This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
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
1. Rationale for extensive Extensive reading refers to when someone is reading for fun. The term ‘extensive reading’ was stated by Palmer (1997) to show the difference between extensive and intensive reading. Extensive reading is when someone reads a book, article or magazine in his/her own time. This form of reading can play an important role when it comes to developing comprehension.
Suggestions for supporting strategies that can students improve literacy and oral language skills can be providing individual support to develop links between reading experiences and writing tasks, encourage and asset students with writing, fixing all errors putting all punctuation in and reading outlook what has been written to see if it makes sense. For education to be a listener and reading support for the student so they have someone to guide them. Resources that can be used to improve student’s literacy and oral language can be using selective texts made for reading and writing for supporting independently and with an educator, using materials such as games, books, DVDs and movies getting students thinking flowing but having fun at the same, Using Mind maps as a visual
MORANTA, CIELO GRACE Y. ED ENG 106-Technology in Language Teaching MAED-ENGLISH 1 Dr. Mercelita J. Labial Reflection Paper on Deep Reading It is always the aim of teachers to make every child a reader . It is because the ability to read is greatly necessary to educate a man. With this main objective, teachers adopt different reading strategies and approaches to facilitate the development of various reading skills. Reading is a basic skill in life. It is not only a skill but as well as perhaps the most pleasurable , desirable indulgence to get someone informed and edge over in life’s other rudiments in learning.
I believe that Ms. McCloskey’s schedule structure and activities are an efficient use of learning time, and are developed to ensure that every child is getting what they need individually. I genuinely believe that having a time dedicated to reading aloud to your students is vital during literacy. It’s a great way to calm students down and get them
When looking for details, we expect students to concentrate on the minutiae of what they are reading” (Harmer, Jeremy “How to teach English” England, Longman). In extensive reading, the students read long texts like books or novels to comprehend the main ideas, it is usually done for pleasure, it is not recommended to develop it in the classroom due to time management. To develop reading the teacher may have to follow three phases, these phases are known as pre-reading, while-reading and post-reading. The pre-reading phase is optional. In the pre-reading, the teacher sets a task to create interest in the topic, to motivate students and to prepare them for the text, “What pre-teaching phase tries to do is: to introduce and arouse interest in the topic.
When researching about good teaching practice they are two aspects of teaching that are interesting they are; being able to learn phonics and being able to learn comprehensive skills of a new language and clarifying it as well. They are several methods that can be employed to make sure that young children are able to understand and read texts. One of the main methods that are used by teachers in teaching on how to read is phonics (Lazarin, 2016). This method focuses on mentioning of new words by children. It does this through teaching students the alphabetical system of writing.
They use many languages as far as they need. For example, parents use language to interact with their children. In modern era, Indonesian people tend to use more than one language in daily activity such as combine their mother tongue with lingua franca and even with foreign language such as English. English is an international language that becomes familiar in Indonesia. Therefore, English is a foreign language in Indonesia but it has many users.
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.