Effects of reading strategies on grade one children’s phonemic awareness performance

Melesse, Solomon; Enyew, Chanyalew

doi:10.11591/edulearn.v14i3.14271

Cited by 5 publications

(11 citation statements)

References 6 publications

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“…Moreover, "I reread the texts if I did not understand the meaning of them." (27.27%) placed second as the most mentioned strategy while reading by 12 authors (Par, 2020;Zhang & Zheng, 2020;Phan, 2020;Daugauy-James & Bulusan, 2020;Diken, 2020;Cho & Ma, 2020;Muhassin et al, 2021;Okasha, 2020;Melesse & Enyew, 2020;Deane, 2020;Adunyarittigun, 2021).…”

Section: Most Mentioned Reading Strategies Of Previous Studies Since ...mentioning

confidence: 99%

“…"(25.00%) ranked third. As shown, 11 authors (Par, 2020;Zhang & Zheng, 2020;Mohammed, 2020;Cho & Ma, 2020;Wu & Alrabah, 2020;Melesse & Enyew, 2020;Karagöl, 2020;Deane, 2020;Maipoka & Soontornwipast, 2021;Muhassin et al, 2021;Adunyarittigun, 2021) mentioned the said strategy.…”

Section: Most Mentioned Reading Strategies Of Previous Studies Since ...mentioning

confidence: 99%

“…From 2020, many studies were already conducted on reading strategies and their relationship with other factors and variables. In identifying specific strategies, many authors identified their respondents' top-down and bottom-up strategies (Chen, 2020), Cognitive (Thuy, 2020;Diken, 2020;Aydinbek, 2021), Affective, Socio-cultural, and Meta-Strategies (Thuy, 2020); Metacognitive focusing on Global, Problem Solving and Supporting Strategies (Dauguay-James & Bulusan, 2020; Safia & Ghania, 2020;Par, 2020;Ahmed, 2020;Szabo & Riley, 2020;Zhang & Zhang, 2020;Phan, 2020;Köse & Günes, 2021), focusing on Analytic and Pragmatic Strategies (Ozturk & Aydogmus, 2020), and other unclassified metacognitive strategies (Muhid et al, 2020;Diken, 2020); Constructing, assisting, and planning strategies (Deregözü & Üstün, 2021); Interpretive strategies (Assiri & Siddigui, 2020); Text structure strategies (Wu & Alrabah, 2020); Think-aloud strategies (Al-Qahtani, 2020); EFL reading strategies (Okasha, 2020); Combination and cluster strategies (Daftarifard & Samadian, 2020); Pre-while-post strategies (Melesse & Enyew, 2020); Analyzing text using Text Commentary Method (Karagöl, 2020) and Text Interpretations (Deane, 2020). Others also identified random reading strategies like in the research of Cho and Ma (2020), Mohammed (2020), Zano (2020), Insuasty Cárdenas (2020), Ammaralikit and Chattiwat (2020), Olaya and González-González (2020), Maipoka andSoontornwipast (2021), andAdunyarittigun (2021).…”

Section: Most Focused Studies Of Previous Research In Reading Strateg...mentioning

confidence: 99%

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Consolidated Reading Strategies Used in Comprehending Text from Various Studies: A Systematic Literature Review

Pelila

Palangyos

2022

JLEET

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A number of studies about reading strategies conducted before 2020 have mostly identified respondents' strategies and the significant relationship of such reading strategies with different factors or variables. However, only a few tried to gather and list the plethora of reading strategies of different studies. Hence, the present study aimed to identify the most focused studies in reading strategies and consolidate all the most mentioned reading strategies from various studies. A systematic literature review was employed in the present study. Also, the researchers generated literature in Ebscohost and ERIC databases. Through inclusion-exclusion criteria, 41 articles (27- Quantitative; 5 Qualitative; 9-Mixed-method) were included for synthesis. It was found out that most research in 2020 and beyond still focused on identifying the reading strategies of their respondents and looking for the relationship of reading strategies in different factors. On the other hand, 71 reading strategies (13- before-reading, 44- while reading, 14- postreading) were consolidated based on the computed frequency and percentage. As suggested, these reading strategies can aid the reading activities of readers, especially that most learnings are in the online phase.

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Section: Most Mentioned Reading Strategies Of Previous Studies Since ...mentioning

confidence: 99%

Section: Most Mentioned Reading Strategies Of Previous Studies Since ...mentioning

confidence: 99%

Section: Most Focused Studies Of Previous Research In Reading Strateg...mentioning

confidence: 99%

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Consolidated Reading Strategies Used in Comprehending Text from Various Studies: A Systematic Literature Review

Pelila

Palangyos

2022

JLEET

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“…On the more practical side reading is one of the most important things in educational institutions. It is also very necessary for jobs because the better we make the reading proficiency, the better we attain the career (Melesse, & Enyew, 2020).…”

Section: Introductionmentioning

confidence: 99%

English Reading Difficulties and Strategies for Improvement at Primary Level: A Phenomenological Study

Idrees

Saeed²,

Nauman³

2022

ojs

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English is an alien language. The teachers and students are facing difficulties in reading competency regarding, comprehension, speed, shyness, stuttering and stammering, jerks, fluency, pronunciation, accent intonation, and stress. The purpose of the study is to explore the difficulties in English reading competency and to develop strategies for the improvement of reading competency at the primary level. The key objectives of the study were to explore the difficulties in reading competency and to develop strategies for the improvement of reading competency of 5th-grade students at the primary level. These research questions were framed. What are the difficulties in reading competency faced by 5th-grade students? What strategies are needed to develop the reading competency of 5th-grade students? The study was qualitative and phenomenological in nature. The study was carried out through interviews with primary-level teachers and 5th-grade students. The sample was 12 participants, 6 were teachers and 6 were 5th-grade students. The analysis of the gathered data was made with the thematic analysis of Clarke and Braun (2019). Major findings were that students’ lack of interest, mal-recruitment of engineers, MBA degree holders and lack of relevant educational background, adhocism, contract appointment and hiring teachers’ trend, poor and uneducated parents and incompetency of teachers in the subject of English were the key difficulties in reading competency. These strategies were recommended. The teachers may be recruited who have Master's degrees in English with educational qualifications like B.Ed., M.Ed., MPhil, and Ph.D. in English or education. It was recommended that English Language teachers must provide basic reading skills to students to equip themselves with reading strategies for improvement in reading skills. It is also suggested that teachers may be given refresher programs through English experts for the improvement of reading competency.

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“…In the English language, the first phase of reading is called phonemic awareness. Phonemic awareness is alphabetic sound principles which means the principles of relating the letter and the sound (Melesse & Enyew, 2020). Melesse & Enyew explained that the teachers need to work on phonemic awareness in order to be able to connect prints with the sounds (decoding) (2020).…”

Section: A Introductionmentioning

confidence: 99%

Tiered Reading Program: A Case Study in Grade Two of A Private Elementary School in Central Java

Siahaan¹,

Saragih

2022

edu

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Developing students’ reading skills is highly required to be taught to the students from their young age since it affects the students’ achievement in learning . One of the private elementary schools in Central Java has been implementing a reading program called “tiered reading” for almost a year. The purpose of this study was to explore the implementation of the tiered reading program in grade two in one of the private elementary schools in Central Java. Four teachers who taught in four different paralel classes were the participants of this research. This case study utilized teachers interviews, classroom observations during the implementation of tiered reading program and documents collections such as worksheets and story books the teachers used. The data were analyzed by coding, categorizing and developing themes. The data analysis revealed three important themes; contradictory meaning between the teachers’ concept understanding and the teachers’ teaching strategies in the classroom. Reading for fluency and for remembering are the other emerging themes. The research concluded that the implementation of tiered reading was oriented to mechanical reading skill and literal comprehension reading

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Effects of reading strategies on grade one children’s phonemic awareness performance

Cited by 5 publications

References 6 publications

Consolidated Reading Strategies Used in Comprehending Text from Various Studies: A Systematic Literature Review

Consolidated Reading Strategies Used in Comprehending Text from Various Studies: A Systematic Literature Review

English Reading Difficulties and Strategies for Improvement at Primary Level: A Phenomenological Study

Tiered Reading Program: A Case Study in Grade Two of A Private Elementary School in Central Java

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