Reading Skills

ABSTRACT.

The study was an assessment of productive skill competency levels of secondary school chemistry students for entrepreneurship. Ten research questions and ten null hypotheses guided the study. A descriptive survey design was employed for the study. From the population of 6121 chemistry students, 1132 was sampled by balloting and used in the study.
The study was carried out in all the secondary schools in the six education zones in Anambra state. Instrument for data collection was
Test of Acquisition of science process skills (TASPS).  Mean scores were used  in answering the ten research questions, while the ten hypotheses were tested using t-test. From the analysis, the researcher found that: SS3 chemistry students possessed science process skills. There was no significant difference between the level of competence of the male and female SS3 chemistry students. The study has shown that at the end of three years of senior secondary school, the chemistry students possessed science process skills which if properly channeled will enhance their entrepreneurial abilities. Based on the findings and discussions, some recommendations were made: the State Ministry of Education should encourage exhibition of students’ products from time to time as this will encourage both teachers and students to improve  their productive skills. The examination bodies WAEC and NECO should encourage the productive skills of the students by emphasizing on questions that will require them to produce articles like soap, cream, salt, charging of battery etc so as to give those avenues to apply the Science Process Skills  (SPS) learnt in other practical aspects. Limitations of the study were stated and suggestions for further study proffered.

Citizens are frequently asked to make commitments by signing contracts and legal documents that frequently contain phraseology and jargon (sometimes called legalese) that highly-educated citizens often do not understand. In recent years, human factors professionals have become intimately concerned with the design of product-related documentation and safety communications (e.g., warnings), and through research have offered ways to improve these materials. However, there is apparently no human factors research on the design and evaluation of legal contracts and other similar documents. The purpose of the present research was to begin to assess some of the factors related to people's reading and understanding of legal documents. Study 1 examined the types of legal documents that people sign, how often they sign them, how carefully they read them, and whether they understand them. Ninety-two individuals were asked to complete a survey addressing these issues. While it was reported that the contracts were read moderately carefully and were understood moderately well, the levels were not as high as one would expect given the importance of the documents and the education level of the participants in this study (who had, on average, approximately two years of college). Also, 96% of the sample believed that legal documents could be improved and provided specific suggestions on how this might be accomplished. In Study 2, 32 participants rated the set of potential improvements to legal documents that had been suggested by Study 1's participants. The results confirmed the first study's pattern of findings. Implications for average citizens' lack of comprehension of contracts and other legal documents are discussed with a specific focus on the role research might have on their improvement.

This study was conducted on three students with special education needs and their 16 non-disabled classmates in the 2nd year of an elementary school in Cyprus where inclusive education is offered to them and their parents. In the mentioned inclusive education setting, student and parent opinions with regard to the effectiveness of reading comprehension applications based on a one teacher one assistant model, which is a co-teaching model, conducted by the classroom teacher and special education teacher, have been evaluated. For this purpose, opinions have been obtained from students during the application that consisted of 14 sessions between October 2017 and January 2018 and from parents after the applications with regard to the effectiveness of the co-teaching practice using semi-structured interview forms. When the research findings were evaluated, it was seen that the students felt happy, successful and academically prepared during the co-teaching practices, they found the materials used by their teachers interesting, they were willing to attend the class, and were pleased to be in the school / classroom environment. When the findings of the parents' opinions were evaluated, the parents stated that they had some concerns prior to the co-teaching practices were implemented. However, they stated that the variety of materials and homework used during the practices and seeing their child's academic progress made parents feel at ease with the new approach. The parents also stated that the reading skills of their children had improved, their willingness to read had improved and their writing skills had improved as well.

Though there are many changes on the importance of reading skills within its position with other skills, the process of reading comprehension requires a very complex process which involves not only our linguistics aspects but also our cognitive ones. Those aspects are influential to the readers' ability in encoding the symbols written in the text to make connection with what they read with what they know. Moreover, the students' attitude toward the reading activities itself can hinder the process of comprehending an English reading passage. Therefore, this paper presents the use of RAFT, an acronym of Role, Audience, Format and Topic, to improve the students' reading comprehension.

Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils were randomly assigned to two groups (music therapy and control groups). Eighteen sessions of music therapy were conducted with the experimental group only. The Reading Skills Test was used before and after the intervention to collect data. Analysis of Covariance (ANCOVA) was used for data analysis. Results: The data indicated that there was a significant statistical difference between pre-test and post-test results. The interaction effect of treatment and parents' socioeconomic status was not significant for the participants' reading. Conclusion: Music therapy enhanced the reading skills of pupils with intellectual disability and should be adopted in teaching pupils with intellectual disability.

