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Journal articles on the topic 'Traditional reading strategies'
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Valizadeh, Mohammadreza. "The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 74–80. http://dx.doi.org/10.34293/education.v9is1-may.4002.
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This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners’ in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,based on the results of the Oxford Quick Placement Test. The whole treatment/control period lasted for 20 sessions during 10 weeks on a Reading course. The experimental group (n = 26) received instruction in reading strategies (i.e., previewing, finding the main idea, scanning, identifying examples, identifying definitions, identifying time and sequence words, reading numerical tables, making inferences, reading statistical tables, distinguishing fact from opinion) and the control group (n = 25) received instruction based on traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).Data were collected via a reading proficiency test. The result of the independent samples t-test showed that the experimental group significantly outperformed the control one.
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Smith, Peet, James Cohen, and John Evar Strid. "Engaging English Learners in the Reading Classroom: New Perspectives on Traditional Strategies." Illinois Reading Council Journal 48, no. 4 (September 25, 2020): 11–24. http://dx.doi.org/10.33600/ircj.48.4.2020.11.
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Hare, Thomas Blenman. "Reading Writing and Cooking: Kūkai's Interpretive Strategies." Journal of Asian Studies 49, no. 2 (May 1990): 253–73. http://dx.doi.org/10.2307/2057296.
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Contemporary readers of philosophy, literary criticism, and related modes of discourse face a constant challenge. Even as we doubt, or indeed, fain to reject outright, the adequacy of traditional understandings of language, we are compelled to follow its insidious rules, and in rebellion we succumb to complicity with the system we suspect. The mechanics of interpretation, the possibility of consensus on the meaning of any given word, the relation between language and physical reality or thought, the hope for communication—all these things are thrown open to severe suspicion, and even under indictment, they control the flow of evidence and the disposition of judgment. “The mastery of (a) language” no longer means the inception of babbling autonomy in a toddler, a student's competence with a foreign tongue, or critical acclaim for a new writer's genius. Now perhaps it's language that's the master. The signal ambiguity inherent in that preposition “of” both sets up and already deconstructs this possibility.
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Valizadeh, Mohammadreza. "Instructing Reading Comprehension Strategies: Effects on EFL Learners’ Self-Efficacy in Reading." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 69–73. http://dx.doi.org/10.34293/education.v9is1-may.4001.
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This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, increases their self-efficacy in reading. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were gathered via a Reading Self-Efficacy Questionnaire. The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of increasing their self-efficacy in reading.
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Valizadeh, Mohammadreza. "The Effect of Reading Comprehension Strategies Instruction on EFL Learners’ Reading Anxiety Level." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 53–58. http://dx.doi.org/10.34293/education.v9is1-may.3999.
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This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were collected via Saito, Garza, and Horwitz’s (1999)Foreign Language Reading Anxiety Scale (FLRAS). The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of reducing their English reading anxiety.
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Yan, Tsun. "The Current State and Strategy of the National Program of Support and Development of Reading in China." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 28, 2014): 100–105. http://dx.doi.org/10.25281/0869-608x-2014-0-3-100-105.
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Proposing and propelling nationwide reading is the basic state policy of many countries, and reading is of vital importance for progress of nation. This article analyzes the current situation and gives characteristic of the nationwide reading in China in the recent decade. The article lists some strategies of the levels of national policy, industry collaboration, reading carrier and special groups, and digital reading that China adopts for propelling nationwide reading, in the era when traditional reading and digital reading coexist and mutually complement. These strategies ensure continuous and effective development of nationwide reading activity, and enhancement of national quality.
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Jackson, Leonard. "Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students." Scholar Chatter 2, no. 1 (March 15, 2021): 15–31. http://dx.doi.org/10.47036/sc.2.1.15-31.2021.
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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.
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Khadawardi, Hanadi. "Transfer of Print-Based Academic Reading Strategies to On-Screen Reading." International Journal of English Language Education 9, no. 1 (December 18, 2020): 60. http://dx.doi.org/10.5296/ijele.v9i1.18091.
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This article contributes to the existing body of research on academic reading practices in the 21st century, by focusing on on-screen reading in the technological age. The study offers an insight into the nature of on-screen reading and reflects the authentic on-screen academic reading experiences of international postgraduate readers in the UK educational context. This was achieved by investigating participants’ reading comprehension strategies while reading on-screen academic research articles, compared with those employed when engaged in print-based reading. This study also scrutinizes L2 readers’ use of digital affordances and their use of e-resources while comprehending on-screen texts. Case study and interpretive qualitative approaches have been adopted in the present research study. Thematic and content analysis and a constant comparative method (CCM) have been applied to analyze the data. Although new on-screen reading strategies emerged from the data, the results reveal a transfer of print-based reading techniques to on-screen reading. This demonstrates a move from a traditional literacy to a digital one in which readers manipulate the strategies that they are already aware of, and are capable of, in order to read a text on-screen. Surprisingly, readers were much more effective: and employed more strategies and interacted more deeply with the printed text than with the on-screen text. The results from this study have led to the proposal of suggested models for interpreting on-screen L2 academic reading interactions. A number of pedagogical practices are suggested and recommended for preparing L2 readers for further academic study which could be equally applicable and useful for L1 academic reading instructions in the 21st century, including the reshaping of reading skills textbooks to accommodate and meet the needs of reading comprehension practices in the technological age and promoting learners’ digital academic literacy. These practices may be useful to teachers when teaching on-screen reading strategies for specific academic purposes in digital universities.
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Xu, Haohao. "Research on Strategies to Effectively Promote English Reading Teaching in Junior High School." Learning & Education 9, no. 2 (November 10, 2020): 55. http://dx.doi.org/10.18282/l-e.v9i2.1398.
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Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.
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Crowe, Linda K. "Comparison of Two Reading Feedback Strategies in Improving the Oral and Written Language Performance of Children With Language-Learning Disabilities." American Journal of Speech-Language Pathology 12, no. 1 (February 2003): 16–27. http://dx.doi.org/10.1044/1058-0360(2003/049).
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Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.
