Teaching Of Reading Research Articles

Reading Skills Enhancement of Secondary Learners Amid Pandemic: Narrative Exposition of English Teachers in Focus

This study explored the expositions of English teachers in enhancing the reading skills of secondary learners amid the pandemic, particularly in Davao del Sur division, there were ten (10) English teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the participants. The virtual in-depth interview was employed to gather some information as regards to their respective experiences as they implement school-based programs on the reading skills enhancement of secondary learners amid the pandemic. Using the thematic analysis, the following themes emerged: interrupted face-to-face reading program implementation, deteriorating reading abilities during the pandemic, and stalled parents' involvement in the reading development of children. The coping mechanisms of the English teachers in enhancing the reading skills of secondary learners were establishing a reading environment, strengthening parents' involvement in the reading program, and the use of technology-related reading lessons. The insights drawn from the findings of the study were: Upskilling and reskilling of teachers in enhancing the reading skills of learners, and Plan reading programs appropriate for remote learners. They may continuously be innovative in designing reading programs appropriate for every modality preferred by the learners. The teachers may continue upskilling themselves to address the gaps of every learner in the school that needed attention in terms of reading literacy. Attending webinars is an avenue to enhance their competency in being an effective reading teacher.

CULTIVATING RELIGIOUS MODERATION VALUES THROUGH MANGAJI TUDANG AT MA’HAD ALY IN SOUTH SULAWESI

<p><em>This study attempts to examine in more depth the learning with the Mangaji Tudang system as an effort to instill the values of religious moderation in students of Ma'had 'Aly in South Sulawesi, especially at Ma'had 'Aly DDI Mangkoso. Data collection in this study used three techniques, namely observation, interviews, and documentation. The results of this study indicate that Ma'had 'Aly DDI Mangkoso focuses on the field of Fiqh and its ushul (takhassus Fiqh wa Usuluhu). Learning carried out with the Mangaji Tudang model is a specialty of Ma'had Aly in South Sulawesi, including at Ma'had 'Aly DDI Mangkoso by means of a group of students listening to the teacher (anregurutta) reading, translating, explaining, and interpreting books, then each student will pay attention to making notes and giving meaning especially to words that are difficult to understand. The model of instilling religious moderation values through Mangaji Tudang learning is carried out by conveying wise messages that soothe the people and focus on the deepening of inclusive fiqh, the balance between aqli and naqli arguments, and strengthening the concept of washatiyah Islam. This research provides. This research will greatly contribute to the model of Islamic boarding school education, especially at the higher education level of Islamic boarding schools (Ma'had 'Aly) in teaching classical books that are integrated with the instillation of religious moderation values.</em>.</p>

Elementary Preservice Teachers’ Experiences at the Intersection of Culturally Sustaining and Historically Responsive Pedagogy, Early Literacy, and the Science of Reading

This phenomenological study reports findings related to preservice teachers’ experiences mentoring early elementary readers. Preservice teachers in this study were enrolled in a literacy methods course designed to develop their understanding of early literacy, including knowledge of the written code and culturally sustaining and historically responsive pedagogy, and prepare them for the Texas’ Science of Teaching Reading exam. Within this context, we explored how preservice teachers worked to bridge multiple approaches to literacy instruction. Thematic results illustrate how preservice teachers sustained the lifeways of children through literacy as a social practice, created space for code-based and meaning-making skills, and learned to teach responsively. These results provide implications for a comprehensive approach to preparing teachers of elementary literacy: one that fosters knowledge of the written code while contextualizing knowledge in children's cultures, communities, and experiences.

‘Better a Lebemeister than a Thousand Lesemeister’: On the History of a Phrase in Heidegger, Landauer, and Eckhart

ABSTRACT This essay begins by examining Martin Heidegger’s and Gustav Landauer’s influential interpretations of Eckhart as a Lebemeister, a ‘master or teacher of living’. The essay then turns to the source on which they both rely, a source that may be the earliest attestation of the use of the word Lebemeister. This source, which is little known in its complete form, is all more noteworthy as it contrasts the figure of the Lebemeister with that of the Lesemeister, the ‘master or teacher of reading’. (Lese refers literally to ‘reading’; we might also say ‘letters’, in the sense of a ‘person of letters’ who possesses extensive book learning.) Commenting on this source, the essay interrogates to what extent Heidegger and Landauer do justice to it. It concludes with a reflection on how best to label Eckhart, above all in view of the ultimate master: Jesus Christ.

How teachers in Tanzania understand and implement phonics instructional approach for the teaching of reading in early grades

How teachers in Tanzania understand and implement phonics instructional approach for the teaching of reading in early grades

Linguistics and ideology in the Primer book of V. G. Goretsky and his colleagues

The article discusses the primer book (Bukvar), which was created in the USSR in 1969 and has been used as a permanent school textbook since 1982. It is still being used in modern Russian schools. The textbook is based on a modified sound analytic-synthetic method of teaching reading. Numerous reprints of the primer allow analyzing the changes in the linguistic component of the methods of teaching schoolchildren to read, as well as examining the evolution of the ideological aspect of this book.

Exploring the Essential Aspects in Reading

The present study aimed to investigate the fundamental element of reading instruction. Teaching reading presents a significant difficulty in educational institutions across Afghanistan. Educators instruct reading solely for accuracy and fluency; yet, it ought to be taught for various objectives by diverse methodologies. This study uses qualitative research to gather data through non-structured interviews, aiming for an in-depth knowledge of the subject. Ten teachers were selected intentionally. Five were educators from various schools, and five were instructors from Kabul Education University specializing in reading instruction. The findings suggest that reading instructors must understand various objectives, including skimming, scanning, identifying the main idea, grasping the general concept, and enhancing vocabulary, as well as strategies such as topic identification, adopting the author's perspective, reading for enjoyment, and encouraging student summarization to fulfill the aims of reading instruction. Comprehending these objectives and methodologies enhances instruction and education.

Planning literature education in schools based on literary ecology

This study aims to describe how ecological values that emphasize environmental awareness can be incorporated into literature education in schools. This research is qualitative, using an ecocritical and collaborative approach. The results show that literature serves not only to entertain but also to educate and can be used to raise awareness among students by integrating ecological values into literature learning. The application of these values can be observed through the teaching of reading and writing literary works with themes about the current state of nature, the beauty of nature if undisturbed by human activity, how humans can protect the universe, and the consequences of environmental destruction for the survival of humanity and all it encompasses. This application can be implemented by adapting reading and writing materials to literary ecology within the Learning Objectives Flow, which will be developed in the Lesson Plan (RPP). It includes the use of learning resources aligned with the materials in the RPP, employing relevant learning media based on literature-based ecological reading and writing materials, and designing effective teaching methods suited to the material. By incorporating ecological values into literature education in schools, it is hoped that students will gain ecological awareness to contribute to saving the earth from further degradation.

A Critical Evaluation of CALL and MALL Products for Learning and Teaching American English

Research conducted in diverse contexts revealed a general tendency among language learners and teachers toward mainstream English varieties. There is even a scientific foundation for this personal preference, suggesting that these varieties (particularly American English) are understood better. Besides, computer- and mobile-assisted technologies have fostered language education in general and the learning and teaching of these varieties. Accordingly, this study evaluated the CALL and MALL products (i.e., three websites, one mobile application, and one corpus) about American English using the adapted frameworks of Baya’a et al. (2009) and Reinders and Pegrum (2017). With a particular focus on the technical and pedagogical features and concerns, the analyses indicated potential advantages to language learners and teachers in grammar, pronunciation, vocabulary, listening, reading, intercultural awareness/competence, and pragmatic awareness at varying degrees. The evaluated products’ shortcomings (e.g., insufficient assessment and feedback) were also cited. The study revealed its limitations and made recommendations for further research. It further bridged the gap in the related literature and contributed to our understanding by providing insights.

