Effectiveness of Differentiated Instruction on Primary School Students’ English Reading Comprehension Achievement

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

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Methods of forming reading comprehension skills of primary school students

ACADEMICIA An International Multidisciplinary Research Journal ◽

10.5958/2249-7137.2021.02433.2 ◽

2021 ◽

Vol 11 (11) ◽

pp. 181-183

Author(s):

Abdijamilova Mahfuza Mahmudovna

Keyword(s):

Reading Comprehension ◽

Primary School ◽

Primary School Students ◽

School Students ◽

Comprehension Skills ◽

Reading Comprehension Skills

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Do Oral and Literacy Skills in Native Ghanaian Akan Language Modulate English Reading Comprehension as Second Language? A Study in Selected Basic Schools in Ghana

Education and Linguistics Research ◽

10.5296/elr.v2i2.8867 ◽

2016 ◽

Vol 2 (2) ◽

pp. 1

Author(s):

Stephen Ntim

Keyword(s):

Second Language ◽

Reading Comprehension ◽

Literacy Skills ◽

Target Language ◽

School Students ◽

English Only ◽

English Reading ◽

Significant Difference ◽

English Reading Comprehension ◽

The Impact

<p>This study investigated oral and literacy skills in native Ghanaian Akan language in mediating English reading comprehension of bilingual basic school students. Levene’s test for homogeneity of variance between groups on questions directly found in text showed variances were significantly different [F=49.070, p=0.00]. Bonferroni Post-hoc test comparing groups on questions requiring making multiple sentence meanings to be able to answer, data indicated a significant difference between mean scores of students who speak both English and Akan and students who speak English Only in favour of students who speak both English and Akan. Also, students who speak Akan Only performed significantly better than students who speak English Only with.no significant difference between mean scores of students who speak Akan Only and students who speak both English and Akan. This suggests the impact of native language in second language reading comprehension is enormous. When bilinguals are reading second language (and in this study English) they are likely to make use of previous knowledge, strategies and processes from the first language through cognitive/psycholinguistic factors as orthographic processing, phonological code and meaning activation among others and by so doing limiting the effect of cognitive load in the target language.</p>

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