Examining the Relationship between Vocabulary and Listening and Reading Comprehension Skills of Middle School Students

The relationship between language and thinking and the effect of these two skills on each other is accepted by field experts, but the level of the relationship is still a matter of debate. In this research, some part of the relationship between language and thought has been dwelled upon. The aim of the research is to determine the 7th grade students' reading, listening comprehension and creative thinking levels; to determine the relationship between reading comprehension and creative thinking and listening comprehension and creative thinking skills. The data of the study, which is a descriptive field study in the relational screening model, was collected from a total of 380 7th grade students, 199 women and 181 men, in the 2019-2020 academic year. As a data collection tool within the scope of the research; "Reading Comprehension Achievement Test", "Listening Comprehension Achievement Test" and "Torrance Creative Thinking Test Verbal A Form" were used. The analysis of the data was done by pearson correlation analysis. Secondary school students' reading comprehension levels are medium, and their listening comprehension levels are medium. As a result of the correlation analysis, most significant correlation is between reading comprehension and listening comprehension, and the least significant correlation is between reading comprehension and fluency, which is a sub-dimension of creativity. There is a positive, statistically significant relationship between the listening comprehension and creative thinking skill scores. There is a positive and statistically highly significant relationship between reading comprehension and listening comprehension skill scores. There is a positive, significant relationship between reading comprehension and creative thinking skill skills. All of the relationships are statistically significant.

This study investigated the impact of the Reading Fluency and Comprehension Supplemental Education Program (OKA2DEP) on enhancing the reading fluency and comprehension skills of middle school students with intellectual disabilities (IDs) in Turkey. We utilised a single-subject design, specifically the changing criterion design, to assess OKA2DEP efficacy. The study involved four middle school students with ID. The results demonstrated that OKA2DEP significantly improved the reading fluency and comprehension skills of the participants. Additionally, feedback on the program’s social validity indicated that both the participants and their teachers were pleased with the program’s outcomes. These findings suggest that OKA2DEP can serve as a valuable tool for reading instructors. By incorporating structured, evidence-based methods, teachers can enhance their instructional practices and better meet the diverse needs of their students with ID.

هدفت هذه الدراسة إلى معرفة فاعلية مدخل قراءة الصورة في تنمية الفهم القرائي والمهارات الحياتية في مقرر لغتي الجميلة لطالبات الصف السادس الابتدائي في منطقة الباحة في المملكة العربية السعودية. ولتحقيق هدف الدراسة. تم استخدام المنهج شبه التجريبي باعتباره الأقرب لتحقيق هدف الدراسة لمعرفة أثر العامل التجريبي (فاعلية مدخل قراءة الصورة) على (تنمية الفهم القرائي والمهارات الحياتية) على المجموعة التجريبية. وقد تم إعداد أداة الدراسة والمتمثلة في الاختبار التحصيلي، حيث تم تقسيم الطالبات إلى مجموعتين المجموعة التجريبية والتي سيتم تطبيق الدراسة عليها، والمكونة من (37) طالبة، والمجموعة الضابطة والمكونة من (37) طالبة. وقد أظهرت الدراسة العديد من النتائج، والتي من أهمها: توصلت الدراسة إلى (23) مهارة من مهارات الفهم القرائي اللازمة لطالبات الصف السادس في مقرر لغتي الجميلة بمدارس منطقة (مدينة الباحة)، تم إدراجها في خمسة مجالات رئيسة، وهي: (مهارات الفهم الحرفي، ومهارات الاستنتاج الحرفي، ومهارات الفهم النقدي، ومهارات الفهم التذوقي، ومهارات الفهم الإبداعي)، بالإضافة إلى توصل الدراسة إلى (10) مهارات من المهارات الحياتية اللازمة لطالبات الصف السادس في مادة اللغة العربية بمدارس منطقة الباحة (مدينة الباحة)، وقد أظهرت نتائج التحليل الإحصائي وجود فروق ذات دلالة إحصائية بين متوسطي درجات طالبات المجموعتين التجريبية والضابطة في مهارات الفهم القرائي، ومهارات الحياة البعدي لصالح المجموعة التجريبية، مما يعني أنَّ توظيف مدخل الصور يحدث فاعلية واضحة في تدريس الطالبات. وقد أوصت الدراسة بالعديد من التوصيات والتي من أهمها: دعوة القائمين على تخطيط المناهج في المملكة العربية السعودية إلى إعادة النظر في بناء نشاطات التعليم، والعمل على توازن مهارات الفهم القرائي، ومهارات الحياة في جميع المجالات بشكل متوازن ووفق منهجية محددة.

