Approaches and Strategies in Reading Unfamiliar English Texts

Novalita Fransisca Tungka

Abstract

Reading is a skill mastered and gained through mindful effort. It is a complex skill, made up of different processes happening simultaneously through implementing various strategies used interchangeably. This article briefly discusses the approaches, models, and strategies in reading, especially reading unfamiliar texts.

References

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. 2013. The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. English Language Teaching, 6(10), 235-244. https://eric.ed.gov/?id=EJ1077125.

Alsheikh, N.O &Mokhtari, K. 2011. An examination of the metacognitive reading strategies used by native speakers of Arabic when reading in English and Arabic. English Language Teaching Journal, (Online), 4(2): 151-160, (http://www.csenet.org/elt), accessed in March 10, 2012.

Batang, B. L. (2015). Metacognitive strategy awareness and reading comprehension of prospective pre-service secondary teachers. Asia Pacific Journal of Multidisciplinary Research, 3(4), 62-67.

Bloome, D. 1993. Necessary indeterminacy and the microethnographic study of reading as a social process. Journal of Research in Reading, 16(2), 98:111.

Brown, H. D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Ed). New York: Pearson Education.

Brown, A.L. 1980. Metacognitive Development and Reading. In Spiro, R.J et al (Eds.), Theoretical Issues in Reading Comprehension (pp.453-481). New Jersey: Lawrence Erlbaum Associates, Inc

Dori, Y., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education. 40. 1-23. 10.1080/09500693.2018.1470351.

Goodman, K. S. 1976. Reading: A psycholinguistic nature of the reading process. In K. S. Goodman (ed.): The psycholinguistic nature of the reading process. Detroit, MI: Wayne State University Press. pp. 15-26.

Gough, P. B. (1972). One second of reading. In Kavanagh, J. F., & Mattingly, I. G. (eds.) (1972). Language by eye and by eye: The relationship between speech and reading. Cambridge: MIT Press, 331-358.

Hudson, T. 2011. Teaching Second Language Reading (2nd Ed). New York: Oxford University Press.

Kurniaman, O., Zufriady, Z., Mulyani, E. A., & SB, N. S. (2018). Reading comprehension skill using graphic organizer for elementary school students. Journal of Teaching and Learning in Elementary Education (JTLEE), 1(2), 75-80.https://jtlee.ejournal.unri.ac.id/index.php/JTLEE/article/view/5876/5423.

Jufri, 2014. Applying Schema Theory in Teaching Reading Comprehension. Proceedings of ISELT FBS UniversitasNegeri Padang, 255-264. UniversitasNegeri Padang. http://ejournal.unp.ac.id/index.php/selt/article/view/6712/5253.

Iwai, Y. 2011. The Effect of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. The Reading Matrix, (Online), 11(2): 150-159, (http://www.thereadingmatrix.com/journal.html), accessed in February 9, 2012.

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive psychology, 6(2), 293-323.

Lee, K.R. 2011. Which reading strategy is more helpful for EFL readers, using graphic organizers or enhancing input? The Journal of ASIA TEFL, 8(4), 111-133, (http:// www.asiatefl.org/journal/).

Liu, Y. 2015. An empirical study of schema theory and its role in reading comprehension. Journal of Language Teaching and Research. 6. 1349. 10.17507/jltr.0606.24.

Montanero, M., & Lucero, M. (2012). Rhetorical structure and graphic organizers: Effects on learning from a history text. Online Submission, 5(2), 21-40. https://eric.ed.gov/?id=ED533789.

Parry, 1993. The social construction of reading strategies: new directions for research. Journal of Research in Reading. 16(2), 148-158. https://doi.org/10.1111/j.1467-9817.1993.tb00044.x.

Praveen, S. D., &Rajan, P. 2013. Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching. 6(2), 155-170. http://dx.doi.org/10.5539/elt.v6n2p155.

Rahmati, N. A., &Widowati, D. R. 2017. The metacognitive strategies used in reading comprehension for students’ problems. Proceedings of International Seminar on Language, Education, and Culture, 229-238. Malang: Universitas Negeri Malang.

Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI (Vol. 6, pp. 573–603). Hillsdale, NJ: Erlbaum.

Rumelhart, D. E. (1994). Toward an interactive model of reading. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 864–894). Newark, DE: International Reading Association.

Smith, F. 2012. Understanding reading: A psycholinguistic analysis of reading and learning to read. Routledge.

Stanovich, K. E. 1980. Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading research quarterly, 32-71.

Street, B.V. (1993), The new literacy studies, guest editorial. Journal of Research in Reading, 16: 81-97. https://doi.org/10.1111/j.1467-9817.1993.tb00039.x

Taylor, B.M. 1979. Good and Poor Readers’ Recall of Familiar and Unfamiliar Text. Journal of Reading Behavior, (Online), XI(4): 375-380, (http://jlr.sagepub.com/content/11/4/375), accessed in March 12, 2012.

Tracey, D. H., & Morrow, L. M. 2006. Lenses on reading: An introduction to theories and models. New York: Guilford.

Yang, S. 2010. The influence of schema and cultural difference on L1 and L2 reading. English Language Teaching. 3. 10.5539/elt.v3n4p175.

Refbacks

  • There are currently no refbacks.