scholarly journals Current Approaches to Teaching Reading

2021 ◽  
Vol 99 ◽  
pp. 01011
Author(s):  
Irina Sofronova
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Reading Skills ◽  
New Technologies ◽  
Teaching Reading ◽  
State University ◽  
Approaches To Teaching ◽  
Reading Habits ◽  
Language Courses ◽  
Reading Culture

The paper considers reading for comprehension and developing reading culture, showing how reading habits are constantly changing with new technologies dominating our life. Learning English being the focus of attention, the author comments on the way reading contributes to language acquisition and language learning. А particular reference is given to types of reading, reading for comprehension being the essence of any. The author reviews reading strategies, stressing the necessity of introducing them to the students. The author analyses some of the language courses and gives examples of work on reading skills at the lessons of English using both the above courses and the ones developed by the teachers of the Ural State University of Economics.

scholarly journals Academic Reading Strategies used by Leeds Metropolitan University Graduates: A Case Study

2016 ◽  
Vol 2 (2) ◽  
pp. 115 ◽  
Author(s):  
Samira Sohail
Keyword(s):  
Reading Strategies ◽  
Quantitative Data ◽  
Reading Skills ◽  
University Graduates ◽  
Reading Habits ◽  
Reading Improvement ◽  
Postgraduate Students ◽  
Academic Reading ◽  
Metropolitan University

Academic reading is different from other forms of reading because it is complex and discipline-specific. It involves a measured, challenging, and multifaceted process in which students are dynamically engaged with a range of reading strategies. Academic reading improvement is possible, provided students work on it and there are no short cuts or remedies which will cure the reading problems. Reading improvement is hard work and a difficult task, but it is rewarding as well. This study examined the selection and use of academic reading strategies used by the undergraduate and postgraduate students studying at Leeds Metropolitan University, Headingley Campus, Leeds. A quantitative data study was carried out to investigate three aspects of academic reading strategies: (a) efficiency, (b) interacting with texts, and (c) critical reading strategies. The results of this survey suggest that the participants on balance have proficient reading skills, but a significant number of participants have ineffective reading strategies and bad reading habits. Recommendations and suggestions have been put forward to improve academic reading strategies and for further research.

A Review of Research: Reading and the Educable Mentally Handicapped

1970 ◽  
Vol 37 (3) ◽  
pp. 187-200 ◽  
Author(s):  
Patricia A. Cegelka ◽  
Walter J. Cegelka
Keyword(s):  
Reading Skills ◽  
Teaching Reading ◽  
Approaches To Teaching ◽  
Mentally Handicapped ◽  
Teaching Of Reading

This paper reviews the literature dealing with the importance of reading to educable mentally handicapped (EMH) children, the characteristics of EMH children which influence the acquisition of reading skills, and current approaches to teaching reading to the mentally handicapped. The implications of this research to the teaching of reading are summarized.

scholarly journals ACTIVE READING STRATEGIES IN CONTENT-BASED INSTRUCTION

2021 ◽  
pp. 14-33
Keyword(s):  
Reading Strategies ◽  
Reading Skills ◽  
Reading Strategy ◽  
State University ◽  
Research Writing ◽  
Reading Material ◽  
Active Reading ◽  
Writing Course ◽  
Fourth Grade Students ◽  
Based Instruction

The concept of active reading is gaining more attention nowadays, and the reading strategies designed to develop students’ active reading skills are among the most urgent ones, especially in the academic setting, where the majority of information is to be acquired through reading. The article discusses the necessity of active reading strategies in the Content Based Instruction domain and reflects on the experience of implementing them in the Special English courses provided by Foreign Philology faculty of the Urgench State University. Description of the reading strategies classified in accordance with their emphasis on the lesson phases, such as Pre-Reading (THIEVES), Pre-and Post-Reading (KWL), Pre-, While-, and Post-Reading (Cornell Note-Taking, SQ3R (Cornell Method), and SQ4R Reading Strategy) along with the analysis of the students’ skills developed and the role teachers played while putting them into practice is provided. It is stated that using these reading strategies enables students to consciously accept the reading material and not only to comprehend it properly but also to admit the importance of reading for their professional and personal develpment. As an example, the usage of the SQ4R strategy in the Research Writing course with the fourth grade students of the Urgench State University is discussed and the outcomes that are related to the advantages of the reading strategy application are formulated.

