EFFECTIVENESS OF READING ALOUD STRATEGIES FOR DEVELOPING READING HABITS

Muhammad Khalid Mehmood Sajid, Hafizoah Kassim, Ghasan Adnan Hasan

Abstract


Read aloud strategy is essential; it determines the success of the future. The focus of present study was on read-aloud strategy and other reading strategies. Mainly the purpose of this study was to check the effectiveness of different reading strategies, which could be helpful at elementary level. The present study was based on reading habits of students at elementary level. The study was conducted in a Govt. Girls Elementary School Fateh Wala, Multan. Data was collected from grade 8 students. Data was collected with the help of questionnaire; pretest, posttest was also used to collect data from students. A sample size of 25 students was taken in which ten were female, and 15 male students had participated. Ten teachers also participated in this research work in which 5 were male teachers and five were female. A comparative analysis was conducted for students reading habits with reading-aloud and silent reading strategy. Atlas ti 8 updated version was used for literature review. Results include the finding that read aloud strategy is better than silent reading and other reading strategies at elementary level.

 

Article visualizations:

Hit counter

DOI

Keywords


reading habits, reading aloud strategies, silent reading strategies, elementary level

Full Text:

PDF

References


Alharbi, M. A. (2015). Reading Strategies, Learning Styles, and Reading Comprehension: A Correlation Study. Journal of Language Teaching and Research, 6(6), 1257-1268.

Amer, A. A. (1997). The effect of the teacher’s reading aloud on the reading comprehension of EFL students. ELT Journal 51(1), 43-47.

Caldwell, J. A. (2010). Thinking Aloud in Expository Text: Processes and Outcomes. Journal of Literacy Research, (42), 308–340.

Erdem, A. (2015). A research on reading habits of university students: (Sample of Ankara University and Erciyes University). Procedia - Social and Behavioral Sciences, 174, 3983-3990.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? International Reading Association, 58(1), 8-17.

Florence, F. O., Adesola, O. A., Alaba, H. B., & Adewumi, O. M. (2017). A Survey on the Reading Habits among Colleges of Education Students in the Information Age. Journal of Education and Practice, 8(8), 106-110.

Gibson. S. (2008). Reading aloud: a useful learning tool? ELT Journal, 62(1), 29-36.

Gray, W. S. (1924). The Importance of Intelligent Silent Reading. The Elementary School Journal, 24 (5), 348-356.

Guler, C. Y. (2013). Is Teacher’s Reading Aloud an Effective Strategy or not? ELT Research Journal, 2(4), 167-175.

Hasbrouck, J. & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. International Reading Association, 59 (7), 636–644.

Hazzard, K. (2016). The Effects of Read Alouds on Student Comprehension. Jr. School of Education, 1-64.

Iftanti, E. (2012). A Survey of The English Reading Habits of EFL Students in Indonesia. TEFLIN Journal, 23, 149-164.

Jacobs, J. S., Morrison, & T.G. Swinyard, W.R. (2000). Reading Aloud to Students: A National probability Study of Classroom Reading Practices of Elementary School Teachers. Reading Psychology, 21(3), 171-193.

Jafari, M. (2013). A Comparison between Reading Aloud and Silent Reading among Iranian EFL Learners. Institute of Graduate Studies and Research, 1-84.

Kragler, S. (1995). The Transition from Oral to Silent Reading. Reading Psychology, 16(4), 395-408.

Majid, S. & Tan, V. (2007). Understanding the Reading Habits of Children in Singapore. Journal of Educational Media & Library Sciences, 45(2), 187-198.

Marchessault, J. K. & Larwin, K. H. (2014). The Potential Impact of Structured Read-Aloud on Middle School Reading Achievement. International Journal of Evaluation and Research in Education, 3(3), 187-196.

Mccallum, R. S., Sharp, S. Bell, S. M. & George, T. (2004). Silent Versus Oral Reading Comprehension and Efficiency. Psychology in the Schools, 41(2), 241-246.

Miller, S. & Smith, D. E. P. (1984). Differences in Literal and Inferential Comprehension After Reading Orally and Silently. International Reading Association, 1-17.

Mork, T. A. (1972). Sustained Silent Reading in the Classroom. International Literacy Association and Wiley, 25(5), 438-441.

Paribakht, T. S. & Wesche, M. B. (1993). Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program. Tesl Canada Journal, 11(1), 9-29.

Prior, S. M., D. Fenwick, K. D., Saunders, K. S., Ouellette, R., Quinn, C. O. & Harvey, S. (2015). Comprehension After Oral and Silent Reading: Does Grade Level Matter? Literacy Research and Instruction, (50), 183–194.

Rosseau, A. R. (2012). Effects of Silent Reading on Intermediate Students’ Reading Growth. 1-39.

Sanacore, J. (1987). Reading Aloud: A Neglected Strategy for Older Students. 1-14.

Schimmel, N. & Ness, M. (2017). The Effects of Oral and Silent Reading on Reading Comprehension. Reading Psychology, 1-27.

Tsang, W. K. (1996). Comparing the Effects of Reading and Writing on Writing Performance. Applied Linguistics, 17 (2), 210-233.

Yoon, J. C. (2002). Effectiveness of Sustained Silent Reading on Reading Attitude and Reading Comprehension of Fourth-Grade Korean Students. 1-119.




DOI: http://dx.doi.org/10.46827/ejel.v0i0.2742

Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).