As in Developing Reading Skills: Advanced, the exercises in. Expanding Reading Skills: Advanced are directed to three areas of reading skills development: 1). Volume 10, Number 2 2. Reading for a Reason: Expanding Reading Skills Series Researchers have claimed that reading is one of the best learning strategies to boost one's vocabulary . Please use the PDF version of this article for. Expanding reading skills, intermediate. Markstein, Linda. Publisher: Newbury House. Publish Date: Publish Place: Rowley, Mass. Size: xi, p.

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Expanding Reading Skills book. Read reviews from world's largest community for readers. Authentic, high-interest passages are paired with reading, writin. ANS Key Expanding Reading Skills Advance book. Read reviews from world's largest community for readers. in PDF format Book New expanding reading skills intermediate 2 by linda markstein.

When answering whether they have discovered new genres, the majority agreed on this. As indicated in Table 5 , the majority of participants agreed or strongly agreed that they would ensure that reading becomes their hobby, understand that good reading skills will improve their academic performance and make them better students, intend to continue reading on a regular basis and want to explore different genres. Figure 4 depicts participants who considered reading to be a hobby before attending the intermediary programme, whilst Figure 5 depicts the participants who consider reading a hobby since attending the programme.

In Figure 4 , 6. This indicated a change in the behaviour of the participants from before attending the intermediary programme to subsequent to attending the programme.

Once the students complete the intermediary programme, they register for first-year courses, one of which is the EDL course, which is compulsory for all students. The aims, amongst others, are to assist students in overcoming English language and communication barriers and equip them with writing and communication skills.

At the end of the year, one of the prerequisites for completion is a minimum speed of words per minute. After registration, students are required to take a placement test.

According to Walliman , the most reliable representation of a population is through probability sampling techniques and random methods are used to select the sample.

The sample should be a reliable representation of the entire population. The results reflect that the students who completed the intermediary programme did much better than those who did not attend the intermediary programme, as is evident from Figure 6 and Figure 7.

Developing Reading Skills: Intermediate 1

Figure 8 illustrates this comparison. Walliman states that the emotions, feelings, beliefs and judgements, which people have, can only be described in words. The open-ended question in Section E was analysed to discover themes and trends in the data. Table 6 reflects the results of the question in Section E on whether the participants believe that the intermediary programme played a part in developing their reading skills.

It can be seen that of the participants, one of the participants declined to answer, participants Owing to the size of the study, it is not possible to include all the reasons supplied by the participants for their belief in the development of readings skills.

However, some of the reasons and emerging themes are included in the next section. These comments generally indicate that the programme fostered a change in the attitude towards reading of many students and that they were motivated to continue reading in the future. Discussion Through the research article, the results indicate that of the participants in this study, the majority Furthermore, many participants plan to make reading their hobby These figures are a clear indication of the substantial benefits from the programme, with students developing an enjoyment and enthusiasm about the reading.

This leads to an improved attitude in students towards reading and a change in reading behaviour.

Lewin posits that the ability to read complex material is one of the major predictors of success in HE. Texts at tertiary level are much more complex and require the utilisation of sophisticated reading strategies. Moreover, L2 learners have added problems. As stated by Bamford and Day :7 in order to become good readers, students need to read large quantities of material. The aim of the intermediary programme is to encourage and promote reading in learners and to develop the skills of students that are required to achieve success in a tertiary institution; in doing so, students are provided with the valuable resources and knowledge to excel in their chosen disciplines.

Conclusions, recommendations and limitations A limitation to the study is that within a diverse South African context the results from this study cannot be generalised to other universities, as there may be immense differences such as socio-economic status and cultural demographics of students.

The male to female ratio in this study was fairly balanced but this study did not examine the differences between male and female perceptions or attitudes towards reading; this could be investigated further.

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It is also recommended that future studies include a benchmark test before the commencement of the programme and a test after completion of the programme. The researchers recommend the continuation of the reading module in the intermediary programme at the VUT. This recommendation is supported by the positive feedback received from the students and motivated by a review of reading research Pretorius ; Lewin which indicates that students benefit from the explicit teaching of reading.