In this study, reader’s theater’s effect on reading comprehension and fluency skills was examined. In research, quasi-experimental design was used. The research was applied in a public school in Mamak/Ankara for 14 weeks in the 2019-2020 Academic Year. 29 students took part in the research. In the experimental group reader’s theater activities were carried out by the researcher and no application was done with the control group. To find out the reading comprehension levels of the students, reading comprehension test was used. In addition, the word recognition percentage, reading speed and Reading Prosody Rubric was utilized to determine the participants’ reading fluency levels. As a result of the analysis, the reader’s theater method was efficient in the increase in reading prosody and reading fluency skills, and the decrease in the number of misspelled words. Although no significant effect of the reader’s theater method on the participants’ reading speed was observed, it was concluded that the reader’s theater method increased the participants’ reading comprehension skills.

This study investigates the reading comprehension and syntactic comprehension skills of bilinguals. It is considered that bilinguals have cognitive, neural and social advantages as they have a rich linguistic environment. Studies suggest that bilingual children have better metalinguistic awareness and show cognitive advantages compared to monolinguals. In this study reading comprehension skills and syntactic comprehension skills were evaluated in 14 bilingual English-Turkish and 18 monolingual Turkish children. To evaluate reading comprehension skills, the ‘Reading Comprehension Scale’ and to evaluate syntactic comprehension, ‘Grammatical Judgment Test’ were used. Attitude questionnaire was used to evaluate the bilinguals’ attitudes towards the Turkish language. The results of this study revealed that in the reading comprehension scale monolingual group performed better than the bilingual group in reading texts. Within bilingual group comparisons, the mean scores revealed that the bilingual group had the best test scores in narrative and explanatory texts, followed by scientific texts and poetry. Syntactic comprehension evaluations revealed that bilinguals have difficulties in detecting the grammaticality of word constructions. Attitude Questionnaire revealed that most of the bilingual children have a negative attitude towards the Turkish language. The difficulties of reading and syntactic comprehension skills bilinguals display are usually associated with the environment they live in. It has been found that bilinguals fail to comprehend complex sentences correctly in some settings. These findings led to the question whether bilinguals have learnt all of the complex syntactic properties of the grammatical system. Bilinguals’ limitations to access the language may cause difficulties in processing. This study tries to get a better understanding of the basis of bilinguals’ failure in reading and syntactic comprehension.

The purpose of this study was to examine the proportional reasoning skills of Turkish middle school students. It was also aimed at revealing the differences in students’ performances in terms of their gender, grade level, and problem types — missing value and numerical comparison. The study was conducted with two sixth and seventh grade classes from a public school in Ankara, Turkey. The data were collected through a proportional reasoning performance instrument consisting of eight ratio-proportional tasks — three missing value and five numerical comparison problems. The results revealed that there were differences in students’ performances according to the type of problem and their grade level. Students were more successful in solving missing value problems than comparison problems. Also, it was found that seventh grade students performed better than sixth graders.

Reading comprehension skill is seen as a predictor of word problem-solving performance, and the close relationship between reading comprehension and mathematical skills is accentuated. On the other hand, more research is needed as to determine how logical thinking and word problem solving are related to each other and to analyze the role of reading comprehension in this relationship. The aim of the study is to examine the role of reading comprehension in the relation between logical reasoning and word problem-solving in 158 fourth grade primary school students. The data were collected through the administration of logical reasoning, syllogistic reasoning, and reading comprehension tests, and word problems. In this research, which makes use of a predictive correlational research model, the regression analysis was used to test the direct and indirect relationships between word problem solving, logical reasoning, inference making, and reading comprehension skills. As a result of the research, the relationships between the variables were found to be positively significant. Besides, reading comprehension seems to play a partial mediating role in the relationship between logical reasoning and word problem-solving. The positive correlation between word problem solving and logical reasoning skills suggests that activities to improve word problem-solving performance should be supported by logical reasoning- and inference making-related activities. The fact that reading comprehension skills play a mediating role between these two performances reveals the importance of linguistic skills such as reading comprehension in the development of logical and mathematical thinking.

