Reading aloud has many advantages in learning. Those are; first can improve in reading comprehension. The teacher can use reading aloud to improve student’s background knowledge and their skill in reading (Meller, Richardson, & Hatch, 2009). It is based on investigation that conduct by Santos (1987) in Amer (1997) reading aloud has positive effect for learners particularly ability to inter- relate, interpret, and conclusion of draw from content of passage. Besides the teacher can guide learners in learning second or foreign language (Güler, 2013).
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
Cohen (1998) stated that metacognitive strategies which lead to effective reading and improved performance are divided into pre-reading (planning) strategies, while-reading (monitoring) strategies, and post-reading (evaluating) strategies. Therefore, in a lesson, teachers can expose students to pre-reading strategies, follow by while-reading and then post reading strategies. For example, teachers can start by teaching the students on how to scan and guess the gist of a text, and once students decide which reading material they want to read, teachers can teach them on how to use typographical features like bold faces and italics to identify key information in the next stage. Teachers should begin with some metacognitive reading strategies that are easy for students to implement in order to inspire their confidence and build a greater sense of achievement. Any strategies that are too difficult for students to understand and apply in reading tasks should be taken into consideration and teachers should give them more training and time so they can use that particular skills when they read online
Indeed, to build the grounds for which teachers can foster their learners’ intrinsic reading motivation, the following strategies (Hunter, 2005) can be of practical application in classrooms. -The reading level of each text presented in the classroom should be coupled with the students’ cognitive
Define Content Area Literacy (CL): Content Area literacy is the ability to use reading and writing for the acquisition of new content in a given discipline. Content literacy is connected to all subject areas, and has the potential to maximize content acquisition: 3. What are the differences between DL and CL? Content area literacy strategies are the basic set of strategies students use when reading and responding to texts, with little differentiation being made across the content-area subjects. For example, students may learn techniques for determining important information, making inferences, asking questions, and summarizing.
The results obtained were used to confirm learners difficulties on literal reading comprehension and to plan an accurate intervention. Before starting the pedagogical intervention, learners were informed about the process they were to start. Teacher- researchers presented and explained the importance of the project and encouraged them to participate in the process to improve their reading. The starting point for this stage was a session devoted to present and explain the importance of the project and motivate learners to participate in a process to improve their reading performance and become self-directed readers.Besides, instructions about the questionnaires and test development were given to
Reading aloud motivates students to read and provides many benefits in building vocabulary, learning the reading process in a meaningful context, modeling fluency, and simply practice how to think-aloud. In my preparation for read aloud lesson I first relied on the amount of the text and vocabulary that could possibly
1.4 Significance of the Study The findings of the study will import the benefit of EFL teachers considering that complex sentence comprehension plays an important role in grasping the meaning and interpreting the text reading. The results of the study will be also useful to EFL teachers in providing teaching process to help their students improve linguistic competence in acquiring dependent clauses so that students will correctly comprehend and interpret complex sentence in text reading. 1.5 Scope and Delimitation This study is focus on acquiring full and reduced forms of dependent clauses; adverb clause, adjective or relative clause, and noun clause by applying explicit and implicit instruction. Moreover, the study is confined to comparing the significant difference of the effect on applying explicit and implicit instruction. This study is limited to 80 12th-grade students both male and female during the second semester of the academic year 2015 at Suraphinphitthaya School.
INTRODUCTION Language and literacy are areas of study that has continued to produce new research findings, regular reviews, articles, books and appraisals. Teachers’ who are trained in literacy is deemed very important because they make the difference in effective reading instruction. There are those who believe that the benefits of reading to children during their early years as a way of fostering language development. Researchers believes that reading to children is, in fact, a major way of teaching literacy. The role of the teacher cannot be over emphasized as quality and effectiveness is key to successful literacy instruction.
Besides, not only the strategies that the teachers assign students to read more literatures in a second language and support them to generate the questions can boost students’ capability in reading, but using reading aloud technique can also develop their ability in reading comprehension according to Ninsuwan (2015). The results of this experimental strategy prove that reading aloud can help students to remember the vocabulary and also help them improve their pronunciation as well. Accordingly, these three strategies are used effectively in developing students’ ability in reading comprehension since the students can fluently read and logically analyze the contexts as well as memorize new words from reading several texts written in a second language. For this reason, it can be seen that using diagnostic instruments in teaching English for L2 learners can enhance the ability of the learners to have more in-depth understanding as well as increase their interest and concentration on reading comprehension