The Influences In Reading Comprehension And Reading Attitudes By Using Metacognitive Strategies In Bilingual Education
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The Influences In Reading Comprehension And Reading Attitudes By Using Metacognitive Strategies In Bilingual Education
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Author : Tzu-Yun Wang
language : en
Publisher:
Release Date : 2023
The Influences In Reading Comprehension And Reading Attitudes By Using Metacognitive Strategies In Bilingual Education written by Tzu-Yun Wang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with categories.
For many students, English reading is a complex ability to train. This study aims to find out how can metacognitive strategies and bilingual education help students in their English reading comprehension and reading attitudes. The first research question is (a) What are the effects of using metacognitive strategies in bilingual education that help EFL learners to enhance their English reading comprehension? And (b) What is the attitude toward reading of students after bilingual and metacognitive strategies reading course? Is it positive or negative? This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and an in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students' English reading comprehension and can also change their English reading attitudes. This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students' English reading comprehension and can also change their English reading attitudes.
The Effects Of Metacognitive Reading Strategy Training On English Reading Comprehension And Attitudes Of Junior High School Students
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Author : Yu-Hwei Tseng
language : en
Publisher:
Release Date : 2009
The Effects Of Metacognitive Reading Strategy Training On English Reading Comprehension And Attitudes Of Junior High School Students written by Yu-Hwei Tseng and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
Metacognition In Literacy Learning
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Author : Susan E. Israel
language : en
Publisher: Routledge
Release Date : 2006-06-17
Metacognition In Literacy Learning written by Susan E. Israel and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-06-17 with Education categories.
This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Metacognitive And Cognitive Strategy Use In Reading Comprehension
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Author : Limei Zhang
language : en
Publisher: Springer
Release Date : 2017-10-09
Metacognitive And Cognitive Strategy Use In Reading Comprehension written by Limei Zhang and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-10-09 with Education categories.
This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts.
Theoretical Models And Processes Of Reading
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Author : Robert B. Ruddell
language : en
Publisher:
Release Date : 2004
Theoretical Models And Processes Of Reading written by Robert B. Ruddell and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Education categories.
Accomapanying CD-ROM provides supporting articles targeted to each of the four sections of the text.
Metacognition And Reading Comprehension
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Author : Ruth Garner
language : en
Publisher: Praeger
Release Date : 1987
Metacognition And Reading Comprehension written by Ruth Garner and has been published by Praeger this book supported file pdf, txt, epub, kindle and other format this book has been release on 1987 with Education categories.
Developmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition. Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.
Reading Strategies Of First And Second Language Learners
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Author : Kouider Mokhtari
language : en
Publisher: Rowman & Littlefield Publishers
Release Date : 2007
Reading Strategies Of First And Second Language Learners written by Kouider Mokhtari and has been published by Rowman & Littlefield Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Education categories.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 2001
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
Teaching And Researching Reading
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Author : William Grabe
language : en
Publisher: Routledge
Release Date : 2019-09-24
Teaching And Researching Reading written by William Grabe and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-09-24 with Language Arts & Disciplines categories.
Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction.
Balanced Reading Instruction For Improving Reading Comprehension Of Bilingual Children
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Author : Deborah Kaggwa Kaggwa Namugenyi
language : en
Publisher:
Release Date : 2018
Balanced Reading Instruction For Improving Reading Comprehension Of Bilingual Children written by Deborah Kaggwa Kaggwa Namugenyi and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
The study explored, adapted and implemented a balanced reading instruction programme for improving reading comprehension of bilingual children in Uganda. The research investigated the effectiveness of the uniquely designed balanced reading instruction programme to improve teachersaÌ22́Ơ4́Ø instruction and childrenaÌ22́Ơ4́Øs reading comprehension in both the native language (Runyankole) and English. The study was prompted by low reading levels, in particular reading comprehension, as experienced by Ugandan primary three bilingual children. The study was of a critical qualitative nature and employed participatory action research methodology. Being action-oriented, the study was conducted in a primary school setting in partnership with four primary three teachers as direct participants and their children as indirect participants. Data was collected through focus group interviews, direct observation of lessons, analysis of teachersaÌ22́Ơ4́Ø lesson plan books, childrenaÌ22́Ơ4́Øs activity books and assessment sheets and a researcheraÌ22́Ơ4́Øs reflective journal. The focus group interview sessions and the lessons observed were videotaped and transcribed. Data from the four sources was analysed and categorised in order to identify the themes and sub-themes that emerged. The study was premised on a conceptual framework that was formulated using two theories, namely CumminsaÌ22́Ơ4́Ø (1981) linguistic interdependence hypothesis and RappaportaÌ22́Ơ4́Øs (1984) empowerment theory. The conceptual framework implied that teachersaÌ22́Ơ4́Ø instruction influenced childrenaÌ22́Ơ4́Øs attainment of reading comprehension in both their native language and English. The empowerment of teachers with effective strategies, reading activities and resources that enhanced reading comprehension of bilingual children was examined from this perspective. Findings of the study revealed that there were gaps that existed in teacher participantsaÌ22́Ơ4́Ø instruction of reading comprehension in both Runyankole and English. The findings also indicated that teachersaÌ22́Ơ4́Ø participation in the balanced reading instruction programme made them gain skills, strategies and a positive attitude to the instruction of reading comprehension in Runyankole which assisted them to teach English. Consequently, bilingual children attained reading comprehension strategies in Runyankole which they also used to improve their reading comprehension in English. The study recommended that professional development programmes, particularly for the teaching of reading comprehension in the native language, as well as storybook writing workshops should be initiated by the Education Department of Mbarara Municipality, Uganda. In addition, the head teachers should devote equal time to the teaching of reading comprehension in Runyankole and English in the lower primary classes. Primary teachersaÌ22́Ơ4́Ø training colleges should also introduce explicit teaching of reading comprehension in Runyankole and English in the curriculum of the early grades.