Situational interest during individual reading and peer reading activities using PALS: its relationship to students’ reading skills and reading motivations

2021 ◽  
pp. 1-19
Author(s):  
Youngju Lee ◽  
Young Hoan Cho ◽  
Taejung Park ◽  
Jaeho Choi
Keyword(s):  
Reading Skills ◽  
Situational Interest ◽  
Reading Activities ◽  
Individual Reading

The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective

2021 ◽  
Vol 12 (3) ◽  
pp. 820-828
Author(s):  
Nurul Nabila Amirah Rostan Et.al
Keyword(s):  
Language Proficiency ◽  
Reading Skills ◽  
Structured Interview ◽  
Learning Session ◽  
Reading Methods ◽  
Proper Material ◽  
Children's Reading ◽  
Reading Activities ◽  
Teacher's Perspective ◽  
Children’S Reading

The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old pre-schoolers on reading open syllables. By using a qualitative approach, two teachers from a private pre-school in Shah Alam are chosen to participate in a semi-structured interview. Both teachers are experienced in the field of Malay literature, specifically in reading methods. The study has found that teachers used multisensory technique in reading lessons on how to read open syllables. It produced a positive effect towards the development of children’s reading skills. However, multisensory technique must be strengthened by using the proper material that is suitable for children to ensure its effectiveness.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals DEVELOPING READING COMPETENCIES OF COLLEGE STUDENTS USING BLENDED INSTRUCTION

2020 ◽  
Vol 2 (3) ◽  
pp. 230-242
Author(s):  
Katherine Akut
Keyword(s):  
Reading Skills ◽  
Instructional Material ◽  
Online Discussions ◽  
Test Design ◽  
Online Environment ◽  
Blended Instruction ◽  
College Reading ◽  
Post Test ◽  
Teaching Learning ◽  
Reading Activities

Developing 21st century reading competencies is one of the primary concerns of higher education institutions (HEIs). Initiatives have been undertaken to prepare the learners to function effectively in this technology-driven society. Hence, academic institutions integrate technology and the Internet in the teaching-learning processes. This study intends to determine the effectiveness of an instructional material on developing reading competencies using blended instruction. Dziuban, Hartman and Moskal, (2004) define blended instruction as a pedagogical approach that integrate the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment. Six lessons were implemented in the English 107 – College Reading Skills classes. The learners were provided with hypertext reading activities, individual and collaborative tasks, online discussions, online surveys and other extension activities which provided them with the opportunity to communicate their ideas on the topics discussed in class. To determine the effectiveness of the lessons, a one-group pretest and post-test design was used.  The pre-test and post-test scores were compared using the paired t-test. Findings reveal that the students performed better after the implementation of the lessons in developing reading competencies using blended instruction. Moreover, majority of the students said that the lessons are interesting, meaningful, useful and enjoyable. It can be concluded that blended instruction effectively develops the students’ reading competencies.

scholarly journals Character Development for Class IX Students through Critical Reading Activities at MTs Nurul Hikmah and Driewanti Middle School Bekasi, West Java

2020 ◽  
Vol 1 (1) ◽  
pp. 8-12
Author(s):  
Nicky Rosadi ◽  
Priyono ◽  
Sigit Widiyarto
Keyword(s):  
Middle School ◽  
Language Learning ◽  
Community Service ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Service Activity ◽  
Reading Activities ◽  
The City

Indonesian Language Learning does not merely achieve Indonesian language skills, but leads to an increase in the ability to think critically and creatively. In this regard, one way to improve the ability to think critically and creatively through reading activities. Therefore, one type of reading skills that can improve critical thinking skills is critical reading skills. The aim of community service is to foster student character through critical reading activities. This community service activity will be held in two schools in the city of Bekasi. Participants in this activity were students of class IX at MTs Nurul Hikmah and Driewanti Middle School Bekasi. In this school there are two classes of class IX class, with 42 students.

scholarly journals A Comparative Analysis of English and Chinese Reading: Phonetics, Vocabulary and Grammar

2020 ◽  
pp. 255-281
Author(s):  
Alla Mykhailivna Bogush ◽  
Tetiana Mykhailivna Korolova ◽  
Oleksandra Volodymyrivna Popova
Keyword(s):  
Reading Skills ◽  
Total Sample ◽  
Chinese Reading ◽  
Native Languages ◽  
Authentic Texts ◽  
Parts Of Speech ◽  
Linguistic Differences ◽  
Chinese Texts ◽  
Reading Activities

