Teaching Of Reading Research Articles

L2 Reading Assessment from a Sociocultural Theory Perspective: The Contributions of Dynamic Assessment

Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) and its implications for L2 reading assessment, with a specific focus on dynamic assessment as an effective classroom-based approach for L2 reading and literacy instruction. We will review the research that has applied DA principles to the assessment and teaching of L2 reading. We conclude by outlining potential avenues for future DA research and L2 reading instruction.

Students' Perception of the Use of Snowball Throwing Technique in Teaching Reading Skill

This study aims to describe the perceptions of class VIII A students at MTs Negeri 1 Sidrap on the use of the snowball throwing technique in teaching reading skill. This research design uses quantitative research methods. The sample of this study was 25 students in class VIII A as experimental group, samples were taken using cluster random sampling techniques. Data collection through questionnaires. The researcher used a questionnaire to measure students’ perception. The questionnaire that the researcher used 2 types of questions in the questionnaire are positive questionnaire and negative questionnaire, 10 positive questions and 10 negative questions. From the results of the questionnaire, the students' perceptions regarding the use of the snowball throwing technique were positive perceptions to the students.

The Use of Schema Theory in the Teaching of Reading Comprehension

Reading is one of the important links in English teaching, and it is the fundamental way for students to accept texts, acquire knowledge and exchange ideas. Schema theory refers to the use of different schemas such as form, content and language in reading teaching to help students activate the original schemas and create new ones, so as to realize the transition from passive acceptance and perception of text information to independent reorganization of text information, improve reading efficiency and further enhance students’ comprehensive ability of reading comprehension. This paper will use the schema theory, combined with the characteristics of reading teaching in junior school English teaching, to study the application of the schema theory in the middle school English reading teaching, in order to cultivate students' interest in English reading and improve their English reading ability.

ANALYZING TEACHING STRATEGIES FOR ENGLISH READING IN JUNIOR HIGH SCHOOL STUDENTS AMID THE COVID-19 PANDEMIC

The COVID-19 pandemic has brought to light numerous challenges in the field of English language learning, including the need for strict adherence to health protocols like school closures, mask mandates, and frequent handwashing. This period required a swift adaptation to blended learning, fostering critical and creative thinking to address COVID-19 issues. This study aims to investigate various strategies utilized by English teachers to enhance reading skills amidst the COVID-19 Pandemic. Transcription data were gathered through observational methods and interviews involving three participants – one teacher and two students. Grounded theory was employed for data analysis, revealing eight strategies for improving students' reading abilities. These strategies include utilizing E-learning (WhatsApp) as a platform for delivering reading materials, employing visual aids like PPT presentations and YouTube videos to illustrate texts, identifying and marking challenging vocabulary in PDF texts, translating sentences using online tools (Google Translate), facilitating oral reading through WhatsApp's voice-notes feature, assigning reading tasks on specific websites or PDFs, engaging in Q&A discussions on WhatsApp, and conducting project discussions via virtual platforms like WhatsApp and Google Meet. This study contributes to the understanding of reading teaching practices for junior high students during the COVID-19 pandemic, thus expanding the knowledge of strategies employed by teachers in the teaching of reading.

Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting

Comprehension is the basic condition for meaningful reading. The current quantitative study conducted in the English language context explored the effect of teaching reading strategies on the reading comprehension of junior high school students with a sample size of 30 in an inclusive classroom setting. The findings revealed that majority of the students were at the ages 14 to 17 years old, females, parents’ income ranging from ₱9,520 - ₱19,040 with an educational background at the high school level. The Effective Instructional Methods were more highly utilized than the cooperative learning strategies. Both reading comprehension levels during the pre-test and post-test belonged to the proficient level. There is a significant difference between the pre-test and post-test scores (t = 7.417; p>0.05) of the reading comprehension performance of the respondents. On the other hand, there is no significant relationship (r = 0.158; p>0.05) between the post-intervention and the extent of varying teaching strategies. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the junior high secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education, and school heads.