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Alakawi, Kholood Moustafa. "Vocabulary Strategies and Bridging the Gap from Learning to Read to Reading to Learn." Journal of Language and Education 3, no. 4 (December 31, 2017): 60–72. http://dx.doi.org/10.17323/2411-7390-2017-3-4-60-72.
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The present study offers a solution to students’ difficulties in reading by examining the effect of two instructional strategies for teaching reading: semantic mapping and morphological analysis, using multimedia as a vehicle for achieving the desired goals. Technology in the present study incorporates fun, meaningful resources that enhance the experimental group students’ vocabulary, and allow the reading instructor to assess the students’ progress in reading. 58 EFL university students enrolled in the first year of the English Department at Al-Imam University, Riyadh, Saudi Arabia participated in the present study. They were chosen randomly and were divided into two groups; an experimental group and a control one. Each group had 29 participants aged between twenty and twenty one years old. A pre-test was applied to check out their standard in comprehending the reading texts before the inauguration of the experiment. During the time of the experiment, the control group was taught by the traditional method which focuses on relying on their memorization of long lists of vocabulary, rote learning, reading aloud, repetition and the translation of the new vocabulary. Participants of the experimental group were taught by semantic mapping and morphological analysis that focus on the comprehension of the key vocabulary and concepts included in the reading texts. The experimental group only was taught in the reading classes by implementing the semantic mapping and morphological analysis strategies while the control group was taught by the traditional previously mentioned way. The post-test was applied on both groups of the study at the end of the experiment to check out the students’ reading comprehension standard. The experiment lasted for three months’ time during the first semester of the year 2015. The findings revealed that teaching reading by semantic mapping and morphological analysis strategies improved experimental group students’ comprehension of the reading texts.
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Mall-Amiri, Behdokht, and Neda Kord Ali Gurk. "The Effect of Cooperative Learning Techniques on Intermediate Iranian EFL Learners' Reading Comprehension and Reading Strategies." Journal of Studies in Education 6, no. 4 (October 23, 2016): 33. http://dx.doi.org/10.5296/jse.v6i4.10011.
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The purpose of this study was to investigate the effect of Cooperative Learning techniques on Intermediate Iranian EFL learners' reading comprehension, and reading strategies. In order to do this 90 Iranian EFL learners took, Preliminary English Test (PET), at the start for the researcher homogenize them regarding their general English proficiency. After that, 60 learners whose scores were one standard deviation above and below the mean were selected and were divided into 2groups; Experimental, and Control. Then their homogeneity regarding their reading comprehension was checked through the PET reading comprehension subtest. Afterwards, their reading strategies before the treatment were compared using MARSI questionnaire. During the twelve sessions of treatment the experimental group received the Cooperative Learning Techniques while working on their reading comprehension, and the control group, received traditional teaching without focus on CL techniques. In this study the researcher did not teach reading strategies to the learners. In order to investigate the result of the research a one way MANOVA sample test was used to see the effect of cooperative learning techniques on intermediate Iranian EFL learners' reading comprehension, and reading strategies, and the result has shown that cooperative learning techniques had a significant positive effect on intermediate Iranian EFL learners' reading comprehension, and reading strategies.
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Afacan, Kemal, Kimber L. Wilkerson, and Andrea L. Ruppar. "Multicomponent Reading Interventions for Students With Intellectual Disability." Remedial and Special Education 39, no. 4 (April 4, 2017): 229–42. http://dx.doi.org/10.1177/0741932517702444.
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Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.
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Liao, Hung-Chang, and Ya-Huei Wang. "Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language." Social Behavior and Personality: an international journal 46, no. 3 (March 25, 2018): 447–58. http://dx.doi.org/10.2224/sbp.6648.
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We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.
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Mousavian, Somayyeh, and Hossein Siahpoosh. "The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability." Global Journal of Foreign Language Teaching 8, no. 3 (August 30, 2018): 94–103. http://dx.doi.org/10.18844/gjflt.v8i3.1704.
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Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies of pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used, with 20 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching), while the second experimental group which also consisted 20 students received another pre-reading strategy (pre-questioning) and the remaining 20 students received the traditional method. Students in the groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were statistically significant differences between the groups. The experimental groups got better results than the control group. Comparison of the two experimental groups, moreover, showed that the vocabulary pre-teaching group outperformed the pre-questioning group.
Key words: EFL teaching, Pre-reading strategies, Pre-questioning, Reading comprehension, Schema theory, Vocabulary pre-teaching
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Lemieux, Amelie, and Nathalie Lacelle. "Mobilizing students’ interpretive resources: A novel take on subjective response in the literature classroom." Language and Literacy 18, no. 3 (July 26, 2017): 50. http://dx.doi.org/10.20360/g2c591.
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Research on literature pedagogy still refers to traditional, text-oriented methods in practice (Todorov, 1982; Peirce, 1977), with occasional consideration for students’ subjectivity through reader-response exercises involving reading logs, surveys, or journals. When addressing subjectivities in individual and collective classroom contexts, researchers should direct attention towards the strategies students mobilize when reading. Owing to Sauvaire’s (2013) typology of interpretive dimensions in reading, this qualitative case study investigates patterns emerging from students’ written and verbalized expressions of their subjectivities in a 9th-grade literature classroom. The data point to conclusive results explaining pathways for interpretive strategies, which vary in group and individual settings.
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Beasley, Keshona T., and Carianne Bernadowski. "An Examination of Reading Specialist Candidates’ Knowledge and Self-Efficacy in Behavior and Classroom Management: An Instrumental Case Study." Education Sciences 9, no. 2 (April 11, 2019): 76. http://dx.doi.org/10.3390/educsci9020076.
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Today’s reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists’ training programs are budding with the potential for innovative practices that could be launched for ground-breaking learning. However, current trends display training programs still utilize traditional methods for training. This qualitative instrumental case study examined a purposeful sample of reading specialist candidates at a small, private university in the United States. The study explored the effects of utilizing simulation as a new way to train and prepare reading specialist candidates with behavior management strategies when teaching children with reading problems. During the study, simulated exercises were utilized to train the candidates and explore their ability in identifying behavior, and their knowledge and use of appropriate strategies, and self- efficacy before and after the training program. The post-knowledge gained through the simulation classroom experience revealed, that not only did reading specialist candidates expand their arsenal of strategies, but they also gained understanding of the background knowledge and diagnostic implications that can contribute to various behaviors or disorders. Candidates reported that after training, they felt prepared to implement behavior strategies when faced with children who may display behavior problems.
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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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Li, Hui, and Gengsheng Xiao. "An Empirical Study on Productive Vocabulary Acquisition Under Hypertext Reading." International Journal of Emerging Technologies in Learning (iJET) 13, no. 12 (December 20, 2018): 109. http://dx.doi.org/10.3991/ijet.v13i12.8846.
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This research aims to examine the effect of hypertext reading on productive vocabulary acquisition, and investigate how other influential factors mainly including students’ English proficiency and their use of vocabulary learning strategies affect the outcome of productive vocabulary acquisition. Both quantitative and qualitative research methods are adopted in this study. A test and a questionnaire survey were conducted. Two parallel classes of English major, who are all sophomores, are randomly selected as the control group and the experimental group respectively. According to the results of analysis, some conclusions are drawn. First, though participants can acquire productive vocabulary both in traditional reading and hypertext reading, hypertext reading is more effective. Second, the effectiveness of hypertext reading in productive vocabulary acquisition is more significant for learners of extremely high/low English proficiency than those of intermediate level. Third, vocabulary learning strategies that are employed influence the effect of hypertext reading on productive vocabulary acquisition.
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Dhieb-Henia, Nebila. "“Explication de Texte” Revisited in an ESP Context." ITL - International Journal of Applied Linguistics 137-138 (January 1, 2002): 233–51. http://dx.doi.org/10.1075/itl.137-138.04dhi.
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Abstract This study investigates current reading instruction in ESP. Specifically, it studies what has changed and what has not in a context where explication de texte used to be a major asset in teaching English as a foreign language. Four-point scale questionnaires were gathered from 13 secondary school inspectors, 65 ESP teachers and 94 students. They were asked about using texts to (a) teach grammar and vocabulary, and (b) practice reading strategies (careful reading, skimming, reading from beginning to end and reading only beginnings and ends). To shed additional light on these areas, we asked them three further questions on (c) reading aloud, (d) text length, and (e) time given to read a one-page text. Results showed that although, on some items, some movement away from the traditional approach has been recorded, the majority of reading instruction is still under the spell of explication de texte. This paper suggests that EFL science students need more in terms of reading strategies, if we want to make of them operational readers of literature in their field of study.
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Farraniva Acmed-Ismael. "Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils." International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 107–17. http://dx.doi.org/10.32996/ijllt.2021.4.5.10.
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This study aimed at examining the effects of metacognitive learning strategies on the reading comprehension performance of 80 Grade Five pupils in the MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as the control group and the other as the experimental group. The descriptive-quantitative research was used to describe and analyse the respondents' performance in their reading comprehension test. The data were treated using Statistical Program for Social Sciences (SPSS) with a significance level set at .05. This research work involved four phases: In the first phase, a self-constructed Personal Background Questionnaire and the Strategy Inventory for Language Learning (SILL) by Oxford (1990) were administered both to the experimental and control groups before the strategy instruction. In the second phase, the experimental group received six sessions of instruction on metacognitive strategies. On the other hand, the control group received six sessions of instruction using the traditional method of teaching reading based on the Basal Readers Approach. Both experimental and control groups worked on authentic and inauthentic texts (some articles from the Newspaper and the World of Reading textbook). In the third phase, after completion of instruction, the teacher-made reading comprehension test was administered to both groups to determine the reading comprehension performance of the respondents. In the fourth phase, the SILL was administered to both groups again to determine if the metacognitive strategies instruction has an effect on the reading comprehension performance of the respondents. The data analysis yielded the following findings: First, a slightly greater outcome was manifested in the reading comprehension test of the experimental group compared to the control group. Second, there was no significant difference between the mean scores of the reading comprehension test of the control and experimental groups. Both the experimental and control groups performed well in the authentic section of the reading comprehension test. Lastly, the Strategy Inventory for Language Learning (SILL) by Oxford, 1990 shows a positive effect on the reading comprehension performance of the experimental group. Therefore, the respondents performed better in the part of the reading comprehension test using authentic texts and the experimental group’s metacognitive awareness increased notably after the instruction.
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Bozdog, Mona, and Dayna Galloway. "Worlds at Our Fingertips: Reading (in) What Remains of Edith Finch." Games and Culture 15, no. 7 (May 2, 2019): 789–808. http://dx.doi.org/10.1177/1555412019844631.
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Video games are works of written code that portray worlds and characters in action and facilitate an aesthetic and interpretive experience. Beyond this similarity to literary works, some video games deploy various design strategies that blend gameplay and literary elements to explicitly foreground a hybrid literary/ludic experience. We identify three such strategies: engaging with literary structures, forms, and techniques; deploying text in an aesthetic rather than a functional way; and intertextuality. This article aims to analyze how these design strategies are deployed in What Remains of Edith Finch to support a hybrid readerly/playerly experience. We argue that this type of design is particularly suited for walking simulators (or walking sims) because they support interpretive play through slowness, ambiguity, narrative, and aesthetic aspirations. Understanding walking sims as literary games can shift the emphasis from their lack of “traditional” gameplay complexity and focus instead on the opportunities that they afford for hybrid storytelling and for weaving literature and gameplay in innovative and playful ways.
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Fatemipour, Hamidreza, and Maral Hashemi. "The Effect of Cooperative Strategies versus Concept Visualization on Reading Comprehension Ability of Intermediate EFL Learners." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 686. http://dx.doi.org/10.17507/tpls.0604.05.
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Reading in foreign language learning has an important place. While the advances in L1 reading comprehension have led us to gain a more comprehensive picture of the nature of reading, the similar studies in L2 context have not had the same impact. Furthermore, the fact that the majority of Iranian second language (L2) learners have been taught by traditional methods has compounded the problem. To unravel the aforementioned dilemma, this study was conducted to find out the effect of cooperative strategies versus visualization on Iranian English as a foreign language (EFL) students' reading comprehension. In order to carry out the study, 45 female EFL learners, with the age range of 17 to 18 were chosen and after administering the pretest, they were assigned to two experimental groups (visualization and cooperative strategies) and one control group. A predominantly quantitative approach coupled with quasi-experimental design was used. After the treatment, a posttest was given to all groups. The meticulous analysis of data using paired t test and One-Way ANCOVA indicated that the participants in cooperative group outperformed the students in visualization group on reading comprehension test. It also revealed that conventional teaching approach did not have any significant effect on students’ performance in control group. This study offered some implications for teachers and course developers.
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Shih, Ying-Chun, and Barry Lee Reynolds. "The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study." Applied Linguistics Review 9, no. 1 (March 26, 2018): 35–62. http://dx.doi.org/10.1515/applirev-2016-1022.
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AbstractAn English as a Foreign Language (EFL) reading class was transformed by integrating goal setting with reading strategy instruction for one academic year. This intervention class was compared to a traditionally taught class to determine whether any differences in terms of motivation towards learning English and reading proficiency would be found. The goals set by the intervention class were analyzed to determine (1) whether they were met and (2) what actions were performed to reach those goals. In addition, it was further investigated whether adolescent Taiwanese students are willing to be taught English reading using an approach incorporating goal setting and reading strategy instruction. Results indicate that goal setting integrated reading strategy instruction seems to be more effective in increasing reading proficiency and learner motivation than the traditional approach as well as encouraging learner autonomy and self-efficacy. Analysis of the actions performed by the intervention group to meet goals revealed two sub-groups of learners: static action students and dynamic action students. Data analysis further indicated the actions performed by dynamic action students consisted of more diverse and concrete learning strategies whereas static action students performed mostly classroom-centered review. Pedagogical implications of the results and future research directions are discussed.
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Wang, Han, Qing Fang, Ye Chen, Lingshuang Guan, and Ting Dong. "Research on the Factors Influencing the Reading Motivation of Social Media Users from the Perspective of Reading Promotion in China." Libri 70, no. 4 (November 18, 2020): 279–90. http://dx.doi.org/10.1515/libri-2019-0135.
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AbstractWith the rapid development of information technology and mobile Internet access, social media content has become extremely abundant and open, and users have become heavily dependent on social reading. As a result, users’ reading motivation has greatly changed from traditional reading to digital reading to social reading. Exploring the potential effects of social reading can contribute to providing strategies to accurately target high-quality reading content to help promote reading with social media. Drawing upon the use and gratifications theory and reading motivation scales, the current study examines the effectiveness of reading motivation to explore in depth the influencing mechanism of users’ reading on social media. Structural equation modeling is employed to empirically test the impact factor model. The results indicate that social media users’ reading motivation mainly includes entertainment, self-presentation, information acquisition, social promotion, and social interaction. Regarding the overall contribution, social motivation is the most important factor in social media reading activities, followed by intrinsic reading motivation and information reading motivation. The findings and their implications are discussed to provide suggestions for social media operators promoting high-quality reading.
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Martos Núñez, Eloy, and Aitana Martos García. "Categorizaciones de la lectura y praxis cultural en la era digital: distant reading vs. close reading." Investigación Bibliotecológica: archivonomía, bibliotecología e información 32, no. 74 (January 25, 2018): 19. http://dx.doi.org/10.22201/iibi.24488321xe.2018.74.57904.
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El artículo examina los conceptos de distant reading yclose reading en función del contexto de abundancia deinformación y de los distintos fenómenos de la praxiscultural de la era digital, desde los modelos educativosclásicos hasta las modernas corrientes culturales. Revisalas aproximaciones de Franco Moretti y otros autores.Concluye que en el actual contexto de hibridacióny de globalizacion de contenidos, la escuela y la bibliotecadeben aprender de las prácticas culturales alternativasy hacer un esfuerzo por recuperar la lectura intensivabajo otros supuestos y con otras estrategias.AbstractThrough a review of the work of Franco Moretti andothers, this paper examines the concept of distantreading and close reading in recognition of abundantinformation and diverse phenomena of cultural praxisof the digital age, ranging from the traditional educationmodels to modern cultural currents. The paperconcludes that in the current context of globalizationand hybridization of contents, the school and the libraryshould learn from alternative cultural practicesand strive to return to intensive reading under otherassumptions and other strategies.
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Kaskosh, Eman, and Asaid Khateb. "Implementing Meta-cognitive Learning Strategies to Improve Intertextual Arabic Comprehension Competences: An Intervention Study Among Arabic-speaking Tenth Graders." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 757–67. http://dx.doi.org/10.17507/tpls.1107.01.
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Intertextual understanding is a complex cognitive process that involves linguistic and cognitive skills together with the application of appropriate learning strategies, in order to understand the implicit meaning of the text. To foster intertextual skills among the learner as a habit of thinking, the present study made use of meta-cognitive learning strategies, due to their pedagogical benefits demonstrated in previous studies. Based on experimental research, the aim of the study was to examine to what extent the use of meta-cognitive learning strategies (as opposed to traditional methods) will lead to improved intertextual skills among tenth graders, and how it affects the understanding of intertextual texts. An intervention group (n=27) and a control group (n=27) from the same school were instructed during twelve weeks: the intervention group was taught using meta-cognitive strategies, while the control group was taught using classic ones. The findings indicated a significant improvement in the general score of reading comprehension in the intervention group, that involved three of four intertextual skills. The study recommends the usage of meta-cognitive instruction strategies in reading comprehension lessons.
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Malone, Linda Duncan, and Margo A. Mastropieri. "Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities." Exceptional Children 58, no. 3 (December 1991): 270–79. http://dx.doi.org/10.1177/001440299105800309.
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Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, “think aloud” protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.
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Lee, Sandra Siok. "Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting." ITL - International Journal of Applied Linguistics 158 (2009): 97–134. http://dx.doi.org/10.2143/itl.158.0.2046922.