scholarly journals FORMATION OF READING SKILLS IN THE ENGLISH LANGUAGE REMOTE TEACHING PROCESS

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 184-187
Author(s):  
Maryna Bohachyk
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Native Language ◽  
Text Processing ◽  
Educational Process ◽  
Full Understanding ◽  
Age Features

The role of reading in the process of formation of communicative competence was analyzed. The essence of the concept of competence in reading was defined. The main factors influencing the effectiveness of formation of reading skills in English were defined (the features of perception of written texts – time spent on text processing and length of the text; psychophysiological and individual age features of the students – visual perception of the text, the features of mental operations – ability to analyze and make the conclusions, memory, in particular, visual, attention, intelligence, ability to use the experience of reading in the native language, motivation, the presence of cognitive interest, the ability to apply different reading strategies, etc.; the characteristics of the text – authentic, semi-authentic, adapted texts, compliance with cognitive interests, age and level of language proficiency of the students, etc.). Different classifications of types of reading and their application at different stages of English language learning were analyzed (by the target: educational and introductory search; by the method of content disclosure: analytical and synthetic; by the participation of the native language: translated and non-translated; by the nature of the implementation of the semantic side of perception and processing of the text: reading with incomplete understanding and reading with full understanding; by the nature of the organization of activity: prepared with the removed difficulties – training and unprepared without previously removed difficulties – control; depending on the length: extensive and intensive; by the fact of relation to the educational process: educational and real; by the way of using a bilingual dictionary: reading with or without a dictionary; by the place of organization of reading: classwork or homework). The features of different reading strategies were analyzed (predicting, monitoring, confirming, connecting, questioning, skimming, scanning, distinguishing, using context clues, paraphrasing or summarizing, visualizing). The features of different stages of learning to read were described (pre-reading, while-reading, after-reading). The requirements for the texts for reading in English were generalized. The levels of comprehension of the texts and typical tasks appropriate for each level was given (fragmentary understanding, general understanding, full understanding, critical understanding).

scholarly journals A Study on Reading Habits of Primary School Children in Lhuentse District

2021 ◽  
pp. 36-43
Author(s):  
Karma Tshering
Keyword(s):  
Primary School ◽  
School Children ◽  
Reading Skills ◽  
Primary School Children ◽  
Book Reading ◽  
Young Generation ◽  
Reading Habit ◽  
Reading Habits ◽  
Poor Students ◽  
Reading Culture

The issue of reading, especially book reading has received much attention from different quarters in recent times because of the downward trend it is experiencing, especially among the young generation. The researcher realized that student's reading culture particularly developing reading habits were observed to be very poor. Students neither acquired skills of reading nor develop habits of reading. These experiences and observations have motivated me to carry out research to enhance reading skills in reading and promote reading habits for children. This research is to study on Reading Habits of Primary School children under the Lhuentse District. Reading habit and its impact on children of the respondents have been analyzed to find out how reading habit is affected by various elements. Based on the findings of a questionnaires-based survey, the paper also attempts to put forward some suggestions for improving the reading habits of the children.

Storytelling Initiatives and Reading in Schools in South Africa: A Case from Limpopo Province

Mousaion ◽  
2020 ◽  
Vol 38 (3) ◽  
Author(s):  
Samuel Maredi Mojapelo
Keyword(s):  
South Africa ◽  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
School Level ◽  
Literacy Teachers ◽  
Reading Habits ◽  
Support Materials ◽  
Reading Materials ◽  
Reading Culture

Reading is a competency that learners need to acquire from primary school level to enable them to filter through the entire education system. Storytelling is regarded as a teaching resource that literacy teachers can use to stimulate learners to love books, to read and to acquire reading habits and skills. However, in South Africa, it is a stark reality that primary school learners perform poorly in reading, writing and numeracy in comparative and standardised international and national assessments. The lack of exposure to quality reading materials at home and at school has been cited as one of the challenges learners are facing in acquiring reading habits, reading skills and a reading culture. The aim of this study was to investigate storytelling initiatives in primary schools to enhance reading literacy and a culture of reading in learners. To collect in-depth data from 10 Grade 4 or 5 literacy teachers who were selected through purposive sampling, a qualitative research approach was adopted. This approach enabled the researcher to visit literacy teachers physically in 10 primary schools to get first-hand information. Ten primary schools were selected through convenience sampling. The findings indicate that the Department of Basic Education (DBE) encourages storytelling as a weapon to resuscitate and encourage learners to acquire reading skills and to read with confidence in front of their fellow learners from other schools during reading competitions. The study recommends that apart from learning and teaching support materials (LTSM), the DBE needs to procure additional quality reading materials, such as storybooks, including talking books, video games, magazines and newspapers, for distribution to all schools to enable learners to develop reading habits and to inculcate a reading culture in them.

