Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School
DOI:
https://doi.org/10.36312/jolls.v2i2.874Keywords:
public school teachers, reading strategies, reading comprehension, reading teachersAbstract
The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.
Downloads
References
Ali, A. M. & Razali, A. B. (2019). A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners. English Language Teaching, 12(6), 94-111. Available at https://doi.org/10.5539/elt.v12n6p94
Baiq-Sumarni, Dharma Dev Bhatta, & Kho, S. F.-C. (2022). The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction. Journal of Language and Literature Studies, 2(1), 23–32. https://doi.org/10.36312/jolls.v2i1.710
Brownlow, H., (2022). The 12 Reading Strategies. Hawker Brownlow Education. Retrieved from https://www.ricpublications.co.nz/blog/post/12-reading-comprehension-strategies/
Chen, H. (2009). Online reading comprehension strategies among fifth- and sixth-grade general and special education students. Educ. Res. Perspect. 37, 79–109.
De Beni, R., and Palladino, P. (2000). Intrusion errors in working memory tasks: are they related to reading comprehension ability? Learn. Individ. Differ. 12, 131–143. Doi: 10.1016/s1041-6080(01)00033-4
Dolba, S. Q. (2022). Technical Terms Used in General English Textbooks Across Disciplines. Universal Journal of Educational Research, 1(3), 164-170. Retrieved from https://www.ujer.org/vol1no3/article137
Firman, E., Haerazi, H., & Dehghani, S. (2021). Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness. Journal of Language and Literature Studies, 1(2), 57–65. https://doi.org/10.36312/jolls.v1i2.613
Gula, L. P. (2022). Challenges Encountered by the Teachers Handling Oral Speech Communication Courses in the Era of Covid-19 Pandemic. Pakistan Journal of Educational Research, 5(1). Retrieved from http://www.pjer.org/index.php/pjer/article/view/431
Gula, L. P., & Sumayang, K. (2022). The Increasing Physical Inactivity of Teenagers Aged 12-16 Years Old of Saint Joseph College. MEDIKORA, Vol. 21 No. 1 April 2022, Hal 1-11. DOI: https://doi.org/10.21831/medikora.v21i1.48553
Haerazi, H., & Kazemian, M. . (2021). Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers’ Writing Skills. Journal of Language and Literature Studies, 1(1), 1–14. https://doi.org/10.36312/jolls.v1i1.498
Haerazi, H., & Nunez, J. L. (2021). Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education: Intercultural Language Learning; English Textbooks. Journal of Language and Literature Studies, 1(2), 75–82. https://doi.org/10.36312/jolls.v1i2.610
Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1.246
Hulme, C., and Snowling, M. J. (2011). Children’s reading comprehension difficulties: nature, causes, and treatments. Curr. Direct. Psychol. Sci. 20, 139–142. Doi: 10.1177/0963721411408673
Jimenez, R. S. (2018). The decline of English proficiency in the Philippines. Punto! Central Luzon. Available at https://punto.com.ph/the-decline-of-english-proficiency-in-the-philippines/
Jupri, J., Mismardiana, Muslim, & Haerazi, H. (2022). Teaching English Using Two Stay Two Stray in Improving Students’ English Speaking Skills Integrated with Foreign Language Anxiety. Journal of Language and Literature Studies, 2(1), 33–42. https://doi.org/10.36312/jolls.v2i1.719
Kerr, M. A., and Symons, S. E. (2006). Computerized presentation of text: effects on children’s reading of informational material. Read. Writ. 19, 1–19. Doi: 10.1007/s11145-003-8128-y
Kraut, R., Chandler, T., and Hertenstein, K. (2016). The Interplay of Teacher Training, Access to Resources, Years of Experience and Professional Development in Tertiary ESL Reading Teachers’ Perceived Self-Efficacy. Gist: Education and Learning Research Journal, 12(1), pp. 132-151. https://dialnet.unirioja.es/servlet/articulo?codigo=5560190
Mangen, A., Walgermo, B. R., and Brønnick, K. (2013). Reading linear texts on paper versus computer screen: effects on reading comprehension. Intern. J. Educ. Res. 58, 61–68. doi: 10.1016/j.ijer.2012.12.002
McCombs, S. (2022). Descriptive Research | Definition, Types, Methods & Examples. Scribbr.com. Available at https://www.scribbr.com/methodology/descriptive-research
Moran, J., Ferdig, R. E., Pearson, P. D., Wardrop, J., and Blomeyer, R. L. Jr. (2008). Technology and reading performance in the middle-school grades: a meta-analysis with recommendations for policy and practice. J. Liter. Res. 40, 6–58. doi: 10.1080/10862960802070483
Núñez, J. L. and Cuisia-Villanueva, M. C. (2020) "Overcoming the Feeling of Isolation in Distance Learning: A Collaborative Auto-ethnographic Research," FDLA Journal, Vol. 5, Article 7. Available at https://nsuworks.nova.edu/fdla-journal/vol5/iss1/7/
Nuñez, J. L. (2022). Lived Experience of Overcoming the Feeling of Isolation in Distance Learning in the Philippines: A Phenomenological Inquiry. Pakistan Journal of Distance And Online Learning, 7(2). Available at: http://pjdol.aiou.edu.pk/?p=1380
Oakhill, J. V., Cain, K., and Bryant, P. E. (2003). The dissociation of word reading and text comprehension: evidence from component skills. Lang. Cogn. Process. 18, 443–468. doi: 10.1080/01690960344000008
Singer L and Alexander P (2017) Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. Journal of Experimental Education 85(1): 155–172.
Woolley, G. (2011). “Reading comprehension,” in Reading Comprehension: Assisting Children with Learning Difficulties, ed Springer Science+Business Media (Dordrecht, NL: Springer), doi: 10.1007/978-94-007-1174-7_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Sammy Q. Dolba, Louie P. Gula, Jayrome L. Nunez
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
