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
Students should be encouraged to speak in English regardless of the mistakes they make as Baker and Westrup (2000) opine that students learn when they make mistakes and correct each other’s mistakes (pg. 80). The next skill is reading. Its aim is to understand and absorb the writer’s purpose. Meaningful tasks should be set in order to give the students a need to read (Watkins, 2007).
Beginning readers must master a set of phonemic awareness and phonics skills that allow for new words to be "unlocked’. Research has demonstrated that: student is more likely to have trouble reading in the later grades if they lack phonemic awareness (as early as in kindergarten) simple tests of a student's skill at working with phonemes could predict later reading problems and failure; and student's reading can be improved using simple techniques to show them how to identify the phonemes in words. Research has also demonstrated that phonemic awareness and phonics, while necessary to learn to read, are not sufficient, especially when we think about reading as a way to extract meaning from printed text. Good readers must also be able to apply these skills quickly, understand the words they read, and to relate what they read to their own lives and experiences. Much more than sounding out Even when a student can break spoken words into smaller units (called phonemes) and are able to blend sounds together to form words (phonics), there are at least three other skills that are important to master to be able to extract meaning from written
Ningtas (2015) mentioned that in prediction phase students are encouraged to use context clues and set up the purpose of reading. Moreover, prediction serves as a way for the students to involve in the text and develop interested in the text. 2.8.4 Promote active comprehension Directed reading thinking activity promotes active comprehension by encouraging students to think critically about the text. This strategy is carried out in different phases. Lowe (2006) stated DRTA as a metacognition strategy that teaches students to set a purpose for reading as they develop their thinking processes.
Reading is usually regarded as hard especially in English as the students unable to comprehend what they read. Students tend to read word by word which make them try to understand the words per se and not on context. When this problem occurs it will reduce their interest and motivation to read. By using the extensive reading materials, the students will be taught to read and be more concerned with the meaning of the text rather than the meaning of individual words or sentences. Limitation of the Research Some problems might arise when the research is conducted: a) Selecting reading materials and suit the students’ ability and fit with the needs of the curriculum specification could be rather demanding.
2.1 Introduction to Interactive Read Aloud Interactive Read Aloud is an important learning activity for building knowledge required by students to be successful in reading (Lippman, 1996). According to Fountas and Pinnell (2006, Cited in Johnston, 2015), Interactive Read Aloud is a deliberate and explicit method of reading aloud where the teacher models for the whole class vocabulary development, reading fluently, and comprehension strategies and requires the students to involve in the discussion by giving some questions. As the result, the students become interactive participants in their own learning. Interactive Read Aloud also can be defined as an activity that makes children learn new words and ideas as
Richards and Rodgers (2001) states that reading and writing are the essential skills to be focused on however, little or no attention is paid to the skill of speaking and listening. The importance of speaking is more revealed with the integration of the other language skills. For instance, speaking can help students to develop their vocabulary and grammar and then improving their writing skill. With speaking, learners can express their personal feeling, opinions or ideas; tell stories; inform or explain; request; converse and discuss, i.e. through speaking, we can display the different functions of language.
Vocabulary: Vocabulary plays a main role in any language learning course. The Crackerjack introduces vocabulary in two main ways: Productive vocabulary is presented through grammar, writing and speaking activities and receptive vocabulary is introduced through listening and reading. Guessing meaning from context, the use of a dictionary and conveying the meaning as Plus 1 vocabulary is fostered in this course. The course encourages teachers to give students more responsibility on their own learning
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at
One of these methods is teaching grammar through reading and writing. Students can learn correct grammar by reading passages or their peers writing. A teacher can use a strategy called grouping to have students teach each other about grammar. From the article Grouping Students to Teach Grammar, Breznak and Scott suggest that, “Students learn best when they teach to someone else” (Breznak and Scott, 2003). Students can be given a writing prompt and have their peers edit their work.