The students cannot achieve their academic success without comprehending what they read. In comprehending texts, the students should be monitored by their teachers; hence the way to teach comprehension should be monitored by their teachers. Teaching comprehension is an activity to teach the students to be good comprehended through some steps: selecting a text, explaining the strategy, modeling the strategy, guiding support, practicing independently and reflecting. Therefore, it can be concluded the reading comprehension is a long process. Moreover, in order to improve English skills and to get the information, students need to comprehend reading texts well.
Introduction : Teaching requires more than having degree of education . Teachers should recognize student needs and getting the class involved in the learning process .That requires recognizing the new trends of teaching approaches . Language skills are a main component of the English language . Reading is a key for developing other language skills . Reading skills include skills acquired through reading, such as comprehension, fluency and independence.
If readers use these skills effectively they would probably be able to understand the content of the text given to them. Variables such as reading attitude, reading purpose, prior knowledge about the text, textual structure, vocabulary knowledge; comprehension are considered as keys to the success of the reading process (Yıldırım, 2010). Ogle and Correa-Kovtun (2010) stressed the importance of teaching functional reading skills to language learners for they comprise almost 30% of the public students. Confucius (500 B.C) founded the epistemology of this research. His ideology of synchronization between the heart and mind when a person will try to discover new knowledge has a direct impact to cognitive and affective aspects of study.
Textbooks are valuable in each language classroom, and they have several roles in English Language Teaching (ELT) curriculum and help the process of language teaching and learning. A textbook has a very virtual role in teaching and learning of English. According to Ahour and Ahmadi (2012), "textbooks are the main sources that can convey the knowledge and information to the learners in an easy and organized way" (p.176). As stated by Zohrabi, Sabouri, and Kheradmand (2014),"textbooks are one of the elements that may promote or discourage learners depending on their materials. They are a kind of support for both teachers and learners.
Introduction The struggle of several students in order to achieve their educational goals, created the need for new, simple educational practices which would enable teachers to test and evaluate the students’ performance. Therefore, Deno (1985) introduced the Curriculum-Based Measurement (CBM) system which screens students’ performance, evaluates their progress and identifies those being at risk of failing. It is argued that CBM provides accurate information on the students’ performance (Shinn, 1989). Furthermore, it is considered an efficient method for academic assessment beacuse it enables teachers to make important decisions and an efficient tool for assessing English language learners’ reading skills (Wiley & Deno, 2005), which is very useful within the framework of the present study. A person’s reading skills are crucial in his academic life success.
The endeavor is to find the answer to the question ‘How dyslexic students can accommodated in general classroom effectively?’ ‘How to teach them, so they can be proved productive human resources in the society?’ STATETMENT OF THE PROBLEM The purpose of the study is to develop a remedial teaching package which assist the dyslexic students in overcoming their usual problems which they encounter in the path of reading and learning.Here in this study, the researcher wants to discuss some individualized technique after analyzing the challenges faced by them and hence enhance the reading attainment capacity of dyslexics. The problem under this investigation is entitled as “EDUCATIONAL (ACADEMIC), SOCIAL AND EMOTIONAL CHALLENGES FACED BY DYSLEXIC CHILDREN OF SIXTH GRADE: MULTIPLE CASE
them more power. And, in a sense the learners’ autonomy gives more importance to students than teachers. However, this does not mean that teachers’ role is erased from the learning process, but it means that the teachers’ role in class changes. While traditional teachers based all their teaching on a book, in an autonomous classroom, the teachers’ role is to provide assistance to learners, tell them what they need to know and how they can learn it. In the case of English, this means to make them aware of why they need to learn English, what they should learn it and how they could do it.
According to Tomlinson (2012), textbooks prepare learners for examinations, help teachers by reducing their preparation time, help administrators to allocate lessons to teachers, normalize teaching, and provide teaching that would be valuable to any learner anywhere at a specified language level. It is evident that in EFL contexts teachers and textbooks play central roles as resources of the target language and culture. A textbook is a framework which regulates the programs without which classrooms have no face validity to students and learners don’t take their learning serious. In situations when shortage of experts in teaching a foreign language is felt, the role of textbooks become pivotal (Williams, 1983). Textbooks represent the role of several people in the target society, the way different people at dissimilar levels of society
The purpose of this study was to determine the effect of explicit sight word instruction on the reading speed of elementary EFL students. Participants’ ability to read affects their daily lives in significant ways. Thus, effective pedagogical methods of reading instruction are imperative. Memorizing lists of words by sight is especially difficult for participants who need multiple exposures to successful. Therefore, it is necessary to see different ways to teach participants who visit for multiple repetitions in an approach that will not lead to ennui or frustration.
To understand how classes contribute to literacy and how variation in instruction may mediate inequities in literacy, we need a solid conception of instruction and students performance (Gamoran and Kelly, p. 112). In the quotation, I understand that the programs help students in different ways, not just the pupils that are behind, but children from other countries who do not speak the language correctly and their learning process takes time. That is why Remedial classes with good instruction improves the results of the students giving them the foundation and skills that are required to grow with the language. • Discuss the importance of the relevance of materials used in the classroom as well as the organization of informal