Arising reading patterns in understanding literary texts

Abstract

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.

Teacher educators' vision of an 'ideal' teacher

“…Teacher educators must also be very good at making a high-quality decision which does not only depend on facts or research but also their own experience and reliable resources (Singh & Samad, 2013). In ensuring to prepare teacher educators with this quality, the teacher training centres and university education faculties need appropriate education curriculum, policies for the pre-service teachers (Fathurohman & Cahyaningsih, 2021;Gopal & Singh, 2020), and self-efficacy beliefs to regulate and enhance their level of effective teaching (Saidi, 2020). These findings concur with those obtained by Prasangani (2019) who reported that in order for teachers to make students feel comfortable in learning, the teachers must find strategies to create a good rapport, exhibit good communication skills, create a conducive and pleasant learning environment, generate questions to initiate discussions with the students, exhibit good values and attitudes, make learning more meaningful and enjoyable, and provide positive feedback to the students during evaluation.…”

“…Those images usually revolved around the basic qualities and values. It is the teacher's role to promote student cognitive development (Gopal & Singh, 2020;Yunus et al, 2021). This is also viewed as one of the prime purposes of education and teaching.…”

The EFL students’ online reading determinants: Perceiving from their selected folklore readings

“…Shih and Huang (2018) point out that reading strategies have profiled and categorized the bottom-up (scanning and the use of cues setting) and top-down (skimming and driving schemata), meta-cognitive (covering apprehension and evaluating strategy use), affective (discussing reading with peer and collaborate with a peer in the reading tasks), and test-taking (language use and test-usefulness). The strategies aim at putting a remarkable correlation between reading proficiency and successful learning processes, in which students potentially tend to show a better improvement in tough reading performance (Chen et al, 2020) since oral reading forms multiply connect the readers' ideas to comprehend the literary texts (Gopal & Singh, 2020). Hence, a central goal of reading aims at assisting low-level students to become high-level proficiency readers through orders and intensities (Al-Qahtani, 2021).…”

Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics

“…Phonics, in a narrow sense, is defined as the letter-sound relationship in the English language (Bear et al, 2020). Broadly, it is regarded as an early English language reading method that fosters language learners" ability to identify and manipulate the phonemes used in oral language so they can learn how phonemes and graphemes correspond (Gopal & Singh, 2020;Papp, 2020). Phonics instruction, as a teaching activity, aims to teach language learners about the phoneme-grapheme correspondence (Gopal & Singh, 2020).…”

“…Broadly, it is regarded as an early English language reading method that fosters language learners" ability to identify and manipulate the phonemes used in oral language so they can learn how phonemes and graphemes correspond (Gopal & Singh, 2020;Papp, 2020). Phonics instruction, as a teaching activity, aims to teach language learners about the phoneme-grapheme correspondence (Gopal & Singh, 2020). It benefits all language learners, including EFL learners who are also struggling readers in English, in terms of decoding, reading accuracy, reading fluency, reading comprehension and spelling (International Literacy Association [ILA], 2019; Papp, 2020).…”