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Simm, T. "The Long‐term Results of Remedial Teaching of Reading." Educational Psychology in Practice 1, no. 4 (January 1986): 142–47. http://dx.doi.org/10.1080/0266736860010403.
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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 (June 26, 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 was conducted in one elementary school in the district of Miri, Sarawak involving 30 pupils in year two from remedial class. Data were collected through Diagnostic Tests, observations and interviews in the study group. The study found that the main problems were; students do not understand the basic concepts of reading clearly and the lack of motivation among the students. This study is expected to help teacher in particular remedial teachers in helping students overcome reading recovery KVKV word. To improve the reading skills of pupils, the study recommended that remedial students are taught by a variety of teaching strategies such as inserting games or songs in their teaching and learning in order to cultivate their interest in reading. Teachers are also advised to constantly motivate the students so that they are eager to learn the skills of reading.
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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 (March 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 experience and experience and training in managing reading difficulty. These teachers then provided information concerning the ability level, behavioural problems, perceived cause of reading difficulty, assessment, and adequacy of assistance for 303 Year 3 children whom they identified as having a reading difficulty. Results indicated that 42.7% of teachers predominantly used a whole language approach to teaching reading and that, by teacher definition, only 36.6% of children were receiving adequate assistance for their reading difficulty. Regression analysis showed that the factors most strongly associated with adequate assistance were a less severe level of reading difficulty, a higher level of support available within the school, and more children with reading difficulty in the class. The implications of these findings and other characteristics of the children with reading difficulties are discussed.
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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 (February 20, 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 remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.
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Yang, Yu-Fen. "Developing a reciprocal teaching/learning system for college remedial reading instruction." Computers & Education 55, no. 3 (November 2010): 1193–201. http://dx.doi.org/10.1016/j.compedu.2010.05.016.
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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 (January 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 asked about the teaching methods they use, the specific instruction content they use, how they create a literate classroom, how they encourage and support poor readers, and whether and how reading instruction in small groups occurs. Their teacher training was examined, as well as the knowledge that they have regarding certain language and reading components that support reading instruction. Teachers reported that they mostly use a range of methods when teaching reading (83%), while (15%) report using only one method. Of all the reading and language skills that teachers had to select from, 90% included phonological awareness as part of their reading instruction content, more so than the other reading and language skills. Among different strategies used to create a literate environment in the classroom, the majority (82%) use labels and notices to draw children's attention to literacy. To encourage struggling readers to read, teachers indicated they mainly use simple, easy texts so that poor readers can experience success. The results of the study reveal that while most Grade 1 teachers (81%) claim that they have received average to excellent training in teaching reading and demonstrate that they overwhelmingly agree (99%) with good reading practices and beliefs, the results reveal that their actual knowledge of various aspects of reading does not relate to their stated teacher training and reading beliefs. It appears that the overall average for the knowledge section showed that less than 37% of teachers had detailed knowledge of specific aspects of reading such as being able to identify syllables, morphemes, and speech sounds in words as well as demonstrating knowledge of phonics, phonemes, and diphthongs. The article discusses some strategies to alleviate some of the issues highlighted in the results.
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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 (February 25, 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) by special educators. Diagnosis and pre- post assessment were done using tool, NIMHANS SLD battery. Effectiveness was evaluated as improvement in class levels of students. Definite improvement was decided in each student if improvement was observed in 4 or more domains. Relationship of IQ score and age with their improvement in was noted.Results: In pretest, poor results were found in attention and copying in 39 children, reading in 41, comprehension and spelling in 42, written expression in 43, and arithmetic in 44. In posttest, good results with statistical significance (p<0.05) were found in attention in 33, copying in 27, reading in 24, arithmetic in 15, and spelling in 12 children. Definite improvement was noticed for 33% of students with significant association with age and not IQ score of the child.Conclusions: This study shows that remedial teaching can bring about significant changes in academic skills namely attention, copying, reading, arithmetic, and spelling. 33% had definite improvement in 4 or more domains. The improvement in academic skills following remedial teaching was dependent on the child’s age and not on IQ score.
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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 after applying Kahoot! as a remedial teaching tool by calculating TOEIC scores and percentage.
The findings show that all average scores in the semester 1/2018 were higher than the score in semester 3/2017 which the score in listening section was more than the one in the reading section. Similarly, in each group, the average score in semester 1/2018 was higher than the score in semester 3/2017 while the score in listening section was more than the one in reading section. Generally, students’ TOEIC scores before applying Kahoot! were higher than after applying Kahoot!. The percentage of difference score before and after employing Kahoot! in the reading section was more than in the listening section. The group that obtained the highest percentage of difference score was group 6, followed by groups 5, 2, 4, 3 and 1, respectively. In part of the listening section, the group that obtained the highest percentage of difference score was group 4, followed by groups 6, 2, 5, 3 and 1, respectively. In part of the reading section, the group that obtained the highest percentage of difference score was group 5, followed by groups 6, 3, 2, 4 and 1, respectively.
From Kahoot! score results, the researcher found that the average score, including the percentage of correct answers on Kahoot! tends to get higher. Therefore, lecturers should promote and develop students’ TOEIC test-taking skills in part of its listening and reading sections by means of integrating Kahoot! or other active learning strategies in the everyday classroom.
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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 (January 1998): 309–32. http://dx.doi.org/10.3102/00028312035002309.
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Moats, Louisa Cook, and Cheryl Smith. "Derivational Morphology." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 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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Bean, Rita M., William W. Cooley, R. Tony Eichelberger, Meryl K. Lazar, and Naomi Zigmond. "Inclass or Pullout: Effects of Setting on the Remedial Reading Program." Journal of Reading Behavior 23, no. 4 (December 1991): 445–64. http://dx.doi.org/10.1080/10862969109547753.
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The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.
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Hempenstall, Kerry. "Teaching reading through Direct Instruction: A role for educational psychologists?" Educational and Developmental Psychologist 37, no. 2 (June 23, 2020): 133–39. http://dx.doi.org/10.1017/edp.2020.13.
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AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.
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Petricig, Michael. "Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course." Mathematics Teacher 81, no. 5 (May 1988): 385–87. http://dx.doi.org/10.5951/mt.81.5.0385.
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In recent years many colleges have noticed an increase in the number of student applicants who are underprepared in the basic skills of reading, writing, and mathematics. At Chapman College, a large percentage of freshmen have been required to take remedial courses in these subjects. Furthermore, many students were not performing well in the remedial course in Intermediate Algebra. To improve the success rate for students in this course, a method for teaching it was developed that combined individualized instruction with the traditional lecture approach. The method was easy and inexpensive to implement, and it required a minimum of reorganization.
