Journal articles: 'Reading teachers'

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Siahaan, Amiruddin. "Teachers’ Reading Culture in Madrasah Tsanawiyah Environment of the Target Grant Program of School and Quality Component Assistance." Jurnal Ilmiah Peuradeun 5, no. 3 (September 28, 2017): 415. http://dx.doi.org/10.26811/peuradeun.v5i3.169.

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The low reading culture in teachers has an impact on the low ability and interest in writing scientific papers, of course; also have an impact on the stagnant level of education and teacher’s rank. Nationally, most of the teacher's rank stops at group IV A. Because starting group IVA and above class increased, it requires the component of writing scientific papers, besides teaching component. The results showed that reading culture among Madrasah teachers who became the object of this research increased after the Grant Program of School Quality Component Assistance 3 Madrasah accreditation phase 2 of Indonesia Education Partnership to Australia. They are increasingly aware of the importance of improving the quality of self and improving the quality of Madrasah. Efforts are made to improve the culture of reading teachers, including 1) adding facilities for reading places, such as libraries and reading parks; 2) increasing the number of books collected in Madrasah, related to subjects and textbooks supporting subjects; 3) involving teachers in scientific forums, such as scientific paper competition, short stories, and seminars; 4). The principal as a leading coach for teachers provides motivation to teachers through teacher board meetings as well as directly, in order to increase interest in reading their teachers.

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Kitchen, Margaret Clare, Maree Jeurissen, and Susan Gray. "Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning." Teachers' Work 12, no. 1 (December 3, 2015): 63–77. http://dx.doi.org/10.24135/teacherswork.v12i1.48.

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Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.

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Tsaniazulfa, Rizki, Sekar Dwi Ardianti, and Mohammad Syafruddin Kuryanto. "Teacher's Strategies for Overcoming Reading and Writing Delays in Lower-Grade Students at SDN 1 Mejobo." EduBasic Journal: Jurnal Pendidikan Dasar 4, no. 2 (October 29, 2022): 187–98. http://dx.doi.org/10.17509/ebj.v4i2.49085.

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This study aimed to describe the teacher's strategy for overcoming students' reading and writing delays and elucidate the factors influencing lower-grade students' reading and writing delays at SD Negeri 1 Mejobo. This qualitative research was carried out at SDN 1 Mejobo, Mejobo Sub-district, Kudus Regency, taking the subject of teachers and second-grade students. Data collection techniques were performed through interviews, observation, and documentation. The results uncovered that the strategy or learning pattern applied by the teacher in overcoming lower-grade students’ reading and writing delays covered seven stages: 1) identifying students' reading and writing difficulties, 2) ascertaining students who had reading and writing difficulties, 3) consulting learning problems and discussing appropriate strategies to overcome reading delays with fellow teachers, 4) guiding reading together and instructing students to copy readings, 5) inviting students to listen and pay attention to friends who were reading and teaching students to write cursive, 6) dictating texts to students so that they learned to compose sentences and teaching students to make simple essays, and 7) giving assessment and evaluation of students' reading and writing abilities. The effectiveness of the seven stages has been analyzed and could be used as a recommendation for homeroom teachers who want to overcome delays in reading and writing in lower grades. Therefore, it can be concluded that in overcoming reading and writing delays, homeroom teachers have seven strategies that can be utilized as references.

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Kharisma, Deana, Dila Charisma, and Hanif Nurcholish Adiantika. "Teachers’ Beliefs for Using Phonics to Develop Kindergarten School Students’ Reading." International Social Sciences and Humanities 2, no. 1 (August 8, 2022): 211–17. http://dx.doi.org/10.32528/issh.v2i1.133.

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This study can further initiate valuable implications for teachers’ belief on how teachers’ performers with pedagogic competence and knowledge in teaching english by using phonics to develop students reading skills, to find the teachers’ specific beliefs for teaching reading using phonics in kindergarten school. Considering beliefs can’t be seen or quantified directly, researchers searched for several effective data gathering approaches to discover teachers' belief. The researcher used a qualitative case study to investigate to address the research objectives about teachers’ beliefs about using phonics to develop Kindergarten School students’ reading. The researcher discovers that the teachers’ belief comprises of information, experience, prespective, assumption, truth, and perception regarding teaching english observations. In actuality, the teacher's belief teaches not only information but also the teacher's own viewpoint. Three factors reflect a teacher's belief in teaching using phonics: knowledge about teaching reading using phonics, teachers’ behavior about teaching reading and the creation of conditions and environments. The researcher suggest that the principal provide some training or workshops for teachers to aid them in properly executing the lessons. It help improve students' reading since they are exposed to a positive learning environment.

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Yulita, Delti, and Hesni Neno. "Do Teachers Fond of Reading? Teachers’ Affective States in EFL Reading." Journal of English Language Studies 6, no. 1 (March 15, 2021): 52. http://dx.doi.org/10.30870/jels.v6i1.10007.

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Fitri, Dian Indrianis, and Daniel Ginting. "EFL Teacher's Perception on Reading Strategies Taught in High Schools." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 5, no. 2 (July 30, 2021): 104–17. http://dx.doi.org/10.36312/esaintika.v5i2.423.

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While reading activity is a complex phenomenon, recent research on reading strategies has not provided comprehensive explanation of the role and perceptions of teachers regarding appropriate reading strategies helping students with learning difficulties. This paper is aimed to provide a sketch of the teacher's views and strategies to facilitate students with appropriate reading strategies. EFL teachers have different kinds of reading strategies applied in the classrooms. This study has found that three groups of teachers teaching in excellent accredited public schools, good accredited public school and very good Islamic private school use various strategies during the teaching of reading. Teachers' perceptions on the teaching of reading strategies are closely related to their readiness with knowledge about reading strategies, students' reading problems and their belief. This study suggests that EFL teachers and future researchers need to continuously investigate effective teaching of reading skill in relation to students' reading strategies.

