Methods Of Teaching Reading Research Articles

ОРГАНИЗАЦИЯ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ КОРРЕКЦИИ ПОЗНАВАТЕЛЬНОЙ СФЕРЫ ДОШКОЛЬНИКА С ОБЩИМ НЕДОРАЗВИТИЕМ РЕЧИ В ЦЕНТРЕ ДЕТСКОГО ДОСУГА

The article deals with the issue of the interrelationships of the general underdevelopment of speech in older preschool children and the peculiarities of the development of their cognitive sphere; substantiates the need for remedial classes as a purposeful preparation for school. The article describes the method of teaching reading to older preschoolers with general speech underdevelopment through the formation and development of letter gnosis. The analysis of statistical data presented in the article before and after correctional classes with preschoolers who have a general underdevelopment of speech of the IV level proves the effectiveness of the described methods of work of the speech therapist and the program as a whole.

Educational policies requiring scripted reading curriculums limit early childhood pre-service teacher candidates

When educational policies require pre-service teacher practicum mentors to continuously implement a mandated scripted reading curriculum, limits are placed on pre-service teachers observing only these reading instruction methods. Novice teachers, who are developing their reading pedagogy, need the opportunity to explore a variety of methods identified as best reading instruction practice. When the pre-service teacher candidates are repeatedly exposed to the scripted methods in practicums, the partnership between the university professors and practicum school systems can suffer. When attempting to bridge theory and practice, the pre-service teacher candidate is affected when they observe conflicting viewpoints between college professors and the hosting practicums during a stage of professional growth and teacher development. If pre-service teachers are without practicum opportunities to try creative reading teaching methods, a result of increased negative outlooks on the profession and future teacher burn-out is a possibility.

Using the Syllabic Method to Enhance the Reading Skills of Basic Six Pupils of Yorogo Primary School in the Bolgatanga Municipality of Ghana

One main objective of educating children is to make them literate. The ability of the child to read is thus fundamental to the child’s literacy development. Therefore, this study sought to investigate the extent to which the syllabic method of teaching reading could be a panacea to

Stratified Teaching Method of English Picture Book Reading in Primary Schools

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

Гаспринский ве «усул-и-джедит»

The article discusses the issue of the new methodology “Usul-i- jedit” (“New methods of teaching reading and writing”), developed by I. Gasprinsky at the very beginning of 1880 in the Crimean Tatar primary schools. It traces the spread of “Usul-i-jedit” in Muslim schools of Volga region, Caucasus, Central Asia, Turkey, Iran, India and other regions. It shows how the reforms of the educational system of that time influenced to dynamics and quality of the education. Based on little-known sources, Gasprinsky`s personal contribution to the development of the educational process in Muslim countries is reflected.

Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils

This study aimed at examining the effects of metacognitive learning strategies on the reading comprehension performance of 80 Grade Five pupils in the MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as the control group and the other as the experimental group. The descriptive-quantitative research was used to describe and analyse the respondents' performance in their reading comprehension test. The data were treated using Statistical Program for Social Sciences (SPSS) with a significance level set at .05. This research work involved four phases: In the first phase, a self-constructed Personal Background Questionnaire and the Strategy Inventory for Language Learning (SILL) by Oxford (1990) were administered both to the experimental and control groups before the strategy instruction. In the second phase, the experimental group received six sessions of instruction on metacognitive strategies. On the other hand, the control group received six sessions of instruction using the traditional method of teaching reading based on the Basal Readers Approach. Both experimental and control groups worked on authentic and inauthentic texts (some articles from the Newspaper and the World of Reading textbook). In the third phase, after completion of instruction, the teacher-made reading comprehension test was administered to both groups to determine the reading comprehension performance of the respondents. In the fourth phase, the SILL was administered to both groups again to determine if the metacognitive strategies instruction has an effect on the reading comprehension performance of the respondents. The data analysis yielded the following findings: First, a slightly greater outcome was manifested in the reading comprehension test of the experimental group compared to the control group. Second, there was no significant difference between the mean scores of the reading comprehension test of the control and experimental groups. Both the experimental and control groups performed well in the authentic section of the reading comprehension test. Lastly, the Strategy Inventory for Language Learning (SILL) by Oxford, 1990 shows a positive effect on the reading comprehension performance of the experimental group. Therefore, the respondents performed better in the part of the reading comprehension test using authentic texts and the experimental group’s metacognitive awareness increased notably after the instruction.

We Аre Frequently Asked...

