scholarly journals An Article Review on “Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study”

2019 ◽  
Author(s):  
Vira Budiarti ◽  
Yona Dwi Tirta Syafitri ◽  
Tatum Derin
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Strategy Instruction ◽  
Previous Literature ◽  
Independent Learning ◽  
First Year ◽  
Study Program ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Self Study

In an effort to provide insight for others who might wish to provide instruction’s self-study, this paper concludes by discussing emerging themes related to student learning and strategy instruction at the postsecondary level. This present article tries to deliver a review one of the research articles regarding reading comprehension strategies and self-study written by Chyntia Parr and Vera Woloshyn (2013), entitled "Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study". The research was conducted in the first year of the university course. This paper doesn’t deliver objectives adequately but it's very good at analyzing the previous literature and the design of the research will make readers understand generally. Connecting their findings with previous literature, give seminal and contemporary meaning to the context even though the flow is not consistent. In addition, the content of this article is valid (all references accurately) and well-documented. Not only giving a discussion of reading comprehension and strategy instruction, but this paper also contains a theoretical framework that provides an opportunity to reflect the understanding of instruction, challenges, and limitations associated with the application of explicit strategy instruction in the first year class. Therefore, this paper looks at independent learning instruction as a strategy in delivering a repertoire of evidence-based understanding strategies in the context of the first year of the university's English language study program designed to introduce convention students to reading and writing academics. This study will be special entice to researchers and educators because this study describes the efforts of the instructor to integrate understanding instruction in limited postsecondary settings. In addition, this study can be a benchmark for lecturers to provide reading comprehension strategy in a first years course, especially reading skill.

scholarly journals An Article Review on “Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study”

2019 ◽  
Vol 1 (1) ◽  
pp. 17-21
Author(s):  
Vira Budiarti ◽  
Yona Dwi Tirta Syafitri ◽  
Tatum Derin
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Strategy Instruction ◽  
Previous Literature ◽  
Independent Learning ◽  
First Year ◽  
Study Program ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Self Study

In an effort to provide insight for others who might wish to provide instruction’s self-study, this paper concludes by discussing emerging themes related to student learning and strategy instruction at the postsecondary level. This present article tries to deliver a review one of the research articles regarding reading comprehension strategies and self-study written by Chyntia Parr and Vera Woloshyn (2013), entitled "Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study". The research was conducted in the first year of the university course. This paper doesn’t deliver objectives adequately but it's very good at analyzing the previous literature and the design of the research will make readers understand generally. Connecting their findings with previous literature, give seminal and contemporary meaning to the context even though the flow is not consistent. In addition, the content of this article is valid (all references accurately) and well-documented. Not only giving a discussion of reading comprehension and strategy instruction, but this paper also contains a theoretical framework that provides an opportunity to reflect understanding of instruction, challenges and limitations associated with the application of explicit strategy instruction in the first year class. Therefore, this paper looks at independent learning instruction as a strategy in delivering a repertoire of evidence-based understanding strategies in the context of the first year of the university's English language study program designed to introduce convention students to reading and writing academics. Because this study describes the efforts of professors to integrate understanding instruction in limited postsecondary settings, we believe that this will be of special entice to researchers and educators.

scholarly journals Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Cynthia Parr ◽  
Vera Woloshyn
Keyword(s):  
Curriculum Design ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Comprehension Strategies ◽  
First Year ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Study Methodology ◽  
University Course ◽  
First Year University

The primary purpose of the study described here was to document the first author’s experiences delivering a repertoire of evidence-based comprehension strategies in context of a first-year university course. We first provide an overview of the literature related to students’ transition into the postsecondary environment, arguing for the need to engage in comprehension strategy instruction within first-year courses. We then overview the literature related to the provision of comprehension instruction to selected groups of postsecondary students. We next outline the study methodology including a description of the instructional program provided here. In an attempt to provide insights for others who may wish to provide similar instruction, we conclude by discussing emerging themes related to student learning and curriculum design as related to strategy instruction at the postsecondary level. L’objectif principal de l’étude décrite dans cet article est de documenter les premières expériences de l’auteur à présenter un répertoire de stratégies de compréhension basées sur l’évidence dans le contexte d’un cours universitaire de première année. Nous présentons tout d’abord un aperçu général de la documentation qui existe sur la transition des étudiants vers l’environnement post-secondaire en exposant le besoin de s’investir dans l’enseignement de stratégies de compréhension dans les cours de première année. Ensuite, nous exposons un aperçu de la recherche qui traite de l’enseignement de la compréhension à des groupes ciblés d’étudiants du niveau post-secondaire, puis nous énonçons la méthodologie de l’étude, y compris la description du programme d’enseignement présenté dans cet article. Pour tenter de fournir des informations à ceux qui souhaiteraient pratiquer un tel enseignement, nous concluons en discutant les nouveaux thèmes liés à l’apprentissage des étudiants et à la conception de programmes d’études qui se rapportent à l’enseignement de stratégies au niveau post-secondaire.

