Teaching Of Reading Research Articles

Study on Junior High School English Reading Teaching Based on the Ideological and Political Education

Moral cultivation is an essential part of the Party’s educational policy, which plays a crucial role in guiding and instructing teachers’ work as the fundamental task of education. The Compulsory Education English Curriculum Standards (2022 edition) points out that the starting point and goal of compulsory education English curriculum is to train new talents with ideals, skills and responsibilities. Since English textbooks contain abundant moral education resources and ideological and political elements, English reading plays an important role in junior middle school teaching. Therefore, integrating curriculum ideological and political education into English classes in middle schools can not only enrich students’ language knowledge, but also help them form correct values and improve their humanistic quality. This paper makes an in-depth study on how to effectively implement curriculum ideology and politics in junior high school English reading teaching.

An Analysis Of Teachers’ Strategies In Teaching Reading Comprehension In Junior High School

The goal of this study is to identify the strategies and methods used by English teachers at junior high schools in Tanjungbalai to teach reading comprehension. This research is a combination of qualitative and quantitative research (mixed methods). Data collection techniques in this study include surveys (questionnaires), interviews, and observations. The sample for this study consisted of 10 survey and interview participants. In the implementation of the survey/questionnaire, the researcher gave questionnaires to 10 survey participants, consisting of English teachers who taught reading comprehension materials in grades 7-9. The result of this study shows that English teachers in junior high schools in Tanjungbalai apply several strategies to teaching reading comprehension in class, namely directed reading activity (DRA), reading aloud in class, and no strategy (collecting vocabulary or difficult vocabulary).

A closer kind of reading

Reading is an integral part of scholarly practice, though we do not often discuss how our approaches to reading differ, and how these approaches may ultimately make interpretive impact on our research. This essay considers approaches to reading in light of the concepts of proximity and orientation. Though formal close reading is a common approach to teaching reading and analyzing texts, it is possible that there are other, closer approaches to situating reader and text. Perhaps reading has been seen as dangerous and liberating because it is true that texts can draw us into their landscapes and fundamentally alter our orientations to the world, an important consideration for scholars.

A Study on the Application of CBI Teaching Mode in College English Reading Course for Media Majors: A Case Study of College English Reading Teaching for Students in Sichuan University of Media and Communications

A Study on the Application of CBI Teaching Mode in College English Reading Course for Media Majors: A Case Study of College English Reading Teaching for Students in Sichuan University of Media and Communications

On Development of English Reading Teaching in China: A Literature Review (2003-2023)

On Development of English Reading Teaching in China: A Literature Review (2003-2023)

İNGİLİS DİLİNDƏ OXUNUN NÖVLƏRİ VƏ ONLARIN TƏDRİSİ

Types of Reading and their Teaching in English Summary The development of reading skills in students plays an important role in the process of mastering the English language, because it is one of the foundations on which literate speech in English is built. It is important that reading instruction is based on teaching new ways of thinking and understanding about reading texts to students who master English as a foreign language. The main goal of the process of teaching reading and its types in English is to acquire important skills such as acquiring information in the language being taught and enriching motivational ideas and concepts. To achieve this goal, different types of reading in English classes should be properly implemented by teachers and the teaching of reading should help students acquire literary skills in English and new ways of thinking about texts. In this article, reading in English and its types, their correct implementation by teachers in classes, etc. issues are discussed. The article also talks about the tasks aimed at developing students' reading and comprehension skills, types of reading such as intensive reading, extensive reading, reading aloud, analytical reading and fluent reading, their implementation methods in English classes, and their theoretical and practical basis. Key words: reading, skills, types of reading, extensive reading, intensive reading, reading aloud, fluent reading, analytic reading, strategies

Investigation on Junior High School Extensive Reading Teaching of the Blackberry English Reading Series from the Perspective of Big Ideas

Big ideas refer to the core concepts and discourse patterns that can connect and organize fragmented knowledge. This article investigates and explores teachers’ comprehension of big ideas and the challenges for applying big ideas in second language (L2) classrooms among junior high school in Jiangsu Province. The findings are as follows: (1) Teachers mainly learn about big ideas through teaching research activities, expert lectures, and open classes, but most of them understand them at a superficial level. (2) The main influencing factors of teachers' big idea construction include insufficient teaching resources, limited time and energy, inadequate methodological guidance, and heavy teaching pressure. They expect to improve their ability to construct big ideas by receiving teaching resources, teaching methods, teaching experience, and teaching theories. (3) There are significant differences among teachers in southern Jiangsu, central Jiangsu and northern Jiangsu in terms of their cognitive level of big ideas, their ability to construct and apply big ideas. However, they all urgently need teaching cases, theoretical guidance, teaching discussions, and training. Pedagogical implications are provided for English teacher education on the construction of big ideas in L2 classrooms.

