CC BY
1
УДК 37
Annamammedova Sh.,
Instructor of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan Annageldiyeva O., Student of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
DIFFERENT METHODS OF DEVELOPING READING SKILLS IN LARGE GROUPS
Annotation
Effective reading skills are foundational for academic success and lifelong learning. However, fostering these skills in large classrooms presents unique challenges for educators. This article expresses various research-backed methods to cultivate reading proficiency in group settings. We delve into strategies that target core reading components like decoding, fluency, vocabulary development, and comprehension, while maintaining engagement and catering to diverse learning styles.
Keywords:
effective reading, learning, target, success, vocabulary, methods.
Аннамаммедова Ш.,
Преподаватель
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан Аннагельдиева О., Студентка
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
РАЗНЫЕ МЕТОДЫ РАЗВИТИЯ НАВЫКОВ ЧТЕНИЯ В БОЛЬШИХ ГРУППАХ
Аннотация
Эффективные навыки чтения являются основой академического успеха и обучения на протяжении всей жизни. Однако развитие этих навыков в больших классах представляет собой уникальную задачу для преподавателей. В этой статье представлены различные научно обоснованные методы развития навыков чтения в групповых условиях. Мы углубляемся в стратегии, нацеленные на основные компоненты чтения, такие как декодирование, беглость речи, развитие словарного запаса и понимание, сохраняя при этом вовлеченность и удовлетворённость в различных стилей обучения.
Ключевые слова:
эффективное чтение, обучение, цель, успех, словарный запас, методы.
Effective reading education is crucial for academic success and lifelong learning. However, delivering engaging and effective reading instruction in large classrooms can be challenging. This paper explores various methods to develop reading skills in large groups, fostering a stimulating learning environment for all students.
Challenges of Large Group Instruction
Large class sizes can hinder individualized attention, leading to students falling behind or disengaging altogether. Maintaining focus and catering to varying learning paces can be difficult. Additionally, limited resources and time constraints demand creative approaches to maximize learning impact.
Core Reading Skills:
Decoding: The ability to sound out words and recognize sight words.
Fluency: Reading smoothly, accurately, and with appropriate pace and expression.
Vocabulary: Understanding the meaning of words and their usage in context.
Comprehension: Grasping the main ideas, details, and inferences from the text. Methods for Large Groups:
Direct Instruction:
Explicitly teach reading strategies like predicting, questioning, and summarizing.
Utilize technology like projectors for clear visuals and shared reading experiences.
Differentiation:
Cater instruction to varying reading levels by providing leveled texts, scaffolding activities (providing different levels of support), and offering tiered assignments with varying difficulty. Cooperative Learning:
Divide students into small groups for peer-to-peer learning and activities like shared reading, vocabulary games, and discussions.
This fosters communication, collaboration, and diverse perspectives on the text.
Technology Integration:
Utilize educational apps and online resources for interactive activities that cater to different learning styles (visual, auditory, kinesthetic).
Consider online quizzes and polls to gauge understanding and promote active learning. Literature Circles:
Divide students into groups to discuss chosen texts.
Assign roles like discussion leader and vocabulary investigator to promote engagement and responsibility. Reader's Theater:
Adapt texts into scripts for students to act out, promoting fluency, comprehension, and public speaking
skills.
Independent Reading:
Dedicate time for independent reading of chosen books.
Encourage students to keep reading logs or participate in book clubs to share recommendations and insights.
Assessment and Monitoring:
Regularly assess student progress through individual reading assessments, formative quizzes, and observations during group activities.
Use data to adapt instruction, provide targeted support, and celebrate individual and group achievements.
Building Background Knowledge:
Prior knowledge activates schema, the framework we use to understand new information. Techniques include:
Graphic Organizers: Utilize graphic organizers like mind maps or timelines to activate prior knowledge and organize new information gleaned from the reading material.
KWL Charts: Create charts with three sections: «Know», «Want to Know», and «Learned.» This prompts students to reflect on their existing knowledge and identify areas where the reading will expand their understanding.
Anticipation Guides: Provide students with statements related to the reading topic and ask them to predict whether they agree or disagree. This activates prior knowledge and piques their interest in the upcoming text.
Conclusion
Developing reading skills in large groups requires a multifaceted approach. By implementing a combination
of these methods and tailoring them to the specific needs of the class, educators can ensure a stimulating and effective learning environment that fosters a love for reading in all students. Furthermore, whole group activities can assist with fluency development. Observing and listening to others read aloud helps struggling students learn how to decode and pronounce words. Students can see how their peers respond to unknown words and incorporate those same methods. References:
1. Joyce, Terry, Borgwaldt, S. (2013). Typology of Writing Systems. John Benjamins Publishing.
2. Mark Seidenberg (2017). Language at the speed of light. Basic Books.
3. Houston, Rab (1983). «Literacy and society in the west, 1500-1850». Social History.
© Annamammedova Sh., Annageldiyeva O., 2024
УДК 37
Annamuradov M.,
student.
Pedagogical secondary vocational school named after Berdimuhamed Annaev.
Annaniyazov B., student.
Charyyev S., teacher.
International Horse Breeding Academy named after Aba Annaev.
Arkadag, Turkmenistan
ENVISIONING STEM EDUCATION Annotation
The success of the nation as we move through the 21st century continues to depend on ideas and skills. Increasingly, the influence of technology and the availability of information will shape those ideas and skills, resting in large part on how well we address science, technology, engineering, and mathematics in our K-12 education. Business leaders look for employees who not only possess knowledge and skills in STEM fields, but also can work together to find creative solutions to complex problems (National Academy of Engineering & National Research Council, 2014; PCAST, 2010). Information in numerical and statistical forms inundate us in print and online media, and the issues that voters increasingly face address such complex matters as the economy and taxation, health care and the spread of disease, the stock market and international behavior, and gerrymandering and election outcomes. Although the need for mathematics education has traditionally been cast in terms of economic need and national defense (Tate, 2013), mathematics is increasingly needed to understand the world today and fully engage in democratic society (NCTM, 2018). All members of society, if they are to make informed choices for themselves, their families, and their communities, need to be quantitatively literate and to have an understanding of quantitative, scientific, and technological issues far beyond what was once adequate.
Key words:
STEM, education, access, technology, teachers, skills.
Underlying the confusion and inconsistency in school STEM programs is the lack of a clear vision of what
