A REVIEW ON READING THEORIES AND IT’S IMPLICATION TO THE TEACHING OF READING Parlindungan Pardede Universitas Kristen Indonesia Abstract Opini dan masukan untuk peningkatan pengajaran membaca kepada pembelajar bahasa Inggris sebagai bahasa asing‚ baik yang didasarkan pada hasil penelitian maupun pengalaman‚ tersedia sangat banyak dalam kepustakaan pengajaran bahasa. Tulisan ini merupakan sebuah rangkuman atas berbagai teori‚ temuan dan pendapat tentang pengajaran membaca. Pemahaman terhadap topik-topik
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General Introduction: The teaching of reading at secondary schools seems to be inadequate and not satisfying (Duffy and Rohehler 1981-82 Durkin 1978-1979). Many students have low motivation in learning English especially in the reading class. Many students say that English is not an interesting subject. For that reason‚ they take the English class because it is a compulsory subject for them to pass the three semesters. As a result the students turn to be less active readers and at the
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Techniques for Teaching Reading to Adults Learners AUTHOR Dr Shamim Ali is a Professor in the Department of English & Functional Courses‚at National University of Modern Languages. She teaches English as Foreign/Second Language to Adult Learners at Foundation‚Certificate and Diploma Level.She earned her Doctoral Degree in EnglishLinguistics. Her interests include‚ Language Teaching‚ Teaching Language through Literature‚Adult language learning Bilingualism‚DiscourseAnalysis
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The Teaching of Early Reading – a review of current research and literature on the teaching of phonics and early reading Throughout this essay I will be using relevant research to discuss the changes in the teaching of early reading over the past few years. The new Early Years Foundation Stage framework “should make sure that the best practice for beginner readers provides them with a rich curriculum that fosters all four interdependent strands of language: speaking‚ listening‚ reading and writing”
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confirm that reading problem exacts a great period of time. Reading comprehension requires mental work for keeping thoughts‚ motivation‚ concentration and good study strategies. Comprehension is the main component of studying reading. Teaching reading comprehension strategies for pupils at all levels is complex. Teachers must have a strong understanding of the text and its contest and must have a good knowledge of the methods. The National Reading Panel has carried out the study of reading comprehension
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Reading aloud from the best of children’s literature should be a daily part of every classroom programme at all levels. Listening to a story told or read aloud well is a captivating experience. Reading aloud to children frees them from the labour of decoding and supports them in becoming active listeners‚ totally engaged and immersed in the text. As children create meaning from a text by making connections between what they already know and what they hear‚ they develop new knowledge and awareness
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A CASE STUDY ON ENG301: THEORIES OF LANGUAGE TEACHING AND LEARNING Entitled: Effective Strategies in the Teaching of Reading as Perceived by the English Teachers of Blessed John Paul II Academy‚ S.Y. 2013-2014 I. Problem and It’s Background Introduction Reading is a multifaceted process involving word recognition‚ comprehension‚ fluency‚ and motivation. Learn how readers integrate these facets to make meaning from print (Diane Henry Leipzig). The text presents letters
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Phonics is the method of teaching reading through the sounds of the letters. When a young pupil is learning how to read through phonics this child learns to recognize the difference between the letters and combination of letters. Beginning with the simple alphabet and then developing in to reading full words and sentences. It helps in understand the stress‚ rhythm‚ intonation‚ linking‚ and other features of connected speech of any word. Michael Rosen‚ a children’s novel and poetry author‚ believes
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Strategies for Teaching Sight-reading By Casa Ng (2013‚ Hong Kong) How can improve sight-reading? Educators advise to improve sight-reading by doing it frequently. (Andreas C. Lehmann‚ & Victoria McArthur. 2002) But can it really be improved simply by playing more repertoires? Are there any type of practice activities we can follow in order to improve the sight-reading skill in a systematic way? To help students get improve the sight-reading skill more efficiency and effectively‚ we should
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| Picture | Connections | Date _________________________ | Subject: Reading Questioning/Answering | | Reading Comprehension As students read the story then I will ask them to draw attention to a few vocabulary words by inserting short definitions. I would also ask open-ended questions in which children must provide explanations rather than one-or two-word responses. After reading‚ we will discuss vocabulary words in the context of the story and in other contexts.
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