Learning Strategies Towards Reading Skills Development (original) (raw)
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This case study explores the Indonesian learners' reading strategies and identifies high and low-group learners' reading strategies. Semi-structured interviews, questionnaires, and open-ended questions were triangulated for validity and reliability data. Several findings were revealed. The Indonesian learners read critically and varied through cognitive, metacognitive, and affective strategies. They applied more cognitive strategies than metacognitive and affective strategies, which was less helpful and less encouraged to think critically. Technology advances, self- concept, and time have affected the strategies used. High and low-group learners also read differently in terms of cognitive, metacognitive, and affective strategies. The high group learners read efficiently, critically with various reading strategies, while the low group learners are more literal, attractive, but straightforward, and specific in reading strategy. This implied that students need to be facilitated...
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This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students s...
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The study aimed to evaluate the reading strategies used by teachers and their effect on the reading performance of Grade 4 learners of Ubaldo D. Laya Memorial Central School, Division of Iligan City for School Year 2023-2024. The study employed descriptive-correlational research design to describe and test the significant relationship exists between teachers' reading strategies and the reading performance of learners and the relationship between teachers' reading strategies used and the reading performance of learners. The result revealed that the teachers primarily utilized remediation strategies with a mean of 3.78 and the intervention strategies with a mean of 2.80. In terms of learners reading performance, the data indicated that a significant portion of learners scored within the highest range (7-8) for reading comprehension while vocabulary acquisition exhibited even stronger performance, with the highest frequency (40) of students scoring in the top range (9-12). Further, the study found out that the learners' reading performance in terms of reading comprehension had a highly significant association with the teachers' reading strategies in terms of remediation. Furthermore, the variables that best predict learners' reading performance in terms of vocabulary acquisition, the findings revealed that the respondents' learners' reading ability in terms of vocabulary acquisition was unaffected by teachers' reading strategies. Therefore, the null hypothesis stating that "there is no variable singly or in combination that best predicts respondents' learners' reading performance in terms of vocabulary acquisition" was not rejected.
Teacher’s strategies in the learning of reading skills in grade 1B at SDI As-Salam Malang
2017
ENGLISH: Reading is one of the four language skills are urgent and fundamental, because by having this ability the learners will gain knowledge and information. Therefore, teachers must be able to apply the learning strategies of reading skills in teaching students in class 1. Use the right strategy greatly to assist students in the learning of reading skills. Learning strategies of reading skills in low grade (grade 1) are taught to recognize alphabets and can read, The purpose of this research was to: (1) determine organizational strategy of teacher in the learning of reading skills in grade 1B at SDI As-Salam Malang, (2) determine delivery strategy of teachers in the learning of reading skills in grade 1B at SDI As-Salam Malang, and (3) determine management strategies of teacher in the learning of reading skills in grade 1B at SDI As-Salam Malang. To achieve the above objective, used qualitative approach with descriptive research. This research use observation of passive particip...
The Relation between Reading Strategy Use and Reading Performance among Students
Development of education
The purpose of the study was to investigate the relationship between the use of reading strategies and reading achievement between high and low EFL university students in Ethiopia. To this effect, sixty students were selected (30 top high achievers and 30 least low achievers) using stratified sampling technique. The Survey of Reading Strategies and Reading Comprehension Test were employed to discover students’ reading strategy use, and to measure their reading ability respectively. Thus, thirty reading strategies of the survey and fifty reading comprehension questions were administered to students. The data gathered was statistically analyzed through descriptive statistics, independent samples t-test and Pearson correlation. The findings of the study revealed that High achievers adopted a diverse and more reading strategies in higher frequency compared to low achievers. This difference between the groups was significant. The result also showed that there was a relationship between s...
The Comparative Study Between Reading Strategies Used by Successful and Unsuccessful Students
Journal of English Education and Teaching, 2019
The aim of this research was to find out the strategies used by the English Education Study Program students in learning reading skill. The research was designed as a comparative research. The population of the research was 74 students of English Education Study Program of Universitas Bengkulu in the 2015/2016 academic year. The samples were 74 students which consist of 59 successful students and 15 unsuccessful students, taken all of the total population. The data were collected by using a set of questionnaire and documentation. There were 45 statements of reading learning strategies which consisted of six categories of learning strategies proposed by Oxford (1990). They were Memory related, metacognitive strategy, cognitive strategy, compensation and social affective strategy. The instrument of this research was adopted from Tabehinejad (2015). Meanwhile documentation instrument was transcript score from the sixth semester English Education Study Program. The result of this stud...
Esteem Journal of English Education Study Programme
The objectives of the study are to find out whether or not(1) There is significant influence of extensive reading towards students’ reading comprehension between those who have height reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan (2) There is significant influence of conventional reading strategy toward the eleventh grade students’ reading comprehension between who those have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan. (3) There is significant influence of extensive reading strategy and conventional reading strategy towards the eleventh grade students’ reading comprehension between those who have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan.(4) There is significant interaction effect of extensive reading strategy and reading interest on student...
British Journal of Educational Psychology, 2008
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2. Aims. The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies. Sample. The participants were 18 pupils from three neighbourhood primary schools, in grades Primary 4, 5 and 6. Method. The data were collected from high-and low-proficiency pupils at each of the three grades in each school, who read two texts at each level. Grounded in an information-processing theory and based on successful experiences of scholars using think-aloud for data collection, we asked the pupils to read and report what they were thinking about while reading. The think-aloud protocols were recorded, transcribed verbatim, coded and analysed. Results. The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies. Conclusions. The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2. Aims. The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies. Sample. The participants were 18 pupils from three neighbourhood primary schools, in grades Primary 4, 5 and 6. Method. The data were collected from high-and low-proficiency pupils at each of the three grades in each school, who read two texts at each level. Grounded in an information-processing theory and based on successful experiences of scholars using think-aloud for data collection, we asked the pupils to read and report what they were thinking about while reading. The think-aloud protocols were recorded, transcribed verbatim, coded and analysed. Results. The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies. Conclusions. The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.