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I f learning to read effectively is a journey toward ever-increasing ability to comprehend texts, then teachers are the tour guides, ensuring that students stay on course, pausing to make sure they appreciate the landscape of understanding, and encouraging the occasional diversion down an inviting and interesting cul-de-sac or byway. The evidence f...
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The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approac...
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... Et sentralt aspekt er relevans: Elevene må oppleve tekstene og litteraturarbeidet som relevant for dem og deres liv (McRae & Guthrie, 2009;Smidt, 1989), som gir dem mulighet til å identifisere seg med innholdet i teksten (Roe, 2013;Solheim, 2014), og de må få oppleve tekstene og formålet med lesingen som meningsfulle (Bakken, 2020;Roe, 2023). For at elever skal oppleve tekster som relevante og meningsfulle, er det viktig at laereren tilrettelegger for et variert tekstvalg (Duke et al., 2011) med et bredt spekter av tekster som er tilpasset ungdommens behov, og som ikke kun velges ut ifra tradisjon eller prestasjonsdrevne motiver (O'Brien et al., 2022). I tillegg viser forskning at arbeid med utfordrende tekster kan virke motiverende. ...
Å lese skjønnlitterære tekster kan ha en positiv innvirkning på kognitive, sosiale og emosjonelle kompetanser (Mar et al., 2009; Oatley, 2016; Wolf, 2018). Lesing av skjønnlitteratur er imidlertid en aktivitet som er under press i dagens teknologibaserte samfunn (Cole, 2009), og motivasjonen blant norske ungdommer for å lese skjønnlitteratur ser ut til å være minkende (Roe, 2020). Samtidig foreligger det lite forskning som gir dypere innsikt i elevenes lesemotivasjon, spesielt blant yrkesfaglige elever. I denne studien undersøker vi derfor yrkesfagelevers motivasjon for lesing av skjønnlitteratur i norskfaget. Gjennom dybdeintervjuer av åtte elever ved barne- og ungdomsarbeiderfag (vg2) undersøker vi 1) hvilken oppfatning elevene har av seg selv som lesere av skjønnlitteratur, og 2) hvilken verdi de tillegger lesing av skjønnlitteratur. Et hovedfunn i studien er at elevene i liten grad oppfatter seg selv som lesere, og de erfarer et klassemiljø som gjennom en kollektiv identitetsfølelse av å være «ikke-lesere» forsterker deres negative selvoppfatning. I tillegg anser de at kostnaden forbundet med lesing av skjønnlitteratur– som kognitive krav og tidsbruk – er høy. Et annet hovedfunn er at elevene gir uttrykk for lav verdsetting av lesing av skjønnlitterære tekster, særlig knyttet til gjentatte møter med uinteressant litteratur og uinspirerende litteraturundervisning. Funnene antyder at det er viktig å styrke et positivt læringsmiljø for å støtte elevenes syn på seg selv som lesere og deres verdsetting av lesing. Samtidig er det et potensial for flere didaktiske strategier for å styrke elevenes lesemotivasjon, slik som å benytte støttestrukturer, fremme elevautonomi og sikre relevans.
... Strategiundervisning løftes frem som det mest effektive tiltaket i skriveopplaeringen (Grahan & Perin, 2007), og studier i norskfaget har eksempelvis vist at eksplisitt opplaering i revisjonsstrategier hjelper elever å gjøre bedre og mer varierte tekstrevisjoner (Bueie, 2019;Janssen, 2023). Også lesestrategier fremheves som avgjørende for elevers lesekompetanse (Anmarkrud & Bråten, 2012;Duke et al., 2011;Roe & Jensen, 2017;Magnusson & Frønes, 2020), og flere studier indikerer at elever trenger å tilegne seg strategier for å lese kritisk (Blikstad-Balas & Foldvik, 2017;Weyergang, 2022). Likevel tyder mange studier på at elever får lite eksplisitt støtte til å utvikle lesestrategier på høyere klassetrinn i norskfaget (Magnusson et al., 2019;Magnusson & Frønes, 2020: Tengberg et al., 2022bWeyergang & Frønes, 2020), noe som kan ha sammenheng med at mange laerere mangler et metaspråk om lesestrategier (Anmarkrud & Bråten, 2012;Brevik, 2014). ...
Tekstarbeid er norskfagets kjernevirksomhet, og mange elever vil trenge mye støtte fra læreren for å mestre norskfagets mange og fagspesifikke måter å bruke tekster på. Det er derfor viktig at lærerstudenter i norsk lærer å tilby støttestrukturer for elevers tekstarbeid. Denne artikkelen rapporterer fra en innovasjon i lektorutdanningen for 8. til 13. trinn der lærerstudenter arbeidet med tre støttestrukturer –strategiundervisning, modellering og muntlige tilbakemeldinger – gjennom bruk av video både på campus og i praksisskoler. Med utgangspunkt i videodata fra lærerstudentenes norskundervisning i praksis og intervjuer med lærerstudentene og deres praksisveiledere, undersøker studien hvordan lærerstudentene støtter opp under ulike former for tekstarbeid i norskfaget ved hjelp av strategundervisning, modellering og muntlige tilbakemeldinger, samt hva som, ifølge lærerstudentene og deres praksisveiledere, er suksessfaktorer for at de skal lykkes med dette. Funnene viser at lærerstudentene tilbød elevene mye støtte i arbeidet med litterær analyse, retorikk og resonnerende fagskriving, og at viktige suksessfaktorer var studentenes egen norskfaglige tekstkompetanse og hvilket repertoar de hadde av støttestrukturer. Studien bidrar med innsikt i hva lærerstudenter må kunne for å støtte elevers tekstarbeid, og indikerer at lærerstudentene trenger mer trening i å støtte opp under kritiske og utforskende tilnærminger til tekster i norskfaget. I tillegg bidrar studien med å vise frem en innovasjon på tvers av campus og praksisskoler som kan egne seg til å utvikle lærerstudenters kompetanse i å støtte elevers tekstarbeid, i tett samarbeid med praksisfeltet.
... The schema theory serves as a theoretical framework for the current paper, as this model allows an understanding of the importance and role of pre-reading activities in optimizing students' interaction with texts. The schema theory of reading foregrounds the reader's prior knowledge in text-reader interaction (Duke et al. 2011;Hedge, 2000;Wallace, 2001). Following Duke et al., (2011), this theory is noted for its capacity to instigate a virtuous cycle driving the productive reading process: readers bring knowledge and experience to the comprehension process, and that knowledge and experience shape their comprehension. ...
... The schema theory of reading foregrounds the reader's prior knowledge in text-reader interaction (Duke et al. 2011;Hedge, 2000;Wallace, 2001). Following Duke et al., (2011), this theory is noted for its capacity to instigate a virtuous cycle driving the productive reading process: readers bring knowledge and experience to the comprehension process, and that knowledge and experience shape their comprehension. Comprehension equips them with new information that changes their knowledge, which serves as a basis for later comprehension. ...
... Comprehension equips them with new information that changes their knowledge, which serves as a basis for later comprehension. In this virtuous cycle, knowledge engenders comprehension, which engenders knowledge, and so on (Duke et al. 2011). According to Anderson (2013), "a reader's schema, or organized knowledge of the world, provides much of the basis for comprehending, learning, and remembering the ideas in stories and texts" (p.767). ...
The literature on reading pedagogy has recognized the pivotal role of pre-reading activities in preparing students as readers for the actual act of reading. In this regard, the current paper aimed to investigate University ESL/EFL teachers’ use of pre-reading activities in teaching B.Ed. English major reading courses at a constituent campus of Tribhuvan University. To this end, a case study design was adopted comprising classroom observation and semi-structured interview methods to collect data from four purposively selected English teachers. The findings show personalization of the topic, contextualization of the topic, digging into the title, pre-teaching key vocabulary items, and knowing the author as the most frequently used pre-reading activities. Despite this, students were found to be inadequately engaged in the pre-reading stage for want of variety in pre-reading activities and students’ poor participation. Moreover, coursebook pre-reading activities did not form part of reading lessons for several reasons. Finally, implications are considered for the integration of pre-reading activities for effective reading pedagogy.
... In countries such as the Netherlands, the time young people spend on reading is diminishing: a nationally representative diary study by the Netherlands Institute for Social Research (Wennekers et al., 2018) showed that the share of young people (aged 12-19) who consecutively read at least 10 min a week in a book, newspaper, magazine, or (longer) online text, decreased from about 65 per cent in 2006 to about 40 per cent in 2016. Although reading performance is supported by effective instruction (Duke et al., 2011(Duke et al., , 2021Edmonds et al., 2009;Scammacca et al., 2015), reading is also a skill that requires practice: if students read infrequently, this incites a negative cycle that has unfavorable consequences for reading proficiency (Mol & Bus, 2011;Stanovich, 1986). Educational policy makers and practitioners are looking for ways to counter the negative trend toward infrequent reading. ...
... Richardson (2009) asserts this reality with his definitive statement "Visual images will continue to dominate our literate landscapes far into the future" (p.15). Similarly, in the relevant literature, a great deal of research studies also reports that using visuals benefits readers (Duke et al., 2011;Fisher and Frey, 2013;Johnson-Glenberg, 2000;Nesbit and Adesope, 2006;Richardson, 2009). Reading itself is a multimodal cognitive activity that requires decoding the images of orthography and creating a representation of text meaning in the mind (West, 1997). ...
... While a timeline is an appropriate visual for a story written chronologically, a map would be more applicable to a text exploiting spatial representations. As a result, a visual reader can easily extract and become aware of certain linguistic elements and discourses while deducing meaning through visuals accompanying a text and/or creating their own visuals depending on the text content and structure (Duke et al., 2011;Trabasso and Bouchard, 2002). ...
... Creating a production out of reading such as sketch notes represents the after-reading instructional stage. Indeed, researchers (Davey, 1983;Duke et al., 2011;Fisher and Frey, 2013;Graves and Graves, 2003;McNamara, 2007;Raphael et al., 2009;Tierney and Readence, 2005) found out that good readers are active and use comprehension strategies before, during and after reading. In other words, teachers can incorporate visual elements into their lessons to support reading comprehension via numerous techniques and strategies as exemplified in Table 1 below. ...
This chapter explores the relationship between visual
literacy tools and reading comprehension in English as a
foreign language context. Combining visuals that can
accompany texts requires the skills and the competence of
how to read/use them properly. Visual literacy is described
as the ability to interpret, analyze, and create visual images,
including photographs, drawings, charts, and graphs. It is an
important skill that can enhance reading comprehension as
it allows readers to understand and interpret visual
information supporting texts. In other words, teachers can
incorporate visual elements into their lessons to support
reading comprehension. For example, teachers can use
images or videos to introduce a new topic, provide context
for a text, or help students to visualize the concept. Teachers
can also motivate learners to create their own visual
representations of text, such as illustrations, infographics, or
diagrams to help them better understand and remember
what they have read. As a result, incorporating visual
literacy into reading classes is an effective way to develop
reading comprehension, increase student engagement, and
promote creativity and critical thinking.
Keywords: Visuals, Visual Literacy, Reading
Comprehension, English as a Foreign Language
... In contrast, narrative and expository discourse samples are typically monologic in nature with less back-and-forth conversation. Narratives are characterized by the causal and temporal relations between events, whereas exposition is more topic focused (Duke et al., 2011). Although we did not investigate the impact of conversation elicitation contexts, much of the research that compares narrative and expository discourse types includes conversation too. ...
... A final implication has to do with the Discourse Type × Elicitation Task interactions. Narrative skills are known to develop much earlier than the more expository language (Duke et al., 2011;McCabe, 2017). It is likely that these young students had less experience with expository content, especially talking about it. ...
Purpose
Language sampling is a critical component of language assessments. However, there are many ways to elicit language samples that likely impact the results. The purpose of this study was to examine how different discourse types and elicitation tasks affect various language sampling outcomes.
Method
A diverse group of K–3 students ( N = 1,037) contributed eight spoken language samples in four elicitation conditions: (a) expository generation, (b) expository retell, (c) narrative generation, and (d) narrative retell. Samples were audio-recorded, transcribed, and coded for number of total words, number of different words, mean length of utterance in words (MLUW), and number of clauses per communication unit (i.e., Subordination Index [SI]).
Results
Narrative retell and expository generation conditions yielded the largest samples with the greatest lexical diversity when compared to narrative generation and expository retell. MLUW was higher in expository conditions, but mean SI was higher in narrative conditions. For both measures of syntax, narrative retell and expository generation yielded the highest mean scores. For each outcome, there were expected increases corresponding to grades; however, the differences faded between second and third grade.
Conclusion
As a component of language assessments, clinicians' selection of language sampling procedures will impact the sample length, lexical diversity, utterance length, and syntactical complexity of the samples.
Supplemental Material
https://doi.org/10.23641/asha.24185649
... The more learners are exposed to the world of books, the more knowledgeable they become. An essential goal of reading is the conception of knowledge (Duke, Pearson, Strachan & Billman, 2011). The knowledge one gains from reading is a powerful tool that cannot be taken away from the reader. ...
This study sought to explore the reading culture of students in pre-tertiary technical institutions in two Municipalities in Ghana. The study adopted a descriptive observational cross-sectional study design to understand the phenomenon under study. The population of the study consisted of two hundred respondents who were purposively sampled from a cross-section of the study population. A research survey and observation were used as research instruments for data collection. The analysis of the data revealed that respondents preferred reading among the four macro skills. Respondents' preference in terms of genres was mostly limited to course-related reading materials that could aid academic work, although it was observed that students have access to other reading materials. It also emerged from both the survey and observation data that, although students engage in reading activities regularly, the duration of such activities is relatively short. Thus, students should be encouraged to read longer for the needed impact. It also emerged that students access more reading materials online, although internet accessibility is not always promised. It is recommended for the creation of more opportunities that will allow students to engage in reading, including giving them adequate online access with the needed supervision from school and home for greater impact.
... (2013) who said that vocabulary and background knowledge make the most important contributions to students' understanding of narrative texts. In addition, Duke et al. (2011) determined that students with moderate learning disabilities who received explicit reasoning instruction significantly improved their pre-and post-test performance on the reading comprehension test. Lucas & Norbury (2015) report that readers who received the intervention designed to acquire content knowledge and teach multiple inference-generating strategies simultaneously achieved significant gains in reading comprehension. ...
This study investigated the connection between translanguaging and reading comprehension of Filipino ESL intermediate learners. The respondents were intermediate pupils enrolled in the selected central schools in Bicol, Philippines. The respondents' ages range from 8 to 12 years old, and 124 students (27.55%) were males while 326 students (72.44%) were females. The descriptive-correlational method was used in the study. The descriptive method was used to describe the reading performance of the ESL intermediate learners and their translanguaging factors, while Pearson Product Moment Correlation was used to determine the relationship between the two variables. The primary instruments used were validated teacher-made reading comprehension test and translanguage factors survey questionnaire. Data disclosed that the general reading comprehension of the ESL intermediate learners along with vocabulary, drawing inferences, and getting the main idea, are very satisfactory. Meanwhile, the different translanguaging factors, along with personal, teacher, and social, were surveyed and identified in the study. The statistical test revealed that the reading comprehension of the respondents was significantly correlated with the identified translanguaging factors. Thus, it is recommended that teachers should promote group discussions and allow open interactions in the classroom. Teachers should allow the use of both the home language and English; employ translanguaging pedagogy in teaching reading; foster an understanding and acceptance of linguistic differences; promote multilingualism, and allow indigenous languages to be used in education to facilitate meaningful learning.
... ESL/EFL learners also need instruction on language knowledge (e.g. vocabulary, sentence structures, text structures, cohesive devices; Duke, Pearson, Strachan, & Billman, 2011;Razi & Grenfell, 2012;Tarlani-Aliabadi, Tazik, & Azizi, 2022). ESL/EFL learners should be aware of lexical cohesive devices to trace semantic relations among text elements, make connections between ideas and combine related pieces of information together to construct meaning (Cain & Oakhill, 2014;Mahlberg, 2006;Rashid, Halim, Anuar, Ali, & Hussin, 2011). ...
The present research examined the effects of lexical cohesion cloze reading exercises (in which deletions involved various types of lexical cohesive devices) on improving EFL students’ reading comprehension. Sixty-four Thai university students were randomly assigned to control and experimental groups. Both groups received 12 sessions of skill-based instruction, but the experimental group had additional practice in recognizing lexical relations through cloze passages. The mean pretest and posttest scores were compared using paired samples t-test. Post-treatment questionnaires were used to investigate students’ attitudes towards the assigned extra reading exercises. Students in the experimental group achieved significantly higher mean posttest scores than the control group (p < 0.05). There were no significant difference in attitude mean scores between the control group and the experimental group (p > 0.05). The experimental group, however, were more positive towards the use of the extra reading exercises and found the technique to be useful in fostering their English reading comprehension. These findings indicated that lexical cohesion cloze reading is effective in improving the reading performance of Thai EFL students and should be used to equip EFL students with the knowledge they need for better reading comprehension.
... In addition, the findings of Hasnah et al (2010) prove that special education teachers in Malaysia do not receive comprehensive training in recognizing the characteristics of autism and teaching methods specifically for students with autism. Special education teachers in the United States are equipped with various training, workshops, and courses provided at university and workplace to improve knowledge and the quality of their teaching (Duke et al., 2011) but not specifically for students with autism. Furthermore, ISEP teachers in this study also read fewer books or journal articles related to the practice of teaching reading skill to students with autism. ...
