TEACHING READING COMPREHENSION SKILLS IN ESL/EFL: A PRACTICAL TEACHER’S GUIDE Edited by MiriamSchcolnik and TamarFeuersteinUniversity publishing projects. ISBN 978‐18824‐8327‐3. Price USD 22.50., Paperback. 216 pages.

TESOL Journal ◽  
2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Hagit Evan‐Rifinski
Keyword(s):  
Reading Comprehension ◽  
Teaching Reading ◽  
Comprehension Skills ◽  
Teacher's Guide ◽  
Reading Comprehension Skills

scholarly journals The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 315-323
Author(s):  
Lulu Walidaini ◽  
Januarius Mujiyanto ◽  
Warsono Warsono
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Teaching Reading ◽  
Strategic Reading ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Reading Comprehension Skills ◽  
Discussion Question

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training

2017 ◽  
Vol 47 (10) ◽  
pp. 3049-3058 ◽  
Author(s):  
Binita D. Singh ◽  
Dennis W. Moore ◽  
Brett E. Furlonger ◽  
Angelika Anderson ◽  
Margherita L. Busacca ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Skills Training ◽  
Teaching Reading ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals A shift in cloze procedure usage: A new tool for activating ZPD

2020 ◽  
Vol 9 (3) ◽  
pp. 646-656
Author(s):  
Parviz Ajideh ◽  
Ali Akbar Ansarin ◽  
Sorayya Mozaffarzadeh
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Proximal Development ◽  
Proficiency Levels ◽  
Comprehension Skills ◽  
Cloze Procedure ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.

scholarly journals THE USE OF FIVES STRATEGY TO TEACH READING COMPREHENSION FOR ELEVENTH GRADERS

2020 ◽  
Vol 7 (1) ◽  
pp. 74
Author(s):  
Septika Sari ◽  
Ayu Oktaviani ◽  
Yulfi Yulfi
Keyword(s):  
Reading Comprehension ◽  
Reading Test ◽  
Average Score ◽  
Teaching Reading ◽  
Comprehension Skills ◽  
Eleventh Graders ◽  
Post Test ◽  
Alternative Hypotheses ◽  
Reading Comprehension Skills ◽  
Cluster Random Sampling

One of the objectives that should be developed in teaching is reading comprehension skills. In fact, many students still have a lot of problems with reading. Therefore, teachers should use specific strategies in teaching reading comprehension to resolve students’ difficulties. The purpose of the research was to find out whether or not it is significantly effective to teach reading comprehension by using the FIVES strategy for eleventh-grade students of SMA Negeri 2 Lubuklinggau. This research applied the pre-experimental method with one group pre- and post-test only. The population of the study was all of the eleventh-grade students of SMA Negeri 2 Lubuklinggau. Cluster random sampling was taken to take the sample class. Class XI MIA 4 was chosen as the sample class. The data was collected through a reading test consisted of 20 items of multiple-choice form. The results of this research were: 1) the average score in the pre-test was 61.81, and the post-test was 78.06, 2) the result of the Paired t-test was 10.167, which higher than t-table (1.689) at the significant level of 5% with df 35. Therefore, the alternative hypotheses (Ha) was accepted. It means that it was significantly effective to teach reading comprehension by using the FIVES strategy for eleventh-grade students of SMA Negeri 2 Lubuklinggau.

scholarly journals The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University

2021 ◽  
Vol 5 (1) ◽  
pp. 101-105
Author(s):  
Marjan R. Abbasian ◽  
Israa B. Azeez
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Elementary Level ◽  
Main Question ◽  
Teaching Reading ◽  
Reading Abilities ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Traditional Class ◽  
Positive Results

Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.

scholarly journals The Relationship Between Self-Efficacy on Teaching Reading Comprehension Skills among Secondary Schools Teachers in Telangana State, India

2018 ◽  
Vol 3 (2) ◽  
pp. 197
Author(s):  
Farhath Unissa Begum ◽  
Mohd Hilmi Bin Hamzah
Keyword(s):  
Reading Comprehension ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Telangana State ◽  
The Relationship ◽  
Reading Comprehension Skills

Over the years, the quality and effectiveness of teaching have been the priority of the Indian government in improving the education sector, particularly the teaching reading comprehension skill among teachers.  This paper investigates the relationship between self-efficacy on teaching reading comprehension skills among secondary school teachers in Telangana State, India.  The study is a quantitative research of the survey type.  The total of 2019 teachers of government owned secondary schools constituted the population, simple random sampling technique was used to select 192 teaching English language across all secondary schools in the state.  Two sets of questionnaire title Teacher self-efficacy Scale (TSES) and Teaching Reading Comprehension Skills which was adapted from Progress International Literacy Study (PIRLS) were used to seek information from English teachers.  Pearson product moment correlation statistics was used to analysis the data and the results of the findings revealed that there is a statistically significant relationship between self-efficacy and teaching reading comprehension skill among secondary school teachers in Telangana State India.  Therefore, this study recommends that the school management should implement a policy that will increase teacher efficacy to improve students reading comprehension and to design more effective reading course and activities in the classroom.

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