Download or read book A Study of the Effects of Reciprocal Teaching as a Reading Strategy Instruction on Metacognitive Awareness Self efficacy and English Reading Comprehension of EFL Junior High School Students written by Li-En Sun and published by . This book was released on 2011 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book International Journal of Applied Linguistics and English Literature IJALEL Vol 3 No 1 2014 written by Editor and published by Lulu.com. This book was released on 2013-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: International Journal of Applied Linguistics and English Literature (IJALEL) is a peer-reviewed journal established in Australia. Authors are encouraged to submit complete unpublished and original works which are not under review in any other journal. The scopes of the journal include, but not limited to, the following topic areas: Applied Linguistics, Linguistics, and English Literature. The journal is published in both printed and online versions. The online version is free access and downloadable.
Download or read book Reciprocal Teaching at Work 3rd Edition written by Lori D. Oczkus and published by ASCD. This book was released on 2018-07-06 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this fully revised and expanded third edition of the bestselling Reciprocal Teaching at Work, Lori D. Oczkus provides both tried-and-true and fresh solutions for teaching reading comprehension. Reciprocal teaching is a scaffolded discussion technique that builds on the Fab Four strategies that good readers use to understand text: predicting, questioning, clarifying, and summarizing. With a focus on these four evidence-based and classroom-tested strategies, Oczkus presents new ways to use reciprocal teaching to improve students' comprehension while actively engaging them in learning and encouraging independence. Appealing to students and teachers alike, reciprocal teaching encompasses social aspects of teaching and learning with modeling, think-alouds, and discussion. This helpful guide is packed with fresh material, including * More than 40 new and updated step-by-step lessons and minilessons that reflect current thinking and best practice. * Dozens of rich suggestions for diving into informational texts. * Updated research and relevant results that show the effectiveness of reciprocal teaching. * Creative and targeted tips that capitalize on the specific benefits of whole-class settings, guided reading groups, and literature circles. * Ideas for differentiating instruction for struggling readers and English language learners. * New and newly designed support materials, including reproducibles, posters, bookmarks, and a lesson planning menu. With a wealth of ideas to get you started—and keep you going—this is the all-inclusive resource you need to help students become active, engaged, and independent readers who truly comprehend what they read. Reviews and Testimonials "Literacy coach and author Lori Oczkus knows how to take the best of what works from long-established research and showcase it to make teaching and learning more effective, engaging, and enjoyable. In her latest edition of Reciprocal Teaching at Work, she demonstrates how to scaffold instruction so that all K–12 students can benefit from reciprocal teaching techniques, what she calls the "Fab Four"—predicting, questioning, clarifying, and summarizing—in whole-group, guided reading, and book club settings, for both fiction and informational texts. In clearly delineated lessons and minilessons, Lori deftly shares how to support students' learning, including English language learners and students who struggle, so they can successfully apply and monitor those four discussion strategies—as well as troubleshoot problems—to yield significant progress in their reading comprehension. Filled with great practical ideas, this gem of a book is a must-have for all literacy educators!" —Regie Routman, author of Read, Write, Lead; Literacy Essentials, and Reading Essentials "Reciprocal teaching works to push students into deeper learning. There are decades of research on the impact of this instructional approach, and this book shows you how to implement and refine the practice such that all students succeed." —Doug Fisher, author of Checking for Understanding and Visible Learning for Literacy "One of the great instructional research discoveries of the past three decades has been the efficacy of reciprocal teaching for improving student learning and reading comprehension. More than anyone, Lori Oczkus has explored practical ways for making reciprocal teaching an integral part of nearly any classroom setting. This current work by Lori represents the epitome of her work in translating reciprocal teaching research into practice. Readers will find this immensely readable book filled with strategies that can be easily implemented and that will improve student learning. If you are interested in improving your students' reading achievement, you need to read this book!" —Timothy Rasinski, author of The Fluent Reader and Close Reading with Paired Texts "In this new edition of Reciprocal Teaching at Work, Lori Oczkus offers new thinking while reinforcing the best practices that make her ideas timeless. Through these engaging lessons and smart instructional moves, you will empower your students to build the confidence and competence they need to become strong, independent readers." —Donalyn Miller, author of The Book Whisperer "On every page of this book, in every activity and plan, the voice of a gifted and empowering teacher inspires the reader. In a major revision of her classic work, Lori Oczkus engages the immediacy and demands of today's classrooms with the most robust constellation of strategies for teaching comprehension. She compellingly demonstrates how the "Fab Four" are engaged across the grades, and she powerfully scaffolds, supports, and reassures teachers in their efforts to incorporate reciprocal teaching across a broad communication, textual, and digital terrain." —Shane Templeton, Foundation Professor Emeritus of Literacy Studies University of Nevada, Reno, NV
Download or read book Reciprocal Teaching written by Claire L. Finlay and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Reciprocal Teaching Techniques on Reading Comprehension for Limited English Proficient Students written by Ann Anderberg and published by . This book was released on 1996 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Metacognitive Reading Strategy Instruction on EFL High School Students Reading Comprehension Reading Strategies Awareness and Reading Motivation written by Min-Tzu Wang and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Metacognitive reading strategy instruction (MRSI) has been valued in reading instruction in both L1 and L2 contexts and has been considered helpful for developing learners' reading awareness. This study explored the effect of metacognitive reading strategy instruction (MRSI) on Taiwanese EFL high school students' English reading comprehension, reading strategy awareness, and reading motivation. By using a sequenced mixed-method research methodology, five research questions were addressed in this study: (1) Does metacognitive reading strategy instruction affect high school EFL students' reading comprehension? (2) Does metacognitive reading strategy instruction affect high school EFL students' reading strategy awareness and reading motivation? (3) Does the effectiveness of metacognitive reading strategy instruction (MRSI) depend on general English reading proficiency levels? (4) What are the factors involved EFL high school students' English reading experience? (5) What features of metacognitive reading strategy instruction (MRSI) change EFL high school students' reading perceptions towards English reading? The study involved a 10-week intervention with 110 public high school EFL adolescents in southern Taiwan. During the course of the study, participants were randomly selected and randomly assigned to the experimental and control group.
