The Relationship Between Reading Aloud Strategies and Comprehension Among the Iranian EFL learners in Pre-Intermediate Levels
However different studies have focused on the importance of reading aloud to children in the first language teaching situations as a means of improving their comprehension and encouraging them to read, this technique has been neglected in foreign language situations or teaching techniques. This paper have done in one of the English Language Institute in Sabzevar, a city in Khorasan Razavi province, in order to find out whether the teacher’s reading aloud to learners of English as a foreign language leads to a higher level of comprehension than when the learners read silently on their own. In one session of the class, students were given three passages to read silently and asked to answer five multiple-choice comprehension questions in each passage. In another day the researcher read aloud three other passages of comparable reading difficulty to the same students before asking them to answer the comprehension questions. The results show that the students’ scores were significantly higher in the second testing session, which indicates a positive effect of the reading aloud technique on the learners reading comprehension. Moreover, in answer to a short questionnaire, 73% of the subjects reported that they are interested in the teacher’ reading aloud strategy.
Key words: Reading aloud strategies; Comprehension; Teaching techniques
Carrell, P. (1987). Readability in ESL. Reading in a Foreign Language, 4(1), 21-40.
Elley, W. B. (1989). Vocabulary Acquisition from Listening to Stories. Reading Research Quarterly, 24(2), 174-187.
Eskey, D. E. (1983). Learning to Read Versus Reading to Learn: Resolving the Instructional Paradox. English Teaching Forum, 11(3), 2-4.
Fry, E. (1965). Teaching Faster Reading. Cambridge: Cambridge University Press.
Gould, C. (1977). Readability of School Biology Textbooks. Journal of Biological Education, 11(4), 248-252.
Hillman, J. (1975). Reading Aloud to Children: A Rational. ERIC, ED. 172152.
May, C. (1986). Effects of Reading Aloud in English on the Reading Ability and Attitudes of Spanish-Speaking Children (Unpublished Doctoral dissertation). University of Massachusetts.
McCormick, S. (1981). Reading Aloud to Pres-schoolers Age 3-6: A Review of Research. ERIC, ED 199657.
Santos, J. (1987). The Effects of the Teacher’s Reading Aloud on the Second Language Learners Reading Comprehension, Listening Comprehension, and Attitude Towards Reading. (Unpublished Doctoral dissertation). Boston University.
Weidner, J. (1976). A Study of the Effects of Teacher Oral Reading of Childrens Literature on the Listening and Reading a Achievement of Grade Four Students (Unpublished Doctoral dissertation). Boston University.
- There are currently no refbacks.
How to do online submission to another Journal?
If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: firstname.lastname@example.org; email@example.com; firstname.lastname@example.org
Copyright © 2010 Canadian Academy of Oriental and Occidental Culture
Address: 9375 Rue de Roissy Brossard, Québec, J4X 3A1, Canada
Telephone: 1-514-558 6138
E-mail: email@example.com; firstname.lastname@example.org; email@example.com