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
Abstract Reading is one of the most important skills that foreign language learners must master. Also, the ability to read and comprehend a text is crucial to success in any kind of educational and professional process. Proficiency in reading is a key target of education and a major prerequisite for learning. Importance of reading in an academic context leads to various studies in this field. This study is an attempt to investigate, whether two new approaches (thinking together and autonomous language learning) have any significant effect on pre-intermediate EFL learners’ reading comprehension or not, and if the answer is positive which of them is more influential.
Rather, effective instruction demands the use of many strategies”. Successful reading teachers are cognizant of the fact that reading can be taught using a variety of methods. The classroom teacher’s verbal communicative patterns are essential in developing the student’s self-efficacy in the classroom. Self efficacy deals directly with how a student views his/her ability to prosperously consummate a particular task. The edifier-student relationship that is established in the classroom directly affects students’ motivation and achievement in reading.
Students read the text to confirm their prediction before moving to the next portion of the text. They can either confirm or reject their prediction. Students discuss the confirmation or rejection of prediction by referring the information gathered from the text. This process continues until the entire text has been read. According to Elfira, Marhum and Mashuri (2015), DRTA strategy encourages students to use their mind while reading, thus making them thoughtful and active learner as they comprehend the text.
This chapter describes the rationale, purpose of the study, research questions, scope and delimitations, and definition of terms of the study. 1.1 Rationale Reading is one of the most important parts in learning English. It helps students gain new experience and knowledge and engage to other societies if they are able to understand texts they are reading. However, there is a difficulty in learning language that is grammar. It is the most difficult part to comprehend texts and meaning especially a complex sentence.
In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. If the individual words don’t make the sense then the overall story will not either. The student can draw on their prior knowledge of vocabulary, but they also need to continually be taught new words. The best vocabulary instruction occurs at the point of need. Parents and teachers should pre-teach new words that a student will encounter in a text or aid her in understanding unfamiliar words as she comes upon them in the writing.
SECTION B Introduction This research is to investigate the effectiveness of using extensive reading materials to teach reading for standard 5 students As we aware, reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, check their interpretation and use social context to focus their responses. In order to maintain the interest in reading among students in this school, we need to use extensive reading materials as an alternative to teach reading apart from using the traditional reading materials. Since the aim of the reading programme is to develop students’ ability to become independent readers, extensive reading is very important. Most extensive reading will be done out of the
This study might also be helpful for the ESL students to get to know what reading strategy suits them well in order to improve their reading ability. Students can also be aware of what are the reading strategies used by them for comprehending a text in order to understand better what they are reading, As for the ESL teachers, this study might assist in knowing what methods and skills could be applied during the teaching of reading of English. Teachers can also prepare better and appropriate reading materials for students to improvise their reading skills. 1.7 Definition of Terms 1. Reading strategies: Series of activities performed by learners to tackle or accomplish a task (Garner, Macready & Wagoner,
According to Brasell and Rasinski (2008:20) reading comprehension is the ability to take information from written text and do something with it in a way that demonstrates knowledge or understanding of that information. Reading comprehension is an intentional, active, interactive, process that occurs before, during and after a person reads a particular piece of writing. Therefore, it is a complex skill that should be owned and mastered by students; moreover, it should be rehearsed and examined continuously in order to improve the ability in comprehending the information they have
Moreover, in order to make the students become active learners during the reading process, teacher should engage students through both immediate and non-immediate talk which includes discussions of word meanings, making predictions and inferences, and relating the text to personal experiences (Dickinson and Tabors, 2001 cited in Lane and Wright,