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Hacquebord, Hilde. "Taalhulp op Maat." Taal(leer)problemen 60 (January 1, 1998): 19–28. http://dx.doi.org/10.1075/ttwia.60.03hac.
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This article des ribes the implementation of a screening test of text comprehension in five secondary schools. The test results yield diagnostic information about the individual's reading style, which may be either compensating for a lack of word knowledge, or a 'bottom-up' reading style without bringing about meaning on the textual level. The typology of readers is carried out with the aim of improving the different reading problems by follow-up reading and language programs tailored to the specific individual needs. The schools apply different models of remediation, dependent on the different logistic possibilities and on the numbers of weak readers. It appears that 'remedial teaching' and the 'integrated model' conditions yield the best results.
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Samsudin, Nurul Haniza, Puteri Roslina Abdul Wahid, and Salinah Ja’afar. "Pengaplikasian Model Awal Kit Asas Membaca Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas." Sains Insani 3, no. 1 (September 3, 2018): 1–9. http://dx.doi.org/10.33102/sainsinsani.vol3no1.17.
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This article discusses the application of Basic Reading Kit early model in the learning of Malay Language among remedial education children. The developed early model was related to letter recognition and graphical knowledge. The development of this Basic Reading Kit early model involved four phases namely selection, development, execution, and adaptation of which these phases were applied throughout a month-long pilot test. This research used both quantitative and qualitative approaches in collecting the data. The subjects selected were five year three students who were undergoing remedial education class in Johor Bahru, Johor. The instruments utilized in this research included both verbal and non-verbal tests. Two types of test were administered – before and after the Basic Reading Kit early model had been exposed to the children. The data illustrate that there was an increment of 3.17% in the children’s performance after the teaching and learning using the Basic Reading Kit early model (when the three learning outcomes [LO] be summed up). Even though there was no percentage increase seen in LO 2, LO 1 shows an increment of 1.54%, while in LO 3, the increase was 7.5 % as compared to the test result before the application of Basic Reading Kit early model. The data portrays the effectiveness of the application of Basic Reading Kit early model in the teaching and learning of reading among remedial education children.Keywords: early model, Basic Reading Kit, remedial education children, pilot test, learning outcomes
ABSTRAK: Makalah ini membicarakan tentang pengaplikasian model awal Kit Asas Membaca dalam pembelajaran bahasa Melayu kanak-kanak pemulihan khas. Model awal yang dibina adalah berkaitan dengan pengecaman huruf dan pengetahuan grafik. Pembinaan model awal Kit Asas Membaca ini melibatkan empat tahap, iaitu penentuan, pembangunan, penggunaan, dan penyesuaian yang diaplikasikan melalui kajian rintis selama sebulan. Kajian ini juga menggunakan kaedah kuantitatif dan kualitatif dalam pengumpulan data. Subjek yang dipilih merupakan lima orang pelajar darjah tiga yang mengikuti kelas pemulihan khas di Johor Bahru, Johor. Instrumen yang digunakan ialah ujian lisan dan bukan lisan. Dua jenis ujian dijalankan, iaitu sebelum dan selepas penggunaan model awal Kit Asas Membaca didedahkan kepada mereka. Dapatan kajian ini menunjukkan bahawa terdapatnya peningkatan pencapaian sebanyak 3.17 % selepas pengajaran dan pembelajaran (P&P) menggunakan model awal Kit Asas Membaca apabila ketiga-tiga hasil pembelajaran (HP) dijumlahkan. Dapatan HP 1 menunjukkan wujudnya peningkatan sebanyak 1.54%, manakala HP 3 pula sebanyak 7.5% sebelum dan selepas P&P menggunakan model awal Kit Asas Membaca. Walau bagaimanapun, tiada peningkatan peratusan pencapaian bagi HP 2 sebelum dan selepas P&P menggunakan model awal Kit Asas Membaca. Dapatan ini menunjukkan bahawa terdapatnya keberkesanan pengaplikasian model awal Kit Asas Membaca sebelum dan selepas P&P membaca kepada kanak-kanak pemulihan khas.Kata kunci: model awal, Kit Asas Membaca, kanak-kanak pemulihan khas, kajian rintis, hasil pembelajaran
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Siyave, Theresia Nerumbu. "Teaching Reading in Rukwangali: How Children Learn to Read---A Case Study." English Linguistics Research 6, no. 2 (June 12, 2017): 50. http://dx.doi.org/10.5430/elr.v6n2p50.
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This paper looks at how children learn to read. It draws on the cognitive constructivist view and the schemata theory which inform the teaching of reading. This is a qualitative case study carried out in an interpretive paradigm as it seeks to understand the meaning people attach to human actions. Participants were selected purposefully and in terms of convenience.The data was collected from four grade three teachers at three schools in Rundu, Kavango Region of Namibia. Qualitative research methods were employed and data was triangulated to enhance validity.The study reveals that teachers use multiple methods that include phonics and syllabification to help struggling learners to decode difficult and long words; look-and-say method for whole word recognition; and thematic approach to expand learner’s vocabulary and enhance their understanding. The study also found that lack of reading books written in Rukwangali and large classrooms constrain the teachers from teaching in a more learner-centred way.
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Dowdney, Linda. "Introduction." Child Psychology and Psychiatry Review 3, no. 1 (February 1998): 2–3. http://dx.doi.org/10.1017/s1360641797001354.
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The concept of dyslexia can be confusing to clinicians who encounter children with severe reading difficulties within their day-to-day practice, given the problems of definition. Usually, such reading difficulties are accompanied by emotional and/or behavioural adjustment problems, or more widespread problems at school, hence the child's referral into child mental health services. Understanding the nature of the reading difficulty offers the prospect of prioritising treatment alternatives. For instance, if a child has a specific reading difficulty that has resulted in much teasing at school, and high levels of parental disapproval, he/she may then manifest symptoms of anxiety that will in turn further hamper the acquisition of reading skills. Remedial teaching, albeit accompanied by work with parents to foster an understanding of their child's difficulties, becomes an urgent priority. Alternatively, it is possible to envisage a situation in which an emotionally abused child is too distressed to acquire reading skills commensurate with their cognitive potential. With the latter child, the underlying causes of their presenting reading difficulty are emotional in origin rather than reflecting a core difficulty or abnormality in their cognitive processing. Although remedial reading may well be necessary at some stage, the clinician should first concentrate on alleviating the abuse. These are, of course, extreme examples and children rarely present in such a clear-cut way. Nonetheless, it is important for the clinician to know whether there is a group of children with meaningfully divergent reading difficulties, such that they can be characterised as having a specific reading retardation. If there are such children, how would they be identified and distinguished from those readers regarded simply as generally poor readers; what is the prognosis for such children; and what remediation would be appropriate and helpful?
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Bogdanowicz, Katarzyna M., Grażyna Krasowicz-Kupis, and Katarzyna Wiejak. "In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature." Polish Psychological Bulletin 47, no. 3 (September 1, 2016): 270–80. http://dx.doi.org/10.1515/ppb-2016-0033.
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Abstract Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may attract negative expert appraisal. Unfortunately, it seems that fashion in dyslexia therapy is resistant to rare expressions of criticism from the scientific community. The purpose of this article is to promote awareness about effective treatment for specific reading disorders. Teachers’ greater understanding in this area should help Polish dyslexic children and their parents, who may be confused by offers of misguided therapy and sharp business practise. It is hoped that this article will clarify the situation. In this review of modern English journal articles, focus is on remedial teaching of reading, and more specifically, support for dyslexic students experiencing difficulties in decoding. Here we are concerned only with therapy in alphabetic languages in which individual speech sounds correspond to letters. Analysis of articles from the last six years leads to the conclusion that the most effective therapy for the reading disorder is training in phonological awareness and consolidation of letter-sound knowledge. However, these skills should be practised in the context of reading.
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Safitri, Baiq Rina Amalia. "THE INFLUENCE OF THE USE OF PICTORIAL MODULE ON THE SUBJECT OF FORCE TO THE STUDENTS LEARNING RESULT IN PHYSICS EDUCATION DEPARTMENT." Lensa : Jurnal Kependidikan Fisika 5, no. 1 (June 17, 2017): 6. http://dx.doi.org/10.33394/j-lkf.v5i1.120.
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This study aims to improve student physics education learning outcomes in computational physics courses by using a valid and practical drawing module. In the first stage, students are assigned to read and understand the style material contained in the pictorial module. To ensure they read and understand the material, the next session is a quiz. Quiz done through writing. For students who can not answer are given remedial until they can be sure read the existing teaching materials. In the second stage, students are considered to have sufficient stock in understanding the reading material, the students at this stage are no longer assigned to read and understand the material but to practice the material, such as calculating the style. The result of the practice of the students in the first stage, reading and understanding the material contained in the pictorial module, as many as 82.35% or 14 students passed the practice without having to remedial, while the rest as much as 17.65% or 3 new people declared passed after remidial. In the second stage, students are assigned to practice style materials on the pictorial module, 100% complete achievement.
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Nurviyani, Vina. "FOSTERING COLLEGE STUDENT’S CRITICAL READING SKILL THROUGH PADLET APPLICATION." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 17, no. 1 (January 31, 2018): 66–73. http://dx.doi.org/10.21009/bahtera.171.5.
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AbstractCritical reading is an essential skill for college students’ success in academic and social engagement. Many students have troubles in reading the required books or references in some courses. Thus, this study aimed to investigate the effectiveness of padlet application as an instructional media in fostering college students’ critical reading skill in higher education. Moreover, the strengths and the weaknesses of the padlet application in teaching critical reading were explored. This study applied action research was conducted in two cycles and involved twenty five college students. It was carried out at a private university in West Java. Moreover, three data collection techniques were applied in this study including reading tests, classroom observations, and questionnaire. The finding shows that by implementing padlet application in fostering college students’ critical reading skill covering questioning, discussing, interpreting, summarizing and synthesizing, in the first cycle, most college students’ critical reading skill achieved much improvement obviously. Sixty percents of all students reached the learning outcomes in critical reaading. Furthermore, in the second one, after carrying out a deep analysis and remedial teaching, eighty percents of them reached the learning outcome in critical reaading. It means that almost all college students’ critical reading skill increased significantly. Thus, the implementation of padlet application in fostering students’ critical reading skill is effective with the result showing significant difference, compared with that of the first cycle.Keywords: action research, critical reading, padlet application.
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Churches, Melinda, Mervyn Skuy, and J. P. Das. "Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading." Psychological Reports 91, no. 3 (December 2002): 813–24. http://dx.doi.org/10.2466/pr0.2002.91.3.813.
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Widespread learning problems among South African children are associated with the apartheid era and show a need for effective reading programs. In selecting these programs, it is useful to differentiate between children with dyslexia and children whose reading is poor because teaching was inadequate. In this study, the Woodcock Tests of Reading Mastery-Revised and tests modelled on the Cognitive Assessment System were used to define a group of children with deficits in successive processing associated with dyslexia and a group of children with general reading delay. There were two girls and five boys in each group. For the children with successive processing deficit, the mean age was 9 yr., 8 mo. For the other group, mean age was 9 yr., 3 mo. Control groups were matched for age and sex and kind of reading difficulty. The first group received Das's PASS Reading Enhancement Program, and the second participated in a remedial program based on Whole Language principles. The treatment groups received 24 1-hr. long sessions. Gains in successive processing were shown for the first group, as measured by the tests modelled on Cognitive Assessment System subtests but not for the second group. Both groups showed gains in phonics and word identification, relative to their respective control groups, suggesting the respective intervention program was effective for each group.
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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 8, 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.
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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.
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Wahab, Norwaliza Abdul, Ridzuan Jaafar, Ramlee Mustapha, Arasinah Kamis, and Norhayati Mohd Affandi. "The Effectiveness of Likes Method in Improving Reading Skills of Orang Asli Students." Asian Social Science 13, no. 6 (May 30, 2017): 74. http://dx.doi.org/10.5539/ass.v13n6p74.
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This study aims to examine the effectiveness of the LIKES method in teaching KVKV (consonant, vowel, consonant, vowel) syllables in bahasa Melayu (Malay language) among Orang Asli students in primary schools. This research was conducted in two Orang Asli schools consisting of pupils aged 8 to 10 years as the subjects of the study. Quasi-experimental methods were used to determine the effectiveness of the LIKES method. Assessments were carried out for eight weeks including diagnostic tests as well as pre and post tests. The results showed significant differences in the reading skills of the control group (CG) and experimental group (EG). The study found that the reading skills according to gender was not a significant. Results from the observations showed the Orang Asli students are more focused and enjoyed to learn while using LIKES method in class. The findings clearly show that the LIKES method are suitable to be given to Orang Asli students, or students in remedial classes to improve the skills of reading especially KVKV syllables in bahasa Melayu.
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Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 10. http://dx.doi.org/10.25134/ieflj.v1i1.608.
