Teaching Reading across the Curriculum

Yusuf, Hanna Onyi; Enesi, Agnes Ovayioza

doi:10.4304/tpls.1.11.1581-1585

Cited by 3 publications

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“…In the traditional language classrooms, learners memorise words and master grammatical rules, rather than being engaged in dialogic communication and interactive sessions. In such situations, learners do not gain the necessary confidence for self-expression because of the fear of committing blunders publicly (Okoro, 2000;Onukaogu, 2002;Yusuf & Enesi, 2011). Similarly, Adegbile and Alabi (2005) and Ariyo (2010) argue that learners who are communicatively deficient are likely to be academic underachievers.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective

Agbatogun

2012

JITE:Research

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Executive SummaryThe student response system (SRS) is marketed as a reliable tool for improving students' academic attainment. However, findings to the question of whether or not the SRS does improve the learning outcomes of ESL [English as a Second Language] learners in primary education are not well documented in the research literature. Despite the wide use of English as the medium of communication and instruction in many Anglophone countries such as Nigeria, a teacher's ability to actively engage all students in the classroom is challenging and relatively difficult. Learners' poor performance in school subjects, as well as national examinations conducted by bodies such as the West African Examination Council (W.A.E.C.) and the National Examination Council (N.E.C.O.) has been attributed to teachers' reliance on, and use of, the traditional lecture method which deprives students of the necessary interaction, active engagement and dialogic communication that could promote improved learning outcomes. The adoption, as well as the use, of SRS in schools to enhance teaching and learning is yet to be a reality in Nigeria. Researchers argue that, for learners to experience improved academic attainment, they must possess a reasonable degree of communicative competence in the language of instruction. Moreover, language is best learnt when student learners are given the opportunity to interact in the class with a view of exploring the environmental artifacts to interactively use the target language in real life situations.Earlier studies have shown that the use of SRS during instructional processes enables meaningful interaction that would facilitate improved educational attainment in the classroom. This study, which explored the sociocultural theory of Vygotsky, was thus conducted to investigate the effectiveness of SRS in English language classrooms with a view to improving the communicative competence of learners. In essence, this study was a quasi-experimental design conducted within 11 weeks, to compare the communicative competence of pupils exposed to SRS and those taught in the traditional classroom. 67 pupils from two Nigerian primary schools constituted the sample of the study. Learners in the traditional lecture method group were exposed to the traditional lecture method. On the other hand, the experimental group experienced peer discussion and active participation in instructional activities as the SRS technology was used to trigger interaction in the classroom at the pre-and post sessions of polling learners' responses by the teacher.To assess learners' English language communicative competence, a battery of Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full cit...

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Section: Literature Reviewmentioning

confidence: 99%

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective

Agbatogun

2012

JITE:Research

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“…According to Yusuf &Enesi, (2011) reading is a vital ability forunderstudies. Without reading the text,understudies can't get work effectivelyalso, effectively in the world.…”

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Students’ Problem in Reading Narrative Text

Anggadewa,

Tarigan

2022

BIP

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Abstrak- Penelitian ini bertujuan untuk menemukan masalah siswa dalam membaca teks naratif. Penelitian dilakukan pada siswa kelas VIII SMK Telkom 2 Medan. Subjek penelitian berjumlah 14 siswa. Penelitian ini menggunakan desain penelitian deskriptif kualitatif. Untuk mengumpulkan data, peneliti menggunakan tes dan wawancara. Setelah data dikumpulkan dan dianalisis, penelitian menemukan bahwa beberapa siswa masih memiliki masalah dalam membaca teks naratif. Permasalahan tersebut adalah kurangnya kosakata, kata-kata asing yang mereka hadapi, ketidaktahuan teks, kurangnya motivasi dalam membaca, tingkat kesulitan teks dan kurangnya strategi membaca yang efektif.

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“…These texts are backed by articles from elsewhere around the globe. Yusuf and Enesi (2011) assert, based on their study in Nigeria, that teachers from all disciplines need to refocus their efforts on the teaching of reading across the curriculum. Indeed, in the words of Luisa Moats (2020): Teaching reading is rocket science, and not every teacher has been taught…”

Section: Definition Of Teaching Readingmentioning

confidence: 99%

What teachers say about teaching reading at the high school level: an action research study

Ambrose

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The velvet steamroller, an excellent critical friend, and dissertation chair. I have learned that "no one of us is as smart as all of us" (Blanchard, 2022), and your encouragement, support, and guidance have made this paper a reality. Dr. Conn. Your meaningful feedback has made a significant difference in my work and life. Dr. Ross Greene-mentor, friend, confidant, and leader. I vow to keep helping all kids to do well. John Wortmann-advisor and guide. Thank you for teaching me that true leadership is coaching. Diana Rooney, Phyllis Kennedy, and all the staff. You held down the fort when I needed to focus. Ray Grogan. Others should be so lucky to have a friend like you. Dr. Robert Dawson. Your edits were a gift. Thank you. Dr. Mark McDonough. Thank you for being the third reader, and for encouraging me to enroll in this program. 4 DedicationThis paper is dedicated to Camille O. Beane (Grammie). Her lifetime commitment to ensuring that children learn to read continues to inspire all who knew her. We miss you and love you eternally.

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Teaching Reading across the Curriculum

Cited by 3 publications

References 0 publications

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective

Students’ Problem in Reading Narrative Text

What teachers say about teaching reading at the high school level: an action research study

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