Log in

Relevant bibliographies by topics / Reading (Secondary) Language arts (Secondary) / Journal articles

To see the other types of publications on this topic, follow the link: Reading (Secondary) Language arts (Secondary).

Journal articles on the topic 'Reading (Secondary) Language arts (Secondary)'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Reading (Secondary) Language arts (Secondary).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Lawrence, Salika A., Rosanne Rabinowitz, and Heather Perna. "Reading Instruction in Secondary English Language Arts Classrooms." Literacy Research and Instruction 48, no. 1 (2008): 39–64. http://dx.doi.org/10.1080/19388070802226279.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ismail, Sadiq Abdulwahed Ahmed. "Secondary School Students’ Reading Anxiety in a Second Language." English Language Teaching 8, no. 11 (2015): 28. http://dx.doi.org/10.5539/elt.v8n11p28.

Full text

Abstract:

<p>Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall results reveal significant differences between the levels of reading anxiety reported by students relative to their general area of study (viz., science or arts). All the recorded differences were in favor of students in the science track. Most of the sources of reading anxiety that were identified by the students were related to language proficiency, specifically knowledge of vocabulary and grammatical rules.</p>

APA, Harvard, Vancouver, ISO, and other styles

3

Poch, Apryl L., and Erica S. Lembke. "Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies." Intervention in School and Clinic 54, no. 2 (2018): 75–82. http://dx.doi.org/10.1177/1053451218765238.

Full text

Abstract:

Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).

APA, Harvard, Vancouver, ISO, and other styles

4

Bickford, John H., Jeremiah Clabough, and Tim N. Taylor. "Fourth-graders' reading, thinking, and writing about historical sources." Social Studies Research and Practice 15, no. 1 (2020): 57–82. http://dx.doi.org/10.1108/ssrp-07-2019-0039.

Full text

Abstract:

PurposeElementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.Design/methodology/approachThis article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.FindingsFindings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.Originality/valueThe inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.

APA, Harvard, Vancouver, ISO, and other styles

5

Schmidt, Renita, Mary M. Jacobs, and Heidi Meyer. "Sociopolitical testing discourses in elementary teachers’ talk about reading assessment." English Teaching: Practice & Critique 16, no. 3 (2017): 391–406. http://dx.doi.org/10.1108/etpc-05-2017-0066.

Full text

Abstract:

Purpose The purpose of this work is to describe the current sociopolitical context and complex consequences surrounding elementary literacy education in one Midwestern US state and consider how power works through language. Design/methodology/approach Using qualitative methods and critical discourse analysis as a theory and method, surveys and interview data from teachers, administrators and parents, policy documents and other artifacts were analyzed and described to explain the sociopolitical climate. Findings Using Fairclough (2015) and Gee’s (2015) tools, the authors identified the discourses of deficiency, efficiency and gatekeeping in the data. Foucault’s ideas about governmentality and regimes of truth are used to explain the ways teachers took up the policies and resisted them. Research limitations/implications The authors argue that a new testing regime is on the move, and more unity and critique by elementary and secondary teachers and administrators will be important for restoring and sustaining quality literacy instruction and decision-making in all classrooms. Practical implications Continued research is needed to understand how particular reading assessments exacerbate and perpetuate the ranking and sorting in schools and the loss and struggle children face when they are denied literacy experiences that validate their lives outside of school and give meaning and purpose to reading in school. Originality value As the reality for secondary education language arts teachers begins to shift to a more restrictive curriculum, a loss of academic freedom and frequent testing, the authors see an opportunity for new professional alliances to form in support of a complex theory of literacy.

APA, Harvard, Vancouver, ISO, and other styles

6

Magnusson, Camilla G., Astrid Roe, and Marte Blikstad‐Balas. "To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms." Reading Research Quarterly 54, no. 2 (2018): 187–212. http://dx.doi.org/10.1002/rrq.231.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Agee, Jane M. "Readers Becoming Teachers of Literature." Journal of Literacy Research 29, no. 3 (1997): 397–431. http://dx.doi.org/10.1080/10862969709547966.

