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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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Peacock, Alan. "The In‐Service Training of Primary Teachers in Science in Namibia." British Journal of In-Service Education 19, no. 2 (January 1993): 21–26. http://dx.doi.org/10.1080/0305763930190205.
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Gouguenheim, L., and M. Gerbaldi. "The Training of Teachers." International Astronomical Union Colloquium 162 (1998): 256–60. http://dx.doi.org/10.1017/s0252921100115209.
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Informal and formal astronomy education is present through many channels: newspapers and TV; amateur associations; clubs and science associations; at school at any level. The teachers are not only the main agents of the educational process at school, but they are also very active in extra-curricular activities: they run clubs, educational projects etc.These activities are present everywhere in the world, as can be seen from the reading of the National Reports published every 3 years by Commission 46 “Astronomy Teaching” of the International Astronomical Union and published in its Newsletter.
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Hoveid, Halvor, and Marit Honerød Hoveid. "The place of reading in the training of teachers." Ethics and Education 8, no. 1 (March 2013): 101–12. http://dx.doi.org/10.1080/17449642.2013.799408.
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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation." Acta Universitatis Sapientiae, Philologica 10, no. 2 (November 1, 2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.
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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.
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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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Anshu, Alemu Hailu. "Impacts of Action Research-oriented Upgrading Training on Initial and Early Reading Comprehension Performances of Students." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.31.
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This article reports impacts of action research-oriented upgrading training given to teachers on early reading performances of Grades 2 & 3 students. Initially a baseline assessment was conducted to determine the initial reading performances of the students, and a survey was conducted to identify the training and experience teachers had in teaching initial and early reading skills. Based on the findings of the baseline assessment and the survey made, a training module was prepared focusing on the nature of teaching of initial and early reading skills, and initial up-grading training was given for nine days. Six months later, impact assessment of the initial training was conducted to see improvements in students’ reading performances, and school visits were made to see changes of initial and early reading teaching practices and to investigate further training gaps that teachers might have needed. The training module was revised based on the feedbacks received from the initial impact assessment and the observations made. Based on the noticed training gap, refreshment training was given for the same teachers for five days. Six months later, an overall impact assessment was conducted to see an overall reading skills improvement of the students because of the trainings the teachers received. The finding shows that students’ reading performances greatly improved because of the action research-oriented up-grading trainings. Percentages of Grade 2 students who failed to identify alphabets (62.6%) and who scored zero in early reading comprehension test (47%) reduced to 34.4% and 38.3% after the initial training, respectively, and dropped to 1.3% and 29.8% after the refresher training. Similarly, percentages of Grade 3 students (49.15%) who failed to read common words in the textbook dropped to 14.5% and 6.9% after the initial training and the refresher trainings, respectively.
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WHITE, JACOB, DENISE SHOCKLEY, MARGARET HUTZEL, and NATALIE WILSON. "Interdisciplinary Professional Development for Teaching Science and Reading." Ohio Journal of Science 114, no. 2 (July 8, 2014): 2. http://dx.doi.org/10.18061/ojs.v114i2.4391.
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Because instructional demands in literacy in the lower grades often limit instructional opportunities in other areas, including science, interdisciplinary approaches to training science educators are of current interest. This article describes the structure and impact of professional development activities for elementary and middle school teachers within a rural Ohio public school district (Gallia County Local) that aimed to address needs in both science and literacy. All teachers (n = 39) of grades three through eight who taught science and/or reading, including special education teachers, received targeted training on Earth & Space Science content and pedagogy and on strategies for teaching non-fiction reading within the science curriculum. Additional professional development was provided through one-on-one academic coaching sessions with teachers in their respective classrooms. Pre- and post-training teacher surveys were compared using a Wilcoxon signed-ranks test to determine statistical significance (α = 0.05) of any observed differences. The results indicate significant changes in instructional practices of participating teachers in several key areas, including increased usage of nonfiction reading (p = 0.04) and differentiated instructional practices within the science curriculum (p = 0.05). Comparison of student achievement scores on selected components of state-level assessments in reading and science also suggest a positive impact of the professional development in some areas. An increase in student proficiency in informational text and Earth & Space Science was observed after teachers received the training compared to the year prior to the training.
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Zutell, Jerry, and Timothy V. Rasinski. "Training teachers to attend to their students’ oral reading fluency." Theory Into Practice 30, no. 3 (June 1991): 211–17. http://dx.doi.org/10.1080/00405849109543502.
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Yang, Xiaoling. "On Suggestions of Strategy Training in Reading Comprehension." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 849. http://dx.doi.org/10.17507/tpls.0604.24.
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This paper introduces the goals of strategy training and provides kinds of forms that are taken when designing strategy training. Models are firstly listed to make sense of general procedures of strategy training which ensue an approach to integrating strategy training into the regular reading classroom, as a blueprint for teachers to put it into practice.
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Robinette, Robby Lee. "Teachers’ Training Needs for Reading Instruction : Perspectives from Teachers at English Education Centers in China." Journal of AsiaTEFL 17, no. 3 (September 30, 2020): 1141–49. http://dx.doi.org/10.18823/asiatefl.2020.17.3.31.1141.
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Flynn, Naomi, Daisy Powell, Rhona Stainthorp, and Morag Stuart. "Training teachers for phonics and early reading: developing research‐informed practice." Journal of Research in Reading 44, no. 2 (January 13, 2021): 301–18. http://dx.doi.org/10.1111/1467-9817.12336.
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Afanasjeva, Olga, Marina Fedotova, and Marina Smirnova. "Coherence of critical reading skills and teacher training development." Espacios 41, no. 46 (December 3, 2020): 92–101. http://dx.doi.org/10.48082/espacios-a20v41n46p09.
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The study presents critical reading as a specific type of learning activity in education. The focus of the research is on the content and structure of critical reading process aimed at the development of critical reading skills as one of the objectives of professional training in pedagogical universities with much attention paid to the ways students and teachers conceptualize this phenomenon. The authors advance some ideas concerning the scope of critical reading skills as part of teacher’ professional competence.
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Huang, Hsin-Chou. "Online reading strategies at work: What teachers think and what students do." ReCALL 25, no. 3 (June 28, 2013): 340–58. http://dx.doi.org/10.1017/s0958344013000153.
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AbstractThis study designed and developed a web-based reading strategy training program and investigated students’ use of its features and EFL teachers’ and students’ perceptions of the program. The recent proliferation of online reading materials has made information easily available to L2 readers; however, L2 readers’ ability to deal with them requires the development of specific reading strategies. The researcher therefore constructed a web-based strategy training program on the basis of L2 reading strategy research and pedagogy. The program offers four types of reading strategy functions (Global, Problem-solving, Support, and Socio-affective) through 15 strategy buttons: Keyword, Preview, Prediction, Outline, Summary, Semantic Mapping, Pronunciation, Speed Reading, Dictionary, Translation, Grammar, Highlight, Notebook, Music Box, and My Questions. Forty college teachers and thirty-two EFL students in Taiwan were invited to use and evaluate this program. The researcher tracked students’ use of the functions, and teachers and students completed a survey and written reflections that documented their perceptions of the program. Both groups gave positive feedback on the program's user-friendly interface design and the effectiveness of its strategy function keys for enhancing reading comprehension and motivating learning. They also thought highly of the site's extensive offerings of reading opportunities supported by effective reading aids and a computerized classroom management system, features not available in large traditional classes. There was, however, a gap between what teachers thought and what students did. The teachers thought highly of Global strategies, whereas students regarded Support strategies as more useful. The low-proficiency group's heavy use of Support strategies explained this gap. The high-proficiency group's more frequent use of Global strategies echoed teachers’ preference for teaching Global strategies. This connection suggests that teachers should provide more explicit training to encourage all students to use Global strategies for overall textual understanding.
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Gonzalez, Emir, Michelle McCraney, Sunddip Panesar-Aguilar, and Chri Cale. "Fidelity First in Middle School Reading Programs." World Journal of Education 10, no. 2 (April 20, 2020): 109. http://dx.doi.org/10.5430/wje.v10n2p109.
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Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program’s structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.
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Mejang, Areerug, and Wannaprapha Suksawas. "The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development." English Language Teaching 14, no. 4 (March 15, 2021): 25. http://dx.doi.org/10.5539/elt.v14n4p25.
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This study examines the impact of a teacher-training program on the development of teachers’ knowledge, skills, and attitudes towards English reading teaching. The training program was implemented in combination with the use of LINE (a message application) and the teachers’ participation in school-based professional learning communities. The framework supports the training of English teachers to teach students in accordance with the national core curriculum and its emphasis on reading skills. The participants of this study were 50 English teachers working in the central part of Thailand. Four research instruments were used to collect data: a 12-item pre-test and post-test on teaching English reading skills covering the content of the training, an open-ended form for recording emerging points from the implementation of the lesson plan and preparation of the video clip, a survey including 5-point Likert-scale options and an open-ended response field to assess teachers’ satisfaction with the training program, and an observation form of the teachers’ level of participation in the training program. The findings of this study revealed that participants had developed in three major areas: knowledge, skills, and attitude, and they indicated satisfaction with the training program in all areas. The participants’ post test scores was higher than the pre-test scores. With a statistical significance improvement (p=0.05). Participants demonstrated their skills in designing more creative lesson plans with suitable educational objectives. Finally, the participants reflected a positive attitude towards their participation in the PLC. The significance of this study is related to the theoretical and pedagogical implications of the knowledge, skills, and attitudes of teachers teaching English reading skills in an EFL context.
