Importance And Benefits In Reading Skills

Review of Literature In this part, a review of literature is discussed to give a background about the research study and to provide a systematic analysis of the variables under investigation.

Importance and Benefits in Reading Skills

Developmental factors and students’ perceptions about their own abilities also play into their level of engagement with learning. The older student get, the less likely they are to take risks and engage themselves fully in activities at which they are not sure they will succeed, young children tend to maintain high expectations for success even in the face of repeated failure, while older students do not.To older students, failure following high effort appears to carry more negative implications especially for

(2007) reported that most of the materials were printed in formal plain texts, and did not have the element of “reading is fun”.The relationship between mobility and learning isn’t a concept that has emerged because of new technology. This relationship has also been discussed in the literature in terms of the close relation of learning to the context and the situation in which the learning need arises (Brown et al., 1989; Lave and Wenger, 1991). The benefit of just-in-time, situated learning (Goodyear, 2000) illustrates another example of the discussion of this relationship, as does the idea that knowledge is information in context. Since mobile devices enable the delivery of context-specific information they are well placed to enable learning and the construction of knowledge (Nyiri,

Adams and Bruce p. 37 1980 they say that comprehension is the use of prior knowledge and without prior knowledge a complex objects such as a text, is not just difficult to interpret; strictly speaking it is meaningless. Pearson suggested that increasing children’s store of conceptual knowledge may do more to increase reading comprehension than skills training. Many researcher have demonstrated that readers use their prior knowledge to integrate new information, that prior knowledge can be used to disambiguate text and the prior knowledge about a topic increase s comprehension it is by Bransford and Johnson 1973; Johnson,Bransford and Solomon 1973; Pearson, Hansen and Gordon 1979. There are also recent researcher like Marshall and Glock 1978- 79 says that on the relationship between prior knowledge and reading comprehension suggests prior knowledge may more profoundly affect comprehension than manipulations in text structure, Kinstsch et al. says that text difficulty may be a function of prior knowledge and last is Lipson, Note 1; Steffensen et al. 1979 says that culturally specific prior knowledge affects both the quantity and quality of recall