Factors Affecting Reading Strategies

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information concerning language and the cognitive skill to interpret language in its written form. Therefore, while reading, both language-related knowledge and knowledge of the world (general background knowledge) are required for making sense of the material. Thus, theoretical knowledge of the reading process may assist the reading instructor (educator) in accessing reading strategies. In addition to being cognisant of reading theory, the educator should be aware of the factors which influence reading skills, with special reference to the second language learners in primary schools. 4.3 Factors impacting reading instruction Reading instruction should include adequate instruction of verbal language use. At its Biennial Meeting, the Association…show more content…
Without sufficient educator and learner knowledge of vocabulary instruction strategies, learners’ reading progress may be hindered. Surveys conducted by Berne and Blachowicz (2008:320) concluded that even if educators may promote various strategies for teaching vocabulary, integration is needed to create a progressive learning setting. Based on a statement made by an expert in reading, they deduced that the focus should be on training educators rather than on criticising individual educator malpractice in teaching vocabulary. In order to achieve coherent instruction between grades, the following cycle is suggested: firstly, there should be an interest in revising practices, followed by an examination of teaching strategies. After this, an evaluation of teaching habits occurs. Next, the educators discuss vocabulary teaching strategies based on research and experience. Then, experimenting with new vocabulary teaching methods occurs, as well as evaluating the effects. After the whole process is re-evaluated in cooperation with other educators, a common pedagogical strategy for teaching vocabulary emerges and progresses across grades. This coherent and progressive teaching of vocabulary may allow learners to practice reading strategies rather than simply making sense of the word labyrinth. In their study of monolinguals and bilinguals’ reading performance, Trapman et al. (2014:15) also acknowledge the role…show more content…
Fletcher et al. (2013:161) conducted a study in New Zealand on reading performance in an intermediate school educating learners from the poorer social/financial sector of society. The authors named the following actions toward enhancing reading performance in a school: 1) employing “part-time literacy leader” serving as a guide to other language educators. This leader guided the language educators in processing and computerising the data gathered from reading tests in order to enhance the setting of lesson objectives; 2) Additionally, the school was part of a school clustering movement initiated by the Department of Education, involving a literacy promoter/expert to visit the schools. The aim was to enhance the learners’ ability to read and write. The expert coached the educators in various teaching strategies. Updating parents about their child’s reading performance was another method used during the study. This research study underlines the school-wide method, where forces are joined toward raising learners’ reading performance (Fletcher et al., 2013:166). Upon dealing with the contributing factors toward reading performance, attention should be given to implementing effective reading strategies in the classroom. In this way, the whole reading process is supported, promoting literacy

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