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Ngololo, Elizabeth Ndeukumwa, and Leena Ngonyofi Kanandjebo. "Becoming reflective practitioners: Mathematics student teachers' experiences." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (March 26, 2021): 128–41. http://dx.doi.org/10.23917/jramathedu.v6i2.12375.
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The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.
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Pervova, Galina. "School of self-education reading as a mean of training teacher for professional activities." Tambov University Review. Series: Humanities, no. 182 (2019): 14–20. http://dx.doi.org/10.20310/1810-0201-2019-24-182-14-20.
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At the Derzhavin Tambov State University, on the basis of which the regional branch of the Russian Reading Association was opened (the head of the local branch is Doctor of Sociology, professor of Derzhavin Tambov State University N.A. Stefanovskaya), relevant project “School of self-education reading” has been implemented for several years. Classes at this school are a necessity for all university employees: the project meets the needs of students’ academic work, research and pedagogical practice of graduate students and teachers, as well as intellectual amateur inquiries in the acquisition of cognitive and fiction literature for everyone who wants to improve reading skills. We disclose the experience of organizing work with student readers at the Theory and Methods of Pre-School and Elementary Education Department of Derzhavin Tambov State University. We reveal means and methods of reading activity of future teachers, the issues of reading circle formation and reader’s interests. We pay particular attention to the study of the motivation development of children and teenagers to read, which is one of the main skills of the future teacher. We name the sources of modern literary education of students and their teachers. The conclusions of the article are related to the transformation of educational reading into the process of improving the reading culture at all levels of reading.
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Rudych, Oksana. "INTERACTIVE APPROACH TO ENGLISH LITERATURE USING WHILE FUTURE TEACHERS’ PROFESSIONAL TRAINING." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 40–48. http://dx.doi.org/10.33989/2226-4051.2016.14.171580.
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The article is devoted to the actual questions of English literature using while future teacher’s training. Modern approaches to interactive educative technologies are analyzed. It shortly observes the literature-art component of future teacher’s education. Some peculiarities of the effective future teacher’s training for English literature using were revealed.The author stressed on the necessity of taking into consideration some specific features of modern literature while using it as an effective tool of education. The author searches for appropriate means of interactive component of modern English literature using while future teacher training. She observes the possibility of literature using not only while relaxation, but as a tool of creative student’s capacity stimulation.Some main factors which cause the decline of the student interest in literature reading are figured out: the lack of information (in Culture, History, Psychology, Geography, Ethnology etc.) for creation of the appropriate art vision while literature reading; the lack of reading experience; the abuse of other modern sources of getting information (they don’t require some extra affords for optimal vision creation).Thus to make the reading process more delightful and educative as well it is necessary to enrich literature teaching with information in Culture, History, Psychology, Geography, Ethnology etc. It will help while creation of an art vision and will stimulate the interest in reading.The sources taken have to appeal student’s personal interests, are to be modern and interactive. Teachers and lecturers can effectively use modern internet (for watching and discussing videos, cartoons, documentaries), interactive boards (for some information visualization, systematization, different skills mustering), i-phones and i-pads will help home tasks doing (different projects creation, some information searching etc.).Interactive approach to English literature using while future teachers’ professional training is to assists successful mastering of the knowledge, skills and habits, which are necessary for successful professional activity conducting.
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Coscarelli, Carla Viana, and Ana Elisa Ribeiro. "Literacy and Reading for the 21st Century." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 3 (August 10, 2018): 129–40. http://dx.doi.org/10.14195/2182-8830_6-3_11.
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Each textual genre requires a specific approach by the reader. She needs to understand the composition of the texts, the languages that are articulated in it, in order to notice the singularities of literary texts and the symbolic systems they involve. The ‘Redigir’ Project develops and makes available, free of charge, activities to be used by teachers of Portuguese. The project deals, among others, with literary texts, exploring their comprehension from a perspective of literary and digital literacy, multimodality, and multiliteracy studies. Our goal is the development of students’ reading skills and the training of teachers who will help the students improve their reading skills of diverse textual genres on printed and digital media. Our proposals include activities about contemporary poetry, whose authors are interviewed by our team. There are also proposals involving the creation of picture books exploring augmented reality. We aim to contribute to the teachers’ training and help them put into practice recent literary and linguistic theories, working in a meaningful, critical and transformative way.