The article covers the issues related to the development of reading skills of the students majoring/minoring in English and Chinese (as non-native languages). In the backdrop of linguistic differences between English and Chinese, this action research was conducted to investigate the components of the reading skills, which are to be developed within the Bachelor programs. The primary purpose of the article is to analyze the methodological background for teaching Ukrainian students to perceive information from authentic texts. The methods of induction and deduction enabled us to analyze and generalize the theoretical bases for the investigated topic, to systemize the results of the study (the reading tactics and strategies, classification of reading activities). The study was based on focused observation using the register as a tool for data collecting for two semesters each in three groups of third-year students at Ushynsky University. The total sample size was 54. The article presents an analysis of difficulties in reading English and Chinese texts: 1) phonological level – differences in sound pronunciation (English: /T/, /D/ /w/, /N/, /x/, etc.; Chinese: the alveolo-palatal consonants j, q, x; affricates zh, z; consonant r, etc.), the phonetic phenomena (English: nasal plosion, lateral plosion, loss of plosion, assimilation, reduction/elision, etc.; Chinese: tone, erization); 2) lexical level – conversion (in English) and transposition (in Chinese), homonymy, polysemy; 3) grammatical level – the division of lexicon into parts of speech, different word order in English and Chinese sentences, (non)segmentation of English and Chinese syntagms/clauses/compound sentences, use of tenses, etc. The article contains some recommendations for English and Chinese reading classrooms.

scholarly journals Improvement of Reading Skills in the Second Foreign Language Courses by the “Anti-Method” Way

2018 ◽  
Vol 8 (4) ◽  
pp. 237
Author(s):  
Bunyamin Celik
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Education ◽  
Language Courses ◽  
Good Reading ◽  
Elective Course ◽  
Foreign Language Courses ◽  
Turkish Language ◽  
Reading Activities ◽  
Teacher Centered

The four basic skills in the foreign language education can only be achieved with the good reading skills and habits. Due to the fact that reading skills is usually perceived as a self-sustaining skill, the improvement of reading skill is carried out by the traditional reading activities. Traditional reading activities are carried out with the teacher-centered understanding. Nowadays, reading in the foreign language would have a different precaution because of the increasing need of foreign language in different professions. In this study, in order to bring innovation to the teacher-centered reading activities, the “Anti-Method” alternative way is introduced in detail to the students who are learning a foreign language. This method is used in the Education Faculty of Iraq Ishik University in an elective course for third grade students who participate in the Turkish Language. After application, this method is evaluated on the basis of feedbacks from students.

scholarly journals ON THE PROBLEM OF DEVELOPING CHILDREN’S INTEREST IN READING: THE SEARCH FOR EFFECTIVE METHODS OF WORK

2021 ◽  
pp. 17-26
Author(s):  
Наталья Ивановна Бенеш ◽  
Марина Владимировна Папина ◽  
Светлана Ивановна Поздеева
Keyword(s):  
Empirical Study ◽  
Reading Skills ◽  
Preschool Age ◽  
Practical Significance ◽  
Literary Reading ◽  
Specific Reading ◽  
Points Of View ◽  
Methodological Approaches ◽  
Psychological Features ◽  
Reading Activities

Рассматривается проблема формирования интереса дошкольников к книге и читательской деятельности. Обосновывается необходимость ее решения из-за падения интереса к чтению и традиционной книге на всех этапах образования. Анализируются точки зрения ученых на данную проблему и различные методические подходы, связанные с формированием конкретных читательских умений у детей через соответствующие методические приемы литературного чтения, литературного слушания и литературного творчества. Приведены данные, полученные в результате эмпирического исследования, в котором участвовали дети старшего дошкольного возраста, а также показатели и критерии оценки уровня сформированности интереса старших дошкольников к книге и читательской деятельности, имеющие практическую значимость наравне с предлагаемыми путями решения обозначенной проблемы. The problem of the formation of preschool children’s interest in books and reading activities is considered, the necessity of its solution is justified due to the decline in interest in reading and traditional books at all stages of education. The points of view of scientists on this problem and various methodological approaches related to the formation of specific reading skills in children through appropriate methodological techniques of literary reading, literary listening and literary creativity are analyzed. The psychological features of the perception of the text of a work of art by children of middle and older preschool age are highlighted, based on which special methodological techniques have been developed and tested. The authors present their own experience of solving it and provide data obtained as a result of an empirical study (questioning kindergarten teachers, monitoring the activities of children), in which older preschool children participated. The indicators and criteria for assessing the level of formation of the interest of older preschoolers in the book and reading activities, which have practical significance on a par with the proposed ways to solve the designated problem, are given. A workbook is presented, based on which children perform interesting and diverse tasks when working with artistic texts. In the conclusion of the article, the authors demonstrate data confirming the effectiveness of the approaches they have developed.

