Introduction According to Merriam-Webster Dictionary (2016), one of the definitions of Language is that it is “The system of words or signs that people use to express thoughts and feelings to each other”. Therefore, language is used to express the thoughts and feelings, and vocabulary is necessary to express it. But learning the definitions of words is fundamental. Many teachers believe that an effective instructional technique is to define words before reading a text because it supports vocabulary growth and helps them comprehend what they read; however, research indicates otherwise. Teaching English vocabulary may be challenging, and it takes a challenging teacher to achieve it.
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
Foreign languages should be taught in elementary schools because learning a language provides cognitive benefits, is easy for children in particular, and is useful in the work force. Learning a foreign language exercises the brain and improves learning ability. According to Mary Lynn Redmond of Wake Forest University, students enrolled in a foreign language class tend to score higher on standardized tests, such as the SAT (“Foreign Language Important in Elementary School”). “Learning languages helps increase listening ability, memory, creativity and critical thinking,” she says. These skills are vital to academic success.
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).
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
Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds.
Explaining and clarifying is a very important strategy, especially for children who struggle to understand. Teaching assistant can teach the students to clarify by focusing their attention on reasons why the text is difficult; to understand and to notice when they don’t understand; to clarify parts of the text which have confused them; to monitor their comprehension as they read, and to correct it when needed. Students should notice when they don’t understand the text; they can’t read a word, or don’t understand a word; they can’t figure out how the text is set up. Teaching assistant can teach students to use fix-up strategies to fix the problem when they don’t understand the text; to think about what they know; to stop and think about what they have already read; to reread. Teaching assistant can explain what to do if children can’t read a word, or don’t understand a word: They should teach them to break words down, look for little words inside big words, look for base or root words, prefixes, or suffixes etc; to keep reading or rereading to see if they can get a sense of the definition from the text.
This is a milestone that children reach when reading because they learn how to read from top to bottom, from left to right and begin to understand what the purpose for punctuation is. In this stage children also start to use both upper and lower case letters in their writing. At this age their attention span becomes longer and they can start to read their own writing which can be very exciting. Educators can support this stage by incorporating writing activities during the day. This way children have time to practice writing and enhance their understanding of letters and sounds.
Accelerated reading offers a number of proven benefits to participants. It provides for authentic assessment, significantly contributes to improving reading scores and develops higher order thinking skills via the assessment, recognizing the achievement of the students. The program combines the reading of popular and rich literature with computer-based comprehension tests to provide inspiration for students to read books of higher quality and to read more in general. In addition, the accelerated reading software manages the records of the student to keep track of reading performance, which gives parents and teachers valuable information to evaluate motivation and reading comprehension
Study Skills D NO: L0033AHAAHA0817 FULL NAME: ELMEHDI SDIRA 19/10/2017 There are a lot of skills needed to achieve good grades and to have an excellent academic level. In order to be successful, students need good study skills. Study skills are a set of skills which help students become effective learners (Oxford Dictionaries | English, 2017). This strategy of study helps students become more effective and make the studying easier by using a lot of skills and a productive learning method. It is a method to learn and a key to be successful in all types of studies.