Volume : VI, Issue : XII, December - 2017

Conceptualization of teaching reading comprehension

Ms. C. Divya, Ms. J. Oormila Heleena

Abstract :

 The study tries to find out the complexity of reading which remains undeveloped among intermediate learners.  Outside of the home, teachers constitute the most proximal environmental contexts for young learners’ academic and motivational development. This study reports on minor interference that observed the effective strategies for reading comprehension, in the framework of teaching methods. For this study students are divided into two groups (i.e) control group and experimental group based on their pre-test levels. Rather, the use of this test format aims to elucidate the ability of ordinary learners. The subjects were  private college students at intermediate proficiency levels.  The results show that this skill can be remarkably developed. There is no much difference in the performance of students, before, they are splited into groups. Our research on using teaching reading comprehension with some interesting assignments and tasks to the short texts that can be useful for the students who are on the way of improving English language learning. So, this study proves that training to silent read, read aloud and thinking, applying and analyzing on reading revealed important implications about the development of reading through reading comprehension. 

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Article: Download PDF    DOI : https://www.doi.org/10.36106/gjra  

Cite This Article:

Ms.C.DIVYA, Ms.J.OORMILA HELEENA, Conceptualization of teaching reading comprehension, GLOBAL JOURNAL FOR RESEARCH ANALYSIS : VOLUME-6, ISSUE-12, DECEMBER-2017

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