scholarly journals The Enhancement of Face-To-Face Reading skill at the University of Tabuk Using Internet-Based Reading Activities

2021 ◽  
Vol 3 (8) ◽  
pp. 122-127
Author(s):  
Turky E. Alshaikhi
Keyword(s):  
Learning Environments ◽  
Reading Skills ◽  
Research Question ◽  
Learning Preferences ◽  
Traditional Classrooms ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty Of Education ◽  
The University ◽  
Reading Activities

This study aimed to investigate how far internet-based reading activities can enhance learners’ reading skills in face-to-face learning experience at the faculty of education and arts, University of Tabuk in Saudi Arabia, for the Academic Year 2021. This study also examined students' learning preferences, experiences, and participation in traditional and non-traditional classrooms as blended learning has come in vogue at the university due to Covid19 restrictions. This quantitative research consisted of 90 university EFL learners from the faculty of education and arts at Tabuk University. The study employed descriptive statistics to analyze learners’ responses.  The findings showed that internet-based reading activities and peer moderated discussions could enhance learners’ reading skills in the face-to-face EFL classes at the university. Internet-based reading activities also led to greater language output in the other three language skills viz., speaking, listening and writing when these are undertaken in the physical mode. However, gaps exist in their application to student learning preferences and whether they match student preferences for reading activities. Limited literature is existed on following up internet-based reading activities with physical learning in traditional classrooms. A single overarching research question guided this study: How far can the innovative method of internet-based reading enhance learners’ reading in face-to-face learning environments.  The results proved encouraging drills as the previously challenging reading drills were perceived as engaging by the learners after the brief intervention. However, whether the results are temporal or reliable can only be ascertained with larger samples and varied learning environments.

scholarly journals A Comparative Analysis of English and Chinese Reading: Phonetics, Vocabulary and Grammar

2020 ◽  
Author(s):  
Alla Mykhailivna Bogush ◽  
Tetiana Mykhailivna Korolova ◽  
Popova Oleksandra Volodymyrivna
Keyword(s):  
Reading Skills ◽  
Total Sample ◽  
Chinese Reading ◽  
Native Languages ◽  
Authentic Texts ◽  
Parts Of Speech ◽  
Linguistic Differences ◽  
Chinese Texts ◽  
Reading Activities

The article covers the issues related to the development of reading skills of the students majoring/minoring in English and Chinese (as non-native languages). In the backdrop of linguistic differences between English and Chinese, this action research was conducted to investigate the components of the reading skills, which are to be developed within the Bachelor programs. The primary purpose of the article is to analyze the methodological background for teaching Ukrainian students to perceive information from authentic texts. The methods of induction and deduction enabled us to analyze and generalize the theoretical bases for the investigated topic, to systemize the results of the study (the reading tactics and strategies, classification of reading activities). The study was based on focused observation using the register as a tool for data collecting for two semesters each in three groups of third-year students at Ushynsky University. The total sample size was 54. The article presents an analysis of difficulties in reading English and Chinese texts: 1) phonological level – differences in sound pronunciation (English: /T/, /D/ /w/, /N/, /x/, etc.; Chinese: the alveolo-palatal consonants j, q, x; affricates zh, z; consonant r, etc.), the phonetic phenomena (English: nasal plosion, lateral plosion, loss of plosion, assimilation, reduction/elision, etc.; Chinese: tone, erization); 2) lexical level – conversion (in English) and transposition (in Chinese), homonymy, polysemy; 3) grammatical level – the division of lexicon into parts of speech, different word order in English and Chinese sentences, (non)segmentation of English and Chinese syntagms/clauses/compound sentences, use of tenses, etc. The article contains some recommendations for English and Chinese reading classrooms.

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