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Ratnasari, Suminar, Asep Suparman, and Muhammad Soni. "ANALYZING TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION." English Education and Applied Linguistics Journal (EEAL Journal) 6, no. 2 (July 19, 2023): 107–13. http://dx.doi.org/10.31980/eeal.v6i2.51.

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This study focuses on the teachers’ strategies in teaching reading comprehension. The objective of the research is to find out teachers’ strategies in teaching reading comprehension. To reach this objective, this study used qualitative method and case study design for investigating and analyzing the natural situation focused on teachers’ strategies. To collect the data, this study used participants who involved in this study were three teachers in one of senior high schools in Garut. The result showed that the teachers used different strategies in teaching reading comprehension. The strategies are memorizing, question and answer relationship, silent reading, game, discussion, and reading aloud. Hopefully, this study may portray a clear explanation for readers about teacher’s strategies in teaching reading comprehension.

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Ancheta, Winicel May C. "Mathematics Teachers’ Competencies." International Journal of Religion 5, no. 10 (June 2, 2024): 434–43. http://dx.doi.org/10.61707/21z76q84.

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This study was conducted to mathematics teachers’ competencies in reading instruction. Specifically, this study sought to describe mathematics teachers’ knowledge of reading and their extent of implementation of reading strategies. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies. Thus, this study suggests that the findings be used by school administrators, policymakers, and Department of Education officials as baseline in providing teachers with support in terms of undergoing professional development undertakings related to reading instruction.

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Hourcade, Jack J., and Cynthia L. Richardson. "Parents as Reading Teachers." Academic Therapy 22, no. 4 (March 1987): 381–83. http://dx.doi.org/10.1177/105345128702200406.

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Harlin, Rebecca, and Jill A. Jones. "Issues in Education: Content Subjects and Reading: Are all Teachers Reading Teachers?" Childhood Education 83, no. 2 (December 2006): 100–102. http://dx.doi.org/10.1080/00094056.2007.10522890.

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Wissink, Barbara. "In-Service Reading Teacher Efficacy." International Journal of Contemporary Education 2, no. 2 (September 16, 2019): 138. http://dx.doi.org/10.11114/ijce.v2i2.4529.

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The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.

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Xu, Peipei, and Lin Yu. "A Book Review of Becoming a Reading Teacher: Connecting Research and Practice." Journal of Contemporary Educational Research 8, no. 3 (March 29, 2024): 232–36. http://dx.doi.org/10.26689/jcer.v8i3.6441.

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The book Becoming a Reading Teacher: Connecting Research and Practice aims to encourage readers to regard reading as a lifelong habit. To bridge the gap between teachers and researchers, this book is structured around four parts: reading as a linguistic process, reading as a personal experience, reading as a collective experience, and reading as a classroom practice. The definition of a reading teacher can be interpreted in two ways: the teacher who builds readings into the lesson and the teacher who provides the opportunity for learners to be readers, but who is a reader themselves. Such teachers regard reading as a lifelong learning habit and pass on the enthusiasm to learners, eventually creating a reading culture beyond the classroom. However, the necessity for reading teachers to participate in the research may be explained as follows. Firstly, new research may change one’s mind. What’s more, research allows teachers to turn their difficulties, surprises, and challenges into questions, and to seek answers to those questions. In addition, research helps teachers overcome the challenges in teaching by discovering new strategies. Research can also help to prove teachers’ choices and decisions in teaching. Secondly, research allows teachers to see the role they play in the bigger picture. Research connects teachers with others and gives them a broader and shared perspective on their questions and experiences. Last but not least, research informs and promotes changes in policy, thinking, and so on.

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Anisah, Nur, Sri Wuli Fitriati, and Dwi Rukmini. "Teachersâ€™questioning Strategies to Scaffold Studentsâ€™ Learning in Reading." English Education Journal 9, no. 1 (January 15, 2019): 128–43. http://dx.doi.org/10.15294/eej.v9i1.28110.

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The objectives of this study are to analyze the type of teachersâ€™ questioning strategies to scaffold studentsâ€™ learning in reading, to analyze the studentsâ€™ responses to answer the teachersâ€™ questions, to analyze teachersâ€™ questioning strategies in order to explain how the questions scaffold studentsâ€™ learning in reading. The instruments used are classrooms observasion, teachersâ€™ interviews, and document analysis. This study uses descriptive qualitative approach: a case study in Nasima Junior High School by means of questioning strategies proposed by Wragg and Brown (2001). The data are taken from classroom interaction of three teachers and sixty two students in three classes in nine meetings.The study shows that the teachers used all variant of key tactic questions. The most frequent strategy is listening to replies and responding tactic. In the term of studentsâ€™ responses, the mostly response is active response in pure English. In the case of teachersâ€™ questioning strategies to scaffold studentsâ€™ learning reading, structuring, pitching and putting clearly, and directing and distributing tactic frequently perfome in before reading activities. During reading activities, the teachers performe all variant of key tactic question to scaffold the students, exceptly pacing tactic was never applied. In after reading activities, teachers mostly play sequencing tactic and pitching and putting clearly tactic to scaffold studentsâ€™ learning reading.

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Irnasari, Ria. "THE INFLUENCE OF REINFORCEMENT AND MOTIVATION ON STUDENTS' READING ABILITY." Esteem Journal of English Education Study Programme 6, no. 1 (January 10, 2023): 131–39. http://dx.doi.org/10.31851/esteem.v6i1.10227.

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The purpose of this study is to determine the influence of teachers classroom reinforcement on the students reading ability, determine the influence of motivation on the students' reading ability and to determine the influence of teachers' classroom reinforcement and motivation simultaneously on the studentss' reading ability. This research was conducted on SMAN 16 OKI. The sample consisted of 30 students who were divided into two classes, each classes consisted 15 students. Samples were taken by random sampling technique. The method used in this research is Expose Facto with simple regression and multiple regression. the result ofÂ the influence coefficient between teachersâ€™ classroom reinforcement and studentsâ€™ reading ability showed that level of significant was 0.041 < 0.05. Consequently, is a significant influence of teachersâ€™ classroom reinforcement on the elevenths grade students reading ability. A The result of the influence coefficient between students' motivation and students' reading ability showed that level of significant was 0.036< 0.05. Consequently there is a significant influence of teachers' classroom motivation on the elevenths grade students' reading ability. The result of a the influence coefficient between teachers' classroom reinforcement and motivation on the students' reading ability showed that level of significant was 0.046 < 0.05. Consequently, there are significant influences of teachers' classroom reinforcement and motivation on the elevenths grade students reading ability.

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Nurdianingsih, Fitri. "TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION." PROJECT (Professional Journal of English Education) 4, no. 2 (March 15, 2021): 285. http://dx.doi.org/10.22460/project.v4i2.p285-289.

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Abstract This study is aimed at portraying teacher’s strategies in teaching reading comprehension to students by involving an English teacher. In collecting the data, interview was conducted to identify the strategies of teaching reading comprehension. The result revealed that the strategies used by the teacher were understanding text, individual and group learning strategy, and QAR strategy. The result indicated that teachers need to be equipped by strategies in teaching reading comprehension in order to help the students to cope with the difficulties in learning English. The choice of strategies was adapted by the teachers with the materials, the syllabus and curriculum. Those strategies were effective in teaching reading comprehension because it can help student to comprehend the text and they could exchange their opinion with their friends. Keywords: teachers’ strategy, reading comprehension

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Martinez, Miriam G., and William H. Teale. "Teacher Storybook Reading Style: A Comparison of Six Teachers." Research in the Teaching of English 27, no. 2 (May 1, 1993): 175–99. http://dx.doi.org/10.58680/rte199315415.

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Knutsen, Karen Sue Patrick. "Understanding the Psychological Reading Process: Preparing Pre-service ESL Teachers to Become Reading Teachers." Acta Didactica Norge 12, no. 2 (May 29, 2018): 3. http://dx.doi.org/10.5617/adno.6144.

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AbstractThis article addresses the metacognitive skills of pre-service ESL teachers in terms of their future role as reading teachers for intermediate and advanced pupils. Reading is a basic skill in all subjects in the Norwegian National Curriculum and involves engaging in texts, understanding, applying and reflecting on what is read – activities requiring higher level thinking. My research questions are: 1) How can “narrative transportation theory” (Gerrig, 1993) help pre-service ESL teachers understand the psychological reading process? and 2) How can insight into this theory motivate them to become better reading teachers, able to faciliate deep learning through literature? I use Julie Bertagna’s science fiction trilogy (Exodus 2002; Zenith 2007; Aurora 2011) to illustrate how narrative transportation works, highlighting the literary qualities that trigger pleasurable reading through immersion into the storyworld. This choice is based on Sections 1.5 and 2.5.3 in the new “Overarching section – values and principles for mandatory education” (2017) of the national curriculum, which instructs schools to teach pupils about their responsibility in contributing to an ecologically sustainable world order. The trilogy thematizes climate change and can affect behavior and attitudes toward this issue positively; it activates a wide spectrum of emotions, facilitating persuasion. Teachers must, however, remember that reading for pleasure is not enough; they must use metacognitve reading strategies in their teaching of literature to ensure deep learning and reach curricular goals. Keywords: teenage literature, narrative transportation theory, metacogniton, metacognitive reading strategies, Julie Bertagna’s Exodus Trilogy, ecological sustainability, ESL, teaching readingÅ forstå psykologiske leseprosesser: Lærerstudenten som leselærer i engelskfagetSammendragDenne artikkelen handler om lærerstudenters metakognitive ferdigheter i sammenheng med leseundervisningen i engelskfaget. Lesing er en av de grunnleggende ferdighetene i alle fag i Kunnskapsløftet. Dette innebærer å være engasjert i, forstå, bruke og reflektere over det som leses, samt bruk av lesestrategier – dette krever metakognitiv tenkning. Forskningsspørsmålene er: 1) Hvordan kan “narrativ transport-teori” (Gerrig, 1993) hjelpe lærerstudenter i engelskfaget til å forstå den psykologiske leseprosessen? og 2) Hvordan kan kunnskap om denne teorien motivere dem til å utvikle seg som lærere i lesing, med evnen til å fostre dybdelæring gjennom litteratur? Jeg bruker Julie Bretagnas ungdomstrilogi i sjangeren science-fiction (Exodus 2002; Zenith 2007; Aurora 2011), for å illustrere hvordan narrativ transport fungerer, og belyser litterære kvaliteter som setter det i gang. Valget baseres hovedsakelig på Overordnet del av læreplanen (2017) som omtaler “Respekt for naturen og miljøbevissthet” (1.5) og “Bærekraftig utvikling” (2.5.3), der skolen får i oppdrag å lære elever om ansvaret de har for å skape en økologisk bærekraftig utvikling. Trilogien tematiserer klimaendringer og kan påvirke leserens atferd og holdninger. Fortellingen kan igangsette mange følelser, som igjen kan forsterke eller endre leserens overbevisning. Men lærere må huske at lesing som underholdning ikke er nok; de må ta i bruk metakognitive lesestrategier i sin undervisning for å sikre dybdelæring og oppnå læreplanmålene.Nøkkelord: ungdomslitteratur, narrativ transport-teori, metakognisjon, metakognitive lesestrategier, Julie Bertagnas Exodus Trilogy, bærekraftig utvikling, engelsk som annet språk, leseundervisning

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Vera Valencia, Sergio. "Reading motivation and reading habits of future teachers." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 85–96. http://dx.doi.org/10.37132/isl.v0i7.182.

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According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers.To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha.Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very feware frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found.Implications of the discrepancies found between what future teachers say and do as readers are discussed.

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Vera Valencia, Sergio. "Reading motivation and reading habits of future teachers." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 85–96. http://dx.doi.org/10.24310/revistaisl.vi7.10983.

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According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers.To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha.Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very feware frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found.Implications of the discrepancies found between what future teachers say and do as readers are discussed.

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Davis, Mary, and Shirley Lyons. "Improving Reading by … Reading: Ideas from Two Teachers." Voices from the Middle 8, no. 4 (May 1, 2001): 51–57. http://dx.doi.org/10.58680/vm20012354.

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Describes a home reading intervention program for students with real reading difficulties, which has turned many students on to reading, by giving students book bags with three books (at different levels) in each bag for home reading. Discusses developing parent support, outlines contents of 30 book bags, and notes challenges and successes of the program.

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Al Obaydi, Inst Dr Liqa’a Habeb, and Inst Dr Khansa'a H. AL- Bahadli. "Investigating Iraqi EFL Intermediate School Students’ Difficulties in Reading Literary Texts." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 224, no. 1 (March 1, 2018): 43–52. http://dx.doi.org/10.36473/ujhss.v224i1.246.

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The current study aims at identifying intermediate school students’ difficulties in reading literary texts from teacher’s viewpoints, and identifying and classifying intermediate school students’ difficulties in reading literary texts from students’ viewpoints. To achieve the aims, two samples were used, fifteen teachers and thirty students/forth preparatory, were used. The researchers constructed two types of questionnaires to determine the difficulties faced by intermediate school students from both teachers and students points of view. The items of the questionnaires have been collected on the basis of the related literature, interviews, the open ended questionnaire, the information found in the teacher's guide, previous studies which deal with teaching techniques and experts opinions. In the light of the results obtained, recommendations which are concerned with teachers and students are put forward.

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Saori, Sopian, Pathul Indriana, and Hikmah Hikmah. "Teachers’ Strategies In Teaching Reading Comprehension." Academy of Education Journal 15, no. 1 (January 15, 2024): 456–61. http://dx.doi.org/10.47200/aoej.v15i1.2224.

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This study is aimed at portraying teacher’s strategies in teaching reading comprehension to students by involving English teachers. The main purpose of the study was to describe the strategies used by english teachers and reveal the strength and weakness of the strategies. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of junior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research instruments: observation, document analysys checklist and interview. They were used to find out the strategies used and how the English teachers applied them in teaching reading comprehension. The result of the study showed that both teachers used almost the same strategies such as brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process.

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Aisah, Siti, Ana Ahsana El-Sulukiyyah, and Rasyidah Nur Aisyah. "A Survey on the Reading Habit of Indonesian Preservice EFL Teachers." EDULANGUE 2, no. 2 (December 30, 2019): 148–71. http://dx.doi.org/10.20414/edulangue.v2i2.1212.

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Reading is a useful activity to get information which can expand students’ knowledge. This research is aims to investigate pre-service EFL teachers’ reading habit at STKIP PGRI Pasuruan. This survey research collected data from 130 pre-service EFL students who were randomly selected majoring in English and Education as the respondents. Questionnaires was distributed to collect the information regarding their reading habit,and were triangulated through observation. The statistical evidence showed that the student teachers’ interest and frequency of reading as well as their reading habit were poor. The main purpose of reading for the students, the majority of whom download the reading resources from the internet, was to gain knowledge. Most of the students preferred readings from websites and printed books.

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Al-husban, Naima. "EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications." Journal on English as a Foreign Language 9, no. 2 (September 29, 2019): 127–45. http://dx.doi.org/10.23971/jefl.v9i2.1288.

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This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.

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Happel, Tracie. "What Role does the Teachersâ€™ Union in Wisconsin have on Student Achievement?" New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 3 (December 7, 2016): 34–38. http://dx.doi.org/10.18844/prosoc.v2i3.1054.

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Wisconsin has had mandated membership in its teacherâ€™s union for all public school teachers since 1959. In 2010, Wisconsinâ€™s teachersâ€™ unions have been under discussion when the new governor came into office and signed Act 10 into law, which allowed all public school teachers to have a choice in membership. Much debate, discussion and furor has surrounded this legislation. The purpose of this paper considers the impact the teacherâ€™s union has had on student achievement according to unionized and non-union teachers and the state standardized assessment.Keywords: Wisconsin; teacherâ€™s union, student success; WKCE; non-union; student achievement; math; reading; 8th gradeÂ

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Meloth, Michael S., Cassandra Book, Joyce Putnam, and Eva Sivan. "Teachers' Concepts of Reading, Reading Instruction, and Students' Concepts of Reading." Journal of Teacher Education 40, no. 5 (September 1989): 33–39. http://dx.doi.org/10.1177/002248718904000505.

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Dolba, Sammy, Louie Gula, and Jayrome Nunez. "Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School." Journal of Language and Literature Studies 2, no. 2 (November 25, 2022): 62–74. http://dx.doi.org/10.36312/jolls.v2i2.874.

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The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.

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Kitchen, Margaret, Maree Jeurissen, Susan Gray, and Matthew Courtney. "TEACHER ENGAGEMENT WITH ACADEMIC READING IN A POST-SERVICE TESOL COURSE." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 260. http://dx.doi.org/10.17509/ijal.v6i2.4912.

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Engaging school teachers with academic reading is challenging for all teacher trainers, yet if teachers’ knowledge base is to be up-to-date the input of new research information is essential. Within the field of teacher professional development, few research studies focus primarily on teacher academic reading. On the Auckland New Zealand TESOL diploma course reported on here, academic readings are key. They theorise the weekly lecture topics and provide practical strategies that embed the theory. Three approaches to academic reading are used. These three approaches are the focus of the study reported here, exploring the attitudes of the 49 elementary and secondary school teachers over the two years of the part-time course. Quantitative questionnaire findings and relevant qualitative interview data which explicate the quantitative findings are reported on. The key finding was that, on average, the entire sample exhibited a large and statistically significant increase in engagement in academic reading over the two-year period. A majority of the teachers favoured the third approach to academic reading, being tightly structured, supportive reading groups rather than independent reading or reading presentation to a group. They valued the interdependence and reciprocity of the tightly structured reading groups.

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Fauziah, Herisfani. "UPAYA GURU DALAM MENGEMBANGKAN KEMAMPUAN MEMBACA MENULIS PERMULAAN SISWA KELAS I MI." Elementary: Jurnal Ilmiah Pendidikan Dasar 4, no. 2 (December 3, 2018): 173. http://dx.doi.org/10.32332/elementary.v4i2.1241.

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The purpose of this reaserch is to find out how the teacher's efforts in developing beginning reading and writing skill of first grade students. This study also aims to determine what obstacles faced by teachers in developing beginning reading and writing skill of first grade students. The method used in this research is descriptive qualitative research method where data collection using interview technique, observation and documentation. In this study the authors interviewed several sources including: the headmaster of MI Nurul Falah Suradita and two teachers of MI Nurul Falah Suradita. The result of the research shows that the teacher's effort in developing beginning reading and writing skill in the first class is by giving additional tutorial, giving the reading book, using the study time well, dictating the students, using Spell reading method and reading fluently, giving motivation, giving reward, giving guidance and supervision, bringing to the library and assessing. And the obstacles of teachers in developing beginning reading and writing skill are less conducive learning and limited textbooks.

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Maryatiningsih, Ria Rizky, and Muhammad Abduh. "Reading Interest and Teacher’s Efforts in Increasing Reading Interest for Elementary Schools." Lectura : Jurnal Pendidikan 15, no. 1 (February 3, 2024): 39–50. http://dx.doi.org/10.31849/lectura.v15i1.16353.

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Interest in reading is one aspect that is the progress of the nation and state. Reading provides a cognitive experience that can stimulate the mind. The research was conducted at Mangkubumen Kidul Elementary School No.16 Laweyan District, Surakarta City. The purpose of the research conducted by researchers is to analyze the efforts made by teachers to increase students' reading interest. The research method used by researchers is qualitative research method with a case study approach. Data collection methods used are observation, interviews and documentation. The research subjects included school principals, teachers and students in class II and class V. The object of the study was the teacher's efforts to increase students' interest in reading at Mangkubumen Kidul Elementary School No. 16. The data validity technique used is data triangulation. Data analysis used is data reduction, data presentation and conclusion. The results and research findings include teachers having strategies by motivating students always read and creating an academic and literative environment. The obstacle experienced is the competition between reading books and current gadgets which greatly influences students to have a good character of interest in reading.

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Rajik, Jeffrey. "Students’ Perceptions of the Influence of Teacher’s Questions on Their Reading Comprehension." Journal of English Language Teaching and Applied Linguistics 5, no. 4 (October 26, 2023): 101–12. http://dx.doi.org/10.32996/jeltal.2023.5.4.11.

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This study aims to investigate the influence of teacher’s questions on students’ reading comprehension and the latter’s perceptions of the impact of these questions on their reading performance. This mixed method study was conducted with 14 grade 9 teachers and 569 students under these teachers to examine the influence of questions on reading comprehension. On the other hand, 14 students, one representative from the class of each teacher, were selected to participate in the retrospective discussion to explore their perceptions of the influence of the questions on their reading comprehension performance. The instruments used were an observation checklist, multiple-choice question (MCQ) test, and a discussion guide to capture the teacher’s questions, reading comprehension performance, and perceptions of students, respectively. The results for the quantitative part indicated that an increase in the number of teacher’s questions was positively correlated with an improvement in students’ reading comprehension performance. However, it was observed that teachers predominantly focused on lower-order thinking (LOT) questions resulting in students’ better performance on tests that assessed LOT skills but struggling on tests that required higher-order thinking (HOT) skills. Considering the perceptions of students on the teacher’s questions and their influence on their comprehension, they recognized the importance of relevant questions in maintaining engagement. They also expressed a preference for open-ended questions that encourage discussion and promote critical thinking. The connection between the findings from both quantitative and qualitative aspects suggests that by incorporating more (HOT) questions into their teaching practices, teachers can enhance students’ reading comprehension abilities.

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Wray, David, and Jane Medwell. "Student Teachers and Teaching Reading." Literacy 28, no. 3 (November 1994): 43–45. http://dx.doi.org/10.1111/j.1467-9345.1994.tb00126.x.

