Some of these skills are cognitive which involves cognition or thinking, while others are metacognitive involving reflection or thinking about thinking. Strategic readers employ both cognitive and metacognitive skills, including but not limited to, previewing text, understanding text structures, activating prior knowledge, making connections, making predictions, drawing inferences, summarizing, and monitoring comprehension (Tompkins, 2011). One of the first things strategic readers do before they begin reading is to preview the text. Previewing helps students to learn better by ... ... middle of paper ... ...skills automatically throughout the reading process, as described above. Through direct explanation and modeling using these tools teachers can successfully aid students in the process of become a strategic reader.
Visual learners, for example, respond best to information that they can see (such as graphics, pictures, and demonstrations) while auditory learners comprehend information best when it is spoken out loud. Auditory learners, therefore, tend to succeed in lecture-based environments. Tactile learners (also called psychomotor or kinesthetic learners) prefer to participate in activities in order to understand the concepts. They learn best by "doing" activities such as experiments, role-play, and discussion. Reading/Writing learners retain information by reading it first and then rewriting it in a... ... middle of paper ... ...or learning, and the means of connecting course content to students' frames of reference are all factors in creating a positive learning environment.
Encouraging students to share their work builds self-esteem and give them confidence to want to write more. These activities also improve reading skills. They need to organize thought and think about the information they need to include in their writing. Jennings, Caldwell and Lerner (2010) advised that it is important to check if thoughts are communicated properly, are the thoughts in order and if grammar and punctuations are used effectively (pg. 343).
Literary texts are regarded as a very useful authentic material. However, teaching literature... ... middle of paper ... ... make them aware of the link between linguistic analysis and literary criticism. Stylistics gives both teachers and students a chance to know about how language works in a literary text. Being aware of the different grammatical structures and rhetorical expressions literature is rich in can improve students' interpretive abilities and critical thinking skills. Applying a stylistic approach to teaching literature can be the best tool teachers may have recourse to to engage their learners in the classroom discussion and to motivate them to read and to appreciate literary works.
The ability to read well will enhance our learning skills. Third, I have learnt the note making and note taking skills such as the ways of writing notes (annotation, mind maps, summary notes), making notes from printed matter and taking notes during tutorials. It is important to learn this because it will helps us to save a lots of times when doing back revisions or doing homework. Fourth, I can coping well with my assignment with the steps of writing assignment such as write the structure of an assignment, the common faults that found and ethics in writing an
They feel that students should select material that has meaning to them and that they will enjoy. Teachers who use the top down model encourage their students to engage in activities where they are able to speak, write and read to develop the skills they need in order to read. This method implies that a teacher believes the students will be able to read the words on the page by using context clues to help figure out words he or she may not be familiar with.
Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension. First is, Monitoring comprehension, Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.
I view students’ L1 as an asset that often aids them in acquiring their second language and brings diversity to the classroom. More importantly, it is part of students’ identity and thus should be respected and valued. Therefore, I do not dismiss and prohibit the use of L1. Rather, I look for ways to integrate it in the learning process. For example, I can ask students to listen to or read certain materials in their L1 to later produce an essay or an oral report in English.
One can use different colors to point out distinct information such as name of the author, year of publication, tittle. These results as a good understanding, improve learning like the person can memories each bit of information within less fraction of time. (Cottrell, S. 2003) However, there are some reading approaches which are important for an individual to get excellence in skills. The reading speed of an individual will help a being to improve the understanding. It is the most essential aspect of reading and can be practice with different texts.
In this sense, the connection between L2 reading and writing might be bidirectional in a way that familiarity with one of these skills can inform and transfer to the other. That is to say, if the learner can read and make meaning out of the text, he/she will be able to construct a written text that represents a meaningful content. Al... ... middle of paper ... ...ading a lot of in a specific field of study or profession would help the learner to mimic the style of writing and use some of discipline specific words to express his/her original ideas and status. Moreover, engaging the learner in writing tasks would enhance his/her meaningful interaction with the written texts. Writing practices would allow the learner to effective participate in a specific discourse community of practice.