unravel reading strategy song for elementary

UNRAVEL READING STRATEGY SONG FOR ELEMENTARY SERIAL

The results of paired-samples t-tests indicated that both groups of study recalled the second word lists better than the first word lists. The second group of the study received similar instruction of two wordlists. The list a included less can recall in five minutes. Two lists of words (containing 14 words) were selected that had been matched for their number of letters and frequency in order to test retention ability of learners. They were randomly assigned into two equal groups in order to fulfill the purpose of the study. To do this, 48 intermediate efl learners were selected based on their performance on nelson proficiency test. Regarding this model, the present study was designed to see whether phonological loop has any significant impact on iranian efl learners' vocabulary retention.

UNRAVEL READING STRATEGY SONG FOR ELEMENTARY SERIAL

The phonological-loop model as a significant theoretical description of verbal working memory explains that serial memory span should be inversely related to the articulatory duration and phonological similarity of verbal items in memorized sequences. Conclusions and pedagogical implications are further discussed. On the other hand, autonomy predicted 57 percent of EFL learners’ scores on the vocabulary learning strategies and 55 percent of scores on the Reading Comprehension test. Running multiple regressions revealed that vocabulary learning strategies were the best predictor of reading comprehension and predicted 66 percent of scores on the reading comprehension test.

Correlation analysis indicated a statistically significant relationship between learners’ autonomy and choice of vocabulary learning strategies, autonomy and reading comprehension, and finally, choice of vocabulary learning strategies and reading comprehension. Also, students were asked to answer autonomy and vocabulary learning strategy questionnaires. The participants’ reading comprehension level was assessed through Preliminary English Test. To this end, 100 Iranian EFL learners, between 16-40 years old, studying at Shokouh Institute at Bandarabas, Iran, were selected. The present study aimed at investigating interrelationships among EFL learners’ vocabula ry-learning-strategies, autonomy, and reading-comprehension. The study concludes with some pedagogical implications and recommendations for further research. A statistically significant relationship was found between the participants’ vocabulary size at the 2000 word level and higher reading proficiency reported using reading strategies more frequently than lower proficiency students. However, extensive reading was found to be an unpopular activity among EFL learners in Iran. They also reported significantly more frequent use of problem-solving strategies. Except for a few strategies like critical reading, summarizing, using typographical aids, and noting text characteristics, the participants reported using most of the reading strategies with high and moderate frequencies. In general, Iranian EFL first- year university students had a low reading ability and an estimated small vocabulary size (500-700 word families), which is far below the threshold level needed for reading un-simplified English texts. Descriptive and Inferential statistics were used to describe the participants’ performance on the two tests and their reported reading strategies use, and to assess the relationship between the study s three main variables.

Participants completed a reading strategies survey and took a vocabulary size test (Smith, 2000) and a reading comprehension test. The participants in the study were 226 first-year university students enrolled in Khorasgan Azad University. The main purpose of this study was to examine the relationship between EFL learners perceived reading strategies, vocabulary size and reading comprehensions.

Unravel reading strategy song for elementary