University of Bahrain
Scientific Journals

Reading and Mechanism of Language Thinking in Elementary School

Show simple item record Al-Nasser, Hassan J. 2018-08-02T06:47:46Z 2018-08-02T06:47:46Z 2001
dc.identifier.issn 1726-5231
dc.description.abstract This study aimed at determining the importance of the reading strategy that could assist the elementary school teacher in two aspects. First, understanding the reading process; and second, how to respond to it whilest employing its skills. The study showed that the reading process begins with the human brain – both right and left hemispheres – and the manner of saving and comprehending information in the long and short memories, and the resulting integration of mechanisms in the human brain. However, when one of the brain hemispheres prevails physiologically, due to certain strengthening experiences, this may lead to language problems which can affect understanding and comprehension of the text by pupils. The study showed that teachers can increase language competencies in their students by treating text inductively with consideration, among other things, of the following: - Type of text to be read; - Matching text level with students reading ability; - Process of deducing ideas and targeted concepts; and - Identification of adequate skills. The study indicated that there should be some kind of steps in text selection that takes the following into consideration: - Learning objectives; - Learner’s reading ability; and - A distinction between beginners and those with some reading abilities. All these could be achieved within a clear strategy envisaged by teachers. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject reading
dc.subject mechanism of language thinking
dc.subject elementary school
dc.subject القراءة
dc.subject آليات التفكير اللغوي
dc.subject المرحلة الابتدائية
dc.title Reading and Mechanism of Language Thinking in Elementary School en_US
dc.type Article en_US
dc.volume 02
dc.issue 01
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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