scholarly journals ACTIVE READING STRATEGIES IN CONTENT-BASED INSTRUCTION

2021 ◽  
pp. 14-33
Keyword(s):  
Reading Strategies ◽  
Reading Skills ◽  
Reading Strategy ◽  
State University ◽  
Research Writing ◽  
Reading Material ◽  
Active Reading ◽  
Writing Course ◽  
Fourth Grade Students ◽  
Based Instruction

The concept of active reading is gaining more attention nowadays, and the reading strategies designed to develop students’ active reading skills are among the most urgent ones, especially in the academic setting, where the majority of information is to be acquired through reading. The article discusses the necessity of active reading strategies in the Content Based Instruction domain and reflects on the experience of implementing them in the Special English courses provided by Foreign Philology faculty of the Urgench State University. Description of the reading strategies classified in accordance with their emphasis on the lesson phases, such as Pre-Reading (THIEVES), Pre-and Post-Reading (KWL), Pre-, While-, and Post-Reading (Cornell Note-Taking, SQ3R (Cornell Method), and SQ4R Reading Strategy) along with the analysis of the students’ skills developed and the role teachers played while putting them into practice is provided. It is stated that using these reading strategies enables students to consciously accept the reading material and not only to comprehend it properly but also to admit the importance of reading for their professional and personal develpment. As an example, the usage of the SQ4R strategy in the Research Writing course with the fourth grade students of the Urgench State University is discussed and the outcomes that are related to the advantages of the reading strategy application are formulated.

scholarly journals Developing Textbook by Using Reading Strategic Based Instruction Method for Shariah Economy Department

2018 ◽  
Vol 3 (2) ◽  
pp. 155
Author(s):  
Hanifah Hanifah ◽  
Nurul Afidah
Keyword(s):  
Research And Development ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Semantic Mapping ◽  
First Year ◽  
Reading Material ◽  
Need Analysis ◽  
Based Instruction ◽  
Expert Validation

This research aims at developing reading textbook for Shariah Economy students of the first year. The strategy applied on the textbook was RSBI (Reading Strategy Based Instruction). In this study, the researcher adapted some steps of research and development that was invented by Borg and Gall. The steps in this research covered need analysis, products development, expert validation, revison, try out, and revision. The final Products of this study is reading material that is developed in form of  textbook. The textbook consisted of eight units in which each unit applied different reading strategies, such as skimming, scanning, guesing, activating schemata, summarizing, higlighting, and semantic mapping. The activity in each unit is divided into three parts. They are vocabulary enrichment, reading passage, and reading compre

scholarly journals PENINGKATAN KETERAMPILAN MEMBACA MELALUI DROP EVERYTHING AND READ (DEAR) PADA SISWA SEKOLAH DASAR (MI)

2018 ◽  
Vol 9 (2) ◽  
pp. 47
Author(s):  
Septia Sugiarsih
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Program Implementation ◽  
Reading Skills ◽  
Reading Skill ◽  
School Students ◽  
Reading Material ◽  
Learning Success ◽  
Fourth Grade Students ◽  
Ability Levels

Reading skills in elementary school are the foundation of student learning success. Unfortunately, the reading skill of elementary school students in Indonesia has a low tendency. The result of PIRLS research shows that the reading skill of fourth grade students of elementary school in Indonesia ranks 41 out of 45 countries. The results of EGRA’s research show that 50% of the 4323 third graders of elementary school in Indonesia can read, but only half of that number who really understand what is read. Based on these facts, it is required an effort to improve the reading skills of elementary school students in Indonesia. One effort that can be done to improve the reading skills of elementary school students is through DEAR (Drop Everything and Read) which means leave all the activity and read. DEAR can be used as a program of reading habit among students through routine program. Implementation of DEAR in elementary school can be done by taking a moment in the morning at about 15-30 minutes to leave all activity to read. DEAR is implemented by all school residents whether students, teachers, or employees. The reading material in DEAR is self-selected by students who match their interests and ability levels. DEAR makes students happy to read, like reading, accustomed to reading, and make reading as a requirement so as to create a culture of reading in each student either in school or at home. Through DEAR students’ reading skills will increase.  

Improving Adolescent Students' Reading Comprehension with Istart

2006 ◽  
Vol 34 (2) ◽  
pp. 147-171 ◽  
Author(s):  
Danielle S. McNamara ◽  
Tenaha P. O'Reilly ◽  
Rachel M. Best ◽  
Yasuhiro Ozuru
Keyword(s):  
Prior Knowledge ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Strategy Training ◽  
Reading Strategy Instruction ◽  
Adolescent Students ◽  
Adolescent Readers ◽  
Active Reading ◽  
Bridging Inference

This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to provide reading strategy instruction. Half of the participants were provided with iSTART while the others (control) were given a brief demonstration of how to self-explain text. All of the students then self-explained a text about heart disease and answered text-based and bridging-inference questions. Both iSTART training and prior knowledge of reading strategies significantly contributed to the quality of self-explanations and comprehension. Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training. Conversely, for high-strategy knowledge students, iSTART improved comprehension for bridging–inference questions. Thus, students benefitted from training regardless of their prior knowledge of strategies, but these benefits translated into different comprehension gains.

scholarly journals Reading Strategy on Internet for Enhancing Reading Profiency

2021 ◽  
Vol 4 (1) ◽  
pp. 93-106
Author(s):  
Agus Rofi’i ◽  
Noermanzah Noermanzah
Keyword(s):  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Second Language Learners ◽  
Reading Proficiency ◽  
Reading Strategy ◽  
English Text ◽  
Speed Reading ◽  
Analysis Process ◽  
Library Research

