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Line 577: + − + − Reading is a primary receptive skill to make the English as a Second Language learner to acquire a language, without which we cannot make them to learn a language on his own. According to Anderson, Hiebert, Scott, & Wilkinson, (1985) opine that reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. Despite its importance, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing (Snow, Burns, &Griffin, 1998). Students’ reading attitudes regarding the purposes for reading also influence their ability to read. When dealing with reading, we encounter two layers of reality: one that we can see and one that we cannot see. Therefore, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear. Teele, (2004) asserts that the goal of all readers should be to understand what they read. Children with reading difficulties throughout school and into adulthood, said how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis. It is clear that this type of failure affects children negatively earlier than we thought. By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school (Reid Lyon, 2015). Research shows good readers are actively involved with the text, and they are aware of the processes they use to understand what they read. Teachers can help improve student comprehension through instruction of reading strategies. Predicting, making connections, visualizing, inferring, questioning, and summarizing are strategies shown by research to improve reading comprehension (Block & Israel, 2005). − − − − Line 680:
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added images
'''If I have too many concerns/interests, then M U S E ...'''
'''If I have too many concerns/interests, then M U S E ...'''
[[File:5a1.png|frameless|648x648px]]
==== '''''(b). Framing research questions''''' ====
==== '''''(b). Framing research questions''''' ====
'''''Think:'''''
'''''Think:'''''
'''Introduction'''
'''Introduction'''
Reading is a primary receptive skill to make the English as a Second Language learner to acquire a language, without which we cannot make them to learn a language on his own. According to Anderson, Hiebert, Scott, & Wilkinson, (1985) opine that reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. Despite its importance, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing (Snow, Burns, &Griffin, 1998). Students’ reading attitudes regarding the purposes for reading also influence their ability to read. When dealing with reading, we encounter two layers of reality: one that we can see and one that we cannot see. Therefore, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear. Teele, (2004) asserts that the goal of all readers should be to understand what they read. Children with reading difficulties throughout school and into adulthood, said how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis. It is clear that this type of failure affects children negatively earlier than we thought. By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school (Reid Lyon, 2015). Research shows good readers are actively involved with the text, and they are aware of the processes they use to understand what they read. Teachers can help improve student comprehension through instruction of reading strategies. Predicting, making connections, visualizing, inferring, questioning, and summarizing are strategies shown by research to improve reading comprehension (Block & Israel, 2005).
'''Rationale of the action research (హేతు బద్ధ వివరణ) '''
'''Rationale of the action research (హేతు బద్ధ వివరణ) '''
The purpose of this classroom-based action research was to help the struggling readers in government schools. Most of the teachers complain that students studying in regional medium are not exceeding well in English. During our research we try to find out the reasons for this problem and try to provide the possible solutions to them.
The purpose of this classroom-based action research was to help the struggling readers in government schools. Most of the teachers complain that students studying in regional medium are not exceeding well in English. During our research we try to find out the reasons for this problem and try to provide the possible solutions to them.
“ Didn't understand English.”
“ Didn't understand English.”
'''Interesting observation''': Some of the problems can be addressed using extrinsic motivational strategies. For example, Students don't have proper reading material Solution: Providing story books. Some problems can be addressed by using intrinsic motivational strategies. For example: They were not properly motivated. Solution: Required intrinsic motivational trategies. For example: make our subject interesting by different means. This is the challenging part of teaching profession that requires professionalism.
'''Interesting observation''': Some of the problems can be addressed using extrinsic motivational strategies. For example, Students don't have proper reading material Solution: Providing story books. Some problems can be addressed by using intrinsic motivational strategies. For example: They were not properly motivated. Solution: Required intrinsic motivational trategies. For example: make our subject interesting by different means. This is the challenging part of teaching profession that requires professionalism.
'''Action phase:''' During this action phase, I designed the following activities and tried in my classroom. While implementing these activities, i frequently checked its possibilities and effects. Many a time I have changed my plan of action.
'''Action phase:''' During this action phase, I designed the following activities and tried in my classroom. While implementing these activities, i frequently checked its possibilities and effects. Many a time I have changed my plan of action.
'''Reading strategies Audio clip of the details of each strategy in Telugu .'''
'''Reading strategies Audio clip of the details of each strategy in Telugu .'''
