This document summarizes research on upgrading reading skills among students. It finds that students lack reading skills due to a lack of motivation from parents and teachers, reading without purpose, and an inability to comprehend texts fully. It suggests that parents and teachers should encourage purposeful reading beyond textbooks to develop vocabulary and critical thinking. Frequent comprehension exercises on graded texts from different genres can help improve complex reading and writing skills while offering remedial help on language elements.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Problem and Prospect of Using Literature to Teach Writing in English as a Sec...inventionjournals
This conceptual paper intends to evaluate the problems and prospects of teaching English language skills particularly writing skill through literature. The importance of literature in language teaching will also be of emphasis in the paper. However, the poor performances of students in English language in both internal and external examinations, low quality of education all over the world prompt educationists and teachers of language to think and develop innovative approaches for teaching the language. In view of this, this author decides to see how literature can be used to enhance students’ knowledge of the language and as a way of developing knowledge of writing skill as innovation in language teaching. Therefore, this paper will look at the problem and prospect of teaching literature in higher institutions as a way of enhancing English language learning
Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Comp...Jennifer Jones
The document discusses strategies for teaching students to read complex texts based on the Common Core standards. It explains that students should be exposed to challenging texts and given scaffolding support to help them comprehend texts above their current reading level. The document also discusses measuring text complexity, considering factors like vocabulary, structure and coherence. It emphasizes the importance of close reading techniques and having students struggle through difficult texts with teacher support.
Skills required for proficient reading -maricel m. ubaldoChoi Chua
The document summarizes the key skills required for proficient reading according to research. It discusses 5 essential skills: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. For each skill, it provides details on what they entail and why they are important for reading development. It also describes different levels of reading comprehension from literal to critical evaluation and application. An activity is assigned which involves reading a short story and answering comprehension questions.
English Language Teaching: Schema and Script Theory (Reading & writing Proces...Faiza Hassan
This Presentation is about Schema and Script theory prepared for teachers aiming to become Teachers of ESL. For content help was taken from David Nunan's book 'Second Language Learning and Language Teaching' It is useful for novice teachers who are training to become ELT to understand schema and script, and to understand the rationale behind pre-reading and pre-writing activities.
Development and Validation of Filipino Reading Test for Senior High SchoolReggie Cruz
1. The document describes the development and validation of a Filipino reading test intended as an assessment tool for the core subject "Pagbasa at Pagsusuri ng Iba't Ibang Teksto Tungo sa Pananaliksik" in Senior High School.
2. An 85-item reading test was developed based on learning competencies and underwent face and content validation by teachers and students.
3. After validation, 36 items were accepted, 21 revised, and 28 rejected, resulting in a final 50-item test that was found to have excellent reliability for research purposes.
The document discusses using authentic literature in the classroom. It defines authentic literature as real books found in bookstores and libraries, rather than textbooks. The presenter believes authentic literature motivates students and adds variety, is easy to read, and can incorporate multicultural perspectives. Methods for incorporating authentic literature include individual reading, shared reading, and using books for modeling writing. Websites are provided that list recommended books for various subjects.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Problem and Prospect of Using Literature to Teach Writing in English as a Sec...inventionjournals
This conceptual paper intends to evaluate the problems and prospects of teaching English language skills particularly writing skill through literature. The importance of literature in language teaching will also be of emphasis in the paper. However, the poor performances of students in English language in both internal and external examinations, low quality of education all over the world prompt educationists and teachers of language to think and develop innovative approaches for teaching the language. In view of this, this author decides to see how literature can be used to enhance students’ knowledge of the language and as a way of developing knowledge of writing skill as innovation in language teaching. Therefore, this paper will look at the problem and prospect of teaching literature in higher institutions as a way of enhancing English language learning
Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Comp...Jennifer Jones
The document discusses strategies for teaching students to read complex texts based on the Common Core standards. It explains that students should be exposed to challenging texts and given scaffolding support to help them comprehend texts above their current reading level. The document also discusses measuring text complexity, considering factors like vocabulary, structure and coherence. It emphasizes the importance of close reading techniques and having students struggle through difficult texts with teacher support.
Skills required for proficient reading -maricel m. ubaldoChoi Chua
The document summarizes the key skills required for proficient reading according to research. It discusses 5 essential skills: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. For each skill, it provides details on what they entail and why they are important for reading development. It also describes different levels of reading comprehension from literal to critical evaluation and application. An activity is assigned which involves reading a short story and answering comprehension questions.
