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Raising Awareness Of Metacognitive Reading Strategies For Young Adult Esl Learners
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Book Synopsis Raising Awareness of Metacognitive Reading Strategies for Young-adult ESL Learners by : Milagros Ugueto
Download or read book Raising Awareness of Metacognitive Reading Strategies for Young-adult ESL Learners written by Milagros Ugueto and published by . This book was released on 2019 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: ESL young adult learners deserve instructional pathways that support and set them with strategies for success in a mindful manner. Learning English with the notion of "thinking about thinking," or self-regulation of processes, enable the learner to master specific tasks, based on goal setting, planning, monitoring and evaluating their performance all the time. This project proposes to raise awareness in the use of metacognitive reading strategies in ESL in order to equip language learners with tools that allow them to get the most out of every reading experience in the target language. There are many reading strategies, however knowing what, when, why and how to use them is crucial for accomplishing academic goals through reading. Self-regulating the process of learning encourages learners to be always aware of the way they approach reading by asking and answering questions before, during and after reading, achieving the task while mastering the pre-established objectives. Metacognitive reading strategies for ESL learners are approachable, and there are different ones for every stage of reading. Young adult ESL learners must have access to strategies that allow them to plan, arrange and evaluate their success, and language instructors should be ready to offer them that metacognitive instruction getting them ready for success.
Book Synopsis Metacognitive Awareness and Reading Strategy Use of ESL Students in Hong Kong by : Kit-Ying Wan
Download or read book Metacognitive Awareness and Reading Strategy Use of ESL Students in Hong Kong written by Kit-Ying Wan and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Metacognitive Awareness and Reading Strategy Use of ESL Students in Hong Kong" by Kit-ying, Wan, 溫潔瑩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This study explored the metacognitive awareness of reading strategies used among F.3 English as a Second Language (ESL) students enrolled in a band 1 secondary school in Hong Kong. Usage as well as strategic knowledge of reading strategies of high and low English proficiency students were compared quantitatively and qualitatively. In the quantitative portion of the study, 37 students responded to the Metacognitive Awareness of Reading Strategies Inventory (MARSI), which is designed to assess matacognitive awareness and perceived usage of reading strategies of adolescent and adult ESL readers when they read school-related materials. In the qualitative portion of the study, four participants (2 female and 2 male) from the high proficiency group and four participants (2 female and 2 male) from the low proficiency group participated in a semi-structured interview, which aimed to elicit their strategic knowledge in reading English. Results revealed that Hong Kong ESL students on the whole used a wide range of reading strategies. High-proficiency ESL students were more able to verbalize the strategic knowledge and strategic resources available to them. They showed better understanding on planning for reading, monitoring their comprehension and tackling reading difficulties. In contrast, the low-proficiency group showed limited strategic knowledge on why and how to employ the reading strategies. Moreover, their utilization of reading strategies seemed to be confined to their limited lexical and vocabulary knowledge in ESL reading. Based on the findings, some practical implications for ESL reading-strategy instruction are drawn. Limitations of this study and recommendations for further research were discussed. DOI: 10.5353/th_b5091089 Subjects: Metacognition Reading (Secondary) - China - Hong Kong
Book Synopsis Reading Strategies of First- and Second- Language Learners by : Kouider Mokhtari
Download or read book Reading Strategies of First- and Second- Language Learners written by Kouider Mokhtari and published by Rowman & Littlefield Publishers. This book was released on 2007 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis ESL Students' Metacognitive Awareness of Their Reading Strategies by : Jubarah Mohammed Dahish
Download or read book ESL Students' Metacognitive Awareness of Their Reading Strategies written by Jubarah Mohammed Dahish and published by . This book was released on 2017 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Metacognitive Awareness and Reading Strategy Use of ESL Students in Hong Kong by : 溫潔瑩
Download or read book Metacognitive Awareness and Reading Strategy Use of ESL Students in Hong Kong written by 溫潔瑩 and published by . This book was released on 2013 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Metacognitive Training and Think-alouds in an Adult EL Classroom to Increase Use of Reading Strategies by :
Download or read book Using Metacognitive Training and Think-alouds in an Adult EL Classroom to Increase Use of Reading Strategies written by and published by . This book was released on 2014 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Strong reading skills are necessary for adult EL learners who wish to advance in their career or education. To become stronger readers, adult EL learners need to use a variety of reading strategies. This study explores how metacognitive strategy training and think-alouds can increase the number of reading strategies that students use. The participants were nineteen adult EL learners enrolled in an advanced English class within an Adult Basic Education program. Participants used think-alouds in the classroom and reflected on their reading by using discussion questions, the Survey of Reading Strategies, and guided journals. The results of this eight-week case study showed that metacognitive training and think-alouds led students to increase their use of reading strategies after instruction but continued to struggle with choosing the most appropriate strategy for a given reading." --
Book Synopsis Metacognitive Reading Strategies of ESL Learners with Different Field Independent/field Dependent Cognitive Styles by : Lu Wang
Download or read book Metacognitive Reading Strategies of ESL Learners with Different Field Independent/field Dependent Cognitive Styles written by Lu Wang and published by . This book was released on 2015 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Metacognitive and Cognitive Reading Strategies Used by Esl Learners by : Cynthia Yolanda Doss
