BEYOND THE WORDS: THE ART AND SCIENCE OF TEACHING READING INTERACTIVELY

Lhoussine Qasserras

Abstract


This paper explores the complex landscape of interactive reading practices, with a particular focus on pre-while-post reading stages, sub-reading skills, top-down and bottom-up processing, and intensive and extensive reading strategies. Together, these components are crucial in shaping effective reading pedagogy. The article reaffirms the multifaceted nature of interactive reading, highlighting the importance of a balanced and diverse approach to education. Insights gained from previous research underscore the transformative potential of this approach, providing a pathway to foster a generation deeply passionate about the literary realm. The findings emphasize the significance of a holistic engagement with various reading strategies. An ongoing exploration of these methodologies presents a promising trajectory, not only enriching English language teaching but also nurturing a profound appreciation for the power of reading among learners. As such, the study contributes to the constant conversation on effective reading instruction, providing a foundation for future r

 

Article visualizations:

Hit counter

esearch and practice in this area.

Keywords


reading skills, interaction, critical thinking, strategies, reviews

Full Text:

PDF

References


Arcos, E. B. P. (2018). Reading: An overview prior to reading comprehension. https://www.semanticscholar.org/paper/Reading%3A-An-overview-prior-to-reading-comprehension-Arcos/4693613490bc3560fa902b9d8266bd6bcbf07e4a

Agustin, L., Wisudaningsih, E.T., & Fatmawati, R. (2023). Exploring How Skimming and Scanning Fosters EFL Students’ Reading Comprehension at an English Club Senior High School in Indonesia. Retrieved from https://jurnal.fs.umi.ac.id/index.php/tamaddun-life/article/view/309/210

Aidil, M. (2014). A Descriptive Study on Teaching Reading Comprehension Strategies at Junior High School Students SMPN 3 Sabang. Unpublished Thesis. Syiah Kuala University, Banda Aceh.

Al-Faki, I.M., & Siddiek, A.G. (2013). The Role of Background Knowledge in Enhancing Reading Comprehension. World Journal of English Language, 3, 42.

Alamri, K., & Rogers, V. (2018). The effectiveness of different explicit vocabulary teaching strategies on learners’ retention of technical and academic words. Language Learning Journal, 46(5), 622–633. https://doi.org/10.1080/09571736.2018.1503139

Alipanahi, F. (2014). Pre-reading Activities and Reading Comprehension. https://www.semanticscholar.org/paper/Pre-reading-Activities-and-Reading-Comprehension-Alipanahi-Mahmoudi/741a8b99fc465f5b4ecde78ce73f3ca48384a97a

Alyousef, H.S. (2006). Teaching reading comprehension to ESL/EFL learners. Retrieved from https://www.readingmatrix.com/articles/alyousef/article.pdf

Anaktototy, K., & Huwae, M. (2020). Assessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom. Retrieved from https://ojs.unm.ac.id/eralingua/article/view/12532

Anyiendah, M.S., Odundo, P.A., & Kibuyi, A. (2020). Prediction Skills and Its Influence on Learners’ Achievement in Reading Comprehension: A Case of Vihiga County, Kenya. English Language Teaching, v13 n10 p139-157, Retrieved from https://eric.ed.gov/?id=EJ1272198

Aritonang, I. R., Lasmana, S., & Kurnia, D. T. (2019). The Analysis of Skimming and Scanning Technique to Improve Students in Teaching Reading Comprehension. Project, Professional Journal of English Education 1(2). Retrieved from https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/458

Atinuke, O. M. (2018). Influence Of Extensive Reading Strategy on Students’ Interest in Reading Comprehension. AU EJournal of Interdisciplinary Research (ISSN: 2408-1906), 3(2). Retrieved from http://www.assumptionjournal.au.edu/index.php/eJIR/article/view/4149

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Rationale for Robust Vocabulary Instruction. In Bringing Words to Life (2nd ed.). The Guilford Press.