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According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren�t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books are often overlooked by adult ESL/EFL instructors as many of them feel uncomfortable reading books designed for children. However, if chosen with consideration for the interests of the students and used in ways that are appropriate for adult learners, picture books can provide valuable opportunities of language-rich experiences and interactions. In fact a number of studies in Western cultures have shown that picture books provide a wealth of possibilities for teaching English topics as well as various vocabulary sets such as family, food, clothes, and so on. They can also motivate learners to read more and learn more as the students are more likely to find reading a manageable challenge.Given these functions of picture books, the main objectives of the study are (1) to discuss the merits of using picture books in remedial English classes from the viewpoint of English language learning, (2) to investigate the effect of using picture books on the learners� motivation and emotional development, and (3) to give a report about the students� reactions towards an adoption of a picture book in an EFL class.Keywords: intercultural communication, English as a second language, EFL classroom, language and gender, children�s literature in EFL learning
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Mweneni Hautemo, Ms Aletta, and Mr Lukas Homateni Julius. "AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (December 23, 2016): 1218–24. http://dx.doi.org/10.24297/jal.v7i2.4431.
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Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.
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Jamian, Abdul Rasid, and Rashidah Baharom. "The Application of Teaching Aids and School Supportive Factors in Learning Reading Skill among the Remedial Students in Under Enrolment Schools." Procedia - Social and Behavioral Sciences 35 (2012): 187–94. http://dx.doi.org/10.1016/j.sbspro.2012.02.078.
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Kibby, Michael W. "Teaching Sight Vocabulary with and without Context before Silent Reading: A Field Test of the “Focus of Attention” Hypothesis." Journal of Reading Behavior 21, no. 3 (September 1989): 261–78. http://dx.doi.org/10.1080/10862968909547676.
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This study examines the role of written context and word meaning-emphasis procedures in teaching children sight vocabulary. It serves as a field test of Samuels' (LaBerge & Samuels, 1974; Samuels, 1967; Singer, Samuels, & Spiroff, 1973–74) “focus of attention” hypothesis. This hypothesis argues that introducing sight vocabulary in the presence of written context or pictures distracts learners, and precludes their focusing all of their attention on the important visual or graphic characteristics of the word. This position is in conflict with the traditional, context approach to teaching sight vocabulary, which advocates presenting the words in the context of a written sentence, discussing the word's meaning, or presenting the word in association with a picture. Previous research in this area is limited by such factors as presenting words printed in artificial alphabets; not teaching words, but simply exposing and pronouncing them; and isolated word instruction not followed by meaningful, silent reading. In the present study, 16 disabled readers were taught sight words by one of two methods: context, which emphasized context, meaning, usage, and the visual characteristics of the words; and minimal-context, which emphasized only the visual characteristics. Each subject was taught 80 words during 4 weeks of individual remedial instruction. Using number of words learned or retained per minute of instruction as the dependent variable, children in the minimal-context method learned at twice the rate, though there was no significant difference between the two groups in actual number of words learned or retained. It was concluded from this field study, that sight vocabulary teaching procedures that emphasize context, meaning and usage do not facilitate learning sight vocabulary. The findings are interpreted as supporting Samuels' “focus of attention” hypothesis.
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Raja, Muhammad Sabboor Hussain, Abdus Salam A. Rehman Qureshi, and Khaled Besher Albesher. "Application of Cooperative Learning Strategies (CLS) for Students’ Focused Teaching (SFT) in EFL Class: An Experimental Study in the Summer Remedial Course for Adult Learners." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 237. http://dx.doi.org/10.17507/jltr.0802.05.
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Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were given treatment through two different methodologies viz., Cooperative Learning Strategy and Traditional Learning Strategy (TLS) in two different groups. It was hypothesized that CLS would motivate them to participate in the classroom activities. Major research findings are that to achieve teaching objectives successfully, motivated and trained teachers are required to handle the students who do not cooperate in the CLS implementation process. The study also found out other pedagogical problems in the process of implementation by comparing CLS and TLS. The comparative analysis of the experimental and the controlled groups revealed that there was no significant impact of CLS on adult EFL learners. The study discusses the factors for the lack of CLS impact on the EFL learners and gives recommendations.
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Aldaihani, Hussein A., Mohammad A. Almutairi, Abdulrahman H. Alqahtani, and Habib S. Alshammari. "Kuwaiti EFL Students’ Perceptions of the Effectiveness of the Remedial English Course 099 at the College of Technological Studies." Studies in English Language Teaching 8, no. 1 (December 19, 2019): p1. http://dx.doi.org/10.22158/selt.v8n1p1.
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The study aims to evaluate the English remedial course 099 taught in the College of Technological Studies (PAAET) as part of the English program which disseminates English Language Skills to EFL students studying at this college. This study is expected to provide sufficient information to policymakers and educators involved with this program at all levels, with the intention to help them evaluate this course and make useful decisions to improve English Language Teaching in order to combat the deficiency in the English language suffered by college students in Kuwait. A number of 155 students participated in a questionnaire of 15 statements divided into four areas: reading, grammar, writing, and speaking skills. The findings of the study showed that most EFL students benefited from the English course 099, and their language skills were improved. However, there were some drawbacks and weaknesses of the program in terms of learners’ assessments and follow up. The significance of the study arises from the fact that it would enable decision-makers and course evaluators to pinpoint the strengths and weaknesses of the course and hence find ways to improve it.
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Forest, J. C., F. Rousseau, R. Carrier, P. Hivon, and M. Gosselin. "Quality-control scheme for blood glucose measured outside the laboratory." Clinical Chemistry 33, no. 7 (July 1, 1987): 1233–35. http://dx.doi.org/10.1093/clinchem/33.7.1233.
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Abstract We propose a quality-control (QC) scheme to evaluate the performance of blood glucose estimates made with a reflectometer in hospital wards or at home. We constructed a chart illustrating the comparison by regression analysis of the results of 254 reflectometer readings (y) and simultaneous capillary blood glucose analyses in the laboratory (x). Arbitrary acceptance limits around the regression line (y = 0.5 + 0.87x; r = 0.97, Sy/x = 0.8 mmol/L) were established, based on the mean +/- 2 SD of the reflectometer readings of a series of classes of 1.1 mmol/L interval, made with the results from the laboratory analyzer. Each ward using a reflectometer is provided with the QC chart, and the first blood glucose estimation with the reflectometer on each working shift is controlled by re-assay in the laboratory. If the reflectometer reading is outside the limits, the next glucose estimation is also re-assayed. If two consecutive readings are outside the limits, the reflectometer procedure is considered to be failing, the instrument's readings are not used for medical decisions, and remedial action is taken. The chart can also be used as a teaching tool for training the patients or the nurses and to evaluate individual performance.
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Bolsunovskaya, L. M., and I. E. Rymanova. "Academic Writing: Difficulties and Possible Solutions for Engineering Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (October 15, 2020): 77–85. http://dx.doi.org/10.31992/0869-3617-2020-29-10-77-85.