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Abstract A current issue in L2 reading research is whether extensive reading promotes vocabulary development. This study examined vocabulary acquisition in uninstructed silent reading of a short story with and without a vocabulary list followed by a story rewriting task. Time constraints of a public school setting prevented an extended period of study required for extensive reading research, but vocabulary learning strategies and outcomes of this study are applicable to extensive reading. This study also explored Hinkel’s (2006) recommendation to modify the goal of extensive reading programs to meet the pedagogical ideal of integrated skills learning, that is, reading and vocabulary learning. Questioning the traditional goal of extensive reading to read relatively quickly for general ideas, Hinkel (2006) also proposes that it should draw learner attention to some aspect of language such as vocabulary. Similarly, Nation (2005) emphasizes need for deliberate vocabulary learning in extensive reading which should form a substantial and obligatory part of language courses (p.15). Due to the assumption that uninstructed sustained silent reading encourages students to read widely, I will refer to research on “extensive reading,” using Hinkel’s (2006) and Day, Omura, and Hiramatsu’s (1991) operational definition of sustained silent reading as extensive reading for pleasure over time.
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Madkour, Magda. "A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 60. http://dx.doi.org/10.5539/ijel.v6n4p60.
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<p>This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students’ reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teachers’ teaching methodologies. The second phase was based on identifying the problems that affect students’ English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students’ weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students’ reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students’ reading skills. The test is designed by Board College in USA, which is a specialized agency in college students’ exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text’s purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students’ proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern technologies, including reading software, to intensify students’ reading practices. The significance of this study is that it is a contribution in the field of teaching English as a foreign language in general, and reading in particular since it provides a new model that integrates the technology of hypertexts, e-learning, and data mining analysis into a number of linguistic theories including schema theory, the information processing theory, and Krashen’s (1981; 1995) language theory. Providing teachers with training pertinent to the integration of technology into teaching is an important step towards implementing cognitive and metacognitive teaching methods, which will reinforce the efforts of the College of Languages and Translation towards achieving international accreditation.</p>
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Dunbar, Laura, and Shelly Cooper. "Speaking the Same Language: How the Kodály Method Promotes Disciplinary Literacy." General Music Today 34, no. 1 (March 4, 2020): 14–20. http://dx.doi.org/10.1177/1048371320909804.
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Educators are consistently asked to show their students’ literacy levels; however, the traditional definition of literacy is typically limited to a strict interpretation of reading and writing using text rather than notation. Disciplinary literacy expands the definition of literacy, allowing music educators to teach disciplinary-specific symbology. This article describes how the Kodály concept helps students process sound into symbol, which provides students with specific literacy strategies to convert sound into developmentally appropriate visual representations.
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Nopiyanti, Hera, Abdul Asib, and Sri Samiati Tarjana. "THE STUDENTS AND TEACHER’S VIEWS ON THE USE OF E-TEXTBOOKS IN READING CLASSROOM." Journal of English Education 4, no. 1 (June 20, 2019): 1–15. http://dx.doi.org/10.31327/jee.v4i1.859.
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Since the development of information technology grows rapidly, the educational institutions are offered various media or tools of instruction supporting and enhancing teaching and learning process. E-textbooks are a variety of technology which changes the experience of classroom language from traditional into paperless in reading classroom. This technology facilitates the teacher and the students to utilize computer and paper-based reading tasks in realizing the functions of the e-learning environment. It creates an atmosphere of independent acquisition and quality pedagogical strategies which can improve the efficiency of teaching and learning. The use of electronic textbook completed by hypertext and multimedia tools clearly demonstrated the advantage of this technology compared with traditional textbooks. This research is about the teacher and students’ views on using e-textbooks for reading in EFL classroom. This research aims to identify, describe, and analyze teacher and students’ perceptions on using e-textbooks technology as the paper textbooks in teaching and learning reading for Indonesian lower secondary school. Mix method of qualitative and quantitative was applied in the research. The research was conducted on an English teacher and the twenty-five eighth-grade students who used e-textbooks in reading classroom of Islamic junior high school in Lampung, Indonesian. The techniques of data collection used were interviews, questionnaires, observation, and documentation. The results showed that the teacher and majority of the students had a good perception of using e-textbooks. Considering insufficiently available textbooks provided by the government which do not meet students’ need and interest, the teacher should find out and develop many other resources for teaching and learning in the classroom. However, e-textbook technology will not displace traditional paper textbooks in the future, but they will become the perfect complement to paper textbooks.
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Sukma, Sukma, and Haryadi Haryadi. "Keefektifan strategi REAP dan request dalam pembelajaran membaca pemahaman siswa kelas VIII SMP." LingTera 3, no. 1 (May 6, 2016): 99. http://dx.doi.org/10.21831/lt.v3i1.8476.
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Tujuan penelitian ini yaitu untuk mengidentifikasi perbedaan keefektifan antara penggunaan: (1) strategi REAP dengan strategi tradisional, (2) strategi Request dengan strategi tradisional, dan (3) strategi REAP dengan strategi Request dalam pembelajaran membaca pemahaman siswa Kelas VIII SMP Negeri 2 Herlang. Penelitian ini merupakan penelitian kuasi-eksperimen. Desain eksperimen yang digunakan adalah Randomized Pretest-Posttest Control Group Design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 2 Herlang. Sampel penelitian ini adalah siswa kelas VIII.2, VIII.3, dan VIII.4 yang ditetapkan dengan menggunakan teknik simple random sampling. Data dianalisis dengan menggunakan Anava dilanjutkan uji Scheffe. Hasil penelitian menunjukkan bahwa ada perbedaan keefektifan dalam pembelajaran dengan strategi REAP, strategi Request, dan tradisional dengan F = 43,315 dan sig.(p)= 0,000 < 0,05. Hasil analisis uji Scheffe secara rinci menunjukan bahwa (1) strategi REAP lebih efektif dibandingkan dengan strategi tradisional, (2) strategi Request lebih efektif dibandingkan dengan strategi tradisional, dan (3) strategi REAP lebih efektif dibandingkan dengan strategi Request dalam pembelajaran membaca pemahaman dengan mean difference sebesar 4,96875 dan sig.(p)= 0,031 < 0,05. Berdasarkan uraian tersebut, dapat disimpulkan bahwa strategi REAP merupakan strategi yang paling efektif dibandingkan dengan strategi Request dan strategi tradisional dalam pembelajaran membaca pemahaman.Kata Kunci: keefektifan, strategi REAP, strategi Request, membaca pemahaman The effectiveness of REAP and request strategies in the teaching of reading comprehension to grade VIII students of SMPAbstractThe purposes of this study are to determine the effectiveness difference: (1) between the REAP strategy and traditional strategy, (2) between the Request strategy and traditional strategy, and (3) in the use of the REAP strategy and Request strategy in the teaching of reading comprehension to grade VIII students of SMP Negeri 2 Herlang. The research was quasi-experimental. The experimental design used was a randomized pretest-posttest control group design. The population was all of the grade VIII students of SMP Negeri 2 Herlang. The sample was students of class VIII.2, VIII.3, and VIII.4 established using the simple random sampling technique. The data were analyzed using the formula of Anava followed by Scheffe test. The result of the research shows that there are differences in teaching effectiveness using the REAP strategy, Request strategy, and traditional strategy with F = 43,315 and sig.(p)= 0,000 ≤ 0,05. The results of the analysis using the Scheffe test show that (1) the REAP strategy is more effective than traditional strategy, (2) the Request strategy is more effective than traditional strategy, (3) the REAP strategy is more effective than Request strategy in teaching reading comprehension, with the mean difference of 4,968 and sig.(p)= 0,031 < 0,05. Based on the above description, it can be concluded that the REAP strategy is the most effective strategy of the three strategies under study in teaching reading comprehension.Keywords: effectiveness, REAP strategy, Request strategy, reading comprehension
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Darmayenti, Darmayenti, and Martin Kustati. "Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy." Al-Ta lim Journal 24, no. 1 (February 25, 2017): 1–8. http://dx.doi.org/10.15548/jt.v24i1.265.
