scholarly journals Exploration of Social Studies Teachers’ Experiences of Reading Practices: A Phenomenological Study

2018 ◽  
Author(s):  
İlhan İlter
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Social Studies ◽  
Reading Instruction ◽  
Phenomenological Study ◽  
Social Studies Teachers ◽  
Reading Practices ◽  
Reading Comprehension Strategies ◽  
Comprehension Process ◽  
Development Of Students

In this phenomenological study, I aimed to describe the perceptions of social studies teachers’ lived experiences about their reading practices that may have influence on the development of students’ reading comprehension. Data were collected from interviews and handwritten interview notes were analyzed by using qualitative data analysis. Sixteen middle school social studies teachers were recruited in different schools in a city in Turkey for this study. Three themes emerged from the data analysis in the study: reading comprehension skills and strategies, teaching practices and instructional practices. The results of this study yielded two findings: first, the majority of the teachers did not benefit from best practices, reflecting the highly interactive nature of the reading comprehension process; instead they often used the reading tasks or practices in traditional sense in-class. In addition, these teachers found feelings of inadequacy in terms of providing students with instruction in reading comprehension strategies due to their lack of training of content area reading instruction. Second, a few teachers believed that providing instructional scaffolding to support the development of students’ reading comprehension was of primary importance in terms of building understandings and skills for social studies reading achievement.

Design of a Web-Based Sentence Analysis System to Support EFL Reading Instruction

2015 ◽  
Vol 5 (2) ◽  
pp. 11-22
Author(s):  
Yea-Ru Tsai ◽  
Yukon Chang
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Engineering Students ◽  
Control Group ◽  
Web Based ◽  
Post Test ◽  
Comprehension Process ◽  
On Line ◽  
Analysis System ◽  
Experimental Group

The purpose of this study was to investigate the effects of an on-line Cumulative Sentence Analysis (CSA) instruction on university engineering students' English reading comprehension. Within the framework of CSA instruction, the reading comprehension process can be divided into six steps: identifying finite verbs, finding key words, separating clauses, identifying subjects and main verbs, adding words stepwise, and translating the sentence. The results showed that the experimental group achieved a higher level of reading comprehension performance following the instruction. Inter-group comparison also revealed that the experimental group significantly outperformed the control group in the post-test, while no difference was found between these groups in the pretest. The findings clearly demonstrated that on-line CSA instruction is an efficient and feasible approach to helping engineering students cope with their problems of reading English texts.

Effective Practices for Teaching Content Area Reading

2020 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Social Studies ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Content Area Reading ◽  
Content Area ◽  
Grade Levels ◽  
Content Acquisition ◽  
Social Studies Instruction

Adequate reading skills are necessary for college and career readiness and success in the work force, but many students do not have sufficient reading skills. The 2019 National Assessment of Educational Progress demonstrated that fourth- and eighth-grade students had made little to no progress in reading since the previous report in 2017. Elementary level students often receive dedicated English language arts instruction during the day, but this is not always true for secondary level students . One way that educators can support students across the grade levels is by providing evidence-based reading instruction within content areas (i.e., science and social studies instruction). Researchers have investigated ways for teachers to provide high-quality content area reading instruction to support the reading comprehension and content acquisition of students in general education settings. Previous research suggests that paraphrasing and text structure instruction support readers’ identification of key ideas and the integration of those ideas across paragraphs and passages when reading content area texts. These practices align with reading comprehension theory in support of conscious text processing while reading. Teaching readers to generate main ideas during reading may improve the reading outcomes and content acquisition outcomes not only for typical readers but also for struggling readers and those identified for special education. Educators’ implementation of such practices within science and social studies instruction may improve students’ reading performance and content learning across grade levels.

scholarly journals Evaluasi Kompetensi Profesional Guru IPS pada MTs di Kecamatan Mranggen Kabupaten Demak

2021 ◽  
Vol 5 (1) ◽  
pp. 33-49
Author(s):  
Sofyani .
Keyword(s):  
Data Analysis ◽  
Social Studies ◽  
Professional Competence ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Teaching Experience ◽  
Educational Background ◽  
Social Studies Teachers ◽  
Training Experience ◽  
Analysis Technique

Abstrak This study seeks to determine the professional competence of social studies teachers and how individual background factors affect professional competence. This research is a type of evaluation research, using the Benchmarking evaluation model, in which the results obtained will be compared with the professional competency standards of teachers prevailing in Indonesia. The study population was all social studies teachers at MTs in Mranggen District, amounting to 31 people. The data analysis technique used is quantitative analysis. The data analysis step of this research is descriptive data analysis and regression test. The results showed that 32.2% of the teachers had professional competence in the very good category, 25.8% in the good category, and 34.4% in the sufficient category. The regression results show that there is an effect of individual teacher factors on the formation of the professional competence of social studies teachers at MTs in Mranggen District. Teaching experience has the greatest influence in the formation of teacher professional competence, namely 44.63%, then the work environment is 31.16%, educational background is 25.80% and training experience is 0.35%.

scholarly journals Making the Invisible Process Visible: A Kinesthetic Approach to Explicit Reading Comprehension Strategy Instruction in Early Primary Grades

2009 ◽  
Vol 3 (1) ◽  
pp. 59-67
Author(s):  
Sarah Kingsley
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Meaning Making ◽  
Strategy Instruction ◽  
Primary Grades ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Early Primary ◽  
Grade One ◽  
The Invisible

Reading instruction in early primary grades tends to focus on segmenting words into sounds and there is little emphasis on explicitly teaching reading comprehension strategies.Through a kinesthetic approach, I attempted to make the invisible process of applying reading comprehension strategies visible. Students used a remote, similar to that of a TV, to play and pause their reading process.This enabled them to effectively use meaning-making strategies which took shape through signaling. Students would physically motion to themselves various signs which indicated the four reading comprehension strategies modeled in my think alouds (visualization, questioning, making predictions and making connections). The outcome was a highly motivated group of grade one students who could apply reading comprehension strategies and engage in discourse that reflected a higher level of understanding.

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.

scholarly journals Maintaining Middle School Students’ Engagement in Virtual Learning Environments

2021 ◽  
Vol 2 (2) ◽  
pp. p1
Author(s):  
Blanca Ibarra ◽  
Pierre Lu
Keyword(s):  
Middle School ◽  
Student Engagement ◽  
Social Studies ◽  
Learning Environments ◽  
Phenomenological Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Social Studies Teachers ◽  
Student Interest ◽  
School Students

The current COVID-19 pandemic has created many challenges for teachers as they transition to teaching in virtual learning environments. Virtual learning environments have forced educators to adapt teaching strategies and become creative and innovative to maintain student engagement (Korkmaz & Toraman, 2020). Middle school social studies teachers have always dealt with a lack of student interest in learning history, and the current instructional setting is requiring a reimagined teacher craft to deliver high-quality instruction. The interaction between students and teachers often depends on the content, highly effective questioning, choice in response methods, technology tools, or learning platforms (Czerkawski & Lyman, 2016). A conceptual understanding of the types of engagement, including cognitive, affective, and behavioral (Buric & Franzel, 2020; Raes, Vanneste, Pieters, Windey, Van Den Noortgate & Depaepe, 2020; Van Uden, Ritzen & Pieters, 2013; Ding, Kim & Orey, 2017) will help inform the types of instructional strategies that will be most effective at increasing and maintaining student engagement. The purpose of this phenomenological study was to describe the experiences and problems associated with engaging students in virtual learning environments for middle school social studies teachers in a border school district with over 40,000 students. The overarching theme that emerged from the data collected was that teachers play a significant role in creating a learning environment that supports students, encourages participation through interactive technology, and nurtures relationships to promote student engagement. Findings suggest educators understand the challenges educators face to keep students engaged and motivated, and some of the best practices that can increase student engagement in virtual learning.

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

Sign in / Sign up

Export Citation Format

Share Document