Reading 4 ur Life
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Authors
Carvajal, Robert
Issue Date
2017
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Peru
Abstract
Context: In Oxapampa, Peru, a teacher working with 5th-grade students preparing for an intensive reading exam (Paper 1 of the Cambridge PET) observed that students struggled with reading comprehension despite instruction in various strategies. Students often failed to understand texts or complete the test within the time limit. The teacher sought to evaluate and improve their approach.
Aims: The study aimed to identify effective reading strategies for Paper 1 and assess students' attitudes toward these strategies. The teacher focused on understanding the specific issues students found challenging, their perceptions of time constraints, and how his instruction could better support students to use reading and examination strategies.
Methods: The teacher employed a reflective journal, a questionnaire, and peer observations. The questionnaire gauged students' strategy use and difficulties with Paper 1, while a peer observer provided insights into classroom dynamics, especially around the teacher's strategy instruction. Journal entries tracked the teacher's observations and reflections on his practices and students' progress.
Findings: Data showed that although the teacher promoted a range of strategies, students were not using them effectively. The questionnaire and peer observation revealed that students often lacked understanding of how to apply these strategies. Students cited grammar complexity and the need for more time as barriers to completing the test. After implementing targeted strategy sessions with clear instructions and modelling, students showed increased confidence in using techniques like highlighting, inferring, and narrowing down answer options. Students' exam performance improved, as did their understanding of strategy application.
Implications: This study highlights the importance of modelling strategy use and explicitly teaching application techniques, offering insights for teachers preparing students for reading-intensive exams.
Aims: The study aimed to identify effective reading strategies for Paper 1 and assess students' attitudes toward these strategies. The teacher focused on understanding the specific issues students found challenging, their perceptions of time constraints, and how his instruction could better support students to use reading and examination strategies.
Methods: The teacher employed a reflective journal, a questionnaire, and peer observations. The questionnaire gauged students' strategy use and difficulties with Paper 1, while a peer observer provided insights into classroom dynamics, especially around the teacher's strategy instruction. Journal entries tracked the teacher's observations and reflections on his practices and students' progress.
Findings: Data showed that although the teacher promoted a range of strategies, students were not using them effectively. The questionnaire and peer observation revealed that students often lacked understanding of how to apply these strategies. Students cited grammar complexity and the need for more time as barriers to completing the test. After implementing targeted strategy sessions with clear instructions and modelling, students showed increased confidence in using techniques like highlighting, inferring, and narrowing down answer options. Students' exam performance improved, as did their understanding of strategy application.
Implications: This study highlights the importance of modelling strategy use and explicitly teaching application techniques, offering insights for teachers preparing students for reading-intensive exams.
Description
Keywords (free text)
english as a foreign language , reading strategies , exam preparation , reading comprehension , instructional modeling , student engagement , exploratory action research