PDF superior Active strategies to develop reading skill

Active strategies to develop reading skill

Active strategies to develop reading skill

The principal aim of this educational research lies in promoting the development of reading skill by implementing active strategies such as meaningful activities among learners of 8th year EGB at “Mercedes Moreno Irigoyen” public high school, Zone 8, District 3, Province of Guayas, Guayaquil Canton, during school year 2016 - 2017. Considering the social impact, it can be mentioned that the following work consists in facilitating reading competence for English Language Learners of 8th year EGB at “Mercedes Moreno Irigoyen”, who will get the major benefits of this project since they will be encouraged to practice reading exercises through fun and interactive activities such as comics which will allow them to feel motivated during the learning process and get over their reading difficulties. Hence, students will be able to raise their scholastic accomplishment. Moreover, appropriate didactic resources will be available by teachers in order to foster the teaching process of reading skill.
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168 Lee mas

Guessing vocabulary as a strategy to improve students' reading skill

Guessing vocabulary as a strategy to improve students' reading skill

It is known that second language learning implies the mastering of the four language skills; speaking, writing, listening and reading. However, according to general knowledge in the field of English as a foreign language teaching, the most frequent language skill that students find difficult to master seems to be reading. This may be because they find words that are unknown for them. Therefore, reading a text in English is a difficult task for them. Furthermore, one crucial factor for students to become proficient in reading texts in English is the amount of vocabulary they possess. Research shows that learners need to know approximately 98 percent of the words in written or spoken discourse in order to understand it well (Nation, 2006, in Schmitt, 2008). However, besides these facts, vocabulary acquisition or learning can be regarded as the biggest problem for most learners (Cheung, 2004). Therefore, it seems that vocabulary learning is currently receiving attention in second language pedagogy and research (Hatch, 1983; Zimmerman, 1997, in Bornay, 2011). But it is still a contentious issue how learners learn vocabulary effectively and efficiently or how it can best be taught. In the light of these arguments, it is necessary to explore how foreign language learners deal with unknown vocabulary, especially secondary school students in Mexico. This is because to date there is no published empirical studies on Mexican secondary school students’ use of vocabulary strategies, so this study pretends to shed light on this subject.
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58 Lee mas

Reading comprehension strategies

Reading comprehension strategies

c. Read to critically evaluate a text or book. Previous educational experiences (your previous academic preparation) should help you develop opinions about the facts. When reading different points of view, be impartial and once you know the consistency of the author's ideas, judge them or assess them objectively. You must discover the ideological influences or implications that it presents, to weigh the validity and foundations of the partial theses. The important thing is to read with an open attitude. When possible, consult at least two points of view before forming a definitive opinion on the subject. d. Read to understand the contents of the topics that make up a text or book. It is the type of reading that is done with the purpose of acquiring new knowledge, which implies the realization of a series of activities, such as writing notes, consulting the dictionary, reviewing, etc. These activities that provide an understanding of the contents will be discussed extensively later.
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The use of visual spatial intelligence to develop reading skill, in fifth grade students at ue Andrés Bello López

The use of visual spatial intelligence to develop reading skill, in fifth grade students at ue Andrés Bello López

18 While reading consists of highlighting important facts by coloring the story elements, highlight important vocabulary; highlight the main idea and details. Students can use post- its by putting the post-it along the edge of the page to mark the important facts. Moreover, students can use graphic organizers to give sequence and organize thoughts about a story as they read it. Other visual aids can be to use different pictures so that, students can order them according to the story. The teacher can stop and ask students to read a sentence and describe what it looks like in their mind and ask them to say if some part of the story is true or false. In post-reading, students can create visual drawings or story maps of what happened in the course of the story after they have read it. They can also do role-play activities from the text by illustrating the images they have seen while reading the state. They can draw the story on their own, write small sentences in it, or drawing a special character from the text, and write its characteristics. Duke, Pearson, and Whitney (2002).
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Application of critical thinking strategies to develop inferential reading skills in students of 1 baccalaureate in unidad educativa José Benito Benítez San Andrés during the school year 2017 2018 st

