3. Research on Teaching Reading

Grabe, William

doi:10.1017/s0267190504000030

Cited by 196 publications

(162 citation statements)

References 68 publications

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“…Following the interactive model, at this stage we also provided the students a glossary of difficult words, helped with word meanings, and sentence structures, which we felt would make the texts easier and more comprehensible for the students. Studies done by Pearson-Casanave (1984), Chen and Graves (1995) and Grabe (2004) also support this view.…”

Section: Nelta What They Think the Unit Is About And What They May Lmentioning

confidence: 68%

Introducing Literature Critically and Creatively to Bangladeshi University Students

Farida

Sinha

2014

J NELTA

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In the National Curriculum for the Secondary and Higher Secondary levels in Bangladesh, there is hardly any focus on English literature in the English syllabus. Students who enter the English Department of Dhaka University face great difficulties in tackling literature. This paper aims to show how we meet the needs of our learners. We draw upon the techniques of close reading and stylistics to develop students’ critical and creative abilities in order to respond to literature. This paper will also share some of the materials and activities used in the classroom by the teachers. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10329 Journal of NELTA, Vol 18 No. 1-2, December 2013; 41-52

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Section: Nelta What They Think the Unit Is About And What They May Lmentioning

confidence: 68%

Introducing Literature Critically and Creatively to Bangladeshi University Students

Farida

Sinha

2014

J NELTA

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“…In addition, since these readers have already experienced reading problems, they avoid reading and as such should be motivated to read by experiencing success (Minskoff, 2005), thereby developing intrinsic motivation for reading (Grabe, 2004). Evidently, small group instruction enables success and can actually change children's lives (Diller, 2007).…”

Section: Discussionmentioning

confidence: 99%

EFL Teachers’ Perceptions and Practices Regarding Reading Instruction in a Multi-Cultural Environment

Nachmani¹

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Different factors affect reading acquisition in EFL; mainly teachers' perspectives and practices, since teacher are the most significant and valuable resource in the school system. This article depicts the procedures used by teachers while promoting reading acquisition among emergent readers learning EFL in small groups within a multi-cultural learning environment and relates to teachers' perspectives concerning the effect of various factors, specifically cultural, on EFL reading instruction. The article presents partial findings of a mixed methods research in a doctoral thesis that addressed teachers' perceptions and practices regarding reading acquisition among emergent readers learning EFL in small groups within a multi-cultural environment. The study was conducted in Jewish and Arab schools in Israel. The research revealed that different procedures are used by teachers while promoting reading acquisition among emergent readers learning EFL in small groups in a multi-cultural learning environment these are mainly related to teachers' attention to different cultural aspects of language and are related to the emotional aspect. In terms of teachers' perspectives concerning the effect of specifically cultural factors on EFL reading instruction, the study showed that EFL reading instruction is influenced mainly by teachers' knowledge of their learners' background and their knowledge of pupils' L1.

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“…The lesson integrated teaching English reading with strategies which were familiar to high school students [15], [16]. 3) Survey results indicated students were highly satisfied with using English Instructional Module by B-SLIM Model.…”

Section: Discussionmentioning

confidence: 99%

Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students

Ramat¹,

Kittisunthonphisarn²,

Kittichartchaowalit³

2016

IJIET

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I. INTRODUCTIONEnglish is communicated all over the world. We use English to exchange information, knowledge, culture, custom and tradition. Therefore, English is the most important for Thais' daily lives. They use English through media e.g. newspapers, magazines, ads signs and internet which relate to teaching English procedure, especially reading skill. It is the most effective and necessary skill for learners to transfer their idea to further education and career.Thai government emphasizes on preparing readiness of Thailand for driving development of ASEAN Community within 2015 by focusing more on practices and connection for benefits of regional people as shown in Declaration of Cha Am -Hua Hin regarding Action Plan for ASEAN Community during 2009-2015. As a result, English is the most important language to communicate in ASEAN. As it is shown in ASEAN Rule No.34 -The working language shall be English According to [1] According to the purpose of [2], teaching procedure is very important. The students in primary must study English until they graduate from the university, but the weak point of reading skill is not improved. It is related to [3] which said that Thais learners showed the weakness of reading competence.The most popular teaching aids are 1) Instructional Package 2) Teacher-Made kits 3) Programmed Instruction 4) Instructional Module. This Instructional Module is one of the teaching aids which we used to improve preparation teaching English, related to [4], she said that the ability after using module in reading skill was higher than before and learners' satisfaction was high.There are many kinds of English teaching styles e.g. Project Method, Community Language Learning and Communicative Approach. They are communicative approach that focus on not only grammar but also on communication. The teachers have to encourage students to use language to communicate. III. RESEARCH DESIGNThe data was gathered and analyzed as follow:A. Population and Sampling 1) The population is the first semester high school students at Suratpittaya school, Suratthani, Thailand of academic 2014. There were 550 students from 13 classes. 2) The sample of 44 students and was derived from a simple random sampling technique as a class unit. Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students

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3. Research on Teaching Reading

Cited by 196 publications

References 68 publications

Introducing Literature Critically and Creatively to Bangladeshi University Students

Introducing Literature Critically and Creatively to Bangladeshi University Students

EFL Teachers’ Perceptions and Practices Regarding Reading Instruction in a Multi-Cultural Environment

Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students

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