Strengthening Tahsinul Qur'an with the Iqro' Method in Improving the Quality of Al-Qur'an Reading of Prospective Young Teachers and Students at TPQ Masyiatullah

The phenomenon of the problem of the ability to read the Qur'an fluently and in accordance with the rules of tajwid has recently attracted much interest from researchers. This reality was also found by the author at TPQ Masiatullah NW Pringgbaya, Belawong Lauk Hamlet, East Lombok, that female students still have minimal reading skills in fluency in reading the Qur'an and the application of tajwid knowledge in reading the Qur'an which is caused by the lack of teaching methods brought by the educator. Through the community service program, mentoring and training methods are used. The result is that mentoring and training have contributed to the ability to understand and technique in terms of how to read the Qur'an fluently and in accordance with the science of tajwid for Prospective Young Teachers and female students.

The Application of Flipped Classroom Teaching Model in German Reading Teaching

The flipped classroom teaching model is the product of the information age. German teachers in colleges and universities should actively carry out flipped classroom teaching, make micro-lessons according to the teaching focus of reading class, upload micro-lessons to online teaching platform and scientifically guide students to preview before class; Actively carry out online live teaching, discuss with students the content of micro-lessons, text topics, and carry out deep reading teaching; Actively carry out online tests to test the effect of online German reading teaching; Carry out offline precision teaching to answer questions for students and improve their German reading comprehension; With the help of online teaching platform to carry out after-school extended learning guidance, publish group German reading tasks, and comprehensively improve the quality of German reading teaching in universities.

Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study

ABSTRACT Purpose: Nearly 50 years ago, Durkin (1978–1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to comprehensively review direct observation studies of reading instruction to understand the extent to which recommended comprehension practices are implemented in schools. Method: A systematic search of the extant literature identified 66 observation studies of reading comprehension instruction for children in K–12 schools, including a total of 1,784 teachers. We employed a mixed-method systematic review to address the research questions. Results: Integrated analyses revealed that reading comprehension instruction infrequently aligned with research-based practices. Findings revealed that, on average, 23% of instructional time during reading/language arts instruction was dedicated to reading comprehension. Like Durkin’s study (1978–1979), the results indicated that teachers spent much of this time engaging in initiation-response-evaluation conversation patterns rather engaging students in extensive discussion of text or teaching knowledge or practices (e.g. text structure, reading comprehension strategies) that support reading comprehension. However, analyses suggested that studies conducted after 2000 reported more research-based reading comprehension practices than earlier studies. Conclusions: These findings suggest a substantial gap persists between the reading comprehension practices identified as research-based and those observed in typical practice. There is a need for renewed efforts to prioritize reading comprehension instruction in policy and practice.

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.

Examining the relationship between teacher reading education, perceptions of student behavior, and in-class independent reading environments: insights from the 2016 PIRLS dataset

Examining the relationship between teacher reading education, perceptions of student behavior, and in-class independent reading environments: insights from the 2016 PIRLS dataset

The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing

ABSTRACT Purpose We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US participated. The teachers included 6 White individuals, 2 Asian Americans, 1 Hispanic individual, and 1 person from another racial or ethnic background. Among the students, 46% were Asian American, 33% were Hispanic, 14% were White, and 5% were identified as multiracial. Teachers were randomly assigned to the SRSD Plus or business-as-usual (BAU) condition; students were assessed at pretest and posttest on writing, oral language, transcription, and reading skills. Results Multilevel model results showed that students in the SRSD Plus condition outperformed those in the BAU condition in spelling, vocabulary, sentence proficiency, planning from source text, discourse knowledge, and writing productivity and writing quality in source-based informational genre (.14 ≤ Effect Size [ES] ≤ .72), but not in word reading or handwriting fluency. Furthermore, although not the target genre, there was a positive transfer effect on writing outcomes in the opinion genre (.22 ≤ ES ≤ .34). Conclusion Integrated reading and writing instruction in SRSD Plus can improve primary grade students’ writing, discourse knowledge, planning, oral language, and spelling skills. Theoretical and practical implications and future directions are discussed in the context of the Science of Teaching Reading.

Perceptions from Educators of Implementing Science of Teaching Reading Curriculum: Preparing Teachers to be Dyslexia Therapists

Teachers enter the educational field with a commitment to helping students learn. Their students are the direct recipients of educators who actively participate in professional development opportunities. Opportunities for professional development in how to evaluate learning to read curriculum are not as common as needed. Using the Connections: OG in 3D®, a structured literacy curriculum, in-service educators who were working toward becoming a certified dyslexia therapist were given surveys to determine their perceptions of such professional development.

