Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
Classification of learning styles that can help students strategize study time and get the best results without causing stress or headaches, there are four types of learning. Students can be classified by visual learning, auditory learning, kinesthetic learning, and reading and writing learning. These four can be used to find student strengths to apply to academic learning and everyday life. Let 's start with visual
If readers use these skills effectively they would probably be able to understand the content of the text given to them. Variables such as reading attitude, reading purpose, prior knowledge about the text, textual structure, vocabulary knowledge; comprehension are considered as keys to the success of the reading process (Yıldırım, 2010). Ogle and Correa-Kovtun (2010) stressed the importance of teaching functional reading skills to language learners for they comprise almost 30% of the public students. Confucius (500 B.C) founded the epistemology of this research. His ideology of synchronization between the heart and mind when a person will try to discover new knowledge has a direct impact to cognitive and affective aspects of study.
It is important to stress to the students that reading process is very individual, and to make it personal a good reader must be honest with himself. If there is something that is not clear, could be new vocabulary words for example, the good reader will stop and research the meaning of the word or use rereading strategy to look for clues before moving on with the
All children need instruction; modelling, explaining, and demonstrating are very important teaching activities if children are to learn to read and write. Teaching assistant can model the reading and writing by engaging in them while children observe; reading aloud to children, which provides a model of how reading sounds and how stories go. Reading aloud is a way to model fluent reading. Teaching assistant can discuss books and stories while modelling the thinking process leading to understanding. Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions.
Reading can help the students a lot by supporting students at other subjects, get higher grades in school, and teach them about the world around them. Reading can support students in various subjects. First, reading can help students build vocabulary skill. Johnson O 'Connor, an American psychometrician, researcher, the educator said that reading is an important step to increase children’s knowledge of words. He also said, “Reading is how you can find the words that you
Some researchers attempted to identify reading strategies available to various groups of readers (Anderson, 1991; Block, 1986). Others, based on their theoretical and empirical research, recommended strategies and techniques that can be used to facilitate reading comprehension. Still others have investigated the effects of various reading strategies on improving comprehension (Afflerbach, 1990) Reading strategy which is defined varies from researcher to researcher. According to Cohen (1986), reading strategies refer to those mental processes that readers consciously choose to use in accomplishing reading tasks. As Block (1986) defined, reading strategies are techniques and methods readers use to make their reading successful.
First of all pre reading strategies help to stimulate their prior knowledge about a topic and involve the students in the themes before they even open the book. The while-reading strategies help the students to monitor their comprehension in the moment of reading. Besides, activities like asking questions and explaing key ideas help them to engage with the text. Finally, the post reading activities help them to organize the informations, clarify doubts, and respond to what was read. In conclusion, I think that the use of reading strategies in my class is helping my students to become independent readers that know that reading is reading is an active process that involves critical thought before, during, and after engaging the
Q3: How can adopting the suitable reading strategies facilitate students' process of learning. ? Research Hypotheses In conducting the present study, we hypothesize that: H1: Secondary school students hold positive attitudes towards using reading strategies in enhancing their reading
As metacognition is frequently related to reading comprehension, studies have verified that students who become skilled readers demonstrate abilities in identifying important information and using it, monitoring their comprehension, and evaluating execution with revision (Paris & Brown, 1984; Schmitt & Hopkins, 1993; Yang, 2002). In view of this, we explore the fundamental facets of reading strategies in the next section. 2.2.2 Metacognitive reading strategies In determining specific strategies used in reading, Israel (2007) and Pressley and Afflerbach (1995) classified them into three distinctive categories that assist comprehension: planning strategies, monitoring strategies and evaluation strategies: 1. Planning strategies occur prior to reading. Students may activate prior knowledge, examine the genre of the text and begin to make predictions in relation to former experience or learning.