Teaching Of Reading Research Articles

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.

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.

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.

Innovative research of comprehensive practice classroom teaching of Chinese reading

The innovative research of comprehensive practical classroom teaching of Chinese reading shows that teachers should pay attention to cultivating students 'interest in reading in the teaching process, improve their information screening and integration ability, and introduce diversified teaching strategies to stimulate students' learning initiative and creative thinking. Through the continuous innovation of teaching methods, we can enrich the reading practice activities, and provide students with a broader space for exploration and thinking. Classroom teaching is an important link in the field of education, and it has a key influence on students' learning effect and development. With the rapid change of society and the reform of education system, the traditional classroom teaching model faces many challenges. Therefore, it is of great theoretical and practical significance to study the innovation of comprehensive practical classroom teaching of Chinese reading and improve the teaching effect. First of all, the innovation of the comprehensive practical classroom teaching can promote the improvement of the quality of Chinese education. Through the exploration and application of the comprehensive practice innovation strategy of different Chinese reading, it can better meet students' learning needs, stimulate their interest and initiative in learning Chinese, and improve the effect and quality of Chinese learning. Secondly, the innovation of comprehensive practical classroom teaching of Chinese reading can promote the professional development of Chinese teachers. Teachers are the main implementers and organizers of classroom teaching, and their teaching ability and level are directly related to the quality and effect of classroom teaching. Studying the practical innovation of classroom teaching can help teachers to continuously improve their teaching ideas, teaching methods and teaching skills, and improve their professional quality and teaching level. In addition, the innovation of studying the comprehensive practical classroom teaching of Chinese reading can also promote the in-depth progress of educational reform. Education reform needs to learn from and introduce new educational ideas, teaching methods and teaching means, and all of these need to be verified and implemented through practical innovation. By studying the innovation of comprehensive practical classroom teaching of Chinese reading, it can provide practical experience and theoretical support for the promotion of educational reform.

The Practice of Discourse-based English Reading Teaching in High School from the Perspective of English Learning Activities — Taking the Unit Theme "Launching Your Career" as an Example

The paper outlines the meaning and significance of the English Learning Activity View and analyses the concept of writing teaching based on the English learning activity view. Take Summer Camp Helpers Wanted, a writing board in the selective compulsory for Launching Your Career of the Public Version of High School English (2019 Edition) as an example, explore how to implement the English learning activity view in high school English writing teaching, that is, to introduce the topic before writing to stimulate the students' interest in writing; to cultivate the students' higher-order thinking during writing;and to cultivate the students’ ability to evaluate each other in high school from the perspective of English learning activities. It is argued that teachers should actively establish correct teaching concepts and optimize the teaching design by applying the English Learning Activity View to effectively improve students’ language proficiency, thinking ability, cultural awareness and learning ability, thus improving students’ core literacy of English.

The use of digital storytelling in the teaching of reading at a rural primary school

The myriad challenges confronting schools have stimulated proposals to adopt digital storytelling as both an innovative teaching strategy and learning resource. Due to inadequacy in reading skills of our school learners, language teachers have acceded to a proposal to use digital storytelling as a vehicle for curriculum delivery. Therefore, the purpose of this study is to examine the perceptions of the rural primary school teachers regarding the use of digital storytelling in the teaching of reading. To do so, the researcher employed a three-cyclical process of qualitative action research which involved pre-implementation, implementation and post-implementation stages. To gather data from five language teachers, interviews were used during pre-implementation phase, observations were conducted during the implementation phase, and document analysis and interviews were employed during the post-implementation phase. Results show that the teachers’ readiness levels in terms of technological skills, beliefs and attitude improved after attending the Digital Storytelling Workshop. The notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed by teachers. In sum, teachers demonstrated an adequate degree of readiness to adopt digital storytelling after the post-implementation phase. The positive outcomes of this action research study suggest that digital storytelling should be used as an innovative strategy to teach reading.

