Teachers' perceptions on the Explicit Teaching of Reading Comprehension to Learners with dyslexia: The Importance of Teacher Training in Ensuring Quality Delivery and Instruction

2019 ◽  
Vol 6 (2) ◽  
pp. 304-331
Author(s):  
Serena Abdullah ◽  
◽  
Isabelle Shanti Benjamin ◽  
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
Teachers Perceptions ◽  
Teaching Of Reading ◽  
Explicit Teaching

scholarly journals Direct Instruction in Processing Metaphors

1986 ◽  
Vol 18 (4) ◽  
pp. 325-339 ◽  
Author(s):  
John E. Readence ◽  
R. Scott Baldwin ◽  
Martha H. Head
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Third Grade ◽  
Future Research ◽  
Psychological Processes ◽  
Basal Instruction ◽  
Teaching Of Reading ◽  
Metaphor Theory ◽  
Explicit Teaching ◽  
Metaphorical Interpretation

Two experiments were conducted to explore the efficacy of instruction with third-grade subjects in processing metaphors based on the principles of the direct explicit teaching of reading comprehension and current metaphor theory. In Experiment 1, process instruction was validated. In Experiment 2, process instruction was compared to traditional basal instruction in the context of a unit on metaphor. Statistically significant differences were found in favor of process instruction. The psychological processes involved in metaphorical interpretation are discussed and directions for future research suggested.

scholarly journals TEACHING READING COMPREHENSION IN LARGE MULTILINGUAL CLASSROOMS AT THE BASIC EDUCATION LEVEL IN NIGERIA: THE PRESENT SCENARIO

2018 ◽  
Vol 14 (1) ◽  
pp. 10
Author(s):  
Hanna Yusuf Onyi
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
Problem Solving ◽  
Basic Education ◽  
Education Level ◽  
Colleges Of Education ◽  
Teaching Reading ◽  
Multilingual Classrooms ◽  
Teaching Of Reading ◽  
Training Institutions

This paper highlights some of the problems teachers face in teaching reading comprehension in large multilingual classrooms at the basic education level in Nigeria. The paper proposes some strategies that can be used for affective teaching of reading comprehension in large multilingual classrooms. The implication for teachers and the curriculum were highlighted. The paper concludes by suggesting that communicative activities such as role plays question and answer sessions, problem-solving tasks etc. should be incorporated into teachers' lesson plans and teaching. The curriculum for colleges of Education and other teacher training institutions need to be reviewed to provide teachers with the opportunities to competently teach through the medium of at least two languages.

scholarly journals The Effects of 'Reciprocal Teaching of Reading' and 'Cooperative Integrated Reading and Composition' on the Reading Comprehension of Iranian EFL Intermediate Students

2019 ◽  
Vol 9 (9) ◽  
pp. 1111
Author(s):  
Zahra Kamdideh ◽  
Reza Vaseghi ◽  
Saeedeh Talatifard
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Total Population ◽  
Reciprocal Teaching ◽  
Test Results ◽  
Intermediate Students ◽  
Teaching Of Reading ◽  
Efl Teachers ◽  
Explicit Teaching ◽  
Post Test

The present study investigated the effects of Reciprocal Teaching of Reading (RTR) and Cooperative Integrated Reading and Composition (CIRC) on the reading comprehension of Iranian EFL intermediate students. After administering the Preliminary English Test (PET) to a total population of 53, this researcher selected an almost homogeneous group of 42 Iranian intermediate students and randomly assigned them to two groups of CIRC and RTR techniques – 21 students per group. Based on their scores, both classes were divided into 7 almost heterogeneous teams - three members each. Both groups received the same instruction for five weeks and the course lasted for 15 sessions of 90 minutes. Whereas the RTR group experienced their reading course via RTR, which emphasizes explicit teaching of reading strategies, the other group experienced their reading course through CIRC. Upon the end of the treatment, a PET was administered to both groups as post-test. The scores of the post-test were compared with those of the on pre-test. Results showed that RTR had a more significant effect on the improvement of reading comprehension of the participants. The factors that led to the results of the study and the pedagogical implications for EFL teachers, syllabus designers and materials developers are discussed. In addition, she suggests recommendations for further research.

THE USE OF E-BOOK TO IMPROVE READING COMPREHENSION AMONG YEAR 4 PUPILS

2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Yee Bee Choo ◽  
Nurul Syazana Zainuddin
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Reading Skills ◽  
Reflective Journal ◽  
Research Participants ◽  
Teaching Of Reading ◽  
Post Test ◽  
The Mean ◽  
Level Of Understanding ◽  
Level Of Motivation

This is an Action Research of using the Story Jumper as an E-book to improve the reading comprehension among Year 4 pupils in one of the primary schools in Malaysia. The participants involved were twenty pupils consisting of seven males and thirteen females. Three data collection methods employed were pre-test and post-test, pupils’ work and teacher’s reflective journal. The findings showed that the use of E-book had increased the level of understanding in reading comprehension among the research participants. The mean for the pre-test and post-test had increased from 45.83 to 93.33. The pupils’ work indicated positive improvements in terms of their level of understanding and responses in reading. It was also found from the reflective journal that the research participants had participated actively in the learning process and their level of motivation was also increased. The implication is to use E-book in the teaching of reading skills among the primary school learners.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

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