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    Wyświetlanie 1-9 z 9
    Tytuł:
    AUGMENTING THE READING CURRICULUM: ALTERNATIVE VIDEO TECHNOLOGY STRATEGIES
    Autorzy:
    Hewgley, Gary Dean
    Powiązania:
    https://bibliotekanauki.pl/articles/955863.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    video
    reading instruction
    Opis:
    Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.
    Źródło:
    Teaching English with Technology; 2015, 15, 4; 44-51
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching Polish Learners Early Reading in English: Traditional vs. Contemporary Approach
    Nauczanie polskich uczniów czytania początkowego w języku angielskim: podejście tradycyjne i współczesne
    Autorzy:
    Struk, Barbara
    Sawczuk, Anna
    Powiązania:
    https://bibliotekanauki.pl/chapters/2190038.pdf
    Data publikacji:
    2022
    Wydawca:
    Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
    Tematy:
    EFL teacher knowledge
    teaching early EFL reading
    early reading
    subcomponents
    early EFL reading instruction
    Opis:
    Learning to read in English usually poses a challenge for early EFL learners because the language represents a deep orthography, which is manifested by the irregularities in the relation between the written and spoken form of words. Teaching learners to read amid such irregularities requires advanced linguistic knowledge and appropriate didactic solutions on part of the teachers. The research concerns in–service teachers’ knowledge of the fundamental subcomponents of early reading, their familiarity with some linguistic terms necessary in teaching early reading and use of appropriate didactic applications. The current study is quantitative and qualitative in nature; a survey was conducted among primary school, Polish EFL teachers working in and around Biała Podlaska. The research indicates that the knowledge teachers have regarding the development of early reading is considerable, however, in some cases the basic linguistic terminology, i.e. phonological awareness, seems to be misunderstood. Also, in some cases, the choice of early EFL reading instruction in early literacy does not follow the current recommendations. The results suggest that in–service, primary school, Polish EFL teachers might need additional, supplementary training in early reading development. It can also be concluded that university courses aimed at pre-service EFL teachers should devote more time and resources to early reading development in English.
    Źródło:
    Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 97-114
    9788364881893
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Investigating Effects of Integrated Reading and Writing Skills Instruction in Enhancing Students’ Critical Thinking Skills in EFL Classroom
    Autorzy:
    Tilahun, Ayalew
    Teka, Mulugeta
    Simegn, Berhanu
    Powiązania:
    https://bibliotekanauki.pl/articles/2053533.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    integrated reading and writing instruction
    reading skills
    writing skills
    critical thinking achievement
    Opis:
    The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test revealed that both experimental and control groups were homogenous in critical thinking skills’ achievement. However, after the treatment, the post-test results depicted that the experimental group significantly outscored the control group. In a nutshell, the study showed the supremacy of integrated reading and writing skills instruction over the conventional approach in enhancing students’ critical thinking skills achievement.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 105-127
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Symultaniczno-Sekwencyjna Nauka Czytania® w przedszkolu
    Simultaneous-Sequential Learning to Read® in kindergarten
    Autorzy:
    Cieszyńska-Rożek, Jagoda
    Trzeciak, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/28408946.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    wczesna nauka czytania
    Symultaniczno-Sekwencyjna Nauka Czytania®
    wpływ umiejętności czytania na rozwój mózgu
    early reading instruction
    Simultaneous-Sequential Learning to Read®
    impact of reading skills on brain development
    Opis:
    Autorki przedstawiają wyniki badań neurobiologicznych, wskazujących na wpływ wczesnej nauki czytania na rozwój struktur kory mózgowej. W artykule zostały zamieszczone wyniki badań eksperymentalnych, dotyczących efektywności stosowania Symultaniczno-Sekwencyjnej Nauki Czytania® w edukacji przedszkolnej.
    The authors present the results of neuroscientific research indicating the impact of early reading instruction on the development of cerebral cortical structures. The article includes the results of experimental research on the effectiveness of the use of Simultaneous‑Sequential Learning to Read® in preschool education.
    Źródło:
    Logopaedica Lodziensia; 2023, 7; 9-20
    2544-7238
    2657-4381
    Pojawia się w:
    Logopaedica Lodziensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring senior high school students’ difficulties and strategies for reading L1 and L2 texts in Taiwan
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/2011738.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    L1 and L 2 reading difficulties
    L1 and L 2 reading strategies
    reading strategy curriculum and instruction
    Opis:
    This study is an attempt to explore proficient Taiwanese senior high school students’ difficulties and strategies in L1 (Chinese) and L 2 (English) Reading. A total of eight proficient students participated in this study. An in-depth face to face interview was adopted for data collection. Thanks to the enthusiastic response of the students, we could gain an overall understanding of their reading difficulties and strategies in Chinese and English reading. This study shows that there are some similarities and differences between Chinese and English reading perceptions. Based on the findings of this study, classroom teachers will be able to design more effective reading strategy curricula and instruction geared to their students’ needs.
