The students cannot achieve their academic success without comprehending what they read. In comprehending texts, the students should be monitored by their teachers; hence the way to teach comprehension should be monitored by their teachers. Teaching comprehension is an activity to teach the students to be good comprehended through some steps: selecting a text, explaining the strategy, modeling the strategy, guiding support, practicing independently and reflecting. Therefore, it can be concluded the reading comprehension is a long process. Moreover, in order to improve English skills and to get the information, students need to comprehend reading texts well.
1. Introduction If one wants to improve a skill or competence motivation is an important factor that contributes to successfully achieving this goal. Especially, when it comes to learning in the classroom motivation is key. Hence, it is neccessary that teachers know what it takes to foster the students’ motivation. In this case the effects of reading motivation will be discussed.
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
Table 4.162 displays the reasons to the participants’ poor learning experience when using the screen reader to complete the reading task. Despite the majority preference towards the screen reader mode, there were a handful (7-8 participants) who were strongly against the idea of using the screen reader as an aid in their reading. Based on the responses received, the two main reasons which had led these participants to think likewise were the distracting audio of the screen reader and a personal preference to self-read. Distracting audio Text-to-speech technology or more commonly known as a screen reader in this study holds promise as a compensatory tool for adolescents with learning disabilities in accessing grade-level expository text (Meyer
Shared Reading, is where the teacher models and support students. Generally, the teacher reads for enjoyment first then later, the teacher may focus on theme, title, cover, illustrations, and predictions. Significantly, it is during this type of reading that student contribution is strongly encouraged. Language concepts are emphasised, and in this way, typical phonics/grammar knowledge is strengthened. Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs.
During this lesson, I wanted to use writing as a time for the students to reflect over the text, rather than for pure assessment (p. 63). The pressure of writing and doing everything “right” is a contribution to why many students dread writing. My goal for this lesson was for students to engage in and practice the writing process (pg. 74) and to teach them that writing doesn’t have to be something they hate/dread. From the lesson, I learned that teaching writing in kindergarten requires a lot of modeling.
" Whole language " is a method of teaching reading that emphasizes literature and text comprehension . Students are taught to use critical thinking strategies and to use context to " guess " words that they do not recognize . In the younger grades, children use invented spelling to write their own stories . Both instructional methods use elements that are emphasized in the other; the differences between the methods are largely related to what is emphasized and the sequence of skill instruction . Phonics : Phonics is seen to be an improvement on the previously used method of learning the approximate sounds represented by letters ( b = buh) first and then blending them with other sounds ( b1 = bluh ) to decode and encode words in written form .
Two of them shared a similar point of view that they did not like writing instruction because this skill was difficult and because most of their students neither were good at grammar nor had much vocabulary. One of these participants claimed, Among the skills, I don’t like writing because it is a very difficult skill to teach. The students need to have a lot of vocabulary and structure to write well. In fact, my students’ stock of vocabulary is not rich and their knowledge of grammar is not, either. I find it difficult to help them write, even a short sentence.
7 Most reading instruction in elementary and secondary school is very focused on the understanding of the text and even in the new words or vocabulary build up. From that sense, interventions are needed by the students (Burns, Hodgson, Parker, & Fremont, 2011). The success of students in any field of acquiring skills specifically in reading can be determined through students’ motivation which could possibly be obtained by the teachers’ attitude and capability in constructing a program beneficial for each student but when teachers fail to maintain good attitude towards students then low-motivated learners are expected to fail in comprehending or understanding any form of a given printed materials Nilsen (2009). Morgan & Fuchs, 2007 emphasized
Self-monitoring It is considered essential to report about how self - monitoring helped students verify their understanding by identifying comprehension problems and finding appropriate solution during the reading task using the self- assessment protocol. Self- monitoring aims to provide learners with a plan at the moment to read, taking the stages of before, while and after the reading, also during reading they should read the strategies in order to have them in mind and solve the reading task using as many reading strategies they considered useful in their individual processes. Indeed, at the beginning learners did not have a clear idea about the process of reading they just read because it was a task. Learners reported their comprehension