Learners can record special terms in a notebook, flash cards and other things. This strategy involves several processes. One example: Students or any learner should have a good attention, then they can remember words which they read before. The second category is reading. In this process, educators pay attention to students' interaction with the text by asking requests about fictional elements, having students present verbal summaries of the conspiracy, or asking them to accumulate details or write notes which they read.
It includes “Literature Review” about the investigated topic and involves an overview about reading. It respectfully defines reading, reading comprehension, states the different models of reading, and finally sheds light on the main difficulties that EFL students may encounter during their reading process. Chapter two deals with reading strategies; definition of reading strategies, asserts their importance, and their paramount role in enhancing students’ reading comprehension. It equally tries to stress the teacher’s role in raising students’ awareness about the use of such strategies and indulge them to better benefit from adapting a strategy based instruction model with their students. Chapter three is devoted to the practical part, which is divided into two sections: the field work and outcomes obtained from both students’ and teachers’ questionnaires.
Accelerated reading offers a number of proven benefits to participants. It provides for authentic assessment, significantly contributes to improving reading scores and develops higher order thinking skills via the assessment, recognizing the achievement of the students. The program combines the reading of popular and rich literature with computer-based comprehension tests to provide inspiration for students to read books of higher quality and to read more in general. In addition, the accelerated reading software manages the records of the student to keep track of reading performance, which gives parents and teachers valuable information to evaluate motivation and reading comprehension
By using Think-Pair-Share activity in teaching and learning activities, it helps students to think individually about a topic or answer to a question. It also teaches students to share ideas with classmates and builds oral communication skills. It also helps to focus attention and engage students in comprehending the reading
For instance, questioning strategy is used to ask questions regarding the text, the questions may be derived from Wh-questions or the revised Bloom’s taxonomy. Using questioning strategy, I was able to ask any sorts of question regarding the text. In addition, pupils are eligible to ask any parts of the text which they need an explanation. In this strategy, the teacher and the pupils are playing their roles actively in the lesson; teacher asks questions to pupils to check their understanding, and
She supports students with such activities as shared reading, literature discussion circles, and response activities. She also has to continually stimulate students’ interest in reading by presenting them with interesting literature; another is to expose students to as many kinds of texts as possible so that they can appreciate them and be wide readers. She is also tasked to interpret errors, give feedbacks, illustrate concepts and explain new ideas – all these a literature-based reading teacher must do, all the while keeping in mind the ultimate purpose of her teaching reading – so that students will learn, enjoy, and understand what they are
Cohen (1998) stated that metacognitive strategies which lead to effective reading and improved performance are divided into pre-reading (planning) strategies, while-reading (monitoring) strategies, and post-reading (evaluating) strategies. Therefore, in a lesson, teachers can expose students to pre-reading strategies, follow by while-reading and then post reading strategies. For example, teachers can start by teaching the students on how to scan and guess the gist of a text, and once students decide which reading material they want to read, teachers can teach them on how to use typographical features like bold faces and italics to identify key information in the next stage. Teachers should begin with some metacognitive reading strategies that are easy for students to implement in order to inspire their confidence and build a greater sense of achievement. Any strategies that are too difficult for students to understand and apply in reading tasks should be taken into consideration and teachers should give them more training and time so they can use that particular skills when they read online
The second category is reading. In this process, educators pay attention to students' interaction with the text by asking requests about fictional elements, having students present verbal summaries of the conspiracy, or asking them to accumulate details or write notes which they read. If students have enough understanding, they can answer these questions as they read without any difficulty. The last category is post-reading. Post-reading is an effective strategy that can take many different forms.
For many children reading text aloud helps to develop their skills as active listeners. Listening how the teacher reads a text demonstrates a model for fluent reading and pronunciation of unfamiliar words. Read aloud also maintains each student’s participation and focusing on how the reading process works. Reading aloud allows students not only to understand the plot of the story, but also catch the meaning beyond the text. Reading aloud motivates students to read and provides many benefits in building vocabulary, learning the reading process in a meaningful context, modeling fluency, and simply practice how to think-aloud.
The Students. The output of this study would guide the students on their reading skills. It also serve as a basis for them to aim high in reading. The Future Researchers. The result of this study will serve as their basis for their future research study.