January 2010
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18 Reads
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1 Citation
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Publications (4)
January 2004
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930 Reads
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20 Citations
This paper discusses the reading comprehension strategies used by four good and four average readers in their efforts to understand L1 (Malay) and L2 (English) comprehension texts and why they used these strategies. A general exploratory hypothesis, that there is a difference in how good and average readers respond to the different question types as categorized into a hierarchy of eight subskills used by Lunzer and Gardner (1979) was forwarded. The analyses of the verbal protocol data collected through a series of face-to-face open-ended interviews support the above hypothesis and suggest the importance of teaching comprehension monitoring strategies in the teaching of reading comprehension skills. The findings also suggest that students learning to read in a second language should be given support to enhance their vocabulary skills, and that reading comprehension instruction should be viewed as reflective reading that encourages process-oriented instruction that can foster the students' abilities to react critically to text.
January 2003
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2,005 Reads
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102 Citations
This paper describes an extensive reading program conducted in three rural secondary or middle schools in Malaysia, aimed at motivating the students to read extensively in English and helping them overcome their problems in understanding English texts as a means towards increasing their proficiency in the language. The paper begins by discussing the rationale for extensive reading for students in rural schools, the aims and features of the reading program, the materials used, as well as the perceptions of students undergoing the program. The problems faced by the students in understanding texts written in English are particularly highlighted, and implications drawn for the successful implementation of extensive reading programs in rural schools.
51 Reads
Citations (3)
... This is partly due to the school's lack of technological resources. Apart from needing access to new media technologies, schools also need specialised teachers and support staff in order to ensure that these technologies are fully integrated into teaching and learning practices (Eurydice, 2011;Mokhtar, Ahmad, Abdullah, & Asraf, 2010). Other factors such as school leadership, its adopted policy, teachers' knowledge and, attitudes towards the new media will be explored in the next section as young people's use of new media during school is discussed. ...
- Citing Article
January 2010
... To conduct the present study we also used partial clues and local contextual clues in contextual guessing instruction. The present paper is in line with the research of other scientists who studied the positive impact of contextual guessing technique on correct answering multiplechoice close tests (Ahmad & Asraf, 2004;Lee & Oxford, 2008). ...
- Citing Article
- Full-text available
January 2004
... Scholars recognise extensive reading (ER) as an essential approach to teaching reading that involves engaging with large amounts of simple texts to understand the general meaning, acquire information, and derive pleasure and enjoyment (Day, 2011(Day, , 2015Grabe, 2008;Grabe & Stoller, 2019;Grabe & Yamashita, 2022). Scientists world-wide have researched the advantages of incorporating ER in EFL learning and have recognised its valuable contributions to the increase in (a) reading rate (Bell, 2001;Iwahori, 2008;Taguchi et al., 2004), (b) general language proficiency (Bell, 2001;Iwahori, 2008;Sheu, 2003), (c) reading proficiency (Jeon & Day, 2016;Nakanishi, 2015), (d) writing proficiency (Mason & Krashen, 1997), (e) reading comprehension and vocabulary (Grabe & Yamashita, 2022), (f) attitude (Asraf & Ahmad, 2003), and (g) motivation (Nishino, 2007;Takase, 2007). ...
- Citing Article
- Full-text available
January 2003