This study aim describes an overview of the research related to second language learners and reading strategies. It also considers the more recent research focusing on strategies of reading English texts on internet. The following questions are addressed: (1) what is strategy of reading English text? (2) What is the kind of reading strategy that appropriate for English text on Internet? (3) How is the strategy of reading English text applied on Internet for enhancing reading proficiency? The research method uses qualitative methods. It aims to find out the appropriate strategy in order to enhance reading proficiency. In collecting the data, the writer uses library research. The data analysis process has been carried out by reading the data, reducing, classifying, analyzing, and interpreting. Based on the results of the analysis, there are six strategies for reading proficiency on the internet to improve reading skills, namely predicting, previewing, scanning, skimming, reading for details, and speed reading. From the final result, the writers know the appropriate strategy of reading English text on internet is speed reading.

scholarly journals Current Approaches to Teaching Reading

2021 ◽  
Vol 99 ◽  
pp. 01011
Author(s):  
Irina Sofronova
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Reading Skills ◽  
New Technologies ◽  
Teaching Reading ◽  
State University ◽  
Approaches To Teaching ◽  
Reading Habits ◽  
Language Courses ◽  
Reading Culture

The paper considers reading for comprehension and developing reading culture, showing how reading habits are constantly changing with new technologies dominating our life. Learning English being the focus of attention, the author comments on the way reading contributes to language acquisition and language learning. А particular reference is given to types of reading, reading for comprehension being the essence of any. The author reviews reading strategies, stressing the necessity of introducing them to the students. The author analyses some of the language courses and gives examples of work on reading skills at the lessons of English using both the above courses and the ones developed by the teachers of the Ural State University of Economics.

scholarly journals THE EFFECT OF READING STRATEGY ON COMPREHENSION ACHIEVEMENT IN CHINESE LANGUAGE

2020 ◽  
pp. 173-186
Author(s):  
Looi Lay Hoon ◽  
Norfaneliza Mohd Embros
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Chinese Language ◽  
Reading Strategy ◽  
Language Teachers ◽  
Control Group ◽  
The Impact

Reading skills play an important role in language learning. There are many reading strategies for effective reading. Yet, not many language teachers emphasized or integrated learning strategies into the learning process of reading skills, especially in Chinese language learning. This article aims to report the impact of reading strategies in teaching and learning on the achievement of Primary 5 students in Chinese national primary schools. The reading strategy of making inferences is the focus of this study. This study adopts a quasi-experimental design, with data collection through pre-test and post-test to identify the impact of reading strategy on student achievement. A descriptive analysis was used. The sample of this study consisted of 70 5th graders consisting of three groups based on three pre-test performance namely Category A (80 - 100), Category B (40-79) and Category C (0-39). The result showed that there was an increase in the number of pupils who received the Category A’s score for the treatment group, which increased from 9 students to 15 students (60%). On the contrary, for the control group, the findings show that pupil performance decreased, with the number of pupils in C category increased, from 4 students to 8 students. It can be concluded that the use of reading strategies can have a positive impact on reading comprehension in Chinese language. The findings implicated that the emphasis should be given to the learning of reading strategies in the teaching and learning reading skills. Language teachers should be aware of the importance of the reading strategies in developing reading skills among students. The learning and application of reading strategies should be giving more emphasis in mastering reading among students in language learning.

scholarly journals Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension

2011 ◽  
Vol 28 (2) ◽  
pp. 51 ◽  
Author(s):  
Kei Mihara
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Reading Strategies ◽  
English Proficiency ◽  
Reading Strategy ◽  
Comprehension Question ◽  
Japanese University ◽  
Japanese Students ◽  
Esl Reading

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students’ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lowerlevel students regardless of which pre-reading strategy they used.

scholarly journals A Research on Reading Strategies among Non-English Major Postgraduates

2016 ◽  
Vol 9 (8) ◽  
pp. 204 ◽  
Author(s):  
Yang Yang
Keyword(s):  
Quantitative Study ◽  
Reading Strategies ◽  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Reading Speed ◽  
Reading Strategy ◽  
English Teaching ◽  
English Majors ◽  
English Major ◽  
Long Time

<p>As a very important skill both in English teaching and learning, reading strategy has been emphasized at home and abroad for a long time. Many scholars and teachers make research on undergraduates of English major or non-English major. However, the postgraduates are often neglected. Actually, it is also imperative to make a study among postgraduates of non-English majors, getting the information of their use of reading strategies and giving some useful suggestions to them. Therefore, this paper makes a quantitative study among 40 postgraduates from College of Mechanical Engineering in Chang’an University.This study shows that postgraduates of non-English major in Chang’an university do not frequently use reading strategies to improve their reading speed and proficiency. And there is a big difference between the successful learners and unsuccessful learners in terms of the use of reading strategies.</p>

Improved Learning Conditions in the Establishment of Reading Skills with Disabled Readers

1969 ◽  
Vol 35 (5) ◽  
pp. 341-352 ◽  
Author(s):  
Norris G. Haring ◽  
Mary Ann Hauck
Keyword(s):  
Reading Skills ◽  
High Rate ◽  
Group Setting ◽  
Reading Levels ◽  
Reading Material ◽  
Learning Conditions ◽  
Disabled Readers ◽  
Improved Learning ◽  
Performance Rate ◽  
Instructional Reading

Learning conditions were individually programed in a group setting to provide sequential arrangement of reading material and systematic presentation of reinforcing events to optimize each child's performance. Arrangements of reinforcing events were designed first to accelerate performance rate, then to maintain the high rate. When learning conditions were individually appropriate, each child averaged between 100 and 200 more correct responses every day and spent very few minutes avoiding reading. The students not only made more correct responses daily and worked longer, but also progressed in instructional reading levels from one and one-half to 4 years over 5 months of instruction.

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