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Academic writing is considered to be the most challenging and difficult skill in terms of English as a Second Language. This study critically explores the obstacles in academic writing faced by students at Tomsk Polytechnic University, Russia. To investigate, a comprehensive questionnaire has been floated among professional teachers to get their expert opinions (about students’ obstacles in writing) in order to identify some problems and form effective remedial strategies eventually. This paper focuses on the two significant aspects of academic writing, namely language skills (LS) (Grammar etc.) and writing skills (WS) (writing itself as a skill). Equally relevant to the issue are organization, coherence, and connectivity. The authors claim that Russian learners have poor learning background in writing skills due to the lack of balanced syllabus and teaching technologies. Aside from this, only determining problems is not sufficient to take students out of writing phobia. Furthermore, it is necessary to point out the fact that poor reading skills also lead to this kind of disappointment. Most of Russian learners do not know how to initiate their composition (essays). This paper will prove to be an academic contribution to improve the writing skills among ESL/EFL Russian learners in general and students of Tomsk Polytechnic University in particular. The presented analysis should also be of interest to researchers in other countries (universities) in which the field of academic writing is emerging.
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Hong, Jhao-Nan, and James H. Yang. "Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress." Research in Language 15, no. 4 (December 30, 2017): 325–52. http://dx.doi.org/10.1515/rela-2017-0019.
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This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.
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Barcenas , Ed. D., Rogel. "SCHOOL - HOME PARENTING EFFECTS TO SCHOLASTIC PERFORMANCE OF INTERMEDIATE PUPILS IN THE DISTRICT OF LOS BANOS, DIVISION OF LAGUNA SCHOOL YEAR 2019 - 2020." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 203–11. http://dx.doi.org/10.21474/ijar01/12297.
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This study was conducted with an aim to determine the effects of school-home parenting to scholastic performance of intermediate pupils in the District of Los Banos, Division of Laguna for school year 2019-2020. Specifically, it sought to answer the following questions: 1. What is the extent of the teacher’s role in improving the scholastic performance of their pupils through: a. Remedial Reading b. Interpersonal relationship with the child c. Recognizing pupils potential d. Guidance counselling 2. What is the degree of participation of parents in the following activities towards improving the scholastic performance of pupils as perceived by teachers and parents’ themselves: a. Monitoring school activities b. Coordinating with teachers on pupils performances in school c. Giving financial support d. Helping develop good traits e. Cooperating in school projects 3. What is the level of performance of intermediate pupils in the following district achievement tests? 4. Is there a significant effect of school and home parenting to scholastics performance of intermediate pupils as to district and division achievement tests? This study used descriptive method of research to analyze the data systematically. The research instruments used in the study were researcher-made questionnaires checklist. Two sets of questionnaires were used one for the teacher-respondents and the other for parent-respondents. The questionnaires consisted of roles perform by teachers and parents to improve scholastic performance of pupils. The data gathered were treated using average weighted mean for the descriptive statistics. The chi-square was used to determine the effects of school-home parenting to scholastic performance of intermediate pupils. The findings of the study are the following: 1. The average weighted mean of 4.55 shows that the extent of teacher’s role in improving the scholastic performance of the pupils such as remedial teaching, interpersonal relationship with the child, recognizing pupils’ potentials and guidance and counselling were performed with the great extent by the teacher. 2.a. The degree of participation of parents in the activities such as monitoring school activities, coordinating with teachers in pupils’ performance in school, giving financial support, helping develop good traits and cooperating in school projects, are roles performed by parents towards improving the scholastic performance of pupils as perceived by teachers’ gained on average weighted mean of 3.30 interpreted as occasionally done by parents. 2.b. The weighted average mean of 3.76 shows that the degree of participation of parents with the activities towards improving the scholastic performance of pupils as perceived by themselves was done “paminsan-minsan” or occasionally. 3. Ten (10) or 12.5% of pupils fall within the range of 85.89. Forty (40) or 50% reach the average level and within the range 80.84. Thirty-one (31) or 38.75% fall within the level of 75-79 which is below average. The computed average weighted mean of 81.89 shows that the level of performance of intermediate pupils is average. 4.a. The computed chi-square value of 35.62 exceeds the critical value of 9.488 with a degree of freedom of 4. Thus, it reveals the school parenting has a significant effect to scholastic performance of intermediate pupils. 4.b. With the 17.749 computed chi-square value which also exceeds the 9.488 critical values signifies that home parenting is of great value to pupils in enhancing their scholastics performance. Based on the findings, the following conclusions were drawn: 1. Teacher’s role done in great extent to improve scholastic performance of pupils by exerting effort in developing the knowledge, skills and attitudes through the proper guidance and close teacher-pupil relationship, remedial teaching and recognizing potentials, 2. Parents help improve the scholastic performance by monitoring and observing close coordination with the teacher regarding the intellectual and physical development of their children. 3. The level of performance of intermediate pupils in Los Banos district in the District Mid-Year Achievement test is average level. 4. The roles performed by both the teachers and the parents significantly relate to scholastic achievement of the pupils.
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Primas, Jan, and Terry Primas. "New Teachers' Workshop." Gifted Child Today Magazine 15, no. 6 (November 1992): 31–32. http://dx.doi.org/10.1177/107621759201500609.
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Scenario 1: It is August. Mrs. Reid is walking down Main Street in her small town. She is feeling good. Summer vacation has been relaxing and she and her family had a good trip out west. Mrs. Reid has been teaching second grade for 12 years, likes it, and is regarded as a master teacher. Part of the reason for that is that she is well organized and always knows what she is doing and what she is going to do. Mrs. Reid is an energetic, committed professional who likes her job. In fact, she has already been to school and her room is ready for school to start in 3 weeks, right down to finished bulletin boards. Mrs. Reid sees the Superintendent across the street and waves. He quickly crosses the street and they talk for a moment and then the Superintendent remarks, “By the way, we are going to have a gifted program this year and you're going to be the teacher.” Scenario 2: Mrs. Barnes is glad the year is almost over. She is tired and looking forward to a rest. She has been a learning disabilities teacher for 8 years and taught remedial reading for 15 years before that. She has her master's in special education and is not going to take any courses at college this summer. Her job requires a lot of patience, the tempo is not too fast, and she finds enough rewards. Mr. Black, the principal, calls Mrs. Barnes into his office. He informs her that the central office has decided to start a gifted program and it will be in his building. He would like her to teach it. Mrs. Barnes is flattered but isn't sure she wants to do it. Besides, why does he want her to teach the gifted program? “Well, you are used to working with small groups and individuals,” is his reply. Mrs. Barnes responds that she has no experience nor training in working with gifted students. No matter, she is it.
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Tandika, Pambas Basil, and Laurent Gabriel Ndijuye. "Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania." Information and Learning Sciences 121, no. 1/2 (November 17, 2019): 79–94. http://dx.doi.org/10.1108/ils-01-2019-0009.
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Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities. Originality/value There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.
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Abdelgadir, Ehsan Mohammed. "A Contrastive Study of English and Arabic Vowel Phonemes." English Language Teaching 14, no. 5 (April 21, 2021): 58. http://dx.doi.org/10.5539/elt.v14n5p58.
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Consequently, the present study sheds light on a very important aspect that is a contrastive analysis of segmental vowel phonemes of both L1 and L2. As one of the Problems, that is affecting the teaching/learning process of ELT. Then to clarify the different areas between the segmental vowel phonemes of Arabic and English. It also aims at making a comparative segmental analysis in the vowel phonemes of both L1 - L2, in order to shed light on the areas of difficulties. Taking into account the different forms of sounds in relation to their spellings. Also the sound systems of both languages L1 and L2. Particular the areas of common mistakes. Thus, it encourages teachers to check English pronunciation before teaching and predict problems before they happen. Also the use of advanced methods and pronunciation dictionary for (IPA). It also helps learners to master all the significant sound features and basic structural patterns. On the phonological levels, differences cause difficulties e.g. The areas of Arabic /p/ and /v/ ,and English front vowels phonemes /i:/-/i/- /e/- /æ/, central /ə:/- /ə/-/Λ/,and back/a:/-/o/-/ ﬤ:/-/u/-/u:/ phonemes in English, they do not exist in Arabic. In addition to the English vowel /e/ which doesn’t exist in Arabic. This observation can't be only linguistically, but it will also confirm by L2 learners. These theories need to be clarified in order to allow rules to be expressed. In the English language, there are 26 alphabetical letters which are totally different than their sounds. Another drawback is the alphabetical method which is intended to teach reading by means of spelling. There is no one –to- one correspondence between sounds and letters. That is to say, each different sound cannot be represented by the same letter. There are also words which are spelt differently but sound the same. Therefore, the present study concentrates on the difficulties that Learners and beginners face in using English segmental vowel phonemes. It also tries to get new methods and new ideas. This study is based on the practical experience of the writer, being specialized in English phonology, a lecturer and an author of a phonetics textbook for beginner learners who learn English as a foreign language. And as a supervisor who follows undergraduate students in the field of experience. That is, in order to find out possible remedial solutions, better suggestion and recommendations. Then follows a descriptive method to achieve this purpose. With the sample of twenty student girls. As a case study of undergraduate trainees of Majmaah Universitiy in the training field, to collect data from the subjects’ real environment during talks, speeches, presentations and teaching in the Field Experience. The results were recorded to be analyzed. In particular, the areas of English vowels and diphthongs that are totally different than in Arabic.
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Altman, William S., Judith B. Pena-Shaff, Craig Nicholls, and Cassandra Domingo. "Student Preparedness and Success in Introductory Psychology." Teaching of Psychology, April 8, 2021, 009862832110084. http://dx.doi.org/10.1177/00986283211008493.
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Background: Reading comprehension and writing ability are critical to students’ success in introductory psychology. However, these generally are not prerequisites. There is conflicting evidence with regard to the effectiveness of remedial reading and writing classes for students with low placement exam scores. Objectives: To explore whether ACCUPLACER® test scores help predict performance in introductory psychology, and the effectiveness of reading and writing remediation classes in helping students, particularly those with low ACCUPLACER® scores. Method: Logistic regression analyses were used, to explore whether ACCUPLACER® test scores helped predict performance, and whether completing remediation classes helped students pass, controlling for ACCUPLACER® and WritePlacer® scores, at an upstate New York community college, between the years 2010 and 2015. Results: Placement test scores did help to predict successful course completion. There was not a statistically significant difference in successful course completion between students who passed the remedial courses and those who did not take them. Conclusions: Success in introductory psychology requires college-level reading and writing. Remedial courses’ value in students’ success in this class appears relatively small or non-significant. Teaching Implications: We propose solutions that may be more effective, involving embedding the remediation in the course, or in closely linked ancillary sections.
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"Technical and Implementation Issues in Reading Literacy Interactive Games." International Journal of Engineering and Advanced Technology 8, no. 5C (September 23, 2019): 1154–58. http://dx.doi.org/10.35940/ijeat.e1161.0585c19.
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The technology-based learning process is able to influence pupils on learning and teaching, especially the use of interactive games can transform the way learning of problematic learners in reading skills. Although interactive games are said to be very effective in learning but there are still many technical and implementation shortcomings on remedial education students which identified as slow learners. This paper focuses on technical and implementation issues which restrict the effective integration of Reading Literacy Interactive Games (RLIG) in learning of reading skill among slow learners. The aim of this study is to investigate the critical issues and develop the effective RLIG in order to fulfill the slow learners’ needs. Therefore, a need-analysis was conducted to investigate the issues of technical and implementation of RLIG among slow learners. The findings revealed that there are many technical and implementation issues that restricted slow learners from adapting RLIG in the process of teaching and learning. The findings of this research can assist educators to improve the development of RLIG by incorporating relevant pedagogical approaches and game-based features in the development process
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SUBRAMANIAN, KANNADHASAN, and SASIKUMAR. "TODAKKAPPALLI PADINILAI ONDRIL PAIYAP PAYILUM MAANAVARKALUKKAANA VAASIPPU ANUKUMURAI [READING APPROACH FOR PHASE I PRIMARY SCHOOL CHILDREN]." Muallim Journal of Social Science and Humanities, January 2, 2021, 67–73. http://dx.doi.org/10.33306/mjssh/112.
Full textAbstract:
This research paper gives an insight knowledge about the implementation of KBSR in 1983, during which remedial was much emphasized after each skill was taught. This paper mainly focuses on 2 skills of the 8 reading skills outlined in KSSR. The researcher recommends teaching methods to overcome reading weakness among slow learners by mastering 2.5 (able to read and understand new words) and 2.6 (able to read and understand different reading materials) of the eight skills mentioned earlier. Research work done by Subbu Reddy was taken in consideration when preparing this research paper. He has desisted five methods for mastering eading skills among slow learners. They are writing method, word method, look and read method, and phrase method and story method. This research had given details approaches aligned from simple to difficult, such as: searching for words beginning with a given letter; lock for two lettered words and constructing phrases with two simple words. In conclusion, the research has succeeded in promoting reading skills among slow learners.
