This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
The students cannot achieve their academic success without comprehending what they read. In comprehending texts, the students should be monitored by their teachers; hence the way to teach comprehension should be monitored by their teachers. Teaching comprehension is an activity to teach the students to be good comprehended through some steps: selecting a text, explaining the strategy, modeling the strategy, guiding support, practicing independently and reflecting. Therefore, it can be concluded the reading comprehension is a long process. Moreover, in order to improve English skills and to get the information, students need to comprehend reading texts well.
Reading Skills for Content Subjects As a professional in English teaching, I have received a lot of training about the importance of the use of reading strategies and helping students to develop their reading skills. I consider this topic of a great importance not only for learning a second language but also for our daily activities. However, I have noticed that my students just relate reading strategies to second language learning and do not consider it useful for other aspects. Consequently, now that I have had the possibility to teach Social Studies in a second language, I have taken the time to show my students that reading skills are very useful for other subjects and their daily life. According to Jones and Lapham (2004), “ Social studies
The strategies are the prerequisites for the learners use it when they are read, think, listen...etc. The strategy is kind of the mental operations (conscious and subconscious), utilize by the students while they read or examining in the language learning conditions (O’Malley, 1990; McDonough, S., 2006). These strategies are the operations which help the readers to know what they are performing and to manage the reading situations and also, to capture data and information. A strategy is a tool for correcting mistakes and wrong thinking, which help the-the readers to solve their problems for the reason to reach fully understanding and better comprehension of the written text (Grabe, W., 2009: Abbott, M., 2010). The strategy is the mental operations which help the readers to ease up the reading situation and connect the meaning with the written forms or symbols (Tarnraporn 2010; Abersoldand Field 2000).
Therefore teachers need to plan every lesson carefully adopting appropriate teaching approaches and methods in order to make the lesson productive and engaging for the students. This research will be looking at the use of the creative writing approach in teaching writing to ESL students at the middle school level, and what challenges teachers are faced when teaching
Teacher gives students information related to the text and explains about the purposes for reading the text. The second stage is reading, students begin reading using reading strategies, the examination of illustrations, reading from beginning to end, and note taking. The third stage is responding, the students respond to what they read through reading logs, journals, or grand conversations. In this stage, teacher lets the students
Reading extensively involves giving learners the option of choosing their texts and reading at their own speed. For many it is a more pleasurable way of reading. In using this method, a teacher has the important role of influencing learners to read by introducing them to either simplified or unsimplified text, depending on their reading level. Most importantly, teachers need to ensure that learners understand the beneficial aspects of reading extensively. By helping them set realistic goals and familiarizing them with various types of texts, learners will enhance their word recognition and, as a result, experience more pleasure out of reading without having to constantly stop reading due to lack of
Introduction: Reading is beneficial in acquiring language, according to Harmer, “ The more you read, the better you get at it” (Harmmer, 2007). This means reading is a significant skill that students should practice in daily life because it will support them in being more intelligent by having a lot of input, improve their language and construct their vocabulary as well as it will help them in their careers (Harmmer, 2007). Teachers should consider reading as an important skill and try to scaffold students in simple and fun way to make students feel interested to learn. In this paper I am going to analyze my MST`s reading lesson that I observed during my teaching practice to see what worked with her students and what did not work as well
One advantage when teaching reading in a second language is that the learners most likely already know how to read in their first language and they probably have some strategies for it which help when learning to read in a new language (Pinter, 2006, p.68). During the field study day some of the students mentioned that they read English books but it was hard since they did not know all of the words and could have a hard time understanding some bits. As a teacher it could therefore be important to make sure that the students read books on their level, so they do not lose their interest. Also make the students aware of the ability to understand content from the context and not stop at every single word they do not understand.
Self-monitoring It is considered essential to report about how self - monitoring helped students verify their understanding by identifying comprehension problems and finding appropriate solution during the reading task using the self- assessment protocol. Self- monitoring aims to provide learners with a plan at the moment to read, taking the stages of before, while and after the reading, also during reading they should read the strategies in order to have them in mind and solve the reading task using as many reading strategies they considered useful in their individual processes. Indeed, at the beginning learners did not have a clear idea about the process of reading they just read because it was a task. Learners reported their comprehension