Teaching through this method would be equally interesting for both the teachers and students. This study will benefit the teacher because it will be a guideline for the teachers to determine the specific difficulty encountered by the students in acquiring English. The teachers can find ways to improve their teaching methods. Moreover, students will show high level of enthusiasm, curiosity and involvement in being taught through process writing approach. The studies conducted on the incorporation of process writing approach showed that the approach is effective to improve the students’ achievement in writing.
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
When researching about good teaching practice they are two aspects of teaching that are interesting they are; being able to learn phonics and being able to learn comprehensive skills of a new language and clarifying it as well. They are several methods that can be employed to make sure that young children are able to understand and read texts. One of the main methods that are used by teachers in teaching on how to read is phonics (Lazarin, 2016). This method focuses on mentioning of new words by children. It does this through teaching students the alphabetical system of writing.
The third is Read-aloud and discussion are effective ways to engage in mastery modeling. Read-aloud allows teachers to model important reading strategies and behaviors. According to McGee & Richgels (2003), teacher read alouds can be used to promote deeper understanding and interpretation of text; allow children to take an active role in understanding text; and prompt children to begin using mental activities that will become automatic as they begin reading independently. The fourth is Providing balanced book
Learning through DRTA strategy is based on the schema and cognitive theory because our previous knowledge is important to comprehend the text. A teacher should activate schema of the students while facilitating the reading activity so that the knowledge is retained for longer period of time. Moreover, a teacher should provide an opportunity for students to explore and experience so that students are motivated and their schemata are activated. Student activities should be based on student-centered approach in order to engage all the students actively in the classroom. When students interact with their friends while reading, it helps in their cognitive development which ultimately leads to learning.
It encourages a higher level of thinking compared to the basal level of instruction for students, predicts events and reacts to characters in stories. It gives learners the opportunity to think deeply and share their thoughts about a story. Reading-based instructions enhance vocabulary, improve reading comprehension, and language growth. However, there are several disadvantages of using authentic reading materials such as difficulty in finding a variety of books suited to every learner in a diverse classroom, wherein learners varying levels of vocabulary and comprehension abilities are considered. Moreover, it gives additional work for the teacher to look for stories relevant to students’ lives.
Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
Reading skills include skills acquired through reading, such as comprehension, fluency and independence. Overall, these skills give students the ability to turn words on a page into a clear meaning. Maynor ( 2016 ) Swanson (2001) indicated that research shows that children learn about reading before they enter school. In fact, they learn in the best manner-through observation. Young children, for example, see people around them reading newspapers, books, maps, and signs.
), classroom method, texts, vocabulary choice, and tests for the present study in Chapter 3. Chapter 4 includes the data and discussion connected to the effects of text type, English reading ability on students' improvement rates on the test included in appendix. Researcher will relate these findings with previous research and discuss the effects this study brings to our understanding of English language learner vocabulary learning. In Chapter 5, researcher will end by proposing success plans that teachers who interact with English language learner students should adopt as a