Technology has been used for decades in education to help teachers in conveying learning. Technology is also known as a medium that helps students in receiving material and making them more active and creative. There are several types of technology, one of them is called Wattpad. Wattpad was developed by Allen Lau and Ivan Yuen in 2006. Wattpad is also one of the largest media platforms for reading and writing. Wattpad facilitate people to share their novels and who want to read novels. There are several researchers doing research on exploring Wattpad for improvement students' abilities, especially writing and reading skills. A. Introduction When lecturers effectively integrate technology into subject areas, lecturers grow into roles of authority, content skilled, and coach. Technology helps create teaching and learning additional important and fun. Students also are able to collaborate with their own classmates through technological applications. Computers, tablets, and alternative kinds of technology bring multiple resources for the teacher that's not within the book. They not solely keep students engaged with exciting new options and apps, however even have alternative ways in which to show students material. each child learns otherwise, and technology helps with this gap also. The technology movement has been enforced in post-secondary education also as alternative skilled jobs. for brand new lecturers, technology is taken into account a necessity for the educational surroundings. Having access to alternative info outside of the book provides students many alternative ways in which to find out an inspiration. lecturers will come back up with inventive ways in which to show their students that keeps them engaged. Technology has modified the educational surroundings in order that learning is additional active. colleges throughout the state square measure numerous in financial gain, and sometimes children don't invariably get the resources they have. The implementation of technology in colleges helps shut that gap. Educational technology may be a systematicand organized method of applying trendy technology to enhance the standard of education (efficiency, optimal, true, etc.). It is a systematic manner of conceptualizing the execution and analysis of academic|the tutorial|the academic} method. e. learning and teaching and facilitate with the application of recent instructional teaching techniques. It includes educational materials, methods and

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According to Eric Jensen (2005) there are seven critical factors that should be addressed in brain-based approaches to teaching and learning: (a) engagement, (b) repetition, (c) input quantity, (d) coherence, (e) timing, (f) error corrections, and (g) emotional states.  Below are described tips for engagement.  This short article includes five tips for enhancing student engagement during reading instruction.

Educational technology has made significant progress. According to (Mehmet Karadag, Ahmet Koc, and Umit Kalkan, 2017), the most important reason to use media in language learning is to keep their interests and stimulate all students' senses. Reading comprehension is a complex process of language skills, which can gradually develop from simple practice to more complex practice. If the students want to learn English especially in reading, they can use Quizizz as the media to make the lesson more interesting, easier, and faster. Quizizz is a creative software company that can be found in Playstore or Appstore used for classrooms, group assignments, pre-test reviews, exams, unit tests, and impromptu tests Quizizz can be used as a check tool to show how students understand the material. Teachers can use Quizizz to assign student work. It means Quizizz is very suitable for teaching reading skills in the EFL classroom.

According to the National Assessment of Educational Progress, a significant percent of 4th grade students read below the basic level. In one elementary school students participated in additional reading instruction as intervention for students scoring basic and below basic on the state standardized test. The purpose of this ex post facto nonexperimental quantitative study was to determine the effectiveness of direct instruction versus fluency (repeated reading) instruction on the reading achievement of 4th grade
students. This study is based on the theory of automatic information processing in reading and the theory of prosody. The overarching research question for this study examined if the reading achievement scores of 4th grade students improved with fluency instruction or direct instruction. Two separate years of archived data from the 2011-2012 (Group A) and 2012-2013 (Group B) school years were used to examine student reading
levels using the Developmental Reading Assessment (DRA) test. Sample size for both Group A and Group B equaled 76 participants respectively. Use of an independent samples t test indicated there was a significant mean difference of reading achievement scores between student groups as measured by the DRA. Students who received fluency instruction achieved greater comprehension scores than students who did not receive fluency instruction. Findings from this study give indication of improvement in reading achievement with the implementation of fluency instruction. Implications for social change include changing the behavior, perceptions, and customs of teachers towards students in and urban public school and district through professional development and professional learning community sessions.

