Development Of Reading Comprehension Skills Research Articles

The Implementation of Reciprocal Teaching Strategy and Its Role in Developing Reading Comprehension Skills: “The Advanced Level as a Model”

The Implementation of Reciprocal Teaching Strategy and Its Role in Developing Reading Comprehension Skills: “The Advanced Level as a Model”

Translation as Rewriting: Cultural Theoretical Appraisal of Shakespeare’s "Macbeth" in the Ewe language of West Africa

The cultural turn in translation theory brought attention to the idea that translation is not a purely linguistic phenomenon but one that is also constrained by culture. The cultural turn considers translation as a rewriting of an original text. In this paper, I attempt to find reflections of the cultural turn in a translation into an African language. As such, the paper reads William Shakespeare’s Macbeth in the Ewe language of West Africa, Shakespeare ʄe Makbet, as rewriting. Walter Blege is the translator and the Bureau of Ghana Languages is the publisher of the target text meant for Ewe language audience in Ghana. The target text is for learning and acquiring the Ewe language especially in the area of developing reading comprehension skills. Following Andre Lefevere and Jeremy Munday, this paper suggests that Shakespeare ʄe Makbet is a rewritten text as it follows some cultural constraints in its translation. The study provides insight into the motivations for some of the translator/rewriter’s choices. Given the less attention paid to the Ewe language and many other African languages, the paper proposes translation as a socio-psychological tool for revitalizing interest in the learning and acquisition of African and other lesser-known languages.

أثر استخدام استراتيجية التدريس للتفكير في تنمية مهارات فهم المقروء لدى طالبات المستوى الثاني من قسم الإعداد اللغوي بجامعة الراية

The study aimed to investigate the effect of using a thinking strategy on the development of reading comprehension skills on second-semester female students of the language preparatory departement at STIBA Ar-Raayah. This study used an experimental research method. The research sample consisted of (30) female students from (86) population. The sample divide into two groups: experimental groups that consisted of (15) students and control groups that consisted of (15) students. It is was selected randomly to ensure equivalence between the two groups. The researcher used the percentage method to find out the differences between the two groups. And the following results were attaired the thinking strategy influences on the improvement of reading comprehension skills for the second-semester students of language preparatory departement at STIBA Ar-Raayah.The conclusion from the result was an effect of this teaching technique was effectif. So, the study has recommended for teachers to use the thinking strategy to develop the skills of reading comprehension among the the Non-Arabic speaking learners, especially students at the STIBA Ar-Raayah. Because the aplication of this strategy help students to develop of language in the daily and change the way of thinking.

أثر استراتيجية تعليم الأقران في تنمية مهارات فهم المقروء لدى الطلاب قسم الإعداد اللغوي بجامعة الراية

The approach taken to reach the target in this study was the experimental approach because the subject needed an experiment in the field to find the results. The research sample consisted of (20) students from STIBA Ar Rayah, divided into two groups: the first was an experimental group consisting of (10) students and other officers (10) students. The results showed a positive impact from using peer tutoring education strategies in developing reading comprehension skills for students at STIBA Ar Rayah with the following results: 1) This study achieves a list of skills in reading comprehension and it is contained in five levels and the number of skills of all levels is fifteen skills. 2) This research has shown that teaching using the peer education strategy has influenced development of skills to understand reading results for students from STIBA Ar Rayah. 3) This research has also proven that the use of peer education strategies is more effective than direct teaching in developing reading comprehension skills from STIBA students Ar Rayah.

The Impact of Strategy (PQ4R) on Developing Reading Comprehension Skills in Arabic Language for Sixth Grade Students in Zarqa Governorate - Jordan: أثر استراتيجية (PQ4R) في تَنميةِ مَهاراتِ الفهم القِرائي في مادةِ اللُّغةِ العربيةِ لطَالبات الصّف السَادس الأسَاسي بمحافظة الزرقاء – الأردن

This study aimed to discover the effect of Using the strategy of (PQ4R) on developing the female Sixth Grade of Reading Comprehension Skills in the Elementary in the Lesson of Arabic Language, The researcher used the quasi experimental approach, where The simple consisted of (49) female students divided into two sections from primary schools in the Directorate of the first Zarqa for the academic year 2017/2018. After that the researcher chose the experimental group which was counted (24) students who learned by the (PQ4R) strategy, and the control group counted (25) students learned by the traditional way. the study tools and instruments were: a list of reading comprehension skills and reading comprehension skills test. The results showed the existence of significant differences in reading comprehension due to the effectiveness of (PQ4R) strategy. And the experimental group received on an average (60.59), while the control group received (50.47). Based on the results of study the researcher recommended attention to the training of teachers in – service and students/teachers at educational faculty to use (PQ4R) strategy in teaching of the Arabic language، during the training periods.

A proposed strategy in the light of the knowledge of knowledge to develop reading comprehension skills among sixth grade pupils in Taif Governorate: استراتيجية مقترحة في ضوء ما وراء المعرفة لتنمية مهارات الفهم القرائي لدى تلميذات الصف السادس الابتدائي بمحافظة الطائف

The aim of this study was to find out the effectiveness of a proposed strategy in the light of knowledge and knowledge to develop reading comprehension skills among sixth graders. To achieve this goal, the researcher used the experimental approach based on quasi-experimental design. The sample of the study consisted of (29) students from the sixth grade primary school in the 16 th elementary school in Taif governorate. The sample was divided into two groups: experimental The study reached several results revealed the effectiveness of the proposed strategy in the development of reading comprehension skills at the levels of (direct understanding, deductive understanding, critical understanding, taste comprehension, And the creative understanding) of the experimental group students; they obtained a general average grade of (20.00), compared to the control group averaging (8.85) by an average difference (11.15) (0.65) which show a significant impact, and in the light of the results of Aldr Current Study was presented a set of recommendations and proposals.

El arte de la conversación literaria: su concepto y metodología para fomentar la competencia literaria y comunicación

This paper presents the theoretical concept of literary conversation and also describes some useful procedures for its implementation in the classroom, both with L1 and L2 learners. The assumption is that the core objective of literature teaching is to develop reading comprehension skills, understood as the ability to apply literary texts to a new vision of reality. It is therefore necessary for students to reach textual understanding in an appropriate manner as well as individually. Thus, we present the Heidelberg model of ‘literary conversation’ as an access to literary understanding that raises the fundamental question for every teacher: What is it exactly that students should do to understand literary texts in the most productive way? In this article we describe some examples more precisely.

Literatura hipertekstowa a preferencje czytelnicze młodzieży (implikacje dydaktyczne)

W artykule zaprezentowano literaturę hipertekstową w kontekście preferencji czytelniczych młodych ludzi i pogłębiającego się kryzysu czytelnictwa. Autorka uzasadnia wartość e-utworów w rozwijaniu zainteresowań czytelniczych współczesnej młodzieży, wykazując, że dzieła cyfrowe dzięki przełamanej linearności, wielopiętrowej architekturze, multimedialności, zespoleniu typografii statycznej z kinetyczną gwarantują swoistą literacko-rozrywkową ucztę, a przy tym intelektualno-twórczą inspirację. Odbiorca z jednej strony obcuje z atrakcyjną hybrydalną strukturą i otrzymuje możliwość lektury opartej na dokonywaniu samodzielnych wyborów, a z drugiej – wciąż może rozwijać zdolność czytania ze zrozumieniem, wrażliwość estetyczną, inteligencję emocjonalną i racjonalną, wyobraźnię, a także inne różnorakie umiejętności: interpretacyjne, argumentacyjne, analityczne itd.

The Impact of Scaffolding Strategies in Enhancing Reading Comprehension Skills of University Students in a Saudi Context

Based on a mixed method research design, this study aims to investigate the effectiveness of applying scaffolding strategies in enhancing reading comprehension skills of female students at King Abdulaziz University in the city of Jeddah in Saudi Arabia. The participants of the study were thirty-three female students at the preparatory year program (PYP) who were registered at the proficiency level 104 (B1/Threshold level on the Common European Framework of reference for language; CEFR). They were divided into two groups: Seventeen students in the control group and sixteen students in the experimental group. Both groups were exposed to the same reading lessons but with the experimental group exposed to scaffolding strategies. Prior to the treatment, a pretest was administered to both groups. Once the treatment was accomplished, a posttest was administered to investigate the effect of applying scaffolding strategies on developing reading comprehension skills. Furthermore, qualitative data was collected via open-ended questionnaire. The results of the study indicated that there was a statistically significant difference between the pretest and posttest of the experimental group in favor of the posttest. Furthermore, students showed a positive attitude to the scaffolding technique as a motivation factor to their learning. Conclusions and recommendations for further research are given at the end of this study.

Program of functional instruction in reading comprehension of poems in elementary school students

The purpose of the present study was to develop reading comprehension skills of poems in sixth grade students of a public rural school in the State of Morelos, Mexico, who had low levels of achievement indicators, at the end of the fifth curricular block of the program of sixth grade of primary, called Leer y escribir poemas para compartir. A prior evaluation of the group showed that 28 of the 30 students had a low level of reading comprehension, therefore, it was formed in a random manner, a group of eleven students who took a training course for reading comprehension, which consisted of six sessions. A pre- and post-treatment analysis showed that the 11 children exposed to the training improved their performance in reading activities. Likewise, the data showed that the development of the competence to understand literary texts (poems) are configured hierarchically according to the levels of functional aptitude and their criteria of achievement.