The article offers detailed answers to the questions that are asked in the letters addressed to the Institute of the Russian Language. It discusses three topics: the morphemic structure of the infi nitive and the terminology used to denote the formative affi x; the possibility of forming short roots and the systematical morphological study of theirs, the difficulty of morphemic segmentation of the words with short roots; different ways of dividing a word and the connection between syllabus division and methods of teaching reading. The article demonstrates an explanatory approach to the issues of teaching Russian language at school. The first part of the paper explains the choice of the term ‘suffi x’ to denote a formative affix in the infinitive. The explanation is based on the description of Russian morphological system, particularly, on the comparison of nominal and verbal word formation. The second part is based on the opposition of names and verbs, the morphemic structure of nominal and verbal word forms. This approach allows us to present the foundations of the internal unity of the Russian morphological system, to show the connection of indivi dual linguistic phenomena with the general laws of the organization of the linguistic system. In the third part, different principles of syllable division and the connection between syllabic division and morphemic division of a wordform are discussed. It is shown that when publishing books for teaching reading, it is necessary to take into account different principles of syllabic division, as well as morphemic division of a word.

COGNITIVE-COMMUNICATIVE APPROACH TO TEACHING READING IN ENGLISH FOR APPLICANTS OF EDUCATION IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION

The article considers and systematizes methodology of teaching of reading at English lessons at professional pre-higher educational establishments. The different types of reading are shown. The analysis of the necessity of the cognitive-communicative approach, focused on the development of the competence of communicating at English lessons during teaching of reading, which is the basis for successful mastery of a foreign language, has been given. The inclusive education is described as an important aspect of getting education at present. Peculiarities in the approach to teaching reading to students with special educational services (SES) are revealed. The article describes certain groups of students with SES, for whom it is necessary to individualize learning tasks, taking into account their needs in the perspective of the peculiarities of learning to read in a foreign language. Namely: a group of students with speech, vision, hearing disability; a group of students with autism spectrum disorders, a group of students with attention deficit hyperactivity disorder; a group of students with cerebral palsy. Pieces of advice on methods of teaching reading in a foreign language to students with special educational services of each group are provided. The authors provided examples of exercises for the development of reading competencies such as: expressive reading aloud at different speeds, reading alternately cut text, dramatic reading, text as an answer to questions, analytical reading, text processing, highlighting the main text, categorizing the text, deriving patterns by text, text extensions and others. The article proposes the principles of elaboration of educational material, which contribute to the development of language competencies of students of polytechnic professional pre-higher institutions of Ukraine.

Теоретические основы обучения детей чтению

The work reflects the historical and theoretical aspect of the method of teaching reading in Russia: three stages of development of methodic science in this direction are described. A com-parative analysis of the definitions of the concept “reading” in different sources of knowledge is carried out, and the methodic phenomenon of reading is described. The psychological-pedagogical and reference materials used in the work reveal both achievements in the methods of teaching children to read, and problematic issues. In particular, the issue of the objectives in the teaching reading, determined by the age peculiarities of the participants in the process, drawing on the works of psychologists and supervisors a difference is read as the physiological actions and how speech activities, are called classical and alternative methods of learning to read and other. We come to conclusions about the possibility of learning to read in preschool age, since theoretical and empirical prerequisites are created, and practical methods of teaching children to read are developed. A hypothesis is put forward about the need for individualization of training and the creation of a scientifically based technology of the process.

MODERN TEACHERS OF PRESCHOOL AND EARLY SCHOOL EDUCATION IN POLAND ABOUT THE METHODS OF READING (PEDAGOGICAL THEORY AND PRACTICE)

The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and their types; 5) provide information about the sources from which the interviewed teachers receive knowledge of the methods of teaching reading.The author emphasizes that primary school teachers in vocational education study and have at their disposal many methods of teaching reading to primary school children (color and sound method, composition method, good start method, an alternative method, natural reading method, early reading method, reading instruction and writing using the phonetic letter-color method, etc.). However, most often only one of them is used - analytical-synthetic, and the others are used sporadically. It has been experimentally proven that teachers do not see a connection between the low reading competence of many younger students and the limited methodological tools they use. Research results indicate routine and stereotypical exercises to improve reading, which may also be the cause of low effectiveness of reading instruction. It is necessary to raise the issue of the determinants of the analyzed pedagogical situation and look for effective methods of teacher training.

Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers

This article is a rejoinder to J.S. Bowers (2020), ‘Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction’, Educational Psychology Review (https://doi.org/10.1007/s10648-019-09515-y). There is strong agreement among reading scientists that learning the phonological connections between speech and print is an essential element of early reading acquisition. Meta-analyses of reading research have consistently found that methods of reading instruction that include systematic phonics instruction are more effective than methods that do not. This article critiques a recent article by Jeffery S. Bowers that attempts to challenge the robustness of the research on systematic phonics instruction. On this basis, Bowers proposes that teachers and researchers consider using alternative methods. This article finds that even with a revisionist and conservative analysis of the research literature, the strongest available evidence shows systematic phonics instruction to be more effective than any existing alternative. While it is fair to argue that researchers should investigate new practices, it is irresponsible to suggest that classroom teachers use anything other than methods based on the best evidence to date, and that evidence favours systematic phonics.

FEATURES OF DEVELOPMENT OF READING SKILLS IN JUNIOR SCHOOLCHILDREN USING THE METHOD OF "COLOR READING"

The article deals with the basic methods of teaching reading in a foreign language to elementary schoolchildren in domestic and foreign theory and practice. The role of early school foreign language reading as a kind of speech activity aimed at the perception and understanding of written text is defined. Reading technique is interpreted as forming automatic skills of quick perception and processing linguistic information (letters, letter combinations, words, punctuation, grammar structures of sentences), followed by correlation with semantic information. The article analyses the new and unique method of teaching students reading technique – the “colour reading”.To determine the rational order of teaching English reading techniques it is necessary to consider difficulties that arise while reading. There are three groups of them. The first group includes difficulties associated with differences between sound and spelling systems of the English language (intralingua interference). The second group includes problems related to stress in different types of words while reading. The third group includes difficulties that are based on differences between the rules of stress and word order in the sentence between native and foreign languages (interlingua interference). But all of the methods have its advantages and disadvantages, that’s why it’s really necessary to find and choose the best one for schoolchildren.

Where Are All the Reading Teachers? Redesigning a Reading Master’s Degree

This article examines how a small, regional comprehensive university located in a geographically isolated context reinvigorated its master’s degree in reading. The process began with articulating a vision for the program that was centered in understanding the unique geographic context of the region. Coherent program goals were then developed to align with state and national standards. Following goal development, curriculum was developed which addressed methods of teaching reading grounded in rich theoretical underpinnings. This article will also address how partnerships with K–12 stakeholders helped shape the curriculum redesign. Finally, this article also addresses how quality online pedagogies bridge relationships across rural regions and ultimately helps to bring research-based interventions to children across the state.

Early Education in England: the power of politicians over policy and practice

In this article, two government education policies for primary schools in England are scrutinised, the Phonics Screening Check and Baseline Assessment, both claimed by ministers to be 'evidence based'. What has become a high-stakes test rather than a diagnostic assessment, the Phonics Screening Check, introduced in 2012, now dominates early years education in England. Pilot studies of Baseline Assessment are under way and the government's intention is to introduce this assessment for all children in state primary schools in 2020. Children are to be assessed shortly after they enter reception class and, it is claimed by ministers, this will enable the children's progress throughout primary school to be monitored. The author summarises her extensive published evidence on both policies and indicates where to locate relevant but neglected research by many others. Reference will also be made to evidence from 18 internationally recognised literacy researchers critiquing synthetic phonics as the only method of teaching reading and the Phonics Screening Check.

Influencia de los métodos de enseñanza en el aprendizaje y desarrollo de la lectura

En el aprendizaje de la lectura están implicadas habilidades como la conciencia fonológica, laconciencia alfabética o la velocidad de nombramiento. Los distintos métodos de enseñanza influyen de modo diferencial en su adquisición. Este estudio analiza 1) el efecto diferencial de los métodos analíticos y fonológico-sintéticos en la adquisición de estas habilidades básicas, 2) si las diferencias encontradas en función del método siguen el mismo patrón en los 4 primeros cursos de iniciación lectora y 3) la eficacia diferencial de los métodos de enseñanza de la lectoescritura sobre el rendimiento lector en cada curso. Para ello se realizó un estudió transversal. Participaron 614 niños de Educación Infantil (4 y 5 años) y Educación Primaria (6 y 7 años) de colegios de Valencia y Castellón. Los instrumentos aplicados fueron el test RAN (Rapid Automatized Naming) y la batería BIL (de inicio a la lectura) a los 4 y 5 años. Y el test de comprensión lectora ACL, el DST-J (Dyslexia Screening Test) y una subprueba del PROLEC-R a los 6 y 7 años. Los análisis consistieron en unas pruebas t y un MANOVA de dos factores para cada nivel educativo. Los resultados muestran que habilidadescomo la conciencia fonológica, la velocidad de nombramiento o la conciencia alfabética tienen mayor relevancia durante los primeros años escolares, mientras que la velocidad de nombramiento es la única variable preponderante a los 6 y 7 años. Así mismo, se ha encontrado un mejor rendimiento del método fonológico-sintético en la etapa de Educación Infantil ya que potencia las habilidades con más peso en la fase inicial. Sin embargo, en Educación Primaria es el método global pro porciona resultados más exitosos en el rendimiento lector. Se confirma así una influencia diferencial de los métodos en cuanto al rendimiento lector dependiendo de la etapa educativa.