Full text

Abstract:

This naturalistic case study focuses on 2 preservice students in a secondary language arts program. I wanted to know how their histories as readers and students of literature intersected with their secondary-school literature course and how their developing stances on teaching literature changed as they moved through their preservice teaching. Data collection included fieldnotes; audiotaped interviews; reading protocols; documents such as syllabi, handouts, and assignments; preservice students' portfolios, logs, lesson plans, and tests; and videotapes of the participants teaching literature during their preservice teaching. I made observations of additional classes, and I collected teaching logs, lesson plans, and other relevant artifacts. I used a constant-comparison analysis to produce grounded theory about the preservice experience. The data revealed two broad sources of knowledge that were important to the participants' entering perceptions on teaching literature: prior experiences with literature and preexisting conceptions of the role of a teacher. The ideas they brought with them were often in conflict with what they encountered in the preservice course. Their cases illustrate the impact of a secondary-literature course and preservice teaching on participants' ideas about teaching literature.

APA, Harvard, Vancouver, ISO, and other styles

8

Lawrence, Anne M., and Michael B. Sherry. "How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action." Journal of Literacy Research 53, no. 1 (2021): 29–52. http://dx.doi.org/10.1177/1086296x20986598.

Full text

Abstract:

Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.

APA, Harvard, Vancouver, ISO, and other styles

9

Espinoza, Ana María, and Katherine Strasser. "Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile." Social Psychology of Education 23, no. 4 (2020): 861–90. http://dx.doi.org/10.1007/s11218-020-09571-1.

Full text

Abstract:

Abstract In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students’ motivation towards reading and books. The present study examined gender-related factors that contribute to explain students’ reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. A multivariate analysis of variance showed that after controlling for language arts achievement, female students exhibited higher levels of reading motivation, in both dimensions: self-concept and value. Paired samples t-tests showed that all participants, male and female, viewed reading as a more feminine endeavor, revealing reading gender stereotypes. A multiple regression analysis showed that reading gender stereotypes explained significant variance in students’ reading self-concept. Expressive identity traits (stereotypically feminine) as well as self-reported sexism both explained significant variance in the value that students associated with reading. The study offers empirical evidence about a relevant but understudied topic, especially in this region. These findings may contribute to the promotion of equal literacy development opportunities for students of both sexes in Latin America.

APA, Harvard, Vancouver, ISO, and other styles

10

Anderson, Abigail. "On Screen: Writing, Images and What It Means to Be a Reader." LEARNing Landscapes 3, no. 1 (2009): 157–69. http://dx.doi.org/10.36510/learnland.v3i1.323.

Full text

Abstract:

The majority of English Language Arts curricula in North America, if not worldwide, draw on traditional literary texts as their core content. By contrast, the confluence of image and written word on contemporary texts—including the literary—and the impact this evolution has on our comprehension of the changing face of literacy is one of the most compelling issues in contemporary pedagogy. It seems clear that the rise of the new media and its range of textual genres challenge prevailing views about what it means to be a reader and how reading is taught in our schools. Since word and image demand different reading paths and strategies, how can teachers begin to re-vision their pedagogical practices while taking an active role in addressing the literacy needs of their elementary and secondary students?

APA, Harvard, Vancouver, ISO, and other styles

11

REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

Full text

Abstract:

In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.

APA, Harvard, Vancouver, ISO, and other styles

12

Biała, Alina. "Estetyka i perswazja. Czytanie plakatu na podstawie posterów Rafała Olbińskiego." Literatura i Kultura Popularna 24 (April 18, 2019): 225–43. http://dx.doi.org/10.19195/0867-7441.24.17.

Full text

Abstract:

Aesthetics and persuasion: Reading the poster based on posters by Rafał Olbiński The article discusses the art of the poster: its characteristics, beginnings, development, materials, goals, interpretations, and connections with other arts. With reference to the opinions of R. Barthes, U. Eco and S. Wysłouch, the author presents the poster as a two-code text, which connects the signs of the primary verbal language with the signs of the secondary iconic system. The process of creating the meanings of a poster has also been described: the conversion of a poster’s denotative perceptional form into a connotative cultural one, and the creation of visual metaphors and symbols. Theoretical aspects have been illustrated with interpretations of posters made by Rafał Olbiński. The conclusion discusses a three-variant model of reading posters, which reflects various research perspectives concerning the signs of poster forms.

