Is KWL Reading Strategy Effective in Enhancing College Students’ Reading Comprehension Skills?

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.

This quasi-experimental study explored the impact of a seven-week intervention in reciprocal teaching (RT) on improving pre-service English-as-a-foreign-language (EFL) teachers’ (PSEFLTs) reading comprehension skills. The experimental group (N = 56) were subjected to an intervention designed to help them understand and apply the steps in RT while the control group (N = 53) attended to reading classes taught conventionally. Data was collected from a pre-reading test administered prior to the commencement and a post-reading test administered following the intervention, and a semi-structured interview. The findings revealed there was no statistically significant difference in experimental and control participants’ reading comprehension skills in the pre-reading test; nevertheless, the experimental group outperformed the control group in the post-reading test. Analysis of the qualitative data demonstrated the PSEFLTs viewed the RT intervention as effective in developing their reading comprehension skills and would implement it in their future teaching.

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.

The present research aimed at developing the EFL Reading comprehension skills of secondary school students through using Transactional Literature Circles.It adopted a quasi -experimental design employing two groups; experimental and control.Participants were 80 first year female students enrolled at Dikirnis Secondary School for Girls, Dakahliya Governorate.Instruments included a Reading Comprehension Skills Checklist (RCSC) and a Reading Comprehension Skills Test (RCST).The results revealed that there was a statistically significant difference between the mean score of the experimental and control groups on the post (RCS test) in favor of the experimental group.Further, the experimental group students performed better in most of the reading comprehension skills on the post test.These results generally validate the effectiveness of transactional literature circles in developing the experimental group pupils' reading comprehension skills.finally it was recommended that transactional literature circle strategy is effective in developing students' reading comprehension skills.groups (N=70).The program lasted for 6 weeks (2 sessions per week, 45 min. 1-Introduction:Comprehension is one of the most important aspects of reading.Without comprehension, learners will not be taking any knowledge and information away from the text ( Van Keulen, 2011).Harvey and Goudvis (2007) emphasized that "when it comes to reading, it's the most important thing.If the purpose for reading is anything other than understanding, why read at all?" (p.13).To comprehend, a reader must have a wide range of capacities and abilities that include: attention, memory, critical analytic

This research is motivated by the low interest in reading and weak text comprehension skills among students, which are one of the main challenges in learning English. The main objective of this study is to analyze the effectiveness of the Problem-Based Learning (PBL) method in improving students' reading comprehension skills. This study uses a quantitative approach with a pretest-posttest control group design. The research subjects consisted of two classes, namely the experimental class taught using the PBL method and the control class taught using conventional methods. The results showed that the average reading comprehension score of students in the experimental class was significantly higher than that of the control class. The application of the Problem-Based Learning (PBL) model has a positive effect on students' reading comprehension skills. Students who learn through PBL are more active in the learning process because they are involved in solving problems directly related to the reading text. These findings prove that the PBL method is effective in improving students' reading comprehension skills. Thus, PBL can be used as an alternative reading learning strategy in teaching English in secondary schools.

The study titled "The Effectiveness of the TPRC Strategy in Reading Comprehension Learning at SMA Negeri 1 Tangse" aims to evaluate whether there is a significant difference in reading comprehension skills between students taught using the TPRC strategy and those taught without it, as well as to assess the effectiveness of the TPRC strategy in improving students' reading comprehension skills at SMA Negeri 1 Tangse. This study was conducted on December 24, 2024, during the second semester of the 2024/2025 academic year. The research method used was an experimental design with a control group pretest-posttest design. The study population included all tenth-grade students at SMA Negeri 1 Tangse, totaling 64 students, and the sampling technique was simple random sampling. The instrument used was a multiple-choice reading comprehension skills test. The instrument's content validity was tested, and the instrument’s reliability yielded an alpha value of 0.811 using the Iteman program, indicating a high level of reliability. Data analysis was performed using a t-test at a 5% significance level after meeting the assumptions of normality and homogeneity. The results showed that the t-test on the posttest scores of reading comprehension skills between the control group and the experimental group yielded a th value of 3.163, which is greater than the tt value of 2.00 (3.163 > 2.00), with a p-value of 0.002 (0.002 < 0.05 = significant) and degrees of freedom (df) of 62. This indicates a significant difference in reading comprehension skills between the two groups. The average improvement score in reading comprehension skills in the experimental group was 6.19, while the control group showed only a 2.12-point increase. This study concludes that the TPRC strategy is more effective in improving students’ reading comprehension skills than learning without the TPRC strategy. The researcher recommends that schools integrate the TPRC strategy regularly in reading comprehension classes and develop teacher training on the implementation of this strategy to achieve more optimal learning outcomes.