Application of critical thinking strategies to develop inferential reading skills in students of 1 baccalaureate in unidad educativa José Benito Benítez San Andrés during the school year 2017 2018 st

Inference and the development of critical thinking favor intellectual development and autonomous learning in a changing and full of opportunities world for those who have the capacity to take them, allowing students to understand in greater depth the growing information available in society, analyze it, discover its meaning, evaluate its accuracy, relevance or validity, and make judgments based on criteria based on the reading of texts and contexts. To understand, it is necessary to develop several mental skills or use different cognitive strategies, such as: sampling, that allows selecting meaningful information and constructing meaning, predicting anticipating what the writing will say, providing previous knowledge to make hypotheses and making inferences to understand what is recommended, deduce the verifiable data, develop a significance, check and self- correct to check whether what was anticipated and inferred is right, and so on.
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141 Lee mas

Strategies to develop academic proficiency through motor and cognitive tasks

Strategies to develop academic proficiency through motor and cognitive tasks

The first step focused on the individual through task planning. The kids with these kind of problems were able to control themselves in certain moments of the activity thanks to the micro-instructions offered (using Total Physical Response Method). Most of the times, they needed help to control their emotions and actions, that was achieved through the language provided by the teacher, little by little this help was supplied by the other classmates, who encouraged them to keep trying doing the task. At the same time, we design and implemented motor skill activities addressed to a small group of eight students, some of them SEN students, in the classes of Alternative to Religious Education. With this individualized instruction, we could see improvements in our students either their motor skills, their capacity to understand rules as well as their control of the emotions.
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37 Lee mas

CLIL and reading strategies worksheets to foster reading comprehension

CLIL and reading strategies worksheets to foster reading comprehension

The reading skill is paramount for language learners because it aids them to broaden their lexicon, reinforce grammatical structures, and become more critical. However, this skill might be one of the most challenging for students since it requires knowing a wide range of vocabulary, identifying general and specific ideas, inferring implicit messages, establishing relationships, following instructions, among others. In this sense, the present study aims at helping nursing and physical therapy students from Manuela Beltran University improve their reading comprehension through the instruction of reading strategies based on specific content related to health. The implementation was carried out during six sessions in which the students did not have the normal English classes but worked on the CLIL worksheets that I designed.
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104 Lee mas

Strategy training to english language learners: consolidating reading strategies

Strategy training to english language learners: consolidating reading strategies

language, either in an academic or in a daily life context. For this, there are several types of strategies to be successful in the different situations that a student may face, and consequently, they can be taught to help students develop both academic, and life skills. In this study, it is expected that from the development of one language ability (reading), there can be trends (from the acquisition of learning strategies) to help students have a better academic learning process (understanding the influence of reading in their lives as students) and performance in their daily lives. Even though this topic has been thoroughly studied, it is relevant to continue studying it because as Harmer (2007) mentions “...many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea (pp. 68). Generations change, the perceptions of learning change, and it is important to keep track of the thinking that different generations possess.
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128 Lee mas