Download or read book Motivation Enhancing Environments written by Martin L. Maehr and published by JAI Press(NY). This book was released on 1989 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reciprocal Teaching written by Debra Lynn Hensley-Cory and published by . This book was released on 1993 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognitive Effects on Reading Comprehension written by Kevin Lilly and published by . This book was released on 2011 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The following research study reports the effects of Think-Alouds, Reciprocal Teaching, and Reflective Journaling on the reading comprehension of third grade students. Data was gathered via pre- and post-surveys, researcher observations, student work, student quotations, member-checks, and assessment scores from global reading tests. The strategies were implemented one at a time. Think-Alouds and Reciprocal Teaching were modeled by the teacher and scaffolded so that most participants were able to use them independently by the end of the study. Reflective journal entries were collected throughout the study. Analysis of the data revealed that students' reading comprehension was positively affected by the three metacognitive strategies. Appropriate instruction of metacognitive strategies have a beneficial impact on the reading comprehension of third grade students.
Download or read book Teaching and Learning Second Language Listening written by Christine C. M. Goh and published by Routledge. This book was released on 2012-04-23 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reader-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition. The metacognitive approach, aimed at developing learner listening in a holistic manner, is unique and groundbreaking. The book is focused on the language learner throughout; all theoretical perspectives, research insights, and pedagogical principles in the book are presented and discussed in relation to the learner. The pedagogical model─a combination of the tried-and-tested sequence of listening lessons and activities that show learners how to activate processes of skilled listeners ─ provides teachers with a sound framework for students’ L2 listening development to take place inside and outside the classroom. The text includes many practical ideas for listening tasks that have been used successfully in various language learning contexts.
Download or read book Motivation Language Attitudes and Globalisation written by Zoltán Dörnyei and published by Multilingual Matters. This book was released on 2006-04-12 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary’s history, the transition from a closed, Communist society to a western-style democracy that became a member of the European Union in 2004. Thus, the book provides an ‘attitudinal/motivational flow-chart’ describing how significant sociopolitical changes affect the language disposition of a nation. The investigation focused on the appraisal of five target languages – English, German, French, Italian and Russian – and this multi-language design made it also possible to observe the changing status of the different languages in relation to each other over the examined 12-year period. Thus, the authors were in an ideal position to investigate the ongoing impact of language globalisation in a context where for various political/historical reasons certain transformation processes took place with unusual intensity and speed. The result is a unique blueprint of how and why language globalisation takes place in an actual language learning environment.
Download or read book The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students written by Margaret McCown and published by . This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular education students, students with disabilities, and English learners (ELs). Using a quasi-experimental pretest-posttest nonequivalent control group design, this study examined the effects of CSR on informational text comprehension using the Qualitative Reading Inventory-5 (QRI-5) and Georgia's Criterion-Referenced Competency Test (CRCT). Metacognitive awareness was measured using the Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data was analyzed using multivariate analysis of covariance (MANCOVA) and multivariate analysis of variance (MANOVA) due to correlations between the dependent variables and the need to use student reading level and student subgroup as covariates. The MANCOVA analysis found a statistically significant difference on the QRI-5 between the experimental and control groups with the experimental group outperforming the control group, while controlling for student reading level and student subgroup; however, there was no statistically significant difference on the CRCT or on CRCT reading domains. The MANOVA analysis found no significant difference between the experimental and control groups on the MARSI and MARSI subscales.
Download or read book Metacognition and Reading Instruction written by Lynn Ellen Bradford and published by . This book was released on 1991 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of the Effects of the Reciprocal Teaching of Metacognitive Strategies on Sixth graders Reading Comprehension written by Patricia Brown Walters and published by . This book was released on 1989 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF EFFICACY written by Lance Paul Burrows and published by . This book was released on 2012 with total page 517 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Download or read book The Role of Self efficacy in Students Reading Enjoyment Through Reciprocal Teaching written by Lindsay Nagle and published by . This book was released on 2012 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this 6-week action research study was to explore reading self-efficacy in second grade students, as well as investigate how Reciprocal Teaching affects reading self-efficacy in order to create a more motivating, academic environment for students. This study's research questions were: What is the role of self-efficacy in student interest in reading? How does implementing the instructional strategy of Reciprocal Teaching in cooperative learning groups affect the students' reading self-efficacy in enabling the development of students' reading enjoyment? The study was conducted at a Title I school where students engaged in the Reciprocal Teaching process in cooperative reading groups to discuss an expository text. Quantitative and qualitative data were collected through observations, pre-and post-intervention questionnaires, interviews, and assessments. Results indicated that the role of self-efficacy in student interest in reading is unclear, and Reciprocal Teaching enhanced self-regulation, attributions of success, and interest in reading. " -- Abstract, p. 1.
Download or read book Improving Reading Comprehension Through Metacognitive Strategy Instruction written by Ann Marie Galloway and published by . This book was released on 2003 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt:
