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Incorporating authentic articles into teaching practices is an effective way to
enhance students
’
critical thinking skills. By encouraging students to engage with real-
world content, educators can empower them to think critically, question assumptions,
and make informed decisions. This approach not only benefits students academically
but also equips them with essential skills for success in the 21st century.
References
1.
Al Sharadgah, T. (2014). Developing Critical Thinking Skills through Writing in an Internet
2.
Almubaid, H. (2014). Applying and Promoting Critical Thinking in Online Education. The
3.
Marin, L., & Halpern, D. (2010). Pedagogy for Developing Critical Thinking in Adolescents:
4.
Muhlisin, A., Susilo, H., Amin, M., & Rohman, F. (2015). Analysis of Method or Learning
Model and Skill Qualification of Students
’
Critical Thinking in The Natural Science Basic
Concept Lecture. 8thInternational Conference on Science,
5.
Mathematics&Technology Education (SMTE) UNJ. Jakarta, November 21-24,
6.
Greenstein, L. (2012). Assesing 21 st Century Skill, A Guide To Evaluating Mastery and
Authentic Learning. USA: Corwin A Sage Company.
7.
Rakhmonov,
A.
B.
(2020).
HISTORY,
PERIODS
AND
STAGES
OF
COMPETENCE.
ФОРМУВАННЯ
СУЧАСНОЇ
НАУКОВОЇ
ДУМКИ
, 116.
8.
Satibaldieva, N. (2024). DYNAMICS OF LINGUISTIC EVOLUTION IN THE
TECHNOLOGICAL EPOCH.
Western European Journal of Linguistics and Education
,
2
(1),
9-11.
9.
Сатибалдиев, Э. К. (2022). Родной и неродной языки: лингвистические и методические
аспекты речевой интерференции. In
Технологии обучения русскому языку как
иностранному и диагностика речевого развития
(pp. 426-430).
ENHANCING READING SKILLS USING EFFECTIVE READING
STRATEGIES
Duysenbekov Muzaffar
student
Uzbekistan State World Languages University
Scientific advisor: D. Kattaboyeva
teacher
Uzbekistan State World Languages University
Abstract
This article highlights the importance of strategic reading in enhancing reading
comprehension and overall reading ability. It emphasizes the use of specific techniques, such as
predicting, questioning, visualizing, making connections, summarizing, and inferring to actively
engage with the text and extract meaning. By employing these strategies, readers can become more
efficient and successful in their reading endeavors.
Keywords:
Reading comprehension, reading skills, effective reading strategies, predicting,
questioning, visualizing, making connections, summarizing, inferring.
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Reading is a fundamental skill crucial for academic success and lifelong
learning, particularly for high and secondary school students, as emphasized by
Anderson, Hiebert, Scott, and Wilkinson. However, despite its importance, reading
comprehension remains a challenge for many students in this age group. In our
increasingly technology-driven world, the demand for high levels of literacy
exacerbates this issue, highlighting the critical need for effective reading instruction
tailored to the needs of high and secondary school students. This methodological
recommendation aims to empower educators working with high and secondary school
students, including classroom teachers, literacy specialists, and reading
interventionists, with practical strategies to enhance students
’
reading comprehension
abilities.
The strategies outlined in this recommendation are designed to be implemented
by educators working with high and secondary school students during regular
classroom instruction sessions as part of the curriculum. Additionally, educators can
utilize these strategies during targeted intervention sessions for students who require
additional support in reading comprehension. Understanding the purpose of reading is
essential for high and secondary school students to engage critically with text and
comprehend underlying meanings. Competent readers at this level actively employ
strategies such as predicting, making connections, visualizing, inferring, questioning,
and summarizing to enhance comprehension. It is crucial for educators to teach these
strategies explicitly, utilizing methods such as defining them, demonstrating their use
through think-aloud exercises, group practice, partner practice, and individual
application.
By providing educators working with high and secondary school students with
a clear understanding of how to effectively teach reading comprehension strategies and
offering practical guidance for implementation, this recommendation aims to empower
educators to support their students
’
literacy development effectively and ultimately
improve academic outcomes.
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1.1. Predicting
To be a good reader, students should define a reading objective; hence, good
readers read with a purpose. Predictive reading is one approach for boosting
comprehension since it allows the reader to establish a goal for their reading. According
to research, good readers use their experiences and expertise to generate predictions
and ideas while reading. This technique also allows for increased student participation,
which boosts student attention and comprehension of the content. It is critical to
compare the outcome in the actual text to the prediction process since it will help the
learner enhance his understanding. Without this component of the prediction process,
it is pointless for boosting student comprehension. Some techniques to teaching
forecasting include instructor modelling, predicting throughout the book, working with
partners, utilizing a graphic organiser, or placing post-it notes throughout the text. One
prediction approach involves using the title, table of contents, graphics, and key words.
Another effective prediction approach is to have students predict at certain moments in
the text, review their predictions, and adjust them as needed.
1.2. Visualizing
Another approach used by good readers to understand a text is visualisation.
Visualisation requires the reader to create an image of what they have read. This image
is retained in the reader
’
s memory as a representation of their perception of the text.
Teachers might encourage students to visualise settings, characters, and activities in a
story, then invite them to sketch or write about the images that spring to mind after
visualizing the text.
1.3. Making Connections
Making connections is another method for the reading process. Making
connections allows learners to activate their past knowledge and relate the ideas in the
text to their personal experiences. Reading becomes meaningful when the reader relates
the text
’
s concepts to their own experiences and beliefs, as well as events in the outside
world.
“
Text-to-Text, Text-to-Self, Text-to-World
”
is an approach for helping students
connect. Students can build text-to-self links by sketching, creating a chart, or writing.
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103
Teachers could question students if they have ever encountered anything similar to the
events described in the text. Students can build text-to-text linkages by drawing,
creating a chart, writing, and using graphic organizers. These text-to-text interactions
could be based on how the narrative
’
s characters interact with one another or how story
elements interact across stories. Students can build text-to-world links by sketching,
creating a chart, writing, or using graphic organizers. Text-to- world links can be made
by comparing characters in a story to contemporary characters or by comparing the
text
’
s content to the world today. Giving kids a reason for reading by asking them to
find connections will help them better understand the ideas in the material.
1.4. Summarizing
Summarization asks the reader to determine what is significant while reading
and then condense the knowledge into their own words. During the summarizing
process, students will be able to discern between the primary and supporting ideas.
Distinguishing related knowledge from unconnected knowledge is another step in the
summarizing process that will help pupils enhance their text comprehension skills.
Summarizing is a process that helps students organise their ideas even in extended
reading passages, which are typically viewed as a danger by students.
1.5. Questioning
Readers can engage in questioning before, during, and after reading. The
questioning process requires readers to ask themselves questions in order to construct
meaning, improve knowledge, find answers, solve problems, locate information, and
discover new information. This technique involves students returning to the text during
the reading process to find answers to questions posed by the teacher before, during,
and after the reading. This method allows students to practise distinguishing between
factual, inferred, and previous knowledge-based questions. Using the student-
generated Inquiry method, text fragments are integrated, improving reading
comprehension.
1.6. Inferring
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Inferring means reading between the lines. Students must combine their own
knowledge with information from the book to reach their own conclusions. Inferring
enables students to draw inferences, make predictions, find underlying themes, use
facts to build meaning from text, and use imagery to create meaning. Students can be
taught skills for making inferences using diagrams, graphs, photos, dates, relevant
terminology, and book titles.
2. Method
Reading ability is the most important skill for academic learning and success
in school. According to a study conducted in the United States, the ability to read
proficiently is strongly associated to how much a person can achieve in both his or her
personal and professional lives. It is for this reason that I have decided to do action
research. The primary goal of action research is to identify solutions to real-world
problems in schools and to increase student progress. Action research helps educators
analyse requirements, document inquiry steps, analyse evidence, and make educated
decisions that lead to desired outcomes. The steps of action research are:
Planning:
This step involves identifying the problem or issue to be addressed,
setting clear objectives, and designing a plan of action. It includes determining what
data will be collected, how it will be collected, and what methods or interventions will
be implemented.
Acting:
In this step, the planned interventions or actions are carried out
according to the established plan. This could involve implementing new teaching
strategies, providing additional resources, or conducting specific activities aimed at
addressing the identified problem.
Observing:
During this step, data is collected through observation,
measurement, or other means to assess the effectiveness of the actions taken. This
could involve monitoring student progress, gathering feedback from students and
colleagues, or analyzing test scores or other relevant metrics.
Reflecting:
In the final step, educators reflect on the data collected during the
observation phase to evaluate the impact of the actions taken and identify any insights
Topical issues of language training
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105
or lessons learned. This reflection process helps inform future decision-making and
refine the approach for ongoing improvement.
