Development Of Reading Comprehension Skills Research Articles

A program based on the semantic approach and its effectiveness in developing reading comprehension skills of the Qur’anic text and religious values among non-Arabic speaking students

A program based on the semantic approach and its effectiveness in developing reading comprehension skills of the Qur’anic text and religious values among non-Arabic speaking students

Exploring the Effectiveness of Digital Reading Platforms in Developing Reading Comprehension Skills

This study investigates the effectiveness of the digital reading platform ReadWorks in improving the reading comprehension skills of high school students. A within-subject design was employed, wherein students experienced two phases of treatment: the use of conventional teaching methods and the application of the ReadWorks platform, with a washout period in between to minimize carryover effects. The research was conducted with second-grade students at SMA Negeri 16 Samarinda, using a standardized reading comprehension test to assess performance. Paired samples t-tests were utilized to analyze the data. The findings revealed a significant improvement in students' reading comprehension scores when using the ReadWorks platform compared to conventional methods. The statistical analysis shows that the p-values for both the experimental group (p = 0.000) and the control group (p = 0.000) are less than the significance level of 0.05, leading to the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (Ha). These results indicates that the ReadWorks platform is effective in enhancing reading comprehension skills among high school students. The study contributes to the growing body of literature advocating for the integration of digital tools in education to improve student learning outcomes.

Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session

Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.

The Role of Parents in Developing Reading Comprehension Skills in Primary School Students

By exploring the psychoeducational potential of parents, educators and researchers can better understand how to support parents in their role as their children's first and most important teachers. This knowledge can be used to develop interventions that help parents develop the skills and knowledge needed to support their children's learning and development. The formation of the pedagogical culture of a modern Azerbaijani family is a complex and continuous process. However, the country strives to provide its children with the best education possible. A strong emphasis on family, a rapidly modernizing society, and the government's commitment to excellence in education are important factors shaping the teaching culture of the Azerbaijani family.

Penerapan model discovery learning untuk meningkatkan keterampilan membaca pemahaman pada peserta didik kelas IV sekolah dasar

The studys goals are: 1) to represent the appliance of Discovery Learning model in developing reading comprehension skills; 2) to developing reading comprehension skills with the Discovery Learning model. Classroom Action Research (CAR) is a type of qualitative research. Each cycle contains the stages of devising, application, research, and consideration. The subjects were 17 fourth grade students, consisting of 10 male scholars and 7 female scholars, and teachers. The data assortment systems used were observation, interviews, documentation, and tests with source and technique triangulation validity tests. The Miles and Huberman model was used for data analysis. The conclusions showed that students' reading comprehension skills at pre-action reach an average of 37.7 with 7.7% classical completions. Cycle 1 reach an average of 70.4 with 62.5% classical completions. Cycle 2 obtained an average of 87 and 100% classical completions. Based on the fact, it can be achieved that fourth grade students reading comprehension skills of SD Negeri Banaran 04 Grogol, Sukoharjo in the 2023/2024 can advance by using Discovery Learning model.<div> </div>

Using a Digital Storytelling-Based Electronic Program to develop primary stage pupils’ EFL reading comprehension skills

The present study aimed to identify the effect of using a digital storytelling-based electronic program to develop reading comprehension skills of Pupils with Learning Difficulties. The study adopted a quasi-experimental pre-post design with two groups. Each group consisted of 30 pupils. The experimental group was taught through using the digital storytelling-based electronic program, whereas the control one was taught through the traditional method. The researchers prepared a reading comprehension skills test as an instrument to collect data. The results showed that the pupils of the experimental group achieved better results than those of the control one. The results revealed the effectiveness of the Digital Storytelling-Based Electronic Program in developing primary-fifth pupils’ reading comprehension skills.

Integrating the Whole Language Approach in Multicultural Education: Developing Reading Comprehension Skills and Cross-Cultural Awareness in Elementary School Students

The purpose of this study is to analyze the integration of the whole language approach in multicultural education for third grade students at SD Muhammadiyah 2 Kota Kupang in the 2022/2023 academic year. This classroom action research consisted of four stages in each cycle: planning, action, observation, and reflection. The subjects were 25 third grade students at SD Muhammadiyah 2 Kota Kupang. In cycle 1, the percentage of students reaching mastery learning was 20% with 5 students succeeding. In cycle 2, the percentage increased to 92% with 23 students succeeding. From cycle 1 to cycle 2 there was an improvement that met the success indicators. Thus this classroom action research was successful, indicating that implementing the whole language approach can improve students' reading comprehension skills. The whole language approach is used as a key instrument in multicultural education, helping to develop a generation that is not only literate but also able to appreciate and positively interact with various cultures.

The Effect of Using the Flipped Learning Strategy on Developing Primary Stage Fourth Graders' English Comprehension Skills in Kuwait

This paper focuses on investigating the flipped learning strategy’s effect on developing reading comprehension skills in English among 4thgrade primary pupils in the Kuwaiti capital schools. To achieve the study’s objective, the researcher redesigned 9 reading comprehension lessons from the 4th grade EFL textbook. The researcher used the quasi-experimental approach with an experimental and a control group to measure the effect of the flipped learning strategy on pupils’ achievement in English reading comprehension. To calculate the effect, a post-achievement test was used, and the study sample was intentionally selected. This is consisted of 50 male and female pupils from the basic stage. The data were analyzed statistically, and the results revealed statistically significant differences in favor of the experimental group. Based on the obtained results, the researcher recommended applying the flipped learning strategy in teaching English and related subjects in primary schools in Kuwait and holding training courses for English language teachers to design lessons that align with flipped learning. Further research can address the effect of AI tools in improving reading comprehension.

The Impact of a Cognitive Neuroscience-Based Educational Program on Developing Reading Comprehension Skills among Intermediate Stage Students

The Impact of a Cognitive Neuroscience-Based Educational Program on Developing Reading Comprehension Skills among Intermediate Stage Students

The Effect of Learning Environments Enriched with Multisensory Reading Activities on Reading Comprehension, Reading Comprehension Strategies and Reading Motivation

The aim of the study is to determine the effect of learning environments enriched with multi-sensory reading activities on reading comprehension skills. Within the framework of this general objective, it was also aimed to investigate the effect of learning environments enriched with multi-sensory reading activities on reading comprehension strategies and reading motivation. For these purposes, a quasi-experimental model with a pre-and post-test control group was used in the research model. In the 2020-2021 academic year, the existing Turkish curriculum was used in the control group while the Turkish courses of a private primary school were conducted with the Turkish curriculum enriched with multi-sensory activities prepared by the researcher in the experimental group. The research lasted for 6 weeks. Considering the results obtained from the research, the following results were reached. “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Comprehension Skills.” “In the development of Reading Comprehension Strategies, the Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum.” and “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Motivation.”

The Effectiveness of the Interactive E-Book on Developing Reading Comprehension Skills among Seventh Basic Grade Female Students

The Effectiveness of the Interactive E-Book on Developing Reading Comprehension Skills among Seventh Basic Grade Female Students

The effect of using multimedia in teaching Arabic Language on developing reading comprehension skills among Primary School Student in Al-Jizah district

هدفت هذه الدراسة إلى التعرف على أثر استخدام الوسائط المتعددة في تدريس اللغة العربية في تنمية مهارات الاستيعاب القرائي لدى طلاب المرحلة الاساسية في لواء الجيزة، وتم تنفيذ الدراسة باستخدام منهج شبه تجريبي. تم جمع البيانات من خلال استخدام أداة اختبار الاستيعاب القرائي، التي تم تطبيقها على عينة الدراسة المكونة من 44 طالبًا وطالبة من الصف الخامس الأساسي. تم تقسيم العينة إلى مجموعتين: المجموعة التجريبية التي تم تعليمها باستخدام الوسائط المتعددة، والمجموعة الضابطة التي تم تعليمها باستخدام الطريقة التقليدية، أظهرت نتائج الدراسة وجود اختلافات ذات دلالة إحصائية بين متوسط درجات المجموعتين، حيث كانت المجموعة التجريبية التي تعلمت باستخدام الوسائط المتعددة أفضل في اختبار مهارات الاستيعاب القرائي بعد التدريب بالمقارنة مع المجموعة الضابطة التي تعلمت باستخدام الطريقة التقليدية. بناءً على النتائج، توصي الدراسة بضرورة استخدام الوسائط المتعددة في تدريس اللغة العربية نظرًا لأهميتها في تطوير مهارات الاستيعاب القرائي لدى طلاب المرحلة الأساسية.

Estrategia KWL en la compresión lectora

Introducción Language learners select and employ strategies that help them learn or use language skills efficiently. Language learning strategies are operations that learners adopt consciously to develop a language task or learn the target language. Different from learning strategies, language learning strategies have a direct relation with language learners. What distinguishes a language learning strategy from other processes is that students are conscious of their selection. Autonomy is another fact that some strategies provide students. For the first time the Know-want to Know-Learned (KWL) strategy in 1986. The KWL strategy activates students’ prior knowledge when they answer the following questions: What I know (K), what I want to learn (W), and what I learned (L)., The KWL strategy uses a three-column chart to organize and answer three previous questions. The K goes to the first column, then the W in the second column, and finally the L in the last column. Students follow three steps to write ideas in each column, answering the questions raised in the heading’s row. It involves the reading process from pre-reading, during reading, until after reading. Objetivos To determine the students’ attitudes toward the KWL strategy in the improvement of the reading comprehension. Método The present research used human and technological resources. The human resources were 45 students of fourth semester A of the “Pedagogía de los Idiomas Nacionales y Extranjeros” major at Universidad Técnica de Ambato. Students consisted of 11 men and 34 women. It was expected that the 45 students to have B1 English level. Technological resources were necessary for the investigation because the process was developed during the virtual modality. So, the researcher used mobile devices, the internet, a computer to gather data and analyze it. Additionally, the researcher used platforms to collect information like Google Classroom and Google forms. Principales resultados “reading for main idea” showed that students obtained an average of 3.38 in the pre-test and an average of 3.73 over 5 points. The difference between both scores is 0.35. Meanwhile, in the second part “reading for specific information and detailed comprehension”, the result of the pre-test was 0.78, and the post-test was 2.93. The difference between both averages is 2,15. On the other hand, in the section that evaluated “scanning for specific information”, students obtained an average of 6.38 during the pre-test and an average of 7.2 during the post-test with a difference of 0.82. Furthermore, in the last section that focused on tested reading for detailed comprehension, students obtained an initial average of 2.41 and a final average of 2.53. It means that the averages have a difference of 0.02. After applying the KWL strategy to improve students’ reading comprehension skills, students obtained final averages of 13.04 and 16.22 with a difference of 3.18 points. Conclusiones the effects of the KWL strategy on the improvement of students’ reading comprehension of fourth semester A of Pedagogía de Los Idiomas Nacionales y Extranjeros major. This was proved after the analysis of the results of the experiment and the verification of the hypothesis. The results of the experiment showed that students improve from 13.04 to 16.22 points over 25. Additionally, the null hypothesis was rejected allowing us to verify that the alternative hypothesis was true. Consequently, the KWL (Know, Want to Know, Learned) strategy had a strong influence on the development of reading comprehension skills during the teaching process.

Türkiye’de Zorunlu Arapça Hazırlık Programı (İlahiyat Fakülteleri Çerçevesinde)

In Turkey, state educational institutions start teaching Arabic in the primary and secondary grades and continue through higher education. Undergraduate level Arabic education is provided within the purview of independent or different departments in the Arabic Language and Literature, Arabic Teaching, Translation, and Interpreting programs of higher education institutions. Courses in Arabic Language and Rhetoric are required to be taught throughout at least six semesters in the theology faculties' curricula. Additionally, undergraduate programs that offer instruction in a foreign language, either entirely or in part, must begin with a preparation course. The outcomes and benefits of required foreign language preparation lessons differ because of the different motivations behind them. Nevertheless, taking into account a number of factors, it is possible to conclude that it adds value to undergraduate programs outside of theology faculties in terms of literature and foreign language education, in addition to acquiring communicative Arabic skills, and because it is the language of instruction in theology programs. When thinking about theological faculties in the context of preparatory classes, it is clear that the primary goal is to develop reading comprehension skills, with communicative abilities serving as a backup. In this context, morphology and syntax are provided as the theoretical foundation. This opinion is supported by the relevant units' justifications for opening a preparatory class in general, for being able to follow Arabic language courses in the student's field of study, for being able to read and comprehend the subjects, and for having fundamental Arabic language abilities. It is clear that the goal is to carry it out as a language education, and not built around reading-comprehension of the fundamental Arabic language resources. This study intended to answer questions regarding the mandated Arabic preparatory program within the scope of faculties of theology, including its legal basis, purpose, and practical implementation. It also shed light on the primary issues and practical solutions to those issues. Additionally, specific actions that should and should not be taken to improve the standard and effectiveness of education and training and to guarantee its continuity have been explored and added to the body of literature. In this context, it is clear that there are numerous issues with the Arabic preparatory program that are caused by both theory and practice, as well as the pertinent laws. In particular, structural issues are considered as the main barrier preventing the program from achieving its objective, and it has been found that some secondary issues that are not promptly treated result in more significant issues. Therefore, it has been determined that it is absolutely necessary to create a standard framework, taking into account both national practices and practices in other countries around the World, that can be used as a reference in terms of Arabic education, in which the goals and accomplishments are determined to a large extent, and the differences between institutions are minimized.

Elementary Teachers' Perspectives on Teaching Reading Comprehension.

We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text. A web-based survey was used to collect data from 284 Australian elementary teachers about their beliefs and practices regarding reading comprehension instruction. Selected Likert-scale items were aggregated to determine the degree to which participants held "child-centered" or "content-centered" views of reading instruction. Australian elementary school teachers hold a wide range of beliefs about reading instruction, some of which are in direct opposition to each other. Our findings indicate low consensus about what elements of instructional practice are useful in classrooms or how time should be apportioned to different tasks. Commercial programs had significant penetration in schools, and many participants reported using multiple commercial programs, with varying degrees of pedagogical harmony. Participants indicated that their most common source of knowledge about reading instruction was their own personal research, with few nominating university teacher education as a primary source of knowledge or expertise. Little agreement exists within the Australian elementary teacher community regarding the ways that reading skills can and should be taught. There is significant room for teacher practice to have improved theoretical underpinnings and to develop a consistent repertoire of classroom practices aligned with these.

Effectiveness of the semiotic strategy of teaching English in developing reading comprehension skills

This study aimed at finding out the effectiveness of the semiotic strategy in English language in developing reading comprehension skills among the basic stage students. The quasi-experimental design was used in this study by choosing randomly two groups control group which studied by using the traditional way and experimental group which studied by using the semiotic strategy, the study sample was chosen intentionally from the tenth-grade students from Bent Addi Secondary School belonging to Al Jamea’a Directorate in Amman. The number of students in the total sample was 59 students who were distributed to 29 students for the experimental group, and 30 students for the control group. To achieve the study objectives was developed is reading comprehension skills test. Also, the researcher verified the validity and the reliability of the test.

Neuroeducation, Classroom Interventions and Reading Comprehension: A Systematic Review of the 2010-2022 Literature

Reading comprehension is the cornerstone of human development, and consequently a fundamental and indispensable tool for communication and social interaction. In recent years, the field of reading comprehension research has been tightly connected with educational neuroscience, which has produced a growing number of interventions aimed at turning theoretical ideas of neuroeducation into practical efforts applicable to the classroom. The aim of the present systematic review was to analyze the state of neuroeducational research, to identify the main characteristics of the interventions developed, and to propose suggestions on the main findings that contribute to neuroeducation research on reading comprehension. Based on the guidelines of the PRISMA method, an exhaustive search was carried out in high impact databases. The selection process yielded 13 eligible studies and they were analyzed in terms of, for instance, theoretical focus, context and participants, and main findings. Results show that these studies most frequently addressed the emotional principle of self-regulation, the importance of the social principle of neuroeducation and its impact on the development of reading comprehension skills through activity breaks, holistic environment and physical exercise, and sensory cognitive development of attention and memory skills. Despite the homogeneity of the interventions presented in these studies, they showed significant effects on reading development, displaying higher research development concerning emotional and social aspects. The present study discusses the contributions of neuroeducational classroom interventions towards the development of reading comprehension skills, offering practical recommendations for teachers.

Application of Information Technology in teaching integrated topics to practice reading comprehension skills for primary education students

Based on the directive perspective on the application of information technology in teaching, the theoretical framework of integrated topic teaching, and the development of reading comprehension skills for students majoring in Primary Education, the article investigates the current situation and proposes measures to innovate teaching methods by incorporating information technology and integrated topic teaching to improve reading comprehension skills for students majoring in Primary Education. The research results show that students are proactive and actively engage with texts, practice analyzing and understanding the content conveyed in the texts, and practice creating similar texts to enhance their reading comprehension skills.

Using The Generative Learning Model for Developing Reading Comprehension Skills of Literary Texts and Reducing Mind Wandering among English Majors at Faculty of Education

Using The Generative Learning Model for Developing Reading Comprehension Skills of Literary Texts and Reducing Mind Wandering among English Majors at Faculty of Education

Examination of the studies done on the reading understanding skills of primary school students

Reading and reading comprehension skills are an important stage in the educational process of children. Learning skills that begin with birth continue throughout human life. The aim of this study is to examine the studies carried out to improve the reading comprehension skills of primary school students according to certain criteria and to determine the general trend in the field. In the realization of the study, steps were followed according to the descriptive survey model. As a result of the literature review, 51 studies that met the inclusion criteria were examined. The studies included in the research were analyzed using the information form prepared by the researchers. In the study, descriptive content analysis, one of the types of systematic review approach, was used. As a result of the research, it was seen that the studies aimed at improving reading comprehension mostly consisted of master's theses, the sample group was concentrated at the 4th grade level, they were carried out with an experimental research model, the strategies, methods and techniques applied varied, and mostly had a positive effect on the development of reading comprehension skills.