Effects Of Reading Comprehension Research Articles

AR and VR Content Integration: Project-Based Task Quality and Effect in Reading Comprehension

The learning media is evaluated in several aspects: the content, teaching methods, and preparation of the teaching and learning, as well as the effect on the student’s comprehension.This study aims to analyze the quality of the AR and VR content integration as PBT influences the students’ comprehension of reading. The mixed method was utilized in this study. Need analysis, situation analysis, and curriculum analysis were used to gather the preliminary data before assigning students of the Reading Course to conduct the project. The syllabus and guidelines for Project-Based Tasks were formulated based on the findings in the initial study. Modelling was required before the students independently work on the project. Experts evaluated the media. Then, the significance of the development project to the students’ improvement was also seen based on the statistical analysis of pre-and post-tests. Therefore, result of the expert evaluation and students pre and post-test result are major source of the data.Based on three aspects measured in learning media, course materials, teaching, and learning language, the result from the expert evaluation shows perfect scores are dominant in all aspects. The students’ scores also significantly improved in the post-test. It is highly recommended for teachers to combine AR and VR content development properly as the product of project-based tasks as the teaching and learning media.

USING SUGGESTOPEDIA METHOD IN READING COMPREHENSION

This research aimed to know whether Suggestopedia as Method can improve students reading comprehension especially at literal comprehension (main idea) and interpretative comprehension (conclusion) in the Second Grade Students of Madrasah Aliyah Guppi Samata. The researcher applied Pre-Experimental method with use one group pre-test and post-test design and collected data by giving pre-test and post-test. The sample for this research was Class XI of Madrasah Aliyah Guppi Samata that consisted of 15 students. The sample was taken by using Purposive Sampling Technique. The researcher wanted to know the students’ ability in reading comprehension so that, the researcher found that too much students when pre-test got poor score. The improvement of the students’ literal comprehension by using Suggestopedia Method at Second Grade of Madrasah Aliyah Guppi Samata was good. Suggestopedia method brings good effect in reading comprehension because with using Suggestopedia, the students be active, relax, and not afraid in the class, the students’ can improve reading skill, and can help students to stimulate good mental condition. Meanwhile, the improvement of the students’ interpretative comprehension by using Suggestopedia Method at Second Grade of Madrasah Aliyah Guppi Samata was good. The effect of suggestopedia method in reading comprehension in term of interpretative comprehension help students to stimulate students’ good mental condition before the students’ answer the questions.

Comprensión lectora y hábitos de estudio en estudiantes de educación superior, desde el aprendizaje conceptual y procedimental

The This research report addresses a study regarding the effect of reading comprehension and study habits used by higher education students in relation to the learning process of conceptual and procedural content. The objective of the research was to know the importance and impact of study habits in procedural and conceptual learning. The focus of the study was quantitative, with exploratory scopes. The research design consists of three complex variables and 71 simple variables, the simple variables correspond to a numerical level of ratio measurement. The questionnaire has five pages made up of 71 questions divided into three blocks, using a Likerttype scale. The sample consisted of 200 higher education students, 28.5% were men and 51% women. The area of learning is strongly related to reading comprehension and study habits, while the student feels satisfaction in studying, and that he likes to work in a team, attend the library, and be satisfied by increasing his academic average. The study habit is strongly linked to conceptual and procedural learning, among others.

THE EFFECT PQ4R STRATEGY AND READING MOTIVATION FOR STUDENTS READING COMPREHENSION

The purposes of this research are to find out whether (1) significant effect on students reading comprehension (2) PQ4R strategy give better effect in reading comprehension of students with motivation (3) interaction between PQ4R strategy and students reading motivation toward students’ reading comprehension. This type of research is experimental research with a 2x3 factorial design. The sample in this study students of class IX SMA Muhammadiyah 3 Padang was the IX IPS1 as the experimental class using the PQ4R and the IX IPS3 class as the control class using the conventional. The instruments is the Reading Comprehension Test and the Questionnaire of Reading Motivation. The prerequisite test includes the normality test using the Lilliefors method and the homogeneity test using the Bartlett method. It can be concluded that the sample comes from a population that is normally distributed and has homogeneous variance. Hypothesis testing uses two-way analysis of variance with different cells. The results: (1) there is an effect reading comprehension of students who are given PQ4R and conventional model. (2) reading comprehension of students who have low, medium and high learning motivation have the same. (3) There is interaction between the learning model and reading motivation.

Okuduğunu Anlama Yorumlama ve Dört İşlem Becerisinin 6.Sınıf Fen Bilimleri Dersi Sürat Konusundaki Öğrenci Başarısına Etkisi

Bu çalışmanın amacı ilköğretim 6.sınıf öğrencilerinin fen bilimleri dersi sürat konusundaki akademik başarısının, okuduğunu anlama, yorumlama ve dört işlem becerisi ile aralarında ilişki olup olmadığını incelemektir. Bu amaç doğrultusunda, ilişkisel tarama modelinde betimsel-bağıntısal bir çalışma gerçekleştirilmiştir. Verilerin normal dağılım yaptığını tespit ettikten sonra uygulanan parametrik testlerin neticesinde; okuduğunu anlama, yorumlama ve dört işlem becerisi ile fen bilimleri başarısı arasında sırasıyla r= 0,522 (orta düzeyde), r= 0,684 (yüksek düzeye çok yakın) pozitif yönlü korelasyon olduğu görülmüştür. Son olarak dört işlem becerisi ile okuduğunu anlama ve yorumlama başarıları birlikte fen bilimleri başarı varyansını %48,4 oranında açıklayabildiği sonuçlarına ulaşılmıştır.

Language in science performance: do good readers perform better?

Science performance is highly affected by students’ reading comprehension. Recently, there has been a growing attention to the role of linguistic features for science performance, but findings are ambivalent, especially when looking into item word count. The aim of this study was to investigate the interaction of students’ reading comprehension and item word count of given science measures on performance, controlling for students’ cognitive abilities, gender, family language, and school track. The sample consisted of N = 2051 German students in grades 10 and 11. Students completed (scientific) literacy measures. We then applied a multilevel logistic regression to investigate the hypothesized interaction effect of reading comprehension and word count on students’ science performance. The results showed a significant interaction of students’ reading comprehension and word count on science performance, controlling for several covariates. Particularly students with high reading comprehension benefit from science items with increasing word count. Our findings empirically support previous research, showing that reading comprehension is crucial for science performance and enhances the interaction between reading comprehension and linguistic features of written text in science subjects. Finally, theoretical and practical implications and limitations of this study are discussed.

THE EFFECT OF JIGSAW TECHNIQUE AND STUDENTS’ VOCABULARY MASTERY ON READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMPN 4 SINGARAJA

The aim of this study was to investigate the effect of Jigsaw technique and students’ vocabulary mastery on reading comprehension of the eighth-grade students of SMPN 4 Singaraja. This study was a quasi-experimental study with Posttest-Only Control Group Design by 2x2 factorial arrangement which involved a sample of 80 students. The data were collected by using vocabulary and reading comprehension test then analyzed by Two-way ANOVAand Tukey test. The result indicates that (1) there was a significant effectonreading comprehension between the students who were taught using the Jigsaw technique and those who were taught by using conventional, (2) there was a significant effect of the interaction between the implementation of teaching techniques and students’ vocabulary mastery on reading comprehension, (3) there was a significant effect in reading comprehension between the students with high vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional technique, (4) there was a significant effect in reading comprehension between the students with low vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional. The result of the research showed that the Jigsaw technique was more effective for teaching reading comprehension than conventional.

Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders With Low Reading Comprehension

This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcher-provided intervention (n = 51) or a business-as-usual comparison (n = 49) group. Reading interventionists provided weekly instruction for 2 semesters (M = 114 hr) to small groups of students (M = 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock–Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiple-choice and free response items (ηp2 = .16 and .19, respectively) and small effect sizes on the TOSREC (ηp2 = .02).

The Effectiveness of ROR in Reading Comprehension of Narrative Text

The objective of this research was to know the effectiveness of Rank Ordering Retell Strategy on reading comprehension of the eight grade students’ of SMP Advent Batam in academic year 2015/2016. The method was used in this research is experimental research, the research focused on True experimental Design. The population in this research was all students of eight grade students at SMP Advent Batam in academic year 2015/2016. The number of the entire students is 163. The researcher used cluster random sampling technique to determine class of the research. The subject of the study was the grade VIII – 2 and VIII – 3. There were 32 students each class. The researcher conducted research in two classes. The first class (VIII – 2) was as experiment class and the second class (VIII – 3) as control class. The experiment class was taught reading narrative text using Rank Ordering Retell Strategy, while control class was taught reading narrative text using conventional strategy (lecture method). In analyzing the data, the researcher used a quantitative measurement to find the result. The analysis of the data showed that there was a significant difference of the students’ achievement before conducted treatment the average of the students’ was 62.34 for experimental class and 64.22 for control class. While the average of the students’ achievement after conducted treatment in experimental class was 79.38 and in control class was 68.75. Based on this finding, it can be concluded that the used of Rank Ordering Retell Strategy gave significant effect in reading comprehension than the use of conventional strategy (lecture method).Keywords: rank ordering retell strategy, reading comprehension, narrative text.

The Effect of Reading Comprehension and Problem Solving Strategies on Classifying Elementary 4th Grade Students with High and Low Problem Solving Success

In this study, the effect of fluent reading (speed, reading accuracy percentage, prosodic reading), comprehension (literal comprehension, inferential comprehension) and problem solving strategies on classifying students with high and low problem solving success was researched. The sampling of the research is composed of 279 students at elementary school 4th grade. In the research, in order to figure out reading accuracy percentage and reading rate, 5 scales were used: a reading text, prosodic reading scale, literal comprehension scale, inferential comprehension scale and problem solving scale. In order to see the effect of fluent reading and comprehension skills on classifying students with high and low problem solving success, logistic analysis was conducted while discriminant analysis was conducted to determine the effect of problem solving skills. At the end of the study, it was seen that fluent reading skills had no effect on classifying students according to their problem solving success. It was concluded that both comprehension skills are 77% effective in classifying problem solving success, but inferential comprehension is more effective than literal comprehension. It was found that problem solving strategies were effective on classifying students with high and low problem solving success problem at 88% level; that the most important factors while classifying were estimation and control, systematic listing, looking for a pattern and drawing figures and diagrams respectively; and that backward-studying strategies were inadequate in classifying successful and unsuccessful students. At the end of the study, mathematical sentence writing strategy appeared to be the most important strategy in classifying students with high and low problem solving success, but it had a negative correlation. In other words, a rise in the usage rate of this strategy increased the likelihood for individuals to be in the group with low problem solving success.

The EffeCT of Pre-Questioning Technique on Students’ Reading Comprehension

The objective of the study is to find out whether there is a significant effect of pre-questioning technique on students reading comprehension. In this research, the researcher used the quantitative research with the type of quasi-experimental research. This research involving two classes, VIII 8 was experiment class and VIII 9 was controlled class. VIII 8 was taught by using pre-questioning technique, while VIII 9 was taught by using conventional teaching. The researcher gave pre-test and post-test to the class. The collected data in this research are analyzed by using t-test. According to the result of statistical calculation, The result of pre-test, t-count was 0,32 1,987 or accept H 1 with 5% of significant level. It can be concluded that there is significant different effect of reading comprehension using pre-questioning technique between experiment and control class. Keyword: pre-questioning technique, quasi-experimental research, reading comprehension

Reading Fluency As a Predictor of School Outcomes across Grades 4-9.

This study analyzed the predictive relationship between reading fluency and school outcomes across school levels (primary, secondary, and high school), after controlling on the effect of reading comprehension. The sample included 489 children attending Italian primary (grades 4 and 5), secondary (grades 6 and 8), and high schools (grade 9). Students' reading fluency and comprehension were examined with a standardized reading achievement test. At the end of the school year, we requested the school reports of each participant. According to our data, reading fluency predicted all school marks in all literacy-based subjects, with reading rapidity being the most important predictor. School level did not moderate the relationship between reading fluency and school outcomes, confirming the importance of effortless and automatized reading even in higher school levels. Overall this study emphasizes the importance of identifying evidence-based tasks that can be administered in a short time and to many different individuals, which are easy to create, and are linked to school outcomes.

The Impact of Embedded Story Structures versus Sequential Story Structures on Critical Thinking of Iranian Intermediate EFL Learners

Confirming the constructive effects of reading comprehension on critical thinking, this paper attempted to investigate the impact of story structures on critical thinking of Iranian EFL learners. In doing so, the researcher utilized a quasi–experimental design with 60 intermediate students who were divided into two embedded story structures and sequential story structures groups (experimental groups). After taking PET, a critical thinking questionnaire was employed as a pre-test. The two groups received 16 sessions of treatment. All participants received similar amount of instruction but one group was given embedded short stories and the other group sequential short stories. To compare the two groups, they were received the parallel critical thinking questionnaire as a post-test. The two null hypotheses in this study were rejected due to different performance of the two groups. Statistical results did not support the superiority of neither structures. Therefore, the researcher was not able to suggest which structure caused a better or higher impact on critical thinking. However, the findings reveal that teaching story structures in EFL context can develop critical thinking of intermediate EFL learners. The study have some implications for test-designers, teachers, and students.

Effectiveness of Think-Pair-Square Strategy on Students’ Reading Comprehension

This research is about the effects of Think-Pair-Square (TPR) strategy on the reading comprehension of Seventh grade students’ at SMPN 16 Batam. It is purpose to find out the effect of TPR strategy on the reading comprehension. To achieve the objectives of the research, the researcher conducted experimental research. This experimental research was held at SMPN 16 Batam. The population in this research is all students of eight grade students at SMPN 16 in academic year 2014/2015. The researcher conducted research in one class. The first class is (VII.4) was as experimental class. The experimental class was taught reading descriptive text using TPR strategy. In analyzing the data, the researcher used a quantitative measurement to find the result. The analysis of the data showed that there was a significant difference of the students’ achievement before conducted treatment 62.17 for experimental class. The average of the students’ achievement after conducted treatment in experimental class was 87.33. The implication of this research seems to be applicable for seventh grade students. This strategy encouraged the students to be more active during the learning process. The suggestion is the students should know about this strategy. It will make easier while learning if they understand about the rule and procedure. To the other research, the researcher expects to understand well about this strategy in order to make easy for doing further research. Based on this finding, it can be concluded that the use of TPR strategy give significant effect in reading comprehension than the use of other conventional method.Keywords: TPR strategy, reading comprehension, experimental research

The Effect of a Suggestion to Generate Interest in a Reading in Highly Hypnotizable People: A Promising Use in Education

Highly hypnotizable participants in the experimental condition were given a waking state suggestion that a reading not intended to be interesting would be fascinating and remarkable. Controls were given task motivational instructions, in which they were told to try to make it interesting. The suggestion had a major influence on participants’ enjoyment of the reading, though no effect was found for reading comprehension. Qualitative interviews indicated that the suggestion had a profound impact on some, especially those most responsive to hypnosis. The lack of an effect in reading comprehension may be due to large within-group variances. Findings suggest that hypnotic suggestion, when properly employed, may have a potential use in enhancing the learning capabilities of highly hypnotizable people.

Helping Poor Readers Demonstrate Their Science Competence

Solving test items might require abilities in test-takers other than the construct the test was designed to assess. Item and student characteristics such as item format or reading comprehension can impact the test result. This experiment is based on cognitive theories of text and picture comprehension. It examines whether integration aids, which relate pictorial representations to the corresponding textual representations in item stimuli, affect performance in a science test. The results show that items containing referential connections between both representations and highlighting associated information are easier to solve than non-integrated items (i.e., items without aids). However, this is only true for information-complementary representations, not for information-equivalent representations. Furthermore, an effect of reading comprehension on students’ test performance observed when complementary information was presented in a non-integrated format was absent in the integrated format condition.

The Effects of Reading Comprehension and Launch Site on Frequency–Predictability Interactions during Paragraph Reading

We used eye movement measures of paragraph reading to examine whether word frequency and predictability interact during the earliest stages of lexical processing, with a specific focus on whether these effects are modulated by individual differences in reading comprehension or launch site (i.e., saccade length between the prior and currently fixated word--a proxy for the amount of parafoveal word processing). The joint impact of frequency and predictability on reading will elucidate whether these variables additively or multiplicatively affect the earliest stages of lexical access, which, in turn, has implications for computational models of eye movements during reading. Linear mixed effects models revealed additive effects during both early- and late-stage reading, where predictability effects were comparable for low- and high-frequency words. Moreover, less cautious readers (e.g., readers who engaged in skimming, scanning, mindless reading) demonstrated smaller frequency effects than more cautious readers. Taken together, our findings suggest that during extended reading, frequency and predictability exert additive influences on lexical and postlexical processing, and that individual differences in reading comprehension modulate sensitivity to the effects of word frequency.

독해력 증진 프로그램 효과에 대한 메타분석

The purpose of this study is to examine the effect of reading development program on reading comprehension using meta-analysis method. The authors synthesized 70 studies regarding reading comprehension conducted during 2001 through 2011. The analyses revealed that 1) the average effect size of the reading development program yielded.763, which is regarded considerably large, 2) the effect size of elementary school group was the biggest, 1.030. There were statistically significant differences amongst school levels, 3) the average effect size of published journal articles was 1.250, which is statistically significantly larger than that of dissertation`s.700, 4) regarding the methods to measure the effect of reading comprehension, the effect size of reading method was larger, and 5) the effect size of Korean reading development program was statistically larger than that of English reading development program. This study has limitation as it didn`t include unpublished manuscripts, conference presentations, and the like, however this study is meaningful in terms that it tried to draw integrated conclusion about the effect of reading development programs using meta-analysis.

Profiting from Public Education: Education Management Organizations and Student Achievement

Background/Context Nationally, almost a quarter of charter school students attend a school managed by a for-profit education management organization (EMO). EMOs have full executive authority over the operation and management of schools, including curriculum and instruction decisions. Because charter schools are funded with public dollars, critics argue that the profit motive may divert funds away from academics and have a negative impact on student achievement. Purpose/Objective/Research Question/Focus of Study This study compares the academic achievement of EMO-managed charter schools with other charter schools and traditional public schools in Arizona. Whereas prior EMO research has focused on total scores in mathematics and reading as the academic achievement variables, this study delves further by analyzing subtest scores that distinguish between basic and complex thinking skills. We use more sensitive test data in an effort to examine the differential impact of the educational practices of EMO-managed charter schools on academic achievement. Research Design Student-level longitudinal test data are used for Arizona students who were enrolled in Grades 2–6 in 2001 and who remained in the same sector (EMO, non-EMO charter, or traditional public school) for the next 3 years. The test data include total scores for reading and mathematics, as well as subtest scores divided into basic and complex thinking skills. The analyses are based on a model that estimates the level of academic achievement in Year 3 using the sector of attendance as predictors and a twice-lagged achievement variable along with the other student-level covariates. Findings/Results For students who remained in the same sector for 3 consecutive years, attendance in non-EMO-managed charter schools had a positive effect on achievement results in total mathematics. The outcome was driven by higher scores in mathematics procedures, the basic skills subtest. For students who remained in the same sector and same school for 3 consecutive years, EMO-managed charter schools exhibited a positive effect in reading vocabulary, a basic skills subtest, and a negative effect in reading comprehension, the complex thinking subtest. Conclusions/Recommendations Previous research has illuminated many common teaching and learning characteristics of EMO-managed charter schools, such as drill and practice and standardized curricula that can be delivered by less experienced teaching staffs. Our results are the first empirical indication that the academic environments of EMO-managed charter schools may be associated with higher levels of academic achievement in basic skills at the expense of achievement in complex thinking skills, at least in reading. In all, the results are modest, but they deepen the available evidence about the academic impact of EMO-managed charter schools.

Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students

A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham–based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in linguistically informed content pertaining to reading subskills. All students were traditionally instructed in kindergarten, third, fourth, and fifth grades. Hierarchical linear modeling (HLM) confirmed that mono- and bilingual students had significantly advantaged individual growth in reading comprehension as measured on the state-mandated Texas Assessment of Academic Skills (TAAS) when their teachers had more experience implementing LE over students whose teachers had less experience implementing LE, or students whose teachers had no LE training. Findings showed a fan-shaped spread in achievement from third to fifth grades for all students in the cohort. The significance of the spread was confirmed by reliable covariance between the initial reading level and the growth in reading across grade levels. This fan-shaped growth pattern is often referred to as a Matthew effect in reading comprehension (Stanovich, 1986). These results provide evidence that the Matthew effect may be associated with specific teaching pedagogies, especially early direct implementation of multisensory linguistically informed language arts instruction. LE instruction emphasizes phonemic awareness, symbol–sound correspondences, morphology, and vocabulary to develop phonological decoding strategies, word recognition accuracy, and comprehension of words in text.