Using a Claim-Support-Question (CSQ) Technique in Teaching and Learning English Reading for the 3rd Year English Education Students at the Department of Foreign Languages, Faculty of Education, National University of Laos

The main purposes of this study were to: 1) examine the efficiency index of reading lesson plans; 2) investigate the effectiveness index of learning reading outcomes; and 3) to study the 3rd year English education students’ satisfaction towards the teaching and learning of reading using a CSQ technique. The research instruments include four lesson plans, a pre-posttest which consists of 21 items, an observation form, and the satisfaction questionnaire, which consists of 22 items. The target group of the study was the 3rd year English education students at the Faculty of Education, National University of Laos, with a total of 28 students (23 female). The data obtained were analysed using a computer program to find the mean ( ), standard deviation (S.D), percentage (%), efficiency index (E1/E2) and effectiveness index (E.I). The findings reveal that: The efficiency index of the reading lesson plans through using a CSQ technique for the 3rd year English education students was 82.05/88.44, which is higher than the criteria of 80/80. The effectiveness index of reading learning performance through using a CSQ technique was 6699, which was equal to 66.99%, which is higher than the criteria .05 (55%). The 3rd year English education students’ satisfaction towards teaching and learning reading through using a critical thinking technique (CSQ) was at a high level ( = 4.29, S.D = 0.77).

The Early Reading and Music partnership

There is broad agreement, in relation to the high gravitas of ‘the big six’ in teaching early reading, the pillars of effective reading instruction (Moats, 1999; NRP, 2000; Konza, 2014). Notwithstanding, there exists a body of evidence that indicates the arts, in particular music, enhance and motivate other learning, helping young children to become readers. This suggests the explicit teaching of early reading and music together can yield powerful learning for students, the conflation of which improves and accelerates both reading and music mastery. This research investigates whether participation in music instruction has beneficial effects on young children’s learning and acquisition of early reading skills; specifically, if a link exists between early reading and music acquisition. There are three parts to this research: a) literature review; b) email surveys/ semi structured interviews; c) classroom observations. Results suggest that music serves as a natural bridge to literacy, strengthening auditory processing, and scaffolding learning phonemes and graphemes. Music aids memory because the beat, melody and harmony carry semantic content, clarifying meaning. Children learn with less effort and remember information more easily when rhyme and rhythm are present. Nursery rhymes, poems and action songs engage children through playing with language, suggesting that a transdisciplinary pedagogical approach is a potential solution to challenges currently faced in education in relation to disengagement from traditional schooling and declining reading levels. An early reading and music partnership is an approach to learning that may benefit young learners along the road to becoming readers.

Study on the Application of Task-Based Language Teaching in Middle School English Reading

Against the backdrop of a new round of curriculum reform of basic education, the English teachers in middle school should pay attention to studying the student-centered teaching method in order to help students to acquire English knowledge in a deeper way, to develop students’ core competences and to lay a solid foundation for students’ future English learning. This thesis introduces the Task-based Language Teaching method and represents its practical use in English reading class. In doing so, it aims to find out the teaching methods suitable for students in middle school class so as to steadily improve the teaching quality.

Recent Research on L2 Vocabulary Collocations Acquisition. What are the Implications for Language Teaching?

In recent years, the study of vocabulary collocations has provided a new perspective for second language acquisition, and has inspired English learning. Mastering collocations of different words has many good impacts on the use of the second language. The major theme of this paper is learning and teaching lexical collocations, which is helpful to second language acquisition. It includes various methods and activities aimed at raising students’ and educators’ awareness of their existence in different English environments, and at the same time intensifying the importance of grasping frequently used collocations of words. The purpose of this research is to specify the vocabulary collocations and their acquisition, to clarify the great effects of studying vocabulary collocations, to showcase specific teaching strategies of collocations that can be utilized in a variety of contexts, and to give implications for language teaching in English reading, listening, speaking and writing skills for young and adult learners when they study collocations in the English language classroom.

