Affect Reading Comprehension Research Articles

Pengaruh Penerapan Metode PQ4R (Preview, Question, Read, Reflect, Recite, Review) terhadap Keterampilan Membaca Pemahaman Peserta Didik

This study aims to determine the effect of implementing the PQ4R method on the reading comprehension skills of class V students of MI Madani Alauddin. This study is a quantitative study with a quasi-experimental design. The population in this study consisted of classes V A and V B, with 60 students of MI Madani Alauddin. The sampling technique used was saturated sampling. The research instrument was a reading comprehension ability test. The data obtained were analyzed using descriptive and inferential statistical analysis. The results of the analysis showed that the reading comprehension skills of students in classes that did not apply the PQ4R method were in the moderate category, while the reading comprehension skills of students in classes that applied the PQ4R method were in the high category. The results of the analysis also showed that the application of the PQ4R method had a positive effect on the reading comprehension skills of class V students of MI Madani Alauddin. The implications of the research based on the study results indicate that the PQ4R method affects reading comprehension skills. Therefore, it is recommended that schools, especially elementary school teachers, use the PQ4R method in order to achieve effective learning.

Children with Auditory Brainstem Implants: Language Proficiency and Reading Comprehension Process

Introduction: Auditory performance and language proficiency in young children who utilize auditory brainstem implants (ABIs) throughout the first 3 years of life are difficult to predict. ABI users have challenges as a result of delays in language proficiency and the acquisition of reading comprehension, even if ABI technology offers auditory experiences that enhance spoken language development. The aim of this study was to evaluate about the impact of language proficiency on reading comprehension skills in children with ABI. Method: In this study, 20 children with ABI were evaluated for their reading comprehension abilities and language proficiency using an Informal Reading Inventory, Test of Early Language Development-Third Edition (TELD-3), Categories of Auditory Performance-II (CAP-II), and Speech Intelligibility Rating (SIR). Three distinct aspects of reading comprehension were assessed and analyzed to provide a composite score for reading comprehension abilities. TELD-3, which measures receptive and expressive language proficiency, was presented through spoken language. Results: Studies have shown that there was a relationship between language proficiency and reading comprehension in children with ABI. In the present study, it was determined that the total scores of reading comprehension skills of the children who had poor language proficiency and enrolled in the school for the deaf were also low. The children use short, basic sentences, often repeat words and phrases, and have a restricted vocabulary. In addition, the children had difficulty reading characters and detailed paragraphs and could not remember events in a logical order. Conclusion: Children with ABI may potentially have complicated reading comprehension abilities due to lack of access to all the speech formants needed to develop spoken language. In addition, variables affecting the reading levels of children with ABI include factors such as age at implantation, duration of implant use, presence of additional disability, communication model, and access to auditory rehabilitation. The reading comprehension skills of ABI users were evaluated in this study for the first time in the literature and may constitute a starting point for the examination of variables affecting reading comprehension in this area.

How does background knowledge affect second language reading? An eye movement study

AbstractThere is broad consensus that a reader's background knowledge on a reading topic affects both their reading processes and comprehension in their first language and also in a second language. However, it is unclear whether a reader's background knowledge specifically affects reading comprehension accuracy and reading rate. The extent to which background knowledge facilitates second language reading when compared to a reader's L2 linguistic knowledge is also unclear. Moreover, the mental process accounting for the interaction between general background knowledge, type of linguistic knowledge such as vocabulary or writing system, and L2 reading abilities also need to be identified. Using texts in Mandarin Chinese, this paper investigates these problems with an eye‐movement study administered to 40 L2 Chinese learners with Indo‐European L1s. Results illustrate that an L2 reader's background knowledge about the text can positively impact both their reading comprehension and reading rate; however, the influence on the latter could be topic‐dependent. In more challenging topics, the contribution of background knowledge to reading comprehension could outweigh any single type of linguistic knowledge, even if the target language uses a more cognitively demanding writing system. The connectionist account proposed by the construction–integration theory is suggested to be currently the best theoretical explanation for the mental process behind developing second‐language reading abilities. Pedagogical implications are also considered based on these findings.

