Effect of Psycholinguistic Strategies in Developing Comprehensive Reading Competency of the Students at Upper Primary Level

Abstract

The students have problems in understanding and comprehending the content. Importance should be given to the strategies to achieve instructional intentions. Teachers can implement the psycholinguistic strategies to make students perform certain cognitive processes in reading. Psycholinguistic is the most effective approaches for improving the comprehensive reading strategy in teaching learning process. Teaching strategies should be carefully matched with the teaching objectives. Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in teaching learning suggest that the use of Psycholinguistic strategies  positively enhance students learning and also positively enhance teachers teaching  method. Psycholinguistic strategies help for explicit, systematic instruction to align with the Activity Learning Methodology. Psycholinguistic strategies provide consistent development of comprehensive reading strategies and emphasis students to move into next grades. Assessing or grading students is continuous throughout the teaching –learning process in activity learning methodology. When integrating Psycholinguistic strategies with teaching learning process certainly there will be improvement in language development of the students. Psycholinguistic strategies also help to make the teaching easier for the teachers. Psycholinguistic strategies can be applied to other languages and also for other subjects. It may be used for high school and higher secondary school students. so the researcher used these strategies  for upper primary students in order to enhance the comprehensive reading competency in English language effectively. In the recent teaching methodology system , instruction in reading becomes essential part of language teaching at every level. Students use knowledge, skills and strategies which include linguistic competence, discourse competence, socio linguistic competence and strategy competence.