Статті в журналах: "Reading (Secondary)"

1

Dieker, Lisa A., and Mary Little. "Secondary Reading." Intervention in School and Clinic 40, no. 5 (May 2005): 276–83. http://dx.doi.org/10.1177/10534512050400050401.

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2

Hwang, Inseul, and Joohyun Bae. "Foreign language reading anxiety and reading comprehension of Korean secondary EFL students." Secondary English Education 15, no. 4 (November 30, 2022): 35–58. http://dx.doi.org/10.20487/kasee.15.4.202211.35.

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3

Moore, David W., and David W. Moore. "Metaphors for Secondary Reading." NASSP Bulletin 82, no. 600 (October 1998): 10–15. http://dx.doi.org/10.1177/019263659808260004.

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4

Ogle, Frances R. "Everyone Teaches Secondary Reading." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 6 (August 1991): 415–18. http://dx.doi.org/10.1080/00098655.1991.9955908.

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5

Türkyılmaz, Mustafa. "A research on fluent reading skills of secondary school students." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 21, 2017): 91–118. http://dx.doi.org/10.14527/pegegog.2018.005.

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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.

6

Bruinsma, Robert, and W. John Harker. "Classroom Strategies for Secondary Reading." Canadian Journal of Education / Revue canadienne de l'éducation 12, no. 1 (1987): 238. http://dx.doi.org/10.2307/1495010.

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7

Kamps, Debra M., and Charles R. Greenwood. "Formulating Secondary-Level Reading Interventions." Journal of Learning Disabilities 38, no. 6 (November 2005): 500–509. http://dx.doi.org/10.1177/00222194050380060501.

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8

J.P.Vandhana, J. P. Vandhana, and Dr P. Nagaraj Dr.P.Nagaraj. "Effectiveness of Metacognitive Strategies Through Reading Comprehension of Higher Secondary Students." International Journal of Scientific Research 1, no. 7 (June 1, 2012): 94–95. http://dx.doi.org/10.15373/22778179/dec2012/37.

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9

Boling, Charlotte J., and William H. Evans. "Reading Success in the Secondary Classroom." Preventing School Failure: Alternative Education for Children and Youth 52, no. 2 (January 2008): 59–66. http://dx.doi.org/10.3200/psfl.52.2.59-66.

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10

Lovette, Gail E. "Reading Preparation of Secondary ELA Teachers." Journal of Adolescent & Adult Literacy 57, no. 3 (October 25, 2013): 193–203. http://dx.doi.org/10.1002/jaal.222.

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11

Steiner, Joan Naomi, and Charleen Silva Delfino. "From the Secondary Section: Secondary Reading: Whose Issue Is It?" English Journal 87, no. 2 (February 1998): 11. http://dx.doi.org/10.2307/821544.

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12

Anjum, Shahla, Irshad Hussain, and Shahida Sajjad. "Reading Environment and Reading Interests of Public Sector Secondary School Students." Global Social Sciences Review IV, no. I (March 31, 2019): 319–26. http://dx.doi.org/10.31703/gssr.2019(iv-i).42.

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This study explored the reading environment, reading interests and available reading facilities for Public Sector students in Secondary Schools. A Structured questionnaire and a reading interest inventory were used as survey instruments on 9th and 10th class (N= 3600) students in Southern Punjab, Pakistan. The findings of the study highlighted that parents, friends, teachers, and examinations influence the reading interests of students positively. Parents and teachers both can encourage nourishing the minds of adolescence towards reading. Significantly a greater number of students viewed their teachers and examinations to be playing a motivational role for reading. The majority of the students asserted that magazines and newspapers were available at their schools and homes as the reading facility. Furthermore, the findings of the study revealed that the majority of the students appeared to be interested in reading magazines

13

Trigo Ibáñez, Ester, Inmaculada Clotilde Santos Díaz, and Susana Sánchez Rodríguez. "¿Qué leen los adolescentes españoles? Un estudio de los consumos de lectura analógica." Investigaciones Sobre Lectura, no. 13 (May 27, 2020): 35–71. http://dx.doi.org/10.37132/isl.v0i13.278.

