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Reading Comprehension: What Every Teacher Needs to Know
Abstract
In this article, the author proposes ten principles through which she examines the essentials of teaching reading comprehension. Topics explored include the nature of reading comprehension and the roles of good readers and influential teachers. Related issues include motivation, comprehension strategies, explicit instruction, and vocabulary. Finally, multiple representations of thinking, assessment, and comprehending at deeper levels are discussed.
... Besides, Golkowska (2013) reported 496 http://ijlter.org/index.php/ijlter that Qatari university students studying abroad had not received effective reading-comprehension strategy instruction during secondary education and, thus, became struggling readers at the university level. Though one of the main objectives of the education reform in Qatar is to change teachers' instructional practices into student-centred learning (Brewer et al., 2007), which is at the heart of effective reading comprehension instruction (McLaughlin, 2012), skills needed to implement this approach may not have been acquired yet by teachers and students (Palmer et al., 2016). ...
... This study aims to provide insight into reading-instruction strategies used by EFL teachers in Qatar government schools to teach comprehension and bridge the existing research gap in the field by providing empirical data from the context of Qatar. Research supports the view that teaching reading comprehension strategies enhances students' comprehension (Ballou, 2012;Day, 2020;Hollingsworth & Ybarra, 2017;McLaughlin, 2012). Exploring EFL teachers' comprehension of instructional practices should allow teacher educators and professional development providers to gain insight from this study as to what inservice teachers believe and practise in their reading classrooms. ...
... He further states that this definition should address the characteristics of fluent readers, the cognitive processes used, and how they work together to comprehend a text (Grabe, 2009). This definition is agreed on by a list 497 http://ijlter.org/index.php/ijlter of researchers who identified reading as a mental process which the readers use to comprehend a written text (Grabe, 2009;McLaughlin, 2012;McMunn Dooley & Matthews, 2009;Pressley, 2001). ...
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... Besides, Golkowska (2013) reported that Qatari university students studying abroad had not received effective reading-comprehension strategy instruction during secondary education and, thus, became struggling readers at the university level. Though one of the main objectives of the education reform in Qatar is to change teachers' instructional practices into student-centred learning (Brewer et al., 2007), which is at the heart of effective reading comprehension instruction (McLaughlin, 2012), skills needed to implement this approach may not have been acquired yet by teachers and students (Palmer et al., 2016). ...
... This study aims to provide insight into reading-instruction strategies used by EFL teachers in Qatar government schools to teach comprehension and bridge the existing research gap in the field by providing empirical data from the context of Qatar. Research supports the view that teaching reading comprehension strategies enhances students' comprehension (Ballou, 2012;Day, 2020;Hollingsworth & Ybarra, 2017;McLaughlin, 2012). Exploring EFL teachers' comprehension of instructional practices should allow teacher educators and professional development providers to gain insight from this study as to what inservice teachers believe and practise in their reading classrooms. ...
... He further states that this definition should address the characteristics of fluent readers, the cognitive processes used, and how they work together to comprehend a text (Grabe, 2009). This definition is agreed on by a list of researchers who identified reading as a mental process which the readers use to comprehend a written text (Grabe, 2009;McLaughlin, 2012;McMunn Dooley & Matthews, 2009;Pressley, 2001). ...
Teachers’ instructional practices are crucial to students’ achievement in reading comprehension. Students’ low English reading competence in Qatar’s government schools raises concerns about not only reading comprehension strategy instruction, but also, subsequently, learning as a natural outcome of teachers’ praxis. This quantitative survey investigated English as a foreign language (EFL) reading comprehension strategy instruction of a broad cross-sectional sample of (1-12) EFL teachers (n=754) of government schools in Qatar. The study examines teachers’ most frequently used strategies and explicit strategy instruction. To relate the findings of an exploratory data analysis, descriptive statistics, including means, standard deviations, and frequencies, were calculated for each 5-point Likert scale questionnaire item using the Statistical Package for the Social Sciences (SPSS-Version 24) statistics software. Results revealed that participant teachers reported a generally moderate and high frequency of using comprehension strategies (lowest mean 3.56 and highest mean 4.52). The seven most used strategies (mean score ≥4) were: Identify main ideas, set purpose for reading, predictions, preview text, monitor comprehension, prior knowledge activation, and handle unfamiliar words. Conversely, the five strategies reported a comparatively lower use frequency (mean score ˂4) were: Text structure, questioning, visualizing, summarizing, and think aloud. The major findings on explicit strategy instruction indicated that teachers ignored the gradual release of responsibility to students. The implications of these findings suggest that EFL teachers demonstrate moderate use of reading comprehension strategy instruction. Further recommendations for the Ministry of Education, school principals, and teachers are offered.
... These studies also illustrate that understanding of multi-dimensional nature of motivation assist to examine the relationships between motivation and reading behavior and design L2 reading instruction that nurtures student motivation. Although students' may also need to take active roles such as constantly monitoring the relation between the goals they have set and the text [19], [58], monitoring their own thinking [56], [62], figuring out unfamiliar words [27], negotiating meaning, using a strategy, knowing when to construct meaning [50], [55] when participating in reading, teachers' role in motivate and engage students' motivation is a key factor in comprehension [26], [50]. Importantly, teaching for a variety of purposes, using diverse methods, materials emerged as central parts of teacher's duties in scaffolding reading comprehension. ...
... These studies also illustrate that understanding of multi-dimensional nature of motivation assist to examine the relationships between motivation and reading behavior and design L2 reading instruction that nurtures student motivation. Although students' may also need to take active roles such as constantly monitoring the relation between the goals they have set and the text [19], [58], monitoring their own thinking [56], [62], figuring out unfamiliar words [27], negotiating meaning, using a strategy, knowing when to construct meaning [50], [55] when participating in reading, teachers' role in motivate and engage students' motivation is a key factor in comprehension [26], [50]. Importantly, teaching for a variety of purposes, using diverse methods, materials emerged as central parts of teacher's duties in scaffolding reading comprehension. ...
... Many studies believed that students should have abundance exposures to use of English in real context because authentic materials are able to stimulate students' motivation to learn [1], [2], [8], [9], [23], [26], [50], [63, [69]. Compared to artificial materials which are made for learning purposes only, authentic text is believed to be more effective in providing students with opportunities to intermingle with real uses of language, stimulate their interest to read, give them the feeling that they are learning the 'real language'. ...