Exploring Teachers’ Deep-Level Challenges of Teaching Reading Comprehension in Online Classes: “Infrastructure is not Entirely to Blame”

Understanding the challenges that EFL/ESL teachers face while teaching reading comprehension in online classes is crucial. This is because of the developmental nature of using technology in L2 pedagogy. Therefore, we conducted a transcendental phenomenology study to explore EFL/ESL teachers’ challenges in teaching reading comprehension in online classes. We analyzed 12 teachers’ narratives and interviews using Giorgi's (2009) five-step framework. We found that teachers faced three main challenges while teaching reading comprehension in online classes. Firstly, students had low cognitive preparation concerning the content of reading comprehension and using technology, which bring about challenges for teachers. Secondly, teachers struggled to adopt online teaching strategies to teach reading comprehension in online classes. Finally, they faced technological issues in online classes. We concluded that EFL/ESL teachers encounter two types of challenges when teaching reading comprehension in online classes. The first type is surface-level challenges, which are related to obvious reasons such as insufficient infrastructure. The second type is deep-level challenges, which are implicit and lead to surface-level challenges. As for the implication of the study, the findings prioritize the importance of addressing teachers’ professional development in using technology in L2 pedagogy.

Application of Mind Mapping in Primary School English Teaching

With the continuous progress of society and the continuous development of education, English teaching in primary schools has also been reformed. In order to make primary school English teaching more in-depth, primary school English teachers need to actively innovate teaching ideas and improve the efficiency of English teaching. Therefore, this study focuses on the application of mind mapping in primary school English education, from the aspects of learning methods, letter teaching, word teaching, conversation teaching, reading teaching, discourse teaching and writing teaching, in order to improve pupils' English learning ability and lay a solid foundation for future English learning.

A Empirical Study on Critical Thinking Ability in College English Reading Teaching under CBI

In the context of the new liberal arts, the ordinary English teaching model is difficult to adapt to the development of college English teaching, and English reading, as a necessary part of cultivating students’ comprehensive language ability and critical thinking ability, has played an important role in college English teaching. As a text-based teaching method, Content-Based Instruction (CBI) is more in line with the learning of English reading. Based on Krashen’s input hypothesis and Swain’s output hypothesis theory, it selected 66 English major seniors from Y University as the research subjects, who subsequently are divided into control classes and experimental classes. Data was collected by survey questionnaires and reading tests. Based on the analysis and discussion of relevant data, it concludes that: firstly, the critical thinking ability of college students is at a moderate level. Secondly, the CBI teaching method is significantly positively correlated with students’ critical thinking ability. Thirdly, the CBI teaching method has a positive impact on students’ critical English reading skills.

Manajemen Program Juz Amma untuk Meningkatkan Kemampuan Membaca Al-Qur’an Siswa SD Negeri 1 Serayukaranganyar Purbalingga

This research aims to determine the management of the juz amma program to improve students' Al-Qur'an reading skills at the Serayukaranganyar 1 Public Elementary School, Purbalingga. In this research, the qualitative method used is a case study type. The data collection procedure was carried out using the observation method, namely observation, interviews, namely a collection method using oral questions and answers with sources, and the documentation method, namely searching for data regarding something related to the research. The research results obtained are: This research examines the effectiveness of the Juz Amma program at the Serayukaranganyar 1 State Elementary School in improving students' ability to read and memorize the Al-Qur'an. The research results showed that this program was successful in increasing students' fluency in reading the Al-Qur'an by adhering to the rules of tajwid and tartil. This program includes the activity of reading one verse in turn, listening and copying the teacher's reading in turns, as well as providing opportunities for students to ask questions. Program management includes systematic preparation, implementation and supervision, with the active role of school principals, teachers and parents. The evaluation program is carried out periodically through daily notes, mid-semester assessments and end-of-semester assessments, ensuring that students' memorization targets and quality are achieved. Supporting factors for the program include student enthusiasm and parental support, while inhibiting factors include student concerns about memorization targets and differences in student abilities. This program received a positive response from the community and parents, and succeeded in improving students' ability to read and memorize the Al-Qur'an.