To understand a text a reader should not only possess linguistic knowledge but also general knowledge of the world and the knowledge activated during reading. Therefore, students’ background knowledge should be activated before reading the text. Understanding the text depends on the schema of the reader while reading. According to An (2013), schema theory guides readers as they make sense of new experiences, enable them to make a prediction about what they might expect to experience in a given context. Reading comprehension schema is often used to assist second language learning.
The third is Read-aloud and discussion are effective ways to engage in mastery modeling. Read-aloud allows teachers to model important reading strategies and behaviors. According to McGee & Richgels (2003), teacher read alouds can be used to promote deeper understanding and interpretation of text; allow children to take an active role in understanding text; and prompt children to begin using mental activities that will become automatic as they begin reading independently. The fourth is Providing balanced book
Writing requires making choices. We can help students by teaching how to see and make choices when working with exercises in every lesson. We can introduce students to a process of sorting ideas by teaching them how to use exercises to build ideas. When students have a better understanding of how to discover and arrange ideas, they will have more success in getting their ideas on paper. Reading Activities When you start the process of learning a second language, the importance of reading is crucial.
(www.phschool.com). Moreover, each type of Venn diagram can be used to develop reading strategies. Both the cognitive and metacognitive strategies should be developed to accomplish the goal of comprehension. Since that the main goals of reading literature sorts such as: prose, novel, plays, short stories, and poetry is to motivate the students to read and think critically about experience, feelings, thoughts, and information, and to develop their abilities to make comparison, summarize, take notes, and analyze the content. The role of teacher is very important to achieve these goals.
), classroom method, texts, vocabulary choice, and tests for the present study in Chapter 3. Chapter 4 includes the data and discussion connected to the effects of text type, English reading ability on students' improvement rates on the test included in appendix. Researcher will relate these findings with previous research and discuss the effects this study brings to our understanding of English language learner vocabulary learning. In Chapter 5, researcher will end by proposing success plans that teachers who interact with English language learner students should adopt as a
The Four Main skills of ESL The four language skills A language covers many forms of communication. When teaching ESL, the four skills reading, writing, speaking and listening are considered. In order for the teaching to be affective, and proficiency to be achieved in the target language it is necessary to approach each of the language skills in different ways. A broad teaching method such as the direct method could in theory be applied to the four skills. But the same is not the case with a narrow method such as the grammar translation method, which itself it not suitable for teaching speaking and listening skills.
The author emphasizes that the main goal of using close reading is to help students to think about ambiguities in the text and get the whole picture of the text . My experience The most important ways that developed my reading skills are used text in the class and provide structural motivation. In fact, I had an experience with these strategies
2.0 FOCUS OF INVESTIGATION / ISSUE OF CONCERN My research focus is how can I improve the teaching of reading comprehension through the use of QCPS (questioning, clarifying, predicting, and summarizing). QCPS was derived from Reciprocal Teaching. It was devised by Palinscar and Brown in 1984, Park (2008) and it is used as a reading comprehension strategy. Reciprocal teaching (RT) is a process involving four distinct activities which are questioning, clarifying, summarising and predicting, employed in a student-led, team approach to develop reading comprehension skills among primary students. However, as cater to the needs of my pupils, I adapted the Reciprocal Teaching to be used as my way.
Meaningful tasks should be set in order to give the students a need to read (Watkins, 2007). Then there is writing skill which means expressing thoughts in language. It is essential for a teacher to understand the different stages that a student passes through in their writing (Wyse & Jones,
Reading has become a primary vehicle for target language input (Han & Anderson, 2009). The reading-based materials such as literary pieces and other prints that captivate students’ interests are engaging students in authentic activities. Prints help students reread and refer back to solve their problems (Dubbin and Bycina, 1991). There are several advantages using this type of materials to learn various language skills for it provides students with content that can make the lesson fun. It encourages a higher level of thinking compared to the basal level of instruction for students, predicts events and reacts to characters in stories.