scholarly journals Implementing basal reading program in EFL upper secondary school settings

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Sajidin ◽  
Dodi Mulyadi ◽  
Hasti Robiasih
Keyword(s):  
National Curriculum ◽  
Reading Program ◽  
Vocabulary Size ◽  
Basal Reading ◽  
Descriptive Case Study ◽  
Basal Readers ◽  
Upper Secondary ◽  
Reading Materials ◽  
Data Collection Technique ◽  
Intensive Reading

Basal readers have been selected by the school to cope with students’ lack of vocabulary size. With some positively perceived learning outcomes, the readers continued to be used from year to year and were decided as a school program, in addition to ELT national curriculum.  The research is aimed at exploring the following aspects: (1) the teacher’s use of basal readers in the classrooms, (2) the classroom procedures developed by the teacher understudy, and (3) the students’ response to the implementation of the basal reading program.  A descriptive case study with classroom observation as a main data collection technique was employed to explore the phenomena. The research brings several points to consider. First, basal readers have been extensively used by the school for different purposes: 1) for vocabulary enrichment, (2) for intensive reading materials, (3) as resource making classroom tests, and (4) a basis for writing phonetic symbols, and (5) for promoting speaking skills.  Second, the school has developed its own strategies to use the readers with specific procedures.  Third, the use of basal readers was positively responded to by the students with some suggestions for better implementation. HIGHLIGHTS: Basal reading program was implemented with a specific procedure developed by the local school English teachers. Basal readers selected for the reading program were utilized to develop reading skills in which vocabulary memorization and pronunciation drills were used to support the skills. The program was positively responded by the students with some suggestions for a better implementation.  

scholarly journals Naturalistic, Decision—Oriented Evaluation of a District Reading Program

1978 ◽  
Vol 10 (2) ◽  
pp. 185-195 ◽  
Author(s):  
Harriet Talmage ◽  
Herbert J. Walberg
Keyword(s):  
Reading Achievement ◽  
Learning Environment ◽  
Predictor Variable ◽  
Reading Program ◽  
Process Data ◽  
Basal Reading ◽  
Reading Materials ◽  
Naturalistic Setting ◽  
Additional Process ◽  
Methodological Problems

The selection of basal reading series for a school district is a serious curriculum decision; in effect, the selected series becomes the district's reading curriculum. This study addresses methodological problems confronting decision-oriented evaluation of reading materials within a naturalistic setting. Effects of selected process and attitude variables on reading achievement are reported to illustrate the feasibility of responding to the methodological problems. With the intent of selecting a basal reading series and exploring factors that may increase reading achievement, five series were pilot tested in four grades (1,2,3, and 6) in a total of 60 classes. In addition to pre and post achievement, process and attitude data were included as well as characteristics of teacher, classroom learning environment, and instruction. Regression analysis showed that achievement was unaffected by series or by teacher's years of teaching, amount of inservice preparation, number of formal reading courses, or awareness of the series' design. The learning environment contributed the only significant predictor variable of achievement, specifically the degree of competitiveness perceived by students in their reading classes. These findings supported by additional process data on implementation of the series led to selection procedures that differ widely from traditional reading selection criteria.

Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

scholarly journals SOME ASPECTS OF TEACHINHG EFFECTIVE READING TO FIRST- YEAR STUDENTS STUDYING ENGLISH AS THEIR MAJOR

2019 ◽  
Vol 1 (16) ◽  
pp. 80-88
Author(s):  
Liudmila Lukianenko
Keyword(s):  
Reading Strategies ◽  
Communication Skill ◽  
Foreign Languages ◽  
First Year ◽  
First Year Students ◽  
Reading Materials ◽  
Intensive Reading

