Comprehension Proficiency Research Articles

Lumasaaba and English Language Reading Comprehension among Primary School Pupils of Sironko District in Uganda

The study investigated the effect of Lumasaaba on English language Reading Comprehension among Primary School Pupils in the Sironko district. Two objectives guided the study: to find out the effect of Lumasaaba orthographic patterns and Lumasaaba Cognate awareness on English Language reading comprehension. Much as several studies showed that Lumasaaba and the English language share some linguistic features like the alphabet and cognates, there was a dearth of studies that identify which features of Lumasaaba need to be shared for transfer to be effective and to demonstrate whether pupils were aware of these cognates, and activate them in reading comprehension. The study used a cross-sectional survey research design to assess the effect of Lumasaaba on pupils’ English reading comprehension in Mafudu Sub County, Budadiri West, Sironko District in Uganda. The study used a language test to evaluate Primary Five (P5) pupils’ English reading comprehension, cognate awareness, and spelling proficiencies. The results showed that pupils who did not receive Lumasaaba instruction performed slightly better than those pupils who received Lumasaaba instruction. Besides, Lumasaaba orthography and cognates were significant predictors of English language reading comprehension proficiency, Lumasaaba Cognates emerged as the most significant predictor (β = .294, p= .000 compared to Lumasaaba Orthography (β = .196, p= .006). The researchers conclude that lexical similarities between Lumasaaba and English as well as the nature of Lumasaaba writing patterns enhance English language reading comprehension proficiency. The findings highlight the need for educators to consider Lumasaaba orthographic patterns and cognates when designing reading instruction for Lumasaaba bilingual pupils

Predicting Papiamento and Dutch reading comprehension development in a post-colonial context

Abstract The current research aims to predict L1 Papiamento and L2 Dutch reading comprehension development in 180 children in the upper primary grades (4–6) in a post-colonial Caribbean context from initial language of decoding instruction, cognitive and linguistic child characteristics, and linguistic transfer. Overall, children showed better reading comprehension proficiency in L1 as compared to L2 Dutch. Over the grades, strong autoregression effects in reading comprehension development in both languages were evidenced. Language of decoding instruction was found to predict L2 reading comprehension, but not L1 reading comprehension. The development of L2 reading comprehension showed better outcomes in the case of initial decoding instruction in L2. Word decoding, reading vocabulary, and grammar in respectively L1 and L2 were related to L1 and L2 reading comprehension in Grade 4, while L2 reading comprehension was additionally related to L2 basic oral vocabulary. Moreover, only reading vocabulary was related to L1 and L2 reading comprehension development across the grades. Finally, evidence of cross-linguistic interdependencies in the development of reading comprehension in L1 and L2 was found.

Eye Movement Patterns in Russian-Speaking Adolescents with Differing Reading Comprehension Proficiency: Exploratory Scanpath Analysis.

Previous research has indicated that individuals with varying levels of reading comprehension (often used as a proxy for general cognitive ability) employ distinct reading eye movement patterns. This exploratory eye-tracking study aimed to investigate the text-reading process in adolescents with differing reading comprehension, specifically examining how these differences manifest at the global eye movement level through scanpath analysis. Our findings revealed two distinct groups of scanpaths characterized by statistically significant differences in eye movement parameters. These groups were identified as "fast readers" and "slow readers". Both groups exhibited similar oculomotor performance during the initial reading. However, significant differences emerged when they reread and revisited the text. Notably, these findings align with prior research conducted with different samples and languages, although discrepancies emerged in saccade amplitude and first-pass reading behavior. This study contributes to the understanding of how reading comprehension levels are reflected in global eye movement strategies among adolescents. However, limitations inherent in the experimental design, particularly the potential influence of the task on reading patterns, warrant further investigation. Future research should aim to explore these phenomena in more naturalistic reading settings, employing a design specifically tailored to capture the nuances of spontaneous reading behavior.

Listening Comprehension Tests of Elementary School Students’ First Language Proficiency in Russian and Turkish

Abstract: Immigrants’ first language proficiency (L1) is increasingly seen as a resource. However, empirical findings on the role of L1 proficiency in immigrant students’ school success are ambiguous, and more reliable evidence on this issue is needed. We therefore developed L1 proficiency tests for second graders within the National Educational Panel Study (NEPS), a large-scale study conducted in Germany. The tests assess listening comprehension in Russian and Turkish, the L1s of Germany’s two largest immigrant groups. The present paper describes the NEPS-L1 tests and investigates their validity in two studies (Study 1: N1Russian = 105/ N1Turkish = 145, Study 2: N2Russian = 217/ N2Turkish = 152). Findings on the factorial validity suggest that the tests are global measures of L1 listening comprehension proficiency. Correlations with convergent (e.g., L1 vocabulary) and discriminant (e.g., nonverbal reasoning ability) validation criteria yielded the expected patterns. DIF analyses further revealed that the majority of test items were of similar difficulty for both language groups. We thus conclude that the NEPS-L1 tests are valid measures of second graders’ listening comprehension in Russian and Turkish and can provide important data for research on L1 proficiency.

Difficult Aspects of Reading Comprehension Faced by Non-English Department of Vocational Students

Understanding and interpreting text is a fundamental skill for students across disciplines, not limited to those in the English Department. Proficiency in reading comprehension not only enhances vocabulary and writing abilities but also fosters overall academic growth. This research endeavors to pinpoint the primary challenges encountered by first-semester students at Politeknik Negeri Banjarmasin in comprehending written material. Employing a descriptive quantitative approach, the study aims to identify the most daunting aspects of reading comprehension. A reading comprehension assessment comprising 40 multiple-choice questions, administered via Google Form, was utilized to gather data. Analysis revealed that students encounter significant hurdles in this domain. Across all question types, spanning the five facets of reading comprehension, difficulty levels were consistently high. Particularly, questions assessing the determination of the main idea posed the greatest challenge, with 60% of students struggling in this area, followed by making inferences (44%), locating references (41%), understanding vocabulary (36%), and grasping detailed information (34%). Notably, identifying the main idea emerged as the most formidable task, whereas discerning detailed information proved relatively less challenging. These findings serve to highlight areas for improvement in understanding main ideas and inform strategies aimed at enhancing comprehension skills.

Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.

Reading comprehension and students’ academic performance in English

Aims: The main goal is to identify, examine, and recommend techniques for enhancing academic performance and reading comprehension abilities. The ultimate goal is to significantly aid students' overall achievement in their academic endeavors. Study design: The design used in this study is descriptive research. Place and duration of study: Nicolas L. Galvez memorial national high school Methodology: Grade 7 students of Nicolas L. Galvez memorial national high school consisting two hundred eighty nine (289) students were the chosen respondents of the researchers. Results: There is a significant difference between the students’ reading comprehension proficiency and academic performance, as the results showed that most of the respondents’ struggled comprehending the text affected the academic performance. In addition to that, reading comprehension is essential as it helps them to understand any instruction resulting in independent readers. Conclusion: There is a significant difference between the students' reading comprehension and academic performance.

Kemampuan Membaca dalam Hati Wacana Berbahasa Bali Siswa Kelas VIII.1 SMP Ngurah Rai Kerobokan, Kabupaten Badung

The research is conducted to achieve the following objectives: (1) to describe the silent reading ability of Balinese language texts by eighth-grade students (class VIII.1) at Ngurah Rai Kerobokan Junior High School, and (2) to describe the challenges faced by students when engaging in silent reading to comprehend the content of the text. This study aims to evaluate the reading comprehension ability of Balinese discourse among eighth-grade students (class VIII.1) at Ngurah Rai Kerobokan-Badung Junior High School. Data were collected and analyzed to determine the students' reading comprehension proficiency based on the assessment standards for Balinese language in eighth grade under the School-Based Curriculum (KTSP). The analysis revealed that the students' reading comprehension ability falls under the category of "less proficient," with an average score of 65. Despite the minimum passing grade (KKM) being set at 72, only 9 students (22.5%) were able to achieve it, while the remaining 31 students (77.5%) scored below the KKM. The main difficulties encountered by students in reading Balinese discourse include understanding vocabulary, language structure, and lack of interest in reading. Therefore, the majority of students are considered not proficient in reading Balinese discourse.

The effectiveness of English literature reading in improving reading skills and reading comprehension

This research aims to explore the ways in which reading English literature enhances the reading skills of Chinese college students in the language. A questionnaire was used to carry out the study with 36 students. The pilot population of this study is first-year to fourth-year students at Liaoning University. The study puts emphasis on the effectiveness of English literature reading in improving reading skills and reading comprehension. Sixty students participated in the study by means of an experiment. In the experiment class, the teacher uses reading skills to teach English literature, however, in the control class, the teacher uses a traditional literature teaching method. SPSS version 29.0 was offered to test whether the experimental students’ literature reading grades have risen with reading skills. SPSS is a software package used for statistical analysis in social science research and other fields. A wide range of abilities for data management, data analysis and data documentation are available with IBM's SPSS programme. Researchers and analysts use SPSS to perform various statistical analyses such as descriptive statistics, inferential statistics and multivariate analyses. The study indicates that teaching English literature reading skills enhances college students’ reading comprehension proficiency and grades.

How lexical quality predicts L2 reading comprehension in early bilingual education

ABSTRACT This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary, lexical specificity and phonological awareness in kindergarten, vocabulary, lexical specificity and decoding in grade 1, and reading comprehension in grade 3. L1 reading comprehension was tested in grade 2. Results showed that lexical specificity in kindergarten had a direct effect on L2 reading comprehension in grade 3, and phonological awareness in kindergarten had an indirect effect on L2 reading comprehension via L2 decoding skills in grade 1. These effects remained significant after taking L1 reading comprehension skills in grade 2 into account. The lexical specificity task, measuring specificity of phonological representations, had a more profound impact on reading comprehension than vocabulary. This highlights the importance of examining the specificity of phonological representations when it comes to studying L2 reading comprehension proficiency and implies that teachers should focus on L2 lexical specificity in bilingual kindergarten to build the foundation for L2 reading comprehension in grade 3.

Comparing Problem-Based Learning (PBL) and Active Learning in Augmenting Students' Proficiency in Reading Comprehension

Comparing Problem-Based Learning (PBL) and Active Learning in Augmenting Students' Proficiency in Reading Comprehension

Assessing text comprehension proficiency: Indonesian higher education students vs ChatGPT

AI has developed rapidly. However, AI research in applied linguistics in the field of language education in Indonesia still needs to be expanded to reading and writing skills. This research aims to explore students' skills in writing summaries and understanding the historical theme of the development of the Indonesian language with AI based on gender and university aspects. The quantitative method uses descriptive statistical analysis techniques, independent sample t-test, and Welch One-Way ANOVA. The research sample was 288 students from Makassar State University, Timor University, and Makassar Health Polytechnic. The results show that ChatGPT is significantly better at reprocessing text than students based on the aspects measured. ChatGPT outperforms almost every aspect of the assessment. However, in the MCT_Score aspect, the average for Universitas Negeri Makassar students is slightly higher than ChatGPT and the other two universities. Meanwhile, the Makassar Health Polytechnic almost matches the average ChatGPT score. Apart from that, the Universitas Timor average seems significantly different, with a score range of only 6.00 – 7.00. This research contributes to developing the Indonesian curriculum using Artificial Intelligence (AI) technology. The government can use these findings as a basis for making better policies to improve the quality of education. This research implies that Indonesian students have a gap in understanding texts compared to ChatGPT. The first implication is the need to revise and develop the educational curriculum. Therefore, future research can examine text comprehension abilities in more specific contexts, such as scientific texts, journalism, literature, or specific scientific disciplines. It can provide more detailed insight into students' strategies for overcoming difficulties in understanding texts. In addition, future research will be conducted on the broader impact of using Artificial Intelligence technology in language education on the development of student text comprehension and the potential social and ethical impacts.

The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension

This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

FLIPPED CLASSROM FACING ENGLISH LANGUAGE SKILLS: THE CASE OF THE STUDENTS FROM THE CIENCIAS MÉDICAS Y CLÍNICAS FACULTY, UDELAS, SANTIAGO HEADQUATER

The purpose of this study was to evaluate the use of Flipped Classroom to help improve the English language skill of UDELAS students at the Santiago headquarter.
 The researcher decided to carry out an action research under the quantitative paradigm.
 Two test were applied: a test prior to the start and a test at the end of the last week of classes, after treatment (Flipped Classrom).
 After the intervention, the researcher was able to notice that the use of the Flipped Classrom teaching model had a positive effect on the languafe skills of the students.
 Nearly all students went on to have very good proficiency in reading comprehension in English. Most od there students significantly improved their language proficiency in their conversational strategies, their vocabulary, as well as their grammatical proficiency in English. More than half of these students managed to significantly improve their listening comprehension skills.

Difficulty of Reading Comprehension and the Proficiency of the Grade 10 Students of Aloran Trade High School, Philippines

In the 2018 Program for International Student Assessment (PISA), the Philippines ranked the lowest among the 79 countries participating in the assessment. This study aimed to determine the proficiency of the grade 10 students at Aloran Trade High School and the difficulty of reading comprehension. The instruments used in this study were adapted reading materials from PISA assessments with questions needing subjective answers, categorized according to the different comprehensions proposed in Barrett’s Taxonomy. The researchers collected data from 40 grade 10 students who were selected randomly using a random sampling technique. Item analysis (item difficulty and item discrimination) and descriptive analysis (mean and standard deviation) were used to analyze the data. After tabulating the data gathered, the researchers determined that the students have low proficiency in reading comprehension. Furthermore, no comprehension has an easy difficulty with the proficiency of grade 10 students. Literal and reorganizational comprehension have moderate difficulty, while inferential and evaluative comprehensions are difficult among the students. These imply that students need to be proficient in understanding a text’s explicit and implicit information. It is therefore recommended that interventions be made to address this issue.

