scholarly journals PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA DAN SIKAP SISWA MELALUI MODEL PEMBELAJARAN KONTRUKTIVISME (STUDI EKSPERIMEN KUASI PADA SEKOLAH DASAR)

2017 ◽  
Vol 4 (2) ◽  
pp. 45-65
Author(s):  
Faqih Hakim Hasibuan
Keyword(s):  
Effective Teaching ◽  
Reading Strategies ◽  
Reading Skills ◽  
Human Life ◽  
Reading Process ◽  
Teaching Reading ◽  
Communication Tool ◽  
Teaching Of Reading ◽  
Definition Of

Reading skills are skills that are very unique and important role for the development of knowledge. He also as a communication tool for human life. Teaching reading is probably the most effective teaching of reading is based on a good understanding of the reading process itself and which encourage mastery of reading strategies appropriate, but it must be admitted that there is no definition of the most appropriate.

scholarly journals Teach Reading

2021 ◽  
Author(s):  
Ernan Santiesteban Naranjo ◽  
Kenia María Velázquez Avila ◽  
Niurka Góngora Mena
Keyword(s):  
Reading Instruction ◽  
Reading Skill ◽  
Reading Process ◽  
Participatory Methods ◽  
Teaching Reading ◽  
Reading Competence ◽  
The Third ◽  
Definition Of ◽  
Teaching Learning

Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

scholarly journals DEVELOPING CRITICAL READING SKILLS FOR INFORMATION AND ENJOYMENT

2018 ◽  
Vol 3 (2) ◽  
pp. 147-158
Author(s):  
Didi Sudrajat
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Process ◽  
Teaching Reading ◽  
Critical Reading ◽  
Review Of Literature ◽  
Comprehensive Plan ◽  
Teaching Principles ◽  
School Programs

 Critical reading has been the issue in teaching reading throughout school programs.  The main objective of the critical reading is to achieve comprehension using various reading techniques.  Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan.  The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading.  This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques.  

scholarly journals Maharah al-Qiraati wa Ta'limuha wa Muasyiratuha

2019 ◽  
Vol 1 (01) ◽  
pp. 42
Author(s):  
Penny Respati Yurisa
Keyword(s):  
Reading Skills ◽  
General Characteristic ◽  
Reading Skill ◽  
Reading Education ◽  
Teaching Reading ◽  
Library Research ◽  
Teaching Of Reading ◽  
Complex Process ◽  
New Ideas ◽  
The Subject

Reading is a verbal linguistic skill, which includes the identification and understanding of printed symbols, and it is a complex process similar to all processes, requiring understanding, linking, and conclusion by communicating with readers. This article has four goals; to find the goals of reading education, to explain the two types of reading, to determine the assessment of reading skill, and to find the steps of teaching reading skills. This article used library research, the data in the form of literature and analysed without using statistical techniques. First, one of the goals of reading education is the ability of students to find new ideas and knowledge. Second, that there are two types of reading. The first type is  silent reading, and the second type is aloud reading. Third, assessment of reading skill in a general characteristic consists of two aspects, namely pronunciation and comprehension. Fourth, the teaching of reading skills has the following steps: Providing readable texts for students to read in secret or in public, appropriate for the available study times. Dialog about the content of the read. When the teacher wanted to explain the rules, the teacher does the shortest explanation, because the focus in teaching reading is to provide read texts, and read them secretly or publicly. The teacher provides an explanation of difficult vocabulary, or problem terms in students. At the end of the meeting, the teacher gives assignments about the content of the reading, such as summarizing the material, assigning the subject, or other assignments.

A Review of Research: Reading and the Educable Mentally Handicapped

1970 ◽  
Vol 37 (3) ◽  
pp. 187-200 ◽  
Author(s):  
Patricia A. Cegelka ◽  
Walter J. Cegelka
Keyword(s):  
Reading Skills ◽  
Teaching Reading ◽  
Approaches To Teaching ◽  
Mentally Handicapped ◽  
Teaching Of Reading

This paper reviews the literature dealing with the importance of reading to educable mentally handicapped (EMH) children, the characteristics of EMH children which influence the acquisition of reading skills, and current approaches to teaching reading to the mentally handicapped. The implications of this research to the teaching of reading are summarized.

scholarly journals Untangling reading strategies and reading skills in an ESL textbook

2017 ◽  
Vol 16 (2) ◽  
Author(s):  
Rafael Zaccaron ◽  
Carlla Dall’Igna ◽  
Lêda Maria Braga Tomitch
Keyword(s):  
Reading Comprehension ◽  
Quantitative Analysis ◽  
Reading Strategies ◽  
Reading Skills ◽  
Teaching Of Reading ◽  
Do So

Successful reading comprehension in L2 involves both lower and higher level processes, being dependant on both strategies and skills. These two components are often treated interchangeably or inconsistently in the literature and such inconsistency may affect the teaching of reading. In light of the above, this paper aims at analysing how strategies and skills are developed in a series of ESL textbooks. In order to do so, a framework was developed to classify the activities as sustaining reading strategies or reading skills. A quantitative analysis was also carried out in order to better understand the frequency each construct occurred in the textbooks. The results showed that strategies and skills are used interchangeably in the series. Furthermore, strategies outnumbered skills, no linearity was found between them, that is, there seemed to be no longitudinal process of working with strategies in a way to enable them to become skills in order to foster independent readers.

scholarly journals Are Teachers Paying Enough Attention to Low-achieving Students While Teaching Reading Strategies?