The research conducted was quasi-experimental in nature. It was undertaken in order to determine the effects of cooperative learning strategy in enhancing the vocabulary and reading comprehension skills among the Grade Six pupils of MSU-ILS, A.Y. 2011-2012. Specifically, it sought to find out the profile of the respondents in terms of age, gender, parents’ occupation, and parents’ monthly income; the significant difference between the pretest and the posttest mean scores of the control group in vocabulary and reading comprehension skills; the significant difference between the pretest and the posttest mean scores of the experimental group in vocabulary and reading comprehension skills; and the significant difference between the mean gain scores of the respondents of both groups in vocabulary and reading comprehension skills. This research involved seventy-five (75) Grade Six pupils of Mindanao State University-Integrated Laboratory School (MSU-ILS). One group consisting of 37 pupils was identified as the experimental group. This study was analyzed by the SPSS (Statistical Program for Social Sciences) The data were treated using one-way ANOVA (Analysis of Variance). The study revealed the following findings: 1) majority of the respondents were aged 13 years old; 2) majority of the respondents are females and few of them are males for both the experimental and the control groups. 3) majority of the parents of the respondents were employees or faculty members; and 4) most of the parents of the respondents were receiving an average level of income (10001-20000). Moreover, the study has a significant difference between the pretest and the posttest mean scores of the experimental group in vocabulary and reading comprehension skills. Statistically, there is also a significant difference between the pretest and posttest mean scores of the control group in vocabulary and reading comprehension skills. Finally, the two groups have the same variance. It means that on the average, the mean gain scores of pupils in both the control and experimental groups are the same. Based on the findings, cooperative learning strategy is effective in teaching vocabulary and reading comprehension skills to the learners, traditional learning strategy is also effective in teaching vocabulary and reading comprehension skills to the learners or effective learning, whichever teaching strategy is used by the teacher the learners need to be participative in high order thinking exercises, such as analysis, synthesis, and evaluation and the cooperative learning strategy and traditional strategy are both effective. There is no single “best” learning strategy to teach vocabulary and comprehension skills to learners and whatever learning strategy is used in the classroom, there is a need to take into account the learners’ current knowledge so that they can work within their zone of proximal development and thus progress will be implied in this study.

This study aims to analyze the effect of teacher and peer scaffolding on students' reading comprehension and vocabulary mastery based on a sociocultural perspective. The quasi-experimental research method was used in this study and involved 300 high school students. Participants were divided into an experimental group (the group that received the teacher scaffold and the peer scaffold) and a control group that received the traditional intervention. The pretest was conducted to find out their initial vocabulary skills and reading comprehension skills and ended with a posttest. Descriptive statistical analysis and one-way ANOVA analysis were used to analyze the research data. The findings of the study indicated that the experimental group that received the intervention of the teacher scaffold and the peer scaffold experienced more significant improvements in reading comprehension and vocabulary skills than the control group. The experimental group with the peer scaffolding intervention showed better ability improvement compared to the experimental group that received the teacher scaffolding intervention. This study has implications that peer scaffolding can be used to support the effectiveness of teaching reading.

This study aimed to: (1) determine the effect of the Snowball Throwing learning model on students’ reading comprehension skills, and (2) measure the magnitude of its effect on reading comprehension in Indonesian language learning. This quantitative research employed a quasi-experimental method with a nonequivalent control group design. The population consisted of two classes: an experimental group and a control group. Data were collected using a measurement technique with reading comprehension tests administered as pretest and posttest. Before hypothesis testing, normality and homogeneity tests were conducted, showing that the data were normally distributed and homogeneous. Therefore, hypothesis testing was carried out using an independent samples t-test and effect size analysis. The results showed that the Snowball Throwing model had an effect on students’ reading comprehension skills, with the mean score increasing from 52.40 (pretest) to 74.80 (posttest). The independent samples t-test resulted in a significance value of 0.002 (< 0.05), indicating a significant difference between the experimental and control groups. The effect size was 0.901, categorized as large. In conclusion, the Snowball Throwing learning model has a significant and strong effect on improving students’ reading comprehension skills.

The purpose of the study was to examine the role of short stories on students' reading comprehension. To achieve its objective, this Quasi-Experimental study utilized pre-test and post-test design. The participants were classified into group 1, the Experimental Group, and Group 2, the control group. Data were collected through the pre-test and post-test reading tests. Then, the data were analyzed using SPSS 24, based on average scores, standard deviation, descriptive statistics, and t-tests for pre and post-test analysis. The findings of the study showed that students who learned to read through the technique of using carefully selected short stories improved their reading comprehension and reading skills more than students that studied with the other approach of using the national instructional material. Based on the study’s findings, it has been determined that learning to read with the help of short stories improves students' reading comprehension. The literary texts helped in students' learning strategies, in students' attention, and the improvement of students’ reading skills that indirectly improved their reading comprehension.

One of the main goals of the English as a Foreign Language (EFL) course is to facilitate the development of learners’ reading comprehension and reflective skills in English, which can be developed with appropriate instruction. However, in EFL courses, many students are inactive in reflecting on their reading and are disengaged from learning. To fill this gap, a reflective reading-based e-learning approach was proposed to explore the impact of the suggested approach on reading comprehension, reflective thinking, and behavioral engagement. The study aimed to improve the comprehension of the student’s reading using the proposed reflective e-learning approach. The study employed a quasi-experimental design in which the experimental group used reflective reading-based e-learning (n = 51) and the control group used conventional e-learning (n = 50) for a total of 13 weeks of participation. The experiment was designed to examine reading comprehension, reflective thinking, and behavioral engagement (e.g., reading time, Marker list, Quiz score, Memo list). The results revealed that the reflective reading-based e-learning approach could improve the comprehension and reflective thinking of the learners and promote behavioral engagement. These findings can be valuable for educators designing strategies to improve students’ reading comprehension skills and stimulate behavioral engagement in e-learning systems.