The Relationship Of Interest In Reading To The Comprehension Reading Ability Of Grade V Students In Elementary School

This study investigates the association between reading interest and reading comprehension ability among fifth-grade students at BalongGabus Candi State Elementary School. Employing a quantitative correlational approach, data collection involved questionnaires and comprehension tests for 23 students. The computed correlation coefficient (r = 0.756) demonstrated a robust relationship between the two variables, signifying a 57.15% connection strength. This significant finding suggests that reading interest greatly influences reading comprehension prowess in this cohort. Highlights: Strong Correlation: A robust correlation coefficient (r = 0.756) highlights a substantial and positive relationship between reading interest and reading comprehension ability among fifth-grade students. Influential Factors: The study underscores the significance of reading interest as a determining factor in enhancing reading comprehension skills among young learners. Quantitative Insights: Employing a quantitative approach with a sample of 23 fifth graders, this research provides valuable insights into the interplay between reading engagement and comprehension proficiency. Keywords:Reading interest, Reading comprehension, Fifth graders, Correlation, Quantitative approach

The Positive Effect of Cultural Knowledge on Listening Comprehension of EFL Learners

The objective of this study was to investigate the effect of target cultural knowledge on the listening comprehension proficiency of Chinese EFL learners. Two groups of intermediate-level English language learners participated in the study. One group received English lessons on reading, writing, listening, and speaking, as well as a curriculum focused on target cultural knowledge, specifically the culture of Britain and the US. The other group received only English lessons on reading, writing, listening, and speaking, without any focus on target cultural knowledge. The comparison between the results of a pre-test and a post-test administered to both groups indicated that target cultural knowledge had a positive impact on the listening competence of EFL learners. This finding was also confirmed by interviews with the EFL learners. The study is significant for the teaching of English listening comprehension. Furthermore, the findings also have important implications for the teaching of reading and writing.

Students’ Needs on English Reading Comprehension Materials in Indonesian Higher Education

This study aims to determine the needs of students related to English reading materials at the university level. The total number of students who became the research sample at Muhammadiyah Parepare University was 46 students. This study used a quantitative method by means of which students filled out a questionnaire with three assessment indicators namely frequency, interest and level of proficiency in reading comprehension of English. The findings of this study indicate that reading articles from magazines and newspapers, e-mail, and online articles, reading English manuals or booklets, reading reports, textbooks, and book references, understanding and interpreting the meaning of graphs, tables, and figures, understanding specific information, understanding general information, and identifying main ideas are materials needed by students in teaching English in reading comprehension skills

Explaining listening comprehension among L2 learners of English: The contribution of vocabulary and grammar knowledge

This study aims to explore the relative importance of vocabulary and grammar knowledge in explaining success of L2 learners’ listening comprehension. 40 Chinese learners of English who were studying in a UK university participated in the study. L2 learners’ vocabulary knowledge was measured through a receptive aural vocabulary test and their grammar knowledge was measured through an aural grammar test. The Cambridge Preliminary English Test (PET) listening section was adopted to measure L2 learners’ listening comprehension proficiency. Results from correlation analysis showed that both vocabulary and grammar measures correlated with L2 listening (r = .69 and r = .75 respectively). Hierarchical regression analyses showed that both measured jointly explained 72.2% of the variance in the listening score and that each measure had its unique contributions to L2 listening. It was also found that the grammar measure explained more of the variance in L2 listening than the vocabulary measure. These results demonstrated the importance of possessing L2 vocabulary and grammar knowledge in benefiting learners’ listening comprehension.

English Text Readability and Reading Comprehension Performance of Grade 11 Senior High School Students

The study explored the significance of English text readability and reading comprehension proficiency of grade 11 senior high school students. English teachers validated the 45-item reading comprehension test and the reading comprehension intervention materials. Fifteen subjects of the study (who got the lowest pretest score) were selected from the class who got the lowest mean score in the pretest. It made use of the quasi experimental method where the subjects undergone reading comprehension lessons with English texts of varied readability level (high, fair, and low). Pretest and posttest scores are compared. Results indicated that there is a considerable increase in the mean score in the posttest (13.13) as compared to the pretest mean score (10.53). Further, there is significant difference between the pretest and posttest scores (p < 0.05) and that English test readability has substantial effect on reading comprehension.