Reading skill and vocabulary mastery become very pivotal for the ESL students to understand the English language-used properly. That condition should be achieved with the right ways; and one of which is using the VSS. Therefore, this study aims at investigating the effectiveness of Vocabulary Selfcollection Strategy (henceforth VSS) on students' reading and the achievement of vocabulary. The quasiexperimental research was applied and the instruments were pretest-posttest. The VSS was used as the independent variable in this study while reading skill and vocabulary mastery were used as the dependent variables. The pretest-posttest was assigned to gather the data. Then, the test related to reading skill and vocabulary mastery were validated via the expert judgment and a validity of content. Additionally, the instruments regarding its reliability was measured by using the reliability of inter-rater. Afterwards, the parametric statistical technique of T-Test and MANOVA test using SPSS 22. Computer program was employed to analyze the data. The findings showed that VSS reveal a significant effect toward students' reading skill and vocabulary mastery. This means that the students get easy to understand the English texts given. It is due to their prior knowledge of vocabulary they have too. This study also proves that the use of VSS can be one of the ways of other strategies to teach the reading and vocabulary in the ESL context.

n intelligent tutoring system (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners,[11] usually without intervention from a human teacher. ITSs have the common goal of enabling learning in a meaningful and effective manner by using a variety of computing technologies. There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS. An ITS aims to solve the problem of over-dependency of students over teachers for quality education. It aims to provide access to high quality education to each and every student, thus reforming the entire education system.

Intelligent tutoring systems consist of four basic components base

It is widely believed that critical thinking in language teaching and learning is more closely connected to adult learners to foster their speaking and writing skills so many readily available teaching materials are designed for the same purpose. However, as thinking needs to be developed throughout one’s life, teaching methods that pay more attention to thinking skills can be undoubtedly beneficial to learners even at a very young age (Puchta, 2012). Besides, of all subjects, critical thinking, as well as other high-order thinking skills (HOTs) in young learners, are still under little investigation since it requires a lot of effort, especially from teachers (Mathews & Lowe, 2011). Storytelling is a popular technique to encourage students’ thinking skills as “storytelling can teach by imparting truths but storytelling can also teach by inviting people to think for themselves and to create their own truths” (Hobart & Colleges, 2015, p. 3) and this process facilitates what is called critical thinking. Although it is being widely used in many young learner classrooms, most of the activities are traditional ones such as using picture books or role-playing. This paper will examine a transformed form of storytelling – interactive classroom activities, which have not been studied before.

Twenty years after the first theorisation of the concept of intercomprehension, the horizons of e-intercomprehension keep widening and the needs of teachers and students evolve. Thus, a new modern and flexible platform was needed to follow up the progresses of this language teaching approach. This research aims at presenting the multiple possibilities offered by interconnected intercomprehension and in particular by the e-courses delivered on the Miriadi portal.

Reading is a part of our daily lives. It is performed both for pleasure and information. Reading skills are important for the individuals since they foster comprehension in reading. If the students do not have knowledge of reading skills, they cannot be expected to be successful readers. Thus, they cannot achieve the level of comprehension required to pass exams in their own departments. For this reason, reading skills should be taught in universities for the students to be able to cope with comprehension problems. This case study aims to find out whether or not reading skills has a role on the reading comprehension  ability of Turkish EFL students. This study is both a qualitative and a quantitative study which lasted for a duration of 14 weeks. Two groups were selected (experimental and control) among prep classes at Kahramanmaraş Sütçü Imam University. Both groups were administered a pre-test and questionnaire at the beginning of the study to find out if they were aware of reading skills. In addition, 10 students were chosen randomly for interview. During the study, reading skills were infused into the curriculum through designing lesson plans in accordance with the language content and topics for level C students, as determined by the Common European Language Framework. The lessons required the students to use reading skills before, during, and post reading. At the end of the study, the same questionnaire was re-administered. The students were given the post- test and then interviewed. The quantitative data were analyzed through descriptive statistics. The obtained data revealed that the students enhanced their comprehension ability provided that they were taught to use reading skills.

The purpose of this study was to determine the effectiveness of family-based software on reading skills in elementary students with reading disorder. The statistical population of this study included all 3th grade elementary school students with learning disabilities in Mashhad in the academic year of 2017-2018. The sample of this study consisted of 32 individuals (two groups of 16 people). Due to the existence of 10 learning disabilities centers in Mashhad, they were randomly selected from the list of third grade elementary students with learning disabilities and randomly divided into two groups (experimental and control). The data required for this study were obtained through the Reading Performance Test (Karimi & Nouri, 2005). The educational intervention consisted of 10 sessions in families of students with learning disabilities at the beginning of each week receiving appropriate software exercises from the instructor and working with their child throughout the week. The results...

A number of scholars in applied linguistics and reading proficiency have regularly underlined the significance of reading as a prerequisite to academic achievement and success. On that account, numerous studies have attempted to investigate a best course of action into presenting a new way of teaching reading proficiency. The present contribution attempts to investigate the probable effect of employing Harmer's Engage, Study and activate (ESA) elements involved in teaching of tasks in developing reading comprehension of EFL learners. For this reason, two intact groups of each containing 15 Iranian EFL learners from Chabahar Maritime University were enrolled. Prior to the study, before the actual classes were inducted, participants were administered an FCE reading pre-test to ensure both groups equivalence and homogeneity. Consequently, the control group was instructed based on the principles of Grammar-translation method (GTM) and the experimental group was instructed through implementation of ESA elements involved in teaching of reading tasks. Eventually, at the end of the treatment period, a post-test of FCE reading comprehension was administered to investigate their performance in reading comprehension. The results of the statistical analyses, i.e. independent sample t-test showed that the experimental group has significantly outperformed the control group; the learners also showed a positive overall tendency towards the teaching method based on ESA elements .It is expected that the pedagogical implication of the study would make considerable contribution to the works of EFL teachers, Researchers, policy makers and curriculum designers.

Citar asi: González-López, M,, Machin-Mastromatteo, J,, y Tarango, J. (2020). Evaluación diagnóstica de habilidades de pensamiento e informacionales a través del diseño y aplicación de tres instrumentos para estudiantes de primer grado de educación primaria. Revista Electrónica Educare, 24(3), 429-453. https://dx.doi.org/10.15359/ree.24-3.21

Este artículo toma como referencia las problemáticas de la falta de habilidades para la lectura, las matemáticas y la ciencia, según la realidad del sistema educativo público mexicano, así como los resultados obtenidos en las evaluaciones promovidas por la Organización para la Cooperación y el Desarrollo Económico (OCDE). La investigación se basó en un estudio cuantitativo, el cual se obtuvo de una evaluación diagnóstica sobre el desarrollo de habilidades informacionales y de pensamiento en la niñez de educación básica, para lo cual se diseñaron y se aplicaron tres instrumentos sobre habilidades de pensamiento, pensamiento matemático, así como competencias informacionales, de lenguaje y de comunicación en la niñez, para conocer el nivel de habilidades desarrolladas previo a incorporarse al programa del nuevo modelo educativo propuesto por la Secretaría de Educación Pública (SEP) de México. Se aplicó el método diagnóstico de situación educativa (DS): i) un examen de 20 ejercicios para medir el nivel de desarrollo de cada habilidad en estudio; ii) una rúbrica para evaluar las respuestas de la niñez; y iii) una tabla para anotar los resultados de cada habilidad. Las conclusiones de esta evaluación diagnóstica incluyen que este estudiantado, que se encuentran

Knowing how to speed read could save time and increase comprehension and retention of the subject. When you learn how to speed read, which is focusing on important words, the fluency of reading is developed. With this come better understanding, better comprehension and pleasure of reading.

Reading comprehension is a complex, linguistic, cognitive ability, which makes it difficult to not only understand but teach (Horowitz-Kraus, Vannest & Holland, 2012). This may be why most reading strategies focus on text-based processing as opposed to visualizing while reading (De Koning & van der Schoot, 2013). Even though it may be difficult to teach, studies show the ability to visualize while reading outweighs the effort needed to teach it. Visualization-the ability to create pictures in the brain based upon written or spoken words-is one of many strategies to aid in comprehension. Gambrell and Bales (1986) expand this definition to include the ability to organize and store new mental images to form or draw conclusions from later. Despite the fact students are consistently surrounded by visual images in movies, television, video games, computers, and cell phones, most are passive consumers, which does not necessarily translate into the development of visualizing while reading (Gorman & Eastman, 2010; Hibbin & Rankin-Erickson, 2003).

