Artykuły w czasopismach: „Teaching reading”

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Skoblow, Jeffrey. "Reading Fiction/Teaching Fiction/Reading Teaching". Pedagogy 1, nr 2 (1.04.2001): 399–404. http://dx.doi.org/10.1215/15314200-1-2-399.

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Bamford, Julian, i Richard R. Day. "Teaching Reading". Annual Review of Applied Linguistics 18 (marzec 1998): 124–41. http://dx.doi.org/10.1017/s0267190500003512.

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Look through the window of any second or foreign language (L2) reading classroom and, invariably, you will see the teacher and students seated with books open in front of them. This superficial similarity masks vast differences in teaching methodology, however. As the 20th century draws to a close, there are, around the world, at least four distinctive approaches to the teaching of L2 reading: grammar-translation, comprehension questions, skills and strategies, and extensive reading. After brief descriptions of these four approaches to teaching reading and their status in the reading classroom, important issues in L2 reading instruction are addressed, leading to more general concerns involving the relationship among theory, research, and teaching practice.

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Gordyeyeva, Anzhela. "TEACHING PSYCHOLOGY STUDENTS PROFESSIONALLY ORIENTED READING". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, nr 13(81) (26.05.2022): 212–15. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-212-215.

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The article deals with the problem of teaching psychology students reading professionally oriented English texts. It highlights the importance of the development of reading skills in English speaking class and investigates the component skills that are critical to reading comprehension development when teaching English for specific purposes. In this research we try to analyze main curricular principles proposed by scientists to guide reading instructions which can be successfully used when teaching professionally oriented reading to psychology students. In this article we explore goals for reading instructions and try to translate them into practice in various ways in our ESP classroom. Among the component skills that are critical to reading ESP comprehension development we distinguish word-recognition efficiency, vocabulary building, main-idea comprehension practice, discourse-structure awareness, reading strategies for professional goals, reading fluency, extensive reading and students’ motivations. We pay special attention to reading fluency, extensive reading and psychology students’ reading motivation which are also considered very important component skills for reading comprehension development. We tried to understand how to prepare our psychology students for their reading demands that that they will almost certainly encounter in their professional life.

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Inoue, Asao B. "Teaching Antiracist Reading". Journal of College Reading and Learning 50, nr 3 (23.07.2020): 134–56. http://dx.doi.org/10.1080/10790195.2020.1787079.

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Riza, Armilia. "TEACHING READING THROUGH SHARED READING STRATEGY". TELL-US JOURNAL 2, nr 2 (17.03.2017): 78–84. http://dx.doi.org/10.22202/tus.2016.v2i2.1337.

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This study was aimed at looking at the effect of using Shared Reading Strategy toward reading ability of students of SMP N 1 IV Jurai Pesisir Selatan, West Sumatra. This study is based on the fact the poor ability of students to understand the monologue text. This study used pretest-posttest design given to the experimental and control groups. The results showed that the experimental group posttest result was higher than the control group. It showed that the Shared Reading Strategy gave significant effect toward students’ reading ability at SMP N 1 IV Jurai. This statement is supported by the results of t test with significant value of 2.26.

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Barnett, Tracey Marie. "Reading Champs: Teaching Reading Made Easy". Social Work 62, nr 3 (11.05.2017): 279. http://dx.doi.org/10.1093/sw/swx030.

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Hamdani, Beny. "TEACHING READING THROUGH RECIPROCAL TEACHING METHOD". Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, nr 1 (25.06.2020): 23. http://dx.doi.org/10.22219/celtic.v7i1.11936.

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This paper aims to investigate whether the university students who are taught reading through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. The design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. The subject of the study was the fourth term of university students of English education study program consisting 30 university students. The instrument of this research was a test as Pre-test and Post-test in the form of reading comprehension questions. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the university students’ reading ability. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the university students more active in the teaching learning process and can improve their ability as well.

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Afrizatama, Deni. "Teaching Reading through Reciprocal Teaching Strategy". Academic Journal Perspective : Education, Language, and Literature 4, nr 2 (11.10.2018): 88. http://dx.doi.org/10.33603/perspective.v4i2.1541.