APA, Harvard, Vancouver, ISO, and other styles

13

Stearns-Pfeiffer, Amanda. "One educator, four perspectives." English Teaching: Practice & Critique 14, no. 3 (2015): 260–69. http://dx.doi.org/10.1108/etpc-03-2015-0025.

Full text

Abstract:

Purpose – The author of this paper aims to reflect on the past 14 years of English education in the USA and the resulting effects of state standards and standards implementation on secondary English teachers. Design/methodology/approach – Controversy surrounding standards implementation often includes balancing the struggle between teacher autonomy and district-mandated curriculum. The journey described here includes four roles in education: first, an undergraduate in a teacher education program at a state university; second, a classroom teacher learning to create pacing guides based on the standards; third, a graduate student writing a dissertation about standards implementation; and, fourth, a teacher educator who works with pre-service and practicing teachers. Findings – Educators at all levels must determine how to best navigate standards to help students succeed in the classroom, and what teaching practices must endure even in the face of increased standardization. Originality/value – Lack of curricular autonomy and few teacher-centered professional development opportunities during early standards implementation experiences led the author to understand the importance of a workshop model of standards implementation for teachers. In addition, strong support for reading and writing workshops in the secondary English Language Arts classroom is also provided, including the specific Common Core Standards met during these classroom activities.

APA, Harvard, Vancouver, ISO, and other styles

14

Triventi, Moris. "Are Children of Immigrants Graded Less Generously by their Teachers than Natives, and Why? Evidence from Student Population Data in Italy." International Migration Review 54, no. 3 (2019): 765–95. http://dx.doi.org/10.1177/0197918319878104.

Full text

Abstract:

This article investigates whether teachers grade students with a migration background (SMBs) less generously than native students with comparable academic skills, and it examines the sources of such migrants’ under evaluation. We use population data from two whole cohorts of pupils enrolled in Italian primary and lower-secondary school. Using subject-specific standardized test scores as a yardstick, we found that SMBs were graded less generously by teachers than were natives with comparable ability, in both reading and mathematics. Applying the Blinder-Oaxaca method to assess which factors can account for SMBs’ disadvantage, we found that the most relevant factors are language spoken at home and family socio-economic resources, but that some students’ attitudes towards school also matter, especially in lower secondary school. However, observable characteristics are far from accounting for all the teacher grading bias against SMBs, suggesting that unobserved factors and implicit discrimination processes could be at work as well.

APA, Harvard, Vancouver, ISO, and other styles

15

Ravelli, Louise. "Pedagogical strategies for developing interpretive language about images." English Teaching: Practice & Critique 18, no. 1 (2019): 100–118. http://dx.doi.org/10.1108/etpc-12-2017-0173.

Full text

Abstract:

Purpose The purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students. Design/methodology/approach The paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers. Findings In addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation. Practical implications While the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts. Originality/value Visual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.

APA, Harvard, Vancouver, ISO, and other styles

16

Williams, Wynne. "Reading Greek Like a Man of the World: Reading Greek Like a Man of the World: Macaulay and the Classical Languages." Greece and Rome 40, no. 2 (1993): 201–16. http://dx.doi.org/10.1017/s0017383500022798.