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Khasanah, Nurul. "Integrating Education Character Into Reading Materials In Tarbiyah And Teachers’ Training Faculty Of Iain Ponorogo." Kodifikasia 12, no. 2 (December 31, 2018): 247. http://dx.doi.org/10.21154/.v12i2.1510.
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This research and development (RnD) aimed at developing reading materials in basic reading course for second semester students of English Department of IAIN Ponorogo. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model proposed by Florida State University. To collect the data, questionnaire, observation sheets, interview, and test applied. The need analysis conducted by distributing questionnaire to the students and delivering interview to the head of the English Department. The result of need analysis indicates that the students and the head of English department are agreed to integrate character education into reading materials. The education character that are integrated in the reading materials are religiosity, honesty, tolerance, discipline, creativity, curiosity, and fond of reading.
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Wissink, Barbara. "In-Service Reading Teacher Efficacy." International Journal of Contemporary Education 2, no. 2 (September 16, 2019): 138. http://dx.doi.org/10.11114/ijce.v2i2.4529.
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The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.
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Ciullo, Stephen, Emily Ely, John William McKenna, Kat D. Alves, and Michael J. Kennedy. "Reading Instruction for Students With Learning Disabilities in Grades 4 and 5: An Observation Study." Learning Disability Quarterly 42, no. 2 (November 14, 2018): 67–79. http://dx.doi.org/10.1177/0731948718806654.
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Researchers conducted an observation study to explore the instructional practices of special education teachers ( N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time teaching reading. Researchers observed 80 lessons and found that special educators addressed a wide range of instructional skills. The majority of teachers provided targeted phonics instruction, and overall, minimal instructional time was lost due to off-task behavior. Consistent with previous studies, teachers predominantly monitored reading comprehension by asking questions after reading, while reading comprehension strategy instruction accounted for a smaller proportion of instructional time. Researchers conducted focus groups to explore teachers’ perceptions of professional development and determine needs for future teacher training and research.
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Fontana, Mónica, Martin Ariapa, and Gillian Atuheire. "Can the quality of a school be greater than the quality of its teachers? A case of early grade reading skills in Ugandan refugee context." Bordón. Revista de Pedagogía 72, no. 4 (December 23, 2020): 43–59. http://dx.doi.org/10.13042/bordon.2020.83295.
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INTRODUCTION. As highlighted in the 2018 Uganda Education Response Plan, reading levels in refugee host communities are way below the national average. Since the 2018 National Assessment of Progress in Education report highlighted some challenging areas to the in-service teachers, a possible explanation for the persistent poor performance of learners in reading may reside with the finding that many educators themselves lack an understanding of the linguistic construct. Therefore, an informed training for teachers in primary schools was implemented to help them foster learners’ reading skills. The purpose of this paper is consequently to analyse whether learners whose teachers participated in the evidence-based intervention have better reading skills than those whose teachers did not participate in the intervention. METHOD. To achieve this, a quasi-experimental pre-program/post-program design, involving 2 schools, 24 teachers (12 per school), and 297 learners (157 from treatment and 140 from control) from Palabek (Uganda) refugee settlement was adopted. FINDINGS. The findings show that the reading skills of learners whose teachers participated in the intervention significantly improved as compared to their counterparts. Particularly, learners’ reading skills significantly improved in the areas of letter sound knowledge, segmenting knowledge, and nonword decoding, and slightly in oral passage reading and comprehension, and English vocabulary. DISCUSSION. This study therefore supported the hypothesis linked to the Peter Effect - one cannot be expected to give what they do not possess and raised a need for the Ministry of Education and Sports to mandate sufficient and informed training of teachers.
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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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Kapenda, Hileni Magano, and Lucky Pieters. "Lecturers' Perceptions on the Effectiveness of In-Service Training Programs at Selected Public Sector Organisations in Namibia." Multidisciplinary Journal of Educational Research 7, no. 2 (June 15, 2017): 156. http://dx.doi.org/10.17583/remie.2017.2526.
