scholarly journals Summarising technique taught in a teaching experiment

2020 ◽  
Author(s):  
María Clara Rivas ◽  
Miguel Del Pino
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skills ◽  
Quality Measurement ◽  
Teaching Experiment ◽  
Education Quality ◽  
Specific Reading ◽  
Principal Finding ◽  
The City ◽  
Comprehension Tests

<p>The article presents a teaching experiment contextualised in three schools in the city of Temuco, Chile. The study included courses in primary and secondary schools, and was planned to address a problem of low reading comprehension among the pupils identified in standardised tests like the Education Quality Measurement System (SIMCE). The problem arises especially from the lack of specific reading strategies to facilitate comprehension by the pupils, especially though inference, interpretation and reflection. The object of this teaching experiment was to impart to pupils a grammatical summarising strategy to enable them to schematise and grasp the information in a text, allowing them to gain reading skills. To do this, a summarising technique was developed and taught to teachers and pupils in municipal-public and subsidised schools; the results were assessed through reading comprehension tests focused on the skills of reflection on the text and relation and interpretation of the information. The principal finding of the experiment, based on the levels achieved in the tests, was that the summarising technique helped the pupils to locate information, which was reflected in their increased ability to draw inferences from and reflect on the text.</p><p><br></p>

scholarly journals Summarising technique taught in a teaching experiment

2020 ◽  
Author(s):  
María Clara Rivas ◽  
Miguel Del Pino
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skills ◽  
Quality Measurement ◽  
Teaching Experiment ◽  
Education Quality ◽  
Specific Reading ◽  
Principal Finding ◽  
The City ◽  
Comprehension Tests

<p>The article presents a teaching experiment contextualised in three schools in the city of Temuco, Chile. The study included courses in primary and secondary schools, and was planned to address a problem of low reading comprehension among the pupils identified in standardised tests like the Education Quality Measurement System (SIMCE). The problem arises especially from the lack of specific reading strategies to facilitate comprehension by the pupils, especially though inference, interpretation and reflection. The object of this teaching experiment was to impart to pupils a grammatical summarising strategy to enable them to schematise and grasp the information in a text, allowing them to gain reading skills. To do this, a summarising technique was developed and taught to teachers and pupils in municipal-public and subsidised schools; the results were assessed through reading comprehension tests focused on the skills of reflection on the text and relation and interpretation of the information. The principal finding of the experiment, based on the levels achieved in the tests, was that the summarising technique helped the pupils to locate information, which was reflected in their increased ability to draw inferences from and reflect on the text.</p><p><br></p>

scholarly journals Reading Strategies, Reading Comprehension, and Translation

2018 ◽  
Vol 10 (2) ◽  
pp. 55-67
Author(s):  
Gabriella Kovács
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Language Teachers ◽  
Target Language ◽  
Border Crossings ◽  
Comprehension Skills ◽  
Intercultural Mediators ◽  
Reading Comprehension Skills

AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals Development of reading comprehension strategies for the high school Icfes (Supérate) tests, eleventh grade

Sophia ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 31-47
Author(s):  
Alejandro Toro Criollo ◽  
Rosana Ramírez Toro
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Positive Performance ◽  
Post Test ◽  
First Time ◽  
The City ◽  
Teresa De Jesus

This article presents the results of an action research entitled “Development of Reading Comprehension Strategies for the high school Icfes (Supérate) tests, eleventh grade.” This pre-experimental research was carried out with a group of eleventh grade of the Santa Teresa de Jesús school in the city of Armenia, Quindío. The students had a poor level of comprehension of texts in English. This type of study requires a pre-test and a post-test, the former served as a means to evaluate the performance of the students in real tests, followed by a training course on more convenient reading strategies for the type of questions used in the high school Icfes (Supérate) tests, eleventh grade (ISG11, for its initials in Spanish)*. The post-test measured their performance after having finished their training in reading strategies. The purpose of this research was to improve their performance in the analysis of English texts, and to measure how training affects the performance of students in the ISG11 tests. It is concluded from this study that the reading workshops improved the students’ ability to understand readings as well as the degree of familiarity with the English section of the ISG11 tests. This research provides a guide to train students in how to answer this type of test. It was demonstrated that with the training in reading comprehension and recognition of the type of items present in the English session of the ISG11 tests, students are better prepared to overcome their difficulties. As a result of this, the students had a positive performance in the real ISG11 tests, raising for the first time in five years the level of English in the institution.

scholarly journals Correlation between Reading Comprehension and Reading Strategy Used By English Students of FKIP UIR

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 74-82
Author(s):  
Andi Idayani
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Reading Test ◽  
The Third ◽  
Specific Reading ◽  
Research Findings ◽  
English Students ◽  
Mental Actions ◽  
Medium Correlation

Abstract Reading strategies are skills under consideration which closely depend on specific reading contexts as well as reader awareness, control and intention. Strategies refer to mental actions deliberately employed to facilitate a reading process, to enhance reading comprehension and to overcome reading difficulties in order to achieve particular reading goal. The objective of this research is to find out the correlation between students’ reading comprehension and reading strategy used by the third semester of English Students of FKIP UIR. The researcher used a quantitative method. This research was conducted on October 2018. The population of this research was the third semester of English students of FKIP UIR. The sample of this research was 3d which consist of 37 students. The researcher used a questionnaire for reading strategy and reading test for reading comprehension. Based on the research findings, there was a medium correlation between students’ reading strategy used and students’ reading comprehension by the third semester of English students of FKIP UIR. The researcher found that in level significant 5% rxy > rtable = 0.662>0.325. Its means Ha is accepted and H0 is rejected. In another words, there is significant relationship between students reading strategy used and students’ reading comprehension. Keywords: Reading Strategy, Reading Comprehension

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.

Word-attack skills in beginners’ Japanese reading comprehension

1996 ◽  
Vol 19 (1) ◽  
pp. 73-88
Author(s):  
Harumi Moore
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Positive Attitude ◽  
Reading Skills ◽  
Formal Training ◽  
First Year ◽  
Chinese Characters ◽  
First Year Students ◽  
Word Attack ◽  
National University

This paper advocates the promotion of teaching word-attack skills, among other reading skills, in a beginners’ Japanese program. The paper argues that even first-year students with limited knowledge of kanji (Chinese characters) can use such strategies successfully, and that formal training in such skills helps foster autonomous readers who approach reading tasks with a positive attitude. The feasibility of teaching word-attack skills to beginners is supported by the results obtained in an experiment conducted in the introductory Japanese course at the Australian National University (ANU). The paper takes a detailed look at various word-attack skills used by students in this experiment, in the light of universal reading strategies as well as strategies specific to reading in Japanese.

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 Effective English Reading Strategies: English Language Learners’ Perceptions

2019 ◽  
Author(s):  
Waheeb S Albiladi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Shared Reading ◽  
Second Language Reading ◽  
English Reading ◽  
Specific Reading ◽  
Adult Language Learners

Research has shown that second language reading is the bridge that leads to developing otherlanguage skills such as speaking, writing, and vocabulary acquisition. Hence, the present studyaimed to explore adult language learners&rsquo; perspectives regarding the most effective andbeneficial reading strategies that can be used to develop their reading competency. Using aqualitative research method, the study examined what specific reading strategies languagelearners believe is effective in developing their reading skills. Analysis of the focus groupsrevealed five different reading strategies mentioned by the participants. These strategies were:Reading Aloud, Silent Reading, Shared Reading, Scanning or Skimming, and Timed Reading. Findings suggest that understanding the use of different reading strategies is important, solanguage teachers need to devote more learning time to introduce reading strategies during ESL classes.

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