Socio-cultural Factors Affecting Reading Comprehension Levels and Demographic-based Grammatical Competence of Higher Education Students

The purpose of this study was to analyze the socio-cultural factors affecting reading comprehension levels of first-year college students from Basilan State College. This study also analyzed their level of grammatical competence. Stratified random sampling was carried out to sample 464 first-year college students from the college. The mixed method allowed the gathering of quantitative and qualitative data from the participants. While the students generally demonstrated good reading comprehension skills, with an overall competent average score, noticeable individual differences suggested the need for designed support to aid their further development. Conversely, the students displayed a low level of grammatical competence, categorized as limited users, indicating a substantial area requiring educational intervention to enhance their grammatical skills. Notably, education and health sciences students had significantly higher levels of reading comprehension compared to other first-year students. most students believed that factors such as knowledge and attitude directly influenced their reading comprehension levels, with some attributing it to socio-economic status, experience, and hobbies. This study calls for the implementation of strategies that consider the demographics of the students as well as their learning characteristics where educators could effectively assist students in their academic growth and enhance their proficiency in reading and language skill.

Children's reading outcomes in digital and print mediums: A systematic review

BackgroundGiven the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading outcomes (e.g. vocabulary, reading speed) in children and adolescents aged 1–17 years old while also considering the influence of several participant, task and study characteristics.MethodsA comprehensive search strategy involving seven electronic databases yielded 88 eligible articles comparing digital and print formats on reading outcomes published between 2000 and 2023 (3 reviewer inter‐rater reliability: k = .54–.78). Three major characteristics were coded: participant‐level (grade/age, diverse populations, testing language); task‐level (text‐genre, shared reading, digital comparability); study‐level (publication recency, study quality) characteristics. Contingency tables were created for all studies, then for each reading outcome and for participant, task, and study characteristics separately to classify the percentage of studies that demonstrated outcomes favouring print, digital, no difference or reliance on specific reading measures or other factors.ResultsExcept in the case of engagement as an outcome, the most common finding was no difference between digital and print. When participant, task and study characteristics were examined separately for the various reading outcomes, the results varied. More studies examining reading comprehension (particularly of informational text and in older children) found ‘print is better’, whereas ‘digital is better’ was more common in studies examining engagement, other outcomes such as vocabulary and diverse learners.ConclusionsThis review highlights the importance of examining multiple interacting factors when studying the impact of print versus digital mediums on reading outcomes in children and adolescents.

Booksnaps or Ms Word? Which One Is Better in Developing Reading Comprehension across Critical-Creative Thinking Levels

The study investigates which of the two summary writing techniques (one using BookSnaps and the other using MS-Word) affects reading comprehension performance better than the other. It also examines whether or not level of critical-creative thinking skills affects the results. This study used a causal-comparative design. Two groups of students were involved in this study and after the treatment they were tested on their reading comprehension performance across critical-creative thinking skill levels. The results showed that the reading comprehension performance of the two groups of students were not different significantly regardless of the summary writing techniques used. The results also showed that students with high level of critical-creative thinking skill outperformed the students with low critical-creative thinking skill in each of the two groups. This implies that teachers might use either BookSnaps or MS- Word to train the students in summary writing. However, when dealing with students with low critical-creative thinking level, the teachers might give more time in the process of summary writing or give assistance to students who need it when applying either BookSnaps of MS-Word.

Using Question Generation and Mind Mapping Strategy toward Students’ Reading of Descriptive Texts

The purpose of this study was to find out the effect of a combination of question generation and mind mapping strategy toward reading comprehension of descriptive text. It was a quasi-experimental study at a private junior high school in Pontianak – Indonesia thatinvolved one control group and one experimental group. This applied cluster random to take the sample. The treatments were given four times. The data was collected through the reading comprehension test given to the control and experimental group. The data wereanalyzed with a t-test. It was to analyze the significance of the treatment. The research result showed that the t value isbigger than the ttable or t value > ttable. In short, the t value was 6.214 whilethe ttable was 1.9983, that the t value was biggerthan the ttable (6.214 > 1.9983) and the value of effect size was 1.49 meaning the combination between question generation and mind mapping strategy affected reading comprehension of descriptive text very strongly. Therefore, the combination of those strategies can be used to teach reading comprehension.

