An Ecological Perspective on Reading Development: a Theoretical Framework to Guide Empirical Research

<p>Recent efforts have addressed the new challenges related to conceptualizing, understanding and improving reading competency. Several literacy researchers have perceived reading as a developmental skill that is not situated exclusively within student’s cognition, or within family processes, or within classroom or school processes. Rather, reading development has been viewed as a result of the dynamic interaction among reader, family, classroom, and school system (Jaeger, 2017). Following on from this, systems theory approach and more specifically the ecological model allows for the examination of reading skill development from a holistic perspective. It provides an inclusive frame for describing and explaining how the educational opportunities are distributed at the micro, meso, exo, and macro systems and how these systems interact to explain students’ reading differences amon. It also delineates how developing readers’ individual characteristics transact with both proximal and distal processes to craft their reading ecologies. Future policy, practice and research are recommended to be based on the ecological model premises to have a comprehensive view of reading development.</p>

Variation of Indonesian Language Teaching Techniques in Islamic Elementary School

This research is aimed to identify some techniques used to teach The Indonesian language for elementary school. This qualitative research is conducted in Miftahul Ulum elementary school which is located in Kepohbaru Bojonegoro. The data collection techniques consist of interview, questionnaire, and documentation. The result shows that there are 14 techniques used in the lower level and 13 techniques in the upper level. From the varied techniques applied, there are three techniques which support listening skill development, six techniques support speaking skill development, four techniques support reading skill development, and four techniques support writing skill development. The variations of using language teaching technique have implication in mapping methods and techniques before learning is implemented. The mapping should appropriate for the students’ development phase.

Analysing the reading skill development in first grade pupils with psychological developmental delay

The article presents a theoretical review of the reasons of disability to form the reading skills, and analyzes the results of the research into forming the reading skills in first grade pupils with psychological developmental delay at the end of the school year.

The Effect of corporative learning Strategy in the Reading Skill Development in the arabic language for the 3rd grade students in Jordan: أثر استراتيجية التعليم التعاوني في تنمية مهارة القراءة في اللغة العربية لدى طالبات الثالث الأساسي في محافظة معان بالأردن

The purpose of this study was inquiring The effect of corporative learning Strategy in the Reading Skill Development in the arabic language for the 3rd grade students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with the corporative learning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test-t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the corporative learning Strategy, in developing the reading skill, of Learning Arabic language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the corporative learning Strategy in the Reading Skill Development Where the control obtained a general average of (13.03 of 25) in comparison to the pilot on a general average (20.25 of 25) and the difference is clear for the benefit of the experimental group, and the value of ETA (2) for the post test (0.75) that is 0.75) Performance (experimental group) is a return to the cooperative learning strategy The study recommended introducing the corporative learning Strategy in the teaching of Arabic language Course, and conducting other similar studies in different educational stages.

The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan. To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.

Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents

<p><em>The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. </em><em>The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development</em><em> for adolescents</em><em>; (2) to find out the most effective technique for teaching reading skill</em><em> for adolescents</em><em>. This study was a quasi-experimental research with two experimental groups</em><em> and one control group</em><em>. </em><em>The</em><em> </em><em>three variables </em><em>used were</em><em> PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The </em><em>sample</em><em> of this study were grade </em><em>X Science 1, X Social 1 and X Social 2</em><em> who had homogenous reading level who were selected by using Cluster Random Sampling. </em><em>The </em><em>quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach </em><em>15</em><em>.</em><em>9% </em><em>while the improvement using PQ4R was </em><em>19</em><em>.</em><em>25%</em><em> </em><em>9</em><em> and using conventional technique was 9.</em><em>28%</em><em>. Therefore, it can be concluded that CSR was the most effective technique </em><em>for teaching reading skills for adolescents </em><em>compared to PQ4R and </em><em>conventional techniques</em><em></em><em></em></p><em></em>

TADRIS MAHARAH AL QIRAAH FI ASHR AL AULAMAH

This article discusses about the criteria of reading skill development in globalization era and its curriculum development. Reading skill development is very important because Arabic language teachers are supposed to adapt to technology in order to make their students ready in facing the globalization challenge. Hopefully, in its process, it will maximize the use of audio-visual media and programmed learning media, develop higher order thinking, consider individual needs, and update teaching technique continuously. Moreover, the curriculum development should be based on today’s reading curriculum, the development of science and current global issues, and the use of newest technology product. In addition, it also focuses on the development of all reading skill elements, learners’ consciousness of all education level, and continuous curriculum evaluation to make it along with the era development.