Perceptions of Education Majors concerning 10 Reading Content Area Techniques

1989 ◽  
Vol 69 (2) ◽  
pp. 573-574
Author(s):  
Jerry Aldridge ◽  
Gypsy Clayton

A survey was conducted to assess the perceived usefulness of 10 content area reading techniques. Students enrolled in a course entitled Reading in the Content Areas were asked to rank the 10 techniques and also to describe the usefulness of each technique.

2016 ◽  
Vol 42 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Sabina Rak Neugebauer

While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.


1985 ◽  
Vol 21 (1) ◽  
pp. 15-22
Author(s):  
Linda Mixon Clary

Steps that lead learning disabled students toward successful reading in the content areas


Author(s):  
Anggita Kasanra Lubis And Rafika Dewi Nasution

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.


2008 ◽  
Vol null (78) ◽  
pp. 219-256
Author(s):  
Um,Hae-Young ◽  
김선민

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 75-90
Author(s):  
Azhar Aziz Lubis ◽  
Gunadi Harry Sulistyo

This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.


Author(s):  
Robert D. Ficalora

Chapter 15 presents multiple-choice, board review questions on cross-content areas including geriatrics, preventive medicine, women’s health, general internal medicine, quality improvement, medical ethics, palliative care, and perioperative medicine. Full explanations are provided with the correct answers.


1990 ◽  
Vol 21 (3) ◽  
pp. 4-5
Author(s):  
Fern C. Moskowitz

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