The overarching purpose of this study was to measure how the sub-constructs of EFL reading motivation were influenced at both of their belief and action levels when the teacher gave more opportunity for the students to read and complete the tasks on their own purposes. Participants in this study were 70 students in 2 General English classes in a university in Ho Chi Minh City, Vietnam. The research was conducted using the pretest-posttest design in quasi-experiment research. To collect data, a questionnaire and focus group interview topics was created based on the Motivation for Reading Questionnaire (MRQ). Employing SPSS 25 software, the researcher ran Paired-sample T-test and One Way ANOVA to check the significant of the results from both of the control and experimental classes. It can be concluded that an increase in reading motivation and a more positive attitude toward reading have been confirmed. Noticeably, changes were observed to be developed at different degrees in all of the 8 constructs of the MRQ.
... Making connections with new information and activating prior knowledge is a strategy that creates opportunities for students with LD who are EB to build connections between what they already learned and experienced and what they learn during the lesson. Making connections between the new information and students' experiences will make the lesson more meaningful for the students and will support the development of their reading comprehension (Echevarria & McDonough, 1995;McLaughlin, 2012). When students interactively use this strategy by sharing their prior knowledge and experiences with each other, they activate their prior knowledge, which can promote text comprehension and content learning for students with LD who are EB (Orosco & O'Connor, 2014). ...
... Planning. First one must select a book that is relevant to students' prior knowledge so they can make connections with the new information they learn (Echevarria & McDonough, 1995;McLaughlin, 2012). Thinking about what students already know and what they experience in and out of the ...
... For instance, in Fly Away Home, students may be excited to talk about the flying bird, airplanes, being free, and being hopeful. The teacher may create many instances in which students interactively make connections with new information and activate prior knowledge (Echevarria & McDonough, 1995;McLaughlin, 2012). Asking students open-ended questions such as "Who do you connect the boy and father to from your previous readings, what are the similarities and differences of the characters?" would be helpful to engage them in extended discourse. ...
Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.
... Unlike nonfiction books, such books are more coherent and cohesive in content, thus generating a better thinking flow; having a lower degree of difficulty and more fascinating plots, they are more likely to intrigue and motivate young children to read (Topping, 2015). Nevertheless, many more activities and strategies at the surface and higher-order levels were employed in the Chinese-speaking systems, which is consistently encouraged to improve students' reading competence (Lafontaine, et al., 2018;McLaughlin, 2012;Guthrie et al., 2000). Furthermore, the priority given to sharpening students' summary ability could be noted from those practices, for example, identifying the main ideas, and orally summarizing what was read. ...
... Therefore, there is no doubt that improved summary skills can profoundly facilitate readers' comprehension (Stevens, Park, & Vaughn, 2019). Meanwhile, Chinese teachers made it a common practice to discuss homework in class for prompt feedback on students' learning progress to consolidate and expand students' knowledge base (McLaughlin, 2012). It was also a Chinese characteristic that when organizing class, teachers still led an important role and did not relinquish much responsibility. ...
This study examined the combined effects of teachers’ instructional practices and students’ reading-related affective engagement on predicting the high and low levels of elementary reading literacy from a linguistically and culturally comparative perspective. Data were based on 9748 students from 4 English-speaking and 3 Chinese-speaking education systems participating in the Progress in International Reading Literacy Study 2016. A mixed theory-based and data-driven approach was adopted. Four machine learning algorithms, specifically logistic regression, support vector machine, decision tree, and extreme gradient boosting, were simultaneously used to classify and predict high- and low-proficiency readers and to identify the most important factors for the ability separation. The findings showed that for both system groups, those factors together were sufficiently powerful to discriminate the readers and that the affective constructs, particularly students’ self-concepts, played a predominant role. The Chinese-speaking systems, compared with their English counterparts, applied more effective pedagogies to nurture sophisticated readers.
... Reading comprehension is defined as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (Snow, 2002;McLaughlin, 2012). Neufeld (2005) defines comprehension as constructing a supportable understanding of a text. ...
... When comprehension breaks down, good readers have the awareness necessary to monitor and change these learning strategies so that comprehension is enhanced (Dole, Duffy, Roehler & Pearson, 1991;Neufeld, 2005). By improving teachers' knowledge of instructional strategies and methods for reading discipline texts, teachers will have a better understanding of the value of these when teaching in their classrooms and a stronger impetus for sharing them with their students (Fowler & Frey, 2000;McLaughlin, 2012). Strategy instruction in discipline content can be effective when teachers implement a variety of instructional practices in their classrooms (Bryant, Ugel, Thompson, & Hamff, 1999). ...
This mixed method study investigated the total minutes 6 Social Studies and 6 English-Language Arts seventh grade-teachers taught and used comprehension strategies in their discipline area teaching. Three 45-minute observations of each teachers were used to determine reading comprehension strategies taught by individual teachers. Measures of teachers acquired reading comprehension strategy knowledge were compiled through focused interviews and a questionnaire. Reported practices and knowledge were compared to the observations of their classroom instruction. Interview and questionnaire data were analyzed using coding to identify patterns, themes, and repetition of words or key words, and use of phrases or sentences that reveal similarities of participants' strategy instruction. Data revealed all 12 teachers spent only 89 minutes on comprehension strategy instruction, representing 5.5% of their total instructional time. Forty-two percent of the teachers indicated that they received training from a State Region Education Service Center, college and university courses, and district initiatives.
... Comprehension is the process of acquiring information for developing knowledge. The readers can use their prior knowledge to ease their understanding of the text (McLaughlin, 2012). It covers the activity to interpret the meaning correctly (Grabe, W., & Stoller, 2002). ...
This study aimed to figure out students' responses toward using the fix-up options strategy in comprehending text personal recount. The qualitative method was used to collect the data. The sample was the second grade of Pos Keadilan Peduli Ummat (PKPU) junior high school students, which consisted of 22 students. The open-ended questionnaire was distributed as the instrument for collecting the data. It consists of three questions that relate to students’ opinions on this strategy. The data was analyzed by using an interactive model. The result of this study indicated that there were positive responses from the students toward fix-up options strategy implementation in comprehending personal text recount. Most students consider this strategy beneficial in supporting their comprehension of reading a text. The students' opinions were categorized into agreeing and disagreeing group participants. The fix-up options strategy was useful in fixing the problem encountered during the reading process. Therefore, the teacher could use this strategy to support students' reading comprehension in other genres of text.
