ORAL READING FLUENCY AMONG ESL LEARNERS IN PUBLIC SCHOOLS ACROSS PUNJAB: AN AREA-WISE COMPARATIVE ANALYSIS

Abstract

There is no large-scale theoretical or pragmatic research on oral reading fluency. ESL learners face reading fluency challenges that affect their personal and academic lives, damaging their confidence and self-esteem but often neglected. Extensive research is needed to identify the factors affecting reading fluency, particularly in Pakistan. Early screening and evaluation of reading challenges can prevent consequences related to academic achievement. An Extensive quantitative study was conducted in public schools to explore teaching practices to enhance reading fluency. The extensive study of 1826 high school students (boys and girls) in two districts, Narowal (Girls=62) and Lahore (Girls & boys=1764), Punjab, Pakistan, was assessed using oral reading fluency (ORF) norms by measuring Speed as WPM and accuracy as WCPM. The quantitative data were analysed using SPSS. The adequate fluency range for grade 6 ESL learners is 67-177 WCPM, and the average fluency is 127. About 90% of learners fall at or below the 10th percentile in contrast to grade 6 ORF norms. The results suggest that the lack of formal reading instruction has contributed to the low ORF scores observed among ESL learners in Pakistan, indicating that reading fluency is neglected in public schools, and only grammar and translation are focused. This study highlights the importance of oral reading fluency and helps bring the attention of educators and stakeholders to implement targeted interventions, identify gaps, and assess progress over time.