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Sugden, Carolyn. "Suggested Further Reading for Teachers." Journal of Moral Education 15, no. 1 (January 1986): 81. http://dx.doi.org/10.1080/0305724860150109.

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Burhans, Clinton S. "English Teachers and Professional Reading." English Education 17, no. 2 (May 1, 1985): 91–95. http://dx.doi.org/10.58680/ee198515005.

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Sadaf, Syeda Tabinda. "Addressing Problems with Reading in English: A Case Study of Five Bangladeshi Teachers." Journal of NELTA 26, no. 1-2 (December 31, 2021): 40–54. http://dx.doi.org/10.3126/nelta.v26i1-2.45194.

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Reading is generally considered as one of the essential language learning skills. Unfortunately, in most Bangladeshi government secondary schools, reading is not given its due respect. Recent research indicates that reading is as much important a skill as speaking or writing and therefore, Bangladeshi teachers need to change their mindset towards the significance of reading in classroom, to make the L2 learning a helpful experience for students. Five Bangladeshi teachers from three diﬀerent schools took part in the study. This study is aimed to see Bangladeshi teacher’s analysis of reading problems of their students and the teaching strategies they use in classrooms for teaching reading skills by using questionnaire and interviews as research tools. The research found that teachers recognise students’ reading problems and sincerely try to address these but their biggest impediment is the class size for which students are left alone with their reading diﬃculties. If this skill is not aptly addressed at this level, learning the other three language skills will be diﬃcult for the second language learners. Hence this research suggests that teachers’ analysis of the reading problems should be given importance to ensure students’ maximum L2 learning.

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Riska Grianti Hafel. "An Investigation Teaching Reading Strategies at SMA Negeri 3 Kota Ternate." JUPEIS : Jurnal Pendidikan dan Ilmu Sosial 2, no. 2 (March 29, 2023): 46–51. http://dx.doi.org/10.57218/jupeis.vol2.iss2.596.

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This research discussed about investigation teaching reading strategies. The aim of this research is to know the teacher’s use of teaching reading strategies at SMA Negeri 3 Kota Ternate. The researcher focuses on teaching reading strategies by teacher. The method of this research is qualitative by using descriptive analysis. The subjects of this research were two English teachers. The instruments used are observation, interview and documentation. Descriptive qualitative is used to analyzed and describe the data of the respondents. The results of this research show that there are several reading strategies that used by the teachers. Teacher A implemented four reading strategies, they include skimming, scanning, guessing the meaning of new words, and summarizing. Teacher B implemented two reading strategies they are guessing the meaning of new words and summarizing. The teaching reading strategies in the classroom used by the two teachers (A and B) indicated guessing the meaning of new words and sumarizing. Teaching reading strategies is very important to be applied to English Teachers. Because, it can make it easier for the students be able to read in English. Therefore, the researchers are very interested in conducting research related to the teaching reading strategies

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Syafira, Syafira, and Febrina Dafit. "THE ROLE OF TEACHERS IN INCREASING THE READING INTEREST OF ELEMENTARY SCHOOL STUDENTS." PrimaryEdu : Journal of Primary Education 6, no. 1 (February 28, 2022): 30. http://dx.doi.org/10.22460/pej.v6i1.2958.

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The teacher's role is important in increasing students' reading interest, this is because students tend to prefer playing with peers rather than reading books, especially in today's modern era students use mobile phones. At online times like this, students use cellphones more often so students prefer to play games on cellphones and play tik tok rather than reading. The purpose of this study was to describe the teacher's role in increasing the reading interest of grade 3 students at SD Negeri 42 Pekanbaru, to describe the teacher's obstacles in increasing the reading interest of grade 3 students at SD Negeri 42 Pekanbaru. This research method uses descriptive qualitative research. The research subjects were third grade homeroom teachers and school principals. Collecting data using observation, interview and documentation techniques. The results of this study indicate that the role of teachers as creators, facilitators, motivators, evaluators and dynamicators is very important to increase the reading interest of elementary school students because teachers guide, encourage and monitor students. The obstacle is that the teacher still has not carried out several teacher roles such as the teacher has not carried out the teacher's role as a creator, the teacher's role as an evaluator, the teacher's role as a dynamist completely, this is due to the limited face-to-face learning, for the teacher's role as a facilitator and the teacher's role as a motivator. seems to have been done

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Serry, Tanya, Miranda Rose, and Pranee Liamputtong. "Reading Recovery teachers discuss Reading Recovery: a qualitative investigation." Australian Journal of Learning Difficulties 19, no. 1 (January 2, 2014): 61–73. http://dx.doi.org/10.1080/19404158.2014.909862.

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Nur`aini, Prasistya Cahya, Isti Waheda, and Meinda Nurhalisa. "Problematika Kesulitan Membaca pada Anak Kelas Rendah: Peran Guru dalam Mengatasi Kesulitan Membaca." Indo-MathEdu Intellectuals Journal 5, no. 1 (February 24, 2024): 1249–57. http://dx.doi.org/10.54373/imeij.v5i1.855.