The purpose of this research is to determine the effect of teaching practise conducted by using metacognitive strategies on students’ reading comprehension skills at Turkish language course. For this purpose, this study has been carried out with 65 students at 5th grade of secondary education in 2012–2013 academic year. In the research, pre-test post-test control group design of experiment method has been used. While the subjects have been taught to students in experimental group by using metacognitive strategies in addition to teacher’s book, the same subjects have been taught to students in control group as they are stated within the curriculum and teacher’s book. The study took a total of 6 weeks. As data collection tool, Achievement Test For Measuring Students’ Reading Comprehension Skills which was developed by the researcher to determine the effect of metacognitive strategies on students’ reading comprehension skills was used. As a result of the reliability and validity studies, the reliability coefficient of the test was found to be 0.91, the average difficulty was found to be 0.64. At the end of the research, at teaching practice in which metacognitive strategies(planning, monitoring and regulation) were used, a significant increase on students’ reading comprehension skills was found in favor of the experimental group. © 2014 IOJES. All rights reserved

Introduction: Nomo phobia, a growing behavioral addiction to mobile phones, poses significant challenges in today's digital age. This study explores the effectiveness of psycho education on enhancing college students' knowledge of Nomo phobia in selected colleges in Kolkata. The study aimed to identify the baseline knowledge of college students regarding Nomo phobia in both experimental and control groups, assess the effect of psycho education on knowledge levels through pre-test and post-test comparisons, and evaluate the association between students' pretest knowledge scores and selected demographic variables. Methodology: Utilizing a quasi experimental design, the research employed a stratified random sampling technique to assign 120 undergraduate students (60 in the experimental group and 60 in the control group). Data were gathered using self-administered structured questionnaires. Knowledge scores were analyzed through descriptive and inferential statistics. Results: The findings indicated a significant increase in mean posttest knowledge scores among the students in experimental group, with a mean difference of 9.80 [t(59) = 24.74, p 0.05)]. A comparable significant difference in post-test knowledge scores was observed when comparing the experimental group to the control group (mean difference 9.82; [t (118) = 26.72, p 0.05)]. Furthermore, demographic variables such as age, living conditions, monthly family income, duration of mobile phone usage, and daily time spent on mobile phones showed no statistically significant association with pre-test knowledge scores. Conclusion: The study underscores the effectiveness of psycho education in improving knowledge about Nomo phobia among college students. It highlights essential implications for nursing practice, education, administration, and further research in the field of behavioral addictions.

Low reading ability is caused by a lack of effectiveness in using innovative learning models. For students who have low abilities, this will have a negative impact in the future. This study aims to analyze the influence of the Project-Based Learning (PjBL) model and learning motivation on the reading comprehension ability of grade V elementary school students. The research method used was a pseudo-experiment with a pretest-posttest control group design. The research sample was taken using the purposive sampling technique consisting of 37 students in the experimental group and 37 students in the control group. The data collection technique in this study uses test results, namely pretest and postest. The data analysis techniques include descriptive and inferential statistics with hypothesis testing using an independent t-test. The results showed that the average post-test score in the experimental group was 84.19, while in the control group it was 78.46. The results of the hypothesis test showed that the p-value was 0.0010 < 0.05, which indicated that there was a significant difference in reading comprehension skills between students in the experimental group and the control group. Based on the results of the study, it can be concluded that the Project-Based Learning (PjBL) model has a significant influence on the reading comprehension skills of grade V elementary school students. The implications of this study show that the use of the PjBL model in learning can be an effective strategy to improve students' reading comprehension skills in elementary school.

Reading Comprehension skill is essential for learners to achieve a certain standard level. It is multifaceted that it connects to all other skills like writing, listening, and speaking. Thus, the interconnectedness of reading and comprehension encapsulates the students’ overall reading abilities. The core of this study was to find out whether multimedia and text-based reading approaches are effective in improving Grade 10 students’ reading comprehension skills. The participants were 132 Grade 10 students in a public school in Misamis Oriental. Sixty-six (66) students were exposed to multimedia reading (experimental group) and sixty-six (66) students to text-based reading (control group). The study yielded the following findings: (1) Reading comprehension skills of both groups increased gradually in all reading comprehension components as revealed in the post-test data reflected in the overall mean; (2) there is a significant difference in all reading comprehension components Identifying vocabulary, Sequencing events, Identifying main idea and key details, and Making inferences; in the overall skills of both groups with the post-test having higher means; (3) both groups revealed a significant difference in the overall result increment. This study further claims that multimedia and text-based reading approaches contribute to the enhancement of the participants’ reading comprehension skills. For the suggestion, having a variety of techniques to teach reading will be quite beneficial to improve students’ reading comprehension skills, especially in this time of pandemic where alternative delivery modalities had been implemented.