scholarly journals Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources

2021 ◽  
Vol 3 (1) ◽  
pp. 56-64
Author(s):  
Shamsudin Abikar
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Vocabulary Knowledge ◽  
Text Input ◽  
English Reading ◽  
Comprehension Skills ◽  
Cultural Experiences ◽  
Teacher Students ◽  
English Reading Comprehension ◽  
Reading Activities

The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals Teacher’s Perception on SQ4R in English Reading Comprehension Learning Using Zoom Application

2020 ◽  
Vol 4 (2) ◽  
pp. 231-238
Author(s):  
Nurul Lailatul Khusniyah ◽  
Keyword(s):  
Reading Comprehension ◽  
Learning Strategy ◽  
English Department ◽  
English Reading ◽  
Study Results ◽  
Comprehension Skills ◽  
Text Reading ◽  
English Reading Comprehension ◽  
Reading Comprehension Skills ◽  
Teacher's Perception

Learning strategy has an important role in the English reading comprehension learning process. To comprehend the text, reading strategy focuses on students’ critical learning. The aims of the study to get teachers’ perception of SQ4R strategy application in English reading comprehension class through zoom application. The method of study used descriptive qualitative. The process of collecting data used observation and questionnaire. The data is taken from the teacher that taught English Reading Comprehension subject in semester two at English Department UIN Mataram. The data analysis used data reduction, data display, and taking a conclusion. The result of the finding concluded that 80% showed a positive attitude towards the SQ4R strategy in the English reading comprehension class. It can be comprehended from the increase in students' reading comprehension skills. The study results have implications for the suitability of the SQ4R strategy in the reading class through online learning such as zoom.

scholarly journals Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language

2020 ◽  
Vol 10 (3) ◽  
pp. 579-605 ◽  
Author(s):  
Rachel T. Y. Kan ◽  
Victoria A. Murphy
Keyword(s):  
Reading Comprehension ◽  
Adult Learners ◽  
Primary School ◽  
Vocabulary Knowledge ◽  
Second Language Reading ◽  
English Reading ◽  
Comprehension Skills ◽  
English Speaking ◽  
Second Language Reading Comprehension ◽  
Comprehension Tests

Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.

The Roles of Intensive and Extensive Reading Activities in Chinese EFL University Students’ Reading Comprehension Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Sijing Fu
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Explicit Instruction ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Intensive Reading ◽  
Reading Activities ◽  
Reading Comprehension Skills

This paper focuses on the appropriate methods for Chinese EFL university students to improve reading comprehension skills. The combination of intensive reading and extensive reading in the teaching environment is suggested in this study. Specifically, in-class reading should be composed of two parts: 1) intensive reading activities involving the explicit instruction of reading comprehension skills; 2) extensive reading activities to increase Chinese EFL university students’ background and vocabulary knowledge, which paves way for the comprehension of the text. After-class extensive reading should be composed of the reading of materials containing the repetition of new vocabulary appear in class, which could consolidate EFL learners’ reading comprehension skills they have already learnt in class.

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