scholarly journals El desarrollo de habilidades lectoras en la escuela telesecundaria. Algunas reflexiones sobre el papel del docente y los logros de los alumnos

2013 ◽  
pp. 66-87
Author(s):  
Dr. Juan Carlos Silas Casillas ◽  
Dr. Luis Felipe Gómez López
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Educational Equity ◽  
The State ◽  
Second Grade ◽  
Teaching Reading ◽  
Advanced Students ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Se presenta el análisis de las implicaciones que tiene la enseñanza de  habilidades de comprensión lectora en telesecundaria. Se describe la intervención realizada en 16 grupos de segundo grado en escuelas telesecundarias de una zona marginada del estado de Jalisco. Se resalta especialmente el papel del docente en el éxito de la intervención y cómo este tipo de iniciativas pueden contribuir a la promoción de equidad educativa al fortalecer las habilidades de los alumnos menos avanzados. Abstract The text presents an analysis of the implications of teaching reading-comprehension skills in secondary school. We describe the intervention in 16 groups of second grade in telesecundaria schools in a marginalized area of the state of Jalisco. It highlights in particular the role the teacher plays in the success of the intervention and how these initiatives can contribute to promoting educational equity by strengthening the skills of the less advanced students in the subject.Recibido: 21 de noviembre de 2012Aceptado: 30 de mayo de 2013

scholarly journals The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 315-323
Author(s):  
Lulu Walidaini ◽  
Januarius Mujiyanto ◽  
Warsono Warsono
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Teaching Reading ◽  
Strategic Reading ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Reading Comprehension Skills ◽  
Discussion Question

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training

2017 ◽  
Vol 47 (10) ◽  
pp. 3049-3058 ◽  
Author(s):  
Binita D. Singh ◽  
Dennis W. Moore ◽  
Brett E. Furlonger ◽  
Angelika Anderson ◽  
Margherita L. Busacca ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Skills Training ◽  
Teaching Reading ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Reading Skills ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students’ language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants’ were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p < .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

scholarly journals A shift in cloze procedure usage: A new tool for activating ZPD

2020 ◽  
Vol 9 (3) ◽  
pp. 646-656
Author(s):  
Parviz Ajideh ◽  
Ali Akbar Ansarin ◽  
Sorayya Mozaffarzadeh
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Proximal Development ◽  
Proficiency Levels ◽  
Comprehension Skills ◽  
Cloze Procedure ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.

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