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For the past several decades, education researchers have devoted a lot of time, energy, and practice to gaining an understanding of literacy and the cognitive processes that control it. This research has developed, evidence has converged around certain findings, and teaching methods for reading and literacy have changed for the better because of it...
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... RAND Heuristic ( fig. 1) is a model presented by the RAND Reading Study Group in 2002 which provides a very different idea of what reading entails than does the NRP, but still is quite applicable to teaching English reading. The RAND Group sought to deviate from the idea that the text is the primary factor in defining comprehension and thus developed a model ...
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Five years since its launch in 2010,
Classics for All (CfA)
has an increasingly high profile in schools. For anyone still not in the picture, C
fA
works to increase take-up of Classics (Latin, Greek, Classical Civilisation, Ancient History) in state primary and secondary schools across the UK.
Citations
... With this in mind, I shall now survey some of the literature on how students read. Wegenhart (2015) provides an invaluable service for Latin teachers by outlining some of the more popular models of English reading and suggesting how they can be applied to Latin. Thus, my accounts of the following models are informed by his own research on them. ...
... A benefit, beyond the understanding of reading they give teachers, is that they highlight the deficiencies of many of the presently available Latin textbooks. Most textbooks focus purely on linguistic comprehension rather than decoding, meaning that students are set up to fail because, as Wegenhart puts it, 'if a student is inconsistent in his decoding of [a word such as] puellam, he will generally be unable to recall the meaning, because each mistake causes his mind to process the word as something new ' Wegenhart (2015). ...
Achieving proficiency in reading Latin is the stated aim of nearly every Latin course the world over. However, very little research has been devoted to how beginner students attempt to process Latin when it is placed in front of them for the first time. This paper aims to fill this gap, based on a study of students still relatively close to the start of their Latin journeys. I found that they tend to read Latin sentences in their original order, breaking them down into individual lexical items, and trying to discern their meaning by looking for similarities with words they already know. They will usually skip over words they do not recognise, returning to them later. This suggests that, as they become more familiar with Latin vocabulary and grammar, and so long as they are not taught to read in a different order, they will continue to read Latin in the order it is written. There is, however, a perception among many of the students that grammar is difficult, and so they tend to overly rely on context and common sense instead. Going forward, I would try to ensure my students become more confident with their grammar, as context can sometimes lead them astray. However, it is clear that, rather than just giving them tables and lists to learn, they need as much exposure to the grammatical forms ‘in the wild’ as possible, to promote ease of recognition.
... This is due to the influence of the time that is needed for orthographic reading; the lack of some processes such as word recognition and reading comprehension can affect reading fluency. These results match those observed in earlier studies [6], [7], [10], [11], [12]. This finding could also be caused by the fact that cortical noise is created because of the lack of some processes (graphemeto-phoneme correspondence rules). ...
BACKGROUND: Reading can be described as a complex cognitive process of decrypting signs to create meaning. Eventually, it is a way of language achievement, communication, and sharing of information and ideas. Changing lighting and color are known to improve visual comfort and the perceptual difficulties that affect reading for those with poor vision. AIM: The main objectives of the current study were to investigate the effect of changing the wavelengths and color with different levels of positional noise on reading performance with non-word for subjects with best-corrected distant visual acuity (BCVA) equal or better than 6/6. METHODOLOGY: In a cross-section interventional study, 20 English speakers were asked to read non-words presented in a printed format. The stimuli were black print words in a horizontal arrangement on a matte white card. They were degraded using positional noise produced by random vertical displacements of the letter position below or above the horizontal line on three levels. RESULTS: Introducing positional noise affected real and non-words recognition differently. The detrimental effects of positional noise with non-words on reading rate were not influenced by changes in wavelengths and color. The long-wavelength reading rate resulted in the lowest performance compared with other wavelengths with all levels of noise. CONCLUSION: Reading performance is affected by changes in the levels of positional noise. However, the reading rate is not affected by changes in wavelength and color with non-words. The long-wavelength reading rate resulted in the lowest performance compared with other wavelengths and color with all levels of noise.
... And secondly, because it is a skill which I, and others, believe to be teachable (Hansen, 1999;Markus & Ross, 2004;Hoyos, 2006;McCaffrey, 2009). Not only that, but whatever our starting point, Wegenhart (2015) believes that by encouraging these reading skills early, we can encourage our students to be 'expert' readers who will be able to enjoy reading Latin long after they have been through their exams. ...
... Read Like a Roman: Teaching Students to Read in Latin Word Order reading environment are beyond the control of the teacher, he or she is still able to manipulate certain factors (such as the purpose of reading) to facilitate the best comprehension from students. Wegenhart (2015), in a different approach to Hamilton, uses research based on learning to read English to inform the teaching of Latin and Greek. He advocates the Reading Rope and Cognitive Reading maps to help teachers identify at which point students are being held back in their reading comprehension and adapting their teaching accordingly. ...
... In order to achieve this fluency, Wegenhart (2015) makes explicit how important a large working vocabulary is to reading Latin. He identifies students' phonic awareness as an indicator of their ability to recall vocabulary. ...