Boch, F., & Piolat, A. (2006). Note Taking and Learning: A Summary of Research. Retrieved from https://wac.colostate.edu/journal/vol16/boch.pdf

Brown, C.A., & Banas, J.R. (2010). Use of Open Source Visualization Tools to Enhance Reading Comprehension and Concept Attainment. Retrieved from https://members.aect.org/pdf/Proceedings/proceedings10/2010I/10_07.pdf

Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). White Plains, NY: Pearson Education.

Chowdhury, T.A., & Ara, A. (2021). Pre-teaching Vocabulary in Teaching Reading Skill: A Hindrance to Learner Autonomy? Indonesian TESOL Journal. 3(2):123-132. Retrieved from https://www.researchgate.net/publication/357323317_Pre-teaching_Vocabulary_in_Teaching_Reading_Skill_A_Hindrance_to_Learner_Autonomy

Damico, J. (2005). Multiple Dimensions of Literacy and Conceptions of Readers: Toward a More Expansive View of Accountability. The Reading Teacher, 58, 644-652. Retrieved from https://www.jstor.org/stable/20204287

Dingler, T., Kern, D., Angerbauer, K., & Schmidt, A. (2017). Text Priming Effects of Text Visualizations on Readers Prior to Reading. IFIP TC13 International Conference on Human-Computer Interaction.

Elleman, A.M. (2017). Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review. Journal of Educational Psychology, 109, 761–781. Retrieved from https://psycnet.apa.org/record/2017-06326-001

Fatemi, A.H., Vahedi, V.S., & Seyyedrezaie, Z.S. (2014). The Effects of Top-down/Bottom-up Processing and Field-dependent/Field-independent Cognitive Style on Iranian EFL Learners’ Reading Comprehension. Theory and Practice in Language Studies, 4, 686-693. Retrieved from https://www.academypublication.com/issues/past/tpls/vol04/04/04.pdf

Fatmawan, A., Dewi, N. P., & Hita, I. P. A. (2023). Skimming and Scanning Technique: Is It Effective for Improving Indonesian Students’ Reading Comprehension?. EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi, 10(3), 1181 - 1198. https://doi.org/10.47668/edusaintek.v10i3.897

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Retrieved https://books.google.ro/books/about/Reading_in_a_Second_Language.html?id=prvRHZ7DrIcC&redir_esc=y

Hasanah, M. (2016). The Implementation of Top-Down and Bottom-up Techniques to Teach Reading Descriptive Text at 8th Grade of MTS Terpadu Kalipang Timur, Grati. Retrieved from https://docplayer.net/234592995-The-implementation-of-top-down-and-bottom-up-techniques-to-teach-reading-descriptive-text-at-8-th-grade-of-mts-terpadu-kalipang-timur-grati-thesis.html

Hashemi, A., Mobini, F., & Karimkhanlooie, G. (2015). The Impact of Content-based Pre-reading Activities on Iranian High School EFL Learners’ Reading Comprehension. Journal of Language Teaching and Research, 7, 137-145. Retrieved from http://www.academypublication.com/issues2/jltr/vol07/01/15.pdf

Hattan, C., Alexander, P. A., & Lupo, S. M. (2023). Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation. Review of Educational Research, 0(0). https://doi.org/10.3102/00346543221148478

Hilgenkamp, J. A. (2019). How Does Pre-teaching of Vocabulary and the Use of Technology Increase Student Learning in Science [University of Nebraska - Linkoln]. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1117&context=teachlearnstudent

Holmes, V. (2009). Bottom‐up processing and reading comprehension in experienced adult readers. Journal of Research in Reading, 32, 309-326. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-9817.2009.01396.x

Horder, W. (2004). Reading and Not Reading in Professional Practice. Qualitative Social Work, 3(3), 297-311. https://doi.org/10.1177/1473325004047174

Ikhsan, M.K. (2015). The Alternative Strategies for Teaching Reading Skill for EFL Students. Komposisi Jurnal Pendidikan Bahasa Sastra dan Seni 18(1):107, Retrieved from https://www.researchgate.net/publication/321425666_THE_ALTERNATIVE_STRATEGIES_FOR_TEACHING_READING_SKILL_FOR_EFL_STUDENTS

Indriyani, T.N. (2014). The Effect of Students’ Perception on The Teachers’ Top-Down Approach in Teaching Reading at The Seventh Grade Students of MTS Negeri Kebumen 2 in the Academic Year 2012/2013. Retrieved from http://ejournal.umpwr.ac.id/index.php/scripta/article/view/1533

Jehan, S., Khan, F., & Wahab, A. (2023). Unlocking the Power of Schema Theory based Pre-Reading Activities: Enhancing Reading Comprehension at the Intermediate Level. Global Social Sciences Review. Retrieved from https://www.gssrjournal.com/article/unlocking-the-power-of-schema-theory-based-prereading-activities-enhancing-reading-comprehension-at-the-intermediate-level

Jose, R., & Dharma Raja, B. (2011). Teachers' Role in Fostering Reading Skill: Effective and Successful Reading. Journal on English Language Teaching, 1(4) 1-10. Retrieved from https://files.eric.ed.gov/fulltext/EJ1071046.pdf

Kendeou, P., McMaster, K.L., & Christ, T.J. (2016). Reading Comprehension: Core Components and Processes, 3, 62 - 69. Grantee Submission, Policy Insights from the Behavioral and Brain Sciences v3 n1 p62-69 2016 Retrieved from Grantee Submission, Policy Insights from the Behavioral and Brain Sciences v3 n1 p62-69 2016 https://eric.ed.gov/?id=ED620272

Khazaal, E. N. (2019). Impact of Intensive Reading Strategy on English for Specific Purposes College Students’ in Developing Vocabulary. Arab World English Journal, 10 (2) 181-195. DOI: https://dx.doi.org/10.24093/awej/vol10no2.15

Kostons, D., & van der Werf, G.P. (2015). The effects of activating prior topic and metacognitive knowledge on text comprehension scores. The British journal of educational psychology, 85 3, 264-75. Retrived from Kostons, D., & van der Werf, G. (2015). The effects of activating prior topic and metacognitive knowledge on text comprehension scores. The British journal of educational psychology, 85(3), 264–275. https://doi.org/10.1111/bjep.12069

Kuperberg, G. R., & Jaeger, T. F. (2016). What do we mean by prediction in language comprehension?. Language, cognition and neuroscience, 31(1), 32–59. https://doi.org/10.1080/23273798.2015.1102299

Laraba, S. (2010). The Influence of Vocabulary Knowledge on Reading Comprehension Achievements. https://www.semanticscholar.org/paper/The-Influence-of-Vocabulary-Knowledge-on-Reading-Laraba/28c79f0e28d884c78bfc8f7e5ca92c5a76f322d9

Ling, Q. (2020). On Outcome-Based English Visualizing Reading Strategy. 2019 3rd International Conference on Advancement of the Theory and Practices in Education (ICATPE 2019), Retrieved from https://webofproceedings.org/proceedings_series/ESSP/ICATPE%202019/TPE05049.pdf

Lovrich, D. (2007). Classroom Applications of Top-Down and Bottom-Up Processing. The Science Teacher, 74, 28-32. Retrieved from https://eric.ed.gov/?id=EJ758682

Luke, A. (2011). Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools. https://www.semanticscholar.org/paper/Comprehension-and-content%3A-planning-literacy-in-low-Luke-Dooley/bcc3fb5b5c8cbb666fedcc462d6b884601e1ca69

Macalister, J. (2010). Investigating teacher attitudes to extensive reading practices in Higher Education: W hy isn’t everyone doing it? RELC Journal, 41(1), 59–75. https://doi.org/10.1177/0033688210362609

Maccagno, L.M. (2019). Effectiveness of Semantic Mapping in Increasing Reading Comprehension for English Language Learners. Retrieved from https://digitalcommons.csumb.edu/cgi/viewcontent.cgi?article=1661&context=caps_thes_all

Manickam, R. A., & Aziz, A. (2020, May 3). The Effectiveness of using Infographics as an Aid for Reading Comprehension. Open Journal of Science and Technology. https://doi.org/10.31580/ojst.v3i1.1360

Mart, C. (2015). Combining extensive and intensive reading to reinforce language learning. Journal of Educational and Instructional Studies in the World, 5(4), 85-90. Retrieved from https://www.researchgate.net/publication/329268348_Combining_Extensive_and_Intensive_Reading_to_Reinforce_Language_Learning

McEwan, E.K. (2004). Seven Strategies of highly effective readers: Using cognitive research to boost K-8 achievement. Thousand Oaks, CA: Corwin Press Retrieved from https://eric.ed.gov/?id=ED495516

McNamara, D.S., & Kendeou, P. (2011). Translating Advances in Reading Comprehension Research to Educational Practice. International Electronic Journal of Elementary Education, 4, 33-46. Retrieved from https://www.researchgate.net/publication/281894454_Translating_advances_in_reading_comprehension_research_to_educational_practice

Moghadam, S.H., Zainal, Z., & Ghaderpour, M. (2012). A Review on the Important Role of Vocabulary Knowledge in Reading Comprehension Performance. Procedia - Social and Behavioral Sciences, 66, 555-563. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042812052858

Mousavian, S., & Siahpoosh, H. (2018b). The Effects of Vocabulary Pre-teaching and Pre-questioning on Intermediate Iranian EFL Learners’ Reading Comprehension Ability. International Journal of Applied Linguistics and English Literature, 7(2), 58. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.58

Muslaini. (2017). Strategies in Teaching Reading Comprehension. Universitas Syuah Kuala. Banda Aceh. English Education Journal 14(3), Retrieved from https://jurnal.usk.ac.id/EEJ/article/view/6129

Namjoo, A., & Marzban, A. (2014). A New Look at Comprehension in EFL/ESL Reading Classes. Procedia - Social and Behavioral Sciences, 116, 3749-3753. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042814008520

Nolan, & Charles, W. (2002). A Comparison of the Effects of Two Schema Theory-Based Pre-Reading Activities in Spanish: Key Word Discussion and Vocabulary Review. Retrived from https://apps.dtic.mil/sti/tr/pdf/ADA408585.pdf

Noor, N. M. (2011). Reading habits and preferences of EFL post graduates: A case study. Indonesian Journal of Applied Linguistics, 1(1), 1-9. Retrieved from https://pdfs.semanticscholar.org/eda2/c92499197b8063edc1de0f87d018a5d6407b.pdf

Nurhamidah, S. (2018). The Analysis of Teachers’ Strategies in Teaching Reading Comprehension at Sman 2 Padang Bolak, Universitas Syiah Kuala. Banda Aceh. Retrieved from https://jurnal.iain-padangsidimpuan.ac.id/index.php/TZ/article/view/1149

Oliver, R., & Young, S. (2016). Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training. Studies in Second Language Learning and Teaching, 6, 111-133. Retrieved from https://eric.ed.gov/?id=EJ1134397

Osidak, V., & Nesterenko, N. (2021). Building Critical Thinking Skills Through Literary Texts in EFL Classes. Аrs Linguodidacticae 4(2).

Rasinski, T.V. (2000). From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School. Retrieved from http://www.timrasinski.com/presentations/phonics_to_fluency.pdf

Past, T. (2019). Pre-Teaching Vocabulary for Improving Reading Comprehension. Temple University Japan Studies in Applied Linguistics, 122, 37–46.

Rahmani, M., & Sadeghi, K. (2011). Effects of Note-Taking Training on Reading Comprehension and Recall. The Reading Matrix: an International Online Journal, 11, 116-128. Retrieved from https://www.readingmatrix.com/articles/april_2011/rahmani_sadeghi.pdf

Robb, T. (2002). Extensive reading in an Asian context—An alternative view. Reading in a Foreign Language, 14(2), 146–147. Retrieved from https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/123c29fc-1791-4737-8a81-9647e2aaf549/content

Rosowsky, A. (2001). Decoding as a Cultural Practice and its Effects on the Reading Process of Bilingual Pupils. Language and Education, 15, 56 - 70. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/09500780108666799