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Reading is a major focus in lower education, especially at primary school level. This study discusses the factors of initial reading difficulties faced by students as well as the role of teachers in solving reading challenges. Research shows that groups of students with reading difficulties tend to have lower learning outcomes. Internal and external factors such as students' physical condition, family environment and school environment are factors that hinder reading. The teacher's contribution in solving reading problems is very crucial. Teachers are not only instructors, but also mentors or guides, motivators, and facilitators. The research method uses literature study, where the data collection system in this research is obtained from literature analysis through book and journal references that are relevant to the problems identified. Relevant research results include the role of teachers in overcoming reading difficulties, such as being a demonstrator, class manager, facilitator, and evaluator. Factors causing reading difficulties include the student's physical condition, lack of family attention, and an unsupportive school environment

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Widiati, Utami, Tengku Intan Suzila Tengku Sharif, Lina Hanifiyah, and Meyga Agustia Nindya. "Reading engagement of Indonesian secondary EFL teachers as literacy indicators perceived over reading resources and pleasure reading." Indonesian Journal of Applied Linguistics 12, no. 3 (January 31, 2023): 841–52. http://dx.doi.org/10.17509/ijal.v12i3.45559.

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Nurturing students to become engaged readers for literacy development may need teachers who can play roles as models of keen readers. This descriptive quantitative study aims to profile the reading engagement of Indonesian EFL teachers as perceived from reading resources and pleasure reading. This study employed a survey questionnaire, requesting the respondents to reflect on their personal and school reading collection and their habits in reading for pleasure. Through a convenience sampling technique, voluntary responses were received from 183 secondary EFL teachers, mostly from East Java Province. The data were descriptively tabulated to result in frequencies and percentages. Research tool SPSS ver.24 was used to analyze the raw data for means, correlations, and compared means. Overall, this study found that reading engagement among secondary EFL teachers reflects moderately positive directions. The statistical analyses demonstrate that possessing personal reading resources may result in a slightly significant impact in assuring EFL teachers to read for pleasure yet better than having school reading resources. It has also been proven that both types of reading resources are weakly, yet significantly, correlated with reading for pleasure. This means that the more EFL teachers have access to reading resources, the more they will read and indirectly improve themselves. Future research may uncover the implications of having teachers engaged in reading on the design of more responsive reading instruction for the development of literacy culture at schools.

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Kikas, Eve, and Katrin Mägi. "Does Self-Efficacy Mediate the Effect of Primary School Teachers’ Emotional Support on Learning Behavior and Academic Skills?" Journal of Early Adolescence 37, no. 5 (July 27, 2016): 696–730. http://dx.doi.org/10.1177/0272431615624567.

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This study examined the effects of first-grade teachers’ emotional support on task persistence and academic skills in the sixth grade and the mediational role of children’s academic self-concept in these effects. Participants were 524 children (263 boys, [Formula: see text] age in the first grade = 7.47 years), their first-grade homeroom teachers ( n = 53), and sixth-grade math ( n = 34) and literacy ( n = 34) teachers. Academic skills were tested, and students’ task persistence was reported by teachers in the first and in the sixth grade. Students reported on their academic self-concept and their first-grade teacher’s emotional support retrospectively in the sixth grade. First-grade teachers’ emotional support had low facilitative effect on children’s task persistence in language and math lessons, and it supported reading skills. Teacher’s emotional support was related to higher self-concept in reading, and it mediated the effect of emotional support on task persistence and reading skills.

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Wheldall, Kevin, Susan Colmar, Beverley Quance, Judy Wenban‐Smith, and Anne Morgan. "Teacher‐Child Oral Reading Interactions: how do teachers typically tutor?" Educational Psychology 12, no. 3-4 (January 1992): 177–94. http://dx.doi.org/10.1080/0144341920120303.

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Talevski, Dushko, and Elena Shalevska. "Exploring EFL Teachers' Perceptions: Integrating Children's Literature in the Language Classroom." Teacher, no. 26 (November 13, 2023): 26–30. http://dx.doi.org/10.20544/teacher.26.04.

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Across epochs, both philosophers and educators have harnessed literature's power in language teaching, recognizing its unique benefits for language learners. Unfortunately, the Macedonian foreign language teaching system underutilizes literature in EFL instruction despite the many benefits offered by such an approach. Thus, Macedonian students are only given mere fragments of literature in their EFL textbooks – pieces of writing stripped of literary authenticity and valuable language acquisition potential. Recognizing the proven benefits of implementing literature, and the increasing interest in using it in EFL/ESL classes in recent decades, this study aims to explore teachers' perceptions of literature as a vital tool for improving students’ language skills. This small-scale, mixed-approach qualitative and quantitative study, based on a survey for EFL teachers, found that the participants believed that there are numerous potential benefits of introducing literature into their classes. Although the teachers voiced certain apprehension about their students' reading habits and highlighted some challenges with tailoring the reading activities to learners with varying levels of proficiency, they remained convinced that literature in the EFL classes can foster improved speaking, listening, reading, and writing skills.

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Garba, Talatu Musa, and Hadiza Hussaini. "Teachers’ Pedagogical Content Knowledge as Correlate of Students’ Performance in Reading Comprehension in Gombe State, Nigeria." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 867–78. http://dx.doi.org/10.47772/ijriss.2024.803059s.

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There has been persistent under achievement in English language examinations at secondary school level in Nigeria and researches claim that there is a strong correlation between students’ performance on one hand and teachers’ content knowledge and pedagogical skills, students’ study habit and gender on the other hand. This study, therefore investigated the impact of teachers’ pedagogical content knowledge (PCK) on secondary school students’ performance in English language reading comprehension in Gombe state, Nigeria. The study adopted an ex-post facto research design with two layers of population: secondary school students and English language teachers out of which a sample of 13 English language teachers and 649 senior secondary school students were used. Three research instruments were used for data collection: Teacher’s Mastery of Pedagogical Skills Evaluation Form (TMPSEF) with 0.71 reliability index, English Language Teachers Reading Comprehension Test (ELTRCT) with 0.79 reliability index, and Students Reading Comprehension Test (SRCT) with 0.75 Reliability index. Research questions were analysed using frequency counts and percentages, while research hypothesis was tested using independent sample t-test. Findings revealed that majority of the English language teachers (69.2%) have low PCK of teaching reading comprehension, majority of the students (68.9%) have average performance in reading comprehension. Also, there is no difference in reading comprehension performance between students that have teachers with high and low PCK level.Recommendations were: English language teachers in Gombe state, Nigeria should have high pedagogical content knowledge and be ready to learn and acquire different emerging strategies in teaching reading comprehension effectively. Similarly, teacher education curriculum should be enriched to cover courses on reading comprehension pedagogical content knowledge.