Full text

Abstract:

In his journal for December 31st, 1851, Thomas Babington Macaulay recorded an encounter with Thomas Love Peacock: ‘I met Peacock; a clever fellow and a good scholar. I am glad to have an opportunity of being better acquainted with him. We had out Aristophanes, Aeschylus, Sophocles and several other old fellows, and tried each other's quality pretty well. We are both strong enough in these matters for gentlemen. But he is editing the Supplices: Aeschylus is not to be edited by a man whose Greek is only a secondary pursuit’ (Life II, 556). This encounter is an illustration of the fact that in nineteenth-century Britain the close study of the Greek and Latin languages was far from being the exclusive preserve of professional scholars and teachers of the classics. Macaulay once wrote that he read Greek ‘like a man of the world’ (Letters III, 111), that is, as someone actively involved in public life, not cloistered in a university or a school. This applied to Peacock as much as it did to Macaulay. By 1851 Peacock had already published six of the seven novels for which he is best known today, but he had also spent about thirty years in the service of the East India Company, during which he had risen to the rank of Examiner: he was in effect a very senior civil servant. His formal schooling had ended when he was twelve, so that he was largely self-taught as a classicist. It was perhaps characteristic of such an autodidact that ‘he delighted to ask an Oxford first-class man who Nonnus was, and to find he could get no information’, and that he should pepper his novels with recondite classical quotations.

APA, Harvard, Vancouver, ISO, and other styles

17

Sitinjak, Debora Suryani, Kelly Sinaga, Friska Purba, and Candra Tahya. "Improving the Education Quality for Children in Dumpit, Tangerang Region." MITRA: Jurnal Pemberdayaan Masyarakat 3, no. 1 (2019): 21–30. http://dx.doi.org/10.25170/mitra.v3i1.497.

Full text

Abstract:

The biggest hope for a better life in our society is through good quality of education. Through education, everyone will also be exposed to the truth. The tutoring program reported in this paper attempted to improve the quality of education for children in Dumpit, Tangerang. There were a great number of children who were not able to to go to school due to their parents’ difficult situation. In addition, these children’s parents paid little attention to their children’s physical appearance, health care, and behaviors. Through this tutoring activity, the students were exposed to the importance of education, moral and characters, and healthy living. Some materials given to the early age students included basic calculating, writing, reading, and singing. For elementary students, they were tutored in math, science, language, arts, civilization, and social science. For secondary level students, they were tutored in math, physics, biology, chemistry, accounting, language, economics, geography, sociology, history, and civilization. The mentoring methods used varied depending on the number of students and their characteristics. The mentors did their best to make learning active and fun so that the students did not get bored. We hope that this tutoring program is beneficial to the students and might have a good impact on the students and their neighborhood as well as the tutors.

APA, Harvard, Vancouver, ISO, and other styles

18

Poeckl, Christina. "The Literature-Enactment-Process." Scenario: A Journal for Performative Teaching, Learning, Research XV, no. 1 (2021): 76–92. http://dx.doi.org/10.33178/scenario.15.1.4.

Full text

Abstract:

This project promotes reading literature for students through a new approach termed the Literature-Enactment-Process (LEP) where students can gain access to and comprehend narratives and associated topics of inquiry through a range of phases, with drama-based conventions as a pivotal point. As a pedagogical tool, these performative strategies are embedded in a larger approach that combines individual and collaborative comprehension processes. The LEP seeks to explore literature interactively, in that the student’s individual views, the perceptions of others, and the text details are equally taken into account. Teaching literature should not remain restricted to correctly answering interpretative questions. If teachers demand only one “right” interpretation, learners are deprived of the enrichment and multiple meanings texts can generate. Students must be motivated to think and learn for themselves and for a world which is constantly changing, often to the detriment of our natural environment. For this purpose, the Literature and Ecology (LITECO) workshop was designed to fuse the study of literature and ecological learning using and exemplifying the LEP. At the University of Graz, the Literature-Enactment-Process was tested with current and future teachers as well as language arts students and positively evaluated as an interdisciplinary teaching approach for the (foreign) language classroom in secondary education.

APA, Harvard, Vancouver, ISO, and other styles

19

Pimperton, Hannah, Fiona Kyle, Charles Hulme, et al. "Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial." Journal of Speech, Language, and Hearing Research 62, no. 8 (2019): 2882–94. http://dx.doi.org/10.1044/2019_jslhr-h-19-0073.