    Źródło:
    The New Educational Review; 2015, 41; 39-51
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
    Autorzy:
    Bataineh, Ruba Fahmi
    Mayyas, Mais Barjas
    Powiązania:
    https://bibliotekanauki.pl/articles/955650.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    EFL
    grammar instruction
    Moodle
    reading comprehension
    Opis:
    This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
    Źródło:
    Teaching English with Technology; 2017, 17, 3; 35-49
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa
    Autorzy:
    Zindoga, Lilian
    JO Aloka, Peter
    Powiązania:
    https://bibliotekanauki.pl/articles/23592833.pdf
    Data publikacji:
    2024-01-02
    Wydawca:
    Academicus. International Scientific Journal publishing house
    Tematy:
    mnemonic instruction
    reading ability
    learners
    dyslexia
    primary schools
    Opis:
    This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.
    Źródło:
    Academicus International Scientific Journal; 2024, 15, 29; 157-173
    2079-3715
    2309-1088
    Pojawia się w:
    Academicus International Scientific Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Morphemic analysis increases vocabulary and improves comprehension
    Autorzy:
    Jarad, Najib Ismail
    Powiązania:
    https://bibliotekanauki.pl/articles/914944.pdf
    Data publikacji:
    2015-12-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    morphemic analysis
    reading comprehension
    explicit teaching
    vocabulary instruction
    Opis:
    The present study explored the effects of explicit and systematic teaching of morphemic analysis on vocabulary learning and comprehension. The reading class taught by the researcher was purposely taught the most common (30) prefixes and the most common (30) roots. Following fourteen 50-minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic analysis skills, to derive meanings for new words that contained taught morphemic elements, and to comprehend text containing new words. The results indicated that (a) there was an immediate and delayed effect of morphemic analysis for lesson words, and (b) there was evidence that a morphemic approach improved students’ vocabulary and, consequently, their comprehension. The findings of this study provide support for the implementation of a morphemic approach for vocabulary instruction.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 31-43
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Między uczniem a metodą, czyli o edukacyjnych konsekwencjach kulturowej aktywności gimnazjalistów
    Between the pupil and the method, or on educational consequences of the secondary school students’ cultural activity
    Autorzy:
    Kwiatkowska-Ratajczak, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1111224.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    polish literature and language instruction
    secondary school teaching methods
    students’ reading preferences
    school cultural determinants
    educational requirements
    dydaktyka literatury i języka polskiego
    gimnazjum
    metody pracy
    preferencje lekturowe uczniów
    szkolne uwarunkowania kulturowe
    wymagania edukacyjne
    Opis:
    Autorka przedstawia wnioski z projektu badawczego „Dydaktyka literatury i języka polskiego w gimnazjum w świetle nowej podstawy programowej” przeprowadzonego wśród ponad 6000 uczniów, ich rodziców, nauczycieli, bibliotekarzy oraz dyrektorów szkół. Referuje zależności między osiągnięciami uczniów a realizowanymi w szkołach wymaganiami edukacyjnymi, wyposażeniem bibliotek czy statusem rodziny. Skupia uwagę na preferencjach kulturowych gimnazjalistów, szkolnym doborze tekstów kultury i stosowanych przez nauczycieli mechanizmach nauki ich odbioru. Komentuje sprzeczność wynikającą z faktu, że większość badanych nastolatków dobrze ocenia swoich polonistów zarówno na płaszczyźnie interpersonalnej, jak i merytorycznej, a mimo to blisko 60% spośród nich demonstruje niechęć do rozmowy o literaturze. Rezultaty analiz statystycznych zestawia z sugestiami rozwiązań zawartych w pracach z zakresu dydaktyki polonistycznej.
    The author presents conclusions from the study on “The Polish literature and language instruction in secondary school in view of the new curriculum”, in which participated 6000 pupils, their parents, teachers, librarians, and school directors. Correlations are presented between the pupils’ achievements and the schools’ educational requirements, library resources, or family status. Attention is focused on the students’ cultural preferences, the school selection of culture texts, and the ways of teaching their reception. The author comments also on the appearing contradiction as the majority of interviewed teenagers evaluate positively their Polish teachers, both personally and factually. Yet almost 60 per cent of them demonstrate reluctance to talk about literature. The results of statistical analyses are compared with the solutions indicated in the works on the Polish literature and language instruction.
    Źródło:
    Polonistyka. Innowacje; 2015, 2; 13-34
    2450-6435
    Pojawia się w:
    Polonistyka. Innowacje
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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