According to Elfira, Marhum and Mashuri (2015), DRTA strategy encourages students to use their mind while reading, thus making them thoughtful and active learner as they comprehend the text. Both the teacher and students can be assisted during teaching and learning when DRTA strategy is being implemented. Therefore, Teacher and students should be active throughout the reading
For teachers to teach reading effectively their lessons should include vocabulary, decoding skills, fluency and comprehension strategies. Using these techniques and strategies taught in class students can make connections to build up their reading comprehension. As we discussed with our first article, students who have better automaticity obtain more cognitive abilities that they can put forth to work with reading comprehension. Therefore, reading fluency, the use of accuracy and automaticity, connects to student’s reading comprehension. A student’s reading success depends of their reading
Reading is fun! A good book can take you from the depths of the ocean floor to the farthest reaches of our galaxy and beyond. Whether you are reading a book, using a tablet or following along on a phone, reading is a great way to explore the world! We asked authors, teachers, and other experts what you can do to turn yourself into a bookworm, and they gave us these tips: 1. Read at home – It helps to always have books at (home).
SECTION B Introduction This research is to investigate the effectiveness of using extensive reading materials to teach reading for standard 5 students As we aware, reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, check their interpretation and use social context to focus their responses. In order to maintain the interest in reading among students in this school, we need to use extensive reading materials as an alternative to teach reading apart from using the traditional reading materials. Since the aim of the reading programme is to develop students’ ability to become independent readers, extensive reading is very important. Most extensive reading will be done out of the
According to Brasell and Rasinski (2008:20) reading comprehension is the ability to take information from written text and do something with it in a way that demonstrates knowledge or understanding of that information. Reading comprehension is an intentional, active, interactive, process that occurs before, during and after a person reads a particular piece of writing. Therefore, it is a complex skill that should be owned and mastered by students; moreover, it should be rehearsed and examined continuously in order to improve the ability in comprehending the information they have
Reading motivation is a key factor in reading performance. Motivated readers work harder to build meaning in their reading and display increased comprehension (Pardo, 2004). Various techniques have been attempted by pedagogues to eradicate resistance to reading and among them Extensive reading is the most frequently cited remedy and is a very useful and relatively painless device to promote reading motivation and enhance reading performance of students. Extensive Reading in a foreign language is a process mostly for pleasure (Day & Bamford, 1997; Dungworth etal, 2004) and involves students in a relaxed and individualized reading procedure. Through extensive reading readers transmit the information and content of the materials constructed by the author through the analysis of the data.
In other words, language learners need to construct meaning while reading a text, and having adequate knowledge regarding the genre of the text can facilitate this process. It works as ‘textual schemata’, and it limits the ‘meaning-potential’ of a specific text (O’Sullivan, et al, 1994). In other words, having knowledge about genre is likely to play a significant role in enhancing the reading comprehension. Fowler (1989) has pointed out that “Readers learn genres gradually, usually through unconscious familiarization.” (p. 215) Thus, teachers can employ this technique to improve the learners’ reading comprehension. Timed reading is an activity which is usually done to increase reading speed (Nation, 2007).
I believe reading is an important aspect of our lives; in fact we do this every day, hence the reason I choose to teach English Literature. I believe English Literature will play a pivotal role in students’ lives because this subject has a lot to offer them. I am inspired to develop methods that would help students attain skills such as being imaginative, analytical and interpretive. This subject focuses on reading, as such, I will incorporate different reading strategies such as peer, group, question generating, and cooperative learning, so that all students will develop a love and openness for this subject. English Literature also helps students deal with problems in everyday situations; by reading novels about past issues, they
Due to this examination, many ESL teachers are expected to teach concepts which are on the test. An interesting point made by Ashworth was that if a student struggles with learning English in the classroom, they should not be removed from the class or held back but instead continue with their original class. A key component to properly learning English is developing a unique classroom culture that fosters learning the language (CITE). As a result, it is ideal to adapt lessons to the various learning styles of children as every child learns differently, some visual others through lectures (CITE).
Role of English teacher in developing speaking skills in students: Language is primarily spoken form. To know language means to understand and speak the language. The teacher has to conduct the following tasks which are helpful to learn and strengthen one’s speaking skills 1. By conducting Just A Minute (JAM), teacher can build up confidence in students. They have to express their views on particular topic in English in a minute.