The Effects of Metacognitive Reading Strategy Training on the Reading Performance and Student Reading Analysis Strategies of Third Grade Bilingual Students

1994 ◽  
Vol 18 (1-2) ◽  
pp. 83-97 ◽  
Author(s):  
Miriam Muñiz-Swicegood
Keyword(s):  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Training ◽  
Third Grade ◽  
Bilingual Students ◽  
Analysis Strategies ◽  
Student Reading

scholarly journals EFFECTS OF COGNITIVE READING STRATEGY TRAINING ON READING PERFORMANCE OF EFL STUDENTS: A CASE OF A HIGH SCHOOL IN VIETNAM

2019 ◽  
Vol 9 (4) ◽  
pp. 87
Author(s):  
Lạc Minh Thư ◽  
Khâu Hoàng Anh ◽  
Nguyễn Thị Phương Nam
Keyword(s):  
High School ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Training ◽  
Viet Nam ◽  
Efl Students

Đọc là một kĩ năng quan trọng mà người học cần phải đạt được. Vì nếu đọc giỏi, người học có thể lĩnh hội được nhiều tri thức về nhiều lĩnh vực khác nhau của các dân tộc và quốc gia trên thế giới. Lo lắng khi đọc là một trong những vấn đề thường gặp trong quá trình học tiếng Anh của nhiều học sinh ngôn ngữ, điều đó đã ngăn cản việc tiếp thu ngôn ngữ nước ngoài của họ. Nhiều năm qua, một số bài nghiên cứu được tiến hành đã chỉ ra hiệu quả của việc sử dụng các chiến lược đọc nhận thức và hướng dẫn các chiến lược đọc cho sự cải thiện về kết quả làm bài đọc của học sinh trên lớp. Nghiên cứu này nhằm làm rõ về ảnh hưởng của việc rèn luyện sử dụng các chiến lược đọc nhận thức lên khả năng làm bài của học sinh ngôn ngữ ở một trường Cấp ba của tỉnh Vĩnh Long, Việt Nam. Thêm vào đó, mục đích của bài nghiên cứu còn nhằm xem nhận thức của học sinh về sự hiệu quả từ việc rèn luyện sử dụng các chiến lược đọc nhận thức. Hai nhóm, gồm 32 học sinh ở nhóm thực nghiệm và 37 học sinh ở nhóm đối chứng, đã tham gia vào cuộc khảo sát. Bài nghiên cứu sử dụng cả hai phương pháp định tính và định lượng để thu thập số liệu. Kết quả từ số liệu cho thấy có sự cải thiện tổng quát trong việc đọc hiểu của học sinh và có được nhận thức tích cực về việc rèn luyện cách sử dụng các chiến lược đọc nhận thức.

scholarly journals How Benchmark Is Used in Third Grade Reading Instruction

2021 ◽  
Vol 2 (1) ◽  
pp. p85
Author(s):  
Dana Bartlett ◽  
Michael Vinella ◽  
Sunddip Panesar-Aguilar
Keyword(s):  
Research Study ◽  
Reading Performance ◽  
Data Driven ◽  
Third Grade ◽  
Reading Teachers ◽  
Assessment Data ◽  
Benchmark Assessments ◽  
Benchmark Assessment ◽  
Student Reading ◽  
Third Grade Reading

Third grade reading teachers at the local setting are not consistently using formative benchmark data to improve student reading performance, creating a gap in practice. This gap in practice may be due to teachers’ lack of capacity to use the data to make changes to their instructional practices. The purpose of this qualitative study was to explore how third grade reading teachers are using data from reading benchmark assessments to improve student reading performance. This research study was guided by two Research Questions (RQs). RQ 1 addressed how third grade teachers are using reading benchmark assessment data to improve student reading performance. RQ 2 addressed specific instructional strategies that third grade teachers are using from reading benchmark assessment data to effectively improve student reading performance. Data-driven decision making (DDDM) was the conceptual framework that was the foundation for this study. This basic qualitative design for this research study included 13 participants. Data were collected through open-ended semistructured interviews, and qualitative analyses were conducted through open coding and thematic analysis. According to the findings of this study, immediately analyzing data, collaboration, and data driven instruction were the themes that emerged guided by RQ 1. Emerging themes for RQ 2 included test taking strategies, modeling, and guided reading. Leadership in this district may use these findings to make decisions about the effectiveness of teachers’ use of these benchmark assessments or the data gathered from the assessments to impact student reading proficiencies. This research may provide specific instructional strategies used through the DDDM process that increases student reading proficiency. The findings could possibly yield results that have positive social change implications for reading achievement.

Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Terry L. Rose ◽  
Lee Sherry
Keyword(s):  
Junior High School ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Alternating Treatments Design ◽  
Assigned Reading ◽  
Instructional Procedures ◽  
Student Reading ◽  
School Learning

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

scholarly journals Contributions of the cognitive, affective and linguistic domains to strategy use and degree of strategy use to effective reading performance

2015 ◽  
Vol 18 (4) ◽  
pp. 17-34
Author(s):  
Seyed Hassan Talebi ◽  
Behnaz Seifallahpur
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Cognitive Domain ◽  
Test Analysis

According to Oxford (1990), different learner variables affect the choice of learning strategy. It was also found that effective L2 readers know how to use strategies to foster reading comprehension and ineffective readers have little awareness of strategies to read effectively (Yang, 2002). This study investigates the contribution of three relatively important variables and their components (namely, the cognitive domain or awareness and use of strategies, the linguistic domain or general English proficiency level, and the affective domain or attitude toward reading in L2), to reading strategy use in English. The second purpose of the study is to find out the effect of reading strategy use on reading comprehension. For these purposes, 100 undergraduate Iranian EFL students participated in this study. They were given Language Proficiency Test, Test of reading comprehension in English, Reading Strategy Awareness and Use Questionnaire, and finallvy a questionnaire on attitude toward Reading. The obtained data were analysed using descriptive statistic (means, standard deviations), Pearson correlation procedure, regression analysis, ANOVA, and Scheffe post-hoc multiple range test. Analysis of data showed the three aforementioned variables, namely awareness and use of reading strategies, linguistic proficiency, and attitude toward reading had significant contributions to strategy use. However, strategy awareness showed to have the most contribution to strategy use. In addition, among the subgroups of strategy awareness, the metacognitive component showed to contribute more to strategy use. In this study it was also found students with higher strategy use gain better scores on the reading test. It is concluded that as degree of strategy use affects reading performance, in order to improve effective use of reading strategies teachers and learners should pay more attention to the development of awareness of reading strategies, especially the metacognitive component in order to have a good use of reading strategies for efficient reading.

Can reading strategies be successfully taught?

1998 ◽  
Vol 21 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Critical Issue ◽  
Reading Strategy ◽  
Strategy Training ◽  
Reading Strategy Instruction ◽  
Context Sensitive ◽  
Comprehensive Survey

The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.

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