Abstract
This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.
Highlights
Reading is an interactive process (Smith, 1982)
The research question addressed in the study is: What are the text-reader factors which affect students’ reading comprehension? Interview sessions were conducted to obtain students’ viewpoints on the text-reader factors which promote or hinder reading the prose texts catered for the participants
Results show that text-reader factors play an important role in prose reading
Summary
Reading is an interactive process (Smith, 1982). Text-reader factors must be examined to ensure successful text comprehension. Both the factors should be compatible; meaning that the text must be comprehensible to the reader reading becomes a pleasure. Many scholars have pointed out that a match between the text-reader factors is essential for the reader to make sense of the written language that eventually ends in a focused reading process. Janan (2011) found out that successful reading depends on factors such as reader characteristics, text features, and instructional strategies. Woolley (2011) said that comprehension depends on a variety of reader-related, text-related, and situational factors. The proposed idea from these researchers is that apart from other factors, textreader factors play a significant role in developing literacy skills
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
