scholarly journals ВРСТЕ ТЕКСТОВА У РАЗРЕДНОЈ НАСТАВИ ЈЕЗИКА И КЊИЖЕВНОСТИ

TEME ◽  
2017 ◽  
pp. 639
Author(s):  
Зорица Цветановић ◽  
Буба Стојановић ◽  
Данијела Мишић
Keyword(s):  
Spiritual Formation ◽  
Reading Skills ◽  
Literary Texts ◽  
Teaching Methodology ◽  
Professional Literature ◽  
Reading Material ◽  
Language And Literature ◽  
Knowledge Formation ◽  
Source Of Information ◽  
People Today

Text, both literary and non-literary, is a valuable source of information in teaching, but also an important factor of spiritual formation and strong stimulus for reading satisfaction of a young human being. Numerous researches (PISA, PIRLS, ALL) warn us that young people today have underdeveloped  reading skills, underdeveloped skill to understand and not sufficiently developed skill of independent working on a text in order to discover important details in it. Text is the reading material which is meant to be read because of enjoying  literature as an art, or it is some kind of help in gaining knowledge, formation of concepts of certain phenomena and processes. Texts typology refers to these two types - literary and non-literary texts. However, both types have more functions in the teaching of language and literature. This paper offers a review of text typology in scientific and professional literature and language teaching methodology. Typical divisions were marked off and a review of research in the country and abroad was also given. The aim of the paper is systematization of the types of texts according to their functions in the teaching of language and literature. The division includes primer texts, reading book texts, lingual-methodical, informative, scientific, instructional, preschool, meaningful-corrective and non-linear texts. All types of texts are considered from the aspect of promoting teaching language and literature in lower primary school grades.

Improved Learning Conditions in the Establishment of Reading Skills with Disabled Readers

1969 ◽  
Vol 35 (5) ◽  
pp. 341-352 ◽  
Author(s):  
Norris G. Haring ◽  
Mary Ann Hauck
Keyword(s):  
Reading Skills ◽  
High Rate ◽  
Group Setting ◽  
Reading Levels ◽  
Reading Material ◽  
Learning Conditions ◽  
Disabled Readers ◽  
Improved Learning ◽  
Performance Rate ◽  
Instructional Reading

Learning conditions were individually programed in a group setting to provide sequential arrangement of reading material and systematic presentation of reinforcing events to optimize each child's performance. Arrangements of reinforcing events were designed first to accelerate performance rate, then to maintain the high rate. When learning conditions were individually appropriate, each child averaged between 100 and 200 more correct responses every day and spent very few minutes avoiding reading. The students not only made more correct responses daily and worked longer, but also progressed in instructional reading levels from one and one-half to 4 years over 5 months of instruction.

scholarly journals Readability formulas: An analysis into reading index of prose forms

2021 ◽  
Vol 8 (3) ◽  
pp. 972-985
Author(s):  
Revathi Gopal ◽  
Mahendran Maniam ◽  
Noor Alhusna Madzlan ◽  
Siti Shuhaida binti Shukor ◽  
Kanmani Neelamegam
Keyword(s):  
Grade Level ◽  
Text Comprehension ◽  
Literary Texts ◽  
School Students ◽  
Learning And Teaching ◽  
Reading Material ◽  
Reading Abilities ◽  
Text Selection ◽  
Readability Level ◽  
Readability Formulas

Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.

USE OF BLOGGING TO INCREASE WRITING, READING AND DIGITAL SKILLS IN PRIMARY SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 158-165
Author(s):  
Rumyana Karadimitrova ◽  
Keyword(s):  
Primary School ◽  
Information Flow ◽  
Reading Skills ◽  
Web Based ◽  
Learning And Teaching ◽  
Initial Stage ◽  
Language And Literature ◽  
The World ◽  
Digital Skills ◽  
The Web

In recent decades, more and more web-based solutions are being integrated into the learning and teaching process in schools around the world. One of the most used among them for creating, storing and managing information flow is blogging. The combination of blogging in BEL (Bulgarian Language and Literature) classes is key to the development of digital and communicative speech competencies at all educational stages. There is a significant amount of research that proves that with the use of blogging a significant part of students are motivated and become better writers and readers. The article presents some of the results of a developed and tested system of BEL lessons in two experimental classes from the initial stage. For two months, students used student blogs to introduce texts from assigned tasks to literature. The web-based technology has increased students’ interest in learning, their writing and reading skills.

