In our classroom, we encounter various kinds of students with different reading abilities and disabilities. Sometimes, we face problems in helping them develop their reading skills, not knowing that these difficulties are almost the same of those around the world. Positively, our experience in teaching reading is an opportunity likewise to improve ourselves as teachers, and inspire others. Let us take a look at some proven effective, study-based, and inspiring approach in teaching reading around the globe.
Chen and Bian (2020) examined the connection between Chinese secondary school students’ motivation to read and reading comprehension. A reading comprehension exam and a reading motivation questionnaire were given to 320 students as part of the study. The findings indicated that reading motivation and comprehension were positively correlated. The authors concluded that pupils’ reading comprehension depends heavily on their reading motivation.
Cunningham and Stinson (2021) looked at how specific instruction in reading comprehension techniques affected the reading comprehension of elementary school students. In this study, 100 students were assigned at random to one of two groups: the control group, which received no instruction at all in reading comprehension abilities, or the experimental group, which received it. Based on the reading comprehension exam results, the experimental group outperformed the control group. The authors concluded that reading comprehension strategies should be taught to elementary school students in order to improve their reading skills.
The National Center for Education Statistics conducted research in 2019 and found that secondary school students with access to excellent libraries are likelier to have higher reading comprehension scores than students who do not. The survey also found that students who visit libraries regularly are more likely to have higher reading comprehension scores than those who do not.
The University of Cambridge (2020) found that students in elementary school who are taught to apply specific reading comprehension strategies—such as drawing conclusions and summarizing a text’s central idea—are more likely to have higher reading comprehension scores than students who are not taught these strategies.
Wu, Valcke, and Van Keer (2019) have identified two of the most important traits associated with reading comprehension: autonomous reading motivation and metacognitive awareness of reading strategies (MARS). The study found that a teacher’s background and expertise can influence how much MARS and reading comprehension are related.
Ukrainetz & Ukrainetz (2018) found that a reading intervention program considerably enhanced the reading comprehension skills of Canadian high school students. The study also found that students who participated in the reading intervention program regularly used reading comprehension abilities independently.
According to Cunningham, Stanovich, and Siegel’s (2018) research, elementary school students in the digital age must deal with abundant online content and the need to filter out irrelevant material. However, because of the internet, the study also found new ways to teach reading comprehension in the digital age.
Kirsch and Hoffman-Kipp (2018), stated reading comprehension is one of the literacy skills required for academic and personal success. Significant disparities in literacy achievement were also found in the study amongst several student groups, including those from different socioeconomic origins and those with disabilities.
According to Khan and Khan (2021), teaching reading comprehension strategies to elementary school students in England considerably improved their reading comprehension abilities. The study found that teaching students reading comprehension techniques enhanced their propensity to apply them independently when reading.
According to Syafrina and Sujana (2022), reading intervention programs significantly affected Indonesian elementary school students’ reading comprehension abilities. Additionally, the study discovered that students participating in the reading intervention program were more inclined to read independently and apply reading comprehension techniques.
Mendoza and Cruz (2019) found that a reading intervention program significantly improved the reading comprehension abilities of elementary school students in a public school in the Philippines. Additionally, the study found that participants of reading intervention programs were more likely to read independently and use their reading comprehension skills.
In a public school in the Philippines, Castillo and Castillo (2021) discovered that teaching reading comprehension strategies to elementary school pupils substantially impacted their reading comprehension abilities. Additionally, the study discovered that pupils taught reading comprehension techniques were more likely to read independently using those techniques.
In the end, we have to instill in our mind that our experience is not just our teacher but also the guiding path of other people. So, let us always continue doing our best, because we never know how much we are serving as an inspiration.