The Reciprocal Teaching Model in the Development of Writing in Tenth Graders

The Reciprocal Teaching Model in the Development of Writing in Tenth Graders

T his study deals with the implementation of the Reciprocal Teaching Model (RT) and its relation to the development of writing skills in the tenth graders of a public school in Cartagena, Colombia. The participants were selected according to Cozby’s (2008) convenience sampling, which considers availability, schedule, members, and characteristics.The Action Research approach related to the quelitaive research allowed to identify the problem, gather data, interpret , to act on evidence and to evaluate results. Consequently, a diagnostic stage was carried out which indicated difficulties in generating thoughts, translating ideas into readable texts, using accurate grammar, vocabulary, and punctuation, and establishing cohesion and coherence. Therefore, it was clear the need for the implementation of strategies to improve the writing skills in this school. This introspection led the researchers to consider the use of the RT Model because it encourages students to take into consideration their own thinking processes during reading and it helps them to be actively involved in their comprehension process, which is reflected in their written production. The outcomes of the study reported that through the implementation of the workshops under the RT Model, the students developed and improved their writing skills in English. The findings established the usefulness of this model since it raised the confidence of the students towards writing which contributed to the improvement of the skill. Additionally, the practicality of portfolios and the collaborative and cooperative strategies allowed students to learn from their peers and teacher by recognizing writing as a more meaningful and pleasant.
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20 Lee mas

Exploring digital literacies in second language acquisition to develop critical reading

Exploring digital literacies in second language acquisition to develop critical reading

Ostenson (2010) also reported the same strategies but he approached them by focusing on the topic of critical evaluation skills when reading online, he pointed out the importance of making judgments about credibility of the sources everybody can find on the Internet. The main purpose of this study was to examine the effects of targeted instruction on students’ ability to read critically and evaluatively the sources of information that they found on the Internet, one using a checklist with some important criteria for the evaluation and the another one basically background knowledge of the topic being studied, as well as relying on the use of strategies of sourcing and corroborating, comparing information using other tools to corroborate trustworthiness of the information. Future research suggested can be done on students who are less likely to have access to Internet. O’Byrne and McVerry (2009) also investigated an instrument designed to gauge the dispositions and capabilities necessary for online reading comprehension, these ones were included: persistence, flexibility, collaboration, reflection, and critical stance.
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131 Lee mas

The reading storm: proposal for the implementation of a reading workshop in 5 to 6 years old English classrooms

The reading storm: proposal for the implementation of a reading workshop in 5 to 6 years old English classrooms

This final project is titled: “The reading storm.” As an Infant Education Degree student specialized in English language, I have chosen to design a reading workshop proposal because reading at early stages is very important in order to get a good comprehension level. Reading is one of the things that worries every teacher and family the most because reading comprehension is a very important skill that everyone needs to have to be an active citizen. I have also chosen these ages and English students because I have been working in England with these ages for a long time and I have also observed that some of these students are not very interested in reading.
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45 Lee mas

Application of english modern music lyrics as a tool to develop the writing skill

Application of english modern music lyrics as a tool to develop the writing skill

It is possible that due to insufficiencies in didactic resources at Unidad Educativa "Camilo Ponce Enriquez" the teaching of English is being limited, in consequence, students are using the same material and the same strategies to learn English all the time, it also reduces the students’ interest by learning. Therefore, with the purpose to find out the application of English modern music lyrics as a tool to develop the writing skill to work with worksheets, the songs that could be listened to the radio, a CD, a flash memory or other storage device previously, in the criteria to choose the songs, the pupils are interested by the musical current panorama and teachers should follow this trending, too. Besides, my years of practice like teacher have allowed me to penetrate into the interests of the pupils of different ages. The classroom in that the didactic offer is going to take place is very spacious, which allows realizing psychomotor education activities. We have a normal blackboard, a speaker, many CDs or flash memories with different current styles of songs.
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121 Lee mas

Analysis of guessing meaning in the context strategy for reading comprehension skill in  the English language learning  in the students of 3rd of Bachillerato, class  “B” at  “La Salle” High school of Velasco parish, in the city of Riobamba, Chimborazo pr

Analysis of guessing meaning in the context strategy for reading comprehension skill in the English language learning in the students of 3rd of Bachillerato, class “B” at “La Salle” High school of Velasco parish, in the city of Riobamba, Chimborazo province, during the academic year 2015 2016

Reading is an essential part for all communities to develop in their daily activities and the purpose of this is to understand written texts, for example. to relate the symbols with words, and in turn with sounds. The mental exercise that learners of a second language perform while reading, is usually to translate and at the same time try to understand what is being read. The cognitive process that the brain performs during readings is to create meaning through the interaction of the reader and the text. Reading is not a simple activity that is learned in the early school years, as students’ progress in their academic preparation reading implies learning new vocabulary and is related to new knowledge that is why teachers must choose the readings according to the previous knowledge of the students.
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55 Lee mas