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This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE) is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.
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Joseph Lobo, Gregory. "Active learning interventions and student perceptions." Journal of Applied Research in Higher Education 9, no. 3 (July 3, 2017): 465–73. http://dx.doi.org/10.1108/jarhe-09-2016-0061.
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Purpose Engaging students through active learning is the gold standard of teaching especially in higher education; however, it is not clear whether students appreciate being so engaged. The purpose of this paper is to recount an attempt to redesign a lecture-based course, applying research-supported active learning strategies, and to report on student perceptions of the attempt. Design/methodology/approach The author attempted to innovate a standard lecture-based introductory social science class to engage students and facilitate authentic learning. The active learning innovations were learning by doing, collaboration, reading with a method, and increased autonomy. Student perceptions were measured over two iterations of the course (each one lasting one semester) using electronically distributed surveys. Findings The results have shown that most students strongly agreed that the innovations facilitated their learning; however, overall, the course received a lower student evaluation than versions given in the traditional lecture-based format. Originality/value The results suggest that students appreciate active learning strategies and that such strategies do indeed promote authentic learning; nonetheless, further research needs to be done to explain the paradox of specific student appreciation of active learning strategies combined with an overall less favorable evaluation of the class rooted in such strategies as compared to evaluations of the traditional lecture-based class.
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Lopez-Jimenez, P. A., G. M. Gil-Duque, and Y. A. Garces-Gómez. "Real Problem Solving as a Teaching Strategy for Physics Education: Case Study." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 15–23. http://dx.doi.org/10.15294/jpii.v10i1.25669.
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The project presents the application of the stages proposed by Poyla for solving problems in mathematics, which have been adapted in mechanical physic. Critical reading strategies have also been applied resulting in reading physical problems comprehensively. Objectives: To incorporate real problem solving as a teaching strategy in two mechanical physics courses (one experimental and another traditional), in order to characterize the group that applies the problem-solving strategy. To validate the problem-solving strategy in mechanical physics. Methods: Mixed research including analysis and contrast of results obtained from two control groups: one experimental (24 university students of Mechanical Physics) and another traditional (16 university students of Mechanical Physics). The control group approaches the study of the subjects in a traditional way where the problems proposed are solved intuitively and somehow mechanically. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. This study differs from previous studies in that most are related to problem-solving in mathematics and in this case, we focus on physics with the value of involving elements related to critical reading, which gives a more realistic look of the Physical phenomenon studied from the interpretation of its occurrence and how it impacts the environment, which favors its theoretical understanding and gives meaning to its mathematical modeling.
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Mary Nerissa T. Castro, MST. "Literature Circle: A Strategy in Improving Critical Thinking Skills." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 65–85. http://dx.doi.org/10.32996/ijels.2021.3.2.9.
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Reading is the prime foundation of one’s academic and social status. However, this vital skill is what most students lack attention and interest. As a result, it deteriorates their critical thinking skills. To address the problem, Harvey Daniel introduced his literature circle strategy. It showcases different features that likely aid student’s struggles in the aspect of reading. This study, therefore, aims to determine the effectiveness of the literature circle strategy in improving critical thinking skills in reading among students at the University of Cebu-Banilad Campus. The study utilized a quasi-experimental method where the 48 ABM Grade 12 research subjects of the study were divided into two groups, namely: control and experimental. Strategies employed in these groups were different. The traditional method was practiced in the control group, while the literature circle strategy was implemented in the experimental group. For data gathering, a researcher-made test about the short story “Dead Stars” by Paz Marquez Benitez was used as the main instrument. Another short story entitled “The Small Key” by Paz Latorena was used as a springboard in the implementation of strategies for both groups. Statistical treatments used for data analysis were simple percent, t-test for Correlational Samples, and t-test for Two Independent Samples. Findings revealed that in measuring subjects’ critical thinking skills in reading, there is a significant difference between the posttest performances of the groups. The research subjects under experimental group performed higher than the control group. The study concludes that literature circle strategy is effective in enhancing student’s critical thinking skills in reading.
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Ugwu, Eucharia Okwudilichukwu. "Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension." African Journal of Teacher Education 8 (October 1, 2019): 218–37. http://dx.doi.org/10.21083/ajote.v8i0.5209.
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AbstractThe study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension.
Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension
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Becker, Robyn, and Lesley Sylvan. "Coupling Articulatory Placement Strategies With Phonemic Awareness Instruction to Support Emergent Literacy Skills in Preschool Children: A Collaborative Approach." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 661–74. http://dx.doi.org/10.1044/2020_lshss-20-00095.
