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Relevant bibliographies by topics / Reading – Remedial teaching – Namibia

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Academic literature on the topic 'Reading – Remedial teaching – Namibia'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Reading – Remedial teaching – Namibia"

1

Simm, T. "The Long‐term Results of Remedial Teaching of Reading." Educational Psychology in Practice 1, no. 4 (1986): 142–47. http://dx.doi.org/10.1080/0266736860010403.

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2

Jain, Ivy, and Norasmah Othman. "Reading Problems among Primary School Remedial Pupils in One of Miri, Sarawak." Social and Management Research Journal 16, no. 1 (2019): 73. http://dx.doi.org/10.24191/smrj.v16i1.6083.

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Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study

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3

Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.

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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experi

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4

Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.

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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking r

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5

Yang, Yu-Fen. "Developing a reciprocal teaching/learning system for college remedial reading instruction." Computers & Education 55, no. 3 (2010): 1193–201. http://dx.doi.org/10.1016/j.compedu.2010.05.016.

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6

February, Pamela J. "Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia." JULACE: Journal of the University of Namibia Language Centre 4, no. 1 (2020): 15–28. http://dx.doi.org/10.32642/julace.v4i1.1422.

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A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were as

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7

Vincent, Areena C., Manju G. Elenjickal, and Sukumaran T. U. "Effect of remedial teaching on the scholastic performance of children with learning disability." International Journal of Contemporary Pediatrics 7, no. 3 (2020): 487. http://dx.doi.org/10.18203/2349-3291.ijcp20200213.

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Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP)

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8

Kunasaraphan, Kanokrat. "DEVELOPMENT OF TOEIC TEST-TAKING SKILLS BY APPLYING KAHOOT! AS A REMEDIAL TEACHING TOOL." EUrASEANs: journal on global socio-economic dynamics, no. 5(24) (September 30, 2020): 77–85. http://dx.doi.org/10.35678/2539-5645.5(24).2020.77-85.

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The purpose of this study is to investigate and compare TOEIC scores before and after applying Kahoot! as a remedial teaching tool on the sample of 180 (6 groups, 30 students each group) first-year students enrolled on the Airline Business Program in the International College, Suan Sunandha Rajabhat University. The research instruments in this study were TOEIC test and all questions on Kahoot! to improve students’ skills in TOEIC test reading section. The researcher applied Kahoot! at the end of 15 classes, 15-20 minutes each class. The researcher analyzed students’ TOEIC scores before and aft

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9

Alfassi, Miriam. "Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes." American Educational Research Journal 35, no. 2 (1998): 309–32. http://dx.doi.org/10.3102/00028312035002309.

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10

Moats, Louisa Cook, and Cheryl Smith. "Derivational Morphology." Language, Speech, and Hearing Services in Schools 23, no. 4 (1992): 312–19. http://dx.doi.org/10.1044/0161-1461.2304.312.

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For unclear reasons, current language tests and remedial teaching materials often do not include the explicit evaluation or teaching of derivational morphology. This article reviews recent research on children’s knowledge and acquisition of derivational morphology across studies of listening, speaking, reading, and spelling. We conclude that this dimension of language organization deserves more attention than it now receives in language instruction.

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