The Mediating Role of Reading Attitude in the Relationship between Elementary School Students’ Reading Engagement and Reading Comprehension Skills

This study aimed to examine the effect of reading attitude and reading engagement on reading skills success, and the mediating role of reading attitude in the relationship between reading engagement and reading comprehension skills. The data of this research were collected in Spring 2021. The “Reading Success Scale,” “Reading Engagement Scale,” and “Reading Attitude Scale” were applied to 491 students from the Central Anatolia region in Turkey. The TAP and IBM SPSS 24 software were used to analyze data obtained from the scales used in the study, while the macro mediation test Process 3.5.3 developed by Hayes (2018) was used to measure the mediators in the study. A mediating role model was established in the study to evaluate the hypotheses Conclusion: Found that reading engagement affects reading comprehension significantly and positively; reading attitude does not have a significant effect on reading comprehension; reading engagement affects reading attitude significantly and positively; and that, in the absence of reading attitude, reading engagement has a positive and significant effect on reading success. Engagement to reading explains about 21% of the variation in reading attitude. The study finally recommends studying the role of different variables mediating the relationship between reading engagement and reading comprehension success.

Enhancing Reading Comprehension: Action Research on Factors Affecting Reading Comprehension Impacting Buenavista, Agusan Del Norte High School Students

Enhancing Reading Comprehension: Action Research on Factors Affecting Reading Comprehension Impacting Buenavista, Agusan Del Norte High School Students

초등학교 1학년 아동의 읽기이해 예측변인에 관한 연구

Purpose: This study was a short-term longitudinal study to examine how vocabulary and morphological awareness of kindergarten(Time 1) and word reading and reading fluency of first-year(Time 2) affect reading comprehension(Time 2). Method: A total of 67 children were participated both Time 1 and Time 2. At the Time 1 vocabulary and morphological awareness and word reading, reading fluency, and reading comprehension were examined at the Time 2. Descriptive statistics, correlation analysis, t-test were conducted and then a hierarchical regression analysis was conducted. Results: First, there were significant positive correlations among variables. Second, there were significant differences in variables according to reading comprehensive level of first graders. Third, the reading fluency had the highest influence on reading comprehension. Conclusion: There were that vocabulary, word reading, morphological awareness, and reading fluency are closely related to reading comprehension in first-year students. The result presents direction and guidance for reading education.

Localized alterations in cortical thickness and sulcal depth of the cingulo-opercular network in relation to lower reading fluency skills in children with dyslexia

The traditional models of reading development describe how language processing and word decoding contribute to reading comprehension and how impairments in word decoding, a defining feature of dyslexia, affect reading comprehension outcomes. However, these models do not include word and sentence reading (contextual reading) fluency, both of which engage executive functions, with notably decreased performance in children with dyslexia. In the current study, we compared cortical thickness and sulcal depth (CT/SD) in the cingulo-opercular (CO) executive functions brain network in children with dyslexia and typical readers and examined associations with word vs. contextual reading fluency. Overall, CT was lower in insular regions and higher in parietal and caudal anterior cingulate cortex regions in children with dyslexia. Children with dyslexia showed positive correlations between word reading fluency and CT/SD in insular regions, whereas no significant correlations were observed in typical readers. For sentence reading fluency, negative correlations with CT/SD were found in insular regions in children with dyslexia, while positive correlations with SD were found in insular regions in typical readers. These results demonstrate the differential relations between word and sentence reading fluency and anatomical circuitry supporting executive functions in children with dyslexia vs. typical readers. It also suggests that word and sentence reading fluency, relate to morphology of executive function-related regions in children with dyslexia, whereas in typical readers, only sentence reading fluency relates to morphology of executive function regions. The results also highlight the role of the insula within the CO network in reading fluency. Here we suggest that word and sentence reading fluency are distinct components of reading that should each be included in the Simple View of Reading traditional model.

The role of prosodic sensitivity and executive functions in L2 reading: The moderated mediation effect

Abstract Prosody refers to stress and intonation patterns in a language. Previous studies have found that prosodic sensitivity (PS) and executive functions can affect reading comprehension in first (L1) and second languages (L2). The current study examined these factors among a group of L1 Mandarin speakers learning L2 English who participated in a series of tasks measuring phonological awareness, Mandarin tone sensitivity, English PS, along with three specific executive functions – namely, cognitive flexibility, inhibitory control, and working memory. The results demonstrated that Mandarin tone sensitivity and cognitive flexibility mediated English PS and reading. A simple slope analysis showed that PS positively predicted word reading for readers with higher but not lower cognitive flexibility. These results imply that PS in L2 reading is affected by both prosodic transfer of L1 tone sensitivity and cognitive flexibility.

