scholarly journals The Role of Reading Strategy and Vocabulary Knowledge in English Reading Comprehension

2011 ◽  
Vol null (18) ◽  
pp. 33-58
Author(s):  
김혜숙 ◽  
Mee-Wha Baek
Keyword(s):  
Reading Comprehension ◽  
Reading Strategy ◽  
Vocabulary Knowledge ◽  
English Reading ◽  
English Reading Comprehension

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals METACOGNITIVE READING STRATEGY ENHANCING ENGLISH READING COMPREHENSION

At-Turats ◽  
2014 ◽  
Vol 8 (1) ◽  
Author(s):  
Wardah Wardah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategy ◽  
English Reading ◽  
English Reading Comprehension

Strategi metakognitif peserta didik dapat mengatur, merencanakan, dan mengevaluasi pembelajaran mereka sendiri. Strategi metakognitif yang digunakan untuk mengkoordinasikan proses pembelajaran. Strategi juga melibatkan berpikir tentang belajar, memantau pemikiran, dan mengevaluasi pemahaman dalam membaca. Dalam jurnal ini membahas tentang prosedur Strategi Metakognitif dalam Membaca untuk memahami bacaan. Strategi metakognitif meningkatkan konstruksi makna bacaan pembaca, memantau teks dan pemahaman bacaan, dan kemampuan mereka untuk mengevaluasi teks yang mereka baca. Kerangka membaca metakognitif ini harus akrab bagi pengajar yang mengintegrasikan proses sebelum membaca, pada saat membaca, dan setelah membaca pada proses ketika mengajar peserta didik strategi pemahaman yang efektif. Strategi Metakognitif dalam membaca membantu peserta didik untuk memantau pemikiran mereka saat membaca. Strategi Metakognitif membantu peserta didik untuk menjadi pembelajar mandiri. Pengajar secara teratur menggunakan strategi membaca metakognitif dengan peserta didik mereka, dan berharap mereka untuk juga menggunakannya secara independen. Pengajar didorong untuk menggunakan model strategi metakognitif, mendukung siswa karena mereka belajar bagaimana menggunakannya, dan kemudian mendukung peserta didik belajar bagaimana menggunakannya secara mandiri. Dalam makalah ini menunjukkan bahwa strategi metakognitif membantu peserta didik untuk menggunakan strategi yang tepat dalam memecahkan masalah dalam membaca. Strategi metakognitif membantu siswa untuk menghentikan ketergantungan mereka menggunakan kamus. Strategi ini membantu peserta didik untuk menemukan gagasan utama, informasi tersirat, informasi tersurat, referensi, dan makna kata-kata.

scholarly journals Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources

2021 ◽  
Vol 3 (1) ◽  
pp. 56-64
Author(s):  
Shamsudin Abikar
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Vocabulary Knowledge ◽  
Text Input ◽  
English Reading ◽  
Comprehension Skills ◽  
Cultural Experiences ◽  
Teacher Students ◽  
English Reading Comprehension ◽  
Reading Activities

The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.

Sign in / Sign up

Export Citation Format

Share Document