Rouet, J., & Potocki, A. (2018). From reading comprehension to document literacy: learning to search for, evaluate and integrate information across texts / De la lectura a la alfabetización documental: aprender a buscar, evaluar e integrar información de diversos textos. Infancia y Aprendizaje, 41, 415 - 446. Retrieved from https://www.tandfonline.com/doi/full/10.1080/02103702.2018.1480313

Sandy, F., & Fidian, A. (2022). Sustaining Engagement during Reading Activities. International Journal of Education, Language, and Religion, 4(1). Retrieved from http://jurnal.utu.ac.id/IJELR/article/view/5417

Shamchuk, L., & Plouffe, L. (2013). MacEwan University Library’s pedagogical shift: Using active learning activities during first-year information literacy sessions. College & Research Libraries News, 74, 480-495. Retrieved from https://crln.acrl.org/index.php/crlnews/article/view/9011/9810

Shokrpour, N., Sadeghi, A., & Seddigh, F. (2013). The Effect of Summary Writing as a Critical Reading Strategy on Reading Comprehension of Iranian EFL Learners. Journal of Studies in Education, 3, 127-138. Retrieved from https://www.researchgate.net/publication/276182372_The_Effect_of_Summary_Writing_as_a_Critical_Reading_Strategy_on_Reading_Comprehension_of_Iranian_EFL_Learners

Simmons, D.C., Kameenui, E.J., Good, R.H., Harn, B., Cole, C.E., & Braun, D. (2000). Building, Implementing, & Sustaining a Beginning Reading Model: School by School and Lessons Learned. OSSC Bulletin, 43. Retrieved from https://eric.ed.gov/?id=ED443080

Syabri, M., Latif, A., & Amaluddin, A. (2021). Improving Students’ Reading Comprehension Through Top-Down Strategy. Exposure: Jurnal Pendidikan Bahasa Inggris. 10(2) Retrieved from https://journal.unismuh.ac.id/index.php/exposure/article/view/5346

Thorndike, E.L. (2009). Reading as Reasoning: A Study of Mistakes in Paragraph Reading. Reading Research Quarterly Vol. 6, No. 4 (Summer, 1971), pp. 425-434. Retrieved from https://www.jstor.org/stable/746938

Tsai, T. (2009). EFL College Freshman Note-Taking Training for Reading Comprehension. Retrived from https://www.semanticscholar.org/paper/EFL-COLLEGE-FRESHMAN-NOTE-TAKING-TRAINING-FOR-Tsai/09f60efaf71c5664a81ea5216dacaa71dbf66eae

Vaezi, S. 2006. Theories of reading 2. Available online at https://www.teachingenglish.org.uk/article/theories-reading-2

Valdivieso, L.B. (2000). Los Procesos Cognitivos En El Aprendizaje De La Lectura Inicial. Estud. pedagóg. n.30. Retrieved from https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052004000100001

Virgiyanti, D.F. (2020). The Use of Extensive Reading to Encourage Students’ Reading Ability. International Journal of English Learning and Applied Linguistics (IJELAL). 1(1) Retrieved from https://ejournal.unida.gontor.ac.id/index.php/IJELAL/article/view/5016

Wijaya, K.F. (2021). The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts. Acuity: Journal of English Language Pedagogy, Literature and Culture. 6(2) Retrieved from https://files.eric.ed.gov/fulltext/EJ1305212.pdf

Yang, H., & Yang, X. (2021). A Summary and Critical Analysis: “The Investigation on Critical Thinking Ability in EFL Reading Class”. International Journal of Creative Research Thoughts 9(12). Retrieved from https://ijcrt.org/papers/IJCRT2112091.pdf

Yunus, M.M., Salehi, H., & John, D.S. (2013). Using Visual Aids as a Motivational Tool in Enhancing Students Interest in Reading Literary Texts. ArXiv, abs/1305.6360. Retrieved from https://www.researchgate.net/publication/236946579_Using_Visual_Aids_as_a_Motivational_Tool_in_Enhancing_Students_Interest_in_Reading_Literary_Texts




DOI: http://dx.doi.org/10.46827/ejes.v10i12.5110

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Lhoussine Qasserras

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All 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 authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. 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).