Eastward Ho! Aspects of Eastern European Writing Translated into Irish

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Alan Titley ◽  
Keyword(s):  
Nineteenth Century ◽  
Middle Ages ◽  
Literary Texts ◽  
General Tendency ◽  
Eastern European ◽  
Irish Language ◽  
Central European ◽  
Literary Expression ◽  
Reading Material ◽  
Eastern European Countries

The article focuses on translations into Irish of literary texts by writers from several central and eastern European countries. The author adopts a historical approach by first drawing attention to the Irish language as a means of literary expression and a vehicle for the translation of classical texts in the Middle Ages. Irish came under sustained attack because of English rule from the seventeenth century onwards and was only spoken by the poor and the marginalized in the middle of the nineteenth century. However, towards the end of the nineteenth century the language experienced a revival. The latter process was intensified following the establishment of the Irish Free State in 1922. In 1926, a project for literacy and provision of reading material in the Irish language was implemented, and a government publishing company known as An Gúm started producing books for the new Irish-reading public. Since the start of the project, the general tendency has been for books by western European writers to be translated into Irish. However, a significant number of texts by eastern and central European authors, ranging from classics by Tolstoy and Chekhov to novels and short stories by contemporary Russian and Slovenian authors, have also been published over the years.

Technology-Infused Balanced Literacy for Enhancing the Reading Skills of Early Grade Children

2018 ◽  
pp. 1-15
Author(s):  
Amar Ali Khan ◽  
Manzile Maqsood ◽  
Sajid Umair
Keyword(s):  
English Learners ◽  
English Language ◽  
Reading Skills ◽  
Balanced Literacy ◽  
Teaching Methodology ◽  
Teaching English ◽  
Conventional Teaching ◽  
Early Grade ◽  
Global Language ◽  
Different Cultures

English is considered as a universal and global language. It serves as a bridge between different cultures and countries. Owing to its great importance research studies are being carried out across the world in order to find out the best ways of teaching English Language at earlier stages of schooling. One such identified way is balanced literacy. This is a systematic approach towards teaching English not as a subject but as a language. This study was conducted to see the effect of technology infused balanced literacy approach on the learning skills and engagement level of English learners in context of Pakistani schools where English is taught as a second Language. An intervention of six weeks was carried out. During the study the conventional teaching methodology of English was also observed. The results of the study suggest the use of balanced literacy for improvement of reading skills.

scholarly journals Being there yet not there: why don’t embodied responses to literary texts jar with one another?

2016 ◽  
Vol 45 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Elspeth Jajdelska
Keyword(s):  
Real World ◽  
Literary Texts ◽  
Narrative Coherence ◽  
Perceptual Cues ◽  
Metaphor Comprehension ◽  
Literary Theories ◽  
Language And Literature ◽  
The World ◽  
Being There ◽  
Post Hoc

AbstractLanguage and literature can stimulate the embodied resources of perception. I argue that there is a puzzle about why we experience sequences of these embodied responses as integrated and coherent, even though they are not anchored in space and time by a perceiving body. Some successions of embodied representations would even be impossible in real world experience, yet they can still be experienced as coherent and flowing in response to verbal texts. One possibility is that embodied responses to language are fleeting; they need not be integrated because they do not depend on, or relate to, one another as they would in perception. Yet it is the potential for embodied representations to linger and connect with one another which underlies new and persuasive embodied literary theories of vividness, narrative coherence and metaphor comprehension. Another possibility is that readers anchor their embodied representations in a notional human body, one endowed with superhuman powers, such as omniscience. But this account relies on implausible, post hoc explanations. A third possibility is that integrating embodied representations produced by language need be no more problematic than integrating the deceptively patchy information harvested from the environment by perception, information which gives rise to an experience of the world in rich and continuous detail. Real world perceptual cues, however, sparse though they might be, are still integrated through grounding in specific points in time and space. To explain the integration of embodied effects, I draw on sensorimotor theories of perception, and on Clark’s suggestion (1997,