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Fan, Tingting, Jieqing Song, and Zheshu Guan. "Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices." Language Testing in Asia 11, no. 1 (January 15, 2021). http://dx.doi.org/10.1186/s40468-020-00117-y.
Full textAbstract:
AbstractCurrently, much research on cognitive diagnostic assessment (CDA) focuses on the development of statistical models estimating individual students’ attribute profiles. However, little is known about how to communicate model-generated statistical results to stakeholders, and how to translate formatively diagnostic information into teaching practices. This study proposed an integrative framework of diagnosis connecting CDA to feedback and remediation and, meanwhile, demonstrated empirically the application of the framework in an English as a Foreign Language (EFL) context. Particularly, the empirical study presented procedures of integrating diagnostic assessment to EFL reading curriculum through four phases of planning, framing, implementing, and reflecting. The results show that these procedures, influenced by the teacher’s orientation to diagnostic assessment and approach to EFL teaching, affected students’ perceptions of diagnostic assessment, their attitudes toward remedial instructions, as well as their learning outcomes on EFL reading. The results also provide evidence to the effectiveness of the integrative framework proposed in this study, showing that the framework could serve as practical guidance to the implementation and use of diagnostic assessment in the classroom.Overall, this study indicates that the diagnostic approach is a more effective way to provide instructionally useful information than other test and assessment approaches that do not differentiate strengths and weaknesses among students with the same total score.
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Ikmal, Hepi, and Silvia Aprilia Setianingrum. "STRATEGI GURU AL-QUR’AN HADITS DALAM MENGATASI KESULITAN BELAJAR MEMBACA AL-QUR’AN PESERTA DIDIK." Akademika 12, no. 02 (December 3, 2018). http://dx.doi.org/10.30736/adk.v12i02.180.
Full textAbstract:
This research aims to know the strategies of the Qur'an Hadith teacher in overcoming learning difficulties of students in reading the Qur'an; the supporting and inhibiting factors of the Qur'an Hadith teachers in overcoming learning difficulties of students in reading the Qur'an, and solutions to overcome the inhibiting factors in implementing the strategies of the Qur'an Hadith teachers to overcome the learning difficulties of students in reading the Qur'an. The results of research could be concluded as follows, first, the supporting and inhibiting factors in implementing the strategies of the Qur'an Hadith teachers in overcoming learning difficulties of students in reading the Qur'an that could be classified into two groups, namely: internal factors which include physiological factors such as illness, disability and talent, interest, and motivation. Types of learning difficulties faced by students in the subject of the Qur'an Hadith are not fluent in reading and writing the Qur'an, memorizing, interpreting, enriching and being capable of addressing the need of social reality. While the teacher's strategies in overcoming students' learning difficulties in the subject of the Qur'an Hadith through instruction, personal guidance, parental guidance and remedial teaching.
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Ren, He, Ningning Xu, Yuxiang Lin, Shumei Zhang, and Tao Yang. "Remedial Teaching and Learning From a Cognitive Diagnostic Model Perspective: Taking the Data Distribution Characteristics as an Example." Frontiers in Psychology 12 (March 24, 2021). http://dx.doi.org/10.3389/fpsyg.2021.628607.
Full textAbstract:
In response to the big data era trend, statistics has become an indispensable part of mathematics education in junior high school. In this study, a pre-test and a post-test were developed for the six attributes (sort, median, average, variance, weighted average, and mode) of the data distribution characteristic. This research then used the cognitive diagnosis model to learn about the poorly mastered attributes and to verify whether cognitive diagnosis can be used for targeted intervention to improve students' abilities effectively. One hundred two eighth graders participated in the experiment and were divided into two groups. Among them, the intervention materials read by the experimental group students only contained attributes that they could not grasp well. In contrast, the reading materials of the control group were non-targeted. The results of the study showed the following: (1) The variance and the weighted average were poorly mastered by students in the pre-test; (2) compared with the control group, the average test score of the experimental group was significantly improved; (3) in terms of attributes, the experimental group students' mastery of variance and the weighted average was significantly improved than the pre-test, while the control group's mastery was not. Based on this, some teaching suggestions were put forward.
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Sari Manik, Rudang Mayang. "The Effectiveness of Comic Strip As Media to Improve the Students’ Reading Comprehension on Narrative Text of MTs Ar-Rahman Langkat." KnE Social Sciences, August 1, 2019. http://dx.doi.org/10.18502/kss.v3i19.4918.
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In this research, the writer would deal with reading skill based on the consideration
that success in reading will be very important for students both for academic and
vocational advancement. For mor than a quarter of a century language teachers have
been dominated by the idea that speech is the primary from of languange, writing is
secondary. So, it is logic that there is such a common sense that teaching languange
is nothing more than a remedial stage of preparation to the more rigorous. Moreover,
reding is regarded as somewhat dull because today’s generationg ets philosopy from
thr movie. In fact, studying literature can assure intellectual stimulation even at the
beginning stages of learning.
According to the statement above, there is a challenge on the foreign language teacher
to provide exposure to language and to provide opportunities for learning through
classroom activities. In class, teacher have significant rule to bring out the fun class to
the students. So, teacher should try to get students read and develop their skills that
are aimed to improve their ability and will to read. Theey should be a good facilitator
in creating nd building an effecctive reading class. One way to conduct the clss to be
more interesting is by using a fresh and interesting material to be brought to clas. This
case is also happend in MTs Ar-Rahman Langkat that only some of material in the book
about reading comprehension and many students can not understand what the next
talk about.
In other words, comic is unification , work of art among fine literary works in which
there are usual froms are the verbal explanation in fixedd sequence and has cartoon
story as theme. Reading cimics is more than the material in hand, that it involves a
certain immersion into the cultural of the comics that one readers to get the right
visualization. Teacher should be sekective in choosing teaching media/ aids. In the
writer’s opinion, teaching English on reading skill using comic strips was one of teacjing
aid which student’s were given chance to learn English more fun.
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JALA, GLAIZA. "Pupils’ Reading Comprehension, Problem-Solving Skills and Academic Performance." Journal of World Englishes and Educational Practices, 2020, 1–9. http://dx.doi.org/10.32996/jweep.2020.2.4.1.
