Development Of Reading Comprehension Research Articles

Examining the Role of Edu-Cartoons in Imparting Reading Skills to Children. A Case of Selected Pre-Primary Schools in Tabora – Tanzania

Educational cartoons have emerged as a prominent factor in developing pre-primary children. Video and mobile platforms facilitate the acquisition of various skills and promote early childhood preparedness. This study focuses on examining the role of Edu-cartoons in imparting necessary reading skills to pre-primary children while identifying the significance of Edu-cartoons in imparting reading skills to children as the specific objective of this study. The study is informed by the Social Learning Theory by Albert Bandula; Krejcie and Morgan's formula was used to obtain a sample size of 200 participants, and a computer-aided koboTool program with cartoons giving instructions to children was used to solicit information on Edu-cartoons reading skills from 150 children. Further, 25 pre-primary teachers and 25 parents were also exposed to semi-structured interviews on Android phones aided with KoboTool programs. Data collected from Temihill, St. Francis, Westland, Greenlane, and Shauri Jema pre & primary schools were analysed using SPSS version 27.1. The findings reveal that, apart from website sources such as Ubongo Kids and Kilimani Sesame, children access the same content from local Television and TV cables. Moreover, the study finds that Edu-cartoons help improve children's pronunciation skills during reading, develop reading comprehension and increase vocabulary to children. The study recommends that parents and teachers guide children on where they can access relevant information resources to enhance reading competencies

Mechanisms in the relation between morphological awareness and the development of reading comprehension.

Mechanisms in the relation between morphological awareness and the development of reading comprehension.

How does peer tutoring contribute to the development of reading comprehension? Evidence from ten years of practice

This study investigates the development of reading comprehension in primary school students who took part in a peer tutoring programme. Data were collected from 8,128 students (aged 6–12) from 58 schools that participated in the programme between 2012 and 2022. Adopting a mixed-methods sequential explanatory design, two research aims are addressed: 1) to detect changes in reading comprehension in a pretest-posttest, and 2) to analyse the interaction of a subsample of pairs to explain these changes. Pretest-posttest subgroup analyses show a significant improvement in reading comprehension for all levels, tutoring options, and roles (i.e., same-age tutors and tutees, same-age reciprocal role, cross-age tutors and tutees) (.43 ≤ ES ≤. 97). A linear mixed model shows that grade level and the interaction between this variable and tutoring option may moderate the increase in reading comprehension, after controlling for initial score. Interaction analysis points to key elements that can explain this improvement, mainly students’ explicit use of strategies for reading comprehension, repeated episodes of reading the text aloud, and joint construction of answers. Overall, these findings support the use of peer tutoring for the development of reading comprehension throughout primary education. Limitations of the study as well as implications for research and practice are discussed.

Examining Quizalize’s Impact on Students’ Reading Comprehension Mastery

This quantitative study was intended to measure the impact of utilizing the Quizalize application on 38 tenth-grade students’ mastery of comprehending the reading of descriptive texts at SMAN 1 Blitar. This study utilized preexperimental research, specifically a one-group pre-test and post-test design. The data was obtained from tests and analyzed by SPSS 22. The result revealed that there was an improvement from the pre-test of 77.26 to 81.74 in the post-test. Further, the sig two-tailed output was less than 0.05. This means that Quizalize is having a positive impact on students' reading comprehension mastery. Regarding that result, teachers are recommended to use Quizalize in their instruction to help students develop reading comprehension and foster an active learning environment. In the future, studies on Quizalize in English learning may be conducted, along with comparisons with related apps like Duolingo Beelinguapp and Busuu.

Effects of Mother Tongue Education and Multilingualism on Reading Skills in the Regional Language and English in India

AbstractIn a highly multilingual country like India, challenges and opportunities arise in education and language policy. Although multilingualism is often associated with developmental advantages, Indian primary school children generally show low learning outcomes, specifically on literacy. Here we examine the influence of mother tongue education and multilingualism on the reading skills and reading comprehension of 1272 Indian primary school children from low SES homes. The children performed the ASER literacy task in both the regional, majority language and in English, which was followed by newly developed reading comprehension questions. The results show that minority language speakers from monolingual households—who do not receive mother tongue education—underperform compared to majority language speakers when reading in the majority language. When reading in English, growing up in a multilingual household improves children's performance. Finally, in sites which have a larger proportion of mother tongue‐educated children, children perform better in literacy in the regional language and worse in English. Overall, these results provide insight into the influence of mother tongue education and multilingualism on reading abilities and show that more support is needed for minority language speakers to develop literacy in the majority language, and for all children to develop literacy in English.

Project-based learning to develop reading comprehension in English in teacher trainees of “Nuestra Señora de Chota” Higher Pedagogical Institute

One of the biggest problems presented by the teacher trainees in the professional career of Languages, Specialty of English of Nuestra Señora de Chota Higher Pedagogical Institute was the low levels of reading comprehension in English. For this reason, the general objective of this research was to create a didactic proposal based on project-based learning to develop reading comprehension in English at the literal and inferential levels in the teacher trainees of Nuestra Señora de Chota Higher Pedagogical Institute, located in the province of Chota. This study adopted a quantitative approach with a descriptive – propositional design, using the pedagogical test as a technique and the objective test as a data collection instrument; The study sample was made up of 18 teacher trainees of the fourth year of the professional career of Languages, specialty of English of the same institution. As a result of the study, it was revealed that after applying the objective test, a vast majority of teacher trainees (77.78%) were at the start level; However, a very low proportion (16.6%) were at the in-progress level, a minimum proportion (5.56%) were at the accomplished level and there were no students (0%) at the outstanding level regarding the development of reading comprehension in English in its literal and inferential dimensions at an intermediate level (B1); In conclusion, given these alarming results, a didactic proposal was created based on project-based learning to develop reading comprehension in English, which was validated through expert judgment.

Improving Critical Thinking by Using Technology in the Learning Process

Learning is the process that constructs knowledge and intends the enrichment of pupils with knowledge in the correct form. Learning a foreign language is important because in addition to the fact that gains knowledge, the fact that it is a subject that also requires vocabulary study that can be of different meanings. One of the rubrics of thinking about the^^^^ text meaning in a foreign language is reading session. Reading is an activity that brings a lot of benefits in children improvement. While reading a text it is connected to critical thinking developed skills, on the other hand, it includes a multitude of complex abilities. Teachers aim at improving pupils’ results, and technology is the means by which helps accomplishing this aim. Manifesting their competences during lesson hours teachers should gain the competences in order to make pupils more capable and prepared in nowadays technological environments. Furthermore, using technology during lesson hours make the job easier for the teacher and more manageable. Technology often is considered a distraction and may defocus the pupils from the lesson hour but during these lessons pupils feel more involved and wants to participate and contribute actively. There are different means and applications that are considered effective and are of great importance during lesson hours. Some of them are smart boards, projectors, computers, tablets and applications like those on the web or those that can be downloaded. The usage of technology in all its forms can convert boring traditional classrooms in interactive and interesting ones. Based on different styles of learning, fitting to their style accordingly can make easier for pupils to learn. These new means of learning can diversify your learning mode. During technological learning hours there is a higher frequency of collaboration between pupils that makes the process more dynamic. Tasks that can be realized by using technology are of multi-tasking dimension and this can trigger in the pupil the curiosity to learn more from their teachers and peers. In addition to that it can make possible the creation of small groups of pupils where more technologically advanced pupils can help and guide less experienced pupils. The variety of activities of educational technology that is available today offers students a wide range of choices from which they can choose the right ones for their learning needs. It helps develop the right abilities, skills and knowledge in order to develop their knowledge in a certain field. Vital to students’ academic success are certain elements interconnected like communication between peers, teachers and parents. Technology usage during lesson hours in your classrooms creates at the same time space for students to have an active role during their learning process. Students can become more competent and responsible to be independent in their learning by giving their impressions and opinions, participating in group work during their learning in smart boards or pc-s or during learning through applications and online classrooms giving each individual space and support to learn and use technological means effectively, creatively without problems while using them and learning from them. Learning through technology can make access to information very easy, faster as a process, and funny ways to practice what is learned. It can bring pupils different information that they have to categorize and select from the broad array of information that often can be not correct and pupils have to work on it and get what’s correct. New technological means Technology will undoubtedly continue to evolve, and it’s important to adjust your classroom style to align with its advancements. It enables students to explore new subjects and deepen their understanding of difficult concepts, particularly in the process of analysis. By using technology inside and outside the classroom, students can possess the century skills in digitalization and knowledge necessary for future occupations. The purpose of the study is to help develop reading comprehension by using technological aids and to determine some teaching apps and techniques focused on reading comprehension and the stimulation of critical thinking that can be manifested in writing and affects intellectual development of students forming intellectual and cooperative individuals. There are different activities that can be used in order to be effective as a teacher during lesson hours. One activity is creating digital content showed on smart boards related to the knowledge they are learning that is a great way for students to display their individual creativity abilities as well as productive learning. Like any other organized project, the process of creating content is expected to be more effective when pupils are capable to express themselves in ways that highlight and accommodate their personal strengths and learning styles as well as communication type. Pupils already spend most of the time on social media that occupies most of their time and the creative idea of intertwining its use into our classroom lessons that is one of the most innovative methods used in technology, in the classroom through combining students to curriculum, classroom resources, and one another. Incorporating diverse stuff like videos, photos, and audio material in different presentations, slideshows or digital presentations by incorporating music or explanations so using different elements of teaching simultaneously. The usage of slideshows and digital presentations and playing music or a video for background and context while presenting what’s meant to learn, or inviting virtual guest speakers to engage with your class via programs designed for conference calls, such as Skype and Google Hangouts are all creative and funny digital ways to affect in engagement with lessons. Learning to encourage and support students working at their own pace and providing with the useful information. In the case a pupil finishes an assignment earlier, rather than being stuck waiting for other pupils to catch up or class to finish, pupils can develop and enhance their learning by visiting a learning digital material and watch videos, playing learning-task-based activities or games, or exploring other digital online activities related to their field of study. There are also other popular, useful, and no-cost tools for teachers searching for new ways to use technology in the classroom like taking digital field trips. Applications like Google Streetview and other similar apps allow pupils to virtually and in interesting way explore parks, forests, and even national and international landmarks from the comfort of your own classroom. Teachers can use also google calendar in order to plan in a scheduled way what can be done by developing a shared online calendar for all classroom pupils through Google Calendar or a similar program for posting important dates and update to recent information. The research method that was used is the quantitative and qualitative research method such as interview with teachers of 9-th grade and 8-th grade in Vore Albania, online and by observing 9-th grade pupils’ learning during digital learning classes. The questionnaires were done from students and teachers from different schools with different achievements. Despite the challenges and concerns, it’s important to note the benefits of technology in education, including increased collaboration and communication, improved quality of education, and engaging lessons that help spark imagination and a search for knowledge in students. A contribution in this study are these suggestions regarding the applications and techniques that encourage critical thinking and, in particular, apps that will have a result and the various recommendations from teachers who succeeded in teaching in classes with difficulties in reading.   Received: 25 December 2023 / Accepted: 25 February 2024 / Published: 23 April 2024

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.

How the development of reading comprehension is being addressed in regular students and with SEN associated or not with disabilities, in the City of Quito-Ecuador

How the development of reading comprehension is being addressed in regular students and with SEN associated or not with disabilities, in the City of Quito-Ecuador

The Effect of Using the Metacognitive Learning Cycle Strategy in Developing Reading Comprehension in the Arabic Language Subject for Ninth Grade Students

The study aimed to identify “the effect of using the metacognitive learning cycle strategy in developing reading comprehension in the Arabic language subject for ninth-grade students.” The study adopted the experimental method and the quasi-experimental design, where a reading comprehension test was prepared, consisting of (17) items. The study sample consisted of (50) students who were chosen intentionally. The results of the study showed that there was a statistically significant effect on the study sample’s scores in the reading comprehension test according to the teaching method (metacognitive learning course strategy for teaching the Arabic language, regular), and the differences were in favor of those who were exposed to For the strategy of the metacognitive learning course for teaching the Arabic language compared to individuals using the traditional method, the researcher recommends preparing a guide for the Arabic language teacher regarding reading comprehension skills and methods for developing them.

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>

Utilization of Self-Learning Module in the Development of Reading Comprehension of Grade Four Amethyst

Utilization of Self-Learning Module in the Development of Reading Comprehension of Grade Four Amethyst

Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load

This paper reports the findings of an experimental study that probed into the impact of integrating STEAM activities into teaching English as a Foreign Language (EFL) reading on reading comprehension and its associated cognitive load. The sample included 60 high school students who were split into experimental and control groups, with 30 students in each. Before the study, their reading comprehension was assessed by the reading module of the A2 Key test. The associated cognitive load of A2 Key was assessed by the National Aeronautics and Space Administration Task Load Index (NASATLX) before the study as well. For the experimental group,STEAM-based pre-reading activitieswere incorporated into teaching reading while the control group was taught based on the conventional method utilizing the activities of their textbook. The experiment lasted for five months. The reading section of A2 Key and the NASA TLX were used to explore the effect of the intervention on the participants’ reading comprehension and its associated cognitive load after the study. The data were analyzed by t-test and Multivariate Analysis of Covariance (MANCOVA). According to the findings, STEAM-based warm-up activities significantly impactedthe development of reading comprehension in favor of the experimental group. It was also found that the cognitive load of the experimental group significantly reduced regardingmental demand, physical demand, and frustration in comparison to the control group. The practical implications of the study for education policymakers,curriculum designers, and teachers are understood in terms of integrating STEAM into the EFL curriculum to make students interested in STEAM topics and create a friendly class atmosphere that would lead to developing their reading skills and knowledge acquisition.

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.

The Effects of Achievement‑Based Assessment on Reading Proficiency, Academic Impulse, Language Apprehension, and Learners’ Self‑Perceptions

The different sorts of assessment assignments have an impact on both the learners' psychological health and the learning process. Educationalists have spent years trying to identify and put into practice accurate and practical methods for effectively assessing students. Few research studies have tried to investigate how achievement-centered evaluation impacts reading perception, learning impulse, language apprehension, and students' self-confidence assessment despite the significant impact achievement-based has on second language learning. The current study set out to fill this gap in the literature by evaluating how achievement-based assessment affected the development of reading comprehension, academic impulse, language apprehension, and one’s self-confidence. To attain the study goal, 66 intermediate EFL students were randomly split into two groups: an experimental group (EG) and a control group (CG). The students in the CG (N=31) received the conventional assessment over the course of this study (12 sessions). The learners in the (EG) (N = 35), received an achievement-based assessment. The One-Way MANOVA Test showed that students in the experimental group did better than those in the control group. The findings also demonstrated how important the role achievement-based assessment played in promoting reading comprehension, academic impulse, language apprehension, and self-confidence. The results of this study may have repercussions that are advantageous to language learners, teachers, curriculum designers, and policymakers presenting chances for further achievement-based practices.

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.

Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development

This study used data from Michigan schools participating in the Reading First program to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension through research-based instruction. We analyzed how changes in students’ disability status were related to reading comprehension growth. The sample consisted of n = 10,196 students from 191 schools who took the Iowa Test of Basic Skills (ITBS) Reading Comprehension subtest. Data were collected from 2003 through 2008. We observed considerable changes in disability status for students with speech–language disorders or a specific learning disability ( n = 1,193). These students had lower achievement levels and made less progress than students without disabilities. Overall, achievement gains did not differ between students with different stability and change patterns in their disability status. However, students changing from speech–language disorders to a specific learning disability demonstrated the smallest achievement gains.

Participatory Approach in Teaching Reading Comprehension

English language became one of the most powerful languages in the world and one of the most commonly spoken languages, and the majority of global communities utilized it as a communication tool. To acquire these language learners should start with four skills: speaking, reading, writing, and listening.
 Reading is one of the greatest and most thorough methods to learn science and other fields. The researchers began investigating all potential alternatives in an effort to enhance reading comprehension, raise student engagement, and assist students in developing their reading comprehension abilities. They also looked at how reading content impacts understanding in order to improve comprehension and make reading more applicable to daily life. The goal of the study was to ascertain the impact of interactive reading on the development of reading comprehension and to create a framework that would aid students in conceptualizing the participatory approach to teach reading comprehension, which is based on participatory learning theory (PLA). This framework took the form of a collaborative teaching and learning strategy that included a forum, insight, interaction, and task.
 This paper studied a method of teaching -Participatory Teaching Approach- and apply it on teaching reading comprehension which is a part of the four skills. Based on participatory language teaching, the content of the material goes back to social contexts involving not only sociopolitical issues, but also students’ academic and personal goals.
 The study was conducted at middle -school in Tobruk. The sample consisted of (36) students, divided into two groups, with (18) students for each group, and the theory was applied into one of the two groups. Based on the questionnaire for both students and teachers and the results of the statistical analysis of the questionnaire. The result shows that; there are no statistically significant differences between the use of participatory learning in teaching reading comprehension and the achievement of the educational level of middle-school students in this school. Students in both groups have positive attitude towards the use of the traditional way and the PLA.
 And the explanation for that are both ways are effective in improving reading comprehension skill for middle-class students.

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.

Impact of word‐to‐text integration processes on reading comprehension development in English as a second language

BackgroundWord‐to‐text integration (WTI) can be challenging for second‐language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh‐grade students.MethodsAt the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of the school year, students were tested on their English decoding, vocabulary, morphological and syntactic awareness and reading comprehension with paper‐and‐pencil tasks and on WTI with a self‐paced reading task with reading times being compared on passages with unknown versus known words and passages with and without anomalies.ResultsMediation analyses showed small indirect effects of processing argument overlap and anomalies on T2 reading comprehension, via T1 reading comprehension.ConclusionsWTI explained unique variance in reading comprehension at T2 via reading comprehension at T1, suggesting that it moderately impacts initial stages of reading comprehension in English as a second language (ESL).