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This work is part of the project “Determining factors in the reading habits of secondary school students. A study from the variables of the educational context” (PR2017040), funded by the Own Research Plan of the University of Cádiz. The main objective is to know the reading consumption of Spanish teenagers. Specifically, the consumption of analog reading of students of 1st year of Compulsory Secondary Education in Spain is studied. A sample of students from the province of Cádiz (n=664) and from other Spanish provinces (n=192) responded to a questionnaire about their reading habits. It allowed, in the first instance, to determine if informants enjoy reading and, later, to gather information about what and in what format they read, the criteria on which they are based to choose their readings, how much time they dedicate to read and where they get their readings. The results indicate that this sector of the population prefers reading adventure books, chooses books by subject, reads more during holidays and uses their own books. However, it is confirmed that the development of the reading habit is still a subject to pass.

14

Pranata, Mohammad Sofyan Adi. "The Teaching of Reading in Senior Secondary School." International Journal of English Education and Linguistics (IJoEEL) 1, no. 2 (December 30, 2019): 42–49. http://dx.doi.org/10.33650/ijoeel.v1i2.964.

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Reading English is an important skill that students need to learn. The teaching of reading in secondary school will help student to get a purpose for reading, focus on what they are learning, think actively as they read, monitor their comprehension, and review content and relate what they have learned to what they already know. In order to apply the strategies effectively in new instructional settings, teachers must have a clear understanding of the reading comprehension process and the natural reading strategies that commonly applied by our students. By knowing this, they can select and demonstrate appropriate reading strategies that their students need in reading the text.

15

Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.

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Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.

16

Krnjaic, Zora, Ivana Stepanovic, and Dragica Pavlovic-Babic. "Reading habits of secondary school students in Serbia." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 266–82. http://dx.doi.org/10.2298/zipi1102266k.

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Within the research study about free time, interests, cultural needs and habits of secondary school students, their reading habits were studied in particular. The paper is aimed at exploring the reading habits of secondary school students, which are expressed through different media, first and foremost, through book reading, as well as through reading the press and using the internet, and to determine the connection between them. The research was conducted by means of a questionnaire on the sample of 2426 students from 26 secondary schools from nine Serbian towns. The results referring to the level of development of reading habits of our secondary school students indicate that: 12% of students do not read; 21% read only the required reading; 40% read the required reading and occasionally the books that are not required; 20% read the required reading and often other books as well; and 7% are passionate readers. Secondary school students do not have a formed habit of using library services and most frequently read popular literature and popular science. The most frequently read texts in the press refer to leisure and sports. More developed reading habits of secondary school students are related to reading the sections on culture in daily newspapers, reading popular science magazines and using educational software. Educational implications of the paper indicate that it is necessary to develop students? reading habits through teaching and learning and to encourage students to use both books and the modern media for learning purposes.

17

Semtin, Semry Anak, and Mahendran Maniam. "Reading Strategies among ESL Malaysian Secondary School Students." International Journal of Evaluation and Research in Education (IJERE) 4, no. 2 (June 1, 2015): 54. http://dx.doi.org/10.11591/ijere.v4i2.4492.

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<p>This study aims to investigate the types of cognitive and metacognitive reading strategies employed by secondary school students in Malaysia to improve their comprehension. It uses a mixed-method approach which involves the instruments of a questionnaire and an interview. This study was conducted at SMK Kapit, involving ninety Form 4 students. Based on the findings, the students had used various reading strategies. The use of particular reading strategies is implied as their autonomous learning efforts to become more proficient readers. However, according to the frequency scales of strategy use (Oxford, 1990), the findings from the questionnaire indicate that most of the reported reading strategies have a mean between 2.5 and 3.49 as the students sometimes use these reading strategies. This revealed their lack of awareness of practising these reading strategies. Thus, teachers play a vital role in training students on the reading strategy use in order to enhance the effectiveness of their reading.</p>

18

Shakoor, Malik Abdul, Muhammad Ilyas Khan, and Muhammad Imran Iqbal Majoka. "Effect of Teaching Reading Strategies on the Students’ Reading Comprehension." Global Social Sciences Review IV, no. IV (December 30, 2019): 157–64. http://dx.doi.org/10.31703/gssr.2019(iv-iv).20.

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Reading is an important tool for getting access to information which provides a base to the learning process. Comprehension is a basic pre-requisite for reading to be meaningful. Various reading strategies have been associated with better reading comprehension. The current experimental study conducted in the Pakistani context explored the effect of teaching reading strategies on reading comprehension of students in the subject of English at the higher secondary school level. The experimental pretest-posttest equivalent research design was adopted to conduct the study. The sample consisted of 60 higher secondary school students of a private girls college in Mansehra, Pakistan. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the higher secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education and school leaders.

19

Lin Wu, Martin Valcke, and Hilde Van Keer. "Factors Associated with Reading Comprehension of Secondary School Students." Educational Sciences: Theory & Practice 19, no. 4 (October 30, 2019): 34–47. http://dx.doi.org/10.12738/estp.2019.4.003.

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Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated student’s MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher’s qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.

20

Mylchenko, Larysa. "Secondary illiteracy is a consequence of the reading crisis." Вісник Книжкової палати, no. 1 (January 27, 2022): 7–16. http://dx.doi.org/10.36273/2076-9555.2022.1(306).7-16.

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A peculiar trend of the recent years is the loss of the prestigiousness and the exclusive role of reading in society. The reading crisis is observed in all industrially developed countries. In this regard, secondary illiteracy began to spread among the population. The emergence of the phenomenon of secondary illiteracy leads to a number of negative social and economic consequences. An extensive experience has been gained in solving the problems of the reading crisis throughout the world. Countries around the globe are implementing a variety of measures to support reading. State and public support for reading and book publishing is provided, national programs and initiatives to support children's and family reading are legislated. The article addresses the problem of reading of the younger generation as a social problem of modern society. The importance of reading as a basic competence of the younger generation is emphasized. The necessity of the special programs development, as well as the projects for improving children's reading motivation is substantiated. An analysis of the projects implementation experience supporting reading in developed countries, in consideration of the approaches in compiling a new strategy and plans to support reading in Ukraine, is completed.

21

Mylchenko, Larуsa. "Secondary illiteracy is a consequence of the reading crisis." Вісник Книжкової палати, no. 2 (February 23, 2022): 10–19. http://dx.doi.org/10.36273/2076-9555.2022.2(307).10-19.

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A peculiar trend of the recent years is the loss of the prestigiousness and the exclusive role of reading in society. The reading crisis is observed in all industrially developed countries. In this regard, secondary illiteracy began to spread among the population. The emergence of the phenomenon of secondary illiteracy leads to a number of negative social and economic consequences. An extensive experience has been gained in solving the problems of the reading crisis throughout the world. Countries around the globe are implementing a variety of measures to support reading. State and public support for reading and book publishing is provided, national programs and initiatives to support children's and family reading are legislated. The article addresses the problem of reading of the younger generation as a social problem of modern society. The importance of reading as a basic competence of the younger generation is emphasized. The necessity of the special programs development, as well as the projects for improving children's reading motivation is substantiated. An analysis of the projects implementation experience supporting reading in developed countries, in consideration of the approaches in compiling a new strategy and plans to support reading in Ukraine, is completed.

22

Soto-Vázquez, José, Francisco Javier Jaraíz-Cabanillas, José Antonio Gutiérrez-Gallego, and Ramón Pérez-Parejo. "Analysis of Reading Habits in Secondary Education in Extremadura." Revista Electrónica de Investigación Educativa 23 (October 5, 2021): 1–20. http://dx.doi.org/10.24320/redie.2021.23.e19.3857.

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This study aims to discern the reading habits of secondary education students of the autonomous community of Extremadura (Spain). A survey was conducted with 4,392 students throughout the region. Their reading habits were analyzed in relation to time spent reading, book purchases, preferred literary genres, and other variables that may influence reading habits. By determining the geographic location of respondents, it became possible to map the variables. Key conclusions include clear differences between geographical areas, together with the following findings: women read somewhat more than men; students enrolled in bilingual programs read more; following specific reading plans has no impact on achieving better reading outcomes; despite the increase in digital reading, paper books are still read more; and reading is not perceived as a leisure activity.

23

Soto-Vázquez, José, Francisco Javier Jaraíz-Cabanillas, José Antonio Gutiérrez-Gallego, and Ramón Pérez-Parejo. "Analysis of Reading Habits in Secondary Education in Extremadura." Revista Electrónica de Investigación Educativa 23 (October 5, 2021): 1–20. http://dx.doi.org/10.24320/redie.2021.23.e19.3857.

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This study aims to discern the reading habits of secondary education students of the autonomous community of Extremadura (Spain). A survey was conducted with 4,392 students throughout the region. Their reading habits were analyzed in relation to time spent reading, book purchases, preferred literary genres, and other variables that may influence reading habits. By determining the geographic location of respondents, it became possible to map the variables. Key conclusions include clear differences between geographical areas, together with the following findings: women read somewhat more than men; students enrolled in bilingual programs read more; following specific reading plans has no impact on achieving better reading outcomes; despite the increase in digital reading, paper books are still read more; and reading is not perceived as a leisure activity.

24

Hussain, Irshad, and Parveen Munshi. "Identifying Reading Preferences of Secondary School Students." Creative Education 02, no. 05 (2011): 429–34. http://dx.doi.org/10.4236/ce.2011.25062.

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25

Romano, Paul E. "Lack of Reading Interest Secondary to Presbyopia." Ophthalmic Surgery, Lasers and Imaging Retina 19, no. 9 (September 1988): 672–73. http://dx.doi.org/10.3928/1542-8877-19880901-19.

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26

Han Suk Bae. "Morphological awareness in reading comprehension:A secondary analysis." English Language Teaching 28, no. 3 (September 2016): 1–18. http://dx.doi.org/10.17936/pkelt.2016.28.3.001.

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27

Dukpa, Namgay, and Sonam Dhendup. "Exploring Secondary Students' Reading Motivation Article Sidebar." Journal of Humanities and Education Development 3, no. 4 (2021): 1–9. http://dx.doi.org/10.22161/jhed.3.4.1.

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28

Harmon, Janis M., Wanda B. Hedrick, Karen D. Wood, and Jean Vintinner. "An Investigation of Current Secondary Reading Programs." Literacy Research and Instruction 50, no. 2 (March 3, 2011): 105–19. http://dx.doi.org/10.1080/19388071003611152.

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29

Ciullo, Stephen, Miriam B. Ortiz, Stephanie Al Otaiba, and Kathleen Lynne Lane. "Advanced Reading Comprehension Expectations in Secondary School." Journal of Disability Policy Studies 27, no. 1 (September 24, 2015): 54–64. http://dx.doi.org/10.1177/1044207315604365.

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30

Gopal, Revathi, and Charanjit Kaur Swaran Singh. "Arising reading patterns in understanding literary texts." Studies in English Language and Education 7, no. 2 (September 3, 2020): 407–20. http://dx.doi.org/10.24815/siele.v7i2.16663.

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This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.

31

Aini, Ika Nur, and Suvi Akhiriyah. "THE CORRELATION BETWEEN STUDENT’S READING STRATEGY AND READING COMPREHENSION OF SECONDARY SCHOOL." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 9, no. 1 (June 3, 2022): 88–100. http://dx.doi.org/10.36706/jele.v9i1.17476.

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Reading strategies are procedures to assist students’ reading comprehension which play an active role in reading literacy. This quantitative study aims to find out the reading strategies mostly used by students and to find out the correlation between students' reading strategies and their reading comprehension. The research design used was correlational study. The total sample in this study was 74 ninth graders in one of junior high schools in Surabaya. The participants were chosen using the convenience sampling method due to the availability of the students. The data were collected by using Survey of Reading Strategies (SORS) questionnaire and reading comprehension test. The data were analyzed by using descriptive statistics to find out the strategy mostly used by students, and Pearson Product Moment to find out the correlation between variables. The results showed that the students often used Problem-Solving Strategy (M= 4), Global Reading Strategy (M= 3.04), and Support Reading Strategy (3.04). Furthermore, it was found that there was no correlation between the two variables (p-value= 0.790, >0.05). According to the result, good reading strategy does not affect the reading comprehension correlation.

32

Auliya, Prativi Khilyatul, Lies Amin Lestari, and Suharsono Suharsono. "Developing Extensive Reading Materials for Secondary School to Foster Students’ Reading Habit." Journal of English Language and Literature 8, no. 3 (December 28, 2017): 706. http://dx.doi.org/10.17722/jell.v8i3.281.

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33

Auliya, Prativi Khilyatul, Lies Amin Lestari, and Suharsono Suharsono. "Developing Extensive Reading Materials for Secondary School to Foster Students’ Reading Habit." Journal of English Language and Literature 8, no. 3 (December 31, 2017): 706–14. http://dx.doi.org/10.17722/jell.v8i3.340.

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This study aims at developing extensive reading materials for Junior High School to foster students’ reading habit, as the first step of school literacy movement in Indonesia. This study utilizes Design and Development Research (DDR) by Richey and Klein (2007)[17] as the research method. Moreover, ADDIE model (Analysis, Design Develop, Implementation and Evaluation) is employed as instructional design model to develop the product. There are four data collection technique used; interview, questionnaire, test and observation. The product of this study is seven books as follows; The Five Pillars of Islam (Level A), Happy Halloween (Level A), Facts about Mosquitoes (Level C), The Legend of Surabaya (Level E), The Appointment in Samarra (Level G), The Return of Dracula (Level I), A True Friend (Level K). Those seven books are in the form of printed materials and within students’ independent reading level. They are supported with pictures, complemented with correlation level, preface, short-excerpt, glossary, commentary column, and books choice flowchart. Based on the theoretical and empirical validation, the seven books are suitable to be used as extensive reading materials in school literacy movement to foster students’ reading habit.

34

Lau, Kit-Ling. "Hong Kong senior secondary students’ reading motivation and classical Chinese reading comprehension." Reading and Writing 32, no. 4 (August 9, 2018): 963–82. http://dx.doi.org/10.1007/s11145-018-9897-7.

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35

Capin, Philip, and Sharon Vaughn. "Improving Reading and Social Studies Learning for Secondary Students With Reading Disabilities." TEACHING Exceptional Children 49, no. 4 (March 2017): 249–61. http://dx.doi.org/10.1177/0040059917691043.

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36

Cahya, Wahyu Dwi, and Luh Putu Artini. "The Implementation of Independent Reading Literacy Activities in Secondary Education." Journal of Education Research and Evaluation 4, no. 1 (March 11, 2020): 63. http://dx.doi.org/10.23887/jere.v4i1.23515.

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The present study aimed at describing the implementation of independent reading literacy activities at SMA N Bali Mandara and how it affects students’ English literacy skills. This study followed case study design, and the primary data were obtained through interview, observation, and document analysis. The results of the study revealed that the implementation of independent reading literacy activities was applied in three stages: 1) the habituation stage; 2) the development stage; and 3) the learning stage. In the habituation stage, the school used silent reading to form reading habits. This positive habit maintained by providing students real-world literacy activities in the development stage to develop their reading interest through storybook writing and cooperative literacy program. In the last stage, the teachers implemented reading for enjoyment in the learning process through news reading and book review. The students’ average score in storybook writing was 90.6, in cooperative literacy program was 90.36, in news reading program was 90.2, and in book review was 90.47. The findings of this study indicate that independent reading literacy activities are effective to enhance students’ English literacy skills.