For countless students of Latin (myself included), prevailing memories of Latin instruction involve being taught to unpick Latin sentences by racing towards the verb and securing the meaning of the main clause before piecing together the rest. However, this ‘hunt the verb’ approach, where one's eyes are jumping back and forth in search of the resolution of ambiguity, is not necessarily conducive to fluent reading of Latin (Hoyos, 1993). If, as so many textbooks and teachers vouch, we are aiming to unlock Roman authors for all students to read, then we need to furnish them with the skills to be able to read Latin fluently, automatically and with enjoyment, not engender in them a process more akin to puzzle-breaking. I chose to experiment with teaching students to read Latin in order, firstly because, as Markus and Ross (2004) point out, the Romans themselves must necessarily have been able to understand Latin in the order in which it was composed as so much of their sharing of literature happened orally. Indeed, as Kuhner (2016) and others who promote the continuation of spoken Latin have argued, this is still a very real possibility today. And secondly, because it is a skill which I, and others, believe to be teachable (Hansen, 1999; Markus & Ross, 2004; Hoyos, 2006; McCaffrey, 2009). Not only that, but whatever our starting point, Wegenhart (2015) believes that by encouraging these reading skills early, we can encourage our students to be ‘expert’ readers who will be able to enjoy reading Latin long after they have been through their exams.
Based on readers' perspective reading process is affected by reading habit and the attitude towards reading (Marpaung, M. 2021). Further, due to find the most related factor in second language reading habit, there were three factors compared of first language reading habit, attitude towards reading, and language proficiency, and it was found that language proficiency is mostly affected the second language reading habit (Marpaung, M. 2020). Therefore, there is a willing to know the contribution of reading habit and attitue towards reading in reading cognitive processes. And by administered the close interview it was found that reading habit and attitude towards reading affected cognitive model of reading in its term of schemata activation and handling new and difficult words, it was also mainly affected in finalizing the comprehension of doing concluding or summarizing.
This is a review of reading comprehension theories from published articles. This theoretical review differs its content by showing reading complexities which is viewed from the perspective of its readers, text's, and cognitive process. Readers individual differences are highly affect reading comprehension process as it can be also the source of its complexity by the factors of attitude, habit, and linguistics proficiency (Cassanave: 1988, Mcmaster: K.L., Espin, C.A., Van den Broek: 2014). On the other side, texts as the mediator of reader and writer interaction in reading process as also play an important factor in turning reading to be complex process, genre, content, format, and degree of difficulty are sub-factors that affect the complexity of reading in readers mind (Mcmaster, K.L., Espin, C.S., Van den broek; 2014). However, as the motor of reading process, cognitive activities are also play its important role started from decoding, translation, schemata, questioning, and metacognition process are closely affect reading comprehension process. As mainly composed from published article, this review focus to articles which are published on the year of 2000 and above but for a better result of reviews this theoretical review is taken Cassanave research result which was published on 1988 and Van den Broek research result which was published on 1999.
Research has indicated that reading aloud to young students can enhance their foundational reading skills and their reading motivation, but such research has been lacking in African contexts. In this study, we assessed the efficacy of story read‐aloud lessons in improving students’ foundational reading skills in Nigeria. The experiment took place in a cluster randomized trial of 199 schools in Northern Nigeria. In treatment schools, second‐grade teachers conducted weekly read‐aloud lessons as an addition to the core learning curriculum. In control schools, second‐grade teachers implemented only the core curriculum, without weekly read‐aloud lessons. We found that story read‐alouds led to positive effects on listening comprehension, letter sound recognition, nonword decoding, and reading fluency, with effect sizes between 0.17 and 0.33 standard deviations. These outcomes suggest that enhanced student motivation from read‐alouds may enhance text‐based skills. To identify the effects of increased teacher experience on read‐aloud effectiveness, we employed a two‐period difference‐in‐differences approach. We found that increased teacher experience explained between 26% and 51% of the overall read‐aloud effect, depending on the literacy subskill. We also found that the read‐aloud effects coupled with increased teacher experience had an equalizing effect on the reading outcomes of students from divergent home literacy environments.
As a Latin teacher, I think a lot about reading. Without texts I would not have a subject to teach, and the goal of many Latin programs (including my own) is teaching students to read Latin texts. I began my Latin teaching career while teaching the language to myself as well. The goal (both for myself and my students) was to read Latin confidently and fluidly, from left to right, processing the meaning of the words as my eye scanned the pages. Yet my good intentions were soon frustrated, and I was baffled by a problem which I soon realised was not unique to my situation: despite years of training, neither I nor my students could read Latin in a natural, fluid way. Furthermore, textbooks and colleagues seemed resigned to the view that such a goal was unrealistic or unobtainable. Best to treat language as a puzzle to be solved, or linguistic knot to be untangled, rather than a language expressing a message. Only the most intellectually gifted students continued in my ‘puzzle-solving’ course; consequently, my enrolment dropped off steeply after the second year. Looking for more help, I even implemented various ‘rules for reading’ and ‘reading strategies’ advocated by others, yet rather than improve student reading ability, I felt my curriculum begin to feel increasingly cluttered with activities and processes that stole away from my students the valuable time needed to interact with the language itself. It was not until I began investigating the field of Second Language Acquisition (hereafter SLA) that I discovered some simple, yet fundamental principles about language that helped explain my students’ struggles and helped me rethink language teaching in general.