Full text

Abstract:

Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356

APA, Harvard, Vancouver, ISO, and other styles

20

Cebik, L. B. "Secondary Language and Secondary Art." Journal of Aesthetics and Art Criticism 52, no. 4 (1994): 459. http://dx.doi.org/10.2307/432033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

CEBIK, L. B. "Discussion: Secondary Language and Secondary Art." Journal of Aesthetics and Art Criticism 52, no. 4 (1994): 459–63. http://dx.doi.org/10.1111/1540_6245.jaac52.4.0459.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.

Full text

Abstract:

Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.

APA, Harvard, Vancouver, ISO, and other styles

23

Harmon, Janis M., Wanda B. Hedrick, Karen D. Wood, and Jean Vintinner. "An Investigation of Current Secondary Reading Programs." Literacy Research and Instruction 50, no. 2 (2011): 105–19. http://dx.doi.org/10.1080/19388071003611152.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Barrett, Mary T. "The Secondary ESL Reading Course: Rationale and Implementation." TESOL Quarterly 23, no. 1 (1989): 152. http://dx.doi.org/10.2307/3587524.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Alvermann, Donna E., and Gaoyin G. Qian. "PERSPECTIVES ON SECONDARY SCHOOL READING: IMPLICATIONS FOR INSTRUCTION." Reading & Writing Quarterly 10, no. 1 (1994): 21–38. http://dx.doi.org/10.1080/1057356940100103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Borisova, Tanya. "DIDACTIC PARAMETER OF LANGUAGE LITERACY IN THE BULGARIAN SECONDARY SCHOOL." CBU International Conference Proceedings 5 (September 23, 2017): 558–61. http://dx.doi.org/10.12955/cbup.v5.984.

Full text

Abstract:

This article summarizes the main conclusions about the state of reading literacy of students in the same class in a Bulgarian school and the correspondence between the international criteria for establishing reading literacy of the students. A study, based on the longitudinal method, outlining the didactic parameters of reading literacy in the Bulgarian school was conducted. Emphasis is placed on the needed changes regarding overcoming the problems in the education in reading literacy of Bulgarian students, its limits and variety in its improvement; the correlations which exist between the results of the national external assessment (NEA) of the students in the subject of Bulgarian language and literature of the fourth, seventh and twelfth grade.

APA, Harvard, Vancouver, ISO, and other styles

27

Schillinger, Trace, Tom Meyer, and Ruth Vinz. "Poetry immersion: Reading, writing and performing with secondary students." English in Education 44, no. 2 (2010): 110–25. http://dx.doi.org/10.1111/j.1754-8845.2010.01061.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Petrus, Sharon Litad, and Parilah Md Shah. "Relationship between Reading Anxiety, Reading Strategies and Language Competence of Rural ESL Secondary Learners." Creative Education 11, no. 02 (2020): 126–42. http://dx.doi.org/10.4236/ce.2020.112010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Nambi, Rebecca. "Secondary School Students’ Experiences with Reading Aloud in Uganda: A Case Study." Journal of Language Teaching and Research 10, no. 2 (2019): 224. http://dx.doi.org/10.17507/jltr.1002.02.

Full text

Abstract:

Reading aloud supports vocabulary build-up, provides basic background knowledge of the text and motivates learners’ interest in the text even among adolescents. This paper explores classroom experiences of Senior One students (12-13 years) with reading aloud of Soyinka’s (2007) play The Trials of Brother Jero. The findings show that both the teacher and the learners performed clear roles during the reading exercise and this seemed to create a systematic classroom environment for reading aloud. However data also indicates that although many of the learners declared to find value in reading aloud, some learners did not participate in the activity due to various reasons. The classroom context and the nature of the text also seemed to affect the way reading aloud was implemented during the lessons.

APA, Harvard, Vancouver, ISO, and other styles

30

Post, Yolanda V. "Reflections. teaching the secondary language functions of writing, spelling, and reading." Annals of Dyslexia 53, no. 1 (2003): 128–48. http://dx.doi.org/10.1007/s11881-003-0007-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Wong, Alice Su Chu, Jocelyn Yee Vun Lee, Marianne Fung, and Octavia Willibrord. "Vocabulary Size of Malaysian Secondary School Students." International Journal of Modern Languages And Applied Linguistics 3, no. 4 (2019): 27. http://dx.doi.org/10.24191/ijmal.v3i2.7364.

