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EJ975173 - The Potency of "READS" to Inform Students' Reading Ability

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ERIC #:	EJ975173
Title:	The Potency of "READS" to Inform Students' Reading Ability
Authors:	Mohamed, Abdul Rashid; Eng, Lin Siew; Mohamed Ismail, Shaik Abdul Malik
Descriptors:	Reading Comprehension; Foreign Countries; Reading Ability; Reading Instruction; Student Needs; High School Students; Standardized Tests; Reading Tests; Student Evaluation; Standards; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Evaluation Methods
Source:	RELC Journal: A Journal of Language Teaching and Research, v43 n2 p271-282 Aug 2012
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Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-08-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
Abstract:	This paper shares an initiative conducted in Malaysia in terms of knowledge to gauge students' Reading Age and to inform teachers of their students' reading progress and learning. Ensuring teachers understand the needs of students' reading ability and preparing students to read and comprehend texts are the two most fundamental parallel tasks in today's classroom setting. Consequently, determining students' Reading Age has become an important endeavour in recent years by many education authorities throughout the world. This study aims at incorporating the Reading Evaluation and Decoding System (READS), to ascertain students' Reading Age and comprehension skills at macro and micro levels. This study employed a stratified sample of high school students who were in Secondary 1 through Secondary 5. Data was gathered through a generic standardized reading comprehension developed test. With a precise Reading Matrix, ESL teachers can appraise their students' reading ability at any level by referring to the Performance Standards to distinguish whether their students are at "Meet Reading Age," "Below Reading Age" or "Above Reading Age status". Subsequently, teachers can refer to the Descriptors of Students' Reading Abilities to find out what the students have achieved so far and what the struggling readers lacked. Accordingly, ESL teachers will be well informed of their students reading ability and accordingly can focus on reading skills development of their students. The ripple effects of READS may enhance students' reading ability as teachers are now better informed of their students' reading abilities and thus teachers will be able to prepare reading lessons appropriately according to their students' reading needs. (Contains 2 tables.)
Abstractor:	As Provided
Reference Count:	25

Note:	N/A
Identifiers:	Malaysia
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0033-6882
Audiences:	N/A
Languages:	English
Education Level:	High Schools
Direct Link:	http://dx.doi.org/10.1177/0033688212451803

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