فعالية إستراتيجية التعليم المباشر في تنمية بعض مهارات الفهم القرائي للتلاميذ ذوي صعوبات التعلم = Effectiveness of Direct Instruction Strategy on Developing Some Reading Comprehension Skills in Pupils with Learning Disabilities

2015 ◽  
Vol 2 (8 P.1) ◽  
pp. 202-239
Author(s):  
أيمن الهادي محمود عبد الحميد
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Direct Instruction ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual

2020 ◽  
Vol 56 (1) ◽  
pp. 3-12
Author(s):  
Suheyla Sarisahin
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Comprehension Strategies ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Emergent Bilingual ◽  
Comprehension Skills ◽  
Students With Ld ◽  
Support Students ◽  
Reading Comprehension Skills

Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.

Using Tablet Applications as Assistive Tools in Teaching English as a Foreign Language

2019 ◽  
pp. 263-282
Author(s):  
Tami Seifert ◽  
Veronika Zimon
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
English Language ◽  
Letter Recognition ◽  
English Language Acquisition ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Oral Expression ◽  
Group 2 ◽  
Reading Comprehension Skills

A case study examined the contribution of tablet applications for English language acquisition and improvement of reading and reading comprehension skills among pupils diagnosed with learning disabilities and those not diagnosed with learning disabilities. Participants were Grade 4 pupils from a public school in central Israel in two groups. Group 1 included two boys and two girls diagnosed with learning disabilities; Group 2 included two boys and two girls not diagnosed with learning disabilities. English learning applications were used with the intent of improving the abilities of letter recognition, reading, reading comprehension, listening comprehension, and oral expression in English in a fun way relevant to the pupils' lives. Findings indicated a more pronounced improvement in English reading and reading comprehension skills among pupils who were diagnosed with learning disabilities. The research also confirms that the use of tablet applications resulted in increased motivation for learning.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

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