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Wyświetlanie 1-9 z 9
Tytuł:
Plädoyer für Förderung der Vorlesekompetenz im DaF-Bereich – potenzielle Verfahren zur Stärkung der Leseflüssigkei
Plea for Promotion of Reading Competence in German as a Foreign Language – Potential Methods to Strengthen Reading Fluency
Autorzy:
Żytyńska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2233697.pdf
Data publikacji:
2022-12-19
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
reading competence
reading training
reading fluency
reading speed
prosodic parsing
Opis:
This article deals with methods of oral-reading, which aim to improve reading competence and reading fluency. Important when reading aloud are the following components: decoding, accuracy, automaticity, fluency, reading speed and text comprehension. All these components should be practised with the following oral-reading methods: repeated reading, assisted reading or paired repeated reading. All of these reading-aloud methods contribute to the increase in reading competence. Therefore, they should be applied also in the teaching of German as a foreign language.
Źródło:
Academic Journal of Modern Philology; 2022, Special Issue, 16; 277-287
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE ROLE OF VOCABULARY E-LEARNING: COMPARING THE EFFECT OF READING SKILL TRAINING WITH AND WITHOUT VOCABULARY HOMEWORK
Autorzy:
Mustafa, Faisal
Najla Assiry, Syarifah
Bustari, Ahmad
Ayu Nuryasmin, Ridha
Powiązania:
https://bibliotekanauki.pl/articles/955948.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
online vocabulary homework
blended learning
reading skill training
Opis:
Since vocabulary is a strong predictor of reading comprehension, vocabulary homework is seen as a way to improve reading comprehension. This study utilized an online learning platform to deliver vocabulary homework to students learning reading skills in the classroom and compare their scores with students given paper-based homework and those who did not receive any homework. The objective of the research was to determine the differences in reading achievement between students who were given either paper-based vocabulary homework or online vocabulary homework, in addition to classroom face-to-face interaction (experimental groups) and those who only participated in face-to-face interaction in the classroom (control group). Two experimental groups were instructed to complete vocabulary homework outside of the classroom. The selected vocabulary for homework consisted of 400 words common to the target academic texts. The data were collected by administering a reading comprehension pre-test and post-test, where five academic texts were used with approximately ten questions for each text. The results revealed a p-value of 0.047 for the paper-based homework group, 0.045 for the online vocabulary group, and 0.338 for the control group, which suggests that both experimental groups outperformed the control group in the post-test.
Źródło:
Teaching English with Technology; 2019, 19, 2; 21-43
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Text-based Student Questioning in EFL Settings: Long-term Strategy Implementation in Reciprocal Reading Tasks and Its Perception
Autorzy:
Kiszczak, Anna
Chodkiewicz, Halina
Powiązania:
https://bibliotekanauki.pl/articles/783103.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
academic reading, reciprocal reading, students’ generated questions, strategy training
Opis:
It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in, were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 2; 39-57
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bilingual advantage? Literacy and phonological awareness in Polish-speaking early elementary school children learning English simultaneously
Autorzy:
Pawlicka, Paulina
Lipowska, Małgorzata
Jurek, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/2137706.pdf
Data publikacji:
2018-03-28
Wydawca:
Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
Tematy:
bilingual education
extensive literacy training
reading efficiency
Opis:
In most studies, paired bilingual programs turned out to be more effective in L2 (usually English) literacy acquisition than other types of programs. L1 reading proficiency was shown to foster second language reading acquisition across many languages. However, little is known about L1 reading acquisition in bilingual programs. The study examines the effect of a paired-bilingual education program conducted in Polish (L1) and English (L2) on word reading fluency in Polish as L1 after an average of 1 and 2.5 years of literacy training. 61 Polish children obtaining Polish-only literacy training and 54 children obtaining the paired-bilingual Polish-English literacy training completed word and pseudoword reading and onset-rhyme (rhyme production) and phoneme awareness (phoneme deletion and phonemic differentiation) tasks in Polish. Also Rapid Automatized Naming (RAN) and English (L2) word fluency were tested. A strong main effect of the literacy level was observed, pointing to a progressive tendency in reading efficiency in both groups of children. Moreover, a significant interaction between the group and literacy level was documented. Beginner readers (after one year of literacy instruction) from the monolingual literacy group showed a higher word reading proficiency than students from the paired-bilingual. However, after two and a half years of literacy training children from the paired-bilingual group achieved significantly higher results in Polish word reading than their peers from the monolingual group. Phonological awareness predicted reading fluency in both groups, but no significant differences between the groups were found suggesting other predictors to be responsible for the bilingual group’s advantage.