English Language Teaching: Schema and Script Theory (Reading & writing Proces...Faiza Hassan
This Presentation is about Schema and Script theory prepared for teachers aiming to become Teachers of ESL. For content help was taken from David Nunan's book 'Second Language Learning and Language Teaching' It is useful for novice teachers who are training to become ELT to understand schema and script, and to understand the rationale behind pre-reading and pre-writing activities.
Development and Validation of Filipino Reading Test for Senior High SchoolReggie Cruz
1. The document describes the development and validation of a Filipino reading test intended as an assessment tool for the core subject "Pagbasa at Pagsusuri ng Iba't Ibang Teksto Tungo sa Pananaliksik" in Senior High School.
2. An 85-item reading test was developed based on learning competencies and underwent face and content validation by teachers and students.
3. After validation, 36 items were accepted, 21 revised, and 28 rejected, resulting in a final 50-item test that was found to have excellent reliability for research purposes.
The document discusses using authentic literature in the classroom. It defines authentic literature as real books found in bookstores and libraries, rather than textbooks. The presenter believes authentic literature motivates students and adds variety, is easy to read, and can incorporate multicultural perspectives. Methods for incorporating authentic literature include individual reading, shared reading, and using books for modeling writing. Websites are provided that list recommended books for various subjects.
The document discusses dimensions and techniques for effectively teaching literature at different educational levels, highlighting key elements like message, cultural features, characterization, aesthetic techniques, and language use. It also suggests using multimedia and innovative assessment methods to modernize literature education and make it more engaging for learners.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
The document provides guidance on techniques for reading short stories and drama. It discusses what short stories and drama are, including that short stories have no set length and drama combines fiction with performance elements. It then outlines various questions readers should ask themselves about the title, characters, plot, themes, and context of short stories. The document also lists 10 specific techniques for reading short stories, such as reading stories multiple times and using stories to enhance vocabulary and grammar skills. Similarly, it provides techniques for reading drama, such as visualizing characters, contemplating the setting, and researching historical context when important to the story.
1. The document provides a scheme of work for an English language class at SMK Lahar over 12 weeks covering 12 chapters.
2. It outlines the learning outcomes, activities, educational emphasis and grammar/sound system focus for each week.
3. The themes covered include people, environment, social issues, health, and language skills of interpersonal communication, obtaining information, and responding to literature.
This document discusses the benefits of using different types of literature in language teaching, including short stories, poems, novels, plays, and song lyrics. It outlines several key benefits such as:
1) Literature provides authentic materials that engage learners cognitively and emotionally.
2) Literary texts can expand language awareness by examining sophisticated language examples.
3) Learners can make personal connections that increase involvement and interpretation.
The document discusses how to create a literate learning environment. It recommends that teachers 1) conduct assessments to understand students' literacy needs, interests, and motivations, 2) select appropriate texts based on these assessments, 3) teach metacognitive reading strategies, 4) use instructional practices that develop critical thinking, and 5) allow opportunities for student response and engagement. The goal is to choose texts and implement practices that engage students and support their literacy development.
This document outlines a lesson plan for teaching group leaders how to facilitate Jewish text studies. It includes an introduction explaining the value of text studies, as well as sections on different text study methods like chavruta (paired learning), close reading, and bibliodrama. The lesson aims to help group leaders understand key concepts about Jewish texts, measure the success of text studies, and feel confident leading text studies themselves.
This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
ASLA XXIII Biennial Conference - Jenni Connor - Jenni discusses shifts in the Australian Curriculum: English learning area and the implications for teacher and student knowledge. Jenni will use quality literature to investigate the Literature strand of the curriculum for students at primary level and invite librarians to consider their role in enhancing student learning outcomes.
This document provides a lesson plan for teaching poetry to primary level students. It proposes using the poem "Indian Women" by Shiv K. Kumar. The lesson plan has two stages: 1) initiating a response by having students read and discuss the poem's themes without context, and 2) developing a reading by analyzing the language and structure of the poem. At the first stage, students make predictions and relate the themes to their own experiences. At the second stage, they learn to analyze stylistic elements like word choice and line structure. The goal is to help students understand how language conveys meaning in poetry.
Stories are a useful tool for teaching English as they help develop listening skills, imagination, feelings, and connect the past and future. They motivate students and allow practice of different skills like reading, role playing, and memory. Stories provide context for language learning and increase self esteem. Teachers should choose age appropriate stories with simple language and clear activities. Storytelling involves planning, choosing the right story, involving students, and dividing activities into stages like before, during and after reading. Shared reading models reading skills and allows students to make predictions and discuss illustrations.
A Forming a Motivation for Independent Reading in a Foreign LanguageYogeshIJTSRD
The independent work of students of all forms and types of educational activity. The purpose of independent work expanding the scientific outlook, mastering methods of theoretical research, development of students independence of thinking. Student and graduate of a higher educational institution should not only acquire knowledge on the subject of the program, master the skills and abilities of using this knowledge, methods of research work, but also be able to independently aquire new scientific knowledge. Hikmatova M. N "A Forming a Motivation for Independent Reading in a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38739.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/38739/a-forming-a-motivation-for-independent-reading-in-a-foreign-language/hikmatova-m-n
This presentation summarizes key concepts and issues related to materials for teaching English to young learners. It discusses the definition of teaching English to very young learners (TEVYL) referring to ages 3-6 and teaching English to young learners (TEYL) referring to ages 7-12. It also covers the types of materials commonly used, the importance of story-based and motivating materials, and factors to consider for developing age-appropriate materials. The presentation concludes by discussing theories of young learner development and current thinking in young learner teaching approaches.
This document summarizes a research article that analyzes the ethical issues in select Nigerian children's fiction from a linguistic perspective. It discusses children's cognitive development stages according to Piaget and how this should inform the language used in children's literature. The research analyzes clausal elements and sentence structures in samples from three Nigerian children's books using Systemic Functional Linguistics as the theoretical framework. The goal is to identify common linguistic patterns and their functions to serve as a checklist for authors, publishers and teachers on appropriate language for children's literature.
Teaching English Literature in India (TELI)Shranti Hake
The document discusses the teaching of English literature in India as a non-native literary text. It notes that English literature has been taught in India for over a century since British rule. It also discusses various approaches to teaching English literature produced in former British colonies, including Indian literature in English. The document argues that a stylistic approach, where students analyze literary texts based on stylistic features, can help students better understand how language works in literature when teaching English literature at the college level in India.
This document summarizes a classroom activity where students in 1st and 2nd ESO wrote short stories. For the 1st ESO students, the stories focused on a theme of the city and showed creativity. For 2nd ESO, most students only summarized myths from their textbook rather than writing original stories. While grammar and vocabulary use was generally good, the 2nd ESO stories lacked creativity. Overall, the activity was more successful for stimulating creative writing and language use among the 1st ESO students.
The whole language approach teaches foreign language as a whole, without separating components like grammar and vocabulary. It emphasizes learning language naturally through reading, writing, and activities that are relevant to students. The key principles are that language learning should be authentic, personalized, self-directed, collaborative, and pluralistic. The teacher acts as a facilitator, focusing on real communication and creating a supportive learning environment.
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Literal level of student's comprehension in nigeria a means for growing a new...Alexander Decker
This document summarizes a study that examined Nigerian secondary school students' attainment of the literal level of reading comprehension. Specifically, it looked at students' mean scores in reading for exact meaning, information, and gist. The study found that students scored higher in reading for exact meaning than for information or gist. It also found a significant difference between students' scores in reading for exact meaning versus information, and reading for exact meaning versus gist. The study recommends explicitly teaching students how to develop literal reading comprehension skills to help them acquire higher-level comprehension abilities.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
The document discusses dimensions and techniques for effectively teaching literature at different educational levels, highlighting key elements like message, cultural features, characterization, aesthetic techniques, and language use. It also suggests using multimedia and innovative assessment methods to modernize literature education and make it more engaging for learners.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
The document provides guidance on techniques for reading short stories and drama. It discusses what short stories and drama are, including that short stories have no set length and drama combines fiction with performance elements. It then outlines various questions readers should ask themselves about the title, characters, plot, themes, and context of short stories. The document also lists 10 specific techniques for reading short stories, such as reading stories multiple times and using stories to enhance vocabulary and grammar skills. Similarly, it provides techniques for reading drama, such as visualizing characters, contemplating the setting, and researching historical context when important to the story.
1. The document provides a scheme of work for an English language class at SMK Lahar over 12 weeks covering 12 chapters.
2. It outlines the learning outcomes, activities, educational emphasis and grammar/sound system focus for each week.
3. The themes covered include people, environment, social issues, health, and language skills of interpersonal communication, obtaining information, and responding to literature.
This document discusses the benefits of using different types of literature in language teaching, including short stories, poems, novels, plays, and song lyrics. It outlines several key benefits such as:
1) Literature provides authentic materials that engage learners cognitively and emotionally.
2) Literary texts can expand language awareness by examining sophisticated language examples.
3) Learners can make personal connections that increase involvement and interpretation.