Strategies for Cultivating Cross-Cultural Awareness in High School English Reading Teaching under the Guidance of the New Curriculum

Due to the advent of the information age, English, an internationally spoken language, is playing an increasingly important role in international communication. Language is a carrier of culture, so strengthening the cultural integration into reading teaching can improve students' language ability. At the high school level, reading and culture are two important components of learning English and deserve to be emphasized. Based on the new standards for high school English, this paper analyzes the characteristics and shortcomings of the current intercultural awareness cultivation by combining the new textbook in New Standard English of Foreign Language Teaching and Research Press, teachers' teaching design and teaching practice. After elaborating the importance of intercultural awareness in high school English learning, this paper further proposes corresponding teaching countermeasures to help cultivate students' intercultural awareness, improve students' cultural confidence, and provide a reference for students' comprehensive quality of students is provided.

The Application of Constructivist Learning Theory to English Reading Teaching of Senior High School

With the vigorous implementation of education reform and the widespread implementation of quality education, the role of constructivist learning theory in English teaching, especially English reading teaching, has become increasingly prominent. This paper first learns about the current situation of high school English reading through investigation and research, and the overall low interest and learning motivation of students in English reading, and the low effectiveness of teachers' English reading teaching concepts and methods, and then puts forward the application strategies and methods of constructivist learning theory in high school English reading teaching: stimulating students' reading motivation through heuristic teaching, creating students' reading meaning background through contextual teaching, cultivating students' reading collaboration spirit through cooperative learning, and improving students' reading construction ability through inquiry learning.

The Practical Application of Task-Based Teaching Method in College English Reading Teaching

The introduction of task-based teaching method in English teaching can effectively cultivate students' learning autonomy, improve students' English learning ability, and enable students to improve their English literacy in an all-round way. Task-based teaching method is applied in college English reading teaching, which divides English text reading into several targeted tasks, helps students absorb the knowledge points contained in reading smoothly, strengthens their knowledge practical application ability, helps improve their English application ability, and helps improve their learning level and professional accomplishment.

Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction

AbstractThis article puts forth a multilingual perspective on reading to counter the prevailing monolingualism that dominates reading instruction. First, it brings theories together to develop a cohesive understanding of teaching reading with emergent bilinguals at the center. Second, it illuminates ways educators can design reading instruction, which is responsive to and normalizes emergent bilinguals' resources. In taking up a multilingual perspective of reading, educators have a challenge and opportunity to engage in intellectual and practical work to ensure emergent bilinguals' strengths are at the center of reading instruction.

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners’ competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa’s Grade 4 learners can read for meaning.Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase.Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants.Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners.Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning.Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

Reflective Teaching: The Strategies to Improve the Quality of College English Reading Teaching

Reflective Teaching: The Strategies to Improve the Quality of College English Reading Teaching

LIVED EXPERIENCES OF READING COORDINATORS IN HANDLING GRADE 7 STRUGGLING READERS: A PHENOMENOLOGICAL INQUIRY

The purpose of this phenomenological study was to dig into the lived experiences of reading coordinators in handling grade 7 struggling readers. This study was participated by the four reading coordinators from the secondary schools of New Corella District, Division of Davao del Norte. These participants were selected through purposive sampling and approved selection criteria. Then, these participants undertook only in-depth interviews to gather the needed data. From the results, it showed that reading coordinators have different lived experiences, coping mechanisms and inferences in handling grade 7 struggling readers. The results revealed six major themes in the lived experiences of reading coordinators in handling grade 7 struggling readers; these were: Encountering Disinterested Students and Sense of Despondency, Experiencing Time Constraint, Encountering Students with Low Self-esteem, Concerns on Linguistic Comprehension, Language Barrier Issues and Phonetical Challenges. There were also four major themes emerged for reading coordinators coping mechanisms; namely: Adopting Experiential Learning Methods, Employing Rewards System, Cultivating Resiliency and Allocating Time Judiciously. Lastly, eleven (11) major themes revealed for the inferences of these experiences by teachers to the teaching of Reading in the Philippine Context; these were: Committing Fully to One’s Duty, Nurturing Motivation and Dedication, Evolving Strategies through Research and Training, Tailoring Pedagogies for Learning Needs, Feeling Sense of Fulfillment and Happiness, Applying Adaptive Strategies for Diverse Learning, Nurturing Positivity Despite the Challenges, Providing Support and Encouragement, Needing for Parental Guidance and Supervision, Encouraging Parental Involvement and Enhancing Reading Skills through Practice. In essence, the implications for teaching practice underscore the need for an inclusive, innovative, and emotionally supportive approach that addresses the multifaceted challenges faced by both reading coordinators and struggling readers.

A Book Review of Becoming a Reading Teacher: Connecting Research and Practice

The book Becoming a Reading Teacher: Connecting Research and Practice aims to encourage readers to regard reading as a lifelong habit. To bridge the gap between teachers and researchers, this book is structured around four parts: reading as a linguistic process, reading as a personal experience, reading as a collective experience, and reading as a classroom practice. The definition of a reading teacher can be interpreted in two ways: the teacher who builds readings into the lesson and the teacher who provides the opportunity for learners to be readers, but who is a reader themselves. Such teachers regard reading as a lifelong learning habit and pass on the enthusiasm to learners, eventually creating a reading culture beyond the classroom. However, the necessity for reading teachers to participate in the research may be explained as follows. Firstly, new research may change one’s mind. What’s more, research allows teachers to turn their difficulties, surprises, and challenges into questions, and to seek answers to those questions. In addition, research helps teachers overcome the challenges in teaching by discovering new strategies. Research can also help to prove teachers’ choices and decisions in teaching. Secondly, research allows teachers to see the role they play in the bigger picture. Research connects teachers with others and gives them a broader and shared perspective on their questions and experiences. Last but not least, research informs and promotes changes in policy, thinking, and so on.

ELAN-Based Multimodal Discourse Analysis of Teachers’ Talk: A Case Study of EFL Teachers in China

This study employs the 13th National Junior High School English Demo Classes as a corpus for multimodal analysis using ELAN, both qualitatively and quantitatively. Its objective is to investigate the structural features of middle school English reading teaching, the utilization of modes, and the realization of the meaning system. The findings are as follows: English reading teaching in Demo Classes comprises eight steps and utilizes multimodality, wherein visual, actional, and auditory modes are extensively employed to execute teaching procedures. The realization of the meaning system relies on these modes themselves, as well as their reinforcement and complementarity.

‘As I Learn from you, I Guess You Learn From Me’: Three Modernists on the Teaching of English

Abstract The subject of this essay is the way modernist literary texts represent and think about the teaching of English, especially when it is conceived as a subject grounded within relational pedagogies and experiences of collaboration and interdependence between student and teacher. I begin with an autobiographical reflection on my own experience of teaching a text that calls attention to its pedagogical import, before outlining a view of English that resonates with the work of D.W. Winnicott as well as an existing body of education-focused scholarship in modernist literary studies. The first of three examples at the centre of the essay comes from the long work of experimental modernist fiction Pilgrimage by Dorothy Richardson, who depicts a moment of English teaching based around friendship and equality. The next section examines a moment from D.H. Lawrence’s novel The Rainbow, in which the young Tom Brangwen undergoes a deep and troubling experience listening to his teacher read Shelley’s poem ‘Ode to the West Wind’. The final section reads Langston Hughes’s poem ‘Theme for English B’ as a parable of dialogic learning.

Study on the Optimization Strategies of English Graded Reading in Rural Junior High Schools

Abstract: In order to better improve the reading ability of rural students and promote the development of junior high school English in rural areas, this paper describes the importance of graded reading in English teaching in rural areas, and tries to analyze the problems and deficiencies in junior high school English reading teaching from the perspectives of students, teachers and society. The main problems are that rural students lack a correct understanding of English learning, teachers lack graded reading teaching skills, and the teaching facilities in rural schools are poor. Based on this, this paper suggests that students should change their perceptions of English learning psychologically, teachers should master the skills of English graded reading and schools should provide a good English reading environment. This study finds that in rural English reading teaching, teachers need to take into account the cognitive ability of rural middle school students, the awareness of multi-level reading teaching and the teaching facilities of rural middle school. On the basis of teachers􀆳 awareness of multi-level reading teaching, reading materials suitable for students􀆳 multi-level reading are selected and the existing teaching reading materials and teaching facilities are used to pay attention to students􀆳 subjective initiative in class and extracurricular reading and stimulate students􀆳 interest in reading, so as to promote the gradual improvement of students􀆳 reading ability.

Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it

The learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the “science of reading”. They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the “science of reading” in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children’s feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals’ ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.

A Study on Extracurricular Literary Classics Reading in High School English Based on Core Literacy

Reading teaching is the core content of high school English teaching, and extracurricular literary classics reading is a supplement to in-class reading, which can deepen students’ understanding and memorization of English-related knowledge, and cultivate students’ core literacy. This paper outlines the problems in high school English reading teaching, analyzes the significance of extracurricular literary classics reading in high school English, and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy, with a view to providing valuable reference information for teachers.