For teachers to teach reading effectively their lessons should include vocabulary, decoding skills, fluency and comprehension strategies. Using these techniques and strategies taught in class students can make connections to build up their reading comprehension. As we discussed with our first article, students who have better automaticity obtain more cognitive abilities that they can put forth to work with reading comprehension. Therefore, reading fluency, the use of accuracy and automaticity, connects to student’s reading comprehension. A student’s reading success depends of their reading
This study aimed to investigate the effect of explicit sight word instruction on reading speed of elementary EFL students. Sight words are generally well-defined as those words that are not decodable by Ordinary English phonics instructions and that appear often in text (Hood, 1977). These words are found in 50-70% of written texts (Harris & Sipay, 1975). Additionally, all three theoretic methods to reading instruction—synthetic (Chall, 1970), authentic (Goodman, 1986) and interactive (Rumelhart, 1994)—obviously address the significance of inserting sight word in reading instruction. Although many learners are able to recognize words accurately, they spend extreme time and energy in the process of word recognition, which may lead to a breakdown of comprehension.
In fact the benefits of reading out loud were more helpful to poor readers than good ones. Poor readers seem less inclined to decode words when they are reading silently compared to when they are reading aloud. The author suggested based off of the tests that teachers should display spellings as part of vocabulary instruction to help learning. Along with directing students to pronounce new words aloud when encountering them in
The results showed that students obtained a moderate mean in fluency via repeated reading. Not only do some student need assistance at times but also a good model to read so that they can know how to read properly since they will be reading on their own. Older struggling readers need to have a good model when reading .Model reading involves a good model e.g. . ; teacher, peer, tape recording or computer read the passage and students listen and or read along.
It is demonstrated during oral reading through ease of word recognition, appropriate pacing, phrasing, and intonation. It is a factor in both oral and silent reading that can limit or support comprehension. (p. 45) In recent years, instructional methodologies have been developed that are aimed at achieving reading fluency. Of interest to this paper is the investigation of the effect of assisted reading, specifically listening while reading (LWR), on reading comprehension. Theoretical framework: listening while reading Reading fluency can be fostered through a process called assisted reading (Rasinski &Hoffman, 2003).
Reading competence emphasizes the ability to process text and derive meaning and understanding swiftly and automatically. As illustrated by Byrnes and Wasik (2009), attaining reading skills requires learners to utilize their knowledge of the alphabet and sounds. Reading instruction aims to foster comprehension and promote fluency, enabling learners to read and understand text fast, accurately, and effortlessly. Reading literacy for young children in Kindergarten to Grade 3 is of great importance as it forms a critical foundation for their future academic and professional success. These learners are in different points of learning to read, and include emergent, early and fluent readers (Byrnes & Wasik, 2009).
For instance, some students may read very well but not understand the meaning of the text or perhaps they can decode and understand exactly what they are reading but with some difficulties, for example when performing reading aloud. Writing on the other hand requires and involves more skills than any other area. Besides of being coherent and cohesive, a piece of text should present good grammar and punctuation. All these elements combined are fundamental to communicate a clear
So, it means that for reading comprehension, it is not only about the ability to read the individual words and know the meaning, but it is about understanding the whole passage as well. Reading comprehension is known to be important because even though it is almost a complex thing as it requires our understanding, but it will be very beneficial especially to be used in peer teaching strategies. Pupils can discuss among themselves the ideas they got based on the passage they read. Besides that, Ylvisaker (2006) has also stated that reading comprehension is seemed to be important for pupils to learn as it has a very close connection with listening comprehension but still reading comprehension skill is much
Reading is the act or skill of reading and Strategy is a plan of action made to reach a goal. Reading strategy is a decisive, intellectual action that an individual acquires when they are reading to help build and preserve meaning. There are two reading strategies that are used mostly in schools, colleges and technical institutions and are taught in communication and study skills course which is extensive reading and intensive reading. Extensive reading is the widening of knowledge of a pointed topic through large quantity reading. It is commonly used for knowing the country and the world as a whole which increases knowledge and widens our perspective though general understanding and pleasure.
The Aural-Oral approach is very effective to be implemented in English Language Teaching in case to build communicative competence of student. It enhances listening and speaking also it increases new vocabulary for student. The aim of this essay is to give real imagine about how the Aural-Oral approach can be taught in or during English learning and give good improvement in both listening and speaking in order to reach student’s communicative competence. The first focus of Aural-Oral Approach is to teach English for student