scholarly journals Towards a Thorough Framework in Strategic Reading Comprehension Instruction

2021 ◽  
Vol 8 (12) ◽  
pp. 180
Author(s):  
Asma Dabiri ◽  
Sara Kashefian-Naeeini
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
English Language ◽  
General Term ◽  
Educational Goals ◽  
Comprehension Instruction ◽  
Strategic Reading ◽  
Reading Comprehension Instruction ◽  
Academic Settings ◽  
High Level

Reading comprehension skill is widely used in EFL settings. English language learners, especially, in academic settings, are provided with a high level of literacy and comprehension of texts, where they are provided with a considerable portion of knowledge fused into written documents. Therefore, the skill of processing texts efficiently with sufficient comprehension gains significance in students’ academic accomplishments. Nevertheless, the concept of reading as a general term and strategic reading as an enabling skill should be differentiated in reading comprehension instruction.  Providing students with written texts without Empowering them to deal with the texts cannot yield fruitful results in designated goals of reading comprehension. In view of that, the present research tried to introduce strategic reading as a holistic concept and endeavored to enlighten each aspect of it using reading models and frameworks presented in the related literature on reading comprehension.  Instructors, with the awareness of strategic reading as an important reading skill, can determinedly instruct and implement it in their classrooms to enable students resourcefully for their educational goals which eventually leads to academic and professional achievements. 

scholarly journals Reading Comprehension and Reading Speed of University English Language Learners in Ecuador

2021 ◽  
Vol 3 (11) ◽  
pp. 11-31
Author(s):  
Fernando Mora ◽  
Rosalva Quito ◽  
Louis Macías
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Speed ◽  
Research Work ◽  
Sociodemographic Factors ◽  
Reading Tests ◽  
High Level ◽  
The Impact

Reading represents a significant skill for knowledge acquisition. Nevertheless, many people cannot read properly, which may entail a serious limitation to their study, work, or other aspirations. The purpose of this research work is to determine the reading comprehension level and reading speed of English language students at the University of Cuenca, Ecuador, as well as the impact of sociodemographic factors and the use of reading strategies on these levels. The participants were 400 students who were taking English courses during September 2019 to February 2020 semester. The students completed a questionnaire on sociodemographic factors, took reading tests to determine their reading speed and comprehension, and then completed another questionnaire on reading strategies. The results show a high level of reading comprehension in English but a below-average reading speed, in part due to certain external factors. Given these results, research-based intervention is highly recommended to improve reading levels.

scholarly journals The Science of Reading Comprehension Instruction

2021 ◽  
Vol 74 (6) ◽  
pp. 663-672
Author(s):  
Nell K. Duke ◽  
Alessandra E. Ward ◽  
P. David Pearson
Keyword(s):  
Reading Comprehension ◽  
Comprehension Instruction ◽  
Reading Comprehension Instruction

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals How far can they go? : English language learners' math course taking in high school and school practices

2021 ◽  
Author(s):  
◽  
Jeong Mi Moon
Keyword(s):  
High School ◽  
English Language Learners ◽  
Longitudinal Study ◽  
Language Learners ◽  
English Language ◽  
Student Choice ◽  
Marginalized Students ◽  
School Practices ◽  
Prior Achievement ◽  
High Level

Over the last three decades in the U.S., schools have endeavored to provide more equitable access to rigorous courses, especially for racially or socioeconomically marginalized students, and increased those students' participation in higher level courses. Despite such improvement, the gaps in high level courses enrollment among racially or socioeconomically different student groups still remain with those marginalized students underrepresented in the high level courses. The present study focused on another marginalized group of students, English language learners (ELLs) and sought to identify school practices that may improve ELLs' access to advanced math courses in high school. Using the High School Longitudinal Study of 2009, the present study examined three key school practices in association with ELLs' taking advanced math: i) student choice-based math placement policies, ii) math encouraging programs for underrepresented studentudy found that only math PLCs had a statistically significant association with the probability of taking advanced math courses, net of prior achievement and other student- and school-level factors. The math PLCs examined here represented a collaboration among math teachers to learn effective teaching methods and discuss their teaching/learning belief for students including ELLs or under-performing students. It found no differential effects of school practices and ELLs' taking advanced math courses, the main focus of this study. However, the findings indicate that ELLs can also benefit from high quality math PLCs as much as other students. The key finding of the present study suggests the possible area that school leadership and educators should develop to improve students' access to advanced math courses net of their prior achievement. Particularly for ELLs, the finding suggests that training content area teachers may help ELLs more readily access academicarformance. Most importantly, considering taking advanced math in high school is a critical issue for ELLs in regard to their participation in the STEM (science, technology, engineering, and mathematics) workforce in the future, there should be more research that explicitly investigates school policies and practices that may facilitate ELLs' access to higher level courses in high school. keywords: English language learners, High School Longitudinal Study of 2009, math professional learning communities, student choice, advanaced math

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