Tom Stoppard, New Historicism, and Estrangement in Travesties

2005 ◽  
Vol 21 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Zekiye Er
Keyword(s):  
English Language ◽  
Literary Texts ◽  
New Historicism ◽  
Incomplete Knowledge ◽  
Tom Stoppard ◽  
The Past ◽  
Linear Approach ◽  
Language And Literature

New historicism rewrites history from different viewpoints in order to prove that the past is inaccessible, and all historians can do is to work on incomplete knowledge, aware of the fact that a teleological, linear approach to their subject is misleading. In this study, Zekiye Er aims not only to analyze Tom Stoppard's Travesties from a new historicist stance, but also to utilize a new historicist approach to an understanding of what Stoppard is doing in the play, in the light of the striking parallels between Stoppard's technique and the new historicist critics' methods of analyzing history and literary texts. She concludes that Stoppard himself plays the role of a new historicist while writing a brilliant comedy of ideas. Zekiye Er received her PhD for a dissertation on Stoppardian drama from Ankara University in 2004. She has been working as a lecturer in the Department of English Language and Literature of Gaziantep University since 1993.

scholarly journals Stories in Children’s Literature. An Analysis of Transcendent Language

2018 ◽  
Vol 10 (2) ◽  
pp. 1018-1020
Author(s):  
Cristina Guarneri, Ed.D.
Keyword(s):  
Children's Literature ◽  
Essential Role ◽  
Reading Skills ◽  
Life Experiences ◽  
Children’S Literature ◽  
Real Life ◽  
New Words ◽  
Children's Book ◽  
The World ◽  
Source Of Information

Children’s literature plays an essential role in their development through the use of characters that they become familiar with, which become like friends. Stories have become a useful source of information for increasing reading skills, which are necessary for the development of new words. It is through the fiction literature that is based on real-life where children are able to understand traumatic events and complex ideas. They are able to understand life experiences and diversity of the world that they live in. Even with increased learning through literature, the National Literary Strategy conducted a study of words to show that children need 100 words in order to read a “real” children’s book. It is essential to distinguish between ‘restrictive texts,’ which allow for fewer perceptions to take place for active reader judgment of text that enables critical and thoughtful responses.

scholarly journals COMPREHENSION STRATEGIES OF LITERARY TEXTS USED BY UNIVERSITY OF JORDAN LITERATURE STUDENTS

2020 ◽  
Vol 3 (10) ◽  
pp. 45-56
Author(s):  
Yasmeen Almadani ◽  
Mohd Nazri Latiff Azmi ◽  
Khalid Alsmadi
Keyword(s):  
Data Analysis ◽  
Growth Model ◽  
Personal Growth ◽  
Reading Ability ◽  
English Language ◽  
Literary Texts ◽  
Cultural Model ◽  
Language And Literature ◽  
University Of Jordan ◽  
The University

Reading plays a significant role in our daily lives. Literary readers build their worlds and expand their imagination with deviating from the literal words to create images that make sense to them in the unfamiliar places the texts describe. This study examined the most useable strategies among English language and literature students at the University of Jordan as well as whether there are significant differences between males and females in this regard. Methodology: This study employed both descriptive and quantitative approaches to collect data. The sample was selected using simple random sampling. The sample of the study was 120 EFL bachelor students divided into 60 males and 60 females from UJ. SPSS program was used in the data analysis. The research instrument was a questionnaire designed by the researcher in accordance with the study questions. SPSS social package was used to treat the collected data through multiple regression, T-test, and descriptive analyses. Result: The data analysis showed that the most usable strategies were personal growth model, cooperative learning, intensive reading, illustration, cultural model, but that doesn’t mean those are the most effective on the reading ability of literary texts. It also indicated that there are only significant differences in the use of the cultural model and the personal growth model but there aren't any significant differences in the usage of the other mentioned strategies. Conclusion: It is recommended that the decision-makers should pay more attention to the literary texts that are provided to the university students while deciding the bachelor's syllabus. So that they should organize literary texts in combination with the most effective reading strategies. To help them to get rid of the expected difficulties of comprehending such texts. This study contributes to supply the future bachelor syllabuses planning of English language and literature department at the University of Jordan and other universities around.