Influennce of the Roles of the Csos, Headteachers and Deputy Headteachers in Supervision of Curriculum Implementation in Class Four in Public Primary Schools in Rongo Sub-County Kenya

Supervision of teaching and learning in public primary schools in one of the most important functions of the Ministry of Education in Kenya. The ministry appoints the Quality Assurance and Standards Officers to monitor the quality of Education in schools. The Teachers Service Commission (TSC) also appoints the Curriculum Support Officers (CSOs) to monitor the quality of teaching and learning in schools. The main work of those two from the Ministry of Education and the Teachers Service Commission is to supervise the actual teaching and learning in Public Primary School. However, in recent years instructional supervision seems not to have been given a great deal of attention because the academic performance in schools and especially in class four which is a transition class from lower primary to upper primary has been very low in Rongo Sub-county. Few research studies have been carried out or conducted towards the dismal or poor performance of class four in Public Primary Schools in Rongo Sub-county. This study was uncured on General System theory by Von Bettalafy 1956. The study was guided by one objective that states: The influence of the roles of the supervisors in supervision of curriculum implementation in class four in public primary schools in Rongo Sub-county. The study adopted a descriptive survey design. The purpose of the study was to investigate the influence of the supervisors’ roles in the supervision of curriculum implementation in class four in public primary schools in Rongo Sub-County. The larger population was 603 whereby 74 were headteachers, 80 deputy headteachers, 444 class four teachers and 5 C.S.O. A sample size of 72 head teachers, 78 deputy headteachers, 133 class four teachers and 5 CSO (Curriculum Support Officers). Saturation sampling was used on head teachers, deputy head teacher and CSO, while random sampling was used on class four teachers because the number was more. Data was collected by the use of questionnaires for deputy head teachers and class four teacher and in-depth interview scheduled was used to collect data from CSO and head teachers. The data collected was analyzed through the use of descriptive statistics and according to themes. From the study it emerged that the roles of the supervisors in the supervision of curriculum implementation has a great influence in the implementation of curriculum. It was also established that the supervisors does not give attentions to class four being especial class of transition from lower Primary to upper primary. They rarely supervise the teachers handling class four and they even do not check the pupil’s books. The CSO major in the lower classes for the programme of TUSOME and EGMA which are new methods of teaching reading and new mathematics. The study therefore recommended that the supervisors give attention to class four being that it’s a class where there is change on medium of instruction from the language of the catchment to English and Kiswahili.

Informing methods of reading instruction with cognitive psychology and cognitive neuroscience

Reading acquisition requires learning the associations between visual symbols and the sounds and meanings they represent. In alphabetic languages, the relationship between visual and spoken forms is relatively systematic, whereas the relationship between visual form and meaning is relatively arbitrary. Reading instruction that emphasises the relationship between spelling and sound (phonics) is therefore thought to be most effective, but opponents argue that this method does not improve reading comprehension. We simulated the process of reading acquisition by teaching adults to read artificial orthographies in two different ways, either focusing on spelling-to-sound or spelling-to-meaning mappings. Behavioural testing following nine days of training showed convincingly that the spelling-to-sound focus improved both reading aloud and comprehension, relative to the spelling-to-meaning focus. Neuroimaging data provided insight into why this is the case. Specifically, spelling-meaning training increased neural effort in dorsal pathway brain regions typically involved in reading aloud, and did not provide any benefit in terms of reduced neural effort in ventral pathway brain regions typically involved in reading comprehension. I conclude by discussing the broader contribution that cognitive psychology and cognitive neuroscience can make to education policy and practice.