scholarly journals Reading Skills in English using Jolly Phonics at a Chinese Primary School

2018 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Ha Mei Ling ◽  
Fitri Suraya Mohamad
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
Control Group ◽  
Teaching Reading ◽  
English Classes ◽  
Chinese School

This study investigates the viability of using a phonics programme for Primary One students who are studying at a National Type Chinese School in Sarawak, Malaysia.  Jolly Phonics is a Synthetic Phonics Programme that is used to address common reading problems. In this study, Primary One students who learn Mandarin as their main language in school, while learning English and Malay Languages at the same time. The phonics consists of teaching reading with five skills, namely learning the letter sounds, letter formation, blending, segmenting and tricky words.  39 students participated in the study. Two groups were formed to compare performances between those who used the phonic programme and those who attended the regular English classes. Data was collected on pre and post-test achievements for both the experimental and control group. Findings revealed that the phonics programme did not significantly impact the students’ reading ability when compared with performances of those who attended regular lessons which used existing methods of teaching reading skills for English language learning at the Chinese medium school.      Keywords: Night reading ability; non-native English language learners; phonics; Chinese school; foreign language learning

scholarly journals PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA DAN SIKAP SISWA MELALUI MODEL PEMBELAJARAN KONTRUKTIVISME (STUDI EKSPERIMEN KUASI PADA SEKOLAH DASAR)

2017 ◽  
Vol 4 (2) ◽  
pp. 45-65
Author(s):  
Faqih Hakim Hasibuan
Keyword(s):  
Effective Teaching ◽  
Reading Strategies ◽  
Reading Skills ◽  
Human Life ◽  
Reading Process ◽  
Teaching Reading ◽  
Communication Tool ◽  
Teaching Of Reading ◽  
Definition Of

Reading skills are skills that are very unique and important role for the development of knowledge. He also as a communication tool for human life. Teaching reading is probably the most effective teaching of reading is based on a good understanding of the reading process itself and which encourage mastery of reading strategies appropriate, but it must be admitted that there is no definition of the most appropriate.

scholarly journals Are Teachers Paying Enough Attention to Low-achieving Students While Teaching Reading Strategies?

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 37-53
Author(s):  
Viktorija Sičiūnienė ◽  
Nijolė Toleikytė
Keyword(s):  
Diagnostic Tests ◽  
Reading Strategies ◽  
Reading Skills ◽  
School Level ◽  
Teaching Reading ◽  
Specific Reading ◽  
Low Achieving Students ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning

The article presents the results of the qualitative research on the attitude of teachers towards low-achieving students while teaching reading strategies. Such scientific studies have not been conducted in Lithuania before. This was the first research, which aimed to identify if the teachers allocated attention to low-achieving school learners while reflecting on the process of teaching/ learning reading strategies and the achieved results. The sample of the research included 33 teachers from Lithuanian schools. They were participants in the national project “Learning Teachers – Learning Students” in 2015–2016. For two years it was observed how teachers in cooperating teams learned to apply reading strategies and provided collegial feedback to each other. The authors of the article were experts, who prepared diagnostic tests measuring reading skills, provided recommendations to the teachers how to apply methodology for teaching reading strategies, to measure and analyse reading achievements. The research results revealed that not all the teachers of the Lithuanian language and mathematics repeatedly measured reading skills of their learners. The teachers’ responses show that the total dynamics of results of project schools is evaluated positively but in separate cases it is quite ambiguous. It was noticed that evaluating the dynamics of reading results, the focus is laid more on the average indicator in the class and too little attention is paid to monitoring and analysis of the results of separate learner groups, and on those of low-achieving students in particular, as well as to individual progress of learners. Analysing the teachers’ reflections on how decisions/agreements about application of specific reading strategies are made, it can be stated that collegial feedback, agreements at school level and colleagues support was particularly important to teachers but it lacked a focused orientation, too little attention was dedicated to observation and discussion of practice of reading strategy application.

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