Intermediate grade school learners’ sex, word recognition, and reading comprehension

Unquestionable are the immeasurable benefits of reading to an individual's mental growth. Consequently, scholars have long established the importance of developing reading skills at the elementary level. Although reading is a recurrent research subject, the prevalence of reading difficulties among learners remains. This necessitates the use of periodic assessments of learners' reading proficiency to serve as the basis for remediation programs. In this study, the researchers used the descriptive correlational design to measure the reading level of pupils' using the Philippine Informal Reading Inventory (Phil-IRI), focusing on word recognition and reading comprehension. Data were gathered from 800 sampled public school grade school intermediate level pupils (431 males and 369 females) enrolled in the School Year 2016-2017 in two Philippine provinces; specifically: Pangasinan and La Union. Inferential statistics were used to show how sex and geographic location could be determiners of reading performance and how word recognition can affect reading comprehension. Findings revealed that the majority of the pupils are in the frustration reading level and males are better readers compared to females. Findings further showed that pupils from La Union have better reading Proficiency than those from Pangasinan. Though word recognition can be attributed to reading comprehension, it is not a single factor affecting reading comprehension, implying that other strong factors may influence pupils' reading comprehension. The researcher strongly recommends schools in the provinces implement intensive reading remediation programs to address students' reading difficulties. Future researchers are likewise encouraged to explore other factors that could be influencing reading comprehension like socio-demographic factors and biological factors.

Pre-reading activities may reduce processing demands in working memory

Reading research has found that pre-reading activities positively affect comprehension, which might also act as a tool to reduce the processing demands in working memory (ROSCIOLI; TOMITCH, 2022). The present study investigated whether there was a correlation between pre-intermediate and advanced Brazilian EFL students’ working memory capacity as measured by the Reading Span Test and their results obtained in comprehension tests after receiving treatment with two pre-reading activities: Contextual Redefinition and Graphic Organizer (MOORE; READENCE; RICKELMAN, 1999). The former focused on building vocabulary, whereas the latter targeted the organizational pattern of the text. There were two dependent measures: written free recall and comprehension questions. We hypothesized that the treatments would change the correlations between readers’ working memory capacity and task performance. Specifically, we expected the correlations between reading span and comprehension to be smaller in the treatment conditions compared to the control. The findings reveal that the activities can affect reading comprehension differently depending on students’ proficiency. The correlations between reading span and comprehension questions scores were smaller when advanced participants received treatment with the Contextual Redefinition. Conversely, there was an increase in the correlations between reading span and written free recall scores when the pre-intermediate group received treatment with the same pre-reading activity. Also, there was a decrease in the correlations between reading span and written free recall scores when pre-intermediate participants received treatment with the Graphic Organizer. Altogether, the Contextual Redefinition reduced processing demands for the advanced participants, whereas the Graphic Organizer did the same for the pre-intermediate group.

The factors that affect the understanding of reading in elementary school

<span lang="EN-US">Reading comprehension is one of the four language skills in language learning that must be possessed by every human being, especially students. These skills include speaking, reading, listening, and writing. In the elementary school environment, understanding reading in Indonesian is a challenge for students whose mother tongue is Sundanese. Students with different ethnic backgrounds have distinctive learning styles and language learning strategies. This study used 100 students in class V, consisting of 50 students from SD Negeri Sempur and 50 students from SDN Tanjungsari, as respondents who filled out the questionnaire, which was analyzed using SEM-PLS. This study shows that there are factors that do not affect reading comprehension skills in fifth grade elementary school students at SD Negeri Sempur and SD Negeri I Tanjungsari, namely language aptitude, self-efficacy in language learning, and self-regulation in language, because of the construct path with a T value. Statistics below 1.96 with a p value greater than 0.05 mean that the path is declared to have no significant effect.</span>

Can readability formulae adapt to the changing demographics of the UK school-aged population? A study on reading materials for school-age bilingual readers

