teaching of reading
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2021 ◽  
Author(s):  
Doni Sudibyo ◽  
Areski Wahid ◽  
Ismail Suardi Wekke

Reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. In this case, the teaching of reading is essential for preparing students with the basic reading skill in order to be able to gain information and knowledge from any reading text. In the process of learning, the central goal of reading is to develop learners’ comprehension. In this case, the researcher proposes Collaborative Strategic Reading (CSR) as a technique of teaching reading in general English classes. The researcher formulates the statement of the problems in the form of questions as: (1) is there any significant improvement of students’ achievement in reading comprehension after being taught by using Collaborative Strategic Reading (CSR)? (2) How do the students respond to Collaborative Strategic Reading (CSR) in the teaching of reading comprehension?. Since the present study is to measure the effect of Collaborative Strategic Reading (CSR) towards the students’ reading comprehension achievement, it is classified into quantitative research. Here, the researcher collected numerical data by comparing the results of pre-test and post-test between two groups of experimental study – control and experimental groups. The data is used to investigate whether there is a significant increase in students’ reading comprehension achievement after being given the Collaborative Strategic Reading (CSR) treatment in reading class. After the data of this research was found to be distributed normally, through the calculation of the normality test, there was also a need to identify the homogeneity of the data of the whole scores of the test for both experimental and control groups. The results of the calculation of the t-test indicate that the score of the tvalue is bigger than ttable (2.18 > 2.021). This means that there is a significant improvement in the students’ achievement after they were treated using Collaborative Strategic Reading (CSR) strategy when studying reading comprehension in the classroom. The results of the analysis of the students’ response to the application of Collaborative Strategic Reading (CSR) strategy in the teaching learning activities in the classroom provide a strong preference for the students study reading comprehension using Collaborative Strategic Reading (CSR) strategy. Since this current study is an action research, it is advisable that future researchers could follow up the results of this study for the development of similar research in the field of teaching methods and strategies. This is strongly suggested because there is still plenty of problems and the essences of Collaborative Strategic Reading (CSR) strategy that need to be uncovered. It is also important to see how Collaborative Strategic Reading (CSR) could be applied in the other language skills, not only for the students of the tertiary education but also at the secondary education.


2021 ◽  
Vol 2 (2) ◽  
pp. 47-56
Author(s):  
Roma Marian F. Guadaña

This study is focused on looking into the acceptance level of the teachers relative to transmedia storytelling, views on the modification of reading tasks and activities through transmedia storytelling, and integration of transmedia storytelling in reading tasks and activities. This study focuses and limits only in describing the acceptance level of language teachers as to transmedia storytelling and on knowing the teachers’ thoughts on modification of reading tasks and activities. The study used descriptive research design wherein the data were analyzed through a modified questionnaire on the level of acceptance and thematic analysis wherein responses were analyzed using open-ended questionnaire for thoughts and views on transmedia storytelling modifications and integration. The results of the study show a positive acceptance of transmedia storytelling among teachers. Furthermore, it was emphasized that transmedia storytelling is a beneficial and educational strategy for teaching reading and integration should be done through adapting and designing various media platforms. This action research presented a new reading strategy for language teachers that can be used in distance learning aimed for a contextualized and expanded teaching and learning of reading through a matrix that include selected and applicable reading texts in Grades 7-10 with transmedia storytelling media platforms.


Author(s):  
Antonio Calvani ◽  
Paola Damiani ◽  
Luciana Ventriglia

This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching to read, to compare them with the teaching practices, as they emerge from the school textbooks proposed by the publishing houses in Italy. Moving from the importance recently assumed by scientific research on effective teaching and the need to avoid risks and misunderstandings that can be generated for its use in practice, the evidence acquired about the teaching of reading and writing is presented, recalling the need to focus on the grapheme-phoneme correspondence to be acquired by children in a progressive, systematic and explicit way. It is then pointed out that the textbooks in use propose approaches in clear contrast with this finding. The second part focuses on the experimental researches conducted in Italy in recent years, congruent with the framework previously indicated, which achieve better effectiveness and high motivation in all pupils. Particular attention is paid to the national research conducted recently by the Association S.Ap.I.E.


2021 ◽  
Vol 19 (1) ◽  
pp. 16-21
Author(s):  
Aparna Tarc

The thought of breath grips the world as climate change, racial injustice and a global pandemic converge to suck oxygen, the lifeforce, out of the earth. The visibility of breath, its critical significance to existence, I argue, is made evident by poets. To speak of breath is to lodge ourselves between birth and death and requires sustained, meditative, attentive study to an everyday yet taken for granted practice. Like breathing, reading is also a practice that many took for granted until the pandemic. My paper will engage the affective and/or poetic dimensions of reading left out of theories of literacy that render it instrumental and divorced from the life of the reader (Freire, 1978). I will suggest that scholars of literacy, in every language, begin to engage a poetics of literacy as attending to the existential significance of language in carrying our personhood and lives. I will also argue that our diminishing capacities to read imaginatively and creatively have led to the rise of populist ideologies that infect public discourse and an increasingly anti-intellectual and depressed social sphere. Despite this decline in the practice and teaching of reading, it is reported that more than any other activity, reading sustained the lives of individuals and communities’ during a global pandemic. Teachers and scholars might take advantage of the renewed interested in reading to redeliver poetry and literary language to the public sphere to teach affective reading. Poetry harkens back to ancient practices of reading inherent in all traditions of reading. It enacts a pedagogy of breath, I argue, one that observes its significance in our capacity to exist through the exchange of air in words, an exchange of vital textual meanings we have taken for granted as we continue to infect our social and political world and earth with social hatred, toxins, and death. In this paper I engage fragments of poetry by poets of our time (last century onward) that teaches us to breathe and relearn the divine and primal stance that reading poetry attends to and demands. More than any other form, “poetry,” Ada Limon claims, “has breath built into it”. As such, reading poetry helps us to breathe when the world bears down and makes it hard for us to come up for air.


2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.


2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.


2021 ◽  
Author(s):  
◽  
D. P. Caird

<div>During the past six years as a "General Subjects Teacher" in a Provincial Technical High School with a roll of 700 plus I have observed with misgiving the apparent marked lack of reading ability displayed by the pupils. I have felt continually frustrated in my attempts to teach various subjects by the fact that a preponderance of the pupils are poor readers. Furthermore a considerable proportion of pupils openly resented opportunities to avail themselves of a free choice of reading matter during any silent periods offered to them. Many were content to turn over pages of books or magazines and frequently gave pictures only the most cursory scrutiny.</div>


2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.


2021 ◽  
Author(s):  
◽  
D. P. Caird

<div>During the past six years as a "General Subjects Teacher" in a Provincial Technical High School with a roll of 700 plus I have observed with misgiving the apparent marked lack of reading ability displayed by the pupils. I have felt continually frustrated in my attempts to teach various subjects by the fact that a preponderance of the pupils are poor readers. Furthermore a considerable proportion of pupils openly resented opportunities to avail themselves of a free choice of reading matter during any silent periods offered to them. Many were content to turn over pages of books or magazines and frequently gave pictures only the most cursory scrutiny.</div>


2021 ◽  
Vol 29 (2) ◽  
pp. 44-54
Author(s):  
Dukhayel Aldukhayel

Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.


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