Źródło:
Acta Neuropsychologica; 2018, 16(1); 27-46
1730-7503
2084-4298
Pojawia się w:
Acta Neuropsychologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring FL Readers’ Metacognitive Beliefs: Narrations from Learner Diaries
Autorzy:
Kusiak-Pisowacka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/22446712.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
metacognition
strategy training
reading strategies
diaries
student beliefs
Opis:
Metacognition is a complex construct widely investigated in SLA studies, also those that focus on reading skills and reading comprehension. Ample research points to metacognition as a strong predictor in developing foreign language reading skills, thus promoting metacognitive strategies in FL education is highly recommended. This paper presents a report on a study in which Polish FL learners kept a diary for a period of one month and wrote comments in reference to the reading classes in which they participated. The data obtained from the students’ narrations allowed to examine the learners’ metacognitive beliefs defined in the study as knowledge about cognition, consisting of three components: person knowledge, task knowledge, and strategy knowledge (Flavell, 1981). The diary data were analyzed in a global narrative way, which enabled the researcher to examine a complex character and a dynamic nature of metacognition in relation to the reading lessons. The findings underline a double role that learner diaries played in this study: as a research tool useful in investigating learners’ metacognition and an effective task that seemed to facilitate the learners’ reflection skills.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-26
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A rehabilitation programme to increase reading performance in adults with a vision impairment
Program rehabilitacji realizowany w celu zwiększenia efektywności czytania u dorosłych z uszkodzeniem wzroku
Autorzy:
Růžičková, Kamila
Bendova, Petra
Růžička, Ivan
Powiązania:
https://bibliotekanauki.pl/articles/468134.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
vision impairment
vision rehabilitation
vision training programme
reading skills
reading performance
adults with vision impairments
Opis:
This research attempted to establish the content validity of an experimental rehabilitation programme which was carried out in order to show an increase in reading performance – the Reading Performance Vision Rehabilitation Programme (or the RPVRP). The programme was tested on adults with low vision (severe and profound) in the Czech Republic. The following methods of experimental testing were used: reading speed, number of mistakes, and the ability to use obtained information (pretest, posttest No. 1, posttest No. 2) for evaluating the level of increase in reading skills. Results: Our findings confirm that the experimental Reading Performance Vision Rehabilitation Programme significantly influenced the effectivity of using vision potential and increased reading performance in the investigated cases.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica; 2012, 5; 18-27
2084-5596
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training
Autorzy:
Oliver, Rhonda
Young, Shahreen
Powiązania:
https://bibliotekanauki.pl/articles/780685.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reading fluency
comprehension
isolated word training
bottom-up strategy
context word training
top-down strategy
Opis:
The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (topdown reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using pre- and posttest measures of students’ reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 1; 111-133
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Grawitacja lektury. O (możliwym) sprzężeniu filologii i pedagogiki
The Gravity of Reading. On (Possible) Coupling of Philology and Pedagogy
Autorzy:
Maliszewski, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1848190.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
existential reading
education vs training
critical pedagogy
philology
czytanie egzystencjalne
edukacja vs szkolenie
pedagogika krytyczna
filologia
Opis:
Autor tekstu zakłada, że edukacja pojmowana jako szkolenie przynosi zbyt wiele szkód w życiu indywidualnym i zbiorowym, aby można się było z tym pogodzić. Stawia tezę, że potrzebna jest radykalizacja dyskursu dotyczącego praktyki czytania. Nie chodzi ani o ustalanie uniwersalnych schematów dla praktyk lekturowych, ani o ugruntowywanie ich w poszczególnych dyscyplinach naukowych czy nurtach teoretycznych. Chodzi raczej o to, że czytanie egzystencjalnie istotne musi stać się życiodajnym fundamentem myślenia o edukacji. Na tym tle możliwe staje się sprzężenie filologii i pedagogiki krytycznej. Obie perspektywy mogą się od siebie uczyć w trosce o edukacyjną zmianę.
The author of the text assumes that education conceived as a training brings too much damage to the individual and collective life to come to terms with it. He argues that the radicalization of the discourse on reading practice is needed. It is neither about establishing any universal schemes for the reading practices, nor about basing them in the particular scientific disciplines or the theoretical currents. Rather, it is about that existential reading must become the life-giving foundation of thinking about education. Against this background, it becomes possible to join philology and critical pedagogy. Both perspectives can learn from each other for the sake of educational change.
Źródło:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova; 2020, 5; 103-116
2451-0491
Pojawia się w:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The possibilities of speech therapy stimulation in children with postponement of school attendance
Autorzy:
Vanousová, Eva
Powiązania:
https://bibliotekanauki.pl/articles/454252.pdf
Data publikacji:
2016
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
phonological awareness
phonematic awareness
compulsory
school attendance
reading
group therapy
training of phonematic awareness
effectivity of the phonological therapy.
Opis:
Our report presents the Eľkonin´s training of phonematic awareness. This programme is suitable for 5-6 years old children or children whose compulsory school attendance is postponed. We are shortly presenting the results of our study that was done in 20 children. The aim of the study was to quantify and to compare the level of phonological abilities in the studied group of children before and after the training. We would like to show that it is a very suitable stimulating programme that is possible to apply in pre-school children with the impaired communication ability and the postponement of school attendance which can be the risk factors in the process of learning and reading. This training can be applied by special educationists, speech therapists and elementary school teachers after passing the course.
Źródło:
Multidisciplinary Journal of School Education; 2016, 10; 41-47
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-9 z 9

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