... Engaged readers are intrinsically motivated to interact with the text. They employ their cognitive abilities to comprehend, read extensively for pleasure and have a favourable attitude toward reading (McLaughlin, 2012). Additionally, they read to improve their work or academic performance, such as university assignments (M=4.01). ...
... We attempted to explained this based on linguistic theory (Kintsch and Van Dijk, 1978). Some production-based subject like writing might be more effective when the formative assessment was student-centered (Black and Wiliam, 1998), but reading is a comprehension-based subject that requires explicit instruction necessitated by teachers' guidance (McLaughlin, 2012). Also, feedback messages require students' active construction on deciphering with the help of teachers (Ivanic et al., 2000;Higgins et al., 2001). ...
This quantitative synthesis included 48 qualified studies with a total sample of 116,051 K-12 students. Aligned with previous meta-analyses, the findings suggested that formative assessment generally had a positive though modest effect (ES = + 0.19) on students’ reading achievement. Meta-regression results revealed that: (a) studies with 250 or less students yielded significantly larger effect size than large sample studies, (b) the effects of formative assessment embedded with differentiated instruction equated to an increase of 0.13 SD in the reading achievement score, (c) integration of teacher and student directed assessment was more effective than assessments initiated by teachers. Our subgroup analysis data indicated that the effect sizes of formative assessment intervention on reading were significantly different between Confucian-heritage culture and Anglophone culture and had divergent effective features. The result cautions against the generalization of formative assessment across different cultures without adaptation. We suggest that effect sizes could be calculated and intervention features be investigated in various cultural settings for practitioners and policymakers to implement tailored formative assessment.
... Good readers, despite various labels given, such as successful readers, proficient readers, and others, have some common attributes. They often correlate with the ability to read widely and accurately, recognize words automatically, monitor their understanding, negotiate meaning, and use various strategies to construct meaning when they lack prior knowledge or face unfamiliar vocabulary and grammatical problems (Fotovatian & Shokrpour, 2007;McLaughlin, 2012;Rawian, Mokhtar, & Yahaya, 2018;Sudiran, 2011). ...
This research elaborates readers’ independency to choose the reading material and its effectiveness towards reading comprehension. It highlights the correlation of students’ independency in deciding the reading material they are going to read and how it correlates with the reading comprehension. Reading is considered as one of the language skills with easier access to be developed, both in numbers and quality of the sources. The research is quasi-experimental research with 21 participants from reading class students in English Education Program of State Islamic University Datokarama Palu. During the six weeks meeting the students are divided into two groups: experimental group and control group. Treatment was given by giving students numbers of reading materials and let them choose and read freely. The data were then analysed quantitatively using independent sample t-test. The result of the test shows that the significant value is 0.309 or classified as no significance between the readers’ freedom to choose the reading material with their reading comprehension.
... People mostly get information through reading which enables them to be functional in everyday living. It is the fundamental skill upon which all formal education depends on it [23]. Hence, it is a way to understanding and building knowledge across all levels of education. ...
... It is important for teachers to know the principle of teaching before teaching reading comprehension. According to McLaughlin (2012), a teacher should know principles in teaching reading. They include the following; prior knowledge is important since it is used to connect students' prior knowledge and the text;teachers' strategies are the keys of reading comprehension; motivation has a great effect on students; explicitly teaching a variety of reading comprehension strategies builds students' reasoning power; it is important to develop students' vocabulary; students should read a variety of types and levels of text; students should also be able to sketch, dramatize, sing, and create projects about their reading; and teachers constantly check students' understanding, and push students to comprehend at deeper levels. ...
... Reading comprehension is a multifaceted process of simultaneously integrating complex skills of extracting and constructing meaning (Kirby, 2003;McLaughlin, 2012;Muawanah, 2014) through interaction and involvement between the reader and the text (Anastasiou & Griva, 2009) and the act of reading the text (Kirby, 2003;Rahmasari, 2020). Reading is more than seeing words clearly, more than correctly pronouncing written words, and more than understanding the meaning of isolated words (Yusmalinda & Astuti, 2020). ...
This study aimed to explore how the teachers address the reading comprehension difficulties of students in Printed Modular Distance Learning (PMDL) amid the prohibition of the traditional face-to-face session during the COVID-19 pandemic. This study used the semi-structured interview to gather in-depth data from the four Junior High School English teachers who are handling the students in the PMDL. Consequent to the pandemic, the researcher gave interview guide sheets and used audio recorders to document the responses accurately. This study utilized thematic analysis. The study showed that teachers managed to ascertain or find out students' reading comprehension difficulties through assessment scores or task outputs then verified through the background of the students from their previous English teachers. Moreover, teachers guide the students who adopt PMDL in improving their reading comprehension skills by keeping open communication and close collaboration with the parents or guardians and providing reinforcement activities.
... Istraživanja pokazuju da učenici koji koriste i razmišljaju o strategijama razumijevanja poboljšavaju svoje razumijevanje u čitanju novih tekstova, pa čak poboljšavaju svoje poimanje koristeći se samo jednom strategijom, iako se uspjeh najviše vidi kada se strategije koriste kombinovano za vrijeme i nakon čitanja (McLaughlin, 2012). Tumačenje i razumijevanje književnog djela je individualni, emotivno-intelektualni i stvaralački čin koji se rijetko dešava spontano i automatski jer u umu čitatelja stvara značenje, a "um se može uspješno ‚brusiti' poticanjem mišljenja" (Soče i Ovčina, 2017:168). ...
http://www.ps.pfb.unbi.ba/index.php/home/issue/view/7
... Beyond developing students' word consciousness, the efficacy of making connections to students' everyday lives can also be grounded in cognitive theories of reading that highlight connecting new knowledge to prior knowledge or background knowledge. Much research supports the idea that to make meaning of a story students need to connect what they already know to the core ideas in the story (Pearson, Hansen & Gordon, 1979;McLaughlin, 2012). ...
