READING STRATEGIES power point.pptx

First of all, thanks to allah SWT because of the help of allah, writer finished writing the paper entitled "Reading Strategies" right in the calculated time. Also thanks to Rasulullah Muhammad SAW who has brought u from the darkness era to the lightness era. Great thanks also to our friends especially to our families that always support us in everything and without their understanding and their help, we cannot finish this writing.

The Modern Language Journal, 1994

2011

The present study focuses on the development of the reading comprehension skill, which is regarded as an active and strategic process during which readers deploy a number of reading strategies in order to construct meaning from English as a foreign language (EFL) texts. In this context, this study aimed to investigate the effectiveness of implementing metacognitive multiple-strategy instruction-consisting of predicting text content, using semantic maps prior to text reading, skimming, scanning, and contextual guessing-on elementary EFL learners' reading performance. In particular, the sample consisted of 135, 11 to 12 year old, Greek-speaking EFL learners. The study, quasi experimental in design, involved an experimental group that received a three-month strategy instruction and a control group that received no such training but participated in pretest, posttest, and follow-up measurements. The instructional approach adopted in this study was Direct Explanation; the strategy instruction can be characterized as cognitive, simultaneously, emphasizing the development of students' metacognitive awareness of reading comprehension with the goal of enhancing their reading achievement and rendering them strategic and independent readers. Another aim of the study was to explore the maintenance of comprehension gains after treatment withdrawal. In addition, the study intended to examine the relationship between students' reading ability level and reading performance as well as the relationship between gender and reading performance after implementing strategy instruction. Before embarking on strategy instruction, teacher interviews and classroom observations were conducted in order to investigate whether the EFL teachers of the classes that constituted the sample of this study instructed students to use reading strategies to derive text meaning. According to the results of the study, the specific EFL teachers were not involved in teaching students how to use reading strategies to construct text meaning. The results also indicated that the EFL students who received strategy training improved their performance in both the posttest and follow-up measurements in relation to the students in the control group. However, the interaction between students' reading ability level and reading performance after strategy instruction was not found to be statistically significant, as it was revealed that all students of the experimental group regardless of their reading ability level reaped great benefits from the treatment. Similarly, the interaction between gender and reading performance was not statistically significant, which requires further research.

International of English Linguistics , 2018

This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.

The Reading Matrix: An International Online Journal, 2016

Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in L1 and L2 reading strategy research but to highlight the problem of inconsistencies found in many of these taxonomies and strategy-use definitions due to the different wording used for similar or even the same strategies. Overall, there are four main objectives in reviewing the 41 studies using think-aloud reporting methods. First, the review aims to highlight the considerable overlap of (think-aloud/think-out-loud) taxonomies found in main studies in L1 and L2 reading research (listed in alphabetical order). Second, the review produces a meticulously organized chart to help reduce the confusion caused by the different wording of strategies in verbal protocols. Third, the review aims to contribute to the body of literature reviews in L1 and L2 reading research by presenting a unique and original approach in identifying, comparing, cross-referencing, and addressing overlaps found in many think-aloud taxonomies reported. Finally, the present review aims to introduce the reader to an easier (entries by alphabetical order) and probably more efficient alternative access to comparing strategy-use taxonomies in L1 and L2 reading than some previous reviews available in L1 and L2 reading strategy-use research.

This is some strategies for teaching listening and reading

Procedia - Social and Behavioral Sciences, 2011

Malaysian secondary school students, often proficient readers in their L1, are not necessarily good readers in the L2 (English). This study investigated L1 and L2 reading strategies of nine selected technical secondary school Malaysian students from three levels of English proficiency. The students responded to a reading strategy questionnaire and a semi-structured interview. The findings showed that advanced proficiency students used more strategies reading in L2 compared to the other group of students. There was an overlap in the types of strategies used for both L1 and L2 reading across proficiency levels. Implications for ESL/EFL reading strategy instruction are provided.

Extensive research on reading in English as a first language has shown the critical role fluency plays in successful text comprehension. Most research indicate that good reading ability is virtually impossible in the absence of fast and accurate word recognition skills and reading fluency. Contrary to the increasingly important role reading fluency has been given in English L1 settings, it has attracted scant attention in L2 and FL settings because it is expected to grow naturally as reading skills develop. Some preliminary studies on reading fluency in L2 or FL contexts have directed the attention of researchers and educators to the issue of whether reading fluency plays a crucial role in successful text comprehension. This study deals with the comparative relationship between students' abilities in oral reading fluency (ORF)and their comprehension of text. It deals with a serious problem facing students of English at the university level in Iraq. It is a common observation that these students are slow readers. This, in fact, has a very negative effect on their academic achievement. It is a stumbling block in the way of doing their assignments and performing their academic tasks. It also deals with the development of the reading ability at the first three stages at the university level.

Based on a survey by the English Education Resource Center in June, 2012, findings indicated most of English teachers lacked the pedagogical knowledge and skills necessary for listening teaching. As a result, EERC decided to activate an action project program in which the lead teachers of EERC did action research in their classrooms. Their devotion brought about the exemplary of listening teaching in senior high. The non-experimental research here is trying to clarify the theory of listening, producing strategies and skills to deal with barriers that can hinder the teaching of English listening, which will become modeling guidelines for listening teaching beneficial to in-service teachers. 2 2