Enhance Reading Comprehension Research Articles

Enhancing Children’s Print Reading Motivation through Interest-Oriented Approaches

With the development of information technology, more and more students, parents, and teachers are focusing on electronic reading. While the shift towards electronic reading is well acknowledged, its impact on the intrinsic motivation for reading printed books among children remains underexplored. This study analyzes how electronic devices and insufficient reading environments influence children’s preference for print over digital books. For example, the functions of smartphones and other electronic devices are very rich and powerful and schools and families do not offer a comprehensive reading atmosphere or philosophy. The findings reveal that despite the convenience of digital formats, printed books significantly enhance reading comprehension and focus, which are crucial for developing lifelong reading habits. Based on these results, the paper recommends strategies to foster a reading environment that aligns with children’s personal interests and reduces electronic distractions. These strategies aim to revitalize interest in printed books and promote sustained reading engagement among students.

Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds

This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA), reading, spelling measures, and reading motivation were compared among the intervention group, a school-based support group, and typical readers. Results showed academic improvements across all groups. Differences were noted in MA and reading measures, with both struggling reader groups showing higher improvement in word reading tests than typical readers. The intervention group outperformed the school-based group in orthographic word recognition, reading comprehension, spelling, and MA. No significant differences were found in reading motivation change scores. However, the intervention group showed better overall improvement in reading and language measures and self-concept as a reader. Findings highlight the importance of MA in enhancing lexical representations and reading acquisition.

Maximizing Potential : 5W+1H Reading Comprehension Strategy for Student with Moderate Intellectual Disability

This study aims to enhance the reading comprehension skills of elementary school students with moderate intellectual disabilities through a single-subject method. In this study, the researchers use the 5W + 1H strategy to help students understand the meaning of the text. The research data was collected using observation guidelines, which then will be analyzed by using pretest-posttest techniques to assess the subject’s reading comprehension skills improvements. Teaching the 5W + 1H principle - which emphasized the question words why and how using visual images and keywords - was found to be effective in enhancing the subject’s reading comprehension. This finding also explained that this method could maximize the potential of students with moderate intellectual disabilities. The instruction on the question words why and how was particularly effective in increasing the subject's understanding of questions as well as leading him to provide correct and contextually appropriate responses. However, using visual images as a learning aid, especially for why and how questions, seemed less effective, as evidenced by the subject's reliance on keywords within the sentence. In the future, this strategy can be employed by educators to enhance reading comprehension skills for students with moderate intellectual disabilities.

Developing a cyberchondria severity scale to promote self-care among university students during COVID-19

Cyberchondria is a hybrid term signifying a state in which individuals compulsively search for health-related information online because of health distress or anxiety, further aggravating their worries. This study develops a Cyberchondria Severity Scale (CSS) to assess the current situation of university students. Exploratory factor analysis (EFA) was conducted using 145 valid questionnaires. Subsequently, a nationwide survey was conducted at various universities in Taiwan, and 802 questionnaires were used for confirmatory factor analysis (CFA). The EFA led to the development of a CSS for college students with four constructs: increased anxiety (α = 0.91), obsessive-compulsive hypochondria (α = 0.87), perceived controllability (α = 0.88), and online physician-patient interaction (α = 0.86), with a Cronbach’s alpha of 0.92 and variance of 66.81%. The CFA indicated that item reliability ranged from 0.50 to 0.86, factor loadings ranged from 0.71 to 0.93, and the composite reliability for latent variables ranged from 0.83 to 0.90 (p < .001). The extracted average variance ranged from 0.46 to 0.60. There were significant differences in various dimensions: perceived controllability had the highest score and obsessive-compulsive hypochondria had the lowest (F3,2403=256.26, p < .001). Therefore, CSS has emerged as a reliable and valid measure. Future studies should explore the factors that influence cyberchondria, promote online health information searches, and enhance reading comprehension skills.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

The Impact of Pictures-Based Activities in Enhancing Reading Comprehension Skills Among Young Children

The current research aimed to investigate the impact of integrating pictures-based activities on enhancing reading comprehension skills across different levels: literal, interpretive, and evaluative. The study involved 380 children split into experimental and control groups, with the experimental group (190 pupils) exposed to pictures-based activities, while the control group (190 pupils) was taught conventionally without activities. Findings indicated significantly higher average scores in reading comprehension tests for the experimental group than the control group. Statistical analyses confirmed significant differences favoring the experimental group, demonstrating the effectiveness of pictures-based activities in improving comprehension skills. However, there were no statistically significant differences in performance within the experimental group across different reading achievement levels, suggesting that the benefits of using illustrative pictures were consistent across varying initial reading abilities. Moreover, the study highlighted that integrating pictures-based activities helped narrow the performance gap in reading comprehension skills among children, particularly benefiting those with lower and average reading achievement levels. This empirical evidence underscores the importance of visual aids in early childhood reading materials to support comprehension development. Based on these findings, the study recommended integrating pictures-based activities in early childhood reading textbooks. It also emphasized the need for effective training of early childhood educators in designing and implementing such activities to optimize their impact on children's reading comprehension skills.

The Effectiveness of the Directed Reading Thinking Activity (DRTA) Strategy in Jordanian EFL Tenth-Grade Students’ Reading Comprehension

Objectives: This study aimed to investigate to what extent the Directed Reading Thinking Activity (DRTA) strategy affects Jordanian EFL tenth grade students' reading comprehension. Methods: The study followed the quasi-experimental design, which is based on a one-group pre- and post-test design (repeated measures) to measure the dependent variable before the treatment was implemented and once it was implemented. The treatment lasted for eight weeks during the first semester of the academic year 2021–2022. The sample of the study consisted of 30 male students in the tenth grade who were purposefully selected from Turra Secondary School in Al-Ramtha Directorate of Education. To achieve its objectives, a DRTA-based instructional program and a pre- and post-reading comprehension test were developed. The results were statistically analyzed using SPSS. Results: The study results showed that using DRTA made a statistically significant difference (at α = 0.05) between the mean scores on the pre-test and the post-test. They also showed improvement in the sample’s reading comprehension resulting from the reading activities in which the participants were involved in the program. Conclusions: The study recommended using DRTA to improve students’ reading comprehension. The study concluded that using DRTA is an effective learning strategy for improving students' comprehension. DRTA combines four techniques: predicting, reading, confirming or refuting, and justifying. These techniques are used to enhance reading comprehension.

Teaching Strategies for Enhancing Reading Fluency and Comprehension Among Learners with Mild Hearing Impairment in Mainstream Classrooms

This paper presents the findings of a qualitative case study, which adopted the concept of communicative democracy to investigate the teaching strategies teachers use to enhance reading fluency and comprehension among learners with mild hearing impairment who were in mainstream classrooms. The purposively selected sample comprised two female teachers and 15 Grade 8 learners, aged between 14 and 15, from a public school in Gauteng province, South Africa. The data-collection methods included classroom observations and unstructured interviews with the teaching staff. Systematic sampling was used for the selection of suitable participants. Employing this technique meant acquiring a sample by selecting a random starting point close to the beginning of the target population list, and subsequently selecting every fourth name in a uniformly spaced unit thereafter. The findings revealed that the teachers’ use of strategies that emphasised active participation and learner-centred approaches considerably contributed to improving reading fluency and comprehension among learners with mild hearing impairment. These strategies included interactive reading activities, visual aids for vocabulary building, phonological awareness and rhyming techniques using visual aids, text immersion through peer collaboration, the adaptation of materials to suit individual learning needs, and word identification. The researcher concluded that learner-centred activities can be effective in enhancing reading fluency and comprehension amongst learners with mild hearing impairment. The recommendation is that future research should explore the long-term impact these teaching strategies have on the academic achievement and social inclusion of learners with mild hearing impairment in mainstream classrooms.

Enhancing reading comprehension skills among Bhutanese English learners through translanguaging

Translanguaging has recently emerged as a prominent field of study. Despite its growing popularity, its impact on students’ reading comprehension skills remains largely unexplored. This study employed a quasi-experimental research design to examine the impact of translanguaging on students’ reading comprehension performance. The study also examined students’ perceptions of translanguaging to gain a deeper understanding of translanguaging’s potential impact. Data were gathered through pre-and post-tests, questionnaires, semi-structured interviews, and observations. A sample of 56 Bhutanese school students (33 males, 23 females) were purposely recruited and divided into two groups: the experimental and control groups. The experimental group was taught using the translanguaging approach, while the control group followed a monolingual approach. The findings, based on the comparison of pre-and post-test scores between the two groups, revealed that the translanguaging group significantly outperformed the monolingual group in their post-test scores despite a negligible difference in pre-test scores. This suggests that translanguaging could be an effective teaching approach to enhancing students’ reading comprehension skills. Furthermore, despite the dominant position of English as a Medium of Instruction (EMI) in the context, most students perceived translanguaging as an effective pedagogical practice. They reported that it allowed them to freely use their language repertoire to discuss and learn new vocabulary and difficult content, improved their confidence to participate in classroom discussions, and enhanced lesson comprehension. This study concludes with practical implications and suggestions for future research.

Implementation of A Blog-Based Journal Reading Strategy to Improve the Reading Comprehension Ability of UNIMED English Literature Students

This study explores the impact of a blog-based reading journal strategy on improving reading comprehension among English Literature students at Universitas Negeri Medan. Conducted over six months in 2024, the research involved 60 students who documented their reflections and analyses of assigned readings on blog platforms. The methodology included qualitative and quantitative approaches, with a rubric assessing comprehension, analytical skills, reflection depth, and coherence. Results showed significant improvement in reading comprehension, with 80% of students rating the overall experience highly and 100% finding the blog content very helpful. Critical and analytical thinking skills also improved, with 60% of students rating this aspect highest. Students were comfortable using the blog platform and suggested extending session durations and incorporating more visual aids. The study concludes that the blog-based strategy effectively enhances reading comprehension, engagement, and critical thinking, supporting its continued use and exploration in educational settings.

Does the Cultural Context Influence on Reading Comprehension?

Language is an essential tool that shapes human interactions and understanding from birth, blending innate abilities with environmental factors. Oral language is the first form of communication, while written language develops through structured learning. Piaget's theory suggests a strong connection between language development and cognitive growth, with cultural context playing a significant role. Sociolinguistic theory also emphasizes how social and cultural factors influence linguistic interactions, shaping expression in different settings. This study examined the relationship between reading comprehension and cultural identity. A reading test, featuring texts reflecting diverse linguistic and cultural realities, was administered to 120 students in Barranquilla. The test included informal, informational, and literary readings, each tied to specific contexts. The results demonstrated that students more easily understood culturally familiar texts, while unfamiliar contexts posed greater challenges. This suggests that cultural familiarity significantly enhances reading comprehension, while cultural distance can hinder interpretation. The findings highlight the critical role of cultural and linguistic context in reading comprehension. Texts aligned with a reader's cultural experiences improve understanding and retention, pointing to the need for educational approaches that integrate students' cultural backgrounds to enhance learning and motivation.

Multimodal reading in reading-only versus reading-while-listening modes: evidence from Chinese language learners

Abstract Language educators and researchers have shown keen interest in enhancing second language (L2) learners’ reading skills, and recently, more emphasis has been placed on multimodal learning. Multimodal learning theories posit that the confluence of auditory and visual stimuli facilitates learners to establish robust referential connections, and thus integrating audio cues has emerged as a strategy to enhance reading performance. While prior research has affirmed the advantages of incorporating audio cues for fostering reading fluency and comprehension in general, the findings are inconsistent. These investigations have predominantly focused on learners of English as a second language. Considering the differences between English and Chinese, especially their relationship between written scripts and oral language, investigating the reading experiences of Chinese language learners can contribute to a fuller understanding of the effect of audio inclusion on L2 learners. This study compared reading comprehension and reading experiences in reading-only and reading-while-listening modes for intermediate-low and intermediate-high-level Chinese language learners. After learners read in two different modes, a T-test was conducted on their comprehension performance followed by a qualitative analysis of their perspectives on their reading experiences. The findings showed a significant influence of audio integration on enhancing reading comprehension among intermediate-low-level Chinese language learners engaged in multimodal Chinese reading, and these learners displayed a preference for audio inclusion. On the other hand, a lack of significance in the effects of supplementary audio cues on reading comprehension was identified for intermediate-high-level learners, who manifested a mixed attitude towards audio integration with reading. This study complements the existing understanding of multimodal reading based on alphabetic language, particularly in English. Moreover, the findings carry pertinent implications for Chinese language reading pedagogy.

The Use of a Storyboard Platform to Enhance Reading Comprehension: A Pedagogical Experience with EFL Pre-Service Teachers

The Use of a Storyboard Platform to Enhance Reading Comprehension: A Pedagogical Experience with EFL Pre-Service Teachers

Boosting Comprehension: Engaging Strategies for Teaching Reading

Reading unlocks the doors to knowledge, imagination, and empathy. It is a gateway to knowledge to transform learners’ potential. Employing purposive sampling, this qualitative case study investigates engaging strategies to enhance reading comprehension based on semi-structured interviews and non-participant classroom observations of three basic level teachers. Five key themes emerged from the qualitative analysis of data: Activating prior knowledge, posing thought-provoking questions, summarizing key points, encouraging predictions, and fostering personal connections. These strategies were found to promote active reading, suggesting potential for wider implementation. Future research should examine their long-term impact on achievement and effectiveness in diverse settings.

The Effects of Instructional Approaches and Motivation on Students’ Reading Comprehension at MTS’s Amal Shaleh Simalingkar

Reading comprehension is a fundamental skill that serves as the foundation for effective learning and intellectual growth. GSSR's comprehensive approach extends beyond the classroom, fostering a lifelong appreciation for reading. A significant area of focus in educational psychology is the relationship between motivation and reading comprehension. This relationship has been shown to influence student engagement, perseverance, and, ultimately, academic achievement. The objective of this study was to ascertain whether the GSSR approach is more effective than the non-GSR treatment. Additionally, the study aimed to determine whether students with high levels of motivation demonstrate superior reading comprehension skills compared to those who are less motivated. Finally, the study sought to investigate whether there is a relationship between teaching the GSSR approach versus the conventional approach and the level of motivation on students' reading comprehension. This study employed a quantitative research design. The study was conducted at MTS Amal Saleh. The study sample consisted of 62 students from grades 8A, 8B, and 8C. The data analysis employed descriptive analysis, the Wilcoxon test, and the N-gain Score test. The findings indicated that the GSSR approach was more effective than the conventional method in enhancing students' reading comprehension. The success rate for the former was 55%, while the latter was 81.81%. Additionally, the students' mean scores were 70.25 and 77.75, respectively, for classes 8B and 8C. The enhancement of students' reading comprehension with high motivation yields superior outcomes compared to the improvement of students' reading comprehension with low motivation. This was demonstrated by the fact that the GSSR + Motivation method resulted in a 76.81% increase in the pass rate and a 38.44-point increase in the average score.

Exploring the Effectiveness of Digital Reading Platforms in Developing Reading Comprehension Skills

This study investigates the effectiveness of the digital reading platform ReadWorks in improving the reading comprehension skills of high school students. A within-subject design was employed, wherein students experienced two phases of treatment: the use of conventional teaching methods and the application of the ReadWorks platform, with a washout period in between to minimize carryover effects. The research was conducted with second-grade students at SMA Negeri 16 Samarinda, using a standardized reading comprehension test to assess performance. Paired samples t-tests were utilized to analyze the data. The findings revealed a significant improvement in students' reading comprehension scores when using the ReadWorks platform compared to conventional methods. The statistical analysis shows that the p-values for both the experimental group (p = 0.000) and the control group (p = 0.000) are less than the significance level of 0.05, leading to the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (Ha). These results indicates that the ReadWorks platform is effective in enhancing reading comprehension skills among high school students. The study contributes to the growing body of literature advocating for the integration of digital tools in education to improve student learning outcomes.

THE EFFECT OF PERFORMANCE ASSESSMENT APPROACH ON THE DEVELOPMENT OF READING COMPREHENSION SKILLS IN ENGLISH FOR SPECIFIC PURPOSES CONTEXT

Reading comprehension is a crucial component of academic development for students engaged in English for Specific Purposes (ESP). This study investigates the efficacy of alternative assessment methods, specifically performance assessment, in enhancing reading comprehension skills within the ESP context. Given that reading comprehension is a fundamental input skill, deficiencies in this area can significantly impede academic progress. The research employed a pre-test and post-test experimental design with a control group to evaluate the impact of performance assessment on reