Qasja metodike e mësimdhënësve për zhvillimin e lexim-kuptimit te nxënësit
DOI:
https://doi.org/10.62928/kp.v15i2.6024Abstract
The methodological approach of teachers in developing reading comprehension plays a decisive role in shaping students' basic skills and directly impacts their performance in national and international assessments.
The aim of this research was to identify the methodological approach of teachers during the teaching process in developing students' skills to understand the content of the text. The focus of the study was on the use of active reading techniques in the classroom, posing critical questions, utilizing diverse texts, fostering interactive discussions, and stimulating critical thinking.
The study employs a mixed approach (quantitative and qualitative). The sample was purposive and consisted of 20 teachers (10 fifth-grade teachers and 10 Albanian language teachers teaching in seventh-grade classrooms) and 425 students from fifth and seventh grades. Data were collected through semi-structured interviews, teacher and student observation protocols, and questionnaires from students in ten primary and lower secondary schools across nine municipalities in Kosovo.
The results of the study indicate that teachers face challenges in finding effective strategies to develop students' text comprehension skills. Observations during class sessions revealed that teachers rarely use strategies that enhance students' abilities to understand the text's content. Furthermore, the results from teacher interviews and student surveys show that teachers have limited knowledge of appropriate reading comprehension strategies and how to implement them effectively in practice. Approximately 23% of fifth-grade students and 26% of seventh-grade students show low levels of comprehension or written commentary. These difficulties impact low performance in national and international tests, reflecting the teachers' role in selecting suitable strategies.
The study highlights the importance of the teachers' methodological approach in the development of reading comprehension and underscores that various teaching strategies are essential for improving students' performance in understanding texts and in national and international assessments. Based on the research findings, it is recommended that, in the future, teachers be trained in the use of teaching strategies that improve the development of students' reading comprehension skills.
Keywords:
teachers, students, reading comprehension, teaching strategies, assessment.Downloads
References
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Aguilera, A. B. (2014). Strategy intervention to enhance reading comprehension of 15-year-old students in Mexico. University of York Education.
-
Alakawi, K. M. (2017). Vocabulary strategies to bridge the gap from learning to read to reading to learn.
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Byers, S., Jones, P. T.&Kervin, L. K. . (2012). ‘What Counts as Comprehension in Teacher Practice?’ . Literacy Learning: The Middle Years, vol. 20, no. 3, 18-27.
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Cain, K., & Oakhill, J. . (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? Lannee psychologique, 114 (4), 647-662.
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Elbro, C.&Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific studies of reading, 17 (6), 435-452.
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Garo, S. (2011). Metodologjia dhe praktika e mësimdhënies. U.F.O. Press.
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Hannon, B. (2012). Understanding the relative contributions of lower-level word processes, higherlevel processes and working memory to reading comprehension performance in proficient adult readers. Reading Research
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Quarterly, 47(2), 125–152.
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Haxhijaha, E. (2015). Të lexuarit e kuptimshëm dhe kritik te nxësit e klasave të gjashta. Tiranë.
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KEC. (2004). Krijimi i lexuesve mendimtarë. Prishtinë: KEC.
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KEC, ARA. (2001). Krijimi i lexuesve mendimtar. Në Udhëzues 8. Prishtinë.
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KosEd. (2023). Përmirësimi i arsimit: Raport mbi rishikimin e teksteve shkollore për arsimin e obligueshëm (faza 1).
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Kosova, T. L. (2024, 10 20 .10. 2024). Strategjitë e kuptimit të leximit (Udhëzues për mësues dhe modele gjatë mësimit). Prishtinë. Gjetur në http://www.libraryprojectkosova.org
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Lika, M. (2017). Strategjitë e të lexuarit dhe roli i tyre në fenomenin e analfabetizimit funksionla tek nxënësit e klasave të treta. Tiranë: Universiteti Evropian i Tiranës.
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MASHT. (2016). Korniza e Kurrikulës e Arsimit Parauniversitar të Kosovës. Prishtinë.
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MASHT-USAID. (2015). Vlerësimi i leximit në klasa të herëshme. Në Bazic Education Program. Prishtinë.
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Morina, B., Mexhuani, A. (2023). OPINIONET E MËSIMDHËNËSVE PËR TEKSTET SHKOLLORE. Prishtinë: IPK.
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Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25, 98–117.
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Osdautaj, M. (2020). Gjendja e arsimit kosovar bazuar në rezultatet e testit Pisa 2018. Prishtinë: Instituti Pedagogjik i Kosovës.
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Patesan, M. & Balagiu, A. & Zechia, D. & Alibec, C. (2014). “Critical reading”, Buletin.
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Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analysing teachers' curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies, 46(6), 751-777.
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Peti-Stantic, A., Kerestes, G., & Gnjidic, V. (2021). Can textbook analysis help us understand why croatian students seldom read their textbooks? Technology,
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Knowledge and Learning, 26 (2), 293-310. Gjetur 10 10, 2024, nga https://doi.org/10.1007/s10758-020-09485-z
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Phuang, L. (2022). Teachers’ Strategies in Teaching Reading Comprehension” .
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Reid Smith, Pamela Snow, Tanya Serry, Lorraine Hammondc. (2023). Këndvështrimet e mësuesve të shkollës fillore mbi mësimdhënien.
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Richards, R. (2006). “Communicative Language Teaching today”. Cambridge University.
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Spencer, M., Quinn, J. M., & Wagner, R. K. (2017). Vocabulary, morphology, and reading comprehension. Theories of reading development, 239-256.
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Tarchi, C. (2015). Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills. International Journal of Educational Research, 72, 80-88.
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Taylor, S. (2018). Reading for Meaning: A guide to the research on best-practice teaching of comprehension in today’s world . Oxford School Improvement, 1-14.
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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. London: Harvard University Press.
References
Aguilera, A. B. (2014). Strategy intervention to enhance reading comprehension of 15-year-old students in Mexico. University of York Education.
Alakawi, K. M. (2017). Vocabulary strategies to bridge the gap from learning to read to reading to learn.
Byers, S., Jones, P. T.&Kervin, L. K. . (2012). ‘What Counts as Comprehension in Teacher Practice?’ . Literacy Learning: The Middle Years, vol. 20, no. 3, 18-27.
Cain, K., & Oakhill, J. . (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? Lannee psychologique, 114 (4), 647-662.
Elbro, C.&Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific studies of reading, 17 (6), 435-452.
Garo, S. (2011). Metodologjia dhe praktika e mësimdhënies. U.F.O. Press.
Hannon, B. (2012). Understanding the relative contributions of lower-level word processes, higherlevel processes and working memory to reading comprehension performance in proficient adult readers. Reading Research
Quarterly, 47(2), 125–152.
Haxhijaha, E. (2015). Të lexuarit e kuptimshëm dhe kritik te nxësit e klasave të gjashta. Tiranë.
KEC. (2004). Krijimi i lexuesve mendimtarë. Prishtinë: KEC.
KEC, ARA. (2001). Krijimi i lexuesve mendimtar. Në Udhëzues 8. Prishtinë.
KosEd. (2023). Përmirësimi i arsimit: Raport mbi rishikimin e teksteve shkollore për arsimin e obligueshëm (faza 1).
Kosova, T. L. (2024, 10 20 .10. 2024). Strategjitë e kuptimit të leximit (Udhëzues për mësues dhe modele gjatë mësimit). Prishtinë. Gjetur në http://www.libraryprojectkosova.org
Lika, M. (2017). Strategjitë e të lexuarit dhe roli i tyre në fenomenin e analfabetizimit funksionla tek nxënësit e klasave të treta. Tiranë: Universiteti Evropian i Tiranës.
MASHT. (2016). Korniza e Kurrikulës e Arsimit Parauniversitar të Kosovës. Prishtinë.
MASHT-USAID. (2015). Vlerësimi i leximit në klasa të herëshme. Në Bazic Education Program. Prishtinë.
Morina, B., Mexhuani, A. (2023). OPINIONET E MËSIMDHËNËSVE PËR TEKSTET SHKOLLORE. Prishtinë: IPK.
Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25, 98–117.
Osdautaj, M. (2020). Gjendja e arsimit kosovar bazuar në rezultatet e testit Pisa 2018. Prishtinë: Instituti Pedagogjik i Kosovës.
Patesan, M. & Balagiu, A. & Zechia, D. & Alibec, C. (2014). “Critical reading”, Buletin.
Penuel, W. R., Phillips, R. S., & Harris, C. J. (2014). Analysing teachers' curriculum implementation from integrity and actor-oriented perspectives. Journal of Curriculum Studies, 46(6), 751-777.
Peti-Stantic, A., Kerestes, G., & Gnjidic, V. (2021). Can textbook analysis help us understand why croatian students seldom read their textbooks? Technology,
Knowledge and Learning, 26 (2), 293-310. Gjetur 10 10, 2024, nga https://doi.org/10.1007/s10758-020-09485-z
Phuang, L. (2022). Teachers’ Strategies in Teaching Reading Comprehension” .
Reid Smith, Pamela Snow, Tanya Serry, Lorraine Hammondc. (2023). Këndvështrimet e mësuesve të shkollës fillore mbi mësimdhënien.
Richards, R. (2006). “Communicative Language Teaching today”. Cambridge University.
Spencer, M., Quinn, J. M., & Wagner, R. K. (2017). Vocabulary, morphology, and reading comprehension. Theories of reading development, 239-256.
Tarchi, C. (2015). Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills. International Journal of Educational Research, 72, 80-88.
Taylor, S. (2018). Reading for Meaning: A guide to the research on best-practice teaching of comprehension in today’s world . Oxford School Improvement, 1-14.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. London: Harvard University Press.
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