Full text

Abstract:

Vocabulary plays a vital role in second language acquisition and is crucial in comprehension of various texts. Without a threshold level of vocabulary proficiency, English Language Learners (ELLs) will have difficulties in processing texts. Indeed, it is well conceded that vocabulary is a good predictor of second language proficiency. While sizable studies have examined ELLs reading skills, little is known about the vocabulary size of Malaysian secondary school students. The current work is part of a larger study that examines the relationship between vocabulary size and critical reading ability. It aims to investigate ELL secondary school students’ vocabulary level and determine whether they are equipped with sufficient vocabulary proficiency for tertiary level education. Eighty-five (85) participants from a public school in Kota Kinabalu, Sabah were involved in the study. A set of receptive vocabulary test was administered during a two-period lesson. Results showed that most of the participants have not mastered vocabulary proficiency beyond the 2000-word level. The findings have pedagogical implications for the teaching of vocabulary at the secondary school level.

APA, Harvard, Vancouver, ISO, and other styles

32

Nicholson, Tom. "Research revisited: A study of reading in the secondary school classroom." Language and Education 3, no. 2 (1989): 97–107. http://dx.doi.org/10.1080/09500788909541254.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Yandell, John. "Reading in a secondary English classroom: agency, interest and multimodal design." Visual Communication 10, no. 1 (2011): 87–101. http://dx.doi.org/10.1177/1470357210382197.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Kazemek, Francis E. "African Literature in the Secondary English Language Arts Classroom." English Journal 84, no. 6 (1995): 95. http://dx.doi.org/10.2307/820902.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Rainey, Emily C., and Scott Storm. "Teaching Digital Literary Literacies in Secondary English Language Arts." Journal of Adolescent & Adult Literacy 61, no. 2 (2017): 203–7. http://dx.doi.org/10.1002/jaal.677.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Ahmed Badawi, Mohamed Farrag. "The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension." English Language Teaching 12, no. 4 (2019): 166. http://dx.doi.org/10.5539/elt.v12n4p166.

Full text

Abstract:

The study attempted to investigate the effect of explicit morphology instruction (EMI) on developing secondary school students’ EFL morphological awareness and reading comprehension. The explicit morphology instruction targeted two morphological skills namely, inflectional and derivational skills. The study used a pre-posttest experimental and control group design. The intact study participants were (98) first year secondary school students. While the first intact group (n=49) was functioned as an experimental group, the second intact group (n=49) represented the control group. To collect the data, a two-unit explicit morphology instruction program (EMIP), a morphological awareness test (MAT) and a reading comprehension test (RCT) were designed, validated and implemented. Before the intervention, the participants’ morphological awareness and reading comprehension were pre-tested. During the course of intervention, while the experimental group participants were exposed to explicit morphological instruction in addition to their regular English instruction sessions, the participants of the control group only received their regular EFL instruction sessions. Results revealed that the experimental group participants’ mean scores on the post morphological awareness test and reading comprehension test surpassed that of the control group. Accordingly, explicit morphological instruction was effective in developing EFL secondary school students’ morphological awareness and reading comprehension. However, the effect size of explicit morphological instruction on developing EFL secondary school students’ morphological awareness was higher than its effect size on developing their reading comprehension. Therefore, teaching English morphology should be an integral part of EFL secondary school curriculum.

APA, Harvard, Vancouver, ISO, and other styles

37

Fang, Zhihui, and Mary J. Schleppegrell. "Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis." Journal of Adolescent & Adult Literacy 53, no. 7 (2010): 587–97. http://dx.doi.org/10.1598/jaal.53.7.6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

정유경 and Hyeon-Okh Kim. "Anxiety and Foreign Language Reading among Secondary Students Learning English in Korea." Korean Journal of English Language and Linguistics 10, no. 1 (2010): 105–29. http://dx.doi.org/10.15738/kjell.10.1.201003.105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Gandjarwati, Yogo. "STUDENTS’ READING BASED-MAIN IDEAS ON PASSAGES AT THE SECONDARY EDUCATION." Journal of English for Academic and Specific Purposes 3, no. 2 (2020): 69–81. http://dx.doi.org/10.18860/jeasp.v3i2.11119.

