Reading involves garnering knowledge, information and meaning from any literary text. Readers are encouraged to be active in constructing meaning while reading text. Thus, after reading has taken place, readers should have a clear understanding of what has been written and they will then be able to transfer information they need. However, many students still have challenges with comprehension; especially when they have to comprehend words, sentences or an entire text. If people do not understand what they read, it becomes a frustrating, pointless exercise in word calling.
Reading is a skill that teachers expect learners to acquire because reading is one of the four major skills that students have to be mastered. Students can learn many things through reading. In other words, the more they read, the more knowledge they get; hence, a strong correlation between reading and academic success is shown. The act of reading cannot be separated from comprehension. The students cannot achieve their academic success without comprehending what they read.
Teacher gives students information related to the text and explains about the purposes for reading the text. The second stage is reading, students begin reading using reading strategies, the examination of illustrations, reading from beginning to end, and note taking. The third stage is responding, the students respond to what they read through reading logs, journals, or grand conversations. In this stage, teacher lets the students
We get most concise understanding of what we read after reading. Why reading is important? Reading isn’t just about going from the beginning to the end of a written passage.rather we read to get the knowledge, to gain new vocabulary, to improve our understanding and also to spend leisure time. T Elements of reading Comprehension Reading comprehension has two elements that complete the process. Vocabulary konwledge.
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.
The strategy is the mental operations which help the readers to ease up the reading situation and connect the meaning with the written forms or symbols (Tarnraporn 2010; Abersoldand Field 2000). So the good reading strategy is that one aids the learners to solve problems. The students tend to vary the strategies, in order to make successful use of reading strategy, in which it is important to reach a fully understanding of the text (Hsin et al 2009: 1).“Learners actively use strategies to accomplish their language learning goals” (Neil 2003: p 6). Iranian
Reading Skills for Content Subjects As a professional in English teaching, I have received a lot of training about the importance of the use of reading strategies and helping students to develop their reading skills. I consider this topic of a great importance not only for learning a second language but also for our daily activities. However, I have noticed that my students just relate reading strategies to second language learning and do not consider it useful for other aspects. Consequently, now that I have had the possibility to teach Social Studies in a second language, I have taken the time to show my students that reading skills are very useful for other subjects and their daily life. According to Jones and Lapham (2004), “ Social studies
It was also noticed that the learning outcomes does fit well with the learning objectives that was related to the unit activities and the assessments that was given in class. The new knowledge and the skill was clearly stated. Some of the new vocabulary that was introduced to the class by Tr2 were: • Shoulder • Stomach • Foot and feet along with their differences between them. An worksheet exercise was given to the students in order to test if all the students had learnt the spellings as well as to test if all the students was able to do the worksheet exercise on their own without any spelling mistake and also to know how well the students in the class have understood the concept on “parts of the body”. Thus, Tr2 was able to make the students aware as well as make the students understand the concept that was taught in the class very
CLIL teacher understand the need of the students and provides the required knowledge to the students for the betterment of learning. The content are more simplified by the instructor so that students can understand when she/he reads. Reading skills plays a major role in the receiving the content from the printed material. As the students get familiarized with the content learning process becomes easier and interesting. The study focused on implementing reading skills through CLIL methodology.
But, it should be noted that communication is just a part of the total abilities to be developed in the learners. Hence, this study would like to determine the reading proficiency levels of the pupils both in silent and oral reading and to correlate this to their academic performance. Accordingly, the study would provide the teachers with thorough knowledge on the intervention plans that will be developed to address the things that need to be addressed after the culmination of this research