The document discusses how to create a literate learning environment. It recommends that teachers 1) conduct assessments to understand students' literacy needs, interests, and motivations, 2) select appropriate texts based on these assessments, 3) teach metacognitive reading strategies, 4) use instructional practices that develop critical thinking, and 5) allow opportunities for student response and engagement. The goal is to choose texts and implement practices that engage students and support their literacy development.
This document outlines a lesson plan for teaching group leaders how to facilitate Jewish text studies. It includes an introduction explaining the value of text studies, as well as sections on different text study methods like chavruta (paired learning), close reading, and bibliodrama. The lesson aims to help group leaders understand key concepts about Jewish texts, measure the success of text studies, and feel confident leading text studies themselves.
This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
ASLA XXIII Biennial Conference - Jenni Connor - Jenni discusses shifts in the Australian Curriculum: English learning area and the implications for teacher and student knowledge. Jenni will use quality literature to investigate the Literature strand of the curriculum for students at primary level and invite librarians to consider their role in enhancing student learning outcomes.
This document provides a lesson plan for teaching poetry to primary level students. It proposes using the poem "Indian Women" by Shiv K. Kumar. The lesson plan has two stages: 1) initiating a response by having students read and discuss the poem's themes without context, and 2) developing a reading by analyzing the language and structure of the poem. At the first stage, students make predictions and relate the themes to their own experiences. At the second stage, they learn to analyze stylistic elements like word choice and line structure. The goal is to help students understand how language conveys meaning in poetry.
Stories are a useful tool for teaching English as they help develop listening skills, imagination, feelings, and connect the past and future. They motivate students and allow practice of different skills like reading, role playing, and memory. Stories provide context for language learning and increase self esteem. Teachers should choose age appropriate stories with simple language and clear activities. Storytelling involves planning, choosing the right story, involving students, and dividing activities into stages like before, during and after reading. Shared reading models reading skills and allows students to make predictions and discuss illustrations.
A Forming a Motivation for Independent Reading in a Foreign LanguageYogeshIJTSRD
The independent work of students of all forms and types of educational activity. The purpose of independent work expanding the scientific outlook, mastering methods of theoretical research, development of students independence of thinking. Student and graduate of a higher educational institution should not only acquire knowledge on the subject of the program, master the skills and abilities of using this knowledge, methods of research work, but also be able to independently aquire new scientific knowledge. Hikmatova M. N "A Forming a Motivation for Independent Reading in a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38739.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/38739/a-forming-a-motivation-for-independent-reading-in-a-foreign-language/hikmatova-m-n
This presentation summarizes key concepts and issues related to materials for teaching English to young learners. It discusses the definition of teaching English to very young learners (TEVYL) referring to ages 3-6 and teaching English to young learners (TEYL) referring to ages 7-12. It also covers the types of materials commonly used, the importance of story-based and motivating materials, and factors to consider for developing age-appropriate materials. The presentation concludes by discussing theories of young learner development and current thinking in young learner teaching approaches.
This document summarizes a research article that analyzes the ethical issues in select Nigerian children's fiction from a linguistic perspective. It discusses children's cognitive development stages according to Piaget and how this should inform the language used in children's literature. The research analyzes clausal elements and sentence structures in samples from three Nigerian children's books using Systemic Functional Linguistics as the theoretical framework. The goal is to identify common linguistic patterns and their functions to serve as a checklist for authors, publishers and teachers on appropriate language for children's literature.
Teaching English Literature in India (TELI)Shranti Hake
The document discusses the teaching of English literature in India as a non-native literary text. It notes that English literature has been taught in India for over a century since British rule. It also discusses various approaches to teaching English literature produced in former British colonies, including Indian literature in English. The document argues that a stylistic approach, where students analyze literary texts based on stylistic features, can help students better understand how language works in literature when teaching English literature at the college level in India.
This document summarizes a classroom activity where students in 1st and 2nd ESO wrote short stories. For the 1st ESO students, the stories focused on a theme of the city and showed creativity. For 2nd ESO, most students only summarized myths from their textbook rather than writing original stories. While grammar and vocabulary use was generally good, the 2nd ESO stories lacked creativity. Overall, the activity was more successful for stimulating creative writing and language use among the 1st ESO students.
The whole language approach teaches foreign language as a whole, without separating components like grammar and vocabulary. It emphasizes learning language naturally through reading, writing, and activities that are relevant to students. The key principles are that language learning should be authentic, personalized, self-directed, collaborative, and pluralistic. The teacher acts as a facilitator, focusing on real communication and creating a supportive learning environment.