Some aspects of teaching effective reading to first-year students studying English as their major at faculties of foreign languages in universities are considered. A broad range of blended extensive and intensive reading strategies, techniques and exercises are suggested at the pre-reading, while-reading and post-reading stages, which makes it possible to develop learners’ skills not only in reading for gist, but also for detailed comprehension. The main focus of the research is on reading techniques such as making predictions about the content of the text based on the title, subtitles and keywords; removing barriers to students’ understanding the text by using such monolingual ways of presenting vocabulary as matching words to their definitions, synonyms or opposites, guessing from context, explanation and others. Tasks directed at extracting some information from the text and analyzing its structure as well as exercises designed to use the extracted information in speaking and writing, which are connected with reading as a communication skill, are presented in the article. Some aspects of using techniques of expeditious reading, skimming and scanning, which enable first year students to vary the speed of reading and help them use reading materials effectively are treated.

scholarly journals Beyond frequency: evaluating the lexical demands of reading materials with open-access corpus tools

2020 ◽  
pp. 215-220
Author(s):  
Juliane Martini
Keyword(s):  
Open Access ◽  
English For Academic Purposes ◽  
Intermediate Level ◽  
Academic Vocabulary ◽  
Intensive English ◽  
Vocabulary Size ◽  
Proper Nouns ◽  
Reading Materials ◽  
Online Texts ◽  
Corpus Tools

The aim of the present study was to evaluate the appropriateness of open-access reading materials for an intensive English for Academic Purposes (EAP) course, and to provide teachers with a set of criteria to select online texts systematically and efficiently. The Corpus for Veterinarians (VetCorpus) was compiled and analyzed using Lextutor corpus tools. Taking into account students’ vocabulary size, background knowledge, word frequency, proper nouns, compound words, and cognates, the VetCorpus was considered useful and appropriate for intermediate level students, but too difficult for elementary level students. Further lexical analysis showed that the VetCorpus also provides learners with opportunities to encounter technical and academic vocabulary.

A Study on Extensive Reading in Higher Education

2019 ◽  
pp. 680-690
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Reading Program ◽  
Extensive Reading ◽  
University Teachers ◽  
Academic Level ◽  
Reading For Pleasure ◽  
Reading Materials ◽  
Students Attitudes ◽  
Shed Light

As practicing university teachers, the authors have noticed that students tend to focus exclusively on syllabus reading materials, ignoring reading for pleasure outside the classroom. Rarely taught in ordinary university classes, extensive reading skills may play an important part in the foreign language teaching and learning process. Given these facts, the authors decided to pilot an extensive reading program at the academic level, the ultimate aim being to implement it in the future. Therefore, the purposes of the chapter are to discover students' attitudes towards extensive reading and to assess the results of the pilot as reflected in their opinions with a view to conceiving a large-scale future reading program. The study attempts to shed light on the issues triggered by the introduction of such a program into the curriculum of philological students, being mainly concerned with the practical side of the phenomenon and highlighting the interdependence between the findings and the latest theories in the field.

scholarly journals Developing Extensive Reading Materials for Secondary School to Foster Students’ Reading Habit

2017 ◽  
Vol 8 (3) ◽  
pp. 706-714
Author(s):  
Prativi Khilyatul Auliya ◽  
Lies Amin Lestari ◽  
Suharsono Suharsono
Keyword(s):  
Junior High School ◽  
Reading Level ◽  
Reading Habit ◽  
Extensive Reading ◽  
Design And Development Research ◽  
Reading Materials ◽  
Level I ◽  
Addie Model ◽  
Data Collection Technique ◽  
Printed Materials

This study aims at developing extensive reading materials for Junior High School to foster students’ reading habit, as the first step of school literacy movement in Indonesia. This study utilizes Design and Development Research (DDR) by Richey and Klein (2007)[17] as the research method. Moreover, ADDIE model (Analysis, Design Develop, Implementation and Evaluation) is employed as instructional design model to develop the product. There are four data collection technique used; interview, questionnaire, test and observation. The product of this study is seven books as follows; The Five Pillars of Islam (Level A), Happy Halloween (Level A), Facts about Mosquitoes (Level C), The Legend of Surabaya (Level E), The Appointment in Samarra (Level G), The Return of Dracula (Level I), A True Friend (Level K). Those seven books are in the form of printed materials and within students’ independent reading level. They are supported with pictures, complemented with correlation level, preface, short-excerpt, glossary, commentary column, and books choice flowchart. Based on the theoretical and empirical validation, the seven books are suitable to be used as extensive reading materials in school literacy movement to foster students’ reading habit.

