Implementing the Reading to Learn Bilingual Program in Indonesia

2019 ◽  
pp. 145-163
Author(s):  
Harni Kartika-Ningsih
Keyword(s):  
Bilingual Program ◽  
Reading To Learn

Reading to learn: Adults and early readers trust print over oral sources of information

2012 ◽  
Author(s):  
Elizabeth Robinson ◽  
Shiri Einav ◽  
Julie Eyden ◽  
Amy Fox
Keyword(s):  
Sources Of Information ◽  
Early Readers ◽  
Reading To Learn

Learning to Learn: How 4th and 5th Grade Boys and Girls Differ

2007 ◽  
Vol 24 (2) ◽  
pp. 69-90 ◽  
Author(s):  
Alexander Seeshing Yeung ◽  
Rachel Yuk Hung Hon ◽  
Dennis M. Mclnerney
Keyword(s):  
Education Reform ◽  
Goal Orientation ◽  
Primary Schools ◽  
Self Concept ◽  
Self Management ◽  
Learning To Learn ◽  
Psychological Constructs ◽  
Confirmatory Factor ◽  
Reading To Learn ◽  
5Th Grade

AbstractFrom 20 primary schools in Hong Kong, a sample of 59 boys and 62 girls in 4th grade and 98 boys and 99 girls in 5th grade (N = 318) responded to a survey about their learning-to-learn capabilities including (a) reading to learn, (b) self-management, (c) desire for knowledge, and (d) originality of ideas, and two facilitating factors for enabling such capabilities, including (e) academic self-concept, and (f) effort goal orientation. Confirmatory factor analysis provided support for the validity of the six psychological constructs. Analysis of variance found that although boys and girls did not differ in academic self-concept, desire for knowledge and originality, girls scored higher in effort goal orientation, reading to learn, and self-management. There was a gender x grade interaction effect in reading to learn, indicating that 5th grade girls were more willing than 4th grade girls to acquire knowledge through reading whereas 5th grade boys were less willing than 4th grade boys to do so. Advocates of education reform need to consider gender differences when formulating policies to promote students’ learning-to-learn capabilities and particularly to encourage boys to read.

scholarly journals The Effect of PQRST and SGD Methods on Students’ Reading Comprehension at Dehasen University

2018 ◽  
Vol 1 (2) ◽  
pp. 86-98
Author(s):  
Mariska Febrianti
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
General Information ◽  
Reading Test ◽  
Small Group Discussion ◽  
Significant Difference ◽  
Post Test ◽  
Reading To Learn ◽  
Very High

This research aims to compare the effectiveness of two methods, PQRST (Preview, Question, Read, State and Test) and SGD (Small Group Discussion). It was carried out at the second semester students of Penjaskesrek Department, Dehasen University. The design was a quasi-experiment. The sample consisted of two classes; one was taught by the PQRST method and another by the SGD method. The instrument was a reading test, which was tried-out; the reliability was 0.917 (very high). The result was as follows: at the pretest, there was no significant difference between both group on all aspects and at the post test, there were no significant difference between both groups on general comprehension, reading to learn from the text, and reading to integrate information. However, SGD was found to be more effective on finding general information while PQRST was found to be more effective on reading to skim and finding simple information.

Success factors for a Mandarin bilingual program

2020 ◽  
Vol 55 (3) ◽  
pp. 208-229
Author(s):  
Wei Liu
Keyword(s):  
Success Factors ◽  
Western Canada ◽  
Key Factors ◽  
Quality Teachers ◽  
Bilingual Program ◽  
Active Involvement ◽  
Policy Environments ◽  
School Programs ◽  
Bilingual School

Abstract Immersion-style bilingual school programs have proven to be effective ways for children’s acquisition of additional languages. However, such programs seem to be scarce across the world in comparison to the value people attach to bilingual skills and bilingual education. Through a case study of a successful Mandarin bilingual program in western Canada, the study hopes to explore the factors that contribute to the success of such programs in North America. The study points to the importance of government language policy environments, the attitude of local school boards, the commitment and active involvement of parents, and the availability and recruitment of quality teachers as key factors for the success of a bilingual school program.

Contradictions and Critical Praxis in Foreign Language Teachers’ Implementation of Reading to Learn

2021 ◽  
Vol 108 ◽  
pp. 103516
Author(s):  
Anamaria Sagre ◽  
José David Herazo Rivera ◽  
Paula García Montes ◽  
Tatiana Becerra Posada ◽  
Leonardo Pacheco Machado ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Reading To Learn

BILINGUAL PROGRAM (CURRICULUM) OF EARLY BILINGUAL LEARNING AS A RESOURCE OF GLOBAL EDUCATION UPGRADING

2018 ◽  
Author(s):  
Nataliya Kaguy ◽  
Ilnara Khakimova ◽  
Alfiia Valeeva ◽  
Guzel Sadrieva
Keyword(s):  
Global Education ◽  
Bilingual Program ◽  
Bilingual Learning

Reading to Learn Science

2016 ◽  
pp. 17-34 ◽  
Author(s):  
P. David Pearson ◽  
Alison K. Billman
Keyword(s):  
Reading To Learn
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