Struggling Literacy Learners Benefit From Lifetime Literacy Efforts

Sanacore, Joseph

doi:10.1080/027027102760351007

Cited by 24 publications

(14 citation statements)

References 19 publications

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“…Students are seldom asked to read aloud beyond the elementary school years. Pedagogical support is rarely provided to students regarding how to silently read and extract information in an independent manner (Hiebert et al, 2012), despite evidence suggesting that scaffolded silent reading fluency instruction, or the process of providing instructional support tailored to the needs of the student with the intention of helping the student achieve his or her learning goals (Sawyer, 2006), is beneficial for students (Reutzel, Jones, Fawson, & Smith, 2008;Reutzel, Petscher, & Spichtig, 2012;Sanacore, 2002). Students whose reading experiences occur primarily in a setting where heavy attention is placed on oral reading without providing scaffolded instruction in silent reading may not develop the skills required for full participation in higher education and in the future workplace (Hiebert et al, 2012).…”

mentioning

confidence: 98%

Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

Dickens

Meisinger

2015

Reading Psychology

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mentioning

confidence: 98%

Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

Dickens

Meisinger

2015

Reading Psychology

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“…One possible explanation for this occurrence could be based on lack of fluency and vocabulary. According to Sanacore (2002) foreign language learners do not like to read in the foreign language because it does not give them pleasure to the learners due to lack of language knowledge. For example, when reading for pleasure, looking up the dictionary for the unknown vocabulary items can be thought as time consuming and would eventually hamper their flow of reading.…”

Section: Preferred Language To Readmentioning

confidence: 99%

Reading Habits and Preferences of Efl Post Graduates: A Case Study

Noor¹

2011

Indonesian J. Appl. Linguist

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Abstract:In recent years, more emphasis has been given on the role of the learner in the language learning process considering that language learning is primarily a learner's oriented activity. Thus, learners' needs and interests should be taken into consideration for effective language learning and teaching to take place. One significant area where learners' preferences influence their learning can be seen in reading. In any academic or higher learning context, reading is perceived as the most prominent academic language skill for all second and foreign language learners. It is through reading that these learners learn new information and become able to synthesize, evaluate and interpret in order to learn more about their subject matter. Pursuing a postgraduate study requires extensive reading practices which will enable the learners to extend their literacy development. The present study examines the reading habits and preferences of a group of EFL graduate students. Data were collected through a questionnaire and analysed quantitatively. The findings will report on: i) the types of reading materials preferred ii) reasons for reading and iii) the preferred language for reading. To conclude, the paper will further discuss the implications of the findings in terms of instructional materials development within an EFL context. Key words: EFL learners, reading habits, reading preferences, reading behaviourAbstrak: Beberapa tahun ini, lebih banyak perhatian ditujukan pada peranan pemelajar dalam proses belajar mengajar yang menganggap bahwa pembelajaran bahasa pada hakikatnya adalah aktivitas yang berorientasi pada pemelajar. Oleh sebab itu, kebutuhan dan minat pemelajar harus dipertimbangkan bagi pembelajaran dan pengajaran yang efektif. Salah satu area yang signifikan dimana pilihan pemelajar mempengaruhi pembelajaran mereka adalah membaca. Didalam konteks pembelajaran akademik atau lanjut manapun, membaca dianggap sebagai keterampilan bahasa yang paling penting bagi semua pemelajar yang mempelajari bahasa Inggris sebagai bahasa asing atau bahasa kedua. Dengan membaca, pemelajar mampu mendapatkan informasi baru, mengsintesis, mengevalusi dan mengintepretasikan sumber belajar. Pendidikan di Sekolah Pascasarjana menuntut para mahasiswanya untuk membaca secara ekstensif agar kemampuan literasinya 1 Noorizah Mohd. Noor is a faculty member of School of Language Studies and Linguistics Faculty of Social Science and Humanities, Universiti Kebangsaan Malaysia.

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“…More favorable attitudes are linked to reading achievement (McKenna & Kear, 1990) and pleasure reading later in life (Aarnoutse & van Leeuwe, 1998). Thus, becoming a lifetime reader is predicted by developing a love of reading at a young age (Sanacore, 2002).…”

Section: Leisure Reading and Writingmentioning

confidence: 98%

“…adulthood (e.g., Sanacore, 2002), is a valuable step toward ensuring they will have strong literacy skills.…”

mentioning

confidence: 99%

Educational TV Consumption and Children’s Interest in Leisure Reading and Writing: A Test of the Validated Curriculum Hypothesis

Jensen

Martins

Weaver

et al. 2016

Journal of Broadcasting & Electronic Media

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Struggling Literacy Learners Benefit From Lifetime Literacy Efforts

Cited by 24 publications

References 19 publications

Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

Reading Habits and Preferences of Efl Post Graduates: A Case Study

Educational TV Consumption and Children’s Interest in Leisure Reading and Writing: A Test of the Validated Curriculum Hypothesis

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