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This is experimental research with quantitative approach to analyse the data. Quasi experimental is used to gain the data by using the matching only pretest – postest control group design.Tne main ptirpose of tnis researcn was intended to find out whether reciprocal teaching strategy in teaching reading for the eighth grade at SMPN 10 Kota Cirebon is effective or not and what the students’ response in learning reading using reciprocal teaching strategy are. In this research. The population of this research was eighth grade students of SMPN 10 Kota Cirebon in the 2015/2016 academic year. The number population is about 270 students consisted of nine classes and each class consisted of 25 – 30 students. This research only took two classes as sample, VIII H as control class and VIII I as experimental class. There were two research instruments that was used to gather the data: Test (Pre-test and Post-test) was used to find out the students’s achievement in reading before and after teaching reading by using reciprocal teaching strategy and questionnaire was used to find out the students’ response about learning reading using reciprocal teaching strategy. After collecting the data, the data was analyzed by using t-test formula from fraenkel to find out t-account. The result of the test showed that t-account was 4.47 and t-table was 2.012 with (df) 48 and significant level 0.05 (5%). It means that t-account (4.47) is higher than t-table (2.021). It can be concluded that (Ha) “Reciprocal teaching strategyis effectivein teaching reading for the eighth grade at SMPN 10 Kota Cirebon.” is accepted.

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Muchtar, Naely. "Intensive reading and extensive reading in teaching reading comprehension". Lingua Pedagogia, Journal of English Teaching Studies 1, nr 2 (4.06.2020): 1–13. http://dx.doi.org/10.21831/lingped.v1i2.18687.

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The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) represented by 11 students and in very poor classification (18.2%) achieved by 8 students. After three times treatment by using three different articles for English reading text, the reading skill of students increased significantly in the presence of 2 students (4.5%) in the classification of very good and there were only 6 students were in poor and very poor classification. Based on posttest result, reading skill of students enhance significantly with 5 students (11.4%) were in very good classification.

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Mufabar, Kamba Janna, Hilaluddin Hanafi i Aderlaepe Aderlaepe. "TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING". Journal of Language Education and Educational Technology (JLEET) 5, nr 2 (16.11.2020): 83. http://dx.doi.org/10.33772/jleet.v5i2.12765.

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This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT). Keywords: Reading Comprehension, Task Based Language Teaching.

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Vaughn, Sharon, i Janette Kettman Klingner. "Teaching Reading Comprehension Through Collaborative Strategic Reading". Intervention in School and Clinic 34, nr 5 (maj 1999): 284–92. http://dx.doi.org/10.1177/105345129903400505.

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Eskey, David E. "Reading and the Teaching of L2 Reading". TESOL Journal 11, nr 1 (marzec 2002): 5–9. http://dx.doi.org/10.1002/j.1949-3533.2002.tb00060.x.

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Reymbergenovna, Yulduz Mamutova. "KEY FEATURES OF TEACHING READING TO SCHOOL STUDENTS". European International Journal of Pedagogics 4, nr 1 (1.01.2024): 29–32. http://dx.doi.org/10.55640/eijp-04-01-07.

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This article addresses the gaps in teaching English-language introductory reading to school students, despite comprehensive studies on the psychological nature of reading. Reading is viewed as a communicative process involving techniques and comprehension.The role of reading aloud includes mastering language patterns and fostering interest. As students progress, the focus shifts to silent reading, forming the reading mechanism. The methodology advocates for silent introductory reading skills, utilizing strategies for understanding authentic texts. The article recommends prioritizing silent reading with comprehension while using reading aloud for technique monitoring.

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Tolmasova, Khursantosh Anvar kizi. "USING CORPUS LINGUISTICS IN TEACHING LEISURE READING". American Journal of Social Science and Education Innovations 04, nr 04 (1.04.2022): 34–39. http://dx.doi.org/10.37547/tajssei/volume04issue04-05.

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The use of methods of applied linguistics in teaching a foreign language is considered. The potential of learning on the basis of corpus language material is analyzed. An analysis of such corpus linguistics methods as information retrieval (IR), data-driven learning, text searches in large-scale corpora (concordances), natural language processing methods (natural language processing) is presented. NLP)). In addition, the role and importance of the corps in leisure reading was studied.

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Wandel (book author), Lee Palmer, i Hilmar M. Pabel (review author). "Reading Catechisms: Teaching Religion". Renaissance and Reformation 39, nr 3 (14.01.2017): 219–21. http://dx.doi.org/10.33137/rr.v39i3.27749.

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Niyazova, Gulnora Gulomovna. "Strategies in teaching reading". ACADEMICIA: An International Multidisciplinary Research Journal 10, nr 10 (2020): 1175. http://dx.doi.org/10.5958/2249-7137.2020.01260.4.

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Jolly, Christopher. "Trends in teaching reading". Practical Pre-School 2003, nr 37 (styczeń 2003): 17–18. http://dx.doi.org/10.12968/prps.2003.1.37.40457.

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Hatt, Alison, Tor Foster, Ian Menter i Sylvia Riley. "Teaching Students, Learning Reading". Literacy 28, nr 3 (listopad 1994): 45–49. http://dx.doi.org/10.1111/j.1467-9345.1994.tb00127.x.

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Erler, Lynn. "Teaching and Researching Reading". System 40, nr 3 (listopad 2012): 437–38. http://dx.doi.org/10.1016/j.system.2012.06.004.

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Horst, Marlise. "Teaching and Researching Reading". System 31, nr 3 (wrzesień 2003): 419–22. http://dx.doi.org/10.1016/s0346-251x(03)00041-1.

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Takala, Marjatta. "Teaching reading through writing". Support for Learning 28, nr 1 (luty 2013): 17–23. http://dx.doi.org/10.1111/1467-9604.12011.

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Walter, C. "Teaching and Researching Reading". ELT Journal 57, nr 3 (1.07.2003): 314–17. http://dx.doi.org/10.1093/elt/57.3.314.

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Hudson, T. "Teaching Second Language Reading". ELT Journal 63, nr 1 (7.03.2008): 89–91. http://dx.doi.org/10.1093/elt/ccn061.

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Yanbastieva-Petrova, Lina. "TEACHING READING THROUGH TECHNOLOGY". Годишник на Шуменския университет. Факултет по хуманитарни науки XXХIV A, nr 1 (12.12.2023): 220–29. http://dx.doi.org/10.46687/fcfc9193.

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Reading is considered a skill of upmost importance by both second and foreign language students and teachers. It is also a skill learners of a second language often find difficult to develop to a high level of proficiency, since fluent reading is regarded as a rapid, purposeful, interactive, comprehending, flexible, and gradually developing process. Modern technologies in the foreign language classroom can be used to assist in the development of fluency in reading, as well as in improving digital fluency. The article examines the nature of reading, the role of ICTs in the context of developing students’ reading skills and presents some ideas on how to implement technology in the ESL classroom.

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Rodli, Moh, i Hari Prastyo. "Applying Reciprocal Teaching Method in Teaching Reading". Studies in Linguistics and Literature 1, nr 2 (13.07.2017): 112. http://dx.doi.org/10.22158/sll.v1n2p112.

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Reading is one of English language skills considered more important in this modern world, so reading gets more emphasize than other skills. Although receiving more attention than other language skills in English classroom, the result of students’ reading comprehension achievement is still far from expectation. To help students comprehend English reading texts and have better achievement in reading skill, Reciprocal Teaching method can be an alternative to offer. The Reciprocal Teaching method as an instructional activity that takes place in the form of dialogue, which is structured by the use of four steps: predicting, clarifying, question generating, and summarizing. Students learn to use four strategies to increase their understanding of the text being read. This method is useful for improving students’ reading effectiveness, in addition to help students better remember what they read. This paper highlights the Reciprocal Teaching method and its use as an alternative to improve students’ reading comprehension achievement.

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Sari, Afifah Linda, i Radityo Tri Nugroho. "TEACHING READING BY USING WFR (WARMING-UP FOR READING) TO INCREASE READING SKILL". Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, nr 1 (22.11.2019): 32. http://dx.doi.org/10.20527/jetall.v1i1.7364.

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Abstract: This research is aimed at describing the implementation of teaching reading by using WFR, to describe the problems of using WFR in teaching reading and to know the students’ response of the implementation of WFR. The result of this study is intended to give contribution to the teaching and learning English. The research was done to the second year students of SMP N 5 Banjarbaru. As the sample, the researcher took 40 students of IIA class. The data were collected through observation, interview and test. After collecting the data and analyzing them and describing the result of them by action research procedure, the researcher described the result of the research. The WFR was conducted in four meetings. It is appropriate in teaching reading and helps the students increasing/developing their reading skill. There are some problems faced by the students in teaching learning process: in which most of students have difficulties in arranging the sentence correctly, the students have difficulties in translating the word from English into Indonesian and Indonesian into English, the students do not understand the instruction of the worksheet, and the students have difficulties in finding the main idea of the text. During the teaching learning process from the first meeting until fourth meeting the response of the students is good. They were enthusiastic in every meeting. Evidently, the result of the hypothesis testing showed that the t- observation is always greater than the t-table; in degree of freedom N - 1 = 39 and level of significance 0,05. It means that there is a significant difference of the students’ achievement before and after the implementation of WFR. The conclusion is the teaching reading using WFR to the second year students of SMP N 5 Banjarbaru yields a good result. WFR is appropriate method in increasing the students reading skills and helpful in teaching-learning process.

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Oakley, Grace. "A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency". Education Sciences 14, nr 6 (12.06.2024): 633. http://dx.doi.org/10.3390/educsci14060633.

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Background: Reading fluency is a crucial component of reading. Research indicates that the use of digital technologies can help students with reading difficulties and disabilities improve their reading fluency. Objectives: The objective of this scoping review was to identify and describe research focusing on the use of digital technologies for teaching reading fluency to primary or elementary students in English-speaking settings. Design: Online databases were used to identify papers published between 2013 and 2023. Eighty-six papers that met the inclusion criteria were selected for analysis. Results: The review indicates that research has primarily focused on the use of digital technologies as interventions to support students at risk of reading difficulties and students with disabilities, with relatively little research emphasis on general classroom teaching of reading fluency. Moreover, uses of digital technologies for the teaching of reading fluency could mostly be categorised as “enhancements” of common non-digital strategies for teaching reading fluency, such as explicit teaching, drill and practice, and repeated readings. Much of the research has focused on the use of programs as opposed to the innovative use of open-ended digital tools. Conclusions: This paper raises questions about the relatively narrow uses of digital technologies in the teaching and research of reading fluency and calls for an expanded research agenda to include a broader range of pedagogical goals and approaches.

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Faiq, Aseel Muhammad, i Bekhal Latif Muhealddin. "The Effect of Teaching Critical Reading Strategies on Kurdish EFL Learners Reading Comprehension". Journal of Zankoy Sulaimani Part (B - for Humanities) 20, nr 3 (30.01.2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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Unmura, Herawati. "SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION". Journal of English Education, Literature and Linguistics 2, nr 1 (4.05.2019): 60–74. http://dx.doi.org/10.31540/jeell.v2i1.218.

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The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

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Gildersleeve, Jessica. "Deep reading: teaching reading in the writing classroom". Higher Education Research & Development 38, nr 1 (17.12.2018): 198–200. http://dx.doi.org/10.1080/07294360.2018.1537966.

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Li, Jianwei, i Jinfang Yang. "Research on the Connotation and Teaching Strategies of Chinese Reading Teaching". Frontiers in Business, Economics and Management 2, nr 3 (28.12.2021): 117–19. http://dx.doi.org/10.54097/fbem.v2i3.212.

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Chinese reading teaching is one of the important parts of reading and plays an important role in teaching. The purpose of reading teaching is not only to let students learn and master language knowledge, but also to obtain information, learn culture, develop reading skills and strategies through reading, so as to lay a solid foundation for further learning and lifelong development in the future.

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E, Yon A., Zainal Rafli i Nuruddin Nuruddin. "TEACHING READING BY COLLABORATIVE STRATEGIC READING: AN ACTION RESEARCH". English Review: Journal of English Education 10, nr 2 (29.06.2022): 465–74. http://dx.doi.org/10.25134/erjee.v10i2.6247.

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English language learners experienced difficulties in understanding readings in English. This research aims to improve students’ reading comprehension by implementing Collaborative Strategic Reading (CSR) at second semester students of English Department, STKIP Panca Sakti Bekasi. This research used a Classroom Action Research (CAR) was conducted in two cycles. There are qualitative and quantitative data collected in this research. The former data were gained by analyzing field note, observation sheet and interview while the latter ones were obtained from pre-test, post-test and portfolio of pre-cycle, cycle I and cycle II. The result shows that the mean score of students’ reading performance increases in four dimensions not only on literal, interpretative, applicative but also on critical understanding. The finding indicates that the students’ mean score at pre-cycle (68) increases to 77 and to 87 in the first and second cycles respectively. For interpretative understanding, the average score at pre-cycle was 61, increasing to 69 in the first cycle and to 80 in the second cycle. For applicative understanding, the average score at pre-cycle was 62, increasing to 64 in the first cycle and to 84 in the second cycle. Finally, the critical understanding also increases, from 59 at pre-cycle to 65 in the first cycle and to 85 in the second cycle. Therefore, the implementation of CAR effectively improves the students’ reading performance.

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Dolba, Sammy, Louie Gula i Jayrome Nunez. "Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School". Journal of Language and Literature Studies 2, nr 2 (25.11.2022): 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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Tsai, Shuo-Chang, Shu-Yu Wang i Hui-Ping Lai. "Evaluating Learning Effectiveness towards Online Learning: Application of Design Thinking and Reading Comprehension for Case Reading on Economic Issues during COVID-19". International Journal of Education and Practice 10, nr 3 (30.09.2022): 287–99. http://dx.doi.org/10.18488/61.v10i3.3143.

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This study focuses on developing an effective online teaching strategy to improve students' cognition engagement and application ability by applying design thinking and case readings on current economic issues for private university students in Taiwan during the COVID-19 pandemic. The teaching method combines design thinking and the reading comprehension process by the two principles of divergence and convergence. The design thinking method provides stepwise guidance for building understanding and analyzing competence on current economic issues. The reading comprehension process strengthens students' reading skills and learning capability. This combination increases student engagement and concentration in economic case readings during online learning. The research participants comprised 189 first-year students studying economics courses. After implementing the innovative teaching strategies, the results show that the more students are involved in frequent readings, the better are their economics semester grade. The findings revealed that their post-quiz scores improved significantly, and the semester grade increased by 3.44 points. Increasing the reading engagement on current economic issues cases also affected the learning outcomes for absentees. Using design thinking to introduce case reading comprehension, empathy has been suggested as an essential factor affecting the effectiveness of reading learning. This theoretical model can offer directional insights and guidance on developing an effective strategy in online economics education.

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Zhang, Wanfang. "Multimedia Teaching in Teaching of College English Reading". Journal of Testing and Evaluation 49, nr 4 (18.12.2020): 20200179. http://dx.doi.org/10.1520/jte20200179.

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Aji, Mahendra Puji Permana. "TEACHING READING USING AUTENTIC MATERIALS". ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, nr 2 (9.11.2016): 9. http://dx.doi.org/10.29407/jetar.v1i2.472.

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Reading a foreign written text may arise many problems to the students. During teaching learning process, most of the students think that it is difficult to master reading skill because when they discuss about reading a text they usually get bored. The material becomes big problem because the text is too long and it uses difficult vocabularies. Teaching reading can means the activity of language by encouraging skimming, scanning, predicting, and activating schemata. There are three steps of teaching reading, they are pre reading, whilst reading and post reading. In teaching reading there are three process of reading, they are top-down processing, bottom-up processing and interactive reading. Reading material that can be used is authentic material, authentic material is materials written or spoken language that is produced in real communication and not for purpose of language teaching for example newspapers, magazines, TV programs, movies, songs and literature. This is a qualitative research. The data was obtained from observation, interview and documentation. The writer collects the data by preparing the instrument, observing the reading class, interviewing the teacher and collecting written document used. The result of the research shows that the materials used by the teacher to teach reading are articles taken from some foreign magazines and online news from the internet because it contains materials about many things related to real life which would make students interested in reading the text. So it can be concluded that the teaching learning process of reading class runs effectively. The teacher uses steps that make the students understand the materials easily. Keywords: Authentic material, Reading, Teaching

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Pardosi, Winda Yuliani, Lisma Diana Tarigan, Elias Pasaribu i Erikson Saragih. "READING TEACHING STRATEGIES IN THE SENIOR HIGH SCHOOL". Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK) 1, nr 02 (22.12.2021): 64–71. http://dx.doi.org/10.54076/judik.v1i02.169.