Exploring Metacognitive Strategies Utilizing Digital Books: Enhancing Reading Comprehension Among Deaf and Hard of Hearing Students in Saudi Arabian Higher Education Settings

The purpose of this study was to examine evidence-based practices related to reading comprehension through metacognitive strategies utilizing digital books among deaf and hard of hearing (DHH) in higher education. Previous literature has demonstrated that the major educational challenge for DHH students was developing reading comprehension skills. This issue becomes more complex when DHH students start their undergraduate education in Saudi Arabia due to the difficulty of understanding academic books and journals. Based on the preliminary data, an intervention was designed for DHH students with control and treatment groups ( n = 36). The control group was taught using metacognitive strategies-based printed books. By contrast, the treatment group received an intervention through metacognitive strategies-based digital books. The procedure of the study was designed through multiple measurements: The Achievement Test of Reading Comprehension was used as a baseline measurement. In addition, classroom observations were used during the study to ensure the fidelity of treatment, and students’ perspectives were collected through a survey at the end of the intervention for the social validity purpose. The results indicated significant improvement for both groups with the largest effect relating to the treatment group in reading comprehension and engagement level compared with that of the control group.

Reaching Below Level ELL’s Reading Comprehension

The number of English Language Learners (ELLs) in mainstream classrooms is increasing every year. Developing reading comprehension skills in lower level ELL students can be a challenging but important task for educators. It is crucial for classroom teachers to identify students’ proficiency levels, and then differentiate instruction to meet the reading needs for each of these students. As an elementary classroom teacher, this teacher inquiry study investigates four strategies including: visuals/realia, graphic organizers, language objectives, and building background as a means to support reading comprehension skills among three participants in a third grade classroom. The study investigates the research question, “In what ways can I differentiate instruction to increase reading comprehension in lower level ELL students?”

What relationships do the efficiencies of phonological coding and lexical access have with reading comprehension for Japanese learners of English

This study examined the relationships between the efficiencies of phonological coding and lexical access of written words and reading comprehension for Japanese senior high school students of English. The primary objective was to verify the speculations on how oral reading practice helps to develop reading comprehension skills: (a) it improves the efficiency of phonological coding; and (b) it enhances the efficiency of lexical access. The efficiencies of phonological coding and lexical access were measured as the articulating speed of written words and as Stroop interference (Stroop, 1935) respectively. The results showed that there was a significant relationship between the efficiency of phonological coding and reading comprehension, which supported speculation (a), but that there was no significant relationship between the efficiency of lexical access and reading comprehension, which refuted speculation (b). Some pedagogical implications were also suggested.

The effect of awareness raising about using cognitive strategies in foreign language teaching on students’ development of reading comprehension skills

The purpose of this study is to analyze the development of students’ reading comprehension skills about using cognitive strategies in foreign language teaching by means of awareness raising activities. To this end, the research was conducted for 11 weeks with 77 students studying in an English preparatory school program. The experimental group was exposed to a training which is based on awareness raising activities about using cognitive strategies. A pre-test and a post-test were designed for 2 experimental and 2 control groups with random sampling, and then the statistical differences were tested based on the scores of the both groups in terms of significance. Moreover, the study aims to determine the views of the participants about the strategy training. The results show that there was a significant difference between the pre-test and post-test scores of the experimental group in terms of their achievement in reading skill, and the post-test scores of the both experimental group and control group were in favor of the experimental group. Also, it has also found that the experiment had a positive impact on the participants.

The Role of ‘Prediction Strategy’ in Reading Comprehension

Reading comprehension is
 deduction of meaning from the text and the structuring of it in the mind.
 Strategies used in the reading process have an important place in the
 development of reading comprehension skills. Strategies such as activating
 preliminary information, determining the purpose of reading, forecasting,
 taking notes, summarizing, subject/main idea distinction, questioning,
 inferring, etc. are some of the strategies used by a good reader in the reading
 process. One of these is the "prediction" strategy. Prediction is
 making an estimation based on some evidence and data, on a possible future
 situation. Prediction gives a reason to read; it is used to find out what is
 right and what is wrong. Predictions serve as guiding points within the text.
 Students put forth a purpose to read when they make predictions, and
 expectations arise about what they will read. The predictions made prior to the
 reading give the student the opportunity to develop a reading plan for him/her
 and to discuss the topic. Before the teachers begin their reading studies, they
 should enable students to share, write and explain their predictions about the
 text through question-answers and through picture analysis and key words.

The Effectiveness of Using Semantic Map Strategy in Developing Reading Comprehension Skills of Chemistry Texts and Chemistry Concepts Acquisition among Third Intermediate Female Pupils in Riyadh

The Effectiveness of Using Semantic Map Strategy in Developing Reading Comprehension Skills of Chemistry Texts and Chemistry Concepts Acquisition among Third Intermediate Female Pupils in Riyadh

Task-based Language Teaching and Its Effect on Medical Students’ Reading Comprehension

Developing reading comprehension skills is a significant requirement for medical students to communicate with other students and experts in the field. In Iranian EFL context, English is an obligatory course offered in all universities with an emphasis on the reading skill. The most widely applied teaching method in Iranian EFL classrooms is Grammar Translation Method with the result that many students still facing difficulties in reading English materials. With the growing interest in Task-Based Language Teaching (TBLT), the present quasi-experimental study aimed at investigating the effect of using this method in improving the reading comprehension skill of medical students. It also aimed to examine whether gender makes a difference in this regard. To these ends, 60 intermediate students comprising 30 males and 30 females studying at the Guilan University of Medical science were randomly divided into experimental and control groups. The experimental group (n=30) received task-based instruction (TBI) based on Willis and Willis’ (2007) framework, while the control group was taught using the conventional GTM. Results of independent samples t-test at the alpha level of .05 revealed that TBLT was useful in enhancing the participants’ reading comprehension. Paired-samples t-test also demonstrated that both groups progressed after the experiment. Finally, it was found that there was not any difference between males and females who either received TBI or GTM. These findings confirm the usefulness of tasks as valid tools which can be applied to teach reading to medical students.

The Effects of Attitude & Motivation on the Use of Cognitive & Metacognitive Strategies among Iranian EFL Undergraduate Readers

Studies in reading strategies bring together the assumption that individual characteristics may influence reading performance; different readers may process the same text in different ways, depending on their purposes, motivation, attitudes, interests and background knowledge. The research aims to study the effect of motivation and attitude on the use of cognitive and metacognitive reading strategies among EFL undergraduate students who passed all reading comprehension modules. For this purpose, University of Ahvaz of Iran was chosen as a case study. 72 students have had this feature. Among these students, 51 homogenous students, based on their performance on Michigan Test of English Language Proficiency (2010) were selected to take part in this study to fill two questionnaires and took a reading. After checking the reliability and validity of the instruments, a normality parametric test was used to ensure normality distribution of data using SPSS 20 software. To analyze the data, t-test and Pearson correlation test were performed. The findings of the research pointed to the impact of EFL learners’ level of motivation and attitude, on their reading comprehension ability indicating a relatively high direct correlation (0.67). The results also revealed that the highly motivated students were in favor of using cognitive and metacognitive strategies more than less motivated ones. Overall, the finding suggests that learners' individual differences in terms of their motivation and attitude levels should be taken into account in their development of reading comprehension skills and reading strategy use.

Word recognition skills moderate the effectiveness of reading strategy training in Grade 2

From a cognitive perspective, efficient word recognition processes are essential for the development of reading comprehension skills in primary school. In contrast, reading interventions are commonly evaluated for struggling readers as a group without assessing the influence of the students' word recognition efficiency. In this study, we followed an aptitude-treatment interaction approach to investigate the extent that the effectiveness of a reading strategy training for second graders with poor (n=119) and good reading comprehension (n=116) depends on the students' word reading skills. Compared with children randomly assigned to a control group, only poor readers with routinized word recognition benefited from the intervention, whereas the training was even harmful for poor readers with inefficient word recognition processes. Good comprehenders benefited from the training independently of their word reading efficiency. Hence, reading strategy interventions for poor readers should be implemented in consideration of the students' word recognition skills.

Developing Reading Comprehension Skills in High-Functioning Children With Autism Spectrum Disorder: A Review of the Research, 1990–2012

The purpose of this article is twofold: (a) to describe a structured literature review that was completed to determine how reading comprehension instruction has been studied with high-functioning children with autism spectrum disorder (ASD) and (b) to provide insight into the reading strategies that teachers might use to support these children. It addresses the following research questions: What reading comprehension studies with high-functioning children with ASD were completed between 1990 and 2012? And which teaching methods or strategies were tested between 1990 and 2012 to improve the reading comprehension skills of high-functioning children with ASD? The U. S. Department of Education reports that much research has been conducted over the past 20 years that addresses ways to remediate reading difficulties, but little research has been completed with high-functioning children with ASD. There is a gap in the research. Studies that test reading strategies are especially important because the number of children with ASD is increasing: The Centers for Disease Control and Prevention just reported that 1 in 50 children were diagnosed with ASD in 2013.