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The training programs, irrespective of their scopes and time frames, aims to enrich the skills, knowledge level and attitude of participants so that they eventually enhance organizational performance. The training institution investigated in this study did not have a training evaluation policy at its inception. Hence, the aim of this paper is to report on the lecturers’ views on the effectiveness of in-service training at one of the public sector organization in Namibia. The study adopted a quantitative approach and a total of 32 academic staff participated in it. The results indicate that the majority of respondents are of the view that the institution does not conduct training need assessments. They also expressed that the in-service training programs provided by the institution do not empower them to become better teachers. It is thus recommended that the institution provides in-service training programs that specifically improve lecturers’ pedagogical skills in this regard.
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Semenov, А. А., and N. I. Dankina. "TRAINING OF FUTURE TEACHERS TO FORM A READING CULTURE USING BASIC SOFTWARE TOOLS OF INFORMATION TECHNOLOGIES." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 75 (2020): 87–91. http://dx.doi.org/10.37313/2413-9645-2020-22-75-87-91.
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The success of a modern person largely depends on their ability to learn throughout their life. The ability to learn is formed from school in the form of universal learning activities, one of which is semantic reading. Semantic reading and reading literacy are at the core of a person's reading culture. The reader's culture is inextricably linked to the system of continuing education and represents a set of interrelated values and ways of self-educational activities aimed at working with information sources. The formation of a reading culture depends on the quality of professional training of future teachers. The aim of the research was to develop methods for forming a reader's culture using basic information technology tools and their development by students studying in the field of "Pedagogical education". The goal was achieved based on the analysis of literature and other sources, as well as by designing educational tasks aimed at forming the students ' reading culture. As a result of the research, the relationship between the concepts of "semantic reading", "reading literacy" and "reading culture" is determined. Methods for the formation of students ' reading culture using basic information technology tools are developed and methodological recommendations for their use in general education schools are given. In conclusion, it is concluded that the developed methodological techniques for working with information sources using basic software tools of information technologies will prepare future teachers for the formation of reader culture as a fundamental quality of personality for self-education throughout life.
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Nambira, Geoffrey. "Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia." International Journal of Innovation and Economic Development 2, no. 4 (2015): 35–47. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.24.2004.
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The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.
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Yulia, Made Frida, Gunadi Harry Sulistyo, and Bambang Yudi Cahyono. "Affective engagement in academic reading: What EFL student teachers reveal." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 791. http://dx.doi.org/10.11591/ijere.v9i3.20635.
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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.
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Meletiou-Mavrotheris, Maria, Ana Rita Carrilho, Constadina Charalambous, Katerina Mavrou, and Christiana Christou. "Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results." Education Sciences 10, no. 5 (May 21, 2020): 144. http://dx.doi.org/10.3390/educsci10050144.
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Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences through combining offline activities promoting reading literacy with online experiences of books’ ‘virtual augmentation’ and with social dynamics. Various professional learning activities were designed within the project, aimed at strengthening European teachers’ profile and competences in effectively integrating the Living Book approach into their classroom activities, and in dealing with diversified groups of learners, particularly pupils from disadvantaged backgrounds. Teachers also received training in how to involve parents, and particularly those from disadvantaged and/or migrant backgrounds, in proreading activities to back the overall Living Book strategy at home. The current article provides an overview of the main phases of the Living Book project implementation, and of the program’s key activities and outputs. It also outlines the content and structure of the ‘Augmented Teacher’ and ‘Augmented Parent-Trainer’ training courses developed within the project. Finally, it reports on the main insights gained from the pilot testing of the courses and the follow-up classroom experimentation that took place in the project partner countries.
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Drecktrah, Mary Ellen, and Berttram Chiang. "Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities." Remedial and Special Education 18, no. 3 (May 1997): 174–81. http://dx.doi.org/10.1177/074193259701800306.
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A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.
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Zulaikhah, Zulaikhah, and Sayyidatul Fadlilah. "Implementasi Strategi Membaca Berimbang di Kelas Awal Madrasah Ibtidaiyah (MI) di Semarang." Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan 17, no. 1 (July 27, 2017): 111. http://dx.doi.org/10.21580/dms.2017.171.1507.
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This study aims at describing the implementation of impartial reading strategies namely collective reading, guided reading, and independent reading performed by teachers of early grades at Islamic Elementary School (MI and MIN) in six madrassas in Semarang. Implementation is conducted after the training of impartial reading is made and continued by providing assistance to teachers in creating impartial reading programs, applying impartial reading strategies, organizing the variety and types of books, and managing students in impartial reading. The program is focused on the use of books containing Islamic values as the development of modules or manuals that have been used to implement the strategy.
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Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.
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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.
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AL-Qahtani, Abdulaziz Ali. "Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?" English Language and Literature Studies 6, no. 1 (February 26, 2016): 1. http://dx.doi.org/10.5539/ells.v6n1p1.
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<p>The aim of the current study was to investigate the reasons behind Saudi learners’ poor reading skills. To this end, the objectives were to identify the reading habits of Saudi English as a Foreign Language (EFL) middle school learners, to understand the extent to which Saudi EFL middle school learners use reading comprehension skills and to explore the perceptions of learners, teachers and supervisors regarding Saudi EFL learners’ reading abilities. The study sample consisted of 90 Saudi EFL middle school students, eight EFL teachers and six supervisors. The students were surveyed and interviewed about their reading habits and use of reading skills, while the teachers and supervisors were interviewed to explore their perceptions about reading instruction in the Saudi context. The results revealed that most Saudi EFL students lack the necessary reading habits in L1 and L2. In addition, they rarely make use of important reading skills when they read English texts. This study identified “lack of exposure to target language”, “poor teaching skills and teacher training programs”, “little attention to comprehension and more attention to reading aloud”, “students’ lack of motivation”, “little emphasis on reading skills in textbooks”, “unfamiliar and unsuitable reading topics”, “lack of reading skills training for students”, “students’ limited vocabulary” and “lack of parental involvement” as the most important factors behind Saudi students’ poor reading abilities. The study concluded with important recommendations and suggestions for future research.</p>
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Irdamurni, Irdamurni, Kasiyati Kasiyati, Zulmiyetri Zulmiyetri, and Johandri Taufan. "Meningkatkan Kemampuan Guru pada Pembelajaran Membaca Anak Disleksia." Jurnal Pendidikan Kebutuhan Khusus 2, no. 2 (November 15, 2018): 29. http://dx.doi.org/10.24036/jpkk.v2i2.516.
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The objective of this study was to investigate reading instruction training for teaching teachers to teach reading student with dyslexia. Training mothods uses multi methods I.e lectures vary, demonstrations, exercises and assignments. The increased aspects related to the implementation of identification and assesment, development of modification lesson plan and individualized educational program. Futhermore, reading instruction for dyslexia includes strategy and learning media as assesment of learning for students with dyslexia.
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Watson, Maggie, Casey O'Keefe, Abigail Wallace, and Pamela Terrell. "A Survey of Reading Teachers: Collaboration With Speech-Language Pathologists." Perspectives of the ASHA Special Interest Groups 5, no. 1 (February 21, 2020): 304–13. http://dx.doi.org/10.1044/2019_persp-19-00006.
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Purpose This study investigated reading teachers' (RTs) views of speech-language pathologists' (SLPs) abilities to provide services for clients who have written language disorders. Previous research has shown SLPs often do not provide such services due to time constraints, lack of training, and their perception that other school personnel are more qualified. However, little is known about RTs' views of SLPs' abilities to provide reading/writing intervention. Method Three hundred twenty-three RTs responded to a survey designed to determine their perceptions and experiences of SLPs providing services to children with written language difficulties. Respondents were from all regions of the United States. Results Approximately 80% of the respondents supported the idea of SLPs providing written language intervention services, with 69% recognizing that there was an evidence base for such intervention. However, many RTs registered some disagreement that SLPs had sufficient training to provide written language instruction and may lack knowledge of the curriculum. These results also identified factors that SLPs wishing to be involved in literacy instruction may need to address including administrative support, involvement in school-wide literacy learning decisions, and participation in professional development opportunities on literacy instruction. Conclusion These results indicated that RTs may be supportive of SLPs addressing the written language needs of the students they serve. Although written language intervention is within SLPs' scope of practice, SLPs currently practicing in school settings may need to advocate for themselves to actively be involved in written language instruction.
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Sukma, Elfia. "Literasi Membaca Puisi Guru SD." JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 3, no. 1 (October 8, 2019): 65. http://dx.doi.org/10.24036/jippsd.v3i1.106325.
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The purpose of this study is to describe the implementation of poetry reading literacy in elementary schools. The approach used is qualitative and quantitative. The subjects of this study were 22 Silaing Bawah Public Elementary School teachers and 22 Silaing Bawah Public Elementary School teachers. Based on the ability to read poetry obtained the average value of the results of the pre-test reading poetry evaluation of the teachers of SD Negeri 07 Silaing Bawah and SD Negeri 08 Silaing Bawah is 68.33 and is in a pretty good qualification. Whereas the average results of the reading poetry reading the evaluation of the teachers of SD Negeri 07 Silaing Bawah and SD Negeri 08 Silaing Bawah after the training was 78.58 and were in good qualifications. Thus it can be seen that the implementation of poetry reading literacy can improve the ability to read the poetry of the teachers of SD Negeri 07 Silaing Bawah and SD Negeri 08 Silaing Bawah.
