Reading strategies are seldom taught to students despite their importance in aiding reading comprehension. This study aimed to examine the effectiveness of the think-aloud strategy and investigate primary school students' perception of using the think-aloud strategy in assisting their reading comprehension. Twenty-seven primary school students were introduced and trained to use the think-aloud strategy through teacher-modelling and reciprocal think-aloud with comprehension passages related to the relevant English curriculum. Questionnaires and interview sessions were conducted to gather information on how the students perceive the use of think-aloud in reading comprehension. Findings revealed that students have positive perceptions towards using think-aloud as a reading strategy in their reading comprehension and were keen on using the strategy in their future reading.
Eyewitnesses typically talk about the traumatic events that they have experienced based on their memory. This research aimed to investigate differences between emotional and factual retelling of eyewitness in terms of memory accuracy and error. Participants watched a traumatic robbery video and were instructed to recall the events in detail. Participants were divided into three retelling conditions where they: a) discussed the robbery in a factual way, b) focused on discussing their emotional response, and c) performed unrelated tasks. Results showed that eyewitnesses who talked about their emotion recalled less detailed memories and made more errors in free recall while eyewitnesses who focused on factual detail seem to be able to maintain their memory accuracy of the event.
The purpose of this study was to study the association between selected demographic characters
and stress among primary school teachers. The respondents constituted of 60 male
and female school teachers who were chosen using stratified sampling technique. Study was
conducted in Jilin Province. Study design was cross sectional. SPSS was used to analyze
both descriptive and inferential statistics. The main results were as follows. Female teachers
experienced more stress compared to male teachers. Teachers below the age of 40 had more
stress probably, due to teaching experience, as this study revealed that teachers who had
more teaching experience had less stress. Marriage plays and important role in stress, unmarried
teachers experienced comparatively higher levels of stress compared to those married.
Furthermore, those living alone experienced more stress. Occupational stress is known
to cause burnout. It may be a good strategy to provide training in stress management techniques