This research raises the issue of whether there is an influence of the initial knowledge test on the reading comprehension and sentence structure skills of class VIII students at MTs Negeri 2 Deli Serdang in the 2023/2024 academic year? The aim of this research is to determine the effect of the initial knowledge test on the reading comprehension and sentence structure skills of class VIII students at MTs Negeri 2 Deli Serdang. The method used in this research is an experimental method with a simple 2 x 2 factorial design. The population in this research is the entire class VIII of MTs Negeri 2 Deli Serdang, totaling 352 people spread across 11 classes with a research sample of 80 students taken at random. The instrument used is an objective test consisting of 20 multiple choice questions, with a scoring technique that if 1 is correct, a score of 5 is given. So the highest score is 100 and the lowest is 5. The results of the research show that there is an influence of the initial knowledge test on reading comprehension skills and making sentence structures. Class VIII students at MTs Negeri 2 Deli Serdang, with the results of ANOVA calculations obtained Fcount = 6.32 and Ftable = 4.00 at a significance level of 0.05. This shows that Fcount > Ftable. Thus, the hypothesis is accepted. In this way, there is an influence of the initial knowledge test on the reading comprehension and sentence structure skills of class VIII students at MTs Negeri 2 Deli Serdang.

PARIs, ScoTTrr G., and JACOBS, JANIS E. The Benefits of Informed Instruction for Children's Reading Awareness and Comprehension Skills. CHILD DEVELOPMENT, 1984, 55, 2083-2093. This study examines children's reading awareness and comprehension skills as examples of the developmental and instructional relations between children's metacognition and performance. 8and 10-year olds were interviewed about their knowledge of reading tasks and strategies in the fall and spring. A scale of reading awareness was constructed and related to children's performance on several reading tasks. During the year half of each group received 4 months of classroom instruction on how, when, and why to use reading strategies to enhance comprehension. Pretest correlations revealed a significant relation between children's level of reading awareness and comprehension skills. Furthermore, comparisons between pretests and posttests revealed that the metacognitive instruction significantly increased children's reading awareness and their use of comprehension strategies. The study clearly showed that (a) children who are more aware of the nature of reading tasks and strategies also score higher on tests of reading comprehension and (b) informed instruction in the classroom can enhance both awareness and comprehension skills.

This research examined the effect of multimedia on developing reading comprehension and creative thinking skills of English language among second year middle school students. Forty participants were randomly selected from Hala Middle School, Dakahlia Governorate, Egypt in the academic year 2019-2020. This study was conducted according to the pre-test- and post-test-based two group quasi-experimental model. Therefore, the participants were randomly divided into two groups (20 each). One group was selected as experimental group and the other as control group. The experimental group was taught using the multimedia while the control group received regular teaching. According to the results, the students supported by the multimedia were more successful than students supported only by traditional teaching method. Therefore, the multimedia positively affected developing reading comprehension and creative thinking skills among EFL students. Finally, the use of the multimedia increased the students' motivation in learning EFL.

Introduction: We can quickly access information in the modern world. Therefore, it is critical to concurrently improve reading fluency and comprehension skills. Techniques used to improve reading fluency can be categorized into two groups: skill-and performance-based. Interventional techniques used before, during, and after reading reportedly improve reading comprehension skills. This study aimed to determine the effectiveness of a series of interventions that combine skill and performance-based reading fluency techniques with reading comprehension techniques used during and after reading in improving reading fluency and comprehension skills of an intellectually disabled student. The uniqueness of this study is that it focuses on a child with intellectual disability, and it combines fluent reading and reading comprehension techniques. Method: This was a case study featuring a 13 year old male student enrolled in the sixth grade of a middle school who received interventions in a special education class for mild intellectual disability in Turkey. The intervention series was applied in ten sessions Findings: As a result of the interventions, there was a decrease in the number of misread words and increase in the number of correctly read words and reading comprehension level compared to the baseline values. The student maintained the acquisitions he gained during the intervention and in the following weeks. Discussion: In conclusion, the intervention package developed for an intellectual disability student was effective in improving and maintaining the student”s reading fluency and reading comprehension skills. Further studies with larger samples are needed to test the generalizability of the results.