BackgroundDue to the increase bilingual population in the UK, it is imperative that reading materials are made accessible for them in and out of school. This study begins by reviewing literature on bilinguals reading comprehension competence, discussing findings and impact on limiting academic achievement. Much literature criticises readability formulae as a tool for grading reading materials. Readability formulae, for example, do not account for differences in reader's dialects and cultural backgrounds. Therefore, this study looks to identify those discrepancies and assess the effectiveness of two well-known readability formulae. It then compares these to a readability formula for bilinguals to identify any consistencies between outcomes, enabling identification of any categories or factors crucial in identifying the reading difficulty of texts for bilinguals not included in well-known readability formulae, specifically for school-aged children. Method20 randomly selected eBooks available for children aged 7-9 y were quantitatively evaluated using three readability formulae: Spache, Flesch-Kincaid and McAlpine EFLAW. FindingsBased on these results, it is inconclusive if the readability formulae are consistent with each other, as they did not appear to follow the same trend and assessed different criteria. Therefore, the findings suggest no readability formula used in this study can be confidently used on its own to successfully assess the readability of books to deem suitability for bilingual readers as it is paramount that non-text factors need to be incorporated when matching books for students. ConclusionsThis study concludes that a formula or a new set of criteria needs to be created which incorporates the salient factors affecting reading comprehension of bilinguals to best allow educators and authors to select and modify reading materials for this growing population, to increase accessibility academically, enabling best outcomes to be achieved.

Exploring Factors Affecting Reading Comprehension Skills: A Quasi-Experimental Study on Academic Track Strands, Learning Modalities, and Gender

Exploring Factors Affecting Reading Comprehension Skills: A Quasi-Experimental Study on Academic Track Strands, Learning Modalities, and Gender

Reading Difficulties among Elementary Students in a Rural Area: A Qualitative Study

This study investigates the factors that influence reading difficulties among elementary students in a rural area. Based on observations and interviews, the study reveals limited language skills due to the use of local dialects, impacting comprehension and decoding abilities. Phonetic awareness also requires improvement, with difficulties in recognizing and distinguishing letters. Cognitive deficiencies, particularly in working memory, affect reading comprehension. Some students display varying attentiveness, with some preferring activities like drawing, hindering engagement in reading tasks. The home literacy environment and parental involvement significantly influence reading proficiency. The absence of preschool education affects students' foundational literacy skills upon entering primary school. Recommendations include personalized approaches and early childhood education advocacy to enhance reading skills in rural students.

Self-Efficacy of Lecturers and Students in Academic Writing: Are there any differences?

Self-efficacy is a critical component of academic article writing. Numerous studies have demonstrated that self-efficacy affects reading comprehension, but few have examined the level of self-efficacy between students and lecturers regarding academic writing. Consequently, this study sought to ascertain students' and lecturers' levels of self-efficacy in academic writing. By administering questionnaires and conducting interviews with students and teachers, this study takes an explanatory mixed-methods approach to the topic. The online survey assesses self-efficacy in academic writing, and students and lecturers complete unstructured interviews. The study enrolled eighty students and eighteen lecturers from the English Department of UIN Sunan Ampel Surabaya. The results indicate that students enrolled in the English Language Education and English Literature Study Programs have a moderate level of self-efficacy. The self-efficacy of lecturers in the English Language Education and English Literature Study Programs demonstrates similar results. Additionally, they are moderate, with a slightly higher average index. This study also discusses the implications of research in the field of education

Stimulating inference-making in second grade children when reading and listening to narrative texts

Inference-making is a central element of successful reading comprehension, yet provides a challenge for beginning readers. Text decoding takes up cognitive resources which prevents beginning readers from successful inference-making and compromises reading comprehension. Listening does not require any decoding and could therefore offer a less demanding context to practice inference-making. The present study examined whether stimulating inference-making in a listening context is more effective and less cognitively demanding for beginning readers than a reading context. In three experiments, Dutch second grade children read two narratives and listened to two narratives. Inference-making was stimulated by asking them inferential questions during reading or listening and we compared this to a no-questioning control condition. After each narrative, we measured cognitive load and comprehension. It was expected that inferential questioning would increase cognitive load and negatively affect reading comprehension, but positively affect listening comprehension. The results indeed showed that inferential questioning increased cognitive load, but did not lead to differences in performance on open-ended comprehension questions (Experiment 1 & 2). When measuring comprehension with a free recall protocol (Experiment 3), we found a negative effect on total recall in both the reading and listening conditions. Taken together, we found no support for the hypothesized interaction. This raises questions about the effectiveness of inferential questioning for reading and listening comprehension of beginning readers, and whether listening is a good modality for improving inference-making.