Multimodal Reading Model for a Rural Elementary School

This study intends to develop a multimodal learning model to assist teachers in addressing issues related to students’ poor reading performance in a rural elementary school in the Province of Sorsogon, Philippines. The study used the qualitative case study method to achieve its objectives. Data were acquired through document reviews, individual interviews, and focus group discussions with the informants purposefully selected for the study. Results showed that for the school year 2023 to 2024, out of 166 learners, four pupils belonged to the description of meeting expectations; 53 belonged to full intervention; 55 belonged to moderate intervention; and 54 belonged to light intervention. Meanwhile, for the school year 2022 to 2023, out of 202 learners, 30 pupils belonged to the description of meeting expectations; 16 belonged to full intervention; 104 belonged to moderate intervention; and 52 belonged to light intervention. Given this reading performance, this study proposes a multimodal reading model for a rural elementary school. The goal is to enhance the reading proficiency of the pupils by supporting reading teachers who use multimodal reading models to teach non-readers. The teachers’ feedback on using multimodal reading tools revealed both their positive and challenging experiences. Future studies may aim to develop, implement, and evaluate advanced multimodal reading technologies used in autonomous cooperative learning and reading intervention programs and activities.

Field Independence and Dependence and High School English Reading Teaching

The English Curriculum Standards for General High Schools (2017 Edition) (hereinafter referred to as the "Standards") clearly stipulate that reading is one of the basic skills mastered by high school students, and it accounts for a relatively large proportion in the college entrance examination. At the high school level, students should develop the five basic skills of listening, speaking, reading, writing and translation, focusing on the cultivation of reading ability. Students should be able to read materials about biographies, fables, etc. With the help of dictionaries, students should be able to grasp the main facts and central ideas, and grasp the main logical clues of the material they read. Reading is a complex cognitive process. Reading is an important means of information input and a cognitive activity. Cognitive style is the preferred information processing method in individual cognitive activities, and field independence and field dependence cognitive style are the core of cognitive style. Through the discussion of field dependence and field independence cognitive style, this article analyses the differences between field independence and field dependence students’ learning behavior to explore the influence of students' cognitive style on teachers' reading teaching strategies and reading material choices, so as to improve students' reading ability.

MITIGATING COGNITIVE CHALLENGES FACED BY TEACHERS OF ENGLISH IN TEACHING AND LEARNING READING IN NIGERIAN SECONDARY SCHOOLS

Teachers, especially teachers of English language face considerable challenges when teaching reading at the various school levels. Reading is the act or process of receiving and interpreting information in language via the medium of print. This paper identifies some of the challenges encountered by English teachers while instructing and facilitating the teaching and learning reading among secondary schools generally special focus on Nigeria. It highlights the multifaceted nature of the challenges, encompassing area such as diverse student intellectual abilities, insufficient cognitive engagement, language barriers. This paper review various studies on reading and in Nigerian schools, identify recurrent problems and the gaps relating to cognitive challenges. It explores potential solutions to mitigate these flaws, emphasizing the pivotal importance of tailored instructional strategies and tooling, collaborative approaches between parents/guardian and managements of school, and the integration of active technological apparatus to the system. The paper recommended that, regular workshops with a cognitive approach should be organized for all teachers of English to enable them handle reading effectively, this training will create a drive-in teacher to ensure that students under their tutelage are fluent readers. More so, in- service training should also be an integral part of continuing teacher education and teachers should be supported in order to increase their level of confidence when teaching reading.

Design of A Profile of Needs for Basic Reading Teaching Materials in Riau Province

This research aims to design a profile of needs for basic reading teaching materials, especially at the tertiary level. This study used a descriptive method with a qualitative approach. Research data was collected using a questionnaire. The profile questionnaire for the need for teaching materials for the basics of reading was displayed on the Google form platform. The research data was in the form of questionnaire results distributed based on the needs of students in the Indonesian Language and Literature Education Study Program which was available at 3 leading universities in Riau Province, namely Riau Islamic University, Riau University and Sultan Syarif Kasim Riau State Islamic University. After getting the questionnaire results, data validation was carried out using interviews. Next, the data analysis technique was carried out using reflective techniques with the help of TagCrowd. The results of the research showed that the profile of the need for teaching materials for the basics of reading required by Language and Literature Education Students in Riau Province was based on four factors, namely factors (1) the content needs of students who want to understand the theory of reading skills, of course in accordance with real life and mastery of skills, (2) ) students' linguistic needs want popular vocabulary with complex information using simple sentences to make it easier to understand, (3) students' graphic needs want a book display with Times News Roman letters, 12 and A4 size paper equipped with pictures, audio and video, 21x29 cm using frames, and (4) students' learning media needs require teaching media in the form of printed books/e-books with interactive material containing public facilities such as tourist attractions and entertainment.) in the form of dialogue texts.

