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Results Before delving into the results directly related to the research questions, it is important to establish that the participants were all successful readers by analyzing how well the participants performed on the reading task. First, all of the participants scored high on their orals summaries. Although each participant chose to highlight different details, they all successfully reported the main ideas and arguments of the article. In addition to the high scores on the summaries, the participants did not find the article to be difficult to read. They were asked to rank the difficulty of the article on a likert scale of 1 to 10 with 10 being most difficult. The average rank for all 4 participants was 4.75 with a standard deviation of 0.65. Question 1: The first question this study aimed to address was what reading strategies or skills do successful graduate ESL students use. Overall, the participants in this study used a variety of reading strategies to extract meaning from the text they read. In many cases the participants were unaware that they were using a defined reading strategy. For example, every participant monitored for understanding by comparing what they were reading with information they had read before, but none of the participants reported having learned the strategy in a reading course nor knew the term “monitoring.” Also of note is that the strategies the participants claimed to use the most or found the most useful were typically strategies aimed at comprehension and main ideas (top-down strategies) of the text itself, whereas bottom-up strategies related to vocabulary or grammar were less represented overall. The most commonly used bottom-up strategy was using context clues to understand th... ... middle of paper ... ...-128. Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29(2), 235-260. Padron, Y. N., & Waxman, H. C. (1988). The effect of ESL students' perceptions of their cognitive strategies on reading achievement. TESOL Quarterly, 22(1), 146-150. Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56. Plakans, L. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes, 8(4), 252-266. Saricoban, A. (2002). Reading strategies of successful readers through the Three Phase Approach. Reading Matrix: An International Online Journal, 2(3). Varaprasad, C. (2006). Reading strategies: Caught or taught?. Reflections on English Language Teaching, 5(2), 63-86.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
The type of reading that is on the decline, is that which requires thought, the assimilation and accommodation of ideas, and effort—close reading. This form of reading involves the careful, sustained interpretation of literary text that comes from observing a pieces minute detail. In accordance with the definition of reading provided by the Princeton dictionary, “the cognitive process of understanding a written linguistic message”, the methods used other than closed reading are not truly reading. Many have argued that the creation of new technology has actually enabled more people to read, but when compared with reading’s definition, this is not true. Reading in not mindlessly skimming articles and not knowing what they mean afterwards, but being able to comprehend the material that one has read, including its many facets.
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
Learning to read in the content areas is a critically important skill that students must be taught. Educators must teach students the specific skills and strategies necessary so that they are able to read, write, comprehend, and critique information from many different sources. If American students are going to be successful, literate individuals who are able to compete in our global society, educators must find the initiative to have students learn specific reading strategies that will help them to understand and comprehend content area material.
Robeck, Mildred, C. & Wilson, John A.R. (1973). Psychology of Reading Foundations of Instruction. New York:
Two of the reading strategies I have learned this year are asking questions and visualizing. Throughout this year I have been asking questions a lot while I’m reading. This class helps me to ask questions a lot. Asking questions is when you ask questions before reading the books and when you’re stuck you can ask questions. Asking questions helps me to get better at reading. This is important because i understand the book when I ask a lot of questions. Another reading skills that I have learned is visualizing. Visualizing is what the text says and have a form of image while reading. This is important to me because I understand a lot better when I visualize and I know what’s the book is telling me .
The simple view of reading indicates that reading comprehension skill depends on decoding skills and linguistic comprehension (Gough & Tunmer, 1986; Hoover & Gough 1990). First study that analyzes the efficiency of the two formulas: R = D × C (Hoover and Gough, 1990) and R = D + C (Dreyer and Katz, 1992).The second study presents that analyzes by adding a factor or speed of processing into the simple view of reading formula increases ability to predict reading comprehension.
The study adapted Mokhtari and Reichard’s (2002) Metacognitive Awareness of Reading Strategies Inventory (MARSI). From the results, it was revealed that advanced students used more complex cognitive and metacognitive strategies more than lower level students. A relationship between metacognitive awareness and academic performance was also found. A study by Yau (2009) indicated that the cognitive and metacognitive strategies were employed more frequently for L1 reading and support strategies were more often used for L2 reading. This shows that readers have not yet fully implement the metacognitive strategies in reading second language
(Ed.) Second language writing: Research insights for the classroom NY: Cambridge University Press. Retrieved on August 7, 2016, from http://www.academia.edu/1550628/A_critical_review_of_the_IELTS_writing_test
However, their purposes for writing are sometimes not the kind valued by Western academic communities. The nature of academic literacy often confuses and disorients students, “particularly those who bring with them a set of conventions that are at odds with those of the academic world they are entering” (Kutz, Groden & Zamel, 1993, p. 30). In addition, the culture-specific nature of schemata–abstract mental structures representing our knowledge of things, events, and situations–can lead to difficulties when students write texts in L2. Knowing how to write a “summary” or “analysis” in Mandarin or Spanish does not necessarily mean that students will be able to do these things in English (Kern, 2000). As a result, any appropriate instruction must take into consideration the influence from various educational, social, and cultural experiences that students have in their native language. These include textual issues, such as rhetorical and cultural preferences for organizing information and structuring arguments, commonly referred to as contrastive rhetoric (Cai, 1999; Connor, 1997; Kaplan, 1987; Kobayashi & Rinnert, 1996; Leki, 1993; 1997; Matalene, 1985), knowledge of appropriate genres (Johns, 1995; Swales, 1990), familiarity with writing topics (Shen, 1989), and distinct cultural and instructional socialization (Coleman, 1996; Holliday, 1997; Valdes, 1995). In addition to instructional and cultural
Royanto (2012) conducted a study in order to investigate an intervention programme based on scaffolding to improve metacognitive strategies in reading. He used three activities named reciprocal teaching, tutoring with peers, and reading as a homework in order to improve students’ metacognitive strategies. He revealed that the intervention was effective for helping novice students to use metacognitive strategies. He added that the intervention programmes activated the strategies that the students knew but they had not been able to use them.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Just, M.A., & Carpenter, P.A. (2010). The psychology of reading and language comprehension. Boston, MA: Allyn and Bacon, Inc.