Full text

Abstract:

Reading comprehension is crucial skill for both English as a Second Language (ELS) and English as a Foreign Language (EFL) students. To develop the students’ reading ability, the use of main idea of paragraphs in comprehending the passage becomes an alternative solution to be used in teaching. This study is categorized as a Classroom Action Research (CAR). It was applied in use of main idea of paragraphs in comprehending the passage to improve the students’ reading skills. The population of the study is 36 students at the second year students of SMAN 1 Kauman. The instruments of the study consisted of reading test and questionnaries. Based on the research finding that the students’ reading skill and their motivation were still low, as it was indicated in pre-study, the score result was under KKM or the average score is 65 ,55. Therefore, the researcher tried to apply the use of reading based main ideas on coomprehending passages to improve the reading skill. The writer found in the first cycle the average score is 77,00. The next cycle done by the writer repaired the strategy in teaching reading through main idea of paragraphs. It was proved that the students’ score average is 80,22. They passed and got the better score than previous result. It’s concluded that the use of main idea of paragraphs in comprehending the passage was able to improve the students’ reading skill. The students’ interest in reading comprehension through main idea of paragraphs is also good. It has shown the result of questionnaire (83,33%).

APA, Harvard, Vancouver, ISO, and other styles

40

Benson, Sheila. "A Restart of What Language Arts Is: Bringing Multimodal Assignments Into Secondary Language Arts." Journal of Advanced Academics 19, no. 4 (2008): 634–74. http://dx.doi.org/10.4219/jaa-2008-828.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Lee Wai Ying and Desmond Allison. "Developing a Reading-Based Support Course for Secondary School Students of Physics." RELC Journal 29, no. 1 (1998): 34–54. http://dx.doi.org/10.1177/003368829802900103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.

Full text

Abstract:

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).

APA, Harvard, Vancouver, ISO, and other styles

43

Graff, Pat S. "From the Secondary Section: Service Learning Reinforces Language Arts Skills." English Journal 90, no. 5 (2001): 19. http://dx.doi.org/10.2307/821849.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Hunt, Steven. "Teaching Sensitive Topics in the Secondary Classics Classroom." Journal of Classics Teaching 17, no. 34 (2016): 31–43. http://dx.doi.org/10.1017/s2058631016000222.

Full text

Abstract:

This article examines how a number of teachers of Classics at secondary school level say they deal with sensitive topics, such as violence, religious belief, death and sex and sexuality. In the secondary school original texts are read partly for improving the students' understanding of the language and partly for the study of other aspects of the ancient society, such as the subject matter and the process of a legal case, for example. Therefore, sensitive topics often arise incidentally during the reading of a text rather than because they are the particular feature of the reading. Should teachers brush past such an topic for fear of causing offence or getting into trouble with school authorities or parents, or should they use the topic to develop their students' understanding of the topic at hand – and if the latter, how far should they go?

APA, Harvard, Vancouver, ISO, and other styles

45

Демчук, Тетяна Олександрівна. "FORMATION OF ENGLISH LANGUAGE COMPETENCE OF READING ON THE UPPER DEGREE OF STUDY OF ENGLISH LANGUAGE IN SECONDARY EDUCATION INSTITUTIONS." Інноватика у вихованні, no. 9 (June 11, 2019): 58–63. http://dx.doi.org/10.35619/iiu.v0i9.134.