This is an interesting activity to engage the learners to motivate and work collaboratively. In this activity the students sit together and read the lesson one after the other. While reading if they face any problem the other will help so that they are engaged and learn together. If both of them find it difficult to read any part of the text they will make a list of those words. The teacher will help them to read the listed words. This activity also saves the problem of insufficient time. All the students in the class can read the text together by sitting in pairs. These strategies can be used to handle the large classes in Indian rural schools. Most of the students involved in the process of reading and gained the confidence that they can read the text in English.
This is an interesting activity to engage the learners to motivate and work collaboratively. In this activity the students sit together and read the lesson one after the other. While reading if they face any problem the other will help so that they are engaged and learn together. If both of them find it difficult to read any part of the text they will make a list of those words. The teacher will help them to read the listed words. This activity also saves the problem of insufficient time. All the students in the class can read the text together by sitting in pairs. These strategies can be used to handle the large classes in Indian rural schools. Most of the students involved in the process of reading and gained the confidence that they can read the text in English.
(ఈ కృత్యం ద్వారా విధ్యార్ధులు తమ తోటివారి తో కలిసి అభ్యసించటానికి ప్రేరణ పొందుతారు. విధ్యార్ధులు జంటలు గా కూర్చుని ఒకరికొకరు సహాయ పడుతూ ఇచ్చిన అంశాన్ని చదువుతారు. తమకు తెలియని పదములను తోటి వారిని అడిగి తెలుసు కుంటారు. ఇలా చదువుతున్న క్రమం లో ఇద్దరికీ తెలియని పదములను వారు ఉపాధ్యాయుని నుంచి తెలుసుకుంటారు. తరగతి లోని విధ్యార్ధులు అందరూ ఇలా జతలు గా కూర్చుని చదువుకునే అవకాశం ఈ కృత్యం కలిగిస్తుంది. దీని వలన సమయం సరిపోదు ఆన్న సమస్య రాదు.) ''' '''
(ఈ కృత్యం ద్వారా విధ్యార్ధులు తమ తోటివారి తో కలిసి అభ్యసించటానికి ప్రేరణ పొందుతారు. విధ్యార్ధులు జంటలు గా కూర్చుని ఒకరికొకరు సహాయ పడుతూ ఇచ్చిన అంశాన్ని చదువుతారు. తమకు తెలియని పదములను తోటి వారిని అడిగి తెలుసు కుంటారు. ఇలా చదువుతున్న క్రమం లో ఇద్దరికీ తెలియని పదములను వారు ఉపాధ్యాయుని నుంచి తెలుసుకుంటారు. తరగతి లోని విధ్యార్ధులు అందరూ ఇలా జతలు గా కూర్చుని చదువుకునే అవకాశం ఈ కృత్యం కలిగిస్తుంది. దీని వలన సమయం సరిపోదు ఆన్న సమస్య రాదు.) ''' '''
2. '''Integration of technology: (ICT ద్వారా బోధన) '''
2. '''Integration of technology: (ICT ద్వారా బోధన) '''
(చదివిన కధలను వీడియొ లో చూపించిన తర్వాత వారికి కధల పుస్తకాలను ఇచ్చినపుడు చక్కగా చదివారు. ఆపైన ఇచ్చిన కృత్యాలను చేయగలిగారు)''' '''
(చదివిన కధలను వీడియొ లో చూపించిన తర్వాత వారికి కధల పుస్తకాలను ఇచ్చినపుడు చక్కగా చదివారు. ఆపైన ఇచ్చిన కృత్యాలను చేయగలిగారు)''' '''
[[File:6a1.png|frameless|801x801px]]
{| class="wikitable"
{| class="wikitable"
|S.No
|S.No
|Sentence in inverted quotes
|Sentence in inverted quotes
|Who said?
|Who said?
|To whom?
|To whom?
|-
|-
|
|
(కధ చదివిన తరువాత వాటికి సంబందిoచిన వాటిని ఊహించి తగు చిత్రాలు గీయటం) ''' '''
(కధ చదివిన తరువాత వాటికి సంబందిoచిన వాటిని ఊహించి తగు చిత్రాలు గీయటం) ''' '''
[[File:V1.jpg|left|frameless|458x458px|drawing]]
[[File:V2.jpg|frameless|471x471px]]
'''5. Running Dictation:'''
'''5. Running Dictation:'''