This document discusses modeling reading strategies from a metacognitive perspective. It begins by defining key concepts like what reading is, why we read, the difference between skills and strategies, and the importance of metacognition. It then examines specific reading strategies like skimming, scanning, identifying main ideas and details. The document argues that explicitly teaching reading strategies from a metacognitive viewpoint is important because it helps students use strategies more effectively and efficiently.
“Metacognitive Reading Strategies and Its Relationship with English Achieveme...inventionjournals
This paper focuses on study of Metacognitive Reading Strategy in relation to English achievement. The research was carried out in Raipur city on a sample of 456 IX standard students. Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Kouider Mokhtari and Carla Reichard was used for the present study. The research findings revealed that there is positive and high relationship between Global Reading Strategy, Problem Solving strategy, Support Reading Strategy and English Achievement of students. It is also found that there is significant difference between Metacognitive Reading Strategies of Boys and Girls but there is no significant difference between Global Reading Strategy of Boys and Girls. It is also found that there is significant difference between Problem Solving Strategy and Support Reading Strategy of Boys and Girls.
Utilizing Reciprocal Strategies to Improve Non English Majored Students’ Read...ijtsrd
The research aims to make an overview introduction of reciprocal teaching and examine the effects of this teaching technique on improving non English majored students’ reading comprehension at UNETI. The research employed a quasi experimental design with mixed methodology approach. SPSS 22 statistic technique of independent t test and paired sample t test was applied to process and analyze the quantitative data. The significance value was measured at 0,365 which is higher than the level of significance 0,05 . This proved that there was a significant effect of using RT strategy on students’ reading comprehension. Besides, qualitative methodology was applied in order for the researchers to get deeper understanding on participants’ performance and attitudes towards reciprocal teaching in reading class. With data collection tools as journals and focus group interview, textual data was gathered, analyzed and crosschecked to evaluate the validity and reliability of the research. The findings demonstrated that participants are impacted positively with reciprocal teaching instruction. In the light of the present study, the students reported that they found the reading lessons more interesting and exciting. Besides, the students were motivated to interact in class to discuss the target passage. Hence, they felt more confident and responsible for their own study. Nguyen Thi Thanh Ha | Vu Viet Phuong | Do Thi Tieu Yen "Utilizing Reciprocal Strategies to Improve Non- English Majored Students’ Reading Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38601.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38601/utilizing-reciprocal-strategies-to-improve-non-english-majored-students’-reading-comprehension/nguyen-thi-thanh-ha
Algunas generalidades sobre los procesos que apoyaría la plataforma educativa Kooala la cual promueve la enseñanza e investigación en procesos de comprensión lectora.
A metacognitive based instructional theory proposal into a writing protocol t...argemiro amaya buelvas
Abstract
This article derives from a qualitative multiple-case study carried out in the Licenciatura en Educación Básica con Énfasis en Humanidades-Ingles at University of Córdoba. The participants were a case group and a comparative group from the 6th-semester communication lecture. Both groups were selected according to some comparative criteria. A diagnostic test was performed, as well as a post-test reading comprehension test in English, and other introspective instruments were applied to analyze, compare and contrast the results of the literal paraphrasing subcategory in the pre-intervention and intervention phases. On one hand, in the exploratory phase, the results of the two groups were analyzed quantitatively through a multiple-choice format, as well as qualitatively through a writing protocol in which the students’ decisions based on choices were reported to avoid decisions at random. On the other hand, in the intervention phase, the multiple-choice format was not considered, but an open-ended question in which students are asked to construct the paraphrase. The intervention program was included in the Writing Protocol, consisting of an Instructional Theory based on three metacognitive questions applied to illustrate the reading comprehension processes. These three metacognitive questions were a procedural interpretation of Flavell’s proposal metacognitive knowledge, “Declarative component (What?); Procedural component (How?), and Conditional component (Why?)” (Italic added) (1979) cited in Noushad (2008, p. 8; 11).
Keywords: Literal paraphrasing sub-category, Instructional Theory, writing protocol, metacognitive knowledge, multiple-choice format, open-ended questions.
“Metacognitive Reading Strategies and Its Relationship with English Achieveme...inventionjournals
This paper focuses on study of Metacognitive Reading Strategy in relation to English achievement. The research was carried out in Raipur city on a sample of 456 IX standard students. Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Kouider Mokhtari and Carla Reichard was used for the present study. The research findings revealed that there is positive and high relationship between Global Reading Strategy, Problem Solving strategy, Support Reading Strategy and English Achievement of students. It is also found that there is significant difference between Metacognitive Reading Strategies of Boys and Girls but there is no significant difference between Global Reading Strategy of Boys and Girls. It is also found that there is significant difference between Problem Solving Strategy and Support Reading Strategy of Boys and Girls.
Utilizing Reciprocal Strategies to Improve Non English Majored Students’ Read...ijtsrd
The research aims to make an overview introduction of reciprocal teaching and examine the effects of this teaching technique on improving non English majored students’ reading comprehension at UNETI. The research employed a quasi experimental design with mixed methodology approach. SPSS 22 statistic technique of independent t test and paired sample t test was applied to process and analyze the quantitative data. The significance value was measured at 0,365 which is higher than the level of significance 0,05 . This proved that there was a significant effect of using RT strategy on students’ reading comprehension. Besides, qualitative methodology was applied in order for the researchers to get deeper understanding on participants’ performance and attitudes towards reciprocal teaching in reading class. With data collection tools as journals and focus group interview, textual data was gathered, analyzed and crosschecked to evaluate the validity and reliability of the research. The findings demonstrated that participants are impacted positively with reciprocal teaching instruction. In the light of the present study, the students reported that they found the reading lessons more interesting and exciting. Besides, the students were motivated to interact in class to discuss the target passage. Hence, they felt more confident and responsible for their own study. Nguyen Thi Thanh Ha | Vu Viet Phuong | Do Thi Tieu Yen "Utilizing Reciprocal Strategies to Improve Non- English Majored Students’ Reading Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38601.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38601/utilizing-reciprocal-strategies-to-improve-non-english-majored-students’-reading-comprehension/nguyen-thi-thanh-ha
Algunas generalidades sobre los procesos que apoyaría la plataforma educativa Kooala la cual promueve la enseñanza e investigación en procesos de comprensión lectora.
A metacognitive based instructional theory proposal into a writing protocol t...argemiro amaya buelvas
Abstract
This article derives from a qualitative multiple-case study carried out in the Licenciatura en Educación Básica con Énfasis en Humanidades-Ingles at University of Córdoba. The participants were a case group and a comparative group from the 6th-semester communication lecture. Both groups were selected according to some comparative criteria. A diagnostic test was performed, as well as a post-test reading comprehension test in English, and other introspective instruments were applied to analyze, compare and contrast the results of the literal paraphrasing subcategory in the pre-intervention and intervention phases. On one hand, in the exploratory phase, the results of the two groups were analyzed quantitatively through a multiple-choice format, as well as qualitatively through a writing protocol in which the students’ decisions based on choices were reported to avoid decisions at random. On the other hand, in the intervention phase, the multiple-choice format was not considered, but an open-ended question in which students are asked to construct the paraphrase. The intervention program was included in the Writing Protocol, consisting of an Instructional Theory based on three metacognitive questions applied to illustrate the reading comprehension processes. These three metacognitive questions were a procedural interpretation of Flavell’s proposal metacognitive knowledge, “Declarative component (What?); Procedural component (How?), and Conditional component (Why?)” (Italic added) (1979) cited in Noushad (2008, p. 8; 11).
Keywords: Literal paraphrasing sub-category, Instructional Theory, writing protocol, metacognitive knowledge, multiple-choice format, open-ended questions.
Abstract: This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language
Teaching Program at Universidad de Córdoba applied more often while reading.
Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in
order to evaluate their experience and opinion about the platform’s design.
Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform
and its design was significant when bringing up purpose-built learning actions.
Keywords: Reading Comprehension, Topic-Based Knowledge, Text-Based Knowledge, Purpose-Built Learning Actions, CALL (Computer-Assisted Language Learning).
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
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1. A MODELING
OF READING STRATEGIES INTO
THE READING PROCESS FROM A
METACOGNITIVE PERSPECTIVE
ARGEMIRO AMAYA BUELVAS
Especialista en ELT
C. Magister in Education
2. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
DEFINING CONCEPTS
1. What reading is.
2. Why we read.
3. Skills Vs Strategy
4. Metacognition
– Metacognitive Process
_ The Importance and dimensions of Metacognitive
ability
5. Reference Guide to Reading Strategies
3. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reading is...
“the action or skill of reading” (Concise Oxford English
Dictionary, 2008, p.1196).
“the skill or activity of getting information from books”
(Cambridge International Dictionary of English, 1995, pp.
1178-1179).
“reading” is the construction of meaning from print
(Torgensen, Wagner &Rashotte, 1999).
4. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reading is...
“the ability to comprehend the thought and feelings of others
through the medium of written text” (The Encyclopedia of
Language and Linguistics, 1994).
Gibson and Levin (1975) assume that “reading is extracting
information from text”.
“Understanding a written text means extracting the required
information from it as efficiently as possible” Grellet (1981)
5. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
we read for...
“There are two main reasons for reading:
-Reading for pleasure.
-Reading for information (in order to find out something or in
order to do something with the information you get)” Grellet (1981)
6. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
WHY DO YOU THINK, TEACHERS MAY EXPLICITLY
TEACH READING
STRATEGIES FROM A METACOGNITIVE PERSPECTIVE?
It has been found that effective readers are more aware of strategy
use than less effective readers (Mokhtari & Reichard, 2002;
Olson, Duffy, & Mack, 1984).
“Many students enter higher education underprepared for the reading
demands that are placed upon them. When pressed to read, they often
select ineffective and inefficient strategies with little strategic intent (cf.
Saumell et al., 1999;Wade et al., 1990;Wood et al., 1998). Often this is due
to their low level of reading strategy knowledge and lack of
metacognitive control (Dreyer, 1998;Strydom, 1997;Van Wyk, 2001).
Another reason might be their inexperience coming from the limited task
demands of high school”.
HOW CAN SELECTED READING STRATEGIES INEFFECTIVELY
AND INEFFICIENTLY BE USED?
7. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Anderson (1991, p.19) cited in Carrel (1998) not simply a matter of knowing what
concluded from his data that successful
second language reading comprehension is…
strategy touse, but the reader must also
know how to use it successfully and know
how to orchestrate its use with other
strategies. It is not sufficient to know about
strategies, but a reader must also be able
to apply them strategically" (1991, p.19).
Similarly, Kern concluded from his data
that “there are good and bad uses of the
same strategy” and that the difference
between a "good use and a "bad use”…
“may lie in whether the strategies are used
metacognitively or not. Consequently, I will
argue that the difference between
successful and unsuccessful reading
strategy training can be due to the
inclusion (or lack of inclusion) of
metacognition in the strategy training”.
8. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reducing the confusion while offering an analysis that highlights the
commonalities and distinctiveness of each term.
Skills are...
“Reading skills are automatic actions that result in decoding
and comprehension with speed, efficiency, and fluency and
usually occur without awareness of the components or control
involved”.
“Reading skills operate without the reader’s deliberate control
or conscious awareness”.
9. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reduce the confusion while offering an analysis that highlights the
commonalities and distinctiveness of each term.
Strategies are...
“Reading strategies are deliberate, goal-directed attempts to
control and modify the reader’s efforts to decode
text, understand words, and construct meanings of text”.
“Strategies are conscious, controllable processes used to
self-regulate reading for the purpose of attaining a specific
cognitive goal (e.g., see Alexander et al., 1998; Pressley, 2000;
Trabasso & Bouchard, 2002).
10. SKILLS VS STRATEGIES
Skill Strategy
- Observable behaviours (answers to
questions, answers on tests, skills list,
and taxonomies).
- A conscious plan under the control
of the reader. - Product- oriented.
- Generally thought to be unobservable.
- Process-oriented.
- Instructions focus on ways to help
students understand what they read.
11. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Metacognition
According to O'Malley, et al., "students without metacognitive
approaches are essentially learners without direction or
opportunity to review their progress, accomplishments, and
future directions" (1985, p. 561).
12. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Metacognition
Metacognition is "cognition about cognition," or "thinking
about thinking.”
“an awareness of what skills, strategies, and resources are
needed to perform a task effectively; and the ability to
use self-regulatory mechanisms to ensure successful
completion of a task” (p. 345) .
Metacognitive instruction about how and why to use
strategies can be quite effective (NICHD, 2000).
13. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Metacognition
Two dimensions:
(1) knowledge of cognition
(2) regulation of cognition (Flavell, 1978).
The first aspect of metacognition, "knowledge about
cognition," includes three components
"declarative," "procedural," and "conditional"
(Paris, Lipson, and Wixson, 1983).
.
15. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reference Guide to Reading Strategies
• Skimming
• Scanning
•Topics vs Main Idea
•Finding Details
• Finding The Main Idea
• Inferencing
•Supporting Main ideas
•Patterns of Organization
•Understanding Facts and Opinions
•Drawing Conclusions.
17. METACOGNITIVE AWARENESS READING STRATEGIES INVENTORY
TAB TWO TAB THREE TAB FOUR TAB FIVE
However, the absence of these strategies does not mean
Nevertheless, it is pertinent to note that the differences in
the absence of the cognitive processes. The undergraduate
strategy use reported by the undergraduate and the
may have executed similar processes as the postgraduate
postgraduate may reflect the differences in their abilities to
after reading. The difference is that he was unaware of
verbalise their thoughts rather than any actual differences in
doing so. According to Carrell (1998), this inability to
their abilities in or awareness of strategy use. Since it is
execute cognitive processes metacognitively can hinder the
beyond the scope of the study to control for such
success of strategy use. These differences in strategy use
differences, cognitive processes were considered as
therefore may account for the differences in their levels of
strategies only if they were verbalised.
understanding.
Strategy Use in Reading Preferred Texts as
Case Study by Kho Chung Wei, B. Ed. (TESL)
JURNAL IPBA Jilid 3: Bil.3
18. Concept 1.3 The process involved in fluent reading
comprehension
Fluent reading is:
1. a rapid process
2. an efficient process
3. an interactive process
4. a strategic process
5. a flexible process
6. an evaluating process
7. a purposeful process
8. a comprehending process
9. a learning process
William Grabe and Fredricka L. Stoller.Teaching and
10. a linguistic process Researching Reading. 2002. Longman.