Making personal connections to words is a strategy that can bolster young students’ vocabulary learning. The personal connections strategy involves teacher‐initiated prompts that propel teacher–student conversations that connect students’ experiences with new word learning. In this article, we draw from complementary theoretical frameworks, research on evidence‐based practices, and our own empirical findings from classroom observations to showcase the value of using this strategy in combination with other evidence‐based strategies for encouraging students’ word learning. We provide guidance on ways to use this strategy effectively.
... Based on the fourth principle of reading comprehension by McLaughlin, motivation is an essential factor in reading comprehension. Students are motivated to read if teachers create the right environment, make compelling texts available, and instill intrinsic motivation (McLaughlin, 2012). Interest also has a strong influence on learning. ...
This study aimed to determine the extent of influence of the reading interest contingencies of high school students in relation to their reading comprehension skills. It utilized the descriptive-correlational research design. Data were gathered through survey and reading comprehension test to 230 respondents. The study showed that students did not meet the expectations required of them of their reading comprehension skills. The reading interest contingencies (attitude, intention, and subjective norms) were assessed to have high influence on students' reading interest. Findings also revealed that there was a significant relationship between the students' reading interest contingencies and their reading comprehension skills. However, the degree of relationship was weak which means that the three reading interest contingencies were not strong predictors of their comprehension skills. Moreover, a significant relationship was found between students' profile (sex and family monthly income) and their overall reading comprehension skills. However, the degree of relationship was weak which implied that the profile variable of the students slightly contributed to the reading comprehension skills. Meanwhile, the mean percentage score indicated in sex revealed that female students had a slightly higher level of reading comprehension skills compared to male. Finally, the data revealed that the sex of the students was not significantly related to their overall reading interest contingencies. This implied that male and female students had more or less the same reading interest. On the other hand, the family monthly income of the students was significantly and directly related to the overall reading interest contingencies. However, the degree of relationship was weak which means that their income slightly predicted their overall reading interest contingencies.
... One possible reason for this disagreement is that numerous factors affect the reading experience. Reading is a multi-faceted process influenced by readers' word recognition, reading strategies, comprehension, and motivation (McLaughlin, 2012); thus, different reading media have varying advantages. Accordingly, Dillon (1992) claimed that examining single-or few-factor differences between screen reading and print reading is insufficient. ...
We examined the effects of the reading medium (print vs. digital) on readers’ visual patterns, reading performance, and reading attitudes. Two within-subject experiments were conducted with 74 readers, who read articles using three reading media: print, computer, and tablet. The experimental results showed that in terms of visual patterns, readers exhibited a shorter fixation duration and a higher fixation count during print reading than during screen reading; reading performance, as measured on the basis of reading comprehension and reading time, was equivalent across all three media; however, in terms of reading attitude, readers reported higher levels of perceived understanding, perceived confidence, and perceived immersion and lower levels of perceived fatigue for reading printed text than reading from a device screen. Therefore, the performance gap between print and screen reading is narrowing. However, printed text may still be the preferred mode of reading, as demonstrated by the readers’ preferences.
... For example, children's comprehension skills increase with books that align with their background knowledge and experiences, especially relating to culture. Comprehension is an interchange between the reader and text that is influenced by many skills, including decoding, fluency, vocabulary, and motivation (McLaughlin, 2012). Background knowledge is vital to a reader's ability to understand and make connections to the text, and culturally relevant books are conducive to this kind of familiarity. ...
... Based on the fourth principle of reading comprehension by McLaughlin, motivation is an essential factor in reading comprehension. Students are motivated to read if teachers create the right environment, make compelling texts available, and instillintrinsic motivation (McLaughlin, 2012). Interest also has a strong influence on learning. ...
This study aimed to determine the extent of influence of the reading interest contingencies of high school students in relation to their reading comprehension skills. It utilized the descriptive-correlational research design. Data were gathered through survey and reading comprehension test to 230 respondents. The study showed that students did not meet the expectations required of them of their reading comprehension skills. The reading interest contingencies (attitude, intention, and subjective norms) were assessed to have high influence on students' reading interest. Findings also revealed that there was a significant relationship between the students' reading interest contingencies and their reading comprehension skills. However, the degree of relationship was weak which means that the three reading interest contingencies were not strong predictors of their comprehension skills. Moreover, a significant relationship was found between students' profile (sex and family monthly income) and their overall reading comprehension skills. However, the degree of relationship was weak which implied that the profile variable of the students slightly contributed to the reading comprehension skills. Meanwhile, the mean percentage score indicated in sex revealed that female students had a slightly higher level of reading comprehension skills compared to male. Finally, the data revealed that the sex of the students was not significantly related to their overall reading interest contingencies. This implied that male and female students had more or less the same reading interest. On the other hand, the family monthly income of the students was significantly and directly related to the overall reading interest contingencies. However, the degree of relationship was weak which means that their income slightly predicted their overall reading interest contingencies.
... yüzeysel yapıyla ilgili tercihler öğrencilerin dikkatlerini dağıtabilir. Zira öğrenciler alışkın olduğu kelimeleri, cümle ve metin yapılarını okurken hâlihazırda kendilerinde bulunan şemaları kullanmakta ve zihinsel enerjisini metni çözümlemeye değil, okuduğunu anlamaya harcamakta (Crosley, Allen ve Mcnamara, 2012;İskender ve Yiğit, 2015;Maxvell, 2011;McLaughlin, 2012;) dolayısıyla metinden hem daha çok anlam çıkarmakta hem de daha fazla ayrıntı hatırlayabilmektedir. ...
Okuduğunu anlayamayan öğrencilerin okuma esnasında gösterdiği bilişsel davranışlar ve duygu durumlarını tespit etmek amacıyla yapılan bu araştırmada nitel araştırma yöntemlerinden mülakat ve içerik analizi kullanılmıştır. Araştırmanın çalışma grubu 2019-2020 eğitim öğretim yılı güz döneminde İstanbul ili Esenler ve Zeytinburnu ilçelerinde bulunan devlet ilkokullarında 4. sınıfa devam eden 20 öğrencidir. Bu öğrenciler amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemiyle belirlenmiştir. Araştırma sonuçlarına göre okuduğunu anlamada problem yaşayan öğrenciler, anlama problemi yaşadıklarında olumsuz duygularla dolma, dikkatini kaybetme ve okuma motivasyonu kaybetme olmak üzere temelde üç durumla karşılaşmaktadır.
