Classroom reading performance can be divided into silent reading and oral reading Brown:2001. Oral reading can double as a pronunciation check. Reading
orally has an emphasis on phonics, so the teacher not only assesses cognitive skill in comprehension but also psychomotoric skill in pronunciation. Oral reading is also ...
used as an evaluative check on bottom-up processing skills Brown:2001. It is because the reading process is to separate letters, words and phonics and to read
aloud.
b. Types of Reading
There are four types of reading that may occur in the classroom according to Brown 2003. They are perceptive, selective, interactive and extensive reading.
Those types of reading are classified by the length, focus and processes that can be outlined in Table 1 below.
Reading Types
Length Focus
Process Short
Medium Long
Form Meaning
Bottom- up
Top- down
Perceptive Selective
Interactive Extensive
Strong emphasis Moderate emphasis
Table 1 : Types of reading
At the beginning level of reading a foreign language, it is important to select the proper type of reading. A teacher should choose the minimal effort one. The table
explains that perceptive reading uses short length of passage, focuses on form not
meaning and has a bottom-up process. It is the minimum effort reading activity. Brown 2003 also defined perceptive reading tasks involve attending to the
components of larger area of discourse: letters, words, punctuation, and other graphemic symbols. It can be concluded whether perceptive reading is the
apropriate reading type for the beginner. The perceptive reading assessment that the reader should gain can vary of
several ways such as reading aloud, written response and simple multiple choice. Reading is a process mostly with cognitive aspects and also encompasses emotional
and psychomotor behaviors Basaran: 2013. The psychomotor behaviors of reading
can be in the form of reading aloud. c.
Reading Aloud
Reading aloud is defined as an activity of demonstrating reading process of written text in order to monitor reader‟s comprehension by vocalizing. Barrentine
1996 reported that Harste, Woodward, and Burke 19 84 identified that “reading
aloud instructed how stories work, modeled page turning, demonstrated the reading process, expressed how to monitor ones comprehension, taught inflection, showed
how language works, and presented written language ”. In the other research, reading
aloud is a parent or teacher choosing a book and reading it to a child Ruivo, 2006:1. Reading aloud can be in the form of giving examples the way of good oral reading
activity by the teacher as a model. Reading aloud can assist the students in developing the oral reading skill. The
benefits of reading aloud according to Honig Shin 2001, Morrow Smith
1990, and Burgess 2002 in Ruivo 2006 are building vocabulary, developing oral language, ... developing phonological skills, beginning to make connections between
their world and the text. Moreover, Cohen 2010 stated that the function of reading aloud is as a scaffold for struggling readers by providing the students with short-term,
achievable mini-goals such as speed, accuracy, and comprehension. By reading aloud, the students know how to read fluently and understand the meaning of the text
by the role model. So that, hopefully they can gain the reading proficiency in oral reading activity.
d. Reading Fluency
