Word Blending using Sliding Word Lock to Enhance Reading Fluency

Abstract

Having issues with synthetic phonics or word blending leads to inefficiency in reading fluently among rural primary school pupils causing the pupils to be demotivated in reading English books. Therefore, this quasi-experimental study was carried out to investigate the use of Sliding Word Lock which is incorporating the visual-kinaesthetic learning style to help in word blending enhancing reading fluency among rural primary school pupils. With 14 participants from rural primary school in Belaga, Sarawak, pre-test, post-test and one-minute timed reading passage assessment were used to collect the data required. The findings from pre-test, post-test and one-minute timed reading passage assessment were analysed using descriptive analysis. The pre-test and post test results reveal that all participants progressing positively in word blending through the pre-test and post-test. The result from one-minute timed reading passage assessment shows positive increasement in the number of words pronounced by the participants. This shows that Sliding Word Lock has a positive effect in word blending and it enhance the reading fluency of the participants.