 11. Understanding the Value of Lexiles in the Classroom (Literacy) - The Sparkly Notebook 12. important/ 13. 14. measures-for-reading/ 38 APPENDIX 1: ( for-reading/) Reference Lexile scale by class: Class Lexile score scale 1 Up to 300L 2 140L to 500L 3 330L to 700L 4 445L to 810L 5 565L to 910L 6 665L to 1000L 7 735L to 1065L 8 805L to 1100L 9 855L to 1165L 10 905L to 1195L 11-12 940L to 1210L ( 39 APPENDIX 2: Surver questionnaire for students before impplemention QUESTIONS CHOICE 1. How often do you read for pleasure outside of class? A. Every day B. 2-3 times a week D. Rarely 2. Which of the following strategies do you use to practice Reading Fluency in English? A. Practice reading aloud B. Reading along with audio recordings C. Practice reading with friends D. Participating in a reading club E. None of those 3. How long do you typically read for during one sitting ? A. Less than 10 minutes B. 10-20 minutes C. 20-30 minutes D. none of those 4. On a scale of 1-5, how confident do you feel in your ability to read fluently in English? (1 = not at all , 5 = extremely confident) A. Not at all B. Slightly confident C. Moderately confident D. Quite confident E. extremely confident 5. What difficulties do you face when trying to improve your Reading Fluency in English? (select all that apply) A. Difficulty with pronunciation B. Limited vocabulary C. Difficulty understanding the text D. Difficulty maintaining concentration E. All the above 6. Do you feel that your English teacher provides enough opportunities for you to practice Reading Fluency in class? A. Yes, definitely B. Somewhat C. Not really D. Not at all 7. Would you like to see more opportunities for practicing Reading Fluency in English in class? A. Yes B. No 8. What support would you like to have to improve your Reading Fluency in English? (select all that apply) A. More one-on-one time with the teacher B. Specific exercises or drills to improve fluency C. More reading materials in English D. Assistance with pronunciation E. all of those above 9. What suggestions do you have for teacher to help improve your reading fluency ? 40 APPENDIX 3 Survey Questionnaire to assess the students' reading fluency after using Reading Progress in Ms Teams: Questions Options 1. How would you rate your reading fluency before using Reading Progress in Ms Teams? A. Bad B. average C. good D. excellent 2. How often did you practice reading using Reading Progress in Ms Teams? A. Every day B. A few times a week C. Once a week D. rarely 3. Did you notice any improvements in your reading fluency after using Reading Progress in Ms Teams? A. Yes, a significant improvement B. Yes, a slight improvement C. No, there was no improvement D. I'm not sure 4. How confident do you feel in your ability to read fluently after using Reading Progress in Ms Teams? A. Very confident B. Somewhat confident C. Not very confident A. Not at all confident 5. Would you recommend using Reading Progress in Ms Teams to a friend who needs help with their reading fluency? A. Yes, definitely B. Yes, with reservations C. No, not really D. No, definitely not 41 APPENDIX 4 - All results of student reading activities can be exported to excel in detail: https: , Qr code: - Some pictures of reading activities on Ms team: Sample of screenshot 42 * Information about students’ working habits: *Student’s effort to do her best:
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