scholarly journals PENINGKATAN KEMAMPUAN APRESIASI PUISI BAGI SISWA DI SANGGAR BACA JENDELA DUNIA CIPUTAT TANGERANG SELATAN

2019 ◽  
pp. 108
Author(s):  
Bram Denafri ◽  
Taat Budiono ◽  
Irwansyah Irwansyah ◽  
Dewi Yanti
Keyword(s):  
Theoretical Knowledge ◽  
Literature Study ◽  
Study Program ◽  
Advantages And Disadvantages ◽  
Reading Material ◽  
Language And Literature ◽  
Teaching Poetry ◽  
Younger Generation ◽  
Poetry Reading

Abstrak: Kegiatan ini bertujuan untuk membantu Sanggar Baca Jendela Dunia dalam mewujudkan misinya, yaitu memberikan pelatihan di bidang bahasa dan sastra. Selain mewujudkan salah satu misi Sanggar Baca Jendela Dunia. Kegiatan ini juga bertujuan untuk memperingati Bulan Bahasa. Dengan harapan, dapat membina, mengembangkan dan mewariskan Sastra Indonesia kepada generasi muda. Selain itu, kegiatan apresiasi puisi dapat mempertajam perasaan, penalaran, daya khayal serta kepekaan generasi muda terhadap masyrakat, budaya dan lingkungan hidup. Adapun tahap realisasi permasalahannya adalah dimulai dengan pengajaran materi pembacaan puisi kepada para peserta. Hal ini dilakukan dengan harapan agar para peserta memiliki pengetahuan teori tentang pembacaan puisi. selanjutnya, dilakukan pengkajian atau analisis makna yang terkandung dalam puisi. hal ini, bertujuan agar peserta bisa menganalisis dan memahami makna yang terkandung dalam puisi sehingga dalam pembacaan puisi bisa lebih menghayati. Setelah itu dilakukan kritik teks puisi dalam upaya untuk mengetahui kelebihan dan kekurangan dari sebuah teks puisi. Selanjutnya, dilakukan praktek pembacaan puisi dengan harapan agar peserta dapat menerapkan semua teori tentang puisi dalam pembacaannya.Kata Kunci: Apresiasi Puisi, Sanggar Baca Jendela Dunia. Abstract: Lecturer at the Indonesian Literature Study Program at Pamulang University took the initiative to conduct Poetry Appreciation Training at the Window Window Study Studio This activity aims to help Sanggar Baca Jendela Dunia in realizing its mission, which is to provide training in the fields of language and literature. Besides realizing one of the Sanggar Baca Jendela Dunia missions. This activity also aims to commemorate the Language Month. With hope, can foster, develop and pass Indonesian Literature to the younger generation. In addition, poetry appreciation activities can sharpen feelings, reasoning, imagination and sensitivity of the younger generation to society, culture and the environment. The realization stage of the problem is starting with teaching poetry reading material to the participants. This was done with the hope that the participants would have theoretical knowledge about poetry reading. Furthermore, an assessment or analysis of the meaning contained in the poem is carried out. this, aims so that participants can analyze and understand the meaning contained in poetry so that the poetry reading can be more appreciate. After that the poetry text critique is done in an effort to find out the advantages and disadvantages of a poetry text. Furthermore, the practice of reading poetry is done in the hope that participants can apply all theories about poetry in their reading.Keywords: Poetry Appreciation, Sanggar Baca Jendela Dunia

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