Reading Aloud: Challenges and Solutions

Reading Aloud Challenges and SolutionsThis assignment is my guide to the last-place step of my dissertation. In this assignment, I leave alone address in expound mostwhat what I entrust do for my dissertation. First, I pass on deal my offspring and why I realize chosen, it and I testament bespeak my question questions and sub-questions. Next, I provide identify key aras I postulate to take ab off and I will summarize 11 rule books and articles that builder practiseful theoretical compass for my research. The topics I am interested involve define version, past the process, models, methods of article of faith go throughing, strategies subscribers hold and the chemise outline in relation to class period strategies. This befriend section will service me defecate the literature review for my dissertation. Finally, I will describe my research act and research methods I am going to use.Section one My topic and why I chose itMy topic is ab appear riddle s my pupils shoot in variation clamorously and find slipway of improving my pupils culture forte. I have chosen this topic because in my puzzle round as a instructor I faced and taught variant kinds of pupils from different levels, I have found that most of them have problems in translation, in particular meditate out loud. Some of them argon swell in tuition aloud but have m each do substitute early(a) dis railss, have omission of terms or letter-sounds while reading. This could be due to lack of sight phraseology, lack of phonetic skills, lack of strategies for reading. Some of them bay windowt produce a single word. I discovered that pupils were learning nothing if they could not read aloud. My pupils who notifynot read aloud have general difficulty in decode any reading schoolbook edition productively.I believe my research is important because reading aloud is precise important for my pupils in grade 9, which is closer to the final instructtime le aving examinations in grade 12. I hope it whitethorn able me and my colleges to find the diagnoses to dish out the participants and in future to attend all my pupils with their reading problems .In my research I wil try to analyze and describe their miscues in reading aloud according to their levels good, mediocre and week.That time I couldnt do any thing about it because I didnt have the experience to table service them. After I joined the B.A course and studied EDUC 2031 TEYL, EDUC2033 Initial Literacy, EDUC2028 verbiage learning from these modules I realized the nature of young learners how do they learn, how do they acquire new language and how to t severally reading to young learners.As I understood the older ways of inform reading concentrate on letters and speech communication and how to say them, all language books atomic number 18 concerning on that view unaccompanied. The new researches fork uped a different view which imprecate on gravelment of all language skills so, because reading in a second language is imbiben as a thinking exercise thats not only concerned on reading speech communication, sentences and pages only but it is on developing language as a whole. Reading is the main debate to build the personality of a person as I mentioned in front and it is the main thing that teaching and learning stands on because it is a colloquy way between the learner and the academic culture in the give lessonss . I would like my pupils to be able to use reading for study, for pleasure , to rede and to interact with what they learning.My pupils are in grade 9 of general commandment school at the age of 14 years old with different ability levels. They have been studying face for five years only development Our World Through position. They started leaning English from grade 4. In addition, they are similar in many things much(prenominal) as pupils environment, strengths and impuissance areas they have.I decided to do research for m y dissertation w here(predicate) I will focus on finding the difficulties my pupils face in reading aloud and helping me find ways to alter my pupils in reading aloud. Although my research will focus on reading aloud, from my experience a pupil stoogenot read aloud well, he sight have little or no comprehension when he read silently. My research question isHow heap I develop the reading aloud abilities of my grade golf-club pupils?.My sub-questions will beWhat miscues my good pupils and weak pupils make when reading aloud? found on my miscue analysis, what reading strategies do my good pupils and my weak pupils use when reading aloud?What reading strategies cigaret I encourage my pupils to develop to improve their reading?In my research the subjects will be sextuplet pupils from 2 of them are good , the other 2 are average and the last 2 are weak pupils)(785 words)Section 2 Summaries of germane(predicate) literatureThe key areas I will need to read about for my research arer eading processmodels of readingMethods of teaching reading.reading strategiesmiscue analysisHow miscue analysis shadower be employ to identify the reading strategies that pupils use and the errors they make.In this section I contend 11 books / articles that I want to use for my dissertation because they will help me to develop my understanding of issues related to my research. The aspects that are relevant to my study are summarized below.Urquhart and Weir(1998)Urquhart and Weir discuss three models of reading and I will state them here Bottom up approach. They say this analyses embark on with the stimulus, i.e. the textual matter, or bits of the text. They say that in Goughs (1972) model, the indorser begins with letters, which are conceded by a scanner. The learning thusly gained is passed to decoder, which converts the string of letters into a string of systematic phonemes, then word, then sentence then text. So bottom-up models are sequential in that one stage is comp leted before another is begun.Top-d sustain approaches. Since bottom-up models starts with the smallest text unit, either letters or letter features, we could expect, then, that top-down models begin with the largest unit, the whole text. According to Urquhart and Weir for top-down model of reading, proofreaders first use their compass knowledge to help them make a sense from the text. So for top-down approaches background knowledge is very(prenominal) important.Interactive approach. In interactive models (Urquhart and Weir tinct to Rumelhart, 1977), there is no regular sequence from top to bottom or from bottom up. They quote Stanovich the best known proponent of interactive models, that in interactive models a pattern is synthesized based on information leadd simultaneously from several source (198035). So in interactive approaches reader uses both(prenominal) small text units and background knowledge to make sense out of a text at the same time.Urquhart and Weir describes r eading strategies to be a conscious response to difficulties in the text while reading litigate selected deliberately to achieve goals (Is this a Quotation?).Aebersold and Field (1997)Aebersold and Field to a fault have sections on models of reading (bottom up , top down and interactive). They in addition focus on the readers experience in learning how to read and the ways reading fits into their lives. They give five common influential sources for information that discover reading development, particularly family, the community and the school influence. They mention that despite relatively small size, a family can foster a variety of experience that affects a childs reading development. They say that the community influence provides readers with a set of varied life experiences that too shape their individual knowledge. Thirdly the school can bring children into contact with communities other than their own or they can be homogeneous institution that reflect shared values. Thi s is interesting because in Oman children learn English without much support from the family or the community and school does not bring child in contact to many other communities.Riley (1996)This article has a section on models of reading (bottom up , top down and interactive). The author discusses how schema theory describes the process by which readers accede their own background knowledge with the information in a text to help them comprehend that text. All readers carry different schemata (background information) and these are to a fault often culture-specific. This is an important concept in ESL teaching, and many books have pre-reading tasks that are designed to build or activate the learners schemata. The author also highlights both(prenominal) of the limitations of the use of the schema-theory approach and points out the importance both of developing the learners vocabulary and of encouraging extensive reading. (This sounds as if it is copied. Beware plagiarism, Saif.)Wray and Medwell (1991)This article focuses on reading process , models of reading and approaches to teaching reading.In reading process, they mentioned that reading is a highly complicated process, and there are a number of insights and concepts that the successful reader must(prenominal) develop. In models of reading,they discuss bottom-up models, top-down models, and interactive models and they strongly criticize the bottom up model. They also have a section on teaching reading approaches olfaction and say, phonic methods of teaching reading and language experience approach. I discuss these under Graton and Spratt (1998) below.Graton and Pratt (1998)This book have usable sections on methods of teaching reading (whole word , phonics , language experience ) the methods teachers can use to teach pupils how to read. Most teachers use these methods to help their student in reading , sometimes they packs one of these methods but some teachers work on two or more because they think eac h method is completed by the other.The phonic method as wide used from the language teachers to teach reading and writing in the English for second language learners. It is relies on children being taught the alphabet first. Then they learn to pronounce the sounds of the letters . However it is difficult to depend only to phonics because English is not a regular spelling language. The second method is face and say or whole word method. Here pupils learn to recognize whole words or sentences rather than individual sounds. The pupils will look at a word which the teacher sound, often with a picture, and in turns will repeat the word. The problem is that it does not teach children to work out new words for themselves. The context support method can be used when the pupils are just learning to read and it is important to choose exercises or activities that really interest them. If the pupils like cars, choose an activity or exercises with pictures and simple words about cars. This will keep their interest and they will enjoy learning with the teach.OMalley and Valdez Pierce (2001)OMalley and Valdez Pierce give a effective part about miscue analysis (p 124-5). They say it involves listening to a student reading aloud and recording the miscues. In types of miscues, they mention repetitions, substitutions, insertions, omissions and self-corrections. They also recommend the teacher must get the student to answer reading comprehension questions. They say miscue analysis can provide information about (1) the readers ability to use language and the reading process (2) it can be used for judgeing reading, the readers approaches to reading and reading comprehension (3) information for revising approaches to teaching reading, how it can be used by teachers effectively to improve their learners reading.This book has profitable lists of reading strategies (p 121-123) and suggest how miscue analysis can be used to identify reading strategies readers are using. The authors talk about reading in the native language then reading in second language, which I am interested in. The writers said that learners who do have native language literacy skills might not know how to transfer their skills to the second language without specific strategy instruction.Carter and Nunan (Eds.) (2001)Carter and Nunan (Eds) (2001) define reading strategies as slipway of accessing text meaning which are employed flexibly and selectively in the course of reading. In teaching, attention is paid to the manner in which the reader is able to draw effectively on existing linguistic and background knowledge. They list the good reading strategies that learners use to help them read in a very efficient way, to get maximum benefit from their reading with minimum effort. These include drawing inferences, predicting and using information in the text such as pictures.They also discuss miscue analysis in relation to reading strategies As they say, miscue analysis refers to the study of th e text alterations conducted by the subject while the pupil reads the text and would be very impossible without reading aloud. Carter and Nunan (Eds) (2001) assert that for early readers miscue analysis can be used by teachers to assess the quality and quantity of learners errors in their processing of text. First, this is especially useful for L2 learners who because of their interlanguage system may show systemic syntactic and phonological departures from Standard English. In addition, they argue that miscues will be based on learners current interlanguage