An adaptive reading tutor using Markov models to develop phonological awareness

An adaptive reading tutor using Markov models to develop phonological awareness

Apart from that, computer science has also produced advances, particularly in the field of machine learning. Surprise has been expressed for the limited use of machine learning methods in ITS, in comparison to other fields (H¨am¨al¨ainen & Vinni, 2006; Hamburger & Tecuci, 1998). There has been some research on machine learning methods for classifica- tion of educational data. In distance learning, the Naive Bayes algorithm has proven useful for predicting student dropout (Kotsiantis, Pierrakeas, & Pintelas, 2003); while the combi- nation of multiple classifiers, and feature weighting by means of a genetic algorithm have been used as successful strategies for predicting student final grades from logged data in an educational web application (Minaei-Bidgoli, Kashy, Kortemeyer, & Punch, 2003). The big size of distance learning datasets is a key aspect for this research. Other educational data sets are typically much smaller. A study dealing with this problem concluded that the Naive Bayes approach is applicable in such cases after careful preprocessing (H¨am¨al¨ainen & Vinni, 2006).
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USING READING STRATEGIES TO DEVELOP THE READING COMPREHENSION SKILL FOR THE STUDENTS AT 9TH BASIC EDUCATION “A” OF “ALFREDO PEREZ GUERRERO” HIGH SCHOOL, LOCATED IN GUANO CANTON, PROVINCE OF CHIMBORAZO, DURING THE SCHOOL YEAR 2013 2014

USING READING STRATEGIES TO DEVELOP THE READING COMPREHENSION SKILL FOR THE STUDENTS AT 9TH BASIC EDUCATION “A” OF “ALFREDO PEREZ GUERRERO” HIGH SCHOOL, LOCATED IN GUANO CANTON, PROVINCE OF CHIMBORAZO, DURING THE SCHOOL YEAR 2013 2014

Being conscious that English education is a priority nowadays, to enhance the economic and, social and technological development of the country. The government has implemented the English teaching from the primary school to strengthen students‘ English skills. However, receiving English instruction five years earlier doesn‘t guarantee for successful language learning, what is important is that EFL students should be taught how to learn English strategically focused on reading to learn rather than learning to read. Because the inability to read English effectively has not only caused students to experience barriers to academic success, but has also disadvantaged them in their career performance. Therefore, how to assist EFL students in taking control of their own reading process while fostering success and positive attitudes toward EFL reading has become one of the most urgent tasks facing teachers who teach English.
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92 Lee mas

Reading for a Test: The Effect of High Stakes Exams on Reading Strategies

Reading for a Test: The Effect of High Stakes Exams on Reading Strategies

Investigating potential connections between reading abilities, metacognitive awareness, and reading strategies, Sheorey and Mokhtari’s (2001) study establishes that there is a direct correlation between low/high ability readers and their low/high metacognitive awareness, as well as their reading strategy. Drawing on these results, the same authors develop and test a special instrument, the Survey of Reading Strategies (SORS), for measuring the metacognitive awareness of L2 readers, in particular for determining “the type and frequency of reading strategies that adolescent and adult ESL students perceive they use while reading academic materials in English” (Mokhtari and Sheorey, 2002: 4). The SORS is comprised of three groups of reading strategies: (i) global reading strategies (different techniques to keep the purpose in mind, to manage the reading process, etc.); (ii) problem solving strategies (differ- ent actions/procedures used while reading, to improve comprehension, for example, adjusting the speed of reading, rereading, etc.); and (iii) support strategies (activities aimed at aiding the reader in comprehending the text, for example, taking notes, underlining, etc.). The complete list of these strategies is given in Appendix 1. Mokhtari and Sheorey (2002: 4-6) point out that the SORS is not only beneficial for L2 learners, but also for teachers, since it can be used as an instrument for identifying the reading needs, as well as making readers more conscientious about the reading process. In fact, the authors (2002: 6-8) accentuate the practical value of SORS, and the importance of teachers in raising learners’ metacognitive awareness, as well as introducing different reading techniques into their teaching practices, inevitably resulting in higher reading abilities among learners. 1
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Active teaching techniques to foster the reading comprehension skill