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 37-53
Author(s):  
Viktorija Sičiūnienė ◽  
Nijolė Toleikytė
Keyword(s):  
Diagnostic Tests ◽  
Reading Strategies ◽  
Reading Skills ◽  
School Level ◽  
Teaching Reading ◽  
Specific Reading ◽  
Low Achieving Students ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning

The article presents the results of the qualitative research on the attitude of teachers towards low-achieving students while teaching reading strategies. Such scientific studies have not been conducted in Lithuania before. This was the first research, which aimed to identify if the teachers allocated attention to low-achieving school learners while reflecting on the process of teaching/ learning reading strategies and the achieved results. The sample of the research included 33 teachers from Lithuanian schools. They were participants in the national project “Learning Teachers – Learning Students” in 2015–2016. For two years it was observed how teachers in cooperating teams learned to apply reading strategies and provided collegial feedback to each other. The authors of the article were experts, who prepared diagnostic tests measuring reading skills, provided recommendations to the teachers how to apply methodology for teaching reading strategies, to measure and analyse reading achievements. The research results revealed that not all the teachers of the Lithuanian language and mathematics repeatedly measured reading skills of their learners. The teachers’ responses show that the total dynamics of results of project schools is evaluated positively but in separate cases it is quite ambiguous. It was noticed that evaluating the dynamics of reading results, the focus is laid more on the average indicator in the class and too little attention is paid to monitoring and analysis of the results of separate learner groups, and on those of low-achieving students in particular, as well as to individual progress of learners. Analysing the teachers’ reflections on how decisions/agreements about application of specific reading strategies are made, it can be stated that collegial feedback, agreements at school level and colleagues support was particularly important to teachers but it lacked a focused orientation, too little attention was dedicated to observation and discussion of practice of reading strategy application.

scholarly journals A Learner-Engaging Reading Lesson

2018 ◽  
Vol 22 (1-2) ◽  
pp. 143-146
Author(s):  
Laxman Gnawali
Keyword(s):  
Reading Skills ◽  
Real Life ◽  
Reading Skill ◽  
Independent Reading ◽  
Teaching Reading ◽  
Whole Process ◽  
Teaching Of Reading

Teaching reading skill in the EFL classroom in Nepal and other countries with similar contexts is often a teacher-dominant phenomenon. Allowing and facilitating learners to take charge of the interactions with the text cannot only make lessons more interesting but prepare the learners to be in a position to develop independent reading skills for real life situations. This lesson illustrates the teaching of reading in which learners are actively engaged in the whole process while the teacher facilitates the process.Journal of NELTA, Vol. 22, No. 1-2, 2017 December, Page: 143-146

scholarly journals Current Approaches to Teaching Reading

2021 ◽  
Vol 99 ◽  
pp. 01011
Author(s):  
Irina Sofronova
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Reading Skills ◽  
New Technologies ◽  
Teaching Reading ◽  
State University ◽  
Approaches To Teaching ◽  
Reading Habits ◽  
Language Courses ◽  
Reading Culture

The paper considers reading for comprehension and developing reading culture, showing how reading habits are constantly changing with new technologies dominating our life. Learning English being the focus of attention, the author comments on the way reading contributes to language acquisition and language learning. А particular reference is given to types of reading, reading for comprehension being the essence of any. The author reviews reading strategies, stressing the necessity of introducing them to the students. The author analyses some of the language courses and gives examples of work on reading skills at the lessons of English using both the above courses and the ones developed by the teachers of the Ural State University of Economics.

scholarly journals Teachers’ Teaching Reading Strategies at Public Elementary Schools in Haripur District

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Public Schools ◽  
Reading Strategies ◽  
Quantitative Research ◽  
Reading Skills ◽  
English Teachers ◽  
Study Data ◽  
Teaching Reading ◽  
Education Department ◽  
English Reading ◽  
Public Elementary Schools

The growing importance of English as an international language globally demands the students in Pakistan to be proficient in English especially reading skills. Thus, the objective of the study was to identify which reading strategies were taught by the English teachers to elementary pupils. In order to achieve the research objective, quantitative research design was employed in this study. Data were collected through random sampling of 100 teachers from 50 public schools which offer English as a subject using a set of questionnaires. The data were analysed using SPSS. The data are presented in percentages and frequency. The major findings indicate that the majority of the teachers have many problems in teaching English reading strategies to elementary students. It is hoped that the findings could help the education department officers in developing a suitable module to conduct training for elementary English teachers. Such measure is vital in order to improve the teaching capabilities of the English teachers in teaching reading strategies as to enhance the pupils’ reading comprehension.

Sign in / Sign up

Export Citation Format

Share Document