TAMAN BACAAN FUN LIBRARY BERBASIS SAINS, IPTEK, IMTAQ UNTUK PAUD ISLAM TERPADU MUSH’AB BIN UMAIR

2019 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Aldiansyah Aldiansyah ◽  
A. Retomi ◽  
Wita Ulandari ◽  
Yosi Apriani
Keyword(s):  
Information Science ◽  
Monitoring Program ◽  
Reading Program ◽  
Second Stage ◽  
Reading Materials ◽  
Third Stage ◽  
Evaluation And Monitoring ◽  
Reading Interest ◽  
Coordination Meeting ◽  
Service Location

Abstrak: Upaya meningkatkan minat baca dan pemenuhan bahan bacaan sudah seharusnya menjadi agenda utama dalam usaha mencerdaskan kehidupan bangsa. Pembuataan taman bacaan di PAUD Islam Terpadu Mush’ab Bin Umair bertujuan meningkatkan minat baca siswa PAUD mulai usia dini. Rintisan Taman Bacaan ini menjadi salah satu cara upaya dalam Menambah ilmu pengetahuan informasi untuk siswa. Target dari pembuatan taman bacaan ini khususnya siswa PAUD Islam Terpadu Mush’ab Bin Umair dan masyarakat sekitar PAUD. Tahapan yang pertama yang dilakukan adalah rapat koordinasi dan survey lokasi pengabdian. Tahap kedua pelaksanaan program pengabdian pengadaan perlengkapan untuk pembuatan taman bacaan. Tahap ketiga pelaksanaan pembuatan taman bacaan. Tahap keempat evaluasi dan monitoring program taman bacaan. Berdasarkan hasil kegiatan ini terlihat meningkatnya daya baca serta antusias siswa PAUD dan masyarakat sekitar PAUD.Abstract: Efforts to increase reading interest and fulfillment of reading materials should be the main agenda in an effort to educate the nation's life. The development of a reading garden at the PAUD Islam Terpadu Mush'ab Bin Umair aims to increase the reading interest of PAUD students from an early age. This Reading Garden stub is one of the ways to increase information science for students. The target of making this reading garden is especially the students of the Integrated Islamic PAUD Mush'ab Bin Umair and the community around PAUD. The first stage that was carried out was a coordination meeting and a service location survey. The second stage of the implementation of the service program is to procure equipment for making reading parks. The third stage is the making of a reading garden. The fourth stage is the evaluation and monitoring of the reading program. Based on the results of this activity, there was an increase in reading power and enthusiasm for PAUD students and the community around PAUD.

English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia

Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 75-81
Author(s):  
Fenty Lidya Siregar
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Low Frequency ◽  
Private University ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Vocabulary Size ◽  
West Java ◽  
Word Families

The research investigated the EFL (English as a Foreign Language) undergraduate students’ vocabulary knowledge (size and level). The research involved 40 second-semester students who were enrolling in two reading courses at an English Department in a private university in West Java, Indonesia. Vocabulary Size Test by Nation and Beglar; and Vocabulary Level Test by Webb, Sasao, and Ballance were used to gain data. It is found that the participants’ average vocabulary size is 8.732,5 word-families. The finding of the research also reveals that only ten students master 1.000-5.000 word-levels. It means that despite a big vocabulary size that many students have, 75% of them only know a limited high and mid-frequency vocabulary. The findings imply that the students still need to read graded readers to master high and mid-frequency levels. The current research project also indicates that the students might have met more low-frequency words than high and mid-frequency words in their language learning prior to their current extensive reading program.

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