The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
Reading Comprehension Strategies: An International Comparison of Teacher Pref...juraikha
To increase the likelihood that reading comprehension strategies are effectively used in
schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as
beneficial in regard to their particular area of expertise.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
Reading Comprehension Strategies: An International Comparison of Teacher Pref...juraikha
To increase the likelihood that reading comprehension strategies are effectively used in
schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as
beneficial in regard to their particular area of expertise.
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
Effect of reading comprehension package with rich media in english on upper p...andrewkannittayil
This is a paper presentation by Dr. Dhanya C S and Prof. (Dr.) Geetha Janet Vitus on the
effect of Reading Comprehension Package with Rich media in English on Upper Primary
Students. Here the investigator gives a detailed explanation of the methodology she used, her
findings and further suggestions in this area.
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
Effect of reading comprehension package with rich media in english on upper p...andrewkannittayil
This is a paper presentation by Dr. Dhanya C S and Prof. (Dr.) Geetha Janet Vitus on the
effect of Reading Comprehension Package with Rich media in English on Upper Primary
Students. Here the investigator gives a detailed explanation of the methodology she used, her
findings and further suggestions in this area.
This SlideShare gives information on the importance of reading comprehension, two strategies for students to develop this skill, and three instructional methods for teaching reading comprehension. Enjoy!
1How Does the Use of Reading Strategies Improve Achieve.docxaryan532920
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
1How Does the Use of Reading Strategies Improve Achieve.docxjoyjonna282
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing times, changing
literacies (pp. 56-81). Newark, Delaware: International Reading Association.
This article explores how teachers can provide opportunities for students to explore learn and engage with a
variety of literacies. It focuses on pedagogies that have been in use and how these can be extended further.
Characteristics of a dynamic pedagogy include the functions and goals are precisely stated and relevant to
the students with links to their school and homes. The students develop deep understandings of literacy and
literacy practices. How they can demonstration use of vocabulary and discuss and use language conventions.
A teacher encourages the students self-monitoring and applying their knowledge in a variety of ways and
acknowledges the social, cultural and technologies characteristics of the classroom. The teacher integrates
opportunities to apply, practice and transform learning. 1
Cope, B., & Kalantzis, M. (2009). Multiliteracies: new literacies new learning, Pedagogies: an
International Journal, 4 (3), 164-195.
A paper which highlights the focus of the New London Group. The aim of the group was to address the
changing needs of the modern world and the adaptions educators need to make to adjust. It details an
analysis of the why, what and how of literacy pedagogy. The ‘why’ focuses on how literacy and therefore
education a key source of social equity. The ‘what’ is the need to conceive meaning making in design and
transform of the social world. The ‘how’ are the limitations of traditional literacy teaching to transmit
language rules. They suggest a pedagogical shift and building on traditional literacy teaching. The
transformative literacy suggested by this paper reframes traditional ideas as experiencing, conceptualising,
analysing and applying. 2
Coyne, E., Farrington-Flint, L., Underwood, J., & Stiller, J. (2012). Sensitivity to rime unit frequency
and children's early word-reading strategies. Journal of Research In Reading, 35(4), 393-410.
doi:10.1111/j.1467-9817.2010.01474.x
Coyne (2012) showed growing evidence to suggest that children are capable of choosing a range of reading
strategies to accurate comprehension. A student’s awareness of both lexical and non-lexical word-reading
strategies are evident in their early reading. Given the relative importance of rime unit frequency for
children’s early reading and spelling performance and the importance of acknowledging flexibility in
children’s reliance on different word-reading strategies. It is argued that additional work is required to fully
assess the contribution of word-specific features in the development of children’s early word-reading
strategies. This study examined how 7-8 year olds sensitivity to rime-level spelling sound correspondences
can influence their use of both lexical and non-lexical forms of word-reading strategies. 5
Daly, A., & Unsworth, L. (2011). Analysis and comprehension of multimodal texts. The Australian
Journal of Language and Literacy, 34 (1), 61-80. Retrieved from Academic Search Complete database.
This research explored the relationship between the images and language. It showed that although the
images and the written text can complement each other however it should not be assumed the text easy to
understand if the images are included. It explores the relationship between the text and images and whether
it is straightforward or has hidden meanings. It directs the student’s attention to images that might suggest an
event and be supported by the text. If the meaning can be abstract thereby encouraging the students to find a
deeper meaning. The findings were that while teachers can assume the images make texts easy to
understand, some students need explicit teaching to ensure understanding. 3
Dewitz, P. Jones, J. Leahy, S. (2009). Comprehension Strategy Instruction in Core Reading Programs.
Reading Research Quarterly. (pp. 102-126). Dx.doi.org/10.1598/RRQ.41.2.1
2. This study addressed ‘what are the skills and strategies which are needed and how do they fit into our core
reading programs?’ It focused on reading comprehension and how it requires word decoding, vocabulary,
knowledge, prior knowledge and motivation. How do teachers teach these strategies? Core reading programs
now include comprehension strategies as predicting, self-questioning, comprehension monitoring,
summarising, evaluating and narrative structure. Direct and explicit instruction of reading strategies
contributes to improve reading comprehension. How should these strategies and skills first be introduced
and taught? How do teachers ensure that students internalise and employ these strategies? Effective
comprehension instruction begins with direct and explicit explanation and demonstration of strategies when,
why and how they should be used. 1
Harvey, S. Goudvis, A. (2008). Comprehension at the Core. The Reading Teacher. (Vol. 66 Issue 6 pp
432 – 439 doi:10.1002/TRTR.1145
Harvey stated in this article that although children are born thinking, teachers need to teach them to think
strategically and recognise the power of their thinking. It highlights how even proficient readers sometimes
lose track and drift of when reading. Teachers model how to stop, refocus and read for meaning. The
strategies developed were a comprehension continuum which covers the students answering literal questions
to actively using the knowledge, retelling which shows short term recall and an understanding of events,
merge thinking with content by inferring and questioning. When students merge their thinking they can
acquire and then actively use their new knowledge. The strategies were developed for the students to ask
deeper more thoughtful questions. 2
Hirsch, E. Jr. (2003) Reading Comprehension Requires Knowledge – of Words and The World.
American Federation suggest of Teachers.
Hirsh highlighted how fluency is important in how fast and well a reader comprehends a text. A student
gains fluency by:
overcoming the limitations of working memory by rapidly grasping the kind of text being read
learning to identify words and their grammatical connections at the basic sentence level
developing the ability to take in basic features fast thereby leaving the mind free to concentrate on
important features
a wide vocabulary knowledge enables readers to make sense of word combinations and choose
among multiple possible word meanings
Developing vocabulary knowledge by definition as well as contextual
Suggested strategies in this study are word and world knowledge which can be conveyed through read-
alouds, vocabulary instruction, and activities that immerse children. 4
Mudzielwana, N, P. (2013). Research-based Teaching Comprehension Strategies: Bridging the Gap.
Journal of Language Teaching and Research (Vol. 4, No. 2, pp. 317-327) Academy Publisher. Finland
A paper which why some South African students cannot read in Year Three. The research highlighted that
teachers did not know how to teach specific reading comprehension strategies. Theorist, such as Piaget and
Vygotsky were used to explore strategies that were successful in other countries. The research found two
approaches in improving reading comprehension namely reciprocal teaching and scaffold support. It went on
to gather evidence from teachers in the target area to explore the strategies that were being used. The
research was based on evidence gathered through interviews, observations and content analysis.
The research resulted in the following reading comprehensions strategies:
Comprehension monitoring Graphic and semantic organisers
3. Questioning
Question and answering
Question generation
Story structure
Summarising 3
Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy, & E. Honan
(Eds.), Text next: new resources for literacy learning (pp. 51-67). Newtown, NSW: Primary English
Teaching Association.
Santoro quotes (Winch et al. 2004) ‘Literacy is embedded in our everyday lives’ and in doing so highlights
that literacy is not merely a set of skills rather a way of operating within a set of social situations. Student’s
need to know a broad lexical range to transfer from one domain to another. Teachers need to ask if their
classrooms provide opportunities for students to develop the literacies in all areas. A teacher addresses how
to best support students in the use of all four resources of code breaker, text participants, users and analysts.
Students learn these strategies understand they are connected and in fact overlap and are used together in
conjunction. 4
Schubert, M. (2009). Comprehension activities for the middle years of schooling: teaching and
learning to comprehend texts across the curriculum, Literacy Learning: the Middle Years, 17 (1), i-viii
The article is a summary of strategies for teaching comprehension in the middle years of schooling. It
suggests there is anecdotal evidence that there is more testing rather than teaching of comprehension. It uses
a quote stating that teachers in all curriculum areas must teach comprehension. Students learn best with an
integrated approach giving them explicit instruction in reading strategies. The article made suggestions for
teaching comprehension strategies using the following headings:
Activating prior knowledge – know/want to know/what I have learned, Yes/no/maybe, sketch it,
visualising, read and retell and graphic overview.
Forming broad understandings – paragraph, probing pronouns, visualising, read and retell and graphic
overview.
Developing interpretations – paragraph summary, inferential comprehension, visualising, read and retell
and graphic overview. 5