5.1 Introduction Research has proven that fluency not only is an important element of a successful reader, but also is a major component of the language learning curriculum. The researcher was very interested in conducting a study in this area and therefore chose to conduct a fluency study with pre intermediate readers in Azad university of Ahvaz. The strategy of ER was used with a selection of interesting book from pre intermediate leveled resources. The study was conducted for nine weeks during July to August 2014. Data was collected from the study and analyzed.
5.2 Conclusion Reading is one of the most important elements of Language learning. It is an aspect that needs special attention and instruction in EFL teaching.
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After listening to voice recorded in pre- test (Appendix C) of two groups, most of the experimental and some of the control group participants’ errors were with common in fluent reading with no attention to prosodic factors. It appears that these students do not have these factors mastered. Another error which was by these students was unknown words and they clearly did not have strategies in place to know how to figure it out and decoding words. It became evident that after treatment and post-test, control group had more difficulties in decoding words than the experimental group that we're able to read the passages fluently with much more ease and smoothness to their reading much earlier during each fluency practice. The researchers believe that the most significant success of the fluency strategy was that we're able to read authentic material passages with fun, enjoyment and interest in reading …show more content…
Methodologists devise some new methods in the world of Language teaching, which focus on all aspects of Language (intensive reading), without focusing on learners’ interest. Teaching reading skill via intensive materials is, to some extent different and more difficult than teaching reading via extensive materials. Extensive teaching approaches are more useful not only for teaching aspects of language, but also to make learners interested to improve their readings’ ability. Day and Bamford (1998) “the term extensively in referring to a large amount of reading with a focus on the meaning of the text” (pp.34). So, by regarding to above mentioned point this approach and method should be devised and applied in teaching reading
In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
Because of systematic SPL over the years, our students have successfully improved their accuracy scores at it pertains to reading and reading fluency. Gains in accuracy continue to improve because of proper placement and class
After we completed the guided reading section we worked with words. During our working with words lesson, Reid worked on both phonics and sight words skills. For phonics, we used clips cards and sorting as our main strategies. With these two strategies, we changed them around to meet the needs of the student. We used sorting for r-controlled vowels, identifying lowercase ‘b’ and ‘d’, and sorting vowel sounds.
The activities were engaging for EL students in part due to the inclusion Moll’s ‘funds of knowledge’ (as cited in Ajayi, 2015) by incorporating translations and cognates from students’ home language and experiences, but additionally because the techniques were more engaging that merely searching the dictionary for a definition. The use of graphic organizers, technology, visual imagery etc. would be conducive to many students’ learning preferences and literacy levels and would also allow students to encounter and manipulate words in a variety of ways. The techniques incorporated by these teachers provide a solid foundation for effective literacy instruction for all populations of less proficient readers regardless of English
They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.
Can you go back and point out the hints the author gave?”)" (Jalongo, 2004, pg. 60). By including the different strategies from both texts, teachers are able to promote language development and understanding of literacy in the
Even though different strategies are utilized in the teaching and assessment of reading performance,
First, in level 5 of the Reading Assessment Summary Activity, the student may have missed 8 out of 10 words in the phoneme deletion section of the assignment because when learning to read, phoneme deletion is a more complicated activity. Phoneme deletion is recognizing the word that is formed when sounds are taken away from another word according to Rauth & Stuart (2008). It requires that readers have an understanding that when alphabet sounds are deleted or omitted from a word, the remainder of the word or sounds in the word will remain in place. Phoneme deletion is a very important part of developing phonemic awareness. To be an efficient reader, students must be able to identify different alphabet sounds that make up words and how these
This intrigued them, because many students are “good” readers in the way that they have extensive vocabularies, can recall content, and can read rapidly. They are able to understand texts well, but only on a surface level. This means they can understand the content, but usually fail to understand the purpose of it. Haas and Flower had found that more experienced readers attempted to connect parts of a text to understand what they couldn’t before, or even to just to form a purpose for the text.
Student A was able to finish the evaluation without frustration and she appeared to understand all of the instructions during the practice session. The student was informally tested with a phonics inventory assessment. This analysis encompassed initial consonant sounds, phonics segmentation, blending onsets and rimes, and finally
Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.
As children read they use several strategies that allow them to consider information from different sources to construct meaning. These sources of information are broken into three groups known as the cueing systems. These cue systems are semantic, language, and graphophonic. Semantic Information signifies the meanings in the text and in the mind of the reader. It includes word meanings, subject-specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)".
In addition, interventions to improve phonological awareness abilities lead to significantly improved reading abilities. As Sam & Rojian (2013) added, the relationship between phonological awareness and reading abilities changes over time. All levels of phonemic awareness ability (syllable, onset-rhyme, and phoneme) contribute to reading abilities through early grades. The relationship between phonological awareness and literacy is often explained in terms of its role in decoding and encoding.
First one is that activities should be appropriate children`s age level. Second one is that instruction should be purposeful and third one is that activities and materials should be integrated with other components of a balanced literacy programs. A teacher can teach identifying words, categorizing words, substituting sounds, blending sounds, and segmenting sounds by doing age appropriate activities with children. Teachers assess children by using screening test to determine the level of their knowledge about phonemic awareness and they use instruction assessment cycle are planning, monitoring, evaluation, and reflection. Phonemic awareness is important to learn how to read and it is prerequisite.
Reading is the act or skill of reading and Strategy is a plan of action made to reach a goal. Reading strategy is a decisive, intellectual action that an individual acquires when they are reading to help build and preserve meaning. There are two reading strategies that are used mostly in schools, colleges and technical institutions and are taught in communication and study skills course which is extensive reading and intensive reading. Extensive reading is the widening of knowledge of a pointed topic through large quantity reading. It is commonly used for knowing the country and the world as a whole which increases knowledge and widens our perspective though general understanding and pleasure.