The novel is a reflection of human culture. Novel is identical to a literary work in the form of prose which is quite long, and tends to be fictitious. A novel is based on the building elements such as intrinsic and extrinsic elements. The novel that the author reviewed in the final project was titled Matilda by a famous children's story writer from England, Roald Dahl. Dahl is famous for his imaginative work and plot which, in the writer's opinion, is complex to guess. Matilda, according to the author, is an imaginary novel with a light theme. Suitable in any ages even the kids can read this book. However, in this novel Dahl uses a lot of hyperbole in describing the storyline. This is the reason that underlies the author to review one of Roald Dahl's novels, namely Matilda. Matilda is a popular novel because the story is easy to understand and the author does not convolute in telling the story. Because this novel is intended for children, the story that is presented follows the author's tastes and imagination, is uncomplicated and develops simply according to children's logic. The aims of this review is to deliver a wide-ranging description of the contents of a novel itself. In reviewing a novel, it is crucial to have a review of intrinsic elements such as themes, plot, setting, characterization, characterization, mandate, and perspectives’ as well as extrinsic elements in the form of the author's social and psychological factors that greatly influence the author's style in conveying a story. The reviewer only shows the general picture and the reader then gives an assessment of the quality of a novel. This project provides a brief review of the strengths and weaknesses of Matilda accompanied by a brief biography of the author. Through this reviewer, readers can get a glimpse of the contents of Matilda's novel along with the author and some of his works.

Publikácia Metodika na podporu čitateľstva žiakov v mladšom školskom veku je výstupom výskumného projektu VEGA 1/0455/18 Výskum a rozvoj čitateľstva žiakov mladšieho školského veku.
Zámerom projektu bolo objaviť príčiny znižovania čitateľstva žiakov s ich rastúcim vekom a zistiť možnosti stimulácie kognitívnej a receptívno-zážitkovej stránky čitateľstva na primárnom stupni školy a jeho následnej udržateľnosti. Našou ambíciou sa stalo vytvorenie čitateľského programu na podporu čitateľstva detí mladšieho
školského veku „Čítame deťom, čítame s deťmi“, ktorý synergicky spojil dospelých a deti s cieľom nájsť spôsoby, ako čitateľstvo „resuscitovať“ a zároveň inšpirovať k čítaniu.

Skimming & Scanning is a style of reading and information processing. There are some who argue that skimming and scanning is more of a searching technique than a reading strategy. But it all depends on the purpose for reading.
For example, one could read for pure enjoyment, while in another situation, one could read for inquiring about information or to successfully complete a proposed activity/task.

Citar asi: González-López, M. (2021).  Habilidades para desarrollar la lectoescritura en los niños de educación primaria. Universidad Miguel de Cervantes. Boletin Iberoamericano de Opiniones. 

One of the problems in the world of teaching-learning is the lack of skills to achieve literacy. The method is in five stages; diagnosis, planning, educational intervention, analysis and conclusion. The teaching-learning of literacy requires the development of thinking, linguistic, motor, informational, physical and socio-emotional skills.

In this study I investigated the relative effects of different reading methods on the comprehension performance of Saudi EFL 10th grade male students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and subvocalization, and between oral reading and silent reading. Oral reading had the greatest effect on comprehension performance among the three reading methods examined. All groups reported that oral reading was the most preferred reading method with the majority of respondents feeling the style best supported comprehension. Feedback suggested that oral reading was preferred specifically because it helps in memorizing words and texts, concentration, and practicing and pronouncing words for real world encounters. It is recommended that second language teachers and students use all available reading methods in order to identify which method best serves their study objectives.

La lectura es sin lugar a dudas, uno de los conceptos teóricos de mayor
significación y abordaje dentro del campo de las ciencias sociales. Basta revisar de manera somera la actual bibliografía que versa sobre cantidad de definiciones, tendencias, modelos y estudios en torno a la lectura para darse cuenta de ello. Dentro de este contexto, una de la obra que atiende la necesidad de la mediación y promoción de la lectura es, A leer se aprende leyendo, del escritor venezolano Rod Medina.

The title of this research is Improving Reading Comprehension Through Extensive Reading Activity (A Classroom Action Research for the Second Grade Students of SMP Muhammadiyah 3 Mlati, Academic Years 2013-2014). The objectives of this research are to improve the quality of teaching and learning process of reading through Extensive Reading activity, to describe the students' response in learning reading through Extensive Reading activity, and to improve the students' reading comprehension through Extensive Reading activity.

The aim of this paper to encourage the scholars or teacher to search out differently to boost students reading skills, one in every of them is with several exercises like reading to English newspaper or reading stories in Wattpad application. wattpad is an reading application that presents numerous styles of stories like novels and short stories, one in every of that could be a story mistreatment English that is extremely useful for college kids in active their reading skills. reading itself is a vital facet of understanding news and stories so the knowledge sent is understood. Acknowledge This paper was written as a way of feeling and conjointly a review of many researchers who had examined the reading skills, these studies were terribly helpful for lecturers or students as a references in learning English.