Full text

Abstract:

Abstract. This article is devoted to the problem of the formation of the competence of the English language reading on upper degree; the general characteristics of competence of reading in English language on the upper degree are given; the aims of the competence of reading in English language are defined; examples of exercises, characteristics of means and the issue of the assessment of the competence of reading in English language described, the specifics of competency education in English lessons are determined. The article proves that one of the types of communicative activities in foreign language classes is reading. There is considered the general characteristics of foreign language competence of reading, the purpose of its formation in pupils; is given description of exercises and tasks; is described the means of forming the competence of reading at the highest level and control the level of its formation. In this work it is shown on what depends the meaningful aspect of reading and which two basic levels of understanding of the text are present during the study; the necessary conditions for forming the competence of reading English at the highest level are the relevant principles of learning; the theoretical basis of the methodology of reading on lessons should have general educative laws and principles for the construction of any learning process. Also, in this article it is proved that the ability to read allows pupils, in their further work and training, to use literature in a foreign language to find information on the speciality, to satisfy their readership or creative interests, and to improve the skills of oral speech. For solving the problems were used general scientific methods of theoretical and empirical research which mutually complement each other and provided the possibility of comprehensive knowledge of the subject of research. Methods (analysis of psychological and pedagogical literature, comparison and generalization of facts) were used at the stage of theoretical research. Other methods were decisive in developing a set of exercises for teaching English language instruction for senior students.

APA, Harvard, Vancouver, ISO, and other styles

46

van Viersen, Sietske, Elise H. de Bree, Lilian Kalee, Evelyn H. Kroesbergen, and Peter F. de Jong. "Foreign language reading and spelling in gifted students with dyslexia in secondary education." Reading and Writing 30, no. 6 (2017): 1173–92. http://dx.doi.org/10.1007/s11145-016-9717-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Pavlović, Slavica. "Compulsory Book Reading at School and Within Leisure." Practice and Theory in Systems of Education 10, no. 4 (2015): 375–84. http://dx.doi.org/10.1515/ptse-2015-0036.

Full text

Abstract:

AbstractThis paper deals with attitudes of secondary school pupils towards compulsory book reading at school, being the integral part of the subject Croat language and literature teaching subject, and its possible impact on their book (not-)reading in their leisure time. It is based on the research carried out through five-point Likert-type scale in secondary schools in Mostar (Bosnia and Herzegovina), in the second half of 2014. The research was conducted on the convenience, stratified sample consisted of 260 secondary school pupils, attending the final class of grammar (130) and vocational (130) school. The results obtained could give an insight into the book reading culture of secondary school pupils within their leisure related to their experience of compulsory book reading at school. It results that compulsory book reading has still been an uninteresting school task for both the strata of the research sample. Moreover, it results that compulsory book reading at school has a certain influence on book reading decrease in both sample strata’s leisure time. However, some guidelines how to increase the students’ interest in compulsory book reading at (secondary) school as well as in book culture within their leisure time are given in this paper.

APA, Harvard, Vancouver, ISO, and other styles

48

Choi, Heewon, and Chung Hyun Lee. "Learner Autonomy in EFL Reading with Digital Technology at Secondary School Level." Journal of AsiaTEFL 17, no. 4 (2020): 1323–45. http://dx.doi.org/10.18823/asiatefl.2020.17.4.11.1323.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Yee Vun Lee, Jocelyn, and Alice Su Chu Wong. "Vocabulary Size and Critical Academic Reading Ability of Secondary Students in Sabah." 3L The Southeast Asian Journal of English Language Studies 26, no. 4 (2020): 15–27. http://dx.doi.org/10.17576/3l-2020-2604-02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Singh, Manjet Kaur Mehar, Fatin Najwa Amelia Marsani, Paramaswari Jaganathan, and Ahmad Sofwan Nathan Abdullah. "An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students." English Language Teaching 10, no. 1 (2016): 26. http://dx.doi.org/10.5539/elt.v10n1p26.

Full text

Abstract:

As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research design study collected data through focus group interviews and journal entry. This research explored intercultural knowledge among Form Four students through the Intercultural Reading Program (IRP). Findings indicate that the IRP intervention improved Form Four students’ level of intercultural knowledge. This research puts forward suggestions to the Ministry of Education such as integrating IRP in its secondary schools’ English Literature curriculum.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!