audio-aided materials in reading,reading, reading difficulty, andreading comprehension. The related literatures and research findings are taken from some websites on the internet, foreign books, foreign studies, and local studies. Foreign Literatures Audiobooks and Reading Aloud The benefit of audio-aided reading for improving reading skills is relative to that of audiobooks or reading aloud. Since the reading process is developed through oral language, audio-aided reading simply provides another
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
(2007) stated that “Interest in reading leads to a dynamic transaction between the reader and the text” (p.700), an idea taken from Louise M. Rosenblatt’s 1978 book, The Reader, The Text, The Poem. According to the aforementioned book, there are two kinds of reading – reading for leisure, called Aesthetic Reading, and Efferent Reading in order to gain information. Efferent readers read for the purpose of the facts they will learn while aesthetic readers read for the reading experience, making it easier
literature is a description and summary of the research results that inspired and guided the study. Included are the findings of the study that investigated effective teaching practices in reading and factors affecting adolescent readers. Theories of Reading According to Vygotsky (1978), learning is a social process; thus classrooms must represent social places. The best classroom environment for struggling readers is one where they can think and talk aloud with their classmates and the teacher about
ORAL AND SILENT READING Readingout loud is nearer to intonation than to conception. The reader sharesmaterialthat the audience want. The “real-life” aim of reading out loud to others is to dispense information to them, to interest them, or to share a good story that they do not have (Zintz and Maggaut, 1989). Silent reading is reflected to be a “see and comprehend process” rather than a “see, say and comprehend” process. Buswell (1947) noted that silent reading should be a process of linkbetween
Teaching a receptive skill Reading (Rationale) Background: This lesson is focusing on reading as a receptive skill. Its focus is on a class of mostly 15 students who are in pre-intermediate level. Their age is between 17-19 years old. The students have different learning styles: visual, auditory, and kinesthetic, however, most of them are visual and auditory learners. As long as they are studying in England, the lesson will be about two aspects: food and weather. The chosen materials: This
There are various definition of reading from educators, psychologists, linguist and sociologists to have filled volume with their definition of reading. The definition of reading used here is adapted from Anthony, Pearson, and Raphael (1993) as cited by Farrel (2009 : 20 ) in which reading is the process of constructing meaning through the dynamic interaction among the readers’ existing knowledge, the information suggested by the written language, and the context of reading situation. Readers who will
Lexia Reading Core5. [Computer software]. Concord, MA: Lexia Learning Systems. Summary: The developers of Lexia Reading Core5 present the program as a tool to help students of all abilities build their foundational reading skills with technology and direct instruction. Furthermore, the program was created to assist students in becoming successful readers, and to prepare them for college, a career, and the common core standards. Lexia Reading Core5 provides a personalized, differentiated approach
Instructional Process The English Lab has a unique concept of enhancing the overall personality of the students. It is designed to help the students to improve their proficiency in English, develop their confidence and attitude and discipline them, so that they can cope up with the requirements of the corporate world which is considered to the life line of all the professionals. Though English language is used in our day to day life, still many of us lack adequate reading and communication skills. The English