DQ1
Reading requires more engagement than just reading the words on the page. However, to retain and learn what an individual has read, it is essential to do things like circling crucial words, reflecting, and writing notes. Nonetheless, active reading for academic texts can be problematic for people who are used to reading for entertainment, but using diverse strategies will speed up.
One strategy is SQ3R, which is a comprehension method incorporating steps like Survey, Question, Read, Recite, and Review. The design establishes an active and efficient approach in reading textbook context. It is advantageous in distinct situations. The survey is helpful in acquiring insights from the text before reading the assignment. The question stage incorporates noting down questions on the subjects of the context. Read part involves thoroughly going through the material, keeping the questions in mind. Recite/Recall consists of going through what you have read while trying to answer questions. Review the information collected while expanding the notes. This method has genuinely enhanced the retention and understanding of material cover time. The results come from the time spent in understanding the context.
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The notable difference between reading printable and digital context is authority. It is hard to judge digital data quality, mainly when the author's information is not known. Also, digital information can be from reviews, with less editing and checking compared to those of print. Nonetheless, most digital data can be accurate since it is easier to keep them up to date and correct them ( Alcalde, 2019 ). Electronic reading can be essential since it is easier to locate information almost immediately on his device without moving to the book store and looking for the book manually. Additionally, in building my student's active reading skills, I apply reading with a purpose strategy rather than telling them to ‘just read.’ It means having a mission in reading.
DQ2
Some strategies to improve students' decoding and fluency skills can involve giving them a chance to read and re-read the same context and have students practice their reading orally, which creates an opportunity to get corrected and guidance where necessary. According to research, having the student read aloud, and a model of expressive and well-placed feedback for monitoring progress can help students improve fluency ( Katalin, 2016 ). In comparing the frequency in reading strategy, the older mainly seek aid from affective/social and metacognitive reading strategies. On the other hand, the younger depend on cognitive reading methods.
One strategy I have learned in this topic is monitoring comprehension. Individuals or students that are good at monitoring comprehension know what they understand, what they know, and the moment they do not. Mostly they incorporate strategies for fixing problems as the obstacles arise. According to research, instructions aids students in becoming better at managing their comprehension.
References
Alcalde Murgueittio, P. M. (2019). Using spoken online digital books through blogs and oral reading rubrics to improve oral reading in English as a foreign language among the students of third grade elementary school-Colegio Italiano Antonio Raimondi, La Molina, Lima, Perú.
Katalin Bordasne Tako, T. (2016). Teaching information literacy skills. A comparative analysis: Teachers’ understanding of information literacy in Norway and Hungary.