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Literal level of student's comprehension in nigeria a means for growing a new...Alexander Decker
This document summarizes a study that examined Nigerian secondary school students' attainment of the literal level of reading comprehension. Specifically, it looked at students' mean scores in reading for exact meaning, information, and gist. The study found that students scored higher in reading for exact meaning than for information or gist. It also found a significant difference between students' scores in reading for exact meaning versus information, and reading for exact meaning versus gist. The study recommends explicitly teaching students how to develop literal reading comprehension skills to help them acquire higher-level comprehension abilities.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
comprehension and levels of comprehensionmarimar27
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
1) Reading is a complex cognitive process that involves decoding symbols to derive meaning from text. It is considered an important skill for self-education as it allows people to stay informed.
2) There are four main components of reading: alphabetics, comprehension, vocabulary, and fluency. The purpose of reading is to reconstruct the meaning intended by the author.
3) Reading is a skill that must be taught and developed over time through practice. It involves various processes including the reader, the text, and situational and socio-linguistic contexts.
Features of Reading as a Process of Communication, Reading as a Goal and Mean...YogeshIJTSRD
The article says that literally, any periodical or textural reference to reading either asserts or implies that the main function of reading is to convey to the listeners by voice the thoughts and feelings of the writer. The author usually goes on to explain how reading should be taught in order to fulfill this mission. N. K. Ravshanova "Features of Reading as a Process of Communication, Reading as a Goal and Means of Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40071.pdf Paper URL : https://www.ijtsrd.com/other-scientific-research-area/other/40071/features-of-reading-as-a-process-of-communication -reading-as-a-goal-and-means-of-learning/n-k-ravshanova
Importance of reading and its types.
Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). Reading is a means of language acquisition, communication, and of sharing information and ideas. Like all languages, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated
The document discusses intensive and extensive reading approaches to language learning. Intensive reading involves closer analysis of texts under a teacher's guidance to develop language skills, while extensive reading allows students to read large quantities independently for pleasure and general understanding. It emphasizes that the purpose of reading determines the appropriate strategy, and teaches students to vary their reading speed and level of attention based on whether they need a detailed understanding or general comprehension of a text. The goal is to help students become efficient readers who can flexibly apply different reading techniques suited to different goals.
Shared reading is a collaborative reading activity that can be implemented in various ways across grade levels. In primary grades, shared reading typically involves a teacher reading from a big book to a whole group, focusing on concepts like print awareness. In intermediate grades, the focus shifts to comprehension, vocabulary, and analyzing texts from different sources. Across grades, shared reading exposes students to challenging texts, involves student participation, and aims to make reading an enjoyable experience to create lifelong readers. Technology can also enhance shared reading.
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Basic reading skills include the ability to identify and manipulate individual sounds in language; to identify printed letters and their associated sounds; to decode written language. Phonics is a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language
This document discusses the stages of reading development from early childhood through adulthood. It outlines 5 stages of reading:
1) Pre-reading stage from birth to age 6 where children are exposed to books and develop early literacy skills.
2) Beginning reading stage from ages 6-7 where children start to decode words using phonics.
3) Reading for learning stage from grades 2-3 where reading fluency increases and comprehension improves.
4) Multiple viewpoints stage in high school where reading incorporates different perspectives.
5) Constructive reading stage in college where reading is used to build knowledge and develop critical thinking. Later stages involve more complex texts and analytical reading skills. Factors like language, cognition
- There are several approaches to teaching beginning readers, including teaching the alphabet, developing phonemic awareness, and using a five-step decoding system.
- Effective programs provide opportunities for children to expand their oral and written language skills, read aloud daily, learn sound-letter relationships, develop decoding strategies, write, build vocabulary, and learn comprehension strategies.
- The goal is for children to understand the building blocks of language and reading in order to become independent and proficient readers.
Learners and Learning: Section Four: Text as a context for learningSaide OER Africa
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This document discusses intensive and extensive reading. It defines intensive reading as focusing on language details like vocabulary and grammar within a text. Extensive reading, on the other hand, involves reading larger quantities for general comprehension and enjoyment, without focusing on every word. Some examples of extensive reading provided include novels, magazines, and leisure materials. The objectives are to help students build reading fluency and confidence by applying intensive and extensive reading strategies.
FEATURES OF GOOD SOCIAL SCIENCE TEXT BOOKvineethamolr
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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.
The document discusses reading and methods for teaching reading. It defines reading as a complex cognitive process of decoding symbols to derive meaning. It notes several purposes of reading, including language acquisition, communication, learning, and pleasure. It outlines objectives of teaching reading such as developing proper attitudes, fluency, comprehension, and pleasure in reading. The document also discusses various methods for teaching reading, including alphabetic, syllabic, word, phrase, sentence, and story methods. It distinguishes between oral reading, silent reading, intensive reading, extensive reading, and supplementary reading. It emphasizes the importance of teaching reading to fully educate children.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
The document discusses several key aspects of teaching reading, including viewing reading as a process, the role of schemas in reading, and different classroom reading procedures and activities. It describes reading as involving an interaction between the text and the reader to construct meaning. Pre-reading, while-reading, and post-reading activities are discussed as ways to actively engage students in the reading process.
Publishing your research as a Ph.D. student is a challenging but rewarding endeavor. It not only disseminates your findings to the broader scientific community but also plays a crucial role in establishing your academic career. By starting early, selecting the right outlets, and continuously improving your research and writing skills, you can navigate the complex world of Ph.D. research publications with confidence and success. Remember that perseverance and a commitment to excellence are key to making a lasting impact in your chosen field.
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Upgradation of reading skill
1. Research on Humanities and Social Sciences www.iiste.org
ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online)
2863
Vol 2, No.7, 2012
Upgradation of Reading Skill
M.A.Mohamed Sahul Hameed, 1* R.Srinivasan, 1Dr. Rosamma Jacob2
1. Assistant Professor (Senior), English, School of Social Sciences and Languages, VIT University,
University,Vellore, Tamil
Nadu- 632 014, India
2. Senior Professor (Retd.), School of Social Sciences and Languages, VIT University, Vellore, Tamil Nadu 632
. ersity, Nadu-
014, India
* E-mail of the corresponding author: mamohamedsahulhameed@vit.ac.in
mail
Abstract
Reading is one of the greatest phenomena in a nation’s development in various perspectives. Ev Every nation can
get free from illiteracy when citizens of the nation become good readers. Every nation is in need of great
leaders. Great leaders can lead the nation. A great leader reads a lot. Reading not only makes a full man, but
produces a great leader. That many of our students lack reading skill is a bitter fact and a matter of great concern.
r.
The writing skill of our students has deteriorated a lot, because students lack reading skills. Though reading is a
passive language-learning skill, the active language-learning skill ‘writing’ can be developed by means of avid
learning learning
reading. Constant readers become good writers. This research paper begins with an introduction to reading skill
and its importance, moves with an analysis on the lack of reading skills of students and ends with some strategies
and suggestions that could be advocated for the upgradation of reading skills.
Keywords: efficient reading skills, passive reading, comprehending ability, contextual meanings, fluency in
:
reading, filled reading.
1. Introduction
“Reading maketh a full man” – Francis Bacon
“Leave me alone in a sunny desert
I shalt live.
Leave me in an island where there is no hope of survival
I shalt live.
Leave me in a planet where there is no air
I shalt live, but
Leave me alone in a room without books.
I will die within hours.
Gates of Hell get closed, when a good book opens”.
-Poet Vairamuthu
Poet
Book is the key that opens one’s mind.
A good book democratizes one’s mind.
Reading refines one’s mind. Reading reforms one’s mind.
Man came to know more of ‘Culture’ and ‘Civilization’ through reading.
Reasons for Lack of Reading Skills
(a) Lack of Motivation by Parents
“Education begins at home.” – Mahatma Gandhiji
Reading of newspapers at home means a lot for students. Parents must motivate their children to read
newspapers and good magazines at home. A good home is not that which consists of big big-sized master
bedrooms fully air-conditioned and well furnished, but has a good library with a collection of good books and
conditioned
newspapers, besides the basic facilities. As first teachers, parents must develop the reading skills of their
wards. This will help them a lot in their aca
academic and professional journey.
(b) Lack of Motivation by Teachers
Teachers should not limit the boundaries of reading skills of students only with the prescribed textbooks.
Reading of the prescribed textbooks may help students secure well in the examinations but not fully serve
examinations,
the purpose of reading. Students can be motivated a lot to read thought provoking articles that appear in
thought-provoking
standard journals, magazines and newspapers and to discuss them in class. Extensive reading serves various
purposes. It not only enhances the reading skills, but also helps students enrich vocabulary, learn a number of
expressions, master the art of writing and ultimately develop the linguistic thirst and taste of students. A
great leader reads a lot. Every student of today is the leader of tomorrow.
(c) Reading without any Purpose
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Vol 2, No.7, 2012
The purpose of reading must be clear. Passive reading is ‘waste of time on pages’. Even a blank page means a
lot for an active reader. An active reader reads with his mind, not with mere eyes and has a total control over
reading. Active and purposeful reading is the ‘lively interaction between Mind and Book”. When one reads
books with heart and soul, he/she feels some sort of intellectual and energetic vibration. The taste of pudding
is in eating.
Read not to confuse and contradict,
Nor to believe and take what you read for granted,
Nor to find talk and discourse; but
To weigh and consider.
(d) Inability to Comprehend
“The connection between reading speed and comprehension; a film is made up of still images flashed in rapid
succession to stimulate movement. Slow down the film, and the movement and meaning slows and the film’s
impact is diminished. Viewers won’t learn as much about the film as if it were shown at normal speed. With
reading the same thing may happen. When a person reads word by word, like frame by frame, they are not
eading
reading on the level of ideas. You need to read on some level that’s more conversational and allows things to
coalesce into ideas themselves”
- Doug Evans, Institute of Reading Development
There are various factors for one’s poor comprehending ability. With a poor vocabulary, trying to comprehend
well is like expecting a good harvest without cultivating the lands. Wrong comprehension might even lead to
misinterpretation or misunderstanding. Mere use of dictionaries will not help readers. Patience is a sine qua non
interpretation
for readers to comprehend many texts. Contextual meanings will be there. Indirect and symbolic messages
require not only ‘concentrated attention’ but also a ‘maturity of mind’. Thus, readers should not be hasty while
passing remarks. Students, while comprehending passages or reading books, need to access higher order thinking
skills to process the message and go beyond the surface layer of the text and infer possible meanings.
Connoisseurs of William Shakespeare admit the fact that one gets various interpretations every time the plays of
Shakespeare are read out. Students must have adequate vocabulary, grammar and syntactical skills to organize
and interpret the written messages effectively. Effective and careful readers differentiate fact from judgment and
objectively identify differing opinions. They evaluate, review, reflect and reinforce the matter to slowly develop
reading comprehension abilities.
The comprehension exercises seek to increase two kinds of reading ability; the global questions of
comprehension are meant to make learners perceive the over over-all organization of matter-facts, ideas, arguments or
facts,
experience in the passage, while the local questions of comprehension direct attention to detail, including
local
suggestions, implications and particular expressions.
Passages meant for reading could be from modern English writings of a scientific, technical, literary and
general interest. They can be graded according to an assessment of the comprehension levels in terms of
vocabulary, syntax and thought content.
Passages can be used for two main purposes; to increase the complex skills of reading and writing, and to
offer remedial help on the elements of language.
ments
Apart from comprehension and composition exercises, there must be ample exercises on vocabulary,
grammar, punctuation, pronunciation and spelling.
(e) Lack of Importance to Reading
In most of the English classes, the focus is more on completion of the prescribed textbooks rather than on
completion
developing the four language-learning skills. As far reading, students do not read or are not made to read beyond
learning
the textbook in English. Lack of a linguistic atmosphere in class limits the scope for develo development of the
language-learning skills. When the approach towards development of any language learning skill is not linguistic,
learning language-learning
scientific and psychological, the result will be pernicious. All exams test the writing skills of students. Even
assignments given in class are only exercises on ‘written communication’. Thus, the amount of importance given
n
to reading is not sufficient enough for the students to upgrade their reading skills.
(f) Deterioration of Eye-sight
“If a child is struggling in school, it is impo
important that a parent consider his or her vision”
– Dr Joel Zaba, Virginia Beach optometrist and researcher
Nearly 80 % of what a student learns is obtained visually. Research indicates that 70 % of the two million school
age children who have difficulty in reading have some form of visual impairment such as ocular motor,
perceptual or binocular dysfunction.
More than 10 million children (one in four) in the United States suffer an undetected vision problem that
can interfere with learning. Despite this disturbing figure, a survey released by the Vision Council of America
disturbing
(VCA) found that only 6 % of parents recognize the fact that vision problems obstruct the progress in the
academic line.
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A nationwide survey on student health conducted by the Ministry of Education in 2004 found that 80 % of
Chinese college students suffered from poor eyesight. The ratio of male students with bad eyesight is 77.8% and
that of female students is 82%. In addition to the high ratio of poor eyesight among college students, the ratio of
senior students with bad eye-sight reaches 77.3%, 59.4% of junior students and 32.5% of 7 to 12 year
sight year-old
students have poor eye-sight.
(Source – China News Service)
The following ten signs of poor vision have been identified by va
wing various reports and surveys.
[1] Squinting, closing or covering one eye.
[2] Holding a book close to the face.
[3] Losing his / her place while reading.
[4] Excessive clumsiness.
[5] Headache, nausea or dizziness.
ache,
[6] Tilting the head to one side.
[7] Frequent daydreaming.
[8] Using a finger as a place mark while reading.
[9] Performing below potential.
[10] Rubbing eyes repeatedly.
Strategies for Enhancing Reading Skills
(a) Creating in students an interest in reading
The general attitude of students towards study of languages and that of other knowledge
knowledge-oriented subjects is
different in the sense that even the sense of seriousness given to the study of subjects, in gen
general, is not as much
as that given to that of languages. Therefore, it is the responsibility of the teachers to create an interest in the
study of languages and develop in them a taste for languages. Students must be made aware of the achievements
of great leaders by means of reading. In short, students must be motivated a lot to develop the reading habit.
“Not all readers are leaders, but all leaders are readers”.
- Harry S.Truman
(b) Choice of books for Reading
One cannot expect a person of technology to enjoy reading pieces of literature, nor can a person of literature be
expected to enjoy reading books on science and technology. It does not mean that a person of technology is not
interested in literature, but everyone has some choice. Choice of books is like choice of friends. Two persons
with totally contradictory characteristics may not agree with each other in many aspects. In short, the choice of
books lies in the taste of the reader. No worthwhile result can be achieved by means of force. Anything that is
done by means of force may have pernicious effects.
(c) Reading to be made Purposeful
The purpose of reading must be made clear to students. Generally a book is read for pleasure or profit or for
profit,
both, but reading serves various purposes. Reading helps one obtain information, enrich vocabulary, learn
expressions, spend time and so on. Suitable guidance is required for students even in the process of reading.
Reading becomes more effective, when it is done with some purpose.
(d) Assignments on Reading
Since that many of our students do not go beyond text book reading is an undeniable fact, challenging oral
text-book
assignments based on reading can be given to our students. Assignments should not be the ‘mere reproduction’
of what had been read out, but it can be an intellectual and critical analysis of what had been read. An intellectual
and critical analysis requires one’s full fledged concentration and interest. Fluency in reading must be explai
full-fledged explained
to students. Fluency does not mean ‘maximum speed’ in reading. International Reading Association defines
‘fluency in reading’ as ‘filled reading’. The sub conscious process of learning a language is active when the
sub-conscious
learner’s mind is consciously occupied with challenging tasks, which call for the use of language and the
occupied
combined enthusiasm of both the teachers and the taught. Students, besides developing their reading skills, must
develop their critical and analytical abilities too.
(e) Group Activities
Students can be split into groups and involved in the active process of reading. Teachers can encourage students
ents
to discuss various subjects, enrich vocabulary, learn expressions, and have intellectual arguments, debate
contradictions and so on. Such language based activities will create an interest in students in reading. Reading
language-based
should be followed by various activities.
(f) Continuous Assessment
An assessment of difficult level of students, during the process of developing the reading skills, in terms of
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vocabulary, syntax and thought-content is vital for achieving the objective.
content
(g) Guidance
Guidance on active, passive reading, slow and fast reading, note note-making, hints-developing, comprehending,
developing,
positive and negative analysis of views, developing thoughts will stimulate the interest of students and bring a
fruitful result. Proper guidance or a word of encouragement during a failure, non developing stage or progressive
non-developing
stage is worth more than an hour of praise after success.
(h) Role of Library:
A good academic has a library even at home. The library has a key role in enhancing the reading skills of
s
students. The assistance of librarians to students in locating books requires a strong sense of devotion. A
library not properly utilized is synonymous to a haunted house with all it’s worn out household items being not
house
properly used. A library with a collection of good books is the ‘storehouse of knowledge’. The librarians should
be sensitive to the thirst of readers for knowledge.
(i) Use of pre-reading strategies:
An avid reader must accumulate vast amounts of information that must be digested and understood before
id
beginning reading. Use of pre-reading strategies is essential for better understanding of what is read. This also
reading
helps readers avoid making hasty judgments. Logical analysis is very essential in the process.
Conclusion:
Reading not only makes a full man but also makes a good writer. As a ship is guided by the lighthouse, one is
guided by good books. Books make one think. Books are better than teachers. They never scold, criticize or
than
laugh at one. They are available to all round the clock. Any excuse for not reading shall be an excuse for lack of
success and prosperity in one’s professional career. It shall be considered ‘dereliction’ of duty on the part of the
teachers, if students are not constantly motivated to enhance their reading skills, because the non non-reading
students are the greatest problem in the field of education.
References:
Bhaskar W W S, Prabhu N S, English Through Reading
Grayling A.C, Financial Times, (in a review of A History of Reading by Alberto Manguel)
yling
Payal Chanania, Upgrade Reading Skills: Stay Ahead of Competition
Autobiography of Malcolm X, 1964
Surveys on Reading Skills
Survey on Students’ Eyesight
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