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The scholar's capability to understand English the fact veritably low in Indonesia. Not only among newcomers similar as the basic or less high academy degree but the capability to understand introductory reading at the high academy position is inversely worrisome. This has led to a lack of further good mortal resources in recent times. For a long time, we've known that English is a foreign language and unexpectedly indeed introductory reading can not be learned at this position. Not to mention that the after generation of Z has made this language a language that's used every day on every occasion. Not only studying and looking for work, this language and the language used in chatting and it's heartbreaking if the scholars' understanding capability is still veritably low. Several factors greatly impact this disability. The first is the lack of words that they've in interpreting the textbook, the second is the lack of training of the textbook to be read either at home or the academy library and the third is the lack of attention of the subject preceptors in the proper wisdom of each scholar who practices at the academy. There is no revealing provocation to make scholars uncommunicative and assume that reading is boring conditioning. Let alone reading foreign readings, reading textbooks in Indonesian itself, indeed lazy to read because of a lack of mindfulness of the significance of reading conditioning. Reading this is to help scholars get the right understanding of important knowledge, and increase their love of reading, and most importantly how do preceptors realize the most applicable strategies in tutoring and literacy handed the schoolteacher knows the background of each scholar.

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Moshurenko, Mariia, Stanislav Naumenko, Nataliia Ruda, Nataliia Siekina i Kateryna Zhukova. "THE PECULIARITIES OF TEACHING AN IDEOGRAPHIC LANGUAGE. TEACHING READING IN CHINESE". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (21.05.2019): 538. http://dx.doi.org/10.17770/sie2019vol3.3813.

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Reading plays an important role in the educational process, as it is one of the central spheres in communication in a foreign language. However, reading Chinese has its own peculiarities, because the method of writing differs from the phonetic languages. The paper is devoted to the teaching reading in Chinese for beginners, using the peculiarities of an ideographic language. The outlining of these peculiarities and the development of exercises, with the consideration of these peculiarities are relevant, because most of the methodological developments are devoted to the teaching of reading phonetic languages. The paper aims to determine the peculiarities of teaching reading in Chinese, which are caused by the ideographic character of the hieroglyphic writing. The developed system of exercises for teaching reading in the Chinese language for beginners is provided. The exercises enable learners to get acquainted with the hieroglyphic writing, to build a grapheme competence and to learn how to write any character.

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Sofronova, Irina. "Current Approaches to Teaching Reading". SHS Web of Conferences 99 (2021): 01011. http://dx.doi.org/10.1051/shsconf/20219901011.

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The paper considers reading for comprehension and developing reading culture, showing how reading habits are constantly changing with new technologies dominating our life. Learning English being the focus of attention, the author comments on the way reading contributes to language acquisition and language learning. А particular reference is given to types of reading, reading for comprehension being the essence of any. The author reviews reading strategies, stressing the necessity of introducing them to the students. The author analyses some of the language courses and gives examples of work on reading skills at the lessons of English using both the above courses and the ones developed by the teachers of the Ural State University of Economics.

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40

Markham, Paul, i Richard Day. "New Ways in Teaching Reading". Modern Language Journal 78, nr 3 (1994): 393. http://dx.doi.org/10.2307/330127.

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Sakia, Ria, i Ulsy Kulsum Marantika. "TEACHING READING USING JUMBLED SENTENCES". PROJECT (Professional Journal of English Education) 1, nr 4 (30.06.2018): 466. http://dx.doi.org/10.22460/project.v1i4.p466-471.

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Reading is important to getting information and the new experiences. Reading is one of the language skills because reading is an important factor that can affect one's activities to get new information and knowledge from reading activities. In this study inform the using of jumbled sentences in teaching reading. The objective of this study is to see and determine differences in student mastery in reading that use mixed sentences in class 2. The participant of this study is 29 students in tenth grade of SMK Rosma Karawang academic year 2018-2019. The method which it was applied in the quantitative method in this research. In this study, the writer applied a pre-experimental design from one group of pretest and posttest. Data analyzed in this research by paired sample test significantly p <0,05 then data analyzed and processed by a writer by using statistics data calculation of formula T-test by using SPSS v. 23 for windows.The result show there a statistically significant increase in students' reading ability.Keywords: Teaching, Reading, Jumbled Sentences

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Khodijah, Siti, i Labibah Labibah. "TEACHING READING USING TALKING STICK". PROJECT (Professional Journal of English Education) 2, nr 1 (31.01.2019): 40. http://dx.doi.org/10.22460/project.v2i1.p40-45.

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Language is the most important aspect in human interaction. People communicate and interact with other using the language. In global community, English has become an international language that is used by many people around the world. Reading is one of English language skills and it is one of the ways to learn English. Reading activity should get more attention. It is because there are many students who get some difficulties in understanding a text. In this research inform the using of talking stick in teaching reading. The objective of this research was to find out whether there was any significant difference in improvement the reading ability of recount text of the tenth grade students of SMK Rosma Karawang in academic year 2018/2019 by using talking stick method. The method used was quantitative method. In this research the writer used pre-experimental design of one group pretest and posttest. The data were analyzed by using paired sample test and processed by using SPSS 23 for windows. The results of the research showed there was significant increase of student’s reading ability.Keywords: Teaching, Reading, Talking Stick

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Cowen, Carl C. "Teaching and Testing Mathematics Reading". American Mathematical Monthly 98, nr 1 (styczeń 1991): 50. http://dx.doi.org/10.2307/2324038.

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Sari, Indah Novita. "Interactive Multimedia in Teaching Reading". ELLITE: Journal of English Language, Literature, and Teaching 3, nr 1 (22.05.2018): 36. http://dx.doi.org/10.32528/ellite.v3i1.1776.

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Mudimbe, V. Y., Pierre Bourdieu, Jean-Claude Passeron i Alain Darbel. "Reading and Teaching Pierre Bourdieu". Transition, nr 61 (1993): 144. http://dx.doi.org/10.2307/2935228.

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Kuhn, Melanie R., i Katherine A. Dougherty Stahl. "Teaching reading: Development and differentiation". Phi Delta Kappan 103, nr 8 (maj 2022): 25–31. http://dx.doi.org/10.1177/00317217221100007.

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Children’s development as readers is a complex and multifaceted process. Rather than emphasizing individual components of reading instruction, Melanie R. Kuhn and Katherine A. Dougherty Stahl argue that it is more effective to view the reading process as a reciprocal or interactive one in which readers’ development in one component of reading can support their growth in other components. Further, while some components need to be consistently emphasized (i.e., vocabulary, comprehension) across readers’ developmental path, others should be focused on at specific developmental moments (e.g., alphabet knowledge, phonemic awareness). The authors present a general overview of how readers develop and discuss how to flexibly design instruction to meet students’ needs, enhance student learning, and better ensure all students become skilled readers.

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Umidjon, Ahmedov. "Reading techniques in efl teaching". Asian Journal of Multidimensional Research (AJMR) 9, nr 5 (2020): 108. http://dx.doi.org/10.5958/2278-4853.2020.00155.x.

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Akhmadaliyeva Gulmira, Gulmira. "Teaching reading strategies in ELT". Общество и инновации 2, nr 5/S (23.06.2021): 166–70. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp166-170.

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The term “strategy” can be applied to the behavior of a learner in a foreign language environment, which directly affects his learning – what the student does to control or transform the information received in a foreign language and regulate his learning. Strategies for learning a foreign language are special actions or techniques that are always problem-oriented, that is, students use them when the need arises, for example, to read and understand a foreign language text. Reading includes the skills and abilities associated with the possession of linguistic material (reading comprehension, guessing), as well as the ability to understand (extract) the information contained in the text for meaningful reading. This article discusses reading strategies in teaching English.

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Sunani, Sunani, Muhammad Nadjmudin, Ely Yeni i Herman Herman. "Teaching Critical Reading Through Online". Jurnal Pendidikan Bahasa Inggris undiksha 9, nr 1 (11.02.2021): 9. http://dx.doi.org/10.23887/jpbi.v9i1.30012.

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The literacy ability of Indonesian children is lower than children in other countries. In addition, students' vocabulary mastery is low. Even though the teacher had given vocabulary instruction to the students during the reading comprehension class, they still translated the text word by word into Indonesian. This study analyzes the effect of online learning on the acquisition of critical reading among students. This study used a pre-experimental study without a control group. Tests for the validity and reliability of reading comprehension texts and vocabulary tests were conducted before the test involving 40 participants. The technique used to collect data is a test. Validity and reliability were measured using some of the same texts used as pre-test and post-test. The pre-test and post-test scores were analyzed by Wilcoxon statistical analysis to test their reading scores before and after the intervention on the same subjects. The findings from the t-test revealed that the critical reading intervention was beneficial for students. Further studies showed that the instructional intervention adopted could help them improve their reading comprehension performance. These findings are expected to provide a teaching model that responds to the typical rise of today's online learning.

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Gill, Sharon Ruth. "Teaching Rimes With Shared Reading". Reading Teacher 60, nr 2 (październik 2006): 191–93. http://dx.doi.org/10.1598/rt.60.2.9.

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