Enhance Reading Comprehension Research Articles

Enhancing Reading Comprehension of Grade Three Pupils of Quinlogan Elementary School Through Multimedia and Scheme-Based Reading Strategy

Enhancing Reading Comprehension of Grade Three Pupils of Quinlogan Elementary School Through Multimedia and Scheme-Based Reading Strategy

Instaread to Enhance Reading Comprehension and Improve Vocabulary Learning among Form 4 ESL Learners

Instaread to Enhance Reading Comprehension and Improve Vocabulary Learning among Form 4 ESL Learners

Developing e-reading pedagogies informed by research

Abstract This paper explores whether the reading comprehension of complex texts can be facilitated through an online reading platform designed for novice readers with English proficiencies below the Cognitive Academic Language Proficiency (CALP) threshold. We hypothesize that computer-mediated text glosses could speed up lower-level processing in the readers’ working memory and thus enhance the overall comprehension of complex texts for study purposes. We tested 46 participants with estimated International English Language Testing System (IELTS) reading scores between 5 and 5.5, sampled from a pool of 1,406 students who took a diagnostic reading test and 631 students who completed a survey on their reading practices. Our participants were randomly assigned to read one General Reading IELTS text and one Academic Reading IELTS text, either on an on-screen Word file or on the e-reading platform with the glossing tool. The tests were video-recorded and the participants completed post-test interviews for further qualitative analysis. While the Mixed-model ANOVA did not suggest an interaction effect between the two language proficiency categories and the mode in which the tests were administered, it revealed a main effect on the use of online reading (p < 0.01) across the 5–5.5 IELTS spectrum, indicating that the electronic glosses enhanced reading comprehension. Implications for further research and pedagogy are discussed.

The Correlation between EFL Students’ Vocabulary Mastery and Their Reading Ability

This study examines the correlation between students’ vocabulary mastery and their reading ability. The purpose of the research is to know whether the correlation is evident between students' vocabulary mastery and their reading ability at the second semester of eight grade of SMPN 4 Pare in the academic year of 2020/2021. The researcher used a quantitative approach through correlational research. The researcher used correlational research design by vocabulary and reading tests to the second year students of SMPN 4 Pare. The researcher used a test that consists of 57 items as an instrument of this study. There were 34 students of the second year students of SMPN 4 Pare participating in this study. The study reveals that there is a strong significant correlation between students’ vocabulary mastery and their reading ability at r=.8769, p<.005. This study demonstrates that the vocabulary mastery is important for reading ability as vocabulary will enhance reading comprehension. Pedagogical implication of this study is discussed.

Reading Modules Using Marungko Approach of Grade One Pupils in the Elementary Schools of Zambales, Philippines

The study determined the effectiveness of reading modules using the Marungko approach for grade one pupils in selected elementary schools in Zambales, Philippines, during the school year 2020-2021. The study revealed that the pupil-participant is a typical male young pre-schooler, whose parent is a housekeeper and living in the inner town proper. The pupils in the controlled and experimental groups were assessed under frustration level in decoding of words, reading speed and reading comprehension in the first pre-test assessment. The pupils-participant in the controlled and experimental groups were assessed under frustration level in decoding of words, reading speed and reading comprehension in the second pre-test assessment. The pupil-participant in the first post-test assessment, the controlled group were assessed "Instructional level" in decoding of words, slow in reading speed and frustration in the reading comprehension. For the experimental groups assessed independent is decoding of words, fast in speed of reading and independent in reading comprehension. The pupil-participant in the second post-test assessment, the controlled group were assessed "Instructional level" in decoding of words, slow in reading speed and frustration in the reading comprehension. For the experimental groups assessed independent is decoding of words, average in speed of reading and independent in the reading comprehension. The academic performance of the pupil-participants was "Satisfactory". There is significant difference on the results between pre-test and post-test assessment in the experimental group after being expose to Marungko Approach. No significant difference was found out in the use of the traditional approach. There is moderate relationship between the academic performance and the post-test assessment. The researcher recommended that for better reading competence and academic performance, Marungko approach is high recommended as intervention program; that the use of Marungko approach is best intervention for decoding of words, develop speed in reading and enhance reading comprehension; that an in-service training for teachers to be familiarized with the application and integratio of Marungko Approach in the teaching and learning process is highly encouraged; and finally to conduct a parallel study with in-depth and wider in scope so as to validate the findings obtained in the study.

