Classroom Reading Research Articles

Translanguaging in instruction and pedagogic design: promoting learner-centredness in a teacher-centred reading classroom of a Bangladeshi university

ABSTRACT This study investigated the impact of translanguaging pedagogy on the reading comprehension process of first-year students studying at an English department of a Bangladeshi public university. Through a two-pronged ethnographic research design, data were collected through classroom observation, pedagogical intervention, a semi-structured interview with the class teacher and a focus group discussion with students. The entire data set was analyzed using ‘Moment Analysis,’ a conceptual framework, to provide pedagogical evidence supporting how translanguaging in instruction can facilitate students embracing a more active and collaborative role in a teacher-centered classroom. This study suggests that translanguaging-oriented instruction and pedagogic design can stimulate metalinguistic awareness to improve comprehension while enhancing active engagement with the reading materials to the benefit of the students who do not have English as a first language. Furthermore, translanguaging pedagogies can foster individualism (agency), a quality that English departments promote among their students. The findings have implications for planning future policy, including interim stages, that can bridge the English language proficiency gap between pre-tertiary and tertiary education in Bangladesh.

Deviant Behaviors in School Among Adolescents: Managing Disruptive Behavior in English as a Second Language (ESL) Reading Class Case Study: Schools in Durrës, Albania

The deviant behavior of students in the classroom is a highly intriguing subject to investigate due to the fact that it is a multifaceted issue that encompasses a variety of factors, including the family, society, the teacher, and primarily the individual and the school. The focus of this investigation will be solely on the adolescent and the deviant behaviors that are demonstrated during the learning process. Additionally, we will propose strategies for managing this behavior in English as a Second Language (ESL) Reading Classrooms. In this paper, the term "deviant behavior" will be used interchangeably to refer to deviant behaviors that involve students violating rules during lessons. The primary objective of this investigation is to determine the most prevalent forms of deviant behavior in Albanian schools and to conduct a comparison between industrial and non-industrial regions in order to gain a more comprehensive understanding of this expanding phenomenon. Nevertheless, this will be further investigated in the course of the investigation. The study included 80 pupils, 40 of whom were enrolled in the "Gjergj Kastrioti" gymnasium in Durrës and another 40 in the "Besnik Hidri" gymnasium in Shenavlash, Durrës. A questionnaire was utilized as the research instrument to verify one of the study hypotheses: Students residing in non-industrial areas are more likely to engage in deviant behavior. Graphs and tables were employed to illustrate the data using Microsoft Excel. The results of the study did not indicate any significant disparities between pupils in industrial and non-industrial areas in terms of their attitudes toward the situation or their recommendations for preventive school methods. Nevertheless, it is intriguing to observe alternative manifestations of these behaviors in one of these educational institutions. Several recommendations are provided at the conclusion of the study for the prevention and management of deviant or deviant behaviors in students. Received: 12 July 2024 / Accepted: 21 October 2024 / Published: 05 November 2024

Reading Prosody: A Listening Guide for Teachers

AbstractProsody is an important indicator of reading development, but many teachers are unclear about how it can help students improve their reading fluency. Beyond demonstrating expressive or flowing reading, specific components of reading prosody can distinctly reveal how well word recognition and comprehension processes coalesce, providing teachers with useful information for their instruction. In this article, we review the research on reading prosody to clarify how differences in intonation, amplitude, and timing components distinguish struggling and strong readers. In addition, we discuss reading prosody considerations for classroom assessment and intervention by sharing insights drawn from educators trained to evaluate it systematically. We aim to clarify how teachers can use these reading prosody components to enhance classroom reading fluency practices.

A narrative inquiry of an undergraduate student in TEFL in developing her identity as an engaged reader

PurposeThis retrospective narrative inquiry explored an undergraduate student’s lived experience in negotiating her identity as an engaged reader of English as a foreign language.Design/methodology/approachNarrative inquiry was employed to gain a deeper and better understanding of the participant’s engagement in reading courses. Olif (pseudonym, female) was recruited due to her significant learning achievements and willingness to share her experiences. To collect the data, we conducted several online interviews with her. To triangulate our findings, we also asked her to share her learning artifacts from the reading courses.FindingsThe thematic analysis revealed two major findings. First, her reading engagement is driven by both personal and academic motivation. Furthermore, her involvement in collaborative reading tasks fosters a deeper comprehension of texts and enhances creativity.Research limitations/implicationsThe study has two major limitations. First, it interviewed only one student and was conducted over a relatively short period. Second, it examined the participant’s experience across three different reading courses, which potentially lacks deeper insights into how each course uniquely contributes to learning engagement.Originality/valueThe study concludes that promoting personalized and collaborative reading tasks enables undergraduate students to develop their identity as engaged readers. Despite focusing on a single participant, this study offers a unique perspective on how the participant’s voice can potentially impact teachers’ pedagogical design in reading classrooms.

Diagnosing and promoting learners’ L2 inferential reading development through hybrid computerised dynamic assessment in the Chinese EFL classroom

Dynamic assessment (DA) addresses the limitations of standardised assessments by integrating the understanding and promotion of learners’ emerging abilities during the assessment process for a more comprehensive view of their language performances. However, the conventional interactionist and interventionist DA approaches each have their deficiencies, failing to fulfil both DA practicality and contextualisation in L2 classrooms. Also, there is a scarcity of DA research on exploring learner performances over time. This study aims to address these gaps by putting forward a hybrid computerised dynamic assessment (hybrid C-DA) model implemented as a 7-week pedagogical programme in diagnosing and promoting learners’ L2 inferential reading in the Chinese university EFL classroom. With a quasi-experimental design, two parallel classes of first-year undergraduates participated as the experimental group (n = 34) and the control group (n = 38). Data were collected from participants’ numerical scores in the online pre-test, post-test, intervention tests and transfer tests centring on TOEFL iBT readings. Statistical analysis revealed the effectiveness of hybrid C-DA in promoting learners’ L2 inferential reading abilities as the experimental group performed significantly better than the control group. Within the one-shot hybrid C-DA test, multi-dimensional diagnostic profiles were instantiated through learners’ differentiated responses to mediations and varying mediation levels across question types. Meanwhile, learners’ fluctuated performances across multiple hybrid C-DA tests reflected the non-linear nature of development if viewed dialectically. Overall, we argue that the refined hybrid C-DA model has the capacity to contribute to learners’ L2 development while uncovering fine-grained diagnostic information unobtainable in standardised tests, which significantly informs future L2 instructions.

The Effects of Comprehensive and Coordinated Tier 1 Classroom Reading Instruction Implemented within a Multi-Tiered System of Support (MTSS) Framework as Part of a State Reading Initiative

The Effects of Comprehensive and Coordinated Tier 1 Classroom Reading Instruction Implemented within a Multi-Tiered System of Support (MTSS) Framework as Part of a State Reading Initiative

Teachers’ Perceptions and Practices of Integrating Critical Thinking Skills when Teaching Reading

The aim of this study is to explore teachers’ perceptions and practices of instilling critical thinking skills in reading instruction, to enhance students’ reading comprehension. It also identifies perceived challenges that hinder the practice of critical thinking skills in reading classes. Methodology. The research was carried out at Hawassa University in Ethiopia, using a descriptive survey design and an explanatory mixed-methods approach to collecting data. Forty out of a total of fifty-two English educators and three reading teachers participated in this study. The questions were randomly selected. Texts used in quizzes, mid-term exams and final exams were chosen, to evaluate the texts in which teachers integrated critical thinking skills into classroom reading activities and assessments. Quantitative data was gathered through questionnaires, while qualitative data was obtained through document analysis. Statistical analysis was conducted using Statistical Package for the Social Sciences (SPSS), version 24, and content analysis was used for the qualitative data. Results. The survey results revealed that teachers had a moderate level of perception with regard to integrating critical thinking skills (m=3.59) and identified student-related challenges (m= 3.76) as significant obstacles to the practice of critical thinking skills. The results of document analysis indicated that the practice of critical thinking skills was infrequent. It can be concluded that teachers' conceptual perception at moderate level was not sufficient to incorporate critical thinking skills into reading instruction in order to enhance students' reading comprehension. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. Further research is recommended to explore the impact of teachers' perceptions of critical thinking skills on students' reading comprehension.

Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies

AbstractIn this article, the author argues that living literacies—relational, embodied forms of literacy engagement—are an integral component of literacy engagement and hold the potential to disrupt and reconfigure the power structures embedded within schooled literacy. Drawing on affect theory and rhizomatic theory, the author analyzes youths’ literacy engagement in a seventh‐grade English Language Arts and Reading classroom in a New York City public school. This research addresses how schooled literacy, constructed through a sanctioned educational system, potentially dehumanizes students who diverge from the idealized curricular norm, while a focus on living literacies challenges these limitations. Central to this study is the rhizomatic approach of tracing and mapping to analyze the complexities between imposed schooled literacy engagement and living literacies engagement. The author presents findings through two sections: (1) an analysis of the sanctioning power of schooled literacy and (2) an analysis of living literacies through youths’ in‐class literate engagement. Findings demonstrate how schooled literacy practices become normalized and sanction what types of literacy engagement are valued in the classroom—and, therefore, transfer value to students themselves. However, by mapping assemblaging moments of living literacies, including socially charged interactions and spontaneous peer assistance, findings provide insight into how embodied, interrelational forms of literacy engagement offer opportunities for reconfiguring the sanctions of schooled literacy. The author concludes by discussing implications for policy, practice, and research, advocating for a shift toward more humanizing, interrelational, and embodied forms of literacy engagement in school spaces.

Exploring Efl Secondary Students’ Engagement In Reading Classroom Through Literature Circle

In reading classroom, students are required to comprehend text. One of its requirement is engagement as it is successful things in learning. However, one of recommended strategy is literature circle. Because a literature circle is strategies guide students to a deeper understanding of what they are reading through structured discussions about texts and books, and help students practice and develop the skills and strategies of being good readers. This study aims to investigate the students’ engagement of literature circles during the reading classroom. This is qualitative research with case study as a research design. To obtain data, observation, and interview were used for this research and then the obtained data was analyzed through thematic analysis. This research takes place in one of public junior high school in Telagasari and took several students from one class to interviews. There are three steps in the literature Circle, such as group discussion about books, they read books and discuss with the group and then find unfamiliar word. So we can solve the problem and find out the meaning of the word.

The Implementation of Read, Ask, Paraphrase Technique in the News Reading Comprehension

The purpose of this study is to investigate the significance of applying the RAP technique in learning activities in reading classrooms. The researcher employed a quantitative experimental research strategy for this study. The participants in this study were students in classes IX-A and IX-B at SMP Gajah Mada Medan who were in their ninth grade. Selecting samples, researchers used the term cluster random sampling by choosing two classes. There are 60 students total; there are 15 pupils in each class. Two groups of students were formed; the experimental group and the control group. The control group was instructed in traditional ways, whereas the experimental group received therapy (the RAP approach). An exam with multiple choice questions is the tool used to gather data. To assess the data, the t-test formula was used. The data was evaluated using the t-test procedure. The analysis's findings demonstrate that, at a significance level of 0.05 and with 28 degrees of freedom (df), those served exceed the t-table (3.86> 2.44). This indicates that students' learning scores have been positively impacted by the use of the RAP technique in the teaching and learning process, particularly when it comes to the reading of news articles for class.

Enhancing Critical Reading Through Metacognitive Scaffolding in Flipped-Classroom

Critical reading is paramount for students to comprehend texts efficiently during and beyond their academic studies. Searching for and filtering information is crucial in distinguishing between important and unimportant content. Despite its significance, students often lack proper instruction in critical reading, highlighting a need for effective learning models. The Metacognitive, Scaffolding in Flipped Classroom (Ms-Flics) model addresses this gap by combining metacognitive reading and scaffolding strategies in a flipped classroom. This study evaluates the model’s efficacy in enhancing students’ critical reading skills. The research employs quantitative methods, conducted with grade 9 students in Surakarta, Indonesia, comparing pre- and post-treatment test results. Using cluster random sampling, two classes of 65 students were administered tests before and after the intervention. Analysis using paired T-tests revealed a significant improvement post-treatment. The findings underscore the effectiveness of the Ms-Flics model in enhancing critical reading skills among grade 9 students. The study contributes theoretically by proposing a novel learning model that integrates metacognitive reading, scaffolding strategies, and flipped classroom approaches to improve critical reading skills.

How to make classroom reading interesting for students?

The oral presentation titled «Experimental study of classroom reading» was given by methodologist and wordsmith Ts. P. Baltalon at the 2nd All-Russian Congress of Pedagogical Psychology in St. Petersburg in 1909. In the published paper, the author presented himself as a researcher of school psychology. This study was focused on the school student’s reading interests. The study was conducted using a survey among 1600 respondents of different ages and different types of schools. It allowed the author to draw a conclusion about school students’ reading preferences and correlate them with the content of educational chrestomathies for classroom (program) reading. This study allowed the author to conclude that the composition of school chrestomathy neither in content nor in genres of the proposed texts does not meet the reader’s interests of the school students. Baltalon proposed to replace the chrestomathy with pamphlets of artistic and popular science content, reading and in-depth study of which should make classroom reading an interesting activity for school students. In order for this to take place, teachers and publishers need to work together. The purpose of the article is to present the concept of educational reading by Ts. P. Baltalon and briefly describe its main provisions.

Pedagogical Tasks for Rhetorical Consciousness-Raising in College EFL Reading Classrooms

The concept of rhetoric and its pedagogical outcomes have been widely discussed in the field of EFL teaching and learning. However, on a pedagogical level, a few researchers have attempted to examine how EFL teachers can help their students develop their reading skills through rhetorical consciousness-raising. In particular, the notion of implementing rhetorical consciousness-raising in EFL classes to develop students’ reading and writing competences is still under-examined in many EFL contexts, including in Saudi Arabia. To fill such a void, this paper attempts to re-envision some pedagogical tasks that are aimed at raising EFL students’ rhetorical awareness in reading skills as a way of constructing knowledge.

The impact of using reverse polarity text for children with vision impairment assessed using light-adapted flicker electroretinogram

ABSTRACT Clinical Relevance Children with vision impairment can have difficulty accessing classroom reading material and knowledge of which students are likely to have improved performance reading performance with reverse polarity would be of value to educators. Background Printed material is typically presented as black text on a white background; however, reversing the polarity to white text on a black background may improve the reading speed for children with vision impairment. This study sought to identify the visual function or pathological features of children with vision impairment where reversing the polarity of text would improve their reading performance. Methods Forty-eight vision-impaired participants (27 male), aged 5–18 years with binocular visual acuities between 0.18–1.52 logMAR, were included. Reading performance was assessed by changes in Critical Print Size (ΔCPS), Maximum Reading Speed (ΔMRS) in normal and reverse polarity digital print, and numeric reading speed (ΔNRS) with normal and reverse polarity fonts. Correlations were made with 30 Hz flicker electroretinogram amplitude and high/low contrast acuity. Paired nonparametric tests evaluated significance in pathological condition groups. Results Significant negative correlations were only found between the 30 Hz flicker amplitude and ΔMRS (r = −.42, p = .028) and ΔNRS (r = −.46, p = .027). Follow-up pairwise comparisons based on pathology group only showed a significant effect of the retinal dystrophy group and CPS (n = 12, z = −2.24, p = .025). All other pairwise comparisons based on group were non-significant (p > .05). Conclusions This study did not identify a specific pathological group or visual functional measure that could be used as a clinical marker to predict the impact of reversing polarity. However, significant improvements could be made in reading performance for some children and so a reading performance assessment is recommended for all children with vision impairment.

Explicit reading strategy instruction in an online reading classroom

Explicit reading strategy instruction in an online reading classroom

Development of autonomous learning skills and the use of multimedia technologies in English classroom

In recent years, multimedia technologies have greatly influenced the conceptions of language teaching and learning, especially the change of the student and teacher’s roles. Consequently, today learners' autonomy is a high priority in the new education system. This study aims to investigate the effectiveness of multimedia technologies in developing students’ autonomy and functional literacy in reading in English classrooms. The data were collected through questionnaires and observation conducted with the teaching staff of rural schools. In addition, to understand teachers’ perspectives, experience, and practice a series of seminars were organized and conducted with the teaching staff. Teachers were encouraged to nurture their students' autonomy by creating reading tasks and uploading their materials on the multimedia learning platform during the practical part of the seminars. The findings of this study showed that using multimedia technologies can open a new path for fostering students’ autonomous learning abilities as well as functional literacy. Furthermore, the seminars served as valuable forums for educators to exchange insights and best practices, fostering a collaborative environment conducive to pedagogical innovation. The findings underscored the importance of providing educators with ongoing support and resources to effectively integrate multimedia tools into their teaching practices.

Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies

The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-methods approach to collect data. The study involved 40 EFL teachers. The survey contained 19 items using five-point Likert scale. Qualitative data were collected via classroom observations. The results of quantitative data showed(m=3.3) that the participants implemented the strategies moderately. The findings of qualitative data revealed that most of critical thinking strategies were practiced rarely while participants were instructing reading lessons. However, the responsive strategy of teachers to their students’ responses was implemented better than others. Statistical analysis also disclosed a positive high significant correlation between the teachers’ self-efficacy belief for teaching CT and its implementation strategies during teaching reading lessons (r=0.99, p<0.05). In conclusion, as there was a positive strong correlation between teachers’ self-efficacy beliefs and actual classroom practice of strategies, teachers with strong self-confidence may have better experience in implementing strategies that improve students’ reading comprehension. This suggests that instructors’ strong beliefs to use critical thinking skills may not necessarily ensure its effective implementation of strategies.

Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms

ABSTRACT Previous studies on achievement goals have rarely comprehensively discussed specific instructional dimensions of classroom goal structure. This study examined the relationships between different instructional dimensions of classroom goal structure and achievement goals among 833 eighth-grade students in a Chinese reading classroom context. The descriptive statistics indicated that students adopted high levels of trichotomous achievement goals and simultaneously perceived a high mastery-oriented goal structure and high task and autonomy/time dimensions of a performance-oriented goal structure. The results of structural equation modelling and the multiple-indicator and multiple-cause model showed that after controlling for school background variables, the task and recognition/evaluation dimensions of the mastery-oriented goal structure had significantly positive relationships with students’ mastery goals, and the recognition/evaluation dimension of the performance-oriented goal structure had significant and positive relationships with students’ performance goals. The findings indicate the necessity of examining the instructional dimensions of classroom goal structures in specific subjects and cultural backgrounds.

Improving Narrative Essay Writing Skills Through the Use of the Classroom Reading Program Method for Class V Students at SDN 1 Nunggi

The aim of this research is: to determine the increase in learning outcomes in the ability to write narrative essays using the student class reading program method. The target of the activity was 26 class students at SDN 1 Nunggi, the activity was carried out by researchers and Indonesian language teachers and the school principal helped with its implementation. Information is collected through observation, inspection and documentation. Research materials were analyzed using quantitative and qualitative data analysis. The results of the research show that the classroom reading program method can improve the narrative essay writing skills of fifth grade students at SDN 1 Nunggi. The results of the evaluation of narrative essay writing skills show the average words achieved by students in the initial situation, namely. 56.42, while the average for cycle I was 65.6, which is an increase compared to the initial state of 9.18. In the second fall, the average student score was 71.9, i.e. increased by 6.3 compared to the average score of cycle I tests. The proportion of those who reached the completion criteria also increased, i.e. in the initial state it was 31% in the first cycle. 62% or experienced an increase in fullness criteria by 31% at the beginning and Cycle II reached 88% or an increase of 26% compared to Cycle I

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Many kindergarten educators grapple with how best to teach reading in play-based kindergarten classrooms. The purpose of this mixed-methods study was to ascertain the instructional strengths and needs of kindergarten educators as they teach reading in play-based programs. Fifteen kindergarten teachers participated in an online questionnaire and focus group conversations that explored their concepts of self-efficacy and professional content knowledge to gain an understanding of the tensions these educators expressed, and to compare and confirm these with existing literature. Educators felt quite confident that they were effectively weaving foundational reading skills with learning opportunities into authentic experiences throughout the day. They indicated that balancing competing priorities within their programs was a challenge, and that supporting multilinguals and deepening their understanding of how to effectively build oral language and phonological awareness in their students were areas where they wanted to build their professional content knowledge.