Full textAbstract:
The focal point of this research is to gauge the relationship between the reading comprehension level, problem-solving skills and academic performance of Grades 6 pupils of all the elementary schools in Carmen West District, Division of Bohol, Philippines. Specifically, this study sought to determine the academic performance of the elementary pupils in terms of four key subjects, namely: English, Science, Mathematics and other subjects such as Filipino, HEKASI, EPP and MAPEH. Further, this study presented also the profile of the pupils’ reading comprehension based on the following levels: Literal, Interpretative, Critical-Analysis and Application and their problem-solving skills’ profile. Pearson Moment Product Correlation Coefficient was employed to determine the correlation between the level of reading comprehension and the two identified variables, namely: academic performance and problem-solving skills of the respondents. To prove the validity and reliability of the obtained Pearson r, it was checked against the Table of Critical Values of the Pearson r at .05 level of significance. On the reading comprehension level and academic performance, results unfolded that there is a significant correlation between reading comprehension and academic performance and this finding implies that the reading comprehension is a contributory factor to improve pupils’ academic performance. Moreover, on the reading comprehension level and problem-solving skills, the result indicates that there is a significant correlation between reading comprehension and problem-solving skills. This study concludes that reading comprehension is a contributory factor to the improvement of pupils’ academic performance and problem-solving performance. The researcher recommends that school administrators look into the possibilities of providing more supplementary materials in the form of books and other reading materials so that pupils can use it for further learning and to organize seminars and workshops, special trainings in order to fully equip the teachers with more knowledge and skills in teaching reading strategies. Teachers may organize functional educational programs, remedial classes and enrichment activities to improve pupils’ comprehension skills through systematic comprehension instruction.
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Liu, Hui, and Yufang Bian. "Model Selection for Cogitative Diagnostic Analysis of the Reading Comprehension Test." Frontiers in Psychology 12 (August 13, 2021). http://dx.doi.org/10.3389/fpsyg.2021.644764.
Full textAbstract:
Reading subskills are generally regarded as continuous variables, while most models used in the previous reading diagnoses have the hypothesis that the latent variables are dichotomous. Considering that the multidimensional item response theory (MIRT) model has continuous latent variables and can be used for diagnostic purposes, this study compared the performances of MIRT with two representatives of traditionally widely used models in reading diagnoses [reduced reparametrized unified model (R-RUM) and generalized deterministic, noisy, and gate (G-DINA)]. The comparison was carried out with both empirical and simulated data. First, model-data fit indices were used to evaluate whether MIRT was more appropriate than R-RUM and G-DINA with real data. Then, with the simulated data, relations between the estimated scores from MIRT, R-RUM, and G-DINA and the true scores were compared to examine whether the true abilities were well-represented, correct classification rates under different research conditions for MIRT, R-RUM, and G-DINA were calculated to examine the person parameter recovery, and the frequency distributions of subskill mastery probability were also compared to show the deviation of the estimated subskill mastery probabilities from the true values in the general value distribution. The MIRT obtained better model-data fit, gained estimated scores being a more reasonable representation for the true abilities, had an advantage on correct classification rates, and showed less deviation from the true values in frequency distributions of subskill mastery probabilities, which means it can produce more accurate diagnostic information about the reading abilities of the test-takers. Considering that more accurate diagnostic information has greater guiding value for the remedial teaching and learning, and in reading diagnoses, the score interpretation will be more reasonable with the MIRT model, this study recommended MIRT as a new methodology for future reading diagnostic analyses.
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Partami, Indah. "Differentiated Instruction In Multicultural Classroom Of Primary Years Programme In Gandhi Memorial Intercontinental School - Bali." Jurnal Pendidikan Bahasa Inggris Indonesia 7, no. 1 (February 11, 2019). http://dx.doi.org/10.23887/jpbi.v7i1.2717.
Full textAbstract:
A multicultural classroom has significant student’s diversity, especially in terms of language. The similar teaching strategy cannot be generated to cover all students’ needs. Due to that problem, this study aimed at describing how differentiated instruction is planned, implemented, and assessed in multicultural classroom of Primary Years Programme in GMIS Bali, finding out challenges encountered by the PYP’s homeroom teachers in practicing differentiated instruction in multicultural classroom, and analyzing teachers’ perceptions toward differentiated instruction in multicultural classroom. The study employed mixed method. The data were collected through observation, interview, administering the questionnaire, and document study. The finding of this study are; first, teachers were practicing differentiated tasks through content, remedial task, product based on student’s interest and reading buddy program through formative and summative assessment that was conducted in a unit. Second, the main challenge encountered by teachers of GMIS Bali was covering the standards to everyone meanwhile each student has different English proficiency and teachers have limited time for preparing DI. And third, teachers of GMIS Bali were showing positive perception toward DI by their awareness about the concept, implementation, and implication. Thus, this study has an important contribution to teacher’s pedagogical and professional competence and there is a need for further research about how to anticipate the challenges that cannot be filled by the teachers.
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"Completing College: Focus on the Finish Line." Journal of College Academic Support Programs 2, Volume 2, Issue 1 (May 1, 2019): 36–50. http://dx.doi.org/10.36896/2.1sfa1.
Full textAbstract:
This paper contends that, although there is much to commend in the remediation reform movement, it is un- likely to attain its goals. These goals include the Lumina Foundation’s target of having 0 of Americans attain a degree or certificate, the ill and Melinda Gates Foundation’s goal of doubling the number of low income students who earn a postsecondary degree, and President Obama’s goal of the U.S. having the world’s highest percentage of degree holders by 2020. This is due to several factors including (a) the failure to distinguish between remedial and developmental ed- ucation, (b) the limited focus of reform on remedial and gateway courses, (c) the mistaken assumption that there is a causal relationship between remediation and attrition, (d) the failure to address students’ reading problems, (e) the non- systematic nature of most reform efforts, (f) and the subsequent failure to address other causes of student attrition and the diculties of many community college students’ lives. There are, of course, many commendable efforts to improve student performance in the community college. This paper describes the most popular of these efforts. It also discusses data on their effectiveness. In spite of their success, community colleges will need to do more if they are to dramatically enhance degree and certificate completion, particularly among minority, low income, and first-generation students. The authors suggest that there are three phases involved in attaining the dramatic increase in college completion desired by foundations and government. The first phase is to improve the quality of teaching and learning in community college classrooms. This will require a substantial faculty development effort, particularly for adjunct instructors. The second phase is to fully integrate courses and student support services. At present, the academic and the student affairs divisions of community colleges usually operate randomly and independently of each other. Their full im- pact cannot be obtained unless support services are more directly linked to course goals and objectives and courses are more directly connected to the services designed to support them. The third phase is expanding the connections between community colleges, public schools, and community ser- vices. High schools and colleges need to collaborate more closely to insure that the exit standards of secondary education are more consistent with the entry standards of postsecondary education. In addition, community colleges need to es- tablish closer ties and better relationships with services available in the local community to address the varying nonaca- demic needs of our least advantaged students. The authors then provide concrete examples of how community colleges might implement all three phases of student completion. Some of these examples represent new thinking about how community college courses and services might be organized and delivered. Many, however, represent things we already know but have, for a variety of reasons, failed to implement.