... Apart from that, text comprehension also depends on students' decoding skills and they develop these skills to reach adequate level of accuracy which underlies successful comprehension (Kintsch & Kintsch, 2005). McLaughlin (2012) states that good readers monitor their understanding, discuss meaning and use different strategies such as rereading, changing of reading pace, using contextual clues and cross-checking cueing system to achieve comprehension. Brown and Dewitz (2014) claim that a good reader implements several strategies to construct meaning. ...
... How can EFL learners participate enthusiastically in the reading process? Youngs and Serafini (2011), O'Neil (2011), Mclaughlin (2012, Wang et al. (2015), Andersen (2016), and Green (2016) have proposed the following fundamental strategies that function the achievement of metacognitive readers at deeper levels: the learner's attention in order to understand what he or she is reading a text verbally and visually. For example, a teacher asks EFL students to take a sneak peek at the front-page of a newspaper and look out for information (i.e. the number of people and their facial expressions, the event, clothing, the building, textual signs on the wall, etc.) or any further details so as to express them no longer than five minutes. ...
Reading roles as the third skill in the range of English as a Foreign Language (EFL) learning. Although the capability of reading in both academic and non-academic texts is assessed on standardized tests, few of oral interpretation of written language excludes images from estimating literary knowledge. This paper highlights strategies of reading comprehension and visual literacy. It aims to investigate either textual or visual reading in EFL can make an impact on students' comprehension. The effective use of visuals changes instructing reading comprehension recently.The imagery-text model can affect developing reading comprehension and enhancing intellectual thinking. The study hypothesizes that there is no relationship between reading and visuals on the growth of comprehension. An independent sample T test of 120 Iraqi female students at College of Education for Women-University of Baghdad was run in this study. An experimental approach is adopted, the selected samples are assessed in two different approaches, namely: control and experimental groups. Section A as a control group is taught reading assessment without visuals, whereas section B as an experimental group is taught experienced reading assessment with visuals. The two groups of verbal and visual mental imagery comprehended information proportionately. The findings of research study shows that information can be conceived without the existence of visuals.
... Apparently, teachers must transfer their control of knowledge to facilitate students' independence in learning. At this last point, it is unfortunate that this social constructivist of language learning whose prominence in teaching reading comprehension is stressed (McLaughlin, 2012 andCairney, 1990) is not in the right direction and implementation in school I formerly worked. The teachers primarily concentrate on the product of learning, not the learning process of how to read and accelerate the texts meaning formulation development by using grammar-translation approach. ...
Since intensive reading has long been a part of curriculum core in Indonesia and is the main and only English skill tested in the National Examination, many teaching procedures usually focus on ways to assist students succeed in the examination. Therefore, there is a tendency for teachers to simply equip students with texts and help to make sense of the texts by translation so that enabling students to answer the given questions. While it may be helpful to some extent, there is a claim that this mode of teaching is (1) less accurate as it is deemed as practising reading, not teaching students how to read and (2) less effective for a mere texts’ translation affords insufficient support for profound understanding and autonomy in learning to occur. This paper thus addresses this teaching issue happened specifically in a junior high school in Indonesia, where teachers still use translation, i.e. Grammar Translation Method, in teaching reading with a lot of practices and less strategy of how to read. Theoretical foundations of intensive reading and theories of language learning are critically discussed, which then lead to suggest the metacognitive strategy as a potential solution to resolve the issue. This paper hence could (a) enhance our understanding on intensive reading and its relation to language learning theories and (b) offer an insight of possible solution to cope other cases similar to the one presented in this paper.
... All readers comprehend and respond better when they are interested in reading. In the light of this, McLaughlin (2012) proposes that the affective aspects of reading be advocated and promoted as a reformed framework for the teaching and reading in Africa, especially in light of an acceptance of reading as an interaction between the teacher, text and the reader. ...
Recent studies and frequent news reports have expressed concerns about African children’s decreasing reading habits and dwindling achievement in language and primary science examinations. African children are not reading because they have reading difficulties or because they have no interest in books. This article focuses on the elementary schooling years, when the ability to read and comprehend and the love of reading are developed, using Nigeria as a case study. The article begins with a review of the literature on reading that underscores the importance of nurturing and supporting good reading habits amongst African children. Following a cursory exposition of the categories of schools in Nigeria and the place of reading and science in the National Policy on Education, the remainder of the article presents the findings of a study conducted to assess the reading motivation skills of primary school teachers and illustrates pedagogical ways of developing good reading habits amongst African children. Implications for language and science education are discussed.
... In this study, participants practiced reading comprehension strategies such as making connections, using context clues, and noticing causes and effects through different tasks. In order to improve learners' reading skills, different types of reading comprehension strategies should be included, such as making connections, thinking aloud, using visualisations, making predictions, using story maps, making character analyses, noticing character perspectives, using context clues, noticing problems and solutions, points of view, causes and effects, and comparisons and contrasts, making summaries, noticing main ideas and figurative language, and making journal responses (McLaughlin, 2012;Shang, 2010;Wichadee, 2011;Witherell and McMackin, 2005;Yang, 2006;Zhang, 2001). ...
This study uses McCarthy's 4MAT model to analyse 24 tasks of comprehension of the text used among 77 Taiwanese EFL college learners in freshman English classes in northwest Taiwan. The study found out that these 24 tasks included features specifically for type I and II learners, but failed to include features for type III and IV learners. In order to effectively integrate McCarthy's 4MAT model into reading instruction for EFL learners, three elements should be taken into consideration: learners' different learning styles, reading comprehension strategies, and flexible grouping.
... Bilder som inspekteras är med andra ord en resurs vid skapandet av läsförståelse. Dock, mycket av det vi vet om läsförståelse är baserat på studier av skickliga läsare för vilka de grundläggande läsförmågorna är automatiserade (McLaughlin, 2012). I den här artikeln är deltagarna därför respondenter med dyslexi. ...
Artikeln presenterar en fallstudie rörande skillnader mellan
faktisk och förmodad läsning. För att belysa fallet har tre unga vuxna med dyslexi
undersökts då de läst faktatexter med illustrationer varvid deras ögonrörelser
spelats in. Deltagarna har även intervjuats kring hur de uppfattar sin läsning.
