scholarly journals Effective Reading Strategies for Generation Z Using Authentic Texts

2020 ◽  
pp. 121-130
Author(s):  
Nataliia Bilonozhko ◽  
Anastasiia Syzenko
Keyword(s):  
Reading Strategies ◽  
Authentic Texts ◽  
Generation Z ◽  
Effective Reading Strategies

scholarly journals Effective Reading Strategies for Generation Z Using Authentic Texts

2020 ◽  
Author(s):  
Nataliia Bilonozhko ◽  
Anastasiia Syzenko
Keyword(s):  
Reading Strategies ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Educational Process ◽  
Authentic Texts ◽  
Generation Z ◽  
Learning Contexts ◽  
Language Classrooms ◽  
Digital Learners ◽  
Effective Reading Strategies

The article deals with the use of effective reading strategies with Generation Z students based on a critical review of modern psychological and pedagogical studies of ‘digital learners’. The relevance of the study is substantiated by the fact that the subjects of the modern educational process today are mostly representatives of Generation Z and their ways of study, preferences and values are bringing important changes to teaching and learning contexts. The purpose of the article is to analyse effective reading strategies using authentic texts. It features a brief overview of the studies devoted to the reading strategies and highlights the differences between reading skills and reading strategies. The authors explore the concept of authenticity of texts and tasks and suggest their highly motivational nature for digital learners. The article presents an analysis of Generation Z’s unique characteristics and projects them onto the choice of effective reading strategies for digital learners. The article concludes with a discussion of pedagogical implications and a list of recommendations to consider when selecting effective reading strategies for language classrooms.

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

scholarly journals A Review of Effective Reading Strategies to Teach Text Comprehension to Adult English Language Learners

2020 ◽  
Vol V (III) ◽  
pp. 77-88
Author(s):  
Aisha Farid ◽  
Muhammad Ishtiaq ◽  
Muhammad Sabboor Hussain
Keyword(s):  
English Language Learners ◽  
Reading Strategies ◽  
Text Comprehension ◽  
English Language ◽  
Cognitive Strategies ◽  
Research Area ◽  
Theoretical Perspectives ◽  
New Knowledge ◽  
Effective Reading Strategies ◽  
Teaching Learning

This paper reviews the reading strategies and their theoretical perspectives in reading comprehension inside/outside the classroom. Reading strategies aim to build vocabulary and help integrate the existing knowledge of the readers/learners with the new knowledge through analysis and critical reflection on textual form and content. The study covers four major types of strategies, namely basic differentiated strategies, metacognitive strategies, cognitive strategies, and socio-affective strategies, to highlight their pedagogical value. The study opens up the research area of how these strategies are viewed as significant, which strategies the teachers and the students neglect, and how these strategies are influenced by pedagogical instructions and assessment and shape the participatory and transformative teaching/learning. It is recommended that all these strategies should be given due attention as they collectively involve orthographic recognition and processing through cognitive patterns that engage memory and retention to integrate new knowledge with the previous for possible conceptual change.

Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading

2019 ◽  
Vol 41 (1) ◽  
pp. 12-21
Author(s):  
Lauri H. Nelson ◽  
Shannon M. Stoddard ◽  
Sydney L. Fryer ◽  
Karen Muñoz
Keyword(s):  
Early Literacy ◽  
Reading Strategies ◽  
Training Session ◽  
Preschool Age ◽  
Book Reading ◽  
Storybook Reading ◽  
Retention Data ◽  
Effective Reading Strategies ◽  
Child Engagement ◽  
Parent Child

Children who are deaf or hard of hearing (DHH) are at risk for language and literacy delays, and parent–child book reading can contribute to developing early literacy foundations. Although many parents read with their children, some parents may be unsure how to utilize effective reading strategies to maximize literacy growth. This multiple case pilot study involved four mothers of preschool-age children with hearing loss who used listening and spoken language (LSL) as their mode of communication. After a short training session on strategies to promote child engagement and increased child interaction during storybook reading, results showed parents increased their use of engaging questions, along with a statistically significant increase in each child’s expressive contribution to the reading activity. Retention data indicated sustained parent reading behaviors that promoted child engagement. Providing parents with supported training may help parents implement effective reading strategies to promote literacy growth in young children who are DHH.

Towards Effective Reading Strategies

2014 ◽  
Vol 5 (14) ◽  
pp. 168-183
Author(s):  
Mohammed Abd Alla Abd Algane ◽  
Siddig Ahmed Ali
Keyword(s):  
Reading Strategies ◽  
Effective Reading Strategies

What Strategies Do Less-Skilled Adult Readers Use to Read Words, and How Aware Are They of These Strategies?

2020 ◽  
Vol 71 (1) ◽  
pp. 73-89
Author(s):  
Janet McHardy ◽  
Elaine Chapman ◽  
Marnie O’Neill
Keyword(s):  
Reading Strategies ◽  
Word Reading ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Adult Readers ◽  
Reading Tests ◽  
Reading Behaviors ◽  
Direct Observations ◽  
Effective Reading Strategies ◽  
Unknown Words

Less-skilled adult readers have been found to be limited in their awareness and use of effective reading strategies. In this study, we aimed to (a) identify the strategies used by less-skilled adult readers that best predict word reading performance on standardized reading tests and (b) identify the word reading strategies that less-skilled adult readers reported using, as well as the extent to which these reports correlated with direct observations of reading behaviors. Results indicated that readers relied on six main strategies to read unknown words, but only two significantly contributed to prediction of actual word reading performance. These were also the two strategies that were most poorly understood by the readers. The findings emphasize the need for programs to incorporate methods to increase metacognitive awareness and strategy use in adults with reading difficulties.

scholarly journals Strategies for Semantic Reading of Authentic Texts of Historical and Cultural Content in Teaching Russian as a Foreign Language

2020 ◽  
pp. 168-174
Author(s):  
Shii Gu
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Cultural Context ◽  
Chinese Students ◽  
Authentic Texts ◽  
Cultural Content

The article deals with one of the current problems of modern methodology of teaching Russian as a foreign language and considers the importance of mastering semantic reading strategies. Special attention is paid to techniques of working with authentic texts of the historical and cultural context in the process of teaching Russian to Chinese students.

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