In this study, how the learning process designed with mathematical modeling activities affects the mathematical modeling competencies of middle school students who are at different levels in terms of reading comprehension skills. In the study, nested (embedded) pattern was preferred among mixed method research designs. The participants of the study consisted of 26 middle school seventh grade students who were selected using the easily accessible situation sampling method, which is one of the purposeful sampling types. In the research, besides mathematical modeling activities, researcher and student diaries were used to obtain qualitative data on the functioning of the application process. “Modeling Activities Opinion Form” was also used at the end of the application process in order to determine the general views of the study group on the activities. The quantitative data of the study were collected through the “Reading Comprehension Test” and “Mathematical Modeling Competence Test”. The collected data were analyzed using qualitative and quantitative data analysis methods together and interpreted in relation to the findings section. At the end of the study, it was determined that the mathematical modeling competencies of the students improved, but this development did not follow a stable course during the application process and the interpretation and validation competencies of the students were low. In the implementation process, it was also observed that the mathematical modeling competencies of the students with low reading comprehension skills improved especially after the fourth activity

This research aimed to investigate the social-emotional learning skills of middle school students based on various variables. The study group consisted of middle school students attending public schools in a medium-sized province of Türkiye during the 2023-2024 academic year. The convenience sampling method was employed, and easily accessible sixth, seventh, and eighth-grade middle school students were included in the sample. Data was collected from a total of 500 students, comprising 289 female and 211 male students. The data collection instruments used were a Personal Information Form and the Social-Emotional Learning Scale (SELS). Descriptive statistics, independent samples t-test, and one-way analysis of variance were utilized for data analysis. The research findings indicate that students' social-emotional learning skills are generally at a high level. In the family context, it was concluded that students' self-worth increases as the daily time spent with both parents increases and as the socio-economic status rises. In the context of childhood, students who reported playing with materials such as "dolls, kitchen utensils, stethoscopes, chef's aprons, and paper-pen" in childhood were found to have higher skills enhancing their self-worth. In the academic context, students attending Imam Hatip middle schools were found to have higher problem-solving skills, while students in other middle schools exhibited higher stress coping skills. Additionally, eighth-grade students (compared to other grade levels) were found to have higher scores in communication, stress coping, and general social-emotional learning skills. Finally, students with high academic achievement were also found to have similarly high communication, problem-solving, and general social-emotional learning skills.

This study aimed to investigate the impact of using (kahoot-aided) guided reading on preparatory students EFL reading comprehension and fluency skills. The participants of the study were sixty second preparatory stage students at Saqr Quraish preparatory school, El- Gharbia governorate. Instruments of the study were an EFL reading comprehension skills questionnaire , an EFL pre-post reading comprehension skills test, an EFL pre-post reading fluency test and an EFL reading fluency scale of prosody. In this study, a pre-post reading comprehension test and a pre-post reading fluency test were used with two groups (Experimental and control , 30 students each). Results revealed that the experimental group students outperformed their peers in the control group in their reading comprehension and fluency skills as validated through the post-test scores. The experimental group’s great performance in these reading skills were attributed to using (kahoot-aided) guided reading program.

This study examines the connection between secondary school students' reading comprehension skills, reading habits, and cognitive abilities. Given the increasing significance of reading comprehension for academic achievement, especially in high-stakes exams, it is essential to comprehend its cognitive and behavioural underpinnings. Examining the relationship between reading comprehension skills, cognitive capacities, and reading habits in secondary school-aged boys and girls is the goal of this study. In the Raichur district of Karnataka, 720 secondary school pupils participated in a descriptive quantitative study. Using stratified random sampling, participants were chosen. According to the study, comprehension of language structures, syntax, and cognitive processes like memory, attention, and problem-solving are all important components of reading comprehension. The main results showed that cognitive abilities correspond with both reading habits and comprehension skills and that reading habits significantly improve comprehension ability. The study offers insightful information for teachers, indicating that pupils' comprehension skills can be greatly enhanced by encouraging positive reading habits and comprehending cognitive development. Additionally, it provides helpful suggestions for enhancing instructional methods, like tailored interventions based on reading habits and cognitive profiles. In order to promote improved learning outcomes, the results also emphasize how crucial it is to incorporate cognitive skill development into language instruction.