This research investigates a group of primary five students utilizing their prior knowledge as they construct meaning while reading the expository texts in the English as the Second Language (ESL) classroom. In this case, the students are viewed as bringing personal meaning actively to the reading process. The reading comprehension lessons were carried out with a group of elementary students’ reading behaviours being observed and audio-recorded and the data were collected and analyzed qualitatively. The KWLS grid was used to assist students to activate their prior knowledge by generating questions and discussion to construct meaning while reading. Activating and developing prior knowledge presents background material supporting the importance of schemata and prior knowledge for literacy development. In short, the outcome of this research showed that comprehension can and should be taught. At this time, the challenge for the field is to mesh research with reality. Students of all ages.....

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The connectivity between work skills or work ethics and life skills is an important factor in fulfilling the ‘satisfaction gap’ as well as having a major impact on the success of internships of diploma students undergoing industrial trainings. This paper will highlight the definition of internships, the purpose and importance of work ethics and life skills and its bridge between them that creates one connection between students’ academic majors and future careers. In many cases, it is through internships where attributes are enhanced, interests are developed, and talents are identified experientially. The uniqueness of internship serves different purposes to different students which ultimately provides a high impact learning experience and practice for students of Universiti Pendidikan Sultan Idris (UPSI)...

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This research investigates a group of primary five students utilizing their prior knowledge as they construct meaning while reading the expository texts in the English as the Second Language (ESL) classroom.  In this case, the students are viewed as bringing personal meaning actively to the reading process.  The reading comprehension lessons were carried out with a group of elementary students’ reading behaviours being observed and audio-recorded and the data were collected and analyzed qualitatively.  The KWLS grid was used to assist students to activate their prior knowledge by generating questions and discussion to construct meaning while reading. Activating and developing prior knowledge presents background material supporting the importance of schemata and prior knowledge for literacy development.  In short, the outcome of this research showed that comprehension can and should be taught. At this time, the challenge for the field is to mesh research with reality.  Students o.....

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