An additional factor is the comparison of the data obtained from the placement tests for the EDL course, which indicates that students who completed the intermediary programme performed better than the students who did not attend the programme.

It is hoped that the research article will serve as a catalyst for institutions to seriously consider initiating similar programmes Pretorius or recognise the value of reading programmes and the benefits gained by students. Acknowledgements Competing interests The authors declare that they have no financial or personal relationships which may have inappropriately influenced them in writing this article.

References Abramson, J. Akabuike, I. Akarsu, O. Bamford, J. Why bother? Bereiter, C. Bernhardt, E. Bharuthram, S. Bodendorf, F.

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Butler, G. Carson, J.

Carter, K. Ed dissertation, University of the Witwatersrand, Johannesburg. Day, R. Denscombe, M. Dreyer, C. Droop, M. Grabe, W. Gupta, S. Hair, J. Hulstijn, J.

Bejoint eds. Kannan, R. Lewin, T. Maphosa, C. Nunnally, J. Palani, K. Showing Rating details. Sort order. Leyla- rated it it was amazing Sep 23, Roya rated it liked it Apr 07, Diman rated it did not like it Dec 23, Khitya Alficha added it Jan 08, Lina marked it as to-read Nov 01, Nut Charoensapyanan added it Feb 25, A'Kadir Keskin added it Mar 22, Muhammad marked it as to-read May 18, Shima marked it as to-read Oct 29, Saeed added it Nov 21, Nikta marked it as to-read Dec 07, Yalda marked it as to-read Apr 15, Mahdi added it Jun 17, Sara is currently reading it Aug 04, Hani Yeh marked it as to-read Dec 01, Mehdi marked it as to-read Feb 18, University of literacies and new literacies research.

In Connecticut, Storrs, CT. Coiro, M. Knobel, C.

Developing socially DJ. Leu Eds. New York: review of the literature on disciplinary allows for more complex disciplin- Erlbaum. Review of Research in ary reading. While multimedia texts Conley, M. Cognitive strategy Education 31, Harvard teaching and learning: A call for comprehension.

ANS Key Expanding Reading Skills Advance

Multimedia sources, Educational Review, 78 1 , Literacy, 52 2 , A call for new research Simply providing multimedia texts grade reading and mathematics on new and multi-literacies. Department the Teaching of English, 43 4 , Washington, D. Government Printing Office. Paxton, R. A deafening silence: disciplinary literacy.

The intentional History textbooks and the students integration of multimedia and tradi- Knobel, R. Review of Educational A new literacies sampler. New tional primary sources can create op- Research, 69 3 , — York:Peter Lang.

Reading in complex historical sources, reasoning D. Generation M2: Media in the disciplines: The challenges of adolescent the lives of 8- to year olds. Menlo Park, across multiple sources, and engag- literacy. Kaiser Family Foundation. The community of Lee, J. Digital history in the inquiry as a basis for knowledge and content has been rendered. The learning: the case of history. American all essential practices of reading and History Teacher, 35 4 , Educational Research Journal, 30 2 , thinking like a historian as well as be- Leu, D.

Disciplinary tude of texts available online. Cacopardo, H. The new literacies of online reading Duffy Eds. Journal of New York: Routledge. Shanahan, T. Alvermann, D.However, L2 learners face a number of problems when it comes to reading. A positive attitude towards reading has been identified as motivation for students to continue reading, and reading has been identified as a tool for academic success. Grabe, W.

There are problems associated with reading skills, and the ones addressed in this research relate to the use of English lingua franca in a HE institution where the dominant language in the intermediary classes that were researched indicates that the highest percentage of students are first-language Sesotho speakers at Kaiser Family Foundation.

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I do relish reading books fairly . Browse my other posts. I have always been a very creative person and find it relaxing to indulge in shark fishing.