COMPREHENSION DIFFICULTIES OF AUTHENTIC READING IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (FLT) IN KAZAKHSTANI CONTEXT

This article will concentrate on questions of methodology, namely comprehension difficulties of authentic texts. Over the past three years we had the benefit of continuing discussions with the staff and students of the Foreign Language Teacher Training Faculty at Almaty and most of what is worthwhile in this article derives directly or indirectly from them. This article is an attempt to explore certain difficulties in authentic reading that seems to us to arise from adopting a communicative approach to the teaching reading. It is the purpose of this article to reveal the reasons and causes that make reading hard and analyze the nature of errors. We must accept the commitment to propose a preparation and exploited exercises and the practical consequences of applying them as a teaching aim. The methods of the research include literature review, analysis of research cards, questioners, survey. In the study difficulties are classified into six groups according to their linguistic, semantic, syntactic, conceptual, extra linguistic features. They can be summarized as follows: a general lack of awareness about the principles of affixation, the use of expressions in a figurative sense, poor realization of metaphorical meanings of familiar words and phrases. The main aim of this article is to suggest basic rules and guidelines on avoiding errors in foreign language reading. The task before the teacher, then, is to help students change their reading habits by teaching them efficient reading strategies. An effective way to do this is through guided reading. For example, word-attack skills. These skills enable the reader to work out the meaning of unfamiliar words and phrases without looking them up in the dictionary. Here are two useful word attack skills: using context clues, and using structural information. Using context clues, includes using the meanings of other words such as synonyms and antonyms in the same sentence or paragraph, or the meaning of the sentence or paragraph as a whole, to deduce the possible meaning of unfamiliar words and phrases. Using structural information, this refers to word formation. An analysis of the stems and affixes of words can help our students get the meaning of many unfamiliar words. The meaning of the whole word can be worked out by analyzing its component parts. Reading in meaningful units, students should be able to read in meaningful units instead of isolated words. A useful way to train students to read in meaningful units is to break up a sentence into sense groups and have students focus their eyes on the middle of each sense group arranged in separate lines and try to see words on each side of the middle line. The transition of knowledge-based paradigm to competent based paradigm changed the aims and method of teaching reading. In competence-based approach which nowadays presents an innovative process in FL Education and corresponds to the general conception of educational standards found in many countries. Comprehension of authentic reading suggests the presence of certain competences, as readiness and abilities to fulfill tasks. In this connection the meaning is not in the text, it is in the mind of the reader. Meaning is created depending on the background knowledge, experience of the reader and schemata. It goes without saying that reading comprehension largely depends on the technique of reading. However FL reading comprehension as a complex psycho –physiological process of cognitive activity should be regarded in the framework of Intercultural Communicative competence as the final goal of FLE outlined by many scholars (Canale and Swain, Savingon, S.S.Kunanbaeva) which involves different interpretations of the phenomenon and its structural components.

The relationship between lecturers’ beliefs and their actual methods of reading instruction: An Ethiopian case study

The purpose of the study was to determine the relationship between lecturers’ beliefs and the actual methods they use in teaching reading. The study, which was conducted in teacher training colleges in the Amhara Region in Ethiopia, showed quite a number of discrepancies. The findings revealed that although in many cases lecturers were aware of the required methods to teach reading in the classroom, they did not use them. If students are not taught the necessary skills to enable them to read fluently and with comprehension in English as their second language, the implications might be far-reaching. Possible consequences will be lack of confidence and motivation to read and study in English. Furthermore, as teaching of English second language reading is not only of utmost importance as a foundation for learning in higher education, but also the language of teaching and learning in Ethiopia, the most important implication is that it might deprive students from being successful in their studies. The findings of this study will benefit lecturers and higher education institutions. The study not only creates awareness of possible discrepancies that might exist between lecturers’ beliefs and their actual practices but also recommends lecturers to be involved in continuous training on how to confidently use the best reading methods to assist students to be fluent readers and literate students, and be able to study in the language of teaching and learning.

Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala

ABSTRACTWe examined whether global instruction of complex akshara and explicit phoneme-level instruction of akshara impact the development of phoneme awareness and its association with akshara knowledge and word reading accuracy. The participants were 100 Sinhala-speaking children from Grades 4 and 5 in Sri Lanka. Phoneme awareness showed stronger growth and a significant relationship with word reading accuracy and akshara knowledge only after children received explicit phoneme-level instruction in akshara construction. Both word reading accuracy and akshara knowledge predicted phoneme awareness, but the opposite was not true. The results suggest that phoneme awareness in Sinhala is sensitive to the method of reading instruction, and contrary to the studies in alphabetic languages, it does not have a bidirectional relationship with reading.