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THE EFFECT OF COMBINED STRATEGY INSTRUCTION ON READING
COMPREHENSION
Soipova Sanobar Tulanboy qizi student of Uzbek
State World Languages University scientific advisor:
Kattabaeva D.K.
Abstract:
This research reported results of 2 sequential and interrelated studies that
examined the efficacy of combining 2 models of reading strategy. Reading skills are the
cognitive processes that a reader uses in making sense of a text. For fluent readers, most
of the reading skills are employed unconsciously and automatically. When confronted
with a challenging text, fluent readers apply these skills consciously and strategically in
order to comprehend.
Key words:
reading, learner, language skills, combined, pre reading strategy
Reading is about understanding written texts. It is a complex activity that involves
both perception and thought. Reading consists of two related processes: word
recognition and comprehension. Word recognition refers to the process of perceiving
how written symbols correspond to one's spoken language. Comprehension is the
process of making sense of words, sentences and connected text. Readers typically make
use of background knowledge, vocabulary, grammatical knowledge, experience with
text and other strategies to help them understand written text.
Although reading can be primarily seen as a cognitive task, as illustrated by the
aforementioned definition, research has proven that good readers employ a variety of
strategies to comprehend written, the more difficult the reading task, the more readers
need to regulate their processes of meaning construction, in other words, use reading
strategies. The authors define a reading strategy as “a plan of mental actions to achieve
a reading goal”. According to the researchers, teachers must explicitly describe the
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strategy; in other words, overtly explain its content and its use. Second, a model should
be provided. Third, the strategy should be used collaboratively. Finally, the teachers
should guide (scaffold) the students and progressively decrease their guidance so that
the students become independent users of the strategy. However, it might be argued that
collaboration is not a requirement for strategy instruction, as learners taking private
lessons may be taught strategies without practicing them with a peer.
Teaching reading comprehension can be complicated because it can’t be
evaluated in binary terms—that is, it’s not a subject students either “get” or “don’t get.”
One student may be a vocabulary whiz but find metaphors confusing, while another may
find complex sentence structure much more difficult than
figurative language
.
It’s important for both you and your students that they provide you with specific
feedback. If they say they don’t understand, ask them to tell you what, exactly, they are
having trouble with, whether it’s a specific element (e.g. a subplot they can’t quite follow
in a novel) or a particular sentence or paragraph.
You can also have them “think about thinking” otherwise known as
metacognition. Whether they realize it or not, good readers use metacognition to control
and inform their reading.
Readers using metacognition will often clarify their purpose for reading and
preview the text. If you are teaching students who are just starting to get comfortable
with reading, you will want to tell them why they are reading what you have assigned.
For example, if you assign a fable to read, tell them to determine the lesson that
the character(s) learned and how the character learned the lesson. In addition to
determining purpose and previewing the text, your students should make a note of any
comprehension problems they have and try to resolve them.
Graphic organizers
aren’t just for brainstorming—
they can also come in handy
for reviewing a reading assignment. Especially for elementary students who may find
building up their reading comprehension a challenging process, rearranging the
information presented in the text can help them “see” and separate individual pieces of
Topical issues of language training
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a literary puzzle.
For example, a
main idea organizer
can help your students identify the central
subject of a piece, while an
opinion writing worksheet
can help them understand both
a persuasive essay’s argument as well as how the author supports that argument with
compelling evidence.
Teaching your students how to appropriately summarize text can be a bit of a
challenge especially if they haven’t had a lot of practice in the past. We have all had
students who write way too much and students who write a single sentence. The trick
here is to get them to determine what was important and to put it into their own words
so they can better understand what they read. Summarizing helps students:
•
Identify main ideas
•
Break down larger ideas
•
Focus on only the important details
•
Remove unnecessary information
•
Remember what they read and learned from their reading
There are tons of methods to teach summarizing. If a thing is worth doing, it’s worth
doing well, as the old saying goes. Reading comprehension may not come naturally to
all of your students, but a little persistence and grit can go a long way. It takes patience—
both on your part and on theirs. The key lies in providing your elementary students with
a safe space in which to ask questions, explore specific problem areas, and review
reading material by using graphic organizers and making connections. And, by creating
and publishing a unique classbook project together, you’ll be able to show them just how
far they’ve come, and how much they have to be proud of.
References
1.
Пассов Е. И «Основы методики обучения иностранным языкам»-
Москва, 2017. -стр.88
2.
Beaumont M. The Teaching of Reading Skills in s Second Language. -The
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University of Manchester,2016. P 112-130
3.
Lems K. Teaching Reading to English Language Learners/ K. Lems, L.
D.Miller, M. T. Soro. - NY, London: The Guilford press, 2010. P 256.
4.
Khabibullaevna, Dalieva Madina. "CONCEPT AS THE BASIS OF THE
LINGUISTIC PICTURE OF THE WORLD." British View 8.9 (2023).
5.
Dalieva, Madina. "NAVIGATING THE INTERPLAY OF TERMINOLOGY,
LANGUAGE, AND KNOWLEDGE." Academia Repository 2.11 (2023):
24-27.
6.
Dalieva, Madina. "THE INFLUENCE OF CULTURAL AND HISTORICAL
FACTORS ON THE TERM CONCEPTUALIZATION OF THE
SCIENTIFIC AND LINGUISTIC PICTURE OF THE WORLD." Open
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