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ALAJMI, Batoul Mohammed Saleh, and Fatma Abdullah Salim ALKINDI. "ASPECTS OF READING WEAKNESSES AMONG FIRST ‎CYCLE STUDENT IN PRIVATE SCHOOLS IN SULTANATE ‎OF OMAN." International Journal of Humanities and Educational Research 03, no. 06 (December 1, 2021): 393–402. http://dx.doi.org/10.47832/2757-5403.6-3.28.

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This study aimed to identify the aspects of reading impairment ‎among cycle one pupils at private schools in the Sultanate of Oman ‎from their teacher's perspective and discover statistically significant ‎differences in cycle one teacher's responses in those schools attributed ‎to the governorate variable.‎ In order to achieve the study's goal, the researchers used the ‎descriptive method. The survey population included all cycle one ‎teachers in private schools from governorate of Al-Batinah South and ‎North, Muscat and Al-Dakhiliyah. Responses of 500 teachers were ‎received from those governorates. At the same time, among those ‎teachers about 150 teachers were chosen randomly. They represent ‎‎30% to be the purposive sample. The researchers started to use a ‎questionnaire to measure the degree of popularity of the aspects of ‎reading impairment among cycle one pupils at private schools in the ‎Sultanate Of Oman. This questionnaire is divided into three categories ‎related to reading letters, words, and sentences. ‎ It was revealed that the degree of popularity of the aspects of ‎reading impairment among cycle one pupils at private schools in the ‎Sultanate Of Oman from the cycle one teacher's perspective came to ‎an average degree. However, there are no statistically significant ‎differences at the level (0.05) among the teachers' responses according ‎to governorate variable. ‎ According to the study result, it is recommended to put more ‎efforts in teaching reading skills in order to eradicate the common ‎aspects of reading impairment. Related to these recommendations, it ‎is suggested that conducting pilot studies aimed at testing proposed ‎programs are required to find out their effects to solve challenges ‎resulted from aspects of reading impairment among cycle one pupils ‎at private schools in the Sultanate Of Oman‎.

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Perkins, Margaret. "Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education." European Journal of Teacher Education 36, no. 3 (August 2013): 293–306. http://dx.doi.org/10.1080/02619768.2013.763790.

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McKool, Sharon S., and Suzanne Gespass. "Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices." Literacy Research and Instruction 48, no. 3 (May 27, 2009): 264–76. http://dx.doi.org/10.1080/19388070802443700.

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Tancock, Susan M. "Classroom Teachers and Reading Specialists Examine their Chapter 1 Reading Programs." Journal of Reading Behavior 27, no. 3 (September 1995): 315–35. http://dx.doi.org/10.1080/10862969509547886.

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Classroom teachers and reading specialists in two Midwestern elementary schools were interviewed to elicit evaluations of their Chapter 1 reading programs. Ethnographic interviews were conducted with three reading specialists and 27 classroom teachers who had children involved in the Chapter 1 programs in the two schools. Constant comparative data analysis was conducted with the transcribed interview data, and prominent themes emerged concerning the coherence and coordination that existed between specialists and classroom teachers. The results showed that specialists constructed their roles differently with each classroom teacher with whom they worked. Secondly, there was a lack of joint planning that occurred between the two groups of teachers. Third, specialists and classroom teachers had varied definitions of Chapter 1 program impact which reflected different goals of the two reading programs. Finally, different philosophies regarding the reading process were held by the two kinds of teachers in these schools. These findings suggest that all teachers who are responsible for the instruction of at-risk students must be given time and encouragement to communicate and coordinate their programs to meet the needs of the children in their schools.

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Noortyani, Rusma, Fatchul Mu’in, Noor Cahaya, Wawan Setiawan, and Nuruddin Wiranda. "Application of Reading Skills to Children with Special Needs through NaraMedia at SMPN 8 Tamban." Proceeding of International Conference on Special Education in South East Asia Region 2, no. 1 (October 2, 2023): 277–85. http://dx.doi.org/10.57142/picsar.v2i1.284.

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This study aims to describe the application of accompanying teachers in developing reading skills for children with needs special at SMPN 8 Tamban. This qualitative research study uses guidelines for interviews, observation, and documentation. The subject of the study is two students in Class VII. The data collection techniques are interviews, observation, tests, and documentation. The research results show that the teacher's efforts in developing reading skills with a manner special and guided through NaraMedia. The application of reading skills to children with special needs as a whole by teachers has used simple or short utterances (consisting of one or two words). The teacher's approach to the three children slowly made them know, understand, and understand when reading.

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Rosaen, Cheryl L., Joanne F. Carlisle, Emily Mihocko, Andrea Melnick, and Jodi Johnson. "Teachers learning from analysis of other teachers' reading lessons." Teaching and Teacher Education 35 (October 2013): 170–84. http://dx.doi.org/10.1016/j.tate.2013.06.007.

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Journal articles on the topic 'Reading teachers'

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