scholarly journals Teaching reading skills in English tothe middle school students (A2 level)

2020 ◽  
Vol 80 (4) ◽  
pp. 42-47
Author(s):  
G. Khamitova ◽  
◽  
B. Yermanova ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Popular Science ◽  
Thinking Skills ◽  
Teaching Reading ◽  
School Students ◽  
Text Presentation

Main problem: The article examines the issues concerning teaching reading skills to the middle school students according to the updated program. Purpose: The article analyses the course book “Excel” for 7th grade students on teaching reading skills. Methods: The criteria of analyzing the course book contain the forms of text presentation, types and situations modeled by the text, compliance with the level of English proficiency, age of students, information content, and accessibility. It also includes assessment of course book texts for the development of reading for general understanding of information (skimming), for identifying details (scanning) and reading with full comprehension, as well as for the different types of tasks for reading. Results and their significance: The texts in the course book correspond to the age characteristics of adolescents, the level of English language proficiency (A2) and are developed according to the standard curriculum.The most popular forms of text presentation are popular science texts and information about public events. The situations in the texts are dominated by educational, most of all the mixed type of text prevailed. There is a balance for the types of tasks developing reading for general understanding and reading for identifying details which leads to the development of functional reading literacy. The types of reading tasks used are quite diverse and contribute the development of communicative skills (pair work, group work, etc.). The misbalance of tasks on developing low order and high order thinking skills can be solved through adding some tasks developing HOTS.

The Role of Multimedia in Developing Middle School Students' Reading Comprehension and Creative Thinking Skills

2021 ◽  
Vol 11 (4) ◽  
pp. 20-32
Author(s):  
Hanaa Mohamed Mohamed Nada
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Creative Thinking ◽  
English Language ◽  
Teaching Method ◽  
Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This research examined the effect of multimedia on developing reading comprehension and creative thinking skills of English language among second year middle school students. Forty participants were randomly selected from Hala Middle School, Dakahlia Governorate, Egypt in the academic year 2019-2020. This study was conducted according to the pre-test- and post-test-based two group quasi-experimental model. Therefore, the participants were randomly divided into two groups (20 each). One group was selected as experimental group and the other as control group. The experimental group was taught using the multimedia while the control group received regular teaching. According to the results, the students supported by the multimedia were more successful than students supported only by traditional teaching method. Therefore, the multimedia positively affected developing reading comprehension and creative thinking skills among EFL students. Finally, the use of the multimedia increased the students' motivation in learning EFL.

The Case of Video Viewing, Reading, and Writing in Mathematics Class: Solving the Mystery

1993 ◽  
Vol 86 (8) ◽  
pp. 682-685
Author(s):  
Frances R. Curcio ◽  
J. Lewis McNeece
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Reading Skills ◽  
Problem Solver ◽  
Mathematics Lesson ◽  
School Students ◽  
Reading And Writing ◽  
Video Viewing ◽  
Mathematics Class ◽  
Mathematics Problem

The element of mystery can be a naturally intriguing component of a mathematics lesson for middle school students. Mystery stories capture students“ interest and attention and contribute to developing critical-reading skills (Crouse and Bassett 1975; Curcio 1982; Scalzitti 1982). When presenting mystery stories within the context of a mathematics lesson, students often ask, “What does this have to do with mathematics?” Significant connections can be made between solving a mystery and solving a mathematics problem that supply a rationale for incorporating mystery stories in the mathematics class. In particular, similarities in the questions a problem solver asks when confronting a problem (Polya 1973) and the questions a detective asks in solving a mystery can be found in figure 1. After solving short mystery stories, students will see the connection between solving a mystery and solving a mathematics problem.

scholarly journals Evaluation of the content of mathematics curricula for the intermediate stage in the light of visual thinking skills: تقويم محتوى مناهج الرياضيات للمرحلة المتوسطة في ضوء مهارات التفكير البصري

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Hassar bin Hassan bin Mohammed Shweihi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Quantitative Description ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Visual Thinking ◽  
School Students ◽  
Middle School Math ◽  
Descriptive Approach ◽  
Mathematics Curricula

  This study aimed at identify the evaluation estimates of the content of the book of maths for the intermediate stage in the light of visual thinking skills. The descriptive approach was used through analysis of content based on objective, structured and quantitative description of thinking skills. The study tool is developed by identifying visual thinking skills related to math study and necessary for middle school students.  The results of the study generally indicated that the content of mathematics books for middle school was interested in visual thinking skills in all middle-school grades. In short, middle school math books have made a clear effort, demonstrating the use of a lot of skills clearly and focusing on important skills for middle school students with visual thinking skills.

scholarly journals Reading Preferences of Middle School Students

2018 ◽  
Vol 8 (2) ◽  
pp. 127 ◽  
Author(s):  
Gülnur Aydın ◽  
Bilge Bağcı Ayrancı
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Reading Skills ◽  
Writing Skills ◽  
School Students ◽  
Class Level ◽  
8Th Grade ◽  
Unknown Words ◽  
Teachers And Parents

Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students towards those needs and interests. When the literature was reviewed, therewere no functional researches regarding the reading preferences of middle school students. In this regard, this studywas necessary to contribute to the literature.The purpose of this study was to determine the reading preferences of middle school students. The pattern of thisresearch was created based on qualitative case study and under the scope of this study, 25 participants were selectedfor each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structuredinterview technique. Data was themed by two experts using content analysis. Similar answers were converted intonumerical data and presented in the form of tables. Examples from student statements were given to support thetables. The results of the research indicated that a majority of students preferred reading on printed resources,selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally,students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per dayreading, and preferred silent reading.

Reinventing Scrabble with Middle School Students

1999 ◽  
Vol 5 (4) ◽  
pp. 210-213
Author(s):  
Robert J. Quinn ◽  
Lynda R. Wiest
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
English Language ◽  
Statistical Analyses ◽  
School Students ◽  
Mathematics Skills ◽  
Word Game ◽  
And Linguistics

Which letters of the alphabet occur most often in the English language? Which occur least often? The answers to these questions are essential to code breakers as they attempt to crack complex ciphers (Rosen 1988). This information can also help students understand the structure of language and form strategies when playing word games. The word game described in this article offers a context for integrating mathematics and linguistics and performing statistical analyses. Middle school students enjoy games that allow them to improve their mathematics skills in nonthreatening settings (Braxton et al. 1995). Further, games provide an opportunity for students to work cooperatively and use problemsolving skills (Leonard and Tracy 1993).

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