Comparative Analysis of Past Practices of Selected Students in a Theological College and a Non-Sectarian University to Formulate Effective Reading Comprehension Development Programs

Abstract

Reading comprehension is influenced by vocabulary, inference-making, and background knowledge (Perfetti et al., 2005; Ahmed et al., 2016; Cromley et al., 2010). There are theories of comprehension (Kintsch, 1988) or reading models that qualify the underlying components of reading comprehension as a whole. Comprehension of reading strategies shows how to deal with an assignment and steps to take to comprehend and sort out what to read (Singhal, 2001). Similarly, these strategies are utilized by students to improve understanding perception and overcome comprehension failures. Skilled readers naturally use conceptual knowledge (content schemata), text-structure information (formal schemata), and learning about text-processing strategies to successfully construct meaning (Shih, 1992). The purpose of this research was to identify effective reading comprehension practices employed by tertiary education students. The study utilizes a comparative case study approach which includes the examination and blends of the similarities, contrasts, and themes evident past learning experiences of students.