The CPB Sight Words: A New Research‐Based High‐Frequency Wordlist for Early Reading Instruction

AbstractThis paper focuses on one of the most widely used resources by reading teachers duringearly‐emergent literacy, the high‐frequency wordlists commonly called ‘sight words. Existing sight word resources available to teachers are extremely outdated and/or methodologically unsound. In this Teaching and Learning in Action article, a new research‐based listof high‐frequency words is released for teachers, the Children’s Picture Book Sight Words (cpb sight words).

Using Summarization Technique through Voki as the Teaching Media to Improve Students’ Reading Comprehension

Teaching reading comprehension is a challenge for most teachers in middle schools. It is due to students who are not used to read even in their first language, let alone the second language. Finding suitable techniques and strategies is seen as crucial to increase students' understanding of reading. As one of the web tools, VOKI has been proven to be effective in helping students to be more engaged in the reading comprehension process. Therefore, this study aims to use the summarization technique to improve students' reading narrative texts by using VOKI as the media. The finding from this study suggests that VOKI, as the teaching media, successfully improved students' reading comprehension in a narrative text and participation in the teaching-learning activity. The students enjoyed the process of reading narrative text with VOKI. It successfully made students more creative, improved the students' comprehension of the moral value in the narrative text of year-9 Students of SMPN 1 Sukadana in Academic Year 2020/2021.Keywords: Narrative text, Reading comprehension, Moral value, Teaching media, VOKI

Exploration and Practice of Innovative Reading in Primary Schools from the Perspective of Life Education

Reading teaching is a teaching process that directly affects students' values and worldviews, and is an important way to promote the development of students' values. It is a special cognitive process for students to appreciate various aspects of life, understand life forms, experience-rich life emotions, and promote the complete development of their own worldviews and values. The values of primary school students are in the enlightenment period, therefore, it is important and necessary to implement life education-themed reading teaching in primary school reading teaching. The main body of the paper consists of the following three parts: The first part mainly elaborates on the relevant policies, social background, and core concepts of the paper, as well as the necessity and feasibility of conducting junior high school Chinese reading teaching practice from the perspective of life education. The second part mainly analyzes the current situation of primary school teaching practice, introducing the four methods summarized by the author in practice from the perspective of life education. The third part is a summary of the case results and insights gained from innovative reading from the perspective of life education.

A Response to: Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading

AbstractThis article responds to a word recognition vignette in a recent article “Stories Grounded in Decades of Research: What we Truly Know about the Teaching of Reading.”

A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”

AbstractThis article responds to a recent article “Stories Grounded in Decades of Research: What we Truly Know about the Teaching of Reading.”

A Response to our Critics: Agreements, Clarifications, and Children

AbstractCompton‐Lilly and colleagues respond to recent critiques of their viewpoint article, Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading—published in The Reading Teacher. We first respond to specific concerns raised by our critics. We then discuss recent legislation being enacted in statehouses across the United States that does not reflect current research. Finally, we reiterate two preeminent concerns that were not addressed by our critics: (1) instruction must be responsive to readers and (2) teachers must bring a vast range of expertise to competently serve readers who bring multifaceted literate and experiential knowledge to texts. Reiterating concerns raised by other readings scholars, we worry that attending to microdimensions of arguments creates false binaries, obfuscates important areas of agreement, and distracts attention from what truly matters: children.

