Developing Reading Skills through Effective Reading Approaches
Keywords:
Reading, English Reading Approaches, Develop, Predicting, Proficiency.Abstract
The research paper explores that how the students can develop their reading skills by using effective reading approaches. It is acknowledged that the reading comprehension is one of the most important parts in the English curriculum in all education level of Bangladesh. It is observant that teaching reading approaches are considered as an important procedure to develop the skills of the Bangladeshi students. In Bangladesh most of the teachers do not have the idea of teaching reading approaches. For this reason, the teachers should need to enhance their skills, knowledge and gathering proper idea about effective reading approaches as well as need to prepare themselves to utilize their practical experiences and knowledge on to their students. So the prime purpose of this study to show the effective reading approaches in order to develop student's reading skills in English. From June to December in 2018, an action research has been applied to a number of 40 students at higher secondary level in Manikganj, Bangladesh. The most important question of the study is "could the reading approaches help student's English reading comprehension studies?" The outcome of the study specifies that students who have been tutored about the reading strategies have a development to a great level.
References
Adler, C. R. (Ed.). (2001). Put reading first: The research building blocks for teaching children read. Jessup, MD: ED Pubs.
Amin, R. Azim, M., & Kalam, A. (2018). “The Benefit of Using Multimedia Projector in English Language Teaching Classroom”. International Journal of Social Sciences & Humanities, 3(1), 62-76.
Amin, R (2018). “Learning English Language in Home Environment: A Study”. Angloamericanae Journal, 3(1), 39-50.
Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: National Institute of Education and the Center for the Study of Reading.
Block, C., & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Corwin Press.
Brown, A., & Dowling, P. (2001). Doing research/reading research: A mode of interrogation for teaching. London: Routledge Falmer.
Corey, S. M. (1953). Action research to improve school practices. New York, NY: Teachers College Press.
Duke, N. K. & Pearson, P. (2005). Effective practices for developing reading comprehension.
Retrieved from http://www.ctap4.org/infolit/trainers/comprehe_strategies.pdf
Harvey, S., & Goudvis, A. (2000). Strategies that work teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers.
Kose, N. (2006). Effects of portfolio implementation and assessment critical reading on learner autonomy of EFL students.
McNiff, J. (1988). Action research: Principles and practice. London: Routledge.
National Reading Panel. (2000). Comprehension III teacher preparation and comprehension strategies instruction. (Chap.4).
Retrieved from http://www.nichd.nih.gov/publications/nrplch4-111.pdf
Oczkus, L. D. (2003). Reciprocal teaching at work strategies for improving reading comprehension. Newark, DE: International Reading Association.
Serafini, F. (2004). Lessons in comprehension explicit instruction in the reading workshop. Portsmouth, NH: Heinemann.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Sultana, F. (2014). Efficacy of Outside – Classroom English Language Learning: A Study of Intermediate Bengali Medium Students Studying English at Tertiary Level in Bangladesh.
Yunus, M. M., Salehi, H., & John, S. A. (2013). Using visual aids as a motivational tool in enhancing students‟ interest in reading literary text. Recent Advances in Educational Technologies, 114-17. Retrieved from http://arxiv.org/ftp/arxiv/papers/1305/1305.6360.pdf