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Smetannikova, Natal’ya N. "Promotion of Reading via Screen Reading." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 28, 2015): 60–68. http://dx.doi.org/10.25281/0869-608x-2015-0-3-60-68.
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There are considered the issues of necessity, possibility and intent to promote the reading, which is driven by the decrease of educational level of young people, by transition to a new model of learning and dissemination of screen reading. The practice of using screen reading, which became equal to “revolution” in the world of reading, is connected with two current theories of reading - factor and deictic.The new European project for additional training of subject teachers in the field of literacy strategies in reading the domain-specific texts is one of the ways of the improving the quality of reading and literacy of pupils of se-condary schools. The results of research performed by the members of the Reading Association of Russia, describe the modern readers of different ages with respect to their gender characteristics and readers’ preferences, including reading and screen reading, as well as present the visual metaphor «Readers’2013». The findings indicate the importance of using the screen reading to promote reading among youth, especially among students.
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Irawati, Erna, Veny Agustini Prianggita, Nenden Suciyati Sartika, and Susti Rahmah Yulita. "Pelatihan Sustained Silent Reading (SSR) Untuk Guru di SDN Mekarwangi 1 dan 2 Kecamatan Saketi Kabupaten Pandeglang." Jurnal Pengabdian Pada Masyarakat 2, no. 2 (December 12, 2017): 167–75. http://dx.doi.org/10.30653/002.201722.30.
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SUSTAINED SILENT READING (SSR) TRAINING FOR TEACHERS IN SDN MEKARWANGI 1 AND 2 SAKETI DISTRICT PANDEGLANG REGENCY. Staff-training is one of eight principles that influences the success of Sustained Silent Reading (SSR) program. The eight principles of SSR program are access to book, book appeal, encourage to read, conducive environment, time to read, follow-up activity, non-accountability, and staff-training. This training facilitates the teachers in SDN Mekarwangi 1 and 2 to get the staff-training. The purpose of this training is to create an SSR program in those schools as a compulsory activity, read non-textbook reading for 15 minutes before class, which is obligated by government. Training was conducted a day in SDN Mekarwangi 1 and 2 through two steps: theoretical and practical material about SSR program. The result of the training is schools’ commitment and readiness to implement SSR program. SDN Mekarwangi 1 supported by school library is ready to implement SSR program next week after training, while SDN Mekarwangi 2 initiates One Student One Book movement to create class library before implementing SSR program. SSR activity in these two schools is adjusted to students’ condition thus in its implementation is combined with Read Aloud activity for lower class to keep motivation and the engagement of students’ reading activity in this SSR program.
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Martinie, Sherri, Cheryl Marcoux, and Janet Stramel. "Monkey Paws, English Pounds, and Leagues: Using Literature in the Middle School." Mathematics Teaching in the Middle School 11, no. 3 (October 2005): 125–31. http://dx.doi.org/10.5951/mtms.11.3.0125.
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In our district, all teachers are responsible for teaching reading and problem solving to all students. To meet this challenge, teachers were trained in reading instruction and in teaching problem-solving skills and strategies. These expectations encouraged all teachers to integrate reading and problem solving into their classroom instruction. The basis of the reading training stemmed from the book I Read It, But I Don't Get It (Tovani 2000). Tovani describes what good readers do to recognize and clear up confusion and suggests several “Fix Up” strategies. Our emphasis was on enabling students to “make a connection between the text and: Your life, your knowledge of the world, or another text” (p. 51).
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Streeter, Brenda B. "THE EFFECTS OF TRAINING EXPERIENCED TEACHERS IN ENTHUSIASM ON STUDENTS' ATTITUDES TOWARD READING." Reading Psychology 7, no. 4 (January 1986): 249–59. http://dx.doi.org/10.1080/0270271860070403.
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Nichols, William D., Luana J. Zellner, Victor L. Willson, Sandra Mergen, and Carl A. Young. "What Affects Instructional Choice? Profiles of K-2 Teachers' Use of Reading Instructional Strategies and Methods." Journal of Literacy Research 37, no. 4 (December 2005): 437–58. http://dx.doi.org/10.1207/s15548430jlr3704_2.
