Pre-reading Activities: A Neglected Reading Stage in the Greek as a Second Language Class.
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| Title: | Pre-reading Activities: A Neglected Reading Stage in the Greek as a Second Language Class. |
|---|---|
| Authors: | Vazaka, Martha |
| Source: | International Journal of Learning. 2009, Vol. 15 Issue 12, p45-53. 9p. 1 Diagram, 2 Charts, 1 Graph. |
| Subject Terms: | *Pre-reading experiences, *Reading, *Activity programs in education, *Teaching, *Language & languages, Readers |
| Abstract: | In previous years, many researchers have examined the importance of the pre-reading stage in the development of reading skills. This paper, after a brief presentation of the recent theories on what adept readers do when they read and what processes take place in reading, focuses on the learner-centered approach to the teaching of reading skills and on the importance of pre-reading activities. In most cases, a common problem that students experience is the feeling that they do not know anything concerning the subject they are reading about. The truth is that the problem may not actually be a lack of background knowledge, but rather the failure to activate that knowledge. Pre-reading activities, which are based on the schema theory, may offer a solution to this problem, because they elicit readers' prior knowledge and build on this background information. This paper suggests strategies for the pre-reading stage, with examples, and illustrates how these examples and techniques can help to promote critical thinking. The paper also presents the findings of research, which took place in the School of Modern Greek at Aristotle University in Thessaloniki in autumn 2007, which aimed to examine the impact of the pre-reading stage on learners. The findings indicated that the pre-reading activities which are usually totally neglected in the teaching of Modern Greek, can actually motivate learners to read, and, at the same time, enhance and promote their reading comprehension. The purpose of this paper is to show how important and helpful the pre-reading stage is when it comes to the teaching of Greek as a second language. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 40825476 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pre-reading Activities: A Neglected Reading Stage in the Greek as a Second Language Class. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vazaka%2C+Martha%22">Vazaka, Martha</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Learning%22">International Journal of Learning</searchLink>. 2009, Vol. 15 Issue 12, p45-53. 9p. 1 Diagram, 2 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Pre-reading+experiences%22">Pre-reading experiences</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br /><searchLink fieldCode="DE" term="%22Readers%22">Readers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In previous years, many researchers have examined the importance of the pre-reading stage in the development of reading skills. This paper, after a brief presentation of the recent theories on what adept readers do when they read and what processes take place in reading, focuses on the learner-centered approach to the teaching of reading skills and on the importance of pre-reading activities. In most cases, a common problem that students experience is the feeling that they do not know anything concerning the subject they are reading about. The truth is that the problem may not actually be a lack of background knowledge, but rather the failure to activate that knowledge. Pre-reading activities, which are based on the schema theory, may offer a solution to this problem, because they elicit readers' prior knowledge and build on this background information. This paper suggests strategies for the pre-reading stage, with examples, and illustrates how these examples and techniques can help to promote critical thinking. The paper also presents the findings of research, which took place in the School of Modern Greek at Aristotle University in Thessaloniki in autumn 2007, which aimed to examine the impact of the pre-reading stage on learners. The findings indicated that the pre-reading activities which are usually totally neglected in the teaching of Modern Greek, can actually motivate learners to read, and, at the same time, enhance and promote their reading comprehension. The purpose of this paper is to show how important and helpful the pre-reading stage is when it comes to the teaching of Greek as a second language. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18848/1447-9494/CGP/v15i12/46052 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 45 Subjects: – SubjectFull: Pre-reading experiences Type: general – SubjectFull: Reading Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Teaching Type: general – SubjectFull: Language & languages Type: general – SubjectFull: Readers Type: general Titles: – TitleFull: Pre-reading Activities: A Neglected Reading Stage in the Greek as a Second Language Class. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vazaka, Martha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2009 Type: published Y: 2009 Numbering: – Type: volume Value: 15 – Type: issue Value: 12 Titles: – TitleFull: International Journal of Learning Type: main |
| ResultId | 1 |
