Owing to the extreme vitality of teaching reading comprehension techniques, this research paper explores teaching reading comprehension based on the traditional perspective and the Brain-Based. Some students at CUA University were divided into two groups, in two different sections: the controlling group and the experimental group. The first one was taught by using the traditional ways of using the bottom-up approach where students have to understand lexical units, sentences, and paragraphs to grasp the contextual meaning of the targeted reading passage. The experimental group was taught by following the Brain-Based Approach that considered the human brain potential by engaging all the five senses in the teaching and learning process. Accordingly, the researcher implemented multi-tiered exploitation strategies, the bottom-up approach, and the SMELL, SQR4, and THIEVES techniques to engage students more in the reading process. Additionally, the second groups were instructed by using constructive repletion and QAR questioning techniques that utilize the brain’s different parts to store information more firmly.
Despite the good level of comprehension that the students of the controlling group demonstrated at the linear level concerning the main theme and the sub-topics as well as some structures used in the reading texts, the students of the experimental group achieved further progress. They exhibited a high level of higher-order thinking skills (HOTs), more robust information retention along more independent readers' aptitudes.
This presentation elucidates the concept of reading, multi-leveled teaching methods that observe the brain’s capacities, in addition to, effective brain-based reading assessment techniques.

Authors:
Mahmoud Sultan Nafa, City University Ajman, United Arab Emirates

About the Presenter(s)
Mr Mahmoud Sultan Nafa is a University Assistant Professor/Lecturer at City University Ajman in United Arab Emirates

See this presentation on the full schedule – Monday Schedule

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