Culture and Language Are Inextricably Linked: Surveying the Effectiveness of Culture-Based Instructional Materials on Enhancing Reading Comprehension (RC), Inclination to Reading, and Reading Attitude (RA) among EFL Learners

Students who learn about different cultures during their education feel more comfortable and safer with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves and in their interactions with others. Thus, language and culture are not separated. Considering this important point, the present research inspected the impacts of having English CBK on improving the EFLL learners’ RC and motivation. In addition, the EFLL learners’ attitudes towards incorporating English cultural-based materials (CBMs) into their English coursebook were examined. This was accomplished by randomly dividing 50 pre-intermediate students from a private English language institution into two groups: an experimental group (EG) and a control group (CG). Next, the motivation questionnaire developed by Hayami and colleagues (1989) was delivered to the individuals in both groups of participants. Following that, all participants received a pretest of RC, and then, the intervention was performed. The EG was instructed through using the English CBMs, while the CG received the instruction using culture-free materials. The entire treatment took 11 sessions. In the last three sessions, the reading posttest, the motivation, and the attitude questionnaires were administered to assess the influences of the treatment on the RC and motivation of the EFL learners (EFLLs). The results of the statistical analyses indicated that the EG had better performances than the CG on the posttests of RC and reading motivation (RM). Also, the results divulged that the EFL students manifested positive attitudes towards integrating English CBMs into their English coursebook. Considering the findings of this study, some implications are proposed at the end of this study.

Play environments to enhance reading comprehension in children with school skills disorders

This research aimed to create playful environments as a didactic strategy to improve reading comprehension processes in students with reading disorders in third grade of the IE Marco Fidel Suarez, San Juan de Anganoy. The methodology used will be under the qualitative approach since it allows an approach to the social situation to explore, describe and understand it and from a socio-critical paradigm to transform a reality of low levels of reading comprehension and disinterest in reading, with alternatives to improve this problem through playful environments and using action research. For this purpose, the reading comprehension processes of the students were diagnosed, a playful environment was designed to favor this process and this strategy and its impact were included to potentiate the reading comprehension processes of the 6 children with school skills disorders in third grade. Likewise, reading comprehension improved notably with the inclusion of playful environments as an alternative didactic strategy where the following levels were addressed: literal, inferential and critical and also favored the social and affective development of the children, since the qualitative assessment was between the upper and high levels, much better if we compare it with the initial test that was in the basic and low levels.

Improving Reading Comprehension Skills Using Multimedia Storytelling with Mind Maps for Students with Learning Disabilities in Thailand

This study explores the innovative approach of integrating multimedia storytelling with mind maps to enhance reading comprehension for students with learning disabilities (LD). We developed the proposed mobile application and applied it to 36 students with LD at grade 4-6 in Bangkok, Thailand. Students were selected using a simple random sampling technique. They were formally identified as having learning disabilities with a reading- related disability. The experiment compared students’ reading comprehension scores from two experimental groups and one control group. The three groups practiced their Thai reading comprehension through the same Thai litera-ture, but with three different learning methods. The first experimental group used the proposed application including multimedia storytelling with mind maps. The second group used only multimedia storytelling while the control group learned through teacher reads the stories and hand-drawn mind map-ping. The findings clearly proved that the proposed approach accommodated learner’s weaknesses and built upon their strengths in reading comprehension skills.

The Impact of Reading for Pleasure - Examining the Role of Videos as a Tool for Improving Reading Comprehension

In this study we discuss the value of videos editing designed to enhance reading comprehension in students from the Faculty of Teacher Training of the University of Valencia. First, we present the role of reading for pleasure by summarizing research findings related with multimedia and reading comprehension. In the following part, we describe the methodology with 80 students from 3 different grades which participate in our study. Our results show the positive impact of creating videos in understanding the value of visual literacy in the classroom and the important role of reading for pleasure. Finally, we present the lack of mechanisms of digital video for some students without background knowledge in digital literacy and problem solving in technology.

Effect of Backward Summary Technique on Reading Comprehension Enhancement among Non-English Majors

This study aimed to probe whether using the backward summary technique led to reading comprehension enhancement among non-English major university students at the Islamic Azad University of Babol, located in Babol city, in the North of Iran. 120 B.S. level nursing and microbiology students were randomly selected from a population of non-English majors enrolled for the General English course, divided into four groups of 30, and were randomly assigned to two experimental and two control groups. A pre-test of reading comprehension was administered to all groups, and then, they were taught passages t read for eight sessions but with different methods. A one-way ANCOVA was run to investigate the impact of the intervention, while controlling for the pre-test. The results indicated statistically significant effects for the experimental groups on the post-test, regarding comprehension, retention, and organization of the key concepts.

Translanguaging to enhance reading comprehension among first-year medical students

Abstract Since the turn of the century there has been an increase in the use of translanguaging in multilingual learning contexts. Many researchers have shown how translanguaging enhances multilingual students’ ability to understand academic content. This experimental study provides empirical evidence that translanguaging can enhance reading comprehension. An experimental group and a control group were used to establish whether there was a significant difference between the performances of the two groups after reading an academic text. Using the t-test analysis, the results show a significant difference in the performance of the control group and the experimental group. These findings prompt us to conclude that translanguaging is an effective strategy that enhances reading comprehension.

Unraveling Contradictions: Which Glosses Facilitate Reading Comprehension Among ELLs, and Why?

This critical literature review provides study details for 36 studies examining the effect of glossing for language acquisition among English language learners (ELLs). Useful tables include specificity of participants, gloss types, target vocabulary items and text information about all studies. An analysis of these studies reveals that glossing is an effective means to enhance reading comprehension among ELLs. However, gloss language—whether L1 or English, may depend on learner factors. Other findings include the importance of proximity of gloss to text and the need for glosses that do not require readers to leave the text to access meaning. Considerations such as text genre, text length, targeted items for glossing, number of items to gloss, and gloss presentation are also examined and discussed, including which gloss types may result in trade-offs when glossing is used as a means to promote incidental vocabulary acquisition through independent reading. Several recommendations for further research are offered.

Using Instructional Scaffolding and Multimodal Texts to Enhance Reading Comprehension: Perceptions and Attitudes of EFL Students

Using Instructional Scaffolding and Multimodal Texts to Enhance Reading Comprehension: Perceptions and Attitudes of EFL Students

Enhancing reading comprehension skills in teaching foreign languages

Enhancing reading comprehension skills in teaching foreign languages

Critical Discourse Analysis and Rhetorical Tropes in Donald Trump’s First Speech to the UN

Language and politics go hand in hand and learning and comprehending political genre is to learn a language created for codifying, extending and transmitting political discourse in any text/talk. Drawing upon the theoretical framework of Fairclough’s CDA and Rhetoric, the current study aims at investigating Donald Trump’s First Speech, from the point of frequency and functions of some rhetorical strategies (Parallelism, Anaphora and the Power of Three, Antithesis and Expletive, etc.), Nominalization, Passivization, We-groups and Modality as well as Lexical and Textual Analysis, presented to the UN delivered on Sep. 19, 2017. Specifically, the study seeks to determine: (1) how President Trump succeeded in conveying his notions and assumptions to his intended audience, and in convincing and negotiating, (2) how he attempted to explicitly and implicitly pass his attitudes on his targets, and (3) how those orientations, intended notions and assumptions were seamlessly presented to his addressees in discoursal and lexico-grammatical levels; (4) and finally in this underlying trend how he achieved his own ends. The results of the study hope to enhance reading comprehension and writing in academic registers for EFL/ESL students.

The effect of an English Value-Based Program for Enhancing Reading Comprehension of the Sixth Primary Grade Pupil

The effect of an English Value-Based Program for Enhancing Reading Comprehension of the Sixth Primary Grade Pupil

Language Learning Strategies Used by Year 4 Primary Pupils in Enhancing Reading Comprehension

Language Learning Strategies Used by Year 4 Primary Pupils in Enhancing Reading Comprehension

Online English Comics as Reading Materials for English Language Education Department Students

<p style="text-align:justify">Online English comic is one of reading material that can be used by students. Students should be triggered by interesting and understandable reading material to increase their reading motivation and English proficiency. The objective of this study is to discuss the benefits of online English comics as reading materials and to discover the applications and websites that are usually used by students to read online English comics. This study applied the descriptive qualitative study supported by interviews as a data-gathering technique. The results of this study showed the benefits of online English comics as reading materials. Those are adding language knowledge such as vocabulary and grammar, enhancing reading comprehension, building critical thinking, increasing creativity, and developing reading motivation. The second finding is about the applications and websites to read English comics that students prefer to read. There are some applications and websites that are usually used by students to read English comics. The applications are Webtoon and Ciayo Comic, and also the websites include Mangakakalot.com, Mangareaderapp.com, Mangazuki.info, and Mangapanda.com.</p>

The Motivational Impact of Enhancing Reading Comprehension through Pictorial Fictions on the Involvement of Iranian EFL Students in Writing Activities

Determining the motivational impact of enhancing reading comprehension, through pictorial fictions, on the EFL students to involve them more in writing activities, is the prime purpose of the present study. The study took place in the Iranian Language Institute (ILI), the branch of Mahabad. Key English Test (KET) administrated to a hundred students to select the subjects of the present study. Finally, 60 male students were selected and randomly divided into the experimental and control groups. The experimental group received pictorial fictions as treatment, utilizing input reading comprehension enhancement through typographic elements, and direct and indirect feedback provided to them, while the control group received pictorial fiction texts without such inputs, then to collect the intended data, the "Academic Writing Motivation Questionnaire" (AWMQ) was administered to both groups separately in two stages of pre-tests and post-tests. The results showed that enhancing reading comprehension has a significant motivational impact on the writing engagement of Iranian EFL learners.

Enhancing Reading Comprehension of Autistic Students through Visual Conceptual Method

This paper describes a case study conducted at a kindergarten in Malaysia. This study was conducted to examine the effectiveness of a visual conceptual method in enhancing reading comprehension of learning disability students, specifically Autism. Another aim of the study is to investigate does multisensory instruction helps students engage in learning by observing students' reactions to the designed visual conceptual method. It was found that visual conceptual method is beneficial to assist students with learning disabilities to read and multisensory instruction offered a great help in reading. The teachers also agreed that based on the visual method, it would be beneficial to add more pictures to the words in order to attract their attention. This paper also highlighted the challenges faced by autistic students, the concept of inclusive education and how the methods help the teacher in enhancing the reading comprehension of learning disabilities students.