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Purpose The merits of collaboration between teachers and speech-language pathologists have been extensively highlighted in literature on multitiered educational frameworks. Studies also illustrate the link between articulation, phonemic awareness, and, ultimately, reading skills. This article describes the impact of an intervention targeting articulation and phonemic awareness provided collaboratively to preschool children to enhance emergent literacy skills with the long-term goal of preventing later reading difficulties. Method This pilot study involved a bidirectional collaboration between a speech-language pathologist and a teacher by providing articulatory placement strategies to link accurate speech production with early phonemic awareness activities in the context of a private early childhood center. Seventeen children ( N = 17) participated in the study, with ages ranging from 55 to 65 months. Results The results indicated significant differences in phonemic segmentation as well as reading phonemically spelled words and nonwords when comparing the baseline to the collaboratively based articulatory placement plus phonemic awareness intervention. Significant differences were also seen when comparing the traditional literacy program to the collaboratively based articulatory placement plus phonemic awareness intervention. Conclusions The results suggest there may be a benefit to using articulatory placement strategies with phonemic awareness activities directly in the preschool classroom in collaboration with teachers. This pilot study adds to the literature by transferring principles demonstrated as effective for individual children in the research laboratory to application with a whole class in an authentic setting.
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Anderson, Abigail. "On Screen: Writing, Images and What It Means to Be a Reader." LEARNing Landscapes 3, no. 1 (March 1, 2009): 157–69. http://dx.doi.org/10.36510/learnland.v3i1.323.
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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?
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McMaster, Kristen L., Shu-Hsuan Kung, Insoon Han, and Marisa Cao. "Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention." Exceptional Children 74, no. 2 (January 2008): 194–214. http://dx.doi.org/10.1177/001440290807400204.
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This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K—PALS) for English Learners (ELs). We compared 20 K—PALS ELs to 20 Control ELs and to 20 K—PALS non-ELs on early reading skill acquisition, using a pretest—posttest control group design with matched samples. We also compared proportions of ELs unresponsive to K—PALS to ELs unresponsive to traditional instruction. Teachers implemented K—PALS 4 times per week for 18 weeks. Following intervention, analyses of covariance on posttest measures indicated that K—PALS ELs performed reliably higher than Control ELs on measures of phonemic awareness and letter sound recognition, and they performed similarly to K—PALS non-ELs. Findings are discussed in terms of K—PALS efficacy for ELs in a response-to-intervention framework.
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Krushinskiy, Andrey. "Stratagem Rationality of Traditional China." Russian Journal of Philosophical Sciences, no. 7 (November 8, 2018): 38–50. http://dx.doi.org/10.30727/0235-1188-2018-7-38-50.
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For a long time, leading European thinkers have denied systematic, theoretical and rational nature of Chinese traditional thinking, unpretentiously reading it as banal moralizing (“moral philosophy,” at best – “moral metaphysics,” etc.), not supported by any proper philosophical discourse. However, the habitual socioethical label conceals a much deeper problematic of strategic thinking. At its center, there is the question of choosing all sorts of strategies: from everyday life to special technical ones, from personal existential choice to fateful state decisions. The concept of a winning strategy is emblematized by the dramatic plot of a deadly risk (“stepping on a tiger’s tail”) but under certain conditions with guaranteed happy end. The strategy of harmony (he 和), which is miraculous in its effectiveness, is proposed as a exemplary strategy. It allows you to “step on the tiger’s tail” with impunity (lü hu wei履 虎尾). From the point of view of strategic thinking, the criterion of cognitive value of reasoning is its effectiveness (in the context of a particular game), and the most effective is unmistakable prediction, i.e. the ability to predict the outcome of future developments with the help of reasoning. In the ideal case (under certain conditions), prognostic reasoning becomes not just plausible but 100% reliable that is an apodictic true inference. Therefore, the highest cognitive status in the Chinese intellectual tradition is endowed with guaranteed error-free prognostic reasoning. This type of reasoning, where the reliability of foresight is guaranteed by the implementation of a certain winning strategy, can be called the prognostic form of deduction. As a result, the dynamism of Chinese logic, which relies on a deliberate staging of the future (sometimes with the help of stratagems of varying degrees of cunning), is strikingly different from the static nature of the classical image of logic (both traditional and modern), where logic is no more than a static guardian of correctness of reasoning. On the contrary, the Chinese concept of logic focuses on deriving consequences from strategic considerations regarding the future, actively and purposefully shaped by the subject who at the same time constructing both himself and the world around him.
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Rees, Simon William, Vanessa Kind, and Douglas Newton. "Can language focussed activities improve understanding of chemical language in non-traditional students?" Chemistry Education Research and Practice 19, no. 3 (2018): 755–66. http://dx.doi.org/10.1039/c8rp00070k.
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Students commonly find the language of chemistry challenging and a barrier to developing understanding. This study investigated developments in chemical language understanding by a group of non-traditional students over the duration of a one year pre-undergraduate (Foundation) course at a UK university. The chemistry course was designed to include a range of literacy based strategies to promote understanding including: word games, corpus linguistics, word roots and origins, and reading comprehension. Understanding of chemical language was assessed with a chemical language assessment (CLA) that was administered three times during the year. The CLA assessed understanding of scientific affixes, symbolic language, non-technical words, technical words, fundamental words and topic-specific vocabulary. Results indicate that chemical language understanding improved over the duration of the study with moderate to large effect sizes. Students who scored low in the initial CLA (below 40%) improved but their scores remained lower than the rest of the students at the end of the year. The topic-specific and technical sections scored low for all students at the start of the year and remained the lowest at the end of the year. Examples of symbolic and non-technical language remained problematic for some students at the end of the year. There was a correlation (r= 0.53) between initial CLA score and final exam outcomes although some students with low initial CLA scores did perform well in the final exam. These findings are discussed in relation to the role of literacy based strategies in chemistry teaching.
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Chang, Cheng-Chieh, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang, and Cheng-Fang Su. "Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices." Sustainability 13, no. 8 (April 13, 2021): 4319. http://dx.doi.org/10.3390/su13084319.