rather than because of misunderstand the text.Wallace (2001) p26 in Carter and Nunan (2001)Wallace discusses miscue analysis and she focuses on how miscue analysis can be used for early readers to assess the quality and the quantity of learners errors. face fungus (1987)Beard has a section on miscue analysis and methods of teaching reading (whole word , phonics , language experience). The author focuses on miscue analysis and gives some models of how to use miscue analysis to develop pupils reading and how miscue analysis can fulfill an important diagnostic function of a kind not readily offered by other more realised means of reading assessment.Cameron (2001)The author has sections on reading strategies , models of reading (bottom up , top down and interactive) , methods of teaching reading(whole word , phonics , language experience ) and discusses how miscues can help the teacher identify the reading strategies a reader is using . The author gives an example from her experience of reading with a little Malayan girl. The author mentioned that she had introduced her to the strategies such asWith the word bar, I pointed to the first letter , the sound of which she knew, and then she managed to sound out the word.With the word rather I just told her the word and did not spend any time on it , because it was not crucial to the meaning of the story and is not a particularly useful word to learn at her stag e.ith the word meals I told her the word and then explained the meaning as the story progressed and the heroine moved from break fast(a) to tea.When she came to watching TV she said washing . From this miscue I could see that she was making a good attempt at the word and had notice the initial consonant and the final rime.www.mindtools.com/pages/articals/According to www.mindtools.com/pages/articals/ miscue analysis refers to the study of text alterations made by the subject while s/he reads the text aloud. They summarise the research of Clay, Goodman and Weber (Davies 1995, p13) and they give a useful list of types of miscues. They say that the alterations often made by a reader areSubstitution (another word is pronounced instead of the printed word)Self-correction (the reader realizes his/her steal and corrects by him/herself.)Repetition (the printed word is repeated orally)Omission (a word is deep in thought(p) from the text)Insertion (a word not in the text is added by the r eader) bump (the word order gets changed or inverted)Hesitation (the reader pauses or makes a sound indicating hesitation)A long pause.The article also relates the miscues to approaches. It says that if a reader shows more hesitations, long pauses and self-correction, this shows a bottom up approach with the reader giving most attention to pronouncing the printed words. If a reader shows more miscues such as omission, insertion, reversal and substitution, this shows a more top-down approach where the reader is paying attention to the meaning of the whole text, not reading word by word.(Check this is not plagiarized. Can you give authors?)(1,910 words)How I will canvass my research questionAs discussed above, my research question will be How can I develop the reading aloud abilities of my grade nine pupils ? My ApproachFor my approach and method, I read Blaxter, Hughes, Tight, (2000), Cohen, Manion, Morrison (2000), Nunan (1992).For my research approach, I will use an action resea rch approach enabling me to analyze my own pupils over a period. Action research grows from the idea that a good teacher is one who reflects on what happens in the classroom possibly with a view to changing it. (EDUC3079 session3).My MethodFor my research I will syllabus to use miscue analysis and interviews. The miscue analysis will provide quantitative data and the interviews will provide qualitative data. I will select a text from the course book which is not acquainted(predicate) to my pupils , I will let them each to read aloud this text , I will record them while reading , then I will use miscue analyses to help me analyse their mistakes. Finally I will interview each pupil, I will ask questions to to assess their comprehension of the text, to get them to tel me what strategies they used to work out the meanings of some words and to try to find out why they failed to read indisputable words correctly.The research ProcedureMy research will include an unknown reading text f rom the OWTE course book that the sestet pupils will read it in order to have effective and organized results for my research question. This text from the course book OWTE that I think will be not acquainted(predicate) for the pupils because I gave it to them for the first time (See the appendix). First I will use pre-reading questions to prepare each pupil for the reading. Pre-reading is a way of sampling where the students are familiar to the content that you are going to give them. It is a useful strategy for beginning with a class, especially when classes contain students with mixed abilities climax from a diversity of backgrounds. Then each pupil will read the text and I record it. Then I will follow down all the miscues. Finally I will interview them to image their understanding, to assess their comprehension of the text, to get them to tel me what strategies they used to work out the meanings of some words and to try to find out why they failed to read certain words corre ctly.My ExpectationsI expect some problems, and here I discuss how I will overcome themMiscue analysis, I cannot assume that any two pupils will have the same miscues. In addition, anxiety may cause artificial results. To overcome these problems, I will choose six pupils from different levels. I will try to get them relaxed, so I will tell them about the reason for my research, and I will do the recording in a quiet place, so we are undisturbed.Pupils may feel boring from doing reading every time, so I must prepare a good situation forthem to feel comfortable.The main problem I think it is the time. These kinds of studies should not used in a laconic period because the researcher need to try many ways to investigate his pupils and his study in order to collect a valid, reliable data. terminusThe EDUC 3079 helped me a lot on finding solutions for many problems that I will face in future in my life as a teacher to help my pupils to reach the successes in their life as students.I lear ned how to read a lot and how to use the linguistics theories to help my pupils and to learn and discover the problems.The use of miscue analysis is a very useful way to solve pupils weaknesses in reading because it is allows me to focus on the problem it self , and how to deal with each problem individually.