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Apoko, Tri Wintolo, and Widya Marcellinda. "EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 1 (January 14, 2023): 312–32. http://dx.doi.org/10.51276/edu.v4i1.351.

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Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.

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Ukpebor, Christopher Osaretin. "Availability of Print Resources as a Factor Affecting Reading Culture of Secondary School Students in Edo State, Nigeria." Libri 70, no. 2 (May 26, 2020): 157–67. http://dx.doi.org/10.1515/libri-2018-0160.

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AbstractStudies have shown that Nigerians have a poor reading culture which could be as a result of several factors including unavailability of print resources. Literature has revealed that the quality of reading by secondary school students in Edo State was regrettably on the decline and that inadequate use of print resources was a major factor. The descriptive survey design of correlational type was adopted for the study. Stratified multi-stage sampling technique was adopted in selecting participants for this study. Fifty percent was used to select nine local governments, 10 % to select public and private secondary schools from the already selected nine local governments, making a total of 65 schools. From each of the selected 65 schools, a sampling fraction of 11 % was used to select a total of 895 students for the study. A questionnaire was used for students while an interview checklist was used for school principals in justification of the students’ responses. Regression analysis (at 0.05 level of significance) was used to analyse the data. Findings revealed that secondary school students in Edo State have print resources readily available, while secondary school students had a poor reading culture with the weighted average of 3.06. The effect of print resources (β = 0.141; p < 0.05) in predicting students’ reading culture was significant. Conclusively, the study showed that secondary school students in Edo State have a poor reading culture irrespective of the availability of print resources.

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El-Baz , Hanaa. "Implementing Collaborative Strategic Reading in Secondary Stage EFL Reading Classes : A Quasiexperimental Study." مجلة الدراسات التربوية و الإنسانية 9, no. 4 Part 2 (June 2019): 407–50. http://dx.doi.org/10.12816/0053051.

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류보라 and Suhyun Seo. "Analysis on the Aspects of Reading in Reading Reports of Secondary School Students." Journal of CheongRam Korean Language Education ll, no. 47 (June 2013): 35–60. http://dx.doi.org/10.26589/jockle..47.201306.35.

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Maqbulin, Arjunina. "The Effectiveness of Reading Aloud to Improve Students Reading Ability in Secondary School." Inovasi-Jurnal Diklat Keagamaan 16, no. 2 (December 28, 2022): 129–35. http://dx.doi.org/10.52048/inovasi.v16i2.349.

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In teaching reading, especially for senior high school students, they have to master high reading skills such as inferential, evaluative and critical reading. To reach this purpose, many teachers ask the students to read silently through skimming or scanning. However, some researches have proven that using reading aloud in teaching reading can improve students vocabulary and make students idea sharpener in finding detail information of the text. in addition, reading aloud is related a lot with reading comprehension. That is why it is important to know whether or not reading aloud is needed for teaching reading for senior high school. The aim of this research is to answer a research question, it is about whether or not reading aloud can improve students’ reading ability. The method used in this research is quantitative. The data used in this research is the result of pre-test and post-test of experimental and control class which are taken from the twelve grade students of MAN 2 Nganjuk, Academic year 2022/2023. The result of this research shows that reading aloud can improve the students’ reading ability, or on the other word, there is a significance different of the students’ score after being taught by using reading aloud strategy. The next research about this strategy for higher students of EFL with different type of text is needed so it can be used as the references for teachers to improve their strategy for teaching reading.

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Stevanovic, Jelena, Branislav Randjelovic, and Emilija Lazarevic. "Reading habits of secondary school students in Serbia." Zbornik Instituta za pedagoska istrazivanja 52, no. 1 (2020): 136–80. http://dx.doi.org/10.2298/zipi2001136s.