2.1. Instrument for collecting data and the research procedure
The purpose of this research was to determine the students
’
reading awareness
level and improve their reading abilities. The teacher researcher used six strategies:
prediction, connection, visualisation, inference, questioning, and summarising. The
strategies were taught to the students and practiced for three weeks. First, the research
teacher conducted a
“
Reading Awareness Survey
”
to see whether the children were
aware of the strategies. The survey discovered that nine out of fourteen pupils were
unaware of the strategies. The teacher researcher initially demonstrated the strategies,
which were subsequently practiced by the entire class, small groups, and finally
independently. Following the presentation of the reading skills, the teacher researcher
employed the Metacomprehension Strategy Index (MSI) to assess if the methods
presented had an impact on students
’
knowledge of reading. The index measures
students
’
familiarity with reading strategies used prior to, during, and after reading.
The teacher researcher spent four weeks practicing five reading passages from the
“
Prepare
”
coursebooks.
This bar graph shows the number of students aware of the reading strategies
before (9) and after (14) the intervention.
This bar graph represents the change in students
’
familiarity with reading strategies as
measured by the Metacomprehension Strategy Index (MSI) score before and after the
intervention.
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106
3. Results & conclusion
At the beginning of the study, my pupils lacked understanding of reading
techniques, as indicated by their reading awareness scale scores and my personal
observations. They were unfamiliar with various reading strategies, which posed a
challenge. However, after thorough study and guidance, their performance improved
significantly. As a researcher, I initially worried about integrating these ideas into the
classroom, especially given the sheer quantity of strategies, which might confuse the
students.
To address this, I provided continuous support and monitored the students
closely, particularly during questioning, inferring, and summarizing. Their
performance improved noticeably as a result of this intensive study. Both my students
and I found the experience gratifying. Students gained a better understanding of the
strategies, leading to improved reading comprehension.
This study demonstrates the effectiveness of these reading strategies in helping
students understand better. It offers hope and practical solutions for teachers facing
similar challenges in assisting students with reading difficulties. Moving forward, I am
eager to continue using these strategies in my curriculum.
References
1.
Adler, C. R. (Ed.). (2001). Put reading first. Research building blocks for training youngsters
to read. Jessup, MD: ED Publications.
2.
Block, C., & Israel, S. (2005). Reading First and Beyond: A Comprehensive Guide for
Teachers and Literacy Coaches. Thousand Oaks, CA: Corwin Press.
3.
Brown, A., & Dowling, P. (2001). Conducting research/reading research: A method of inquiry
for teaching. London, England: Routledge Falmer.
Topical issues of language training
in the globalized world
107
4.
Corey, S. M. (1953). Action research to improve school practices. New York, NY: Teachers
College Press.
5.
Kattabaeva D., & Sadriddinova G. (2024).
“
The usage of instructional approach in teaching
vocabulary.
”
Current issues in language training in a globalizing world, 1(1), 165-168.
6.
Рахмонов, А. Б. (2022, February). КРЕАТИВНАЯ КОМПЕТЕНЦИЯ КАК ОДНА ИЗ
КЛЮЧЕВЫХ КОМПЕТЕНЦИЙ ПРЕПОДАВАТЕЛЯ.
In
The 7 th International scientific
and practical conference “Science, innovations and education: problems and
prospects”(February 9
-11, 2022) CPN Publishing Group, Tokyo, Japan. 2022. 842 p.
(p.
469).
LANGUAGE CONTACT IN THE CONTEXT OF GLOBALIZATION:
IMPACT ON SECONDARY INTERPRETATION
Ergasheva Guli Sorakhon
Uzbekistan State World Languages University
Abstract
This article delves into the complexities of secondary interpretation in the context of
language contact, exploring the cultural implications, training and professional development needs,
ethical considerations, and future trends in the field. It highlights the importance of interpreters being
attuned to cultural nuances, enhancing linguistic competence, and upholding ethical standards to
effectively convey meaning across languages and cultural backgrounds. As language contact
increases in a globalized world, interpreters must adapt to evolving linguistic landscapes and
technological advancements to meet the demands of cross-cultural communication. Embracing
cultural understanding is crucial for interpreters to navigate the challenges and opportunities
presented by linguistic diversity in a changing global communication environment.
Keywords:
secondary interpretation, language contact, cultural implications, training,
professional development, ethical considerations, future trends, linguistic competence, cultural
understanding, cross-cultural communication, global communication, linguistic diversity,
technological advancements.
Language contact in the era of globalization has become increasingly prevalent
due to the interconnectedness of cultures and the ease of communication across
borders. This phenomenon has significant implications for secondary interpretation,
the process of interpreting a message that has already been translated or interpreted
from one language to another. In this article, we will explore the influence of language
contact on secondary interpretation and examine how this process can be both
complicated and facilitated in the context of global information and cultural exchange.
