scholarly journals Children’s text comprehension

2021 ◽  
Author(s):  
Jane Oakhill
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Research Findings

Abstract This paper first considers what is meant by good reading comprehension and makes a distinction between the product of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are considered.

scholarly journals A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS

2007 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Ermita Ermita
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Language Teachers ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Cognitive Mode ◽  
Literal Comprehension

This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of  reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing  with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school . 

scholarly journals EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications

2019 ◽  
Vol 9 (2) ◽  
pp. 127-145
Author(s):  
Naima Al-husban
Keyword(s):  
Reading Comprehension ◽  
Teacher Development ◽  
Teaching Quality ◽  
Comprehension Strategies ◽  
Observation Data ◽  
Teaching Reading ◽  
Development Programs ◽  
English As Foreign Language ◽  
Reading Comprehension Strategies ◽  
Efl Teachers

This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.

scholarly journals Exploring Effective Reading Comprehension Strategies Taught in a Madarasa-cum-School in Karachi

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yasmeen Sultana Farooqui ◽  
Dilawar Khan
Keyword(s):  
Reading Comprehension ◽  
Academic Skills ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Case Study Design ◽  
University Level ◽  
Effective Reading Strategies ◽  
Research Show

Reading is one of the most essential academic skills that students need in order to carry out their studies at university level. Therefore, the present study aimed to explore the effective reading strategies taught in a madrasa-cum-school. The study was qualitative in nature and used a case study design. In this connection, 10 teachers of a madrasa-cum-school were selected as a sample of the population. They were interviewed for 30 to 40 minutes. The interviews were transcribed, and then analysed through thematic analysis. The findings of the research show that the teachers were familiar with the reading comprehension strategies, such as implying, inferring, predicting, making predictions; and they were applying these strategies successfully while teaching reading comprehension.

scholarly journals The Degree of Application of Teachers in the First Basic Seminar in Jordan for Teaching Strategies to Teach Reading Comprehension in Arabic in the Light of RAMP Program

2020 ◽  
Vol 14 (1) ◽  
pp. 108
Author(s):  
Mohammad A. Mosleh ◽  
Abeer K. Alshaboul
Keyword(s):  
Reading Comprehension ◽  
Active Learning ◽  
Positive Impact ◽  
Arabic Language ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Descriptive Approach ◽  
Spss Software ◽  
And Gender

The study aims to identify the degree of application of the early learner teachers of the strategies of teaching reading comprehension in the Arabic language in light of the RAMP program. The sample consisted of 150 teachers from 39 schools in Ramtha, Jordan, and the results were analyzed using the SPSS software, where the two researchers followed (the descriptive approach) for the purpose of the study. The results showed the teachers' knowledge of the strategies of teaching reading comprehension, the comprehensiveness of its application, and the positive impact it has on the students, where they showed active learning, which contributed to raising their level of comprehension of texts. The results also showed that there are no statistically significant differences which affect the teacher in teaching reading comprehension strategies due to gender, experience, and gender by experience. At the end of the study, a series of proposals and recommendations were presented.

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