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Reading habits are an essential aspect for creating a functionally literate society and for its positioning at the global level. In this regard, the aim of this paper is to examine quantities and contents that high school students read, including compulsory reading and other books that do not belong to this corpus. We also tried to examine students? opinions about ways that could contribute to their motivation to read books, to consider their reading habits keeping in mind the family context and the use of library services, as well as to determine whether reading books is related to gender, academic achievement, the type of school that the students attend, the class and the education of their parents. Students (N=1378) from high schools and secondary vocational schools from several cities in Serbia participated in the research. A questionnaire was used, constructed for the purposes of this study. The results show that adolescents are reluctant to read reading materials contained in the curriculum. The majority of students read books outside of this corpus, and they most often read comics, science fiction, crime and romance novels. More than one fifth of students do not recognise any way that would motivate them to read books. Since there has been no visible improvement in this area in teaching practice over the last decade, it would be desirable to introduce and affirm optional subjects that would contribute to improving the reading habits of high school students (especially in secondary vocational schools).

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Tran, Thi Thanh Nga. "The Effects of Task-Based Instructions on Secondary Students' Reading Performances." International Journal of Language Instruction 1, no. 1 (August 13, 2022): 9–18. http://dx.doi.org/10.54855/ijli.22112.

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The study's goal is to cast light on the impacts of task-based instruction on the reading comprehension of EFL secondary students. The process was undertaken in a middle school in Kien Giang province in 2022. Reading pre-test and post-test data were first employed to gather research data from more than 70 students in a Secondary school. The post-tests were conducted after the pre-tests for five weeks. Then the data was converted into an excel version to be processed. Research results reveal that task-based instruction positively influenced learners' reading performances. The mean scores from the reading post-tests are relatively higher than those of the reading pre-tests. It can be inferred that students who participated in the treatment could improve their reading capability. Thus, having said that teachers used the TBI appropriately, they could scaffold their students' reading performance in particular and boost students' reading competency as a whole.

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Houghton, Stephen, and Ted Glynn. "Peer Tutoring of Below Average Secondary School Readers Using Pause, Prompt, and Praise: The Successive Introduction of Tutoring Components." Behaviour Change 10, no. 2 (June 1993): 75–85. http://dx.doi.org/10.1017/s0813483900005568.

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Five tutor-tutee pairs of 13-year-old students who were below average in reading participated in a program of remediated reading using the Pause, Prompt, and Praise procedures. Whereas previous research has shown that these procedures can be learned concurrently by peer tutors, this study showed that the procedures can also be learned successively. Data indicate that the five tutors readily learned to implement all components of the procedure, and that both tutors and tutees made major gains in reading accuracy and comprehension.

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Калько, В. О. "Developing English reading skills of secondary school students." Scientific and methodological journal "Foreign Languages", no. 4 (November 30, 2015): 19–22. http://dx.doi.org/10.32589/im.v0i4.122496.

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Barrett, Mary T. "The Secondary ESL Reading Course: Rationale and Implementation." TESOL Quarterly 23, no. 1 (March 1989): 152. http://dx.doi.org/10.2307/3587524.

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Ness, Molly. "Reading Comprehension Strategies in Secondary Content-Area Classrooms." Phi Delta Kappan 89, no. 3 (November 2007): 229–31. http://dx.doi.org/10.1177/003172170708900314.

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Bois, B. De Lin Du, and Margaret E. McIntosh. "Reading Aloud to Students in Secondary History Classes." Social Studies 77, no. 5 (October 1986): 210–13. http://dx.doi.org/10.1080/00220973.1944.11019810.

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Alvermann, Donna E., and Gaoyin G. Qian. "PERSPECTIVES ON SECONDARY SCHOOL READING: IMPLICATIONS FOR INSTRUCTION." Reading & Writing Quarterly 10, no. 1 (January 1994): 21–38. http://dx.doi.org/10.1080/1057356940100103.

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Lebzelter, Susan, and E. Jane Nowacek. "Reading Strategies for Secondary Students with Mild Disabilities." Intervention in School and Clinic 34, no. 4 (March 1999): 212–19. http://dx.doi.org/10.1177/105345129903400403.

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