Arising reading patterns in understanding literary texts

Revathi Gopal, Charanjit Kaur Swaran Singh

Abstract


This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.


Keywords


reading patterns; retelling; text comprehension

Full Text:

PDF

References


Adeena & Shamala. (2014). Miscue analysis of oral reading among non-proficient Malaysian ESL learners. Journal of English Language and Literature, 2(2), 179-185.

Argyle, S. B. (1989). Miscue analysis for classroom use. Reading Horizons, 29(2), 93-102.

Brooke, E. (2017). The critical role of oral language in reading instruction and assessment. Lexia Learning. https://www.lexialearning.com/resources/white-papers/oral-language

Brown, J., Goodman, K. & Marek, A. (1996). Studies in miscue analysis: An annotated bibliography. International Reading Association.

Bayetto, A. (2015). Oral language. Australian Government Department of Education, Employment and Workplace Relations. https://www.speld-sa.org.au/images/Articles/Oral-Language_anne_bayetto.pdf

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage.

Dhami, N. (2014). Fair’s fair: Literature component for secondary schools Form 1 (Student’s Edition). Zulfashah Book Service

Endley, M. J. (2016). Proficiency as a variable in Gulf EFL students’ employment of reading strategies. Reading in a Foreign Language, 28(2), 183-223.

Gambrell, L., Pfeiffer, W., & Wilson, R. (1985) The effects of retelling upon comprehension and recall of text information. Journal of Educational Research, 78, 26-220.

Goodman, K. S. (1967). Reading: A psychological guessing game. Journal of the Reading Specialist, 6, 35-126.

Goodman, K. S. (1996). On reading. Heinemann.

Goodman, Y. M., Watson, D. J., & Burke, C. L. (2005). Reading miscue inventory: From evaluation to instruction (2nd edition). Richard C. Owen Publishers.

Gough, P. B. (1972). One second of reading. In J. F. Kavanaugh, & I. G. Mattingly (Eds.), Language by ear and by eye (pp. 331–358). MIT Press.

Hill, S. (2010). Oral language play and learning. Practically Primary, 15(2), 4-6.

Irwin, P. A., & Mitchell, J. N. (1983). A procedure for assessing the richness of retellings. Journal of Reading, 26(5), 391-396.

Isa, N. H., & Mahmud, C. T. (2012). Literary texts for Malaysian secondary schools: Needs versus policy. Internal Journal of Humanities and Social Science, 2(7),76-86.

Janan, J. (2011). Towards a new model of readability [Unpublished doctoral dissertation]. University of Warwick.

John, S., Lui, M., & Tannock, R. (2003). Children’s story retelling and comprehension using a new narrative resource. Canadian Journal of School Psychology, 18, 91-113.

Lapp, D., Fisher, D., & Johnson, K. (2010). Text mapping plus: Improving comprehension through supported retellings. Journal of Adolescent & Adult Literacy, 53(5), 423-426.

Lawrence, J. F., & Snow, C. E. (2011). Oral discourse and reading: Handbook of reading research (Vol. 4). Routledge.

Ministry of Education in Malaysia. (2011). Sillabus komponen kesusasteraan Bahasa Inggeris [English language literature component syllabus]. Ministry of Education in Malaysia.

Morrow, L. M. (1985). Retelling stories: A strategy for improving young children’s comprehension, concept of story structure, and oral language complexity, Elementary School Journal, 85(5), 646-661.

Reeder, E., & Baxa, J. (2017, September 8). The importance of oral language for literacy success. GrapeSEED. http://www.grapeseed.com/us/blog/theimportance-of-oral-language-for-literacy-success

Schisler, R., Joseph, L. M., Konrad, M., & Albert-Morgan, S. (2010). Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text. Psychology in the Schools, 47(2), 135-152.

Spear-Swerling, L. (2015). Common types of reading problems and how to help children who have them. The Reading Teacher, 69(5), 513-522.

Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.

Tolistelf. (2007, September 26). Miscue analysis in reading a second language. ProZ. https://www.proz.com/translation-articles/articles/1429/?print=1




DOI: https://doi.org/10.24815/siele.v7i2.16663

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.