Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices

2015 ◽  
pp. 99-118 ◽  
Author(s):  
Michael F. Hock ◽  
Irma F. Brasseur-Hock ◽  
Donald D. Deshler
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Language Arts ◽  
English Language ◽  
Evidence Based ◽  
School Students ◽  
Comprehension Instruction ◽  
Evidence Based Practices ◽  
Reading Comprehension Instruction

High School English Language Arts Teachers and Postsecondary Outcomes for Students With and Without Disabilities

2020 ◽  
pp. 104420732091989
Author(s):  
Roddy J. Theobald ◽  
Dan D. Goldhaber ◽  
Trevor M. Gratz ◽  
Kristian L. Holden
Keyword(s):  
High School ◽  
High School Students ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Value Added ◽  
College Attendance ◽  
School Students ◽  
Postsecondary Outcomes ◽  
10Th Grade

We used longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher qualifications and the high school and postsecondary outcomes of their students, and whether these relationships differed for students with and without disabilities. We found that students assigned to 10th-grade ELA teachers with higher value added had better test scores, were more likely to graduate on-time, and were more likely to attend and graduate from a 4-year college than observably similar students assigned to 10th-grade ELA teachers with lower value added. We also found that many of these relationships varied for students with and without disabilities, as 10th-grade ELA teacher value added was more positively predictive of on-time graduation and 4-year college attendance for students without disabilities, but more positively predictive of 2-year college attendance and employment within 2 years of graduation for students with disabilities.

Lexical Features of Reading Passages in English-language Textbooks for Vietnamese High-school Students: Do they Foster both Content and Vocabulary Gain?

RELC Journal ◽  
2020 ◽  
pp. 003368821989504 ◽  
Author(s):  
Chi-Duc Nguyen
Keyword(s):  
High School ◽  
Second Language ◽  
Reading Comprehension ◽  
High School Students ◽  
Text Comprehension ◽  
English Language ◽  
Vocabulary Acquisition ◽  
School Students ◽  
Incidental Vocabulary ◽  
Language Textbooks

This study examined whether the reading passages in the new series of English-language textbooks for high-school students in Vietnam fostered reading comprehension and incidental vocabulary acquisition through reading by looking at four factors: the number of unfamiliar words in the texts, the importance of these words for text comprehension, the usefulness of contextual clues for interpreting the meanings of these words, and the frequency of these words within and across the texts. Results showed that most of the reading passages were overloaded with novel words and few of these words were important for text comprehension. Rarely did these words reoccur in the texts and the chance for successful lexical inferencing was extremely slim due to the paucity of useful contextual clues. These findings provide useful implications for both second language (L2) instructors and textbook writers inside and outside of this context.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals Lebanese Students’ Attitudes toward English: An Exploratory Study

2021 ◽  
Vol 10 (2) ◽  
pp. 20
Author(s):  
Ghada M. Chehimi
Keyword(s):  
High School ◽  
High School Students ◽  
Middle Class ◽  
Exploratory Study ◽  
English Language ◽  
Social Classes ◽  
School Students ◽  
Lower Middle Class ◽  
Students Attitudes ◽  
Selection Of

This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.

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