The Effects Of Reciprocal Teaching On Reading Comprehension To The Civil Services Asperients As To The Traine IAS, IPS, IFS And Central Services Officers In India
Abstract
Outside the classrooms of higher education, Indian students are the civil services aperients, as like students from Jawaharlal Nehru University, and these graduate students need efficient reading skills to comprehend a mass of reading materials from various sources related to syllabus of civil services prelims, mains and interview. (Piyanukool, 2001). Reading is even more important for civil services asperients since they have to be highly competitive in the Entrance examination (Chandavimol, 1998) and the National Level Tests prelims, mains and interview conducted by union public services commission. Therefore, the ability to read and comprehend texts efficiently is crucial for Indian students.
In addition, because of the demanding expectations for Administration, success in all areas of learning as competitors, they need to be trained a lot in reading-comprehension to succeed in the exams. As future diplomatic officers like IAS, IPS, IFS, they need to administrate, it takes a great deal of reading-comprehension to understand text of codes like constitution, law and order.
To elevate the reading comprehension abilities to a stronger, more advanced level and to reach the target level proficiency reciprocal teaching methods will play main role.
Keywords
Full Text:
PDFReferences
Adunyarittigun, D., & Grant, R. (2005). Empowering students through reciprocal teaching. TESOL BULLETIN, 18 (1), 1–13.
Alderson, J.C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL, 41, 319–338.
Atwell, N. (2014). In the middle: A lifetime of learning about writing, reading, and adolescents (3rd ed.). Heinemann.
Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension– fostering and comprehension–monitoring activities. Cognition and instruction, 1, 117–175.
Taylor, B., & Frye, B. (1992). Comprehension strategy instruction in the intermediate grades. Reading Research and Instruction, 32 (1), 39 – 48.
Todd, R & Tracey, D. (2006). Reciprocal Teaching and Comprehension: A Single Subject Research Study. ERIC Document Reproduction Service No. ED 491502
Van Garderen, D. (2004). Reciprocal teaching as a comprehension strategy for mathematical word problems. Reading and Writing Quarterly, 20 (2), 225 – 229.
Westera, J. & Moore, D. (1995). Reciprocal teaching of reading comprehension in a New Zealand high school. Psychology in the Schools, 32 (3), 225 – 232.
Kuklaugh .H. (2013). Improving reading skills through effective reading Strategies. Procedia - Social and Behavioral Sciences, 70,709 – 714.
Fisher, D., Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. International Literary Association, 72 (1), 89-97. Doi: 10.1002/trtr.1691
Hinchman, K.A., & Sheridan-Thomas, H.K. (2014). Best practices in adolescent literacy instruction, 2. New York, NY, The Guilford Press
Isero, M. (2014). Rekindle the love of reading. Phi Delta Kappa International, 95(7), 61 64. URL: www.jstor.org/stable/24374723
Lewis, K. (2017). Lessons learned: Applying principles of reading recovery in the classroom. International Literary Association, 71(6), 727-734. doi: 10.1002.trtr.1663
Wilhelm, J.D. (2016). “You gotta be the book” Teaching engaged and reflective reading with adolescents, Teachers’ College.
Wilhelm, J.D. & Smith, M.W. (2016). The power of pleasure reading: What we can learn from the secret reading lives of teens. The English Journal, 105(6), 25-30. URL: www.jstor.org/stable/2635925.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies