The theme of the diploma paper is “Effective Teaching Reading Techniques in Form Six.” The diploma paper consists of 48 pages, 4 chapters, 5 sub-chapters, 6 tables, 6 figures and 6 appendices. The author of the paper has analysed different kinds of literature, such as scientific research and publications, course books, and scientific books referred to the teaching reading methods and approaches. In his practical research the author has tried to practise the most effective methods and approaches. All the success and failures have been described, analysed and taken into consideration.
The author of the diploma paper has chosen the reading topic because he discovered the contradiction between a great number of English lessons, qualitative course books, and usually poor reading skills in form six. The main conclusion is that the effective methods` variations improve reading skills, but this regularity does not usually apply to children having different psychological problems like shyness, diffidence, fear. At the same time the poor conclusion making ability and poor vocabulary is the main cause of poor reading and language comprehension.
Table of Contents
Introduction
Chapter 1 Cognitive Features
1.1. Motivation and Reading
Chapter 2 Reading
2.1. Reading Methods
2.2. Pre-Reading
2.3. While- Reading
2.4. Post-Reading
Chapter 3 Classroom Research Experiment
Chapter 4 Conclusion
List of Literature
Research Objectives and Themes
The primary objective of this diploma paper is to investigate effective reading techniques and their practical application in Form Six English lessons. The research explores the interplay between cognitive development, student motivation, and specific teaching methodologies to overcome common reading difficulties observed in students.
- Cognitive development stages and their impact on learning capabilities.
- The significance of student motivation and home-school connections in reading achievement.
- Comparative analysis of "look-say" and "phonics" reading instruction methods.
- The implementation and evaluation of pre-reading, while-reading, and post-reading strategies in a classroom setting.
- Psychological barriers to reading, such as shyness, fear, and lack of confidence.
Excerpt from the Book
2.1. READING METHODS
The scientifically- based methods often guarantee successful instructions. The educational consultant Dr. David Sousa (3; 141) says that the students receiving instruction in scientifically- based programs demonstrate rapid growth in reading achievement. Two main methods are used in order to teach pupils basics of reading. The psychologist Keith Rayner (17; 348) says that these two primary methods used to teach children to read are whole word (or look-say) instruction and phonics instruction. The proponents of the look- say method consider it to be the leading one. Professor Michael Pressley (21; 154) adds that the look-say approach emphasizes students learning words as wholes rather than learning to decode via phonics. The educational professor Susan B. Neuman (31; 59) says that memorizing whole words may lead to rapid progress in early reading, particularly for children with good visual memories because some words encountered in early reading (such as could, the) have an irregular pattern of letter-sound mapping that requires whole word memorization.
Summary of Chapters
Introduction: Summarizes the importance of reading as a fundamental language skill and highlights the observed contradiction between the availability of quality materials and the poor reading performance of secondary school students.
Chapter 1 Cognitive Features: Examines the cognitive stages of development in children aged 11-12 and analyzes factors, including motivation, that influence a learner's ability to engage with text.
Chapter 2 Reading: Discusses various reading methods, including "look-say" and phonics, and details the structured progression of pre-reading, while-reading, and post-reading activities.
Chapter 3 Classroom Research Experiment: Provides a detailed account of the author's pedagogical practice, including the planning, execution, and analysis of three experimental reading lessons conducted in Form Six.
Chapter 4 Conclusion: Synthesizes findings from both theoretical research and practical experiments, confirming the hypothesis that varied, student-centered reading techniques improve comprehension and engagement.
Keywords
Reading techniques, Form Six, Reading comprehension, Motivation, Phonics, Look-say method, Cognitive development, Pre-reading strategies, While-reading, Post-reading, Classroom research, Student engagement, Language acquisition, Reading skills, Educational psychology.
Frequently Asked Questions
What is the core focus of this diploma paper?
The paper focuses on identifying and applying effective teaching reading techniques specifically for students in Form Six, analyzing how these methods impact reading comprehension and student motivation.
What are the primary themes explored in this research?
The main themes include cognitive development, the role of student and parental motivation, the comparison of different instructional reading methods (phonics vs. look-say), and the practical implementation of reading strategies.
What is the ultimate goal of the research?
The primary goal is to study effective teaching reading methods and evaluate their practical application in a Form Six classroom to improve students' overall reading abilities and interest.
What methodology does the author utilize?
The author employs a study and analysis of existing psychological and methodological literature, alongside practical classroom research involving experimental lessons and data manipulation.
What is covered in the main part of the paper?
The main part covers the theoretical framework of cognitive features and reading methods, followed by a practical section describing the author’s experimental work at a secondary school, including lesson plans and lesson analyses.
Which keywords best characterize this work?
Key terms include Reading techniques, Reading comprehension, Motivation, Phonics, Look-say method, Cognitive development, and Classroom research.
How do psychological factors like shyness affect reading in Form Six?
The research finds that psychological barriers such as shyness, fear, and lack of confidence significantly hinder students' ability to participate in oral reading and engage efficiently with texts, despite good grammatical knowledge.
Why does the author advocate for a combination of reading methods?
The author concludes that while "look-say" can jump-start reading in early stages, phonics is essential for word recognition and spelling. Therefore, both methods should be integrated to support different learning needs and long-term reading development.
- Arbeit zitieren
- Victor V. (Autor:in), 2008, Effective teaching reading techniques in form six, München, GRIN Verlag, https://www.grin.com/document/266616
