Brainstorm And Read According To Tran 2017 Brainstorming Is

Brainstorm And Readaccording To Tran 2017 Brainstorming Is Whereby

Brainstorm and read According to (Tran, 2017) Brainstorming is whereby a person examines something and tries to come up with ideas of how to solve a certain problem. For one to understand how something or an object looks like, he/she has to study it. Studying is a way of reading the object. Therefore, reading is related to brainstorming. It is the ability of reading that enables someone to come up with solution over a problem.

Having identified the feature of the problem or rather reading it, a person will be able to analyze all the possibilities of solving the problem. Brainstorming is engaging minds into creative ideas, therefore for a student to improve their reading skills they have to brainstorm. A good brainstorming strategy begins with some questions. The students have to act curious in order for them to capture what they are reading. According to (Navaee & Asadi, 2015), the questions that one needs to ask themselves are generally brought by the topic of the book he/she is reading.

The common questions in reading are what, when, where, why, and who. Those five words will really help in understanding whatever you have to read. Another way to brainstorm is by freely writing down some of the things you have read. While reading, there are some things that happen in the story you are reading. According to (Ghabanchi & Behrooznia, 2014), everything happens in order.

For one to understand what they are reading they will need to write down some of the main occurrences in the story. By doing so the reader will have an easy time in understanding what the story is all about. By doing so, the reader will find that while writing down the main occurrences, some ideas are developing in his/her mind. The reader will be curious to know what is happening. The reader will at some point be even able to guess what will happen next. Brainstorming is all about acting curious and being creative.

The student will then develop his/her reading skills through brainstorming.

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Brainstorming is a vital cognitive strategy that enhances reading comprehension and critical thinking, especially in the context of foreign language learning and general reading skills development. According to Tran (2017), brainstorming involves examining a subject or problem and generating ideas to solve or understand it better. This process is inherently linked to reading because understanding and analyzing text require an active, engaged mindset that mirrors brainstorming techniques.

Fundamentally, reading is a interpretive act that involves studying an object, text, or problem to comprehend its meaning. When readers scan a text, they identify key features, themes, or issues—similar to how brainstorming entails examining a problem closely to find solutions. This approach encourages readers to scrutinize the content critically, fostering deeper comprehension. The act of reading, therefore, becomes a form of mental analysis akin to brainstorming, allowing learners to develop their problem-solving skills through text.

When individuals identify the core features or concepts within a text, they catalyze their analytical abilities, considering multiple possibilities and interpretations. This analytical approach aligns with brainstorming, which involves divergent thinking—generating a spectrum of ideas or solutions rather than settling on the first impression. For students, integrating brainstorming into reading activities involves asking questions, such as what, when, where, why, and who, which serve as tools to dissect and understand the reading material comprehensively (Navaee & Asadi, 2015). These interrogative prompts stimulate curiosity, encouraging learners to engage more actively with the text and derive meaning.

Moreover, an effective brainstorming technique involves freely jotting down notes or key points from the reading. This practice helps in organizing thoughts and identifying main ideas or events within a story or argumentative text. According to Ghabanchi and Behrooznia (2014), understanding the sequence of events or main occurrences helps in forming a coherent mental model of the reading material. As students write down critical points, their ideas begin to develop, making connections and fostering critical thinking skills. This process enables learners to not only understand what they are reading but also predict or infer upcoming developments, thereby enhancing comprehension.

Actively engaging in curious questioning and note-taking stimulates various cognitive processes such as analysis, synthesis, and evaluation. These higher-order thinking skills are essential in reading comprehension and critical thinking development. Brainstorming, in this context, acts as a catalyst; it helps learners to be curious, explore multiple perspectives, and foster creativity in understanding texts. When learners adopt a questioning and note-taking approach, they move beyond passive reading into an active learning process that improves retention, comprehension, and analytical skills.

In developing reading skills through brainstorming, educators can implement various strategies—such as asking guided questions, encouraging free writing, and summarizing main ideas—which promote active engagement. This thematic approach aligns with constructivist learning principles, where learners construct meaning through active exploration. As Navaee and Asadi (2015) note, brainstorming significantly influences reading comprehension, especially among EFL learners, by empowering them to visualize and relate ideas more effectively.

Furthermore, this synergy between brainstorming and reading improves learners’ ability to think critically about texts, evaluate information, and develop personal insights. These skills are not only essential in academic success but also transferable to real-world problem-solving scenarios. As students become more curious and creative through brainstorming, their self-efficacy concerning reading and comprehension continues to grow, fostering lifelong learning skills.

In conclusion, integrating brainstorming techniques into reading instruction promises a robust method for enhancing comprehension, analytical thinking, and creativity. Drawing from Tran’s (2017) insights and extending the discussion with related scholarly work, it is evident that active, questioning, and reflective engagement with texts leads to deeper learning outcomes. Educators should adopt strategies that promote curiosity, note-taking, questioning, and active analysis to improve reading skills effectively in diverse learners.

References

• Ghabanchi, Z., & Behrooznia, S. (2014). The impact of brainstorming on reading comprehension and critical thinking ability of EFL learners. Procedia - Social and Behavioral Sciences, 98, 779-785.
• Navaee, M. S., & Asadi, M. (2015). The effect of brainstorming on reading comprehension of Iranian EFL learners. ICT & Innovations in Education, 3(2), 26-34.
• Tran, T. N. Y. (2017). The effect of brainstorming on EFL reading comprehension.
• Alavinia, P., & Arab-Moazami, A. (2017). The role of questioning strategies in enhancing reading comprehension. Journal of Educational Psychology, 10(3), 157-170.
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