Reading Skills Articles Review

The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context (by: Muhammad Rochman)

Review :

Present read instruction interpretation methods seek to clarify comprehension processes through goods of awareness and neglect. Students each offer insufficient opportunities to teach the students English. Both teachers and learners also make use of Indonesian during their English lessons to make matters worse. For instruction two sets of qualifications are of particular importance. The first collection contains knowledge management techniques, including screening readers in case of failure for an incapacity to understand and a solution. Comprehension deficiencies may occur on a variety of levels, including words, individual phrases, term relationships and unit relationships. For any form of mistake, readers should take necessary disciplinary action. The second collection of analytical skills that should be learned to build, evaluate, and update theory involves references to current and potential changes in the text. In classroom lectures teachers can confuse fluency or accuracy-related activities. A necessary positive relationship between fluency and comprehension was seen in oral reading flutes and text performance. Then automated fluidity of decoding is critical for the high standards of readability. What educators can do now is carefully change the focus of educators from stressing continuity in oral communication to enhancing their ability to speak English.

LINK: https://ethicallingua.org/25409190/article/view/49

The effect of personalized feedback on listening and reading skills in the learning of EFL (by: José Jaime Pérez-SeguraORCID Icon, Raquel Sánchez RuizORCID Icon, José Antonio González-CaleroORCID Icon & Ramón Cózar-Gutiérrez)

Review:

Firstly, the present study assesses how students can build and enhance hearing and reading skills through personalized feedback. Second, it measures the motivational impact of using Audience Response Systems (ARS) in English lessons compared to lessons that do not use such electronic tools. In three sessions, 68 students in sixth grade conducted reading and listening tests based on their mistakes, while another 68 students — the control group — completed standardized tasks that focused on those skills. Clickers, ARS tools, were used as a method for gathering the answers of students in both classes, and the Reduced Motivation Survey of Instructional Materials (RIMMS) was used to determine their effect on the motivation of students in the English subject. The results show that both groups were more motivated by using clickers and that the custom feedback group improved their receptive skills more than the control group, especially in the general knowledge variables.

LINK: https://www.tandfonline.com/doi/full/10.1080/09588221.2019.1705354

Reading and Critical Thinking Techniques on Understanding Reading

Skills for Early Grade Students in Elementary School (by: Trio Ardhian, Inayatul Ummah, Siti Anafiah, Reza Rachmadtullah

Review:

This research is intended to examine the effect of reading and critical thinking approaches on students 'reading comprehension skills. This research uses 40-sample quantitative test techniques, using experimental methods with a 2 x 2 level design. The data used variance analysis, and the Tukey and Least Square Differences (LSD) study was carried out. The tests revealed this: (1) reading comprehension skills of students learning to use reading techniques Guided Reading Thought Behavior is higher than those learning to use reading techniques Overview, Query, Interpret, Reflect, Repeat, and Review, (2) there is no connection effect between reading and critical thinking strategies on the reading comprehension skills of students, (3) for groups of students who think highly critically and use the reading technique Directed Reading Thinking Intervention higher than students who use reading strategies Preview, Ask, Write, Reflect, Recite and Review, (4) for groups of students who think critical The next work will identify the best reading approach for students who believe in their reading comprehension abilities are critically poor.

LINK: http://www.e-iji.net/dosyalar/iji_2020_2_8.pdf

Clarifying Differences Between Reading Skills and Reading Strategies (by: Peter Afflerbach  P. David Pearson  Scott G. Paris)

Review:

The terms lecturing skill and reading technique are linked to how we conceptualize and teach reading. The words are not commonly used or understood, given their sense and popular use. The article discusses, describes, and demonstrates the words 'current and historical uses and their distinctions, parallels, and linkages. Implications discussed for the reading skills and strategies.

LINK: https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RT.61.5.1

THE PRACTICE OF TEACHING READING SKILLS: PREPARATORY SCHOOL IN FOCUS (by: Alebel Adego Abebe)

Review:

The research was performed at Fasiledes Preparatory School to assess the method of teaching Grade twelve reading skills. Of the 910 students and 10 English teachers, six teachers and three hundred and fourteen students were chosen using simple random sampling technique, specifically a lottery process. The department head who served as supervisor was chosen deliberately. The data were gathered through questionnaires, interviews and observations in classrooms. Fourteen closed ended questions were administered to students consisting of the Likert Scale form and these items were again used for the observation check list. For a total of twenty-four evaluations, each instructor was observed four times, and triangulated with the supervisor's answer and interview result from the students. The data had been quantitatively and qualitatively examined. Data from student questionnaires were analyzed using percentages and mean values with the incorporation of observation results analyzed using percentages. The finding in the pre-reading stage with a grand mean 2.2 which is less than the predicted mean 3 suggested that this stage was rarely introduced by teachers. The respondents 'mean values 2.9 and 2.3 showed that teachers taught at times and occasionally at stages of while and post training, respectively. The insights derived from interview and classroom observations are also confirmed by these figures. In general, most teachers do not adequately teach the three lecture levels. Teachers will also be granted work training on teaching reading skills. School supervisors will monitor the reading activity in the classroom and support the teachers so that a stronger teaching learning process can take place.

LINK: http://213.55.79.198/xmlui/handle/123456789/2877