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This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a reading strategies/methods measure, followed by discriminant analysis on the three predominant types of teachers: (a) those using a structured approach to reading, (b) those using an integrated approach, and (c) those using an eclectic approach—to determine the most important strategies and methods characterizing the different groups. Analysis of variance and qualitative analysis of written evaluations revealed that teachers involved in the professional development experience made significant gains in their use of several reading strategies and methods. Three years after initial training, follow-up interviews with selected teachers from each of the three cluster groups provided an understanding of the long-term effects of the professional development activities. Overall results showed that the teachers' reported use of selected reading instructional strategies and methods was influenced by several factors: (a) the workshop, (b) the district curriculum policy, (c) teacher implementation of targeted reading strategies, (d) teachers' perceptions of their own instructional efficacy, and (e) teachers' perceptions of students' academic needs and performance.
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Thu Van, Nguyen Thi, Ly Tuan Phu, Dang Quynh Lien, and Nguyen Pham Phuong Khanh. "Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context." International Journal of Innovative Science and Research Technology 5, no. 6 (July 3, 2020): 702–9. http://dx.doi.org/10.38124/ijisrt20jun467.
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This study aims to explore the effectiveness of cognitive reading strategies in primary school teacher training curriculum. Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study seeks to investigate the impact of cognitive strategies training on students’ reading comprehension. Findings from the study showed that cognitive strategies training incorporated into a primary school teacher training course could improve pre-service teachers’ reading performance. It is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage.
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Schmitterer, Alexandra M. A., and Garvin Brod. "Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?" Journal of Learning Disabilities 54, no. 5 (January 15, 2021): 349–64. http://dx.doi.org/10.1177/0022219420981990.
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Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.
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Gustafson, Stefan, Linda Fälth, Idor Svensson, Tomas Tjus, and Mikael Heimann. "Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2." Journal of Learning Disabilities 44, no. 2 (March 2011): 123–35. http://dx.doi.org/10.1177/0022219410391187.
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In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs ( n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.
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Oliver, Rhonda, and Shahreen Young. "Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training." Studies in Second Language Learning and Teaching 6, no. 1 (March 31, 2016): 111–33. http://dx.doi.org/10.14746/ssllt.2016.6.1.6.
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The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (top-down reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using pre- and posttest measures of students’ reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.
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Suleiman Alfallaj, Fahad Saleh. "Reading Competence of the Saudi EFL Learner: Empowering the Teachers through Linguistics." Advances in Language and Literary Studies 8, no. 3 (June 30, 2017): 12. http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.12.
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The trend in the Reading class in KSA has been what is called ‘Standards Based Proficiency’ as opposed to the more desirable ‘Real World Reading Requirements’. This is also where the greatest gap occurs. Whereas white collar jobs may require more reading, blue collar jobs may invariably involve reading of technical manuals and scripts where a single error can lead to disastrous results. Reading is a skill that is very much related to the real life language use by FL learners. Can this gap be closed in our educational institutions? The answer is yes as concluded by the current study that evaluates the role of Linguistics in empowering the teachers of EFL to successfully tackle the reading failure of the KSA EFL learners. Our results show that with basic training in the field teachers can bring about much change in the reading proficiency of the learners.
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Susan Anyiendah, Mary, Paul A. Odundo, and Agnes Kibui. "Learners’ Summarisation Skills and Their Achievement in Reading Comprehension: A Case of Vihiga County, Kenya." International Journal of English Language Education 8, no. 2 (June 1, 2020): 77. http://dx.doi.org/10.5296/ijele.v8i2.17126.
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Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties; and their performance seems to be weaker in comprehension compared to grammar sections. The purpose of this study was to determine the influence of summarisation skills on learners’ achievement in reading comprehension in Vihiga County. The Solomon Four-Group Design was applied to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was also applied to generate two models, one for the experimental group and one for the control group. In both models, summarisation skills influenced learners’ achievement in reading comprehension positively, and the effect was significant at 90% confidence level; thus, leading to rejection of the null hypothesis. However, the effect seemed to be stronger in the experimental than in the control group, which suggests that training English language teachers on how to correctly apply summarisation skills impacted on learners’ achievement in reading comprehension. Based on the findings, it’s concluded that: training teachers of English language on the correct procedures for activating learners’ summarisation skills is likely to add value by making them more effective in lesson delivery. Such training is likely to inspire teachers to go an extra mile in their efforts to activate learners’ summarisation skills.
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Ermita, Ermita. "A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (December 14, 2007): 21. http://dx.doi.org/10.24036/ld.v1i1.7345.
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This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school .
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Arenas Delgado, Christian Alejandro, Herminda Otero Doval, and Cecylia Tatoj. "La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal." Investigaciones Sobre Lectura, no. 13 (May 11, 2020): 169–98. http://dx.doi.org/10.37132/isl.v0i13.309.
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The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.