scholarly journals Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL primary school students

Elia ◽  
2017 ◽  
pp. 71-92
Author(s):  
Alba Gutiérrez Martínez ◽  
Yolanda Ruiz de Zarobe
Keyword(s):  
Primary School ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Primary School Students ◽  
School Students ◽  
Reading Strategy Instruction

scholarly journals The Use of Think-Aloud in Assisting Reading Comprehension among Primary School Students

2021 ◽  
Vol 7 (1) ◽  
pp. 11-32
Author(s):  
Amelia Shoon Wan Chin ◽  
Kartini Abdul Ghani
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Think Aloud ◽  
Primary School Students ◽  
School Students ◽  
English Curriculum ◽  
Teacher Modelling

Reading strategies are seldom taught to students despite their importance in aiding reading comprehension. This study aimed to examine the effectiveness of the think-aloud strategy and investigate primary school students' perception of using the think-aloud strategy in assisting their reading comprehension. Twenty-seven primary school students were introduced and trained to use the think-aloud strategy through teacher-modelling and reciprocal think-aloud with comprehension passages related to the relevant English curriculum. Questionnaires and interview sessions were conducted to gather information on how the students perceive the use of think-aloud in reading comprehension. Findings revealed that students have positive perceptions towards using think-aloud as a reading strategy in their reading comprehension and were keen on using the strategy in their future reading.  

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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