Download or read book Metacognitive and Cognitive Reading Strategies Used by Esl Learners written by Cynthia Yolanda Doss and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading in Context written by D. Brosnan and published by . This book was released on 1984 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading in Context written by D. Brosnan and published by . This book was released on 1984 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Strategies Used by Adult ESL Learners on a Reading Comprehension Task by : Meena Singhal
Download or read book Reading Strategies Used by Adult ESL Learners on a Reading Comprehension Task written by Meena Singhal and published by . This book was released on 1996* with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Metacognitive Reading Strategy Instruction on EFL High School Students' Reading Comprehension, Reading Strategies Awareness, and Reading Motivation by : Min-Tzu Wang
Download or read book Effects of Metacognitive Reading Strategy Instruction on EFL High School Students' Reading Comprehension, Reading Strategies Awareness, and Reading Motivation written by Min-Tzu Wang and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Metacognitive reading strategy instruction (MRSI) has been valued in reading instruction in both L1 and L2 contexts and has been considered helpful for developing learners' reading awareness. This study explored the effect of metacognitive reading strategy instruction (MRSI) on Taiwanese EFL high school students' English reading comprehension, reading strategy awareness, and reading motivation. By using a sequenced mixed-method research methodology, five research questions were addressed in this study: (1) Does metacognitive reading strategy instruction affect high school EFL students' reading comprehension? (2) Does metacognitive reading strategy instruction affect high school EFL students' reading strategy awareness and reading motivation? (3) Does the effectiveness of metacognitive reading strategy instruction (MRSI) depend on general English reading proficiency levels? (4) What are the factors involved EFL high school students' English reading experience? (5) What features of metacognitive reading strategy instruction (MRSI) change EFL high school students' reading perceptions towards English reading? The study involved a 10-week intervention with 110 public high school EFL adolescents in southern Taiwan. During the course of the study, participants were randomly selected and randomly assigned to the experimental and control group.
Book Synopsis The Wiley Handbook of Adult Literacy by : Dolores Perin
Download or read book The Wiley Handbook of Adult Literacy written by Dolores Perin and published by John Wiley & Sons. This book was released on 2019-08-09 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults’ transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It’s also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.
Book Synopsis Verbal Protocols of Reading by : Michael Pressley
Download or read book Verbal Protocols of Reading written by Michael Pressley and published by Routledge. This book was released on 2012-12-06 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature. When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constructively responsive reading -- is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text. This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis. Finally, after reviewing what has been accomplished to date, the authors provide extensive discussion of the work that remains to be done and the adequacy of the verbal protocol methodology for permitting telling conclusions about text processing.
Book Synopsis Metacognition and Reading Comprehension by : Ruth Garner
Download or read book Metacognition and Reading Comprehension written by Ruth Garner and published by Praeger. This book was released on 1987 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition. Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.
Book Synopsis Exploring the Relationship Between Awareness of Reading Strategies by : Chieh-Wen Tseng
Download or read book Exploring the Relationship Between Awareness of Reading Strategies written by Chieh-Wen Tseng and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: English reading comprehension can be challenging, especially for non-native English speakers. They often encounter frustrations when confronted with unfamiliar words and sentences. Over the years, various teaching approaches have emerged to address these challenges, emphasizing the significance of developing an awareness of reading strategies for English as a Foreign Language (EFL) learners. Several studies have highlighted the effectiveness of peer discussions in improving learning outcomes, including metacognitive awareness. With technological advancements, teachers are increasingly creating online environments for discussions, providing flexibility in time and place. Online discussions are recognized as a valuable tool, enhancing students' learning outcomes, metacognitive awareness, and reading comprehension ability. This study aims to cultivate the awareness of reading strategies among college students learning English as Foreign Language (EFL) through online discussions, ultimately enhancing their English reading comprehension ability. In this study, the students engaged in the online discussions, discussing the English reading articles and reading strategies with peers. They read articles and answered questions through peer discussions. Quantitative data and qualitative data were collected and analyzed to address the research question. Pretest and posttest assessed English reading comprehension ability before and after online discussions. The Survey of Reading Strategies (SORS) data examined the students' awareness of reading strategies, while instructor ratings evaluated students' interaction quality during the online discussions. Qualitative data from online chat room observations and interviews provide insights into the students' perceptions. Results revealed significant improvements in both awareness of reading strategies and English reading comprehension ability, aligning with qualitative findings from the chat room observations and the quantitative findings from interaction quality evaluations. Students actively engaging in online discussions demonstrated enhanced awareness of reading strategies and English reading comprehension ability. While there was no direct statistical significance, the students viewed online discussions as a mediated tool promoting better learning. The study underscores the effectiveness of online discussions in facilitating a friendly learning environment, particularly beneficial for introverted students, providing more reading opportunities.
Book Synopsis Put Reading First: the Research Building Blocks for Teaching Children to Read by : Bonnie B. Armbruster
Download or read book Put Reading First: the Research Building Blocks for Teaching Children to Read written by Bonnie B. Armbruster and published by DIANE Publishing. This book was released on 2010-11 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