Vyatka priest, educator and methodist teacher N. N. Blinov

Introduction. One of the active processes of humanization of education in modern conditions is an appeal to the best achievements of the past, to the works of representatives of Russian, including regional pedagogy, whose creative searches were permeated with the ideas of humanism, concern for the upbringing and education of a person. Genuine interest is aroused by the multifaceted pedagogical and methodological activities of the famous Vyatka priest, zemstvo figure and methodist teacher N. N. Blinov (1839-1917), who clearly manifested himself as a practical teacher, a methodologist of primary education at the All-Russian level, the author of numerous educational books, an educator and researcher of the history of the Udmurt people. Materials and methods. The author uses as research methods: analysis of historical and pedagogical literature, biographical and historical methods, axiological (value) approach to the study of historical and pedagogical material. In his work, the author used a number of publications by foreign and Russian authors. Results. The period of activity of N. N. Blinov coincided with the time of activation of the development of education in Russia. In the Russian provinces, local methodologists in the field of education actively worked, – authors of textbooks and the first alphabets, mainly for the so–called "small", i.e. non-Russian, peoples. Blinov was one of the most prominent representatives of the Russian regional enlightenment in the second half of the XIX – first two decades of the XX centuries. His activities were of a multilateral nature. Russian Russian was the author of textbooks for Russian and Udmurt children, the organizer of rural schools, and his local history work was highly appreciated by the Russian Imperial Geographical Society. Especially his books "Learning – light" and the first Udmurt alphabet "Lydzon" should be highlighted. Discussion. In N. N. Blinov's method of teaching reading, the presence of such a new element in literacy teaching for that time as a clearly established and filled with concrete content step-by-step, currently known as "algorithmization", is original and valuable. At the same time, the desire to establish strict stages in the assimilation of letters was inevitably accompanied by the need to introduce words whose meaning was still unknown to children. Conclusion. Blinov's fruitful scientific, methodological and practical pedagogical activity, his local history work are a vivid phenomenon in the history of Russian provincial education. His methodological views remain relevant up to the present time. Vyatka educator contributed to the development of Udmurt culture and literature by being the author of original ethnographic, dramatic, historical and biographical works. His turbulent, eventful life deserves further study, as well as his numerous works.

Making written texts for learning more accessible with easy-to-read and universal design

Reading is regarded as one of the basic learning processes that provides multiple skills and abilities for daily life. The study reported on here arose from evidence of reading comprehension difficulties of middle school students in Colombia, and from reflection on the didactic strategies used for the promotion and teaching of reading. The purpose of this research was to strengthen students’ reading comprehension by taking advantage of the benefits of Easy-to-Read in the context of a methodology applied in Universal Design for Learning. The methodology was centred on the critical social paradigm, and the type of research was mixed with a design based on action research. The instruments used included non-participant observation, online questionnaire, standardised testing and a survey. The pedagogical proposal “Easy Reading” was designed and implemented to show progress in the students’ reading comprehension skills, meeting the objectives set.

The Application of Mind Mapping in Teaching Assessment: Take “Beijing’s Spring Festival” as an example

Reading is one of the core contents of Chinese teaching, and cultivating students' reading ability and core literacy should also become one of the main goals of teaching. Mind map is a tool for visualizing structural ideas, which can help students better sort out the content of the text, and also facilitate teachers to understand whether students can really grasp the content of the article after the end of reading teaching, which can play an important role in reading teaching. This paper will design the activity of mind mapping based on the sixth-grade Chinese lesson "Spring Festival in Beijing" and analyze its significance for students' subsequent learning.

Capturing classroom practice using a mixed methods design

In this article I focus on the use of mixed methods in designing a classroom observation instrument known as the Facilitative Orientation to Reading Teaching (FORT). The instrument was designed to capture the teaching of reading and formed part of a project that took place in 2 Kwa-Zulu Natal primary schools. Participants were 8 teachers and their learners. The goal was to investigate how a teacher’s pedagogical content knowledge can affect the literacy acquisition of Foundation and Intermediate Phase learners. In the study reported on here I used a facilitative-restrictive teaching and learning model based on the theories of, among others, Bernstein and Vygotsky, as well as Scarborough’s Reading Rope theory. The instrument design was based on an original classroom instrument that captured only quantitative data. Through the addition of qualitative data, the instrument could capture classroom practice more accurately. Findings indicate that, ultimately, 1 of the participating teachers appeared to be successfully leading their learners from decoding to comprehension across the important Grade 3 to 4 threshold, where learners are expected to move from learning to read to be being able to learn from reading.

Suggestions for Extracurricular Graded Reading Teaching of Junior High School English in Western Regions

Suggestions for Extracurricular Graded Reading Teaching of Junior High School English in Western Regions