The Impact of Explicit Comprehension Strategy Instruction on First- and Second-Grade At-Risk Students

2019 ◽  
Vol 199 (3) ◽  
pp. 128-141
Author(s):  
Paola Pilonieta ◽  
Jennifer Hathaway ◽  
Adriana Medina ◽  
Amanda Casto
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Treatment Group ◽  
Group Treatment ◽  
At Risk Students ◽  
Strategy Instruction ◽  
Control Group ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
The Impact

This study examined the impact of explicit comprehension strategy instruction supported by guided reading and partner reading on at-risk students’ strategy knowledge and reading comprehension. Participants were 47 first graders (25 in the treatment group; 22 in the control group) and 44 second graders (19 in the treatment group; 25 in the control group). Treatment group participants developed more specific knowledge of strategies, were more likely to apply those strategies during reading, and demonstrated statistically significant growth in reading comprehension. Strong correlations appeared between students’ strategic knowledge and overall comprehension. Implications are addressed at length following the discussion of results.

Do EFL Teachers Reduce the Reading Gap in Qatar? A Study of Strategy Instruction in Government Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 494-515
Author(s):  
Wafaa H. M Morsy ◽  
Michael H Romanowski ◽  
Xiangyun Du
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Text Structure ◽  
Ministry Of Education ◽  
Government Schools ◽  
Cross Sectional ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Explicit Strategy Instruction ◽  
Efl Teachers

Teachers’ instructional practices are crucial to students’ achievement in reading comprehension. Students’ low English reading competence in Qatar’s government schools raises concerns about not only reading comprehension strategy instruction, but also, subsequently, learning as a natural outcome of teachers’ praxis. This quantitative survey investigated English as a foreign language (EFL) reading comprehension strategy instruction of a broad cross-sectional sample of (1-12) EFL teachers (n=754) of government schools in Qatar. The study examines teachers’ most frequently used strategies and explicit strategy instruction. To relate the findings of an exploratory data analysis, descriptive statistics, including means, standard deviations, and frequencies, were calculated for each 5-point Likert scale questionnaire item using the Statistical Package for the Social Sciences (SPSS-Version 24) statistics software. Results revealed that participant teachers reported a generally moderate and high frequency of using comprehension strategies (lowest mean 3.56 and highest mean 4.52). The seven most used strategies (mean score ≥4) were: Identify main ideas, set purpose for reading, predictions, preview text, monitor comprehension, prior knowledge activation, and handle unfamiliar words. Conversely, the five strategies reported a comparatively lower use frequency (mean score ˂4) were: Text structure, questioning, visualizing, summarizing, and think aloud. The major findings on explicit strategy instruction indicated that teachers ignored the gradual release of responsibility to students. The implications of these findings suggest that EFL teachers demonstrate moderate use of reading comprehension strategy instruction. Further recommendations for the Ministry of Education, school principals, and teachers are offered.

Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction

2021 ◽  
Vol 54 (2) ◽  
pp. 71-93
Author(s):  
Tilla Olifant ◽  
Madoda Cekiso ◽  
Naomi Boakye ◽  
Nophawu Madikiza
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Basic Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Comprehension Strategies ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Reading Comprehension Strategies ◽  
Reading Comprehension Instruction

Since the purpose of reading is comprehension, the major goal of reading comprehension instruction is to help learners develop knowledge, skills, and strategies so that they become strategic readers who read for comprehension. Language teachers use reading comprehension strategies as an instruction tool to assist learners to develop into strategic readers. However, the range of strategies used by teachers is crucial. This paper presents classroom observations of reading comprehension strategy instruction used by four purposively selected English First Additional Language (FAL) teachers. The study was qualitative in nature and a case study design was chosen. The findings of the study reveal that teachers did not provide opportunity to support learners’ independent comprehension strategy use. Furthermore, the study has disclosed that the teachers’ inability to engage learners in reading comprehension strategies might signify the teachers’ lack of knowledge of how to incorporate reading comprehension strategies as an instructional tool during reading comprehension lessons. The authors recommend that the Department of Basic Education institute interventions to empower teachers on how to teach reading comprehension strategies.

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