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This research examines senior high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices. The revision of the Science Reader Belief Inventory (SRBI) was used to examine the connections for high school students’ personal scientific reading beliefs and reading comprehension of earth science learning effectiveness conditions when using mobile devices to learn. The learning outcome was determined using achievement tests. In this research, 97 students from three classes of first-year high school students were enrolled in an eight-week experimental teaching study followed by an achievement test. The major findings are as follows: (1) High school students’ transaction beliefs were stronger than transmission beliefs. Transaction beliefs were significantly correlated with transmission beliefs. (2) Scientific beliefs may take a long time to change. (3) Whereas traditional reading comprehension strategies seem to have relied more heavily on vocabulary development, in an e-learning environment, students tend to rely on sentence-level parsing to understand scientific texts. This research provides a reference for teachers within learning environments in which information is incorporated into technology instruction, and various learning scenarios are used.
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Derkachova, Olga, and Oksana Tytun. "Text as a Game: Modern Strategies for Working with Texts in Future Teachers’ Training (on L. Frank Baum’s tales “American tales”)." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 155–64. http://dx.doi.org/10.15330/jpnu.8.1.155-164.
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The article deals with modern strategies for working with literature in the future teachers’ training process, especially in work with tales. Suggested technologies make it possible to move away from traditional text analysis, to offer interesting interpretations as well as to focus on details. A text comes to life as it receives new interpretations, and visual ones complement the verbal content. This strategy helps make the reading more stimulating. It helps unleash and develop students’ analytical and creative potential: interpret scientific texts, create a lapbook and scrapbook. The examples are discussed on the material of Baum’s tales, “American Tales”, which is a fascinating and original phenomenon of American literature for children, and it provides a considerable space for interpretation. These tales are bright, interesting, and funny and allows to suggest to play with text, details, characters. Such game is impossible without attentive reading and understanding the main ideas of the text. The authors of the given manuscript recommend the following methods of working with texts as calligrams, hero pyramid, mind mapping, six thinking hats by E. Bono, etc. As a result, students begin to read literature more carefully, pay attention to details and better memorize certain episodes. The success of applying holographic technologies in dealing with literature is proved. Thus, the following skills like reading, creative thinking, critical thinking, the ability to express thoughts have been developed as well as the fear of misinterpretation of texts has disappeared.
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Zhou, Xiaozhou (Emily), and Steve Mann. "Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes." Studies in Second Language Learning and Teaching 11, no. 2 (June 24, 2021): 265–89. http://dx.doi.org/10.14746/ssllt.2021.11.2.5.
Full textAbstract:
Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.
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Yadav, Manoj Kumar, and Meenakshi Sharma Yadav. "An Overview on the Impacts and Strategies of Morphology in English Language Teaching to the L2 Learners." International Journal of Language and Literary Studies 3, no. 1 (March 30, 2021): 262–70. http://dx.doi.org/10.36892/ijlls.v3i1.550.
Full textAbstract:
This article presents a scientific-discourse and overview systematically on the word-formation that how the impacts and strategies of morphology produce the significant enrolment in the productive-pedagogies to teach and enhance the different parameters and paradigms of vocabulary’s re-structure and lexicography. The determinations of researchers define and describe the mechanism of affix morphemes (derivational and inflectional) in the formation of new words with the complete lexical-semantic meaning and syntactic-structure, which are developed through the general morphological processes in the morphosyntax. This research attempt intends to specify the strategies, knowledge, and information employed by L2 students of tertiary level when they face new words while reading the texts. Even learners have a tendency to ignore a large amount of new vocabulary they encountered due to poor enhancement of the weak vocabulary awareness and immature and traditional pedagogical course policies at their schooling. They must beware of morphological misanalysis and false-etymology. Therefore, the article advocates instructors that L2 students to individual’s phonological awareness, knowledge of orthography (sound-symbol relationships, letter patterns and spelling regularities), knowledge of vocabulary, and visual memory skills. Learners are advised to aware of the enhancement of word theories and all kind of word formations and processes for their productive reading performances, creative writing drafts, figurative expressions and critical thinking lexicologically at the course level.
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Indiarti, Wiwin, and Hervina Nurullita. "Milenial dan Seni Tradisi." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 4, no. 2 (November 1, 2020): 141. http://dx.doi.org/10.36339/je.v4i2.339.
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This article is based on the Community Partnership Program (PKM) which seeks to solve the problems faced by Osing ethnic group, in this case MLY Milenial, from the aspects of preservation strategies and revitalization of traditional art of Lontar Yusup reading session called mocoan. The solutions offered by this program are the procurement of mocoan costumes based on traditional Osing fabrics, procurement of Lontar Yusup learning materials / books for Mocoan Lontar Yusup training, procurement of violin instruments for mocoan accompaniment, and Mocoan Lontar Yusup training for young people. The activities are in the form of procuring mocoan costumes based on traditional Osing fabrics, procuring materials / learning books for Lontar Yusup for Mocoan Lontar Yusup training, procuring violin instruments for mocoan accompaniment, and Mocoan Lontar Yusup training for young people while the team continuously doing mentoring during the period of the PKM program. The outputs are articles in journals and seminars, printed mass media publications, videos of activities implementation and increased partner empowerment.
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Giveh, Fatemeh. "Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability." English Language Teaching 11, no. 12 (November 14, 2018): 58. http://dx.doi.org/10.5539/elt.v11n12p58.
Full textAbstract:
The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners’ L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.
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McPhee, Eleanor A. "Finding the muse: Teaching musical expression to adolescents in the one-to-one studio environment." International Journal of Music Education 29, no. 4 (October 11, 2011): 333–46. http://dx.doi.org/10.1177/0255761411421084.
Full textAbstract:
One-to-one music lessons are a common and effective way of learning a musical instrument. This investigation into one-to-one music teaching at the secondary school level explores the teaching of musical expression by two instrumental music teachers of brass and strings. The lessons of the two teachers with two students each were video recorded over a six-week period. This data were transcribed, coded and content analyzed. The results showed that the teachers used a variety of strategies to teach musical expression and the teacher’s choice of approach seems less important than ensuring that the student has a good understanding of the approach. Furthermore, the traditional strategies for teaching musical expression may benefit from the inclusion of approaches designed to enable young students to begin to create personal meaning in their music making. Teachers, therefore, might consider reading research findings on creative learning and devise strategies for its application in their music studios.