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العنوان
A Strategy Based On Literature Circles group Discussions
and Cooperative Learning To Develop Some English
Reading Comprehension Skills Of
Preparatory Stage Students /
المؤلف
Alsharif, Jawharah Salem.
هيئة الاعداد
باحث / Jawharah Salem Alsharif
مشرف / Aida Abd El Maksoud Zaher
مشرف / Amira El Amir Khater
مناقش / Amira El Amir Khater
تاريخ النشر
2014.
عدد الصفحات
400p.:
اللغة
الإنجليزية
الدرجة
ماجستير
التخصص
المناهج وطرق تدريس اللغة الإنجليزية
تاريخ الإجازة
1/1/2014
مكان الإجازة
جامعة عين شمس - كلية البنات - مناهج وطرق تدريس
الفهرس
Only 14 pages are availabe for public view

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from 400

Abstract

The ability to use a language in a communicative way is not just a
single unified skill. Most recent studies has divided language ability into
four separate skill areas; listening, speaking, reading, and writing.
Reading is considered one of the most important skills which help to
build vocabulary and lead to lifelong learning and improvement in first
and second language skills. Reading is important for the following
reasons:
-It develops personal creativity, allows the student to form and construct
in their minds how a certain character looks like and how to imagine a
certain scene and gives the student a chance to practice creativity and
critical reading.
- It improves the student’s capacity to grasp principles and ideas
(http://ohioline.osu.edu/hyg-fact/٥٠٠/٥٢٨.html)
- It develops critical thinking so that students will be able to think and
take their own decisions early in their education, preparing them to “the
real world (http://www.peopleoffaith.com/benefits-of-reading.htm)
-It develops proficiency in language, leading to development of other
skills and increasing vocabulary (US Department of Education: ٢٠٠٦).
-It helps students to get knowledge of new things which enlarge their
interests.
-It develops the positive values in students’ life.
(http: //www.ccboe.net/teachers/)
-Reading increases students’ ability to focus on their text, and solve their
problems (http://www.kernel.uky.edy/٢٠٠١/text/٠١٣١/٠٩aarts.shml)
Reading is a complex process involving a network of cognitive
actions that work together to construct meaning (Baker and Brown
٢٠٠٢; Block and Pressley ٢٠٠٢; Pearson ٢٠٠٢). Reading is viewed as an
interactive process between the reader and the text through which
meaning was constructed, but importantly, it is also seen as an
intentional thinking process (RAND, ٢٠٠٤). Hence, to read effectively,
learners should be able to use comprehension not just to understand the
meaning but also to comprehend inside ideas.
As Tierney (٢٠٠٥) stressed, reading could not occur without
comprehension, so, to comprehend, a reader must have a wide range of
capacities and abilities that include: attention, memory, critical analytic
ability, inference, visualization ability, motivation, and various types of
knowledge (vocabulary domain and topic knowledge, linguistic and
discourse knowledge and knowledge of specific comprehension
strategies). As a reader begins to read and complete an activity, some of
the knowledge and capacities change (NRP, ٢٠٠٠). The features of text
have a large effect on comprehension. During reading, the reader creates
different representations of the text that are important for
comprehension. These include: surface code or understanding the exact
wording of text and text base or understanding the idea units
representing meaning (NRP, ٢٠٠٠). This helps comprehension by
allowing the students to visually understand what they have read and
attain the information in their long term memory.
Moreover, to know more about comprehension there are actually
three main levels or strands of comprehension: literal, inferential and
critical comprehension. (Zahran, ٢٠١٠). These are not only three levels
but there are lots of classifications which will be mentioned in detail in
chapter (٢).
١-literal comprehension: the shallow or direct comprehension, which
includes everything related to the thorough and deep knowledge and
understanding of the words, with the increase in the number of words, it
also includes understanding the literal apparent meaning and learning the
meanings of words and grasping the main idea, and secondary ideas,
under which falls a set of sub-skills, they are:
- Identifying people in reading text.
- Identifying times in reading text.
- Arranging events in reading text upon occurrence.
- Identifying text keywords and frequency of occurrence
- Determining the synonyms of words in reading text.
٢ - Inferential comprehension: it is the process of the reader which
links between the signals of context and various hints on one hand and
the inter-relation of sentences on the other hand, to get the meaning and
the required information from the text, and know the purpose of the
writer, under which falls a set of sub-skills, they are
‐ deducting the main idea of reading text
‐ deducting the secondary ideas of the reading text
‐ deducting implied meanings in reading text
‐ deducting results from facts included in text introductions
٣ - Critical comprehension: this skill enables the reader to appreciate
the importance of what he reads and determines the accuracy of the
news that he reads. This ability can be developed when the teacher
discusses with his students what they read, and asks them to explain
their point of view in the reading text, under this skill falls a set of subskills,
they are:
-Differentiating between facts and opinions.
-Developing an opinion regarding an act or phenomenon appeared in the
reading text.
-Distinguishing between the related and non-related ideas to the subject.
As a part of a balanced strategy, the most powerful facets of using
reading comprehension with literature circles is this dynamic interaction
or transaction among readers in the group and between readers and the
text. This practice encourages, even demands, that students become
active participants first in reading their books and second in the group
discussions.