Relevant bibliographies by topics / Reading taught

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  1. Journal articles

Academic literature on the topic 'Reading taught'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Reading taught"

1

Rayner, Keith, Barbara R. Foorman, Charles A. Perfetti, David Pesetsky, and Mark S. Seidenberg. "How Should Reading be Taught?" Scientific American 286, no. 3 (2002): 84–91. http://dx.doi.org/10.1038/scientificamerican0302-84.

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2

Carrell, Patricia L. "Can reading strategies be successfully taught?" Australian Review of Applied Linguistics 21, no. 1 (1998): 1–20. http://dx.doi.org/10.1075/aral.21.1.01car.

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The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.
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3

Mallet, Dominique. "Qui enseigne qui? (Lectures du Ḥayy b. Yaqẓān d'Ibn Ṭufayl)". Arabic Sciences and Philosophy 8, № 2 (1998): 195–211. http://dx.doi.org/10.1017/s0957423900002514.

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The author investigates the different readings of Ibn ṬufayPs epistle, Ḥayy b. Yaqẓan. Following a suggestion by L. Gauthier, who simply asked that the epistle should be read as a whole, the author adds Ṣalāḥ ‘Abd al- ḥabūr's reworking of the tale as a children's story to L. Gauthier's list of partial readings. The author juxtaposes Ṣalāḥ ‘Abd al- ḥabūr's reading, which does justice only to what Asāl taught Ḥayy, to G. Hourani's reading, which succeeds in reflecting only what Ḥayy taught Asāl. This impasse in the readings of Ḥayy b. Yaqẓān reveals what is missing, namely an understanding of the tale which fundamentally conforms to several of Alfarabi's teachings, though not to L. Gauthier's interpretation.
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4

Desrimayuti, Desrimayuti. "The Effect of Multipass Strategy and Students’ Attitude Toward Their Reading Comprehension at the Tenth Graders of SMAN 2 Lubuk Alung." JURNAL ARBITRER 6, no. 2 (2019): 107. http://dx.doi.org/10.25077/ar.6.2.107-112.2019.

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This study aims to determine the effect of multipass strategies and student attitudes on students' reading comprehension in historical recount texts. The design of this research is Quasi Experiment Research with a 2x2 factorial design. The population of this research is the students of class X SMAN 2 Lubuk Alung Academic Year 2018/2019. Reading tests and student attitude questionnaires were used as research instruments. Then, the research data were analyzed using the T-test formula and Two-Way ANOVA. The results of this study indicate that (1) students taught with multipass strategies have better reading scores than students taught with ordinary strategies, (2) students taught with multipass strategies with positive attitudes have better reading values than students taught with ordinary strategies, (3) students taught with multipass strategies with negative attitudes have better reading scores than students taught with common strategies, and (4) there is no interaction between the two teaching strategies (multipass strategies and ordinary strategies) and students 'attitudes towards students' reading comprehension.
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5

Saori, Sopian. "INFLUENCE OF COLLABORATIVE STRATEGIC READING (CSR) IN TEACHING READING COMPREHENSION." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 2, no. 1 (2020): 48. http://dx.doi.org/10.33394/jo-elt.v2i1.2411.

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This study is aimed to find out whether there is a significant difference in reading achievement between the students who are taught by using CSR and that of the students who are taught by using another technique. This study used quasi experimental design. This research was conducted from January 13 to February 17, 2014. The participants of this study were the second year students of State Islamic Junior High School of Yogyakarta II. There were two intact classes taken as the subject of this study. Each class consisted of 32 students performing as experimental group and 32 students as a control group. The pretest and posttest were used as the instrument to collect the data. Descriptive and inferential statistics were used to analyze the data. The research findings showed that after students were taught by using collaborative strategic reading, the students’ mean score of the experimental group was higher (68.12) than that of the mean score of the control group (60.75) with mean difference 7.22. The F value (12.74) was higher than the F table (4.00) with 5 % level in the degree of freedom was 60 and the p value (.001) was lower than (.05).
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6

Fitri, Dian Indrianis, and Daniel Ginting. "EFL Teacher's Perception on Reading Strategies Taught in High Schools." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 5, no. 2 (2021): 104–17. http://dx.doi.org/10.36312/esaintika.v5i2.423.

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While reading activity is a complex phenomenon, recent research on reading strategies has not provided comprehensive explanation of the role and perceptions of teachers regarding appropriate reading strategies helping students with learning difficulties. This paper is aimed to provide a sketch of the teacher's views and strategies to facilitate students with appropriate reading strategies. EFL teachers have different kinds of reading strategies applied in the classrooms. This study has found that three groups of teachers teaching in excellent accredited public schools, good accredited public school and very good Islamic private school use various strategies during the teaching of reading. Teachers' perceptions on the teaching of reading strategies are closely related to their readiness with knowledge about reading strategies, students' reading problems and their belief. This study suggests that EFL teachers and future researchers need to continuously investigate effective teaching of reading skill in relation to students' reading strategies.
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7

Tampubolon, Apricia, and Nelson Balisar Panjaitan. "A Comparative Study between TPS and LRD Strategy to Enhance Students’ Reading Comprehension." Acuity : Journal of English Language Pedagogy, Literature and Culture 4, no. 2 (2019): 128–52. http://dx.doi.org/10.35974/acuity.v4i2.1041.

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The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study was two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F was taught using Think-Pair-Share and grade VIII was taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students’ reading comprehension.
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8

Tashliyev, Ahunberdi, Ngadiso Ngadiso, and Endang Setyaningsih. "A Comparative Study Between Team Game Tournament and Direct Instruction Method in Teaching Reading." English Education 6, no. 2 (2018): 191. http://dx.doi.org/10.20961/eed.v6i2.35947.

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<p><em>The aim of this research is to find out: (1) whether there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction Method; and (2) which group of students has better reading skill, the group taught using Team Game Tournament or the group taught using Direct Instruction Method. The research method used in this study is an experimental method. This research used 20 students for the experimental group and 20 students for the control group. The research instruments used to collect the data in this study is test. The data were analyzed by using t-test formula. The computation of the data shows that: (1) there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction; and (2) Team Game Tournament is more effective than Direct Instruction Method to teach reading.</em></p>
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9

Mahaputri, Dwi Settya. "The Effect of Awareness Raising Technique towards Students’ Achievement and Reading Interest." Al-Ta lim Journal 23, no. 3 (2016): 232–40. http://dx.doi.org/10.15548/jt.v23i3.248.

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Reading is one of the primary subjects that should be mastered by the students in language learning. Yet, reading activity tends to be a boring activity. To increase the students’ interest, the lecturers should be able to stimulate the students' awareness in reading. Therefore, this research is aimed to know the effect of Awareness Raising Technique in teaching reading toward students' achievement and reading interest. This research was experimental research. The population was the second year students of English department of Education Abdi STKIP Payakumbuh. There were three classes. The sample was chosen by cluster sampling. The instruments of this research were reading test and questionnaire. To analyze the data, the researcher used the t-test and ANOVA formula 2x2. After analyzing the data the researcher found (1)students who were taught by using Awareness Raising Technique have better reading achievement than those who were taught by using Presentation Technique, (2) students with high reading interest have better reading achievement than those who were taught by using Presentation Technique, (3) students with high reading interest have better reading achievement than those who were taught by using Presentation Technique, and (4) there is no interaction between techniques and students' reading interest toward students reading achievement at the second year English department of Education Abdi STKIP Payakumbuh.
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10

Arisetyawati, S. A. Kompyang. "The Effect of Directed Reading Thinking Activity In Cooperative Learning Setting Toward Students’ Reading Comprehension Of The Eleventh Grade Students." Journal of Psychology and Instructions 1, no. 2 (2017): 88. http://dx.doi.org/10.23887/jpai.v1i2.10364.

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This research was aimed at investigating whether there was a significant effect on reading comprehension of the eleventh grade students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting and who were taught by using Directed Reading Thinking Activity only. The research was an experimental research with Post-Test Only Control Group Design. The research was conducted at SMA N 3 Singaraja. The population of this research was the eleventh grade students in academic year 2016/2017 with the samples of 65 students who were selected through random sampling technique. The data were collected by using reading comprehension test. The obtained data were analyzed by using t-test assisted with SPSS 22.0. The result of the research showed that there was a significant effect on reading comprehension of the eleventh grade students in which the students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting achieved better reading comprehension than who were taught by using Directed Reading Thinking Activity only (tobs = 4.056, p < 0.05).
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