Penerapan Metode Tilawati dan Hypnoteaching Dalam Proses Pembelajaran Al-Quran di TPA Ali Adam Coper Ponorogo

In the process of learning the Koran, teachers are also required to always be active and creative in applying learning methods. One learning method that attracts students' attention is tilawati, this method uses classical reading and listening. In this teaching method, it is combined with hypnoteaching. This research aims to determine the application of hypnoteaching and tilawati in the Al-Quran learning process at TPA ALI ADAM CoperJetis Ponorogo. This research uses a qualitative approach and the type of research used is descriptive research. There are three data collections, namely interviews, observation and documentation. The data analysis model used is Miles and Huberman which goes through three stages, namely data condensation, data presentation and conclusion drawing. The results of this research found that the application of tilawati and hypnoteaching in the Al-Quran learning process at TPA ALI ADAM Coper Jetis Ponorogo was carried out with a combination of the two which used two techniques, the first technique (tilawati) was classical which used the technique of the teacher reading the students listening, the teacher reading the students imitation, students and teacher read together (using props). In this technique, hypnoteaching is also applied in the form of (intention, pacing, leading, positive words, praise, modeling and comprehensive understanding of the material). The second technique is reading and listening (using a tilawati reading book). In this technique, hypno teaching is applied the same as the classical technique.

Exploring teachers teaching reading comprehension: knowledge, behaviours and attitudes

ABSTRACT There are few measures of teacher professional knowledge of reading comprehension, therefore little is known about the levels of teacher professional knowledge, their motivation and attitudes to teaching reading comprehension. The Knowledge, Behaviour and Attitudes Test for Reading Comprehension (KBAT-RC) was developed from a systematic literature review, in collaboration with researchers and practitioners. Findings from the first sample suggest that teachers prefer more tangible practices when teaching reading comprehension (teaching vocabulary, prediction and asking questions), in contrast to developing the inference skills and self-monitoring for meaning strategies of the children they teach. Implications for the development of teacher professional knowledge in reading comprehension are discussed.

Об изменении подходов к формированию читательской грамотности школьников

The article highlights the results of a study of the problem of developing reading literacy among schoolchildren in Kyrgyzstan in the light of the requirements of the All-Republican Testing (ORT). ORT tasks place higher demands than subject standards in terms of students' language skills and level of text complexity, as well as in terms of depth of analysis, analytical, critical thinking and the ability to apply knowledge in practical scenarios mastered in school subject lessons. However, there are gaps between the requirements of ORT and teaching students reading and comprehension at school. To eliminate the gaps between subject standards, methods of teaching reading and comprehension at school and the requirements of ORT, the author proposes ways to solve the problem that will contribute to the development of students’ ability to read and understand a variety of texts of varying complexity, which, in turn, will contribute to the formation of students’ information skills. competence.

Research on Narrative Reading Teaching Strategies in Upper Elementary Grades of Elementary Chinese Textbooks under the Concept of Learning Task Groups

This study delves into the strategies of teaching narrative text reading in higher grades of primary school under the Unified Edition Chinese Textbook, guided by the concept of Learning Task Groups. The concept, a novel educational approach, emphasizes designing a series of interconnected, progressively deepening learning tasks to stimulate students' interest in learning and foster their comprehensive thinking and learning abilities. Through methods such as questionnaires, interviews, and classroom observations, the study comprehensively analyzes the current state of narrative text reading instruction in higher grades. It highlights the challenges faced by teachers in designing and implementing learning tasks and proposes targeted improvement strategies. The implementation of the Learning Task Groups concept, as evidenced by specific case studies and practices, has been shown to effectively enhance students' reading comprehension, language expression, and innovative and critical thinking abilities. Despite challenges like limited resources and individual differences among students, the study suggests that enhancing teachers' professional capabilities and optimizing educational resources can further promote the effectiveness of teaching strategies. Finally, the paper provides comprehensive suggestions for education policymakers, educators, and frontline teachers, emphasizing the need to focus on the holistic development of students, advocating innovative teaching methods, and improve the quality of education to nurture well-rounded individuals equipped with critical thinking, innovative capabilities, and a sense of social responsibility.