‘‘Paragraph Reading Study I’’ contains taken from newspaper articles like The Guardian, The Independent, The Times, The Financial Times, The Washington Time, The Sun, The New York Times and The Washington Post.

The Guardian : https://www.theguardian.com/uk-news
The Independent : http://www.independent.co.uk/
The Times : https://www.thetimes.co.uk/?region=global
The Financial Times : https://www.ft.com
The Washington Times : http://www.washingtontimes.com/
The Sun : http://www.thesun.co.uk/sol/homepage/
The New York Times : http://www.nytimes.com/
The Washington Post : http://www.washingtonpost.com/

The study aimed at investigating the impact of teachers use of folktales on the performance of pupils in reading comprehension in primary schools in Kaduna, Nigeria. The sample of the study consisted of forty (40) primary four pupils from two randomly selected primary school, tagged, school " " and school " " in Kaduna North Local Government " rea. School " " was assigned as the experimental group while school " " was assigned as the control group. " oth groups were taught reading comprehension for eight weeks. A pre-test post-test experimental design for equivalent groups was used. Pupils were tested using reading comprehension test called retelling test. Results showed that the experimental group outperformed the control group. This indicates that the use of folktales by teachers in reading comprehension may have a significant positive effect on pupils reading comprehension. " ased on the findings, it was recommended among others, that teachers should use folktales to enrich their reading comprehension lessons and to make such lessons more lively, interesting and meaningful. The reading component of the English Language Curriculum should be organized around stories that are deeply rooted in core values of the society. The curriculum should include reading comprehension passages that are based on folktales that teach moral lessons. Such moral lessons should be deeply rooted in the core values of the society.

This study investigated the challenges of teaching reading skills and pupil's reading effectiveness in public primary schools in Ekeremor Local Government Area of Bayelsa State. The design adopted for the study was descriptive survey. The population of the study comprised of 744 teachers in 92 public primary schools. The researcher used stratified sampling technique to select 20 schools out of 92 public primary schools from three (3) constituencies. A sample size of 60 teachers from the selected schools in primary three, four and five were drawn using simple random sampling technique. The research instrument used for data collection was Challenges of Teaching Reading Skills Questionnaire (CTRSQ) with 20 items to answer four (4) research questions; developed to guide the study. The data collected were analysed using mean and standard deviation. Findings from the study revealed that inadequate facilities, large class size, making choice of methods in teaching reading and provision of instructional materials are challenges teachers encountered in teaching reading skills that influence pupil's reading effectiveness. Based on the findings, it was recommended that schools head teachers' should align with ministry of education, stakeholders, parents and NGOs to provide adequate facilities and instructional materials for all public primary schools. Government and stakeholder should also build more classrooms to reduce class size. In-service training such as workshop and seminar should be consistently organised for training and retraining of teachers in public primary schools.

‘‘Paragraph Reading Study III’’ contains taken from newspaper articles like The Guardian, The Independent, The Times, The Financial Times, The Washington Time, The Sun, The New York Times and The Washington Post.

The Guardian : https://www.theguardian.com/uk-news
The Independent : http://www.independent.co.uk/
The Times : https://www.thetimes.co.uk/?region=global
The Financial Times : https://www.ft.com
The Washington Times : http://www.washingtontimes.com/
The Sun : http://www.thesun.co.uk/sol/homepage/
The New York Times : http://www.nytimes.com/
The Washington Post : http://www.washingtonpost.com/

Reading is a complex, purposeful, interactive, comprehending, and flexible activity that takes considerable time and resources to develop. Reading comprehension is a process of getting meaning from and bringing meaning to a text. Theoretical framework, concerning classification of reading skills, criteria for skill ranking and skill transfer, is presented. The balance between skills and language affects the teaching of reading in English for Specific Purpose. Adopting a range of reading styles, strategies and techniques in second/foreign language classroom is necessary for successful interaction with the authentic texts in English for Specific Purpose implying more efficient second language readers. Different techniques for testing reading are also analyzed. Success in reading comprehension task is studied by analyzing effects of the type of the training students have undergone, for how long they have studied English at the faculty, duration of training in reading skills, frequency of testing, and the nature of texts used as a basis for applying reading comprehension tests.