I. INTRODUCTION
Brown (2007) expresses “just as language ego, self-esteem, empathy, and motivation undergird the [learning] of spoken discourse, reading is subject to variability within the affective domain. The love of reading has propelled many learners to successful [learning] of reading skills” (p.36). Reading takes an important role at the time to learn and acquire a language because it provides useful elements that will help the comprehension and production of students. Nowadays, reading is considered as an important language skill in English as a Foreign Language (EFL) since it lets learners to acquire vocabulary and grammar throughout different strategies such as inferences, implicit and explicit information, facts, opinions, rhetorical
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It has the status of a lingua franca, the language for transmission of scientific and academic knowledge, and the main door to cutting-age technology” (MEP, 2016, p. 6). English teaching in Costa Rica has been an important subject in the curriculum since it lets students to learn the different elements of the language as well as to prepare them to produce it in real life contexts by developing their communicative abilities in the different linguistic areas. However, the Public Education Ministry (MEP) (2016) states that “learners who receive English lessons in elementary and high schools are not reaching the expected English proficiency levels after eleven or twelve years of instruction.” (p. 15) This suggests that the different methodologies applied as well as the target contents proposed to teach English in national public institutions have not let students to reach the level of proficiency …show more content…
16). The new curriculum will implement the Common European Framework of Reference which evaluates learners’ language skills at different levels of proficiency within specific scenarios. Likewise, in relation to reading skill, it will intend to expose students to different types of text and genres in order to interpret texts and respond critically by using content, previous background knowledge, and cultural information (MEP, 2016, p. 46- 49). Students will have the opportunity not only to improve their English Skill in reading for the National English Exam (Bachillerato) but also to acquire and use the language in real life contexts. In this way, throughout the different strategies teachers can implement, as well as the new ones proposed by the Public Education of Ministry, will help to have a clear perspective in how to improve the reading skill in rural public institutions.
C. Research Objectives
1c. Research Question
How do teaching strategies and methodologies influence the development of proficiency level´s in reading in EFL rural class, specifically two groups of tenth graders at Francisco J Orlich, Cot High School?
2c. General Objective
To analyze how the strategies used to teach reading influence
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
For this assignment, I completed a survey to assess my school’s literacy program by using a survey that was adapted from by Patty, Maschoff, & Ransom (1996) to analyze the instructional program and the school’s infrastructure. To be able to answer my survey, I needed to go colleagues of mine in the English Department and to my administration to help with these questions. Being a math teacher, we hardly ever discuss the literacy and the students’ acquisition of it in our department meeting during staff development days. Since I am not truly current with literacy acquisition in education, I am hoping to understand more from this process so I can help all my students. I want them to be able to read texts related to math and find information that will be useful to them during the year.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
In your company, a position that pays a higher salary and has more regular work hours opens up so you decide to apply for the job. Your supervisor tells you that you cannot be considered for the position because although you are fully fluent in English, you have a Vietnamese accent. Instead, another employee who speaks with a British accent is interviewed for the position. In Myriam Marquez’s article “Why and When We Speak Spanish in Public” and Amy Tan’s article “Mother Tongue” we get a taste of what it feels like to be linguistically impaired and discriminated against. Through exploring Tan’s and Marquez’s articles, one can see the importance of learning a certain amount of English so one can get far in life and not be taken advantage of,
...unit, the rest of this course and beyond I will need to utilise my personal experiences in literacy development and continue to develop my skills. This will be vital in providing my future students with the grounding in literacy they deserve.
Reading is a critical skill that provides a framework for interdisciplinary learning and success throughout one’s schooling and into adulthood. Research indicates that students who are proficient readers also tend to perform well in other domains, such as mathematics and science (Melekoglu, 2011; Valleley & Shriver, 2003). Students who have difficulty reading at the primary level will likely have low achievement outcomes as they progress to the upper grades (Fuchs, Fuchs, & Kazdan, 1999; Melekoglu, 2011). Mastering remedial reading skills becomes increasingly difficult as students move from primary to intermediate grades where the focus shifts from learning how to read to reading for the purpose of acquiring content-specific knowledge (Chall, 1983; Deshler, Palincsar, Biancarosa, & Nair, 2007; Lee, & Zentall, 2012; Lenz & Deshler, 2004; Melekoglu, 2011). Building motivation to read in students may result in higher levels of reading frequency and achievement (De Neaghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Guthrie, Wigfield, Metsala, & Cox, 1999; Taboada, Tonks, Wigfield, & Guthrie, 2009; Van Elsäcker, 2002; Wigfield & Guthrie, 1997).
Teachers can help their pupils develop readings skills by setting a side a time each day to read to them and by setting up a classroom library. (Neuman, 2001) Through setting up a classroom library the teach...
The growing of the student population of diverse background; ethnicity, primary language, and social class have been a great challenge for teachers in a public school setting. Especially the gap between the reading achievement of students of diverse backgrounds and mainstream students has been a concern for many years. The less opportunities and motivations for literacy learning in poverty is the factor most highly associated with low reading achievement of children of diverse background. The author brought out five issues commonly raised by teachers and it has discussed solved the problems with researches.
English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
English language learners are found in every state and number of English language learners are increasing every year. These English language learners come from a range of backgrounds. There are over 470 different languages included in the categorized group of English language learners, however 75 percent of the students that will be encountered in schools will have a home language of Spanish as stated by Linan-Thompson and Vaughn (2007). There are goals for effective practice of English language learners and are based on comprehension, learning, and student interest. In earlier grade levels students are taught skills to start a foundation on, such as phonemic awareness, phonics, fluency, and vocabulary. After achieving these skills it is possible to develop an English language learners literacy skills to be used in all content areas. According to August and Hakuna (1997) there are attributes that contribute to positive student outcome. These tributes include, explicit skill instruction, student directed activities, instructional strategies for enhancing understanding, opportunity to practice, student assessment, and a curriculum that is balanced. Students also learn content when the instruction is focused on routine, redundancy, and structure. Linen-Thompson and Vaughn (2007) states teachers who teach explicitly by modeling and explaining skills in the context can provide students the meta-cognitive thinking required by proficient readers.
For Foreign language learners, reading is a crucial skill that can improve their language especially with literary works, which have different intentions, styles, and special use of techniques and devices. The process of reading can occur easily if the text carries the same culture values ,customs or beliefs of the reader. In contrast, the reader may encounter some difficulties in comprehending this kind of text when the writer has a different culture “this lack of common cultural schema between writers and readers is likely to cause varying degrees of misunderstandings or misperceptions in cross-cultural communication” (Carrell & Eisterhold, 1983; Boxer, 2002). For this reason students have to get engaged more in those cultures. Thus, schemata
According to Burns, Roe and Smith (2002) “Reading is a combination of many skills leading to the construction of meaning, through integrating prior knowledge with information presented in the text.” The aim of reading is to communicate thoughts and ideas through written language. Over the years The Ministry of Education in Jamaica, educators, parents, and politicians continue to express concern over the low literacy rates demonstrated by schools especially at the grade four level where they sit the Grade Four Literacy Test. Although researchers pursue the root of reading disabilities and effective reading methods, concern is still expressed by teachers that many students cannot read at their instructional grade level. Several reading interventions and methods for remediation have been designed and implemented to increase reading fluency. As a result of these interventions, some students who struggle to
Good reading skills are very important in learning languages. Reading improves spelling because as students learn to sound out letters and words, spelling comes easier. It helps to expand the vocabulary, since the best way to acquire a large vocabulary is to read. Students learn new words as they read and put them in their mind for later use. . They also unconsciously absorb the information about things like how to structure the sentences, how words are used in different contexts, and it gives a better understanding of the word usage and definitions than the cold facts of a dictionary. It improves a person’s vocabulary and knowledge without the person even knowing it. Even if students do not understand every word, they will hear new sounds, words and phrases which they can then try out, copying what they have heard. They can comprehend ideas, follow arguments and detect implications. Reading texts also provide good models for English writing. Krashen (2004) found that reading is extremely important in learning English, since it is the only way to “become a good reader, develop a good writing style, an adequate vocabulary, advanced grammar” and the only way to “become a good speller”.
In this chapter, the researcher will discuss the definition of reading as well as the importance and benefits of reading. Reading is vital in the function of today’s society. Without reading, one can be lonely, frustrated and may feel ashamed. Day to day activities are taken for granted and for pupils who do not know how to read and it may be a difficult task.