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2016, Educational Psychology in Practice
International Journal of Multidisciplinary Research and Publications
Approaches Employed in Primary Grade Levels in Teaching Reading and Comprehension and its Challenges: A Literature Review2023 •
The basis for academic success and lifelong learning is strong reading and comprehension abilities. The purpose of this research is to identify the most commonly used approaches in teaching reading and comprehension in primary grade level based on the existing academic literature. Since teachers are aware of the importance of early literacy development, they employ a variety of teaching techniques to meet the requirements and learning preferences of students. The study also intends to look on the Department of Education's initiatives and programs with regards to its goal that every child is a reader at his or her grade level. Finally, the research aims to look into the challenges encountered during the implementation of the approaches in teaching reading and comprehension in the primary grade level.
The Seybold Report
OPTIMISING READING COMPREHENSION STRATEGIES FOR PRIMARY SCHOOL LEARNERS2023 •
Teachers' pedagogical strategy in teaching reading comprehension cannot be neglected because when learners fail to comprehend text and give meaning to it, they experience difficulties understanding other subjects taught. This study, therefore, examined reading comprehension strategies adopted by teachers to enhance reading comprehension among primary school learners. This study adopted a qualitative research method with an interpret visit paradigm. Ten (10) teachers were purposively selected for the study one each from ten (10) primary schools. Data was collected the selected participants using semi-structured interview. The researchers ensured the trustworthiness of the interview through disclosure and corroboration. The data collected were transcribed for the purpose of analysis using the atlasti software and the thematic data analysis technique. Findings indicate that some teachers did not understand the various strategies to optimise reading comprehension. Teachers also lacked knowledge of the different learners learning preferences to plan their reading comprehension lessons. Furthermore, the lack of appropriate reading material and differentiated reading exercises for slow learners were highlighted among the challenges that hampered reading comprehension. The study recommends capacitybuilding programmes to provide strategies for differentiated teaching, to learn to accommodate slow learners and to provide appropriate resources by the education department.
Journal of Education and Practice
Reading Comprehension: Theories and Strategies Toward an Effective Reading InstructionInternational Electronic Journal of Elementary Education
Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children2011 •
Children's Reading: Comprehension and Assessment emerged from the presentations in a conference held to promote lively exchanges of ideas on reading comprehension and assessment in the early stages of development. Some distinctive features of this volume include linking past, present, and future of reading comprehension research; balancing theory, practice, and policy; linking assessment and instruction; and other influential factors of pre-schoolers' reading comprehension. Each section is comprised of four chapters, beginning with an original study, continuing with discussions and recommendations, and ending with several potential research areas. The last chapter of each section offers commentary by an expert which links the previous three chapters together, reviews key points, criticizes the controversial issues, and concludes with practical suggestions. The first section provides " Historical and Theoretical Foundations " of assessing reading comprehension. Accordingly, Chapter One by Sweet represents a range of methodological perspectives in the field of reading, pointing out the inadequacies of the existing comprehension assessment. In Chapter Two, Pearson and Hamm provide extensive information regarding the present status of assessing reading comprehension through historical accounts, and they raise relevant questions for further research. Kintsch and Kintsch, in Chapter Three, put forward a model of reading comprehension, and identify the factors that make reading comprehension difficult; they write: " Comprehension is not a single unitary process. It requires the delicate interaction of several component processes " (p. 71). They also specify three levels of the comprehension process in reading through examples and figures. Being in agreement with Sweet, Kintsch and Kintsch also claim that current comprehension tests, despite their user-friendly nature, do not measure the whole understanding of the comprehension process. The last chapter of this section, " Comprehension as a Nonunitary Construct, " emphasizes the importance of the theory in developing comprehension assessments. In this chapter, Duke reviews the previous studies and concludes that the comprehension process involves a number of sub-skills that vary by type, topic of the text, and the purpose of the reader. The second section examines the " Developmental and Motivational Factors in Reading Comprehension. " In Chapter Five, Broek et al. illustrate the improvement of reading comprehension and basic literacy skills in preschool and early elementary school children, believing that the two skills develop side by side. The researchers describe ways to develop a
This study describes the reading comprehension processes present in the most widely sold textbooks at the fourth grade level in Portugal and discusses how they compare to international assessments of reading literacy. We adopted the Progress of International Reading Literacy Study framework to categorize the questions in the textbooks. Our analyses revealed that they focus heavily on the retrieval of explicitly stated information to the detriment of higher level comprehension skills. Portuguese fourth grade textbooks rarely challenge students to make connections between their knowledge and the ideas in the texts and to adopt a critical and evaluative reading stance. This is in sharp contrast to what students are asked to do in the Progress of International Reading Literacy Study, conducted every five years since 2001, and it may help explain the poor results Portuguese students have in national assessment and in PISA. The findings are discussed in light of the curriculum frameworks currently adopted in Portugal and suggestions are made as to how we can improve reading literacy achievement. Keywords: reading comprehension, literacy, assessement
International Journal of Comparative Education and Development
A comparative study of two interventions to support reading comprehension in primary-aged students2018 •
Purpose The purpose of this paper is to explore the explicit teaching of information text schema with vocabulary instruction to primary-aged students in Hong Kong international education. Design/methodology/approach Data were collected through three quasi-experimental studies with different age groups and participants. Each study divided participants into two randomly assigned groups, either informational texts (IT) or vocabulary building (VB). Impact was evaluated with gain scores on a standardized reading comprehension test and researcher-designed cloze tests of fiction and nonfiction passages. Findings The explicit teaching of IT can benefit student reading comprehension from an early age, particularly to first language (L1) English students and possibly second language (L2) English learners. School reading programmes should include opportunities for students to experience IT (nonfiction) and fiction materials, and build their vocabulary through incidental learning and explicit t...
Explains the relevance of reading-comprehension research for classroom teachers, discussing how knowledge of the world and active engagement with ideas in the text influence comprehension and looking at how to develop both these capabilities. Four sections discuss the power of background knowledge, reading aloud and discussing literature with children, active engagement in independent reading, and questioning the author. (SM)
2018 •
Reading comprehension refers to elementary children’s levels of understandings of written text. Building on Bloom’s Taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956), children can understand text at various levels including the literal, inferential, application, and evaluation. When teachers build on the levels of reading comprehension, elementary students become engaged in discussions related to their understanding, which serve to increase their speaking proficiency in the English language as well as enhance their social construction of knowledge (Vygotsky, 1978).d evaluation.
2023 •
Bangladesh Critical Care Journal
Involuntary movement in an emotionally labile girl : Think of Wilson’s Disease2007 •
2023 •
School Psychology Review
Changing Adolescents' Attitudes About Relational and Physical Aggression: An Early Evaluation of a School-Based Intervention2002 •
Science of The Total Environment
Basin-scale analysis of the geomorphic effectiveness of flash floods: A study in the northern Apennines (Italy)2018 •
2016 •
Pathology & Oncology Research
Endometrial Cancer Spheres Show Cancer Stem Cells Phenotype and Preference for Oxidative Metabolism2018 •
Open Forum Infectious Diseases
A Critical Reappraisal of Prolonged Neutropenia as a Risk Factor for Invasive Pulmonary Aspergillosis2016 •