Active teaching techniques to foster the reading comprehension skill

"Comprehension can be seen as the process of using one’sown prior experiences and the writer’s cues to infer the authors intend the meaning" (Dahler, Fauzan, Ridho & M. Zaim, 2019, p. 211). The meaning of process is the realization of several activities to achieve a purpose. According to Tyson is cited by Scott (2018) as a process who studies a foreign language must have enough time to analyze a text and understand its meaning. To that end, it requires the implementation before, during and after the reading of active techniques and strategies that allow the student to increase his / her knowledge of the language. Also, this process is interactive, which is generally given in the social and cultural environment that shapes and is shaped on what the reader knows in advance, its practice, the intention to read, the knowledge contained in the text and the context in which the reading is done.
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Developing students’ reading comprehension skills through active reading strategies in agronomy articles

Developing students’ reading comprehension skills through active reading strategies in agronomy articles

Similarly, Fuenzalida (2011) concluded that the use of RSs have been shown to be effective in enhancing reading comprehension. It was reported that these strategies provided students with the necessary tools to reach a better understanding of the texts, since students started to use them strategically when they found barriers to understanding what they were reading. Ozek and Civelek (2006) reported that the effects of cognitive strategies on reading performance suggests that relating pictures and background knowledge to the text, guessing, re- reading, making notes and summaries of important information are the strategies that help readers to improve their reading ability significantly, providing rich information about how learners can solve problems and when they can use them to better understand the texts.
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108 Lee mas

Developing reading strategies : authentic texts to revamp the cross curriculum studies in english II from AFBG

Developing reading strategies : authentic texts to revamp the cross curriculum studies in english II from AFBG

Learning strategies have been divided into two groups direct and indirect. Direct strategies include memory, cognitive, and compensation strategies. Memory strategies help foster particular aspects of competence (grammatical, sociolinguistic, discourse, etc.) by using imaginary and structured review. Cognitive strategies strengthen grammatical accuracy by reasoning deductively and using contrastive analysis. Compensation strategies help develop strategic competence by using inference and guessing when the meaning is not known, using synonyms or gestures to express meaning of an unknown word or expression. Indirect strategies include metacognitive, affective, social strategies. Metacognitive strategies help students to regulate their own cognitive processes and to focus, plan and evaluate their progress as they move toward communicative competence. Affective strategies develop the self-confidence and perseverance needed for learners to be actively involved in language learning. Social strategies provide increased interaction and more emphatic understanding with others.
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Metacognitive strategy training in listening on undergraduate students

Metacognitive strategy training in listening on undergraduate students

Given the importance of listening in language learning and teaching it is essential for both teachers and learners to take appropriate actions that foster understanding of the listening skill. The teacher researcher of this study considers that listening is not an easy skill to develop, but he believes that if we equip students with a repertory of metacognitive strategies for listening, learners will become more aware of their listening process. Consequently, they will be capable of employing different strategies before, during and after a listening task. The use of metacognitive strategies makes a difference between successful and less successful listeners. According to Yang (2009), successful listeners plan before the listening task, direct their attention to specific information ignoring irrelevant distractions during listening, and evaluate their performance after listening. Moreover, the use of these strategies has demonstrated to have a positive impact in the improvement of the listening comprehension (Vandergrift, 2004). Similarly, Bedoya (2012) indicated that these strategies support active student participation in listening. In sum, it can be stated that the use metacognitive strategies play an important role in the development of the listening skill.
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