Development Of Reading Comprehension Research Articles

Creo, juego y aprendo con estrategias y recursos para mejorar la comprensión lectora

El trabajo analiza las estrategias didácticas, conjunto de acciones dinámicas e innovadoras que permiten el desarrollo de la comprensión lectora, con el fin de reaprender, motivar, comprender y estimular las destrezas lectoras. La comprensión lectora beneficia las habilidades del pensamiento como: el análisis, reflexión, síntesis, argumentación dentro del proceso enseñanza aprendizaje en sus cinco niveles: literal, inferencial, crítico-valorativo, apreciativo y creativo, sin embargo, se presenta en el aula dificultades de comprensión. El accionar docente debe ser pertinente para promover estrategias didácticas, dinámicas, participativas y constructivas cuyo fin sea promover una educación de calidad. La investigación es de campo, modalidad aplicada y finalidad descriptiva para analizar las causas, consecuencias y plantear una alternativa de solución al problema estudiado. Se cuenta con una población de 63 personas, los resultados obtenidos reflejan que existe un bajo nivel de lectura comprensiva, siendo el nivel menos consolidado, el apreciativo con 63,3%, seguido del inferencial 51,7% y el creativo 48,3%. Resultados que demuestran que los estudiantes presentan dificultad para sintetizar, comprender, analizar y reflexionar el contenido del texto. En base a esta realidad, se optó por desarrollar como propuesta una guía de estrategias didácticas para el desarrollo de la compresión lectora, con actividades recreativas, participativas, innovadoras y significativas que promueva la participación de los estudiantes. En conclusión, la aplicación de estrategias didácticas mejora la comprensión lectora, las habilidades del pensamiento y las competencias comunicativas, contrayendo aprendizajes significativos, mediante la motivación, y estimulación al desarrollo de destrezas lectoras en los estudiantes siendo entes activos, competentes y dinámicos.

The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions

Inspired by Vygotsky’s Sociocultural Theory (SCT), the current study intended to investigate the effect of summary training (i.e., oral and written) on intermediate EFL learners’ reading comprehension in different conditions (i.e., individual and collaborative). Data collection tools and procedures encompassed PET test, First Certificate in English (FCE) reading pre-test, and post-test. First, to ensure that the instruments, scoring, as well as summary training procedures were reliable, the researchers conducted a pilot test. During the main study, 120 Iranian EFL intermediate male and female learners aged from 16-18 were considered as the main participants. Learners were divided into 6 groups (i.e., three individual and three collaborative conditions). Furthermore, each condition included three groups with oral summary, written summary groups, and no summary group. A post-test followed the treatment that lasted for 6 sessions. A series of ANOVA with follow up pair-wise comparisonsand a series of independent-samples t-tests indicated that: (1) summary training, especially the oral one, was more effective in enhancing the EFL learners’ reading comprehension, and (2) members of the collaborative groups outperformed the members of the individual groups regarding their reading comprehension development. The theoretical and practical implications are discussed concerning enhancing the EFL learners’ reading comprehension.

Evaluating a self-regulated strategy development reading-comprehension intervention for emerging bilingual students with learning disabilities

Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students’ academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe across participants design, researchers evaluated effects of instruction on fifth-grade participants’ use of reading-comprehension strategies and accuracy with comprehension-question answering. Intervention sessions lasted 32 minutes and met for 61 consecutive school days. Visual analyses indicated level changes and a functional relation between SRSD instruction and scores depicting strategy use and question-answering accuracy. Furthermore, participants reported high satisfaction with the goals, procedures, and outcomes of the intervention. Implications for supporting emerging bilingual students with learning disabilities are discussed.

Using Literature Circles for Developing Reading Comprehension Skills

Using Literature Circles for Developing Reading Comprehension Skills

Use of Cognitive and Axiological Approaches in the Development of Reading Comprehension Skills in High School Students

This research is aimed at developing the approaches of the axiological linguistic methodology. The importance of cognitive and axiological methodological approaches for the teaching of the Russian language is considered. The possibility of using cognitive and axiological approaches in combination is investigated with respect to the enhancement of reading comprehension skills in high school students. To this end, the cognitive and axiological components manifested at different stages of textual activity are analysed. A technique for developing reading comprehension skills is presented, which involves the identification of various types of textual information and determination of their linguistic representation. The quality of the proposed reading comprehension activity was assessed by oral interpretative utterances produced by the students. The results of the research have confirmed the efficiency of applying cognitive and axiological approaches in combination for the personal development and intellectual formation of high school students.

Multimedia Learning: An Activity Based Computer to Develop Reading Comprehension

Abstract
 
 The aimed of the study was to find out the effectively of multimedia learning as an activity based computer to develop reading comprehension. The students’ comprehension development is crucial to help students to be success in following development of science and technology, since most of the scientific works are released in English. This research used experimental design with pre-test and posttest one design. There were 47 students as a participants. The pre-test was done to test the sample similarity and the initial level of student’s reading comprehension. The movies given during the intervention session. Then the evaluation and post-test were done to find out the student’s reading comprehension development. Hypothesis was tested using t-test. The result indicated that multimedia learning as an activity based computer was effective to develop student’s reading comprehension. 
 
 Keywords: Multimedia, Computer, Reading Comprehension, CALL, EFL learner

Development of Reading Comprehension Teaching Materials Using the CIRC Model in Primary School

motivated by teaching materials that are used by teachers which do not contain the complete reading process (pre-reading, reading, and post-reading). This study aims to develop reading comprehension teaching materials using the CIRC model for elementary school class V that is valid, practical, and effective. This type of research is development research. This study uses the ADDIE model which consists of 5 stages, namely: the stage of analysis, design, development, and implementation, and evaluation. Validity test data is obtained through assessment sheets of teacher and student responses. Effectiveness is seen from the activities of students, assessment of the process and results of the test of reading comprehension of students. Based on the results of the validity, practicality, and effectiveness tests obtained teaching materials that are valid, practical, and effective, and able to improve reading comprehension skills. It can be concluded that teaching reading comprehension materials using the CIRC model developed can be used in reading comprehension learning in grade V of Elementary School.

Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers.

Although many adolescents struggle to comprehend text, the school-relevant language skills, which might contribute to variation in reading comprehension ability during this developmental period, remain understudied. To expand the research base, this study examines the concurrent development of academic language skills and reading comprehension in a sample of emergent bilinguals (EBs) and their English proficient (EP) peers (n = 573) followed over two academic years, from Grade six to seven. Parallel process latent growth modeling results reveal that academic language and reading comprehension skills develop concurrently, with growth rates in Core Academic Language Skills (CALS) positively associated with growth rates in reading comprehension. Furthermore, initial levels of CALS predicted rates of growth in reading comprehension. We also find that EBs, who are by definition in the process of acquiring English, begin Grade six with CALS that are far below their peers, but develop these skills at similar rates as their EP classmates. Results reveal the potential for CALS-focused instruction for improving adolescent learners’ reading comprehension development, and highlight the particular relevance of supporting CALS for EBs, who are tasked with acquiring the language of print at the same time as they are acquiring other registers of English. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Literacy development beyond early schooling: a 4-year follow-up study of Croatian

The purpose of this study was to investigate literacy development beyond the early school years. We investigated mean-level and rank-order changes in two reading (word decoding speed and reading comprehension) and two spelling (word and pseudoword spelling accuracy) tasks during a 4-year period from beginning to the later grades of elementary school, and examined whether rank-order changes in literacy skills could be predicted from verbal working memory, phonological awareness, and morpho-syntactic awareness. The sample consisted of Croatian speaking children, poor (n = 50) and good (n = 61) readers. Croatian is a language with a highly transparent orthography but a rather complex grammar. Word decoding speed and word spelling accuracy improved significantly over the study period, word decoding speed more so among good than among poor readers, supporting the Matthew effect hypothesis. Literacy skills were moderately stable, with the highest stability coefficients obtained for word decoding speed, and the lowest for pseudoword spelling. The predictors of rank-order changes varied across literacy outcomes, but did not differ for poor and good readers. Morpho-syntactic awareness predicted rank-order development of all outcomes except for word spelling. Phonological awareness predicted rank-order development of reading comprehension and word spelling. Verbal working memory predicted rank-order development of word spelling only, and at a low level. The finding that the more language related cognitive variables, i.e., morpho-syntactic and phonological skills, were stronger predictors of literacy development than working memory, for both poor and good readers, suggests remedial focus on these more predictive variables.

The analysis of MCQs in a newly developed reading comprehension ability test: a study on Yemeni undergraduate EFL learners

Studies have shown that the best way to test the students' ability in reading comprehension is the multiple-choice questions (MCQs) for its validity and reliability. This paper tries to assess items and test quality in order to explore the relationship between difficulty index (p-value) and discrimination indices (DIs) with distractor efficiency (DE). The study was conducted among 134 second year Yemeni EFL students in Sana'a University, Yemen. Twenty MCQs analysed for p-value, DI and DE. Results indicated that the mean p-value and DI were 61.92 ± 25.1% and 0.31 ± 0.27, respectively. DI was noted to be maximum at p value range between 40% and 60%. Combining the two indices, 19 items could be called 'good' having a p-value from 20% to 90%, as well as a DI ≥ 0.40. Overall 75% items had two non-functional distractors (NFDs), while 20% items had three functional distractors and 5% had only one functional distractor.

The analysis of MCQs in a newly developed reading comprehension ability test: a study on Yemeni undergraduate EFL learners

The analysis of MCQs in a newly developed reading comprehension ability test: a study on Yemeni undergraduate EFL learners

Reading Fluency and Reading Comprehension Development Characteristics of 1st, 3rd, and 5th Grade Students according to Oral and Silent Reading

ë°°ê²½ 및 ëª©ì  본 연구는 í•™ë ¹ê¸° 아동을 대상으로 읽기방식(ìŒë ë° ë¬µë )에 따른 ì½ê¸°ìœ ì°½ì„± ëŠ¥ë ¥ê³¼ 읽기이해 ëŠ¥ë ¥ì˜ ë°œë‹¬ì  특성을 ì•Œì•„ë³´ê³ ìž 하였다. 방법 연구대상은 경기 지역 내 초등학교에 재학 중인 1í•™ë „ 17ëª , 3í•™ë „ 16ëª , 5í•™ë „ 15ëª ìœ¼ë¡œ 총 48ëª ì´ì—ˆë‹¤. 연구도구는 ‘한국어 í•´ë í•´ 3권 이야기와 ì„¤ëª ë‹´í™” ë í•´â€™ì—ì„œ 이야기글 2개, ì„¤ëª ê¸€ 2개 총 4개의 í ìŠ¤íŠ¸ë¥¼ ì„ ì •í•˜ì˜€ë‹¤. 읽기방식을 ë¬µë ê³¼ ìŒë ìœ¼ë¡œ 나누어 읽도록 하여 ì½ê¸°ìœ ì°½ì„±ì„ ì‚´íŽ´ë³´ê³ , 읽기이해 평가문항에 답하도록 하였다. 질문 ìœ í˜•ì€ 사실이해와 ì¶”ë¡ ì´í•´ë¡œ ë‚˜ëˆ„ê³ , 각 í ìŠ¤íŠ¸ë³„ 사실이해 4문항, ì¶”ë¡ ì´í•´ 2문항씩, 총 24문항으로 구성하였다. ê²°ê³¼ 첫째, í•™ë „ì´ 증가함에 따라 ì½ê¸°ìœ ì°½ì„± ìˆ˜í–‰ë ¥ì´ 높아졌으며, 1í•™ë „ê³¼ 5í•™ë „, 3í•™ë „ê³¼ 5í•™ë „ 집단에서 ìœ ì˜í•œ 차이가 있었다. 읽기방식에 따라서는 ìŒë ë³´ë‹¤ ë¬µë ì—ì„œ 더 높은 ìˆ˜í–‰ë ¥ì„ 보였다. ìŒë ì—ì„œëŠ” 1í•™ë „ê³¼ 5í•™ë „, 3í•™ë „ê³¼ 5í•™ë „ 집단에서 ìœ ì˜í•œ 차이가 ìžˆì—ˆê³ , ë¬µë ì—ì„œëŠ” 1í•™ë „ê³¼ 5í•™ë „ 집단에서 ìœ ì˜í•œ 차이가 나타났다. 둘째, í•™ë „ì´ 증가함에 따라 읽기이해 ìˆ˜í–‰ë ¥ì´ 높아졌으며, 1í•™ë „ê³¼ 3í•™ë „, 1í•™ë „ê³¼ 5í•™ë „ 집단에서 ìœ ì˜í•œ 차이가 있었다. 읽기방식에 따라서는 ë¬µë ë³´ë‹¤ ìŒë ì—ì„œ ì½ê¸°ì´í•´ë ¥ ì ìˆ˜ê°€ 더 높았으며 이러한 차이는 1í•™ë „ê³¼ 3í•™ë „, 1í•™ë „ê³¼ 5í•™ë „ 집단에서 ìœ ì˜í•˜ì˜€ë‹¤. ë ¼ì˜ 및 ê²°ë¡ ë³¸ 연구 ê²°ê³¼, ì½ê¸°ìœ ì°½ì„±ê³¼ 읽기이해 ëŠ¥ë ¥ì´ í•™ë „ì´ 증가함에 따라 발달하며 ë¬µë ë³´ë‹¤ëŠ” ìŒë ì—ì„œ 읽기이해 ìˆ˜í–‰ë ¥ì´ 높은 것으로 나타났다. 이러한 결과는 초등학교 ì €í•™ë „ë¿ë§Œ 아니라 ê³ í•™ë „ì—ì„œë„ 읽기이해 지도 시 ìŒë ì— 대한 ê³ ë ¤ê°€ 필요하다는 ì ì„ ì‹œì‚¬í•´ì£¼ê³ ìžˆë‹¤. Keywords: í•™ë ¹ê¸° 아동, ì½ê¸°ìœ ì°½ì„±, 읽기이해, ìŒë , 묵ë

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.

The Effects of Meta-cognitive Strategies, Working Memory Capacity and Syntactic Awareness on L2 Reading Comprehension

The present study explores the effects of meta-cognitive strategies, working memory capacity (WMC), and syntactic awareness on Chinese EFL learners’ L2 reading comprehension. One hundred and sixty-seven Chinese college students who were enrolled in the required English class, aged from 19 to 21 years, participated in this study. A questionnaire related to meta-cognitive strategies, a reading span test, a syntactic knowledge test, and a reading comprehension test were administered to the participants to collect data. Descriptive statistics, one-way ANOVA, a correlation analysis, and a multiple regression were used to analyze the data. Results showed that there were significant differences in meta-cognitive strategy use, working memory capacity, and syntactic awareness among three groups of differing English reading abilities. Syntactic awareness was the most strongly correlated with reading comprehension. The result of a regression analysis indicated that meta-cogitation, WMC, and syntactic awareness all showed a statistically significant prediction for L2 reading comprehension. Accordingly, the results suggest that instruction for developing reading comprehension should prioritize syntactic awareness, and then focus on the activation of WMC together with the use of reading strategies for successful reading comprehension. From the results, some practical implications to effectively improve L2 reading comprehension are provided at the end.

Struggle Is Not a Bad Word: Misconceptions and Recommendations About Readers Struggling With Difficult Texts

AbstractMany teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendations to improve students’ ability to learn from text and develop reading comprehension. The authors also suggest that teachers should embrace the struggle by providing supportive opportunities for all students to engage with challenging texts with appropriate instructional supports. Comprehension scaffolds include addressing adolescent readers’ knowledge and vocabulary needs, engaging readers in discussion about the text, and motivating and engaging readers with the topic and text throughout the reading experience.

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general skills (working memory, nonverbal reasoning, and processing speed), and word reading and reading comprehension. Word reading and reading comprehension were assessed again in spring of grades 1–4. Individual growth curve modeling showed that the children demonstrated decelerated growth on word reading and linear growth on reading comprehension, although their performance on both word reading and reading comprehension were consistently below average on national norms. After controlling for word reading and reading comprehension in first grade, letter knowledge predicted growth in word reading; vocabulary and nonverbal reasoning predicted growth in reading comprehension. That is, we found different developmental trajectories and different predictors for word reading and reading comprehension among our at-risk sample. Implications are discussed for theory and early reading instruction for at-risk children.

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.

Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools

ABSTRACT Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program designed to build academic literacy and linguistic practices, provides differential gains for non-ELL and ELL students in vocabulary, social perspective-taking skills, academic language, and reading comprehension. We found that WG had positive impacts for both non-ELL and ELL students on taught academic vocabulary and social perspective positioning skills. Furthermore, WG had additional positive effects for ELLs in social perspective articulation and academic language in the second year of implementation. These results provide evidence that WG supports those linguistic and sociocognitive skills that precede development of deep reading comprehension for ELLs as well as non-ELLs.

The Implementation of Reciprocal Teaching Method (RTM) in Developing Reading Comprehension of the Second Grade Students of SMAN 2 Bantaeng

This research is conducted to find out : (1) whether (or not) the implementation of Reciprocal Teaching Method develop the reading comprehension of the second grade students of SMAN 2 Bantaeng, and (2) to find out whether (or not) the use of Reciprocal Teaching Method interest the second grade students of SMAN 2 Bantaeng.This research employed a quasi-experimental. The population of this study was second grade students of SMAN 2 Bantaeng. This research uses cluster random sampling technique. Samples of students included in two classes; 25 students in the experimental class and 25 students in the control class. Data were analyzed SPSS version 20.0. This study shows an increase in learning outcomes of the students in the classroom Improved student learning outcomes from posttest of control with an average score of 80.23> 76.40-test level of significance of 0.05 where the value of the value is higher than the significant level (0,000 <0 , 05). The average value of student interest in the experimental class is 65.14 where the value of standard deviation is 9,078 and categorized as interested. Thus, it can be concluded that the use of RTM improves reading comprehension of students and students who are interested in learning reading comprehension.

Estrategia "Hands On" Y Su Incidencia En El Desarrollo De La Comprensión Lectora Del Idioma Inglés

This paper focuses on applying a strategy through a didactic guide called “Hands On” with tales, games, and vocabulary to develop the reading comprehension of English Language students of sixth level class “E” of the Language Center at Universidad Nacional de Chimborazo (UNACH), Ecuador. The research type was transversal, quasi-experimental, descriptive, and correlational. Due to observation and a checklist, it was possible to evaluate it before and after applying the strategy by means of the application of activities planned in the English subject syllabus. For this, it was necessary to take into account a sample of 30 students, identify the causes of the lack of motivation on them in order to develop the English language reading comprehension, and analyze the intellectual capacities of the group and the English Language teaching-learning methods. The data collected were tabulated, analyzed, and interpreted to be finally put under a statistical test in order to check the hypothesis. Therefore, it was concluded that the application of tales, games, and vocabulary contained in the guide influences the development of the English Language reading comprehension in a positive way.