Syftet är att avtäcka eventuella skillnader mellan faktisk och förmodad läsning för
denna grupp av läsare då tidigare läsförståelseforskning haft fokus på goda läsare.
”Mixed methods” användes vid analys av data. Studiens utgångspunkter är läsning i
flera modaliteter, ’the simple view of reading’ samt läsförståelse som ett samtidigt
processande av delar av texten på flera nivåer. Resultatet, som redovisas i tre
narrativ, visar att läsmönstren är delvis omedvetna samt att bilderna betraktas
slumpmässigt varvid integrering av information försvåras. Resultatet visar också på
problem med avkodning något som försämrar processandet av texten på flera samtidiga
nivåer. Resultatet antyder att instruktioner i framförallt bildbearbetning är
önskvärt för gruppen av läsare.
... The relevance of such feedbacks in regards to document reengineering will greatly depend with readers' involvement in content appropriation. Active reading can foster readers' involvement, as stated in [8]: document active reading provides a chance to best engage readers towards contents and enhance appropriation and understanding. Hence, the reading tool has secondly to provide active reading functionalities in order to improve the potential usefulness of such usage feedbacks. ...
This ongoing work investigates usage-based document reengineering as a means to support authors in modifying their documents. Document usages (i.e. usage feedbacks) cover readers' explicit annotations and their reading traces. We first describe a conceptual framework with various levels of assistance for document reengineering: indications on reading, problem detection, reconception suggestions and automatic reconception propositions, taking our example in e-learning document management. We then present a technical framework for usage-based document reengineering and its associated models for documents, annotations and traces representation.
“The use of digital storytelling in the teaching of reading at a rural primary
school”
A wide recognition of digital storytelling as both innovative teaching strategy and
learning resource challenged and persuaded the language teachers of our school to
adopt it in the teaching of reading. The adoption of digital storytelling was expedient
decision to address observable inadequate reading skills of learners in the intermediate phase. Thus, the aim of the present study is to examine the perceptions of language teachers regarding the use of digital storytelling. To do so, the researcher employed a three-cyclical process of qualitative action research. The process began with the pre-implementation stage. During this stage the researcher used interviews to assess the initial teachers’ perceptions of their capabilities, skills, beliefs and attitudes to adopt and use digital storytelling. The results of the interviews illustrated that teachers’ readiness levels in terms of teachers’ technological knowledge were low. These results informed and guided the development of the Digital Storytelling Workshop. Digital Storytelling Workshop was the main intervention or implementation activity designed to expose teachers to digital storytelling process. During this stage, teachers were observed creating digital stories. Thus, the notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed to teach reading. Document analysis and interviews were used in the final stage of the research to examine the extent at which the Digital Storytelling Workshop has changed the perceptions of language teachers regarding the use of digital storytelling. In sum, teachers
demonstrated an adequate degree of readiness to adopt digital storytelling
after the post-implementation phase. However, several considerations were proposed to ensure the successful integration of digital storytelling. First, the school should address the lack of digital resources which emerged as a factor that overweighed teachers’ optimism. Second, the school should provide continuous professional development training for teachers with a major focus on the digital storytelling process including the creation of the storyboard. My interpretation of the results of this action research is that the assessment of the teachers’ readiness to integrate digital storytelling was a key to prepare language teachers for a successful adoption and use of digital storytelling.
This research discussed about the use of Three-Phase Reading Technique to improve the students ability in reading comprehension. One of the important goals of reading is to know the purpose of the text. This discussion was used to answer the research question is the use of three phase technique able to improve reading comprehension the Junior high school in Parepare?This research used a quasi-experimental method that applied a pre-test and post-test design. The data was analyzed by using t-test. The population of this research was the eight-year students of Junior high school Parepare in the academic year 2015/2016. The instruments of this research was reading comprehension test. The results of this study are all students in studying reading comprehension through three-phase reading techniques improved significantly. This indicates the mean score of the post-test of the experimental group is 82,67, while that of the control group is 37,00, and the mean score of students answer in questionnaire shows that the students are categorized as strongly interested (90,72). Moreover, the t-test denotes that the t-test value (10,61197) is greater than the t-table (1,677), suggesting that Ha was accepted. The result of this study may stimulate the students to study to be more interested and independent. This positive impact revealed at the mechanisms presentation of the three-phase technique of this study. This technique brings many chances the students to work in reading text independently. Furthermore, the teacher does not only make controlling but also the teacher gives feedback at the end of learning process.
This research was focused on points whether (or not) the effect of Problem Based Learning with Webtoon on students’ reading comprehension of the SMA Negeri 6 Enrekang Class X. This research applied experimental design that treats only one group. The population of the research was the students of SMA Negeri 6 Enrekang Class X. In determining the sample, the researcher used simple random sampling technique. The research instruments were reading test and questionnaire. Then, the data was analyzed by using scoring rubric for reading test. And also, to measure the students’ interest, the researcher used SPSS application verse 23.0.The result of the research showed that there was a worth enhancement of the students’ achievement in pre-test and post-test. The mean score reached 79.80 at the post-test with standard deviation 7.94. It is very different with the pre-test result, where more than 50% students get score under the KKM. The effect of Problem Based Learning with Webtoon gives a positive interest toward students to learn reading comprehension, mainly for narrative text. The learning process was alive and the students were passionate. Besides, the students were more enthusiastic because the story in Webtoon is served by colorful and interactive pictures. As the conclusion, the effect of the Problem Based Learning with Webtoon assisted the students in comprehend the text in reading learning. By the internet connection, the application of Webtoon for reading learning make the students were easier to learn every time.
IAFOR Journal of Language Learning: Volume 3 – Issue 2
Editor: Dr Bernard Montoneri
Published: January 19, 2018
ISSN: 2188-9554
https://doi.org/10.22492/ijll.3.2
https://iafor.org/journal/iafor-journal-of-language-learning/volume-3-issue-2/
The paper presents a research conducted with the aim of assessing student achievement in reading and comprehension of the reading text by teachers and researchers. Such assessments contribute to a better understanding of the reading process and the types of assignments used in comprehension tests. The study involved 200 students, one hundred in each of the control and experimental groups, who were equals of gender, reading and writing achievement results and parents‘ educational structure for better assessment,. The results of comprehension tests show a positive effect on student achievement after the involving the experimental procedure. Quantitative analysis has found a high correlation of the evaluation criteria with the subjects of the experimental group and the examiners against with the subjects of the control group.
This study aims to describe the development of reading and writing literacy skills for second-grade students of SD Islam Al-Azhar 13 Rawamangun, East Jakarta. This research is a case study research that utilizes observation, interviews, document studies, and tests as data collection techniques. The development of reading and writing literacy for elementary school students in grade II begins with the emergency curriculum review process, syllabus and lesson plans design, learning implementation, and ends with an evaluation. The results of reading learning activities which consist of three activities of reading aloud reading texts, reading comprehension, and reading poetry texts indicate a very good level of students' reading skills. Writing lessons focused on writing simple poems according to pictures and writing simple texts according to pictures using punctuation marks and capital letters also showed excellent student skills. Thus, it is concluded that the online learning conducted by Al-Azhar Islamic Elementary School 13 Rawamangun to improve students' reading and writing literacy skills has been effective with various supporting factors.
This chapter describes the development of an undergraduate course focused on exploring children’s literature using a critical lens. Descriptions of course assignments and activities are provided to illustrate how pre-service teachers engaged in learning how to identify and evaluate diverse books. Additionally, reflections provide insights into the lived experiences of the students enrolled in the class and the faculty member who created the course. The course framework emphasizes the importance of providing culturally relevant texts that reflect the cultures and identities of readers ages 3-12. This framework aligns with the seminal work of Bishop’s “Windows, Mirrors, and Sliding Glass Doors” that described the importance of children accessing books that are windows into other experiences, books that mirror their own lived experiences, and sliding glass doors that children can walk into the other world created by the author.
Reading and reading comprehension is necessary for almost every area of life. Therefore, it is important to start develop reading comprehension skills already in primary school. According to the international (PIRLS, 2001, 2006, 2011) and the national (2005, 2007, 2012) student achievement is observed that some 4 grade students literary and informational texts comprehension skills are deteriorating. Particular attention should be given to higher-order thinking skills development, i.e. textual information interpretation, integration, evaluation, because the results of these skills significantly descended over the past five years. Study of two alternative Lithuanian language textbooks for 3-4 grades helped to identify that given comprehension tasks develops student’s lower and higher-order thinking skills but some differences noticed as well. One textbook contains questions and tasks oriented to the lower level of thinking, i.e., the knowledge, understanding and the application of skills. In another textbook there are more questions and tasks that focus on higher-level thinking, i.e. analysis, synthesis and evaluation skills. Either in researched textbooks differ the number of questions and tasks for understanding literary and informational texts. This article presents results of the study, which revealed a higher-level thinking skills development by reading literary and informational texts in alternative Lithuanian language textbooks for 3-4 grades. Key words: higher-level thinking skills, reading comprehension, textbooks.
Abosnan, Salem Hamed (2016) The teaching of reading English in a foreign language in Libyan universities: methods and models. PhD thesis.
This article reports on the utilization of group discussion by teachers to improve the comprehension skills of learners in their multilingual classes. The study aimed to examine solutions to low comprehension skills among learners whose language of instruction differed from their home languages. The participants were teachers (n = 12) and learners (n = 134) from four purposively sampled primary schools. Data generation included non-participatory observations of comprehension lessons, interviews with teachers, and analyses of teachers’ lesson plans and learners’ workbooks. Data was analysed using thematic analysis. The findings indicate that some teachers employed peer tutoring and group work. Others utilized a quiz-bowl approach in comprehension lessons, which limited learners’ independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions. Future research should examine the longitudinal influence of the structured use of group discussions.
During the last decade, the United States has witnessed an influx of multicultural and multilingual students, especially the dramatically increasing number of students at elementary level, which accounts for 85% of native born (). However, most of teachers still lack professional developments in teaching those increasing population. Therefore, the purpose of this chapter is to synthesize different studies to address the most common misconceptions on how elementary English language learners learn English as a second language and teachers' pedagogical practices. This chapter ends with some recommendations, solutions, and future directions for researchers to advance teachers' pedagogical practices, so they can best serve this increasing population in the U.S. school system.
The interactive read-aloud has long been a practice during early literacy instruction in schools and in homes. Reading aloud to children provides a platform for teachers or caregivers to model meaning-making interactions with text. Students are able to collabo-ratively engage in conversations to create a collective understanding of texts. Interactions during a read-aloud can foster engagement, create meaning, and promote vocabulary acquisition. This article examines current research that supports the use of interactive read alouds to engage learners in meaning-making processes and translates research and theory into practical recommendations for effective interactive read-alouds.
The fourth edition of this comprehensive resource helps future and practicing teachers recognize and assess literacy problems, while providing practical, effective intervention strategies to help every student succeed. The author thoroughly explores the major components of literacy, providing an overview of pertinent research, suggested methods and tools for diagnosis and assessment, intervention strategies and activities, and technology applications to increase students' skills. Discussions throughout focus on the needs of English learners, offering appropriate instructional strategies and tailored teaching ideas to help both teachers and their students. Several valuable appendices include assessment tools, instructions and visuals for creating and implementing the book's more than 150 instructional strategies and activities, and other resources. © 2015, 2011, 2008, 2004 by Taylor & Francis. All rights reserved.
Converging evidence has demonstrated that there are cognitive and emotional factors that impact reading ability. While the relationship between reading motivation and reading achievement has been widely documented in the literature, the question of how much variation can be accounted for by reading motivation, when cognitive and linguistic aspects are controlled for, can be more complex and has been examined to a lesser degree. Furthermore, there are fewer studies examining how reading motivation predicts reading achievement among early elementary students. The wide spectrum of factors associated with motivation, and the variety of methods used to assess it make it difficult to compare findings about its impact on reading ability. Studies show that the amount of variation which is attributed to motivation is contingent on several individual, cultural, linguistic, and emotional factors, among which are age, ethnicity, and verbal ability. The extent to which motivation can, in fact, be a strong predictor of reading performance, varies significantly across studies and grade levels.
The study outlined in this article aims to describe and explain the cognitive learning strategies used by foreign students in learning the Indonesian language. The research was designed as a qualitative study. The research participants are foreign students who were learning the Indonesian language in the BIPA program. The data sources of the research were students’ behaviors that indicated the cognitive strategies they adopted in learning the Indonesian language. Data were collected by interview and observation, and were analyzed by (1) identifying the data, (2) classifying and categorizing the data, (3) interpreting the data, and (4) drawing a conclusion. Findings of the research showed that in learning Indonesian language, BIPA students used various learning strategies. The cognitive learning strategies used by BIPA students in learning Indonesia ranged from applying their understanding of language structures and punctuations to strategies that drew on higher-level thinking processes. BIPA students selected and applied the learning strategies depending on the types of learning tasks they encountered. Apart from that, individual-factors and the learning environment were also influential in students’ selection of learning strategies.
This article provides classroom examples of how interactive read-alouds of informational texts facilitate collaborative and respectful discussions that promote literacy learning. Several specific considerations for making interactive read-alouds engaging and successful are presented in an effort to support educators in capitalizing on this effective instructional practice.
The article focuses on the implementation of a framework (School-Wide Reading Model, SWRM) that helps to structure literacy instruction to a population in need of better literacy outcomes. First, a conceptual framework is discussed regarding SWRM. Second, the SWRM framework is explained and tied to the conceptual framework, with a focus on four core SWRM tenets. Third, the literature is reviewed to state the core features of early reading instruction. Fourth, the benefits of assessing students in literacy at several points in time, while interpreting results are discussed. Fifth, recommendations and further inquiry are discussed.
Proefskrif ingelewer vir die graad Doktor in Sielkunde in die Fakulteit Lettere en Sosiale Wetenskappe aan die Universiteit Stellenbosch Studieleier: Prof. Leslie Swartz Mede-studieleier: Prof. Estelle Swart Maart 2013 _____________ ____________
This column provides reviews of adolescent and adult professional resources and provides a valuable resource for professional resource selection in- and outside the classroom.
Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two-year study in which standardized comprehension instruction for representations of two major approaches was designed and implemented. The effectiveness of the two experimental comprehension instructional approaches (content and strategies) and a control approach were compared. Content instruction focused student attention on the content of the text through open, meaning-based questions about the text. In strategies instruction, students were taught specific procedures to guide their access to text during reading of the text. Lessons for the control approach were developed using questions available in the teacher's edition of the basal reading program used in the participating classrooms. Student participants were all fifth graders in a low-performing urban district. In addition to assessments of comprehension of lesson texts and an analysis of lesson discourse, three assessments were developed to compare student ability to transfer knowledge gained. The results were consistent from Year 1 to Year 2. No differences were seen on one measure of lesson-text comprehension, the sentence verification technique. However, for narrative recall and expository learning probes, content students outperformed strategies students, and occasionally, the basal control students outperformed strategies students. For one of the transfer assessments, there was a modest effect in favor of the content students. Transcripts of the lessons were examined, and differences in amount of talk about the text and length of student response also favored the content approach.
The authors review important research in vocabulary teaching and learning, and then address questions teachers have about vocabulary instruction.
Cette recherche a ete effectuee pour evaluer les dimensions de la motivation a la lecture et pour examiner comment elles sont correlees a l'activite de lecture des eleves et aux resultats qu'ils obtiennent. Un echantillon heterogene d'enfants de cinquieme et sixieme annee vivant en ville a rempli le Questionnaire de Motivation pour la Lecture (MRQ, Wigfield & Guthrie, 1997), questionnaire destine a evaluer 11 dimensions eventuelles de motivation pour la lecture, notamment l'efficacite de soi, plusieurs types intrinseques et extrinseques de mobiles de lecture, des aspects sociaux de la lecture, et le desir d'eviter de lire. Les eleves ont aussi fourni plusieurs mesures differentes d'activite de lecture et de resultats obtenus. Une analyse factorielle de confirmation a demontre que les dimensions de la motivation des enfants pour la lecture peuvent etre identifiees et mesurees fidelement. Des echelles basees sur les differentes dimensions sont correlees positivement entre elles et negativement au desir d'eviter de lire. Pour la plupart des dimensions, les scores moyens des echelles sont differents selon le genre et l'ethnicite, les filles et les Afro-americains manifestant une plus forte motivation. Pour la plupart des dimensions, les scores moyens des echelles sont semblables en cinquieme et sixieme annee, et pour les eleves de milieux aux revenus inferieur ou moyen. Toutes les echelles sont correlees aux rapports faits par les enfants sur leur activite de lecture et plusieurs aux resultats obtenus. La force des correlations entre la motivation pour la lecture et les resultats obtenus est plus forte dans le cas des filles et des blancs. L'analyse par clusters fait apparaitre sept groupes distincts d'eleves en fonction de leur profil motivationnel qui sont correles a l'activite de lecture et, a un moindre degre, aux resultats obtenus. Cette recherche montre que la motivation pour la lecture es
Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of summarizing, questioning, and clarifying, and improvement in standardized comprehension scores. Many of these results were replicated in Study 2. In contrast to Study 1, which was conducted by an experimenter, Study 2 examined group interventions conducted by volunteer teachers with their existing reading groups.
This study provided 5 weeks of direct strategy instruction about narrative elements and relations in 4 first-grade classrooms (n = 83), all with materials that made minimal decoding demands on children's reading. Two comparison classrooms (n = 40) received comparable instruction on language development and poetry. A battery of assessments given at pretest and posttest showed that the intervention benefited children's comprehension of narratives in the picture-viewing modality as well as narrative meaning-making in listening comprehension and oral production modalities. Understanding and recall of main narrative elements improved, as did inference-making skills and understanding the psychological aspects of stories. Implications for enhancing beginning readers’ emerging narrative knowledge in primary grade classrooms are discussed.
For most classroom teachers, recognizing when students are engaged in literacy activities – and perhaps more glaringly, when they are not – is a process that is key to evaluating the potential success of the instruction being offered. Students who are engaged have their eyes on what they are doing, are ardently attending to the teacher's read aloud or in reflective repose as they read independently. Moreover, students who are motivated to participate in literacy instruction are on task, cognitively and strategically engaged with the material, and perhaps affectively responding to the activity as well. Therefore, the purpose of this article is to report on an updated and more reliable revision of the Motivation to Read Profile (MRP-R) and to engage in a discussion of how periodic, class-wide administration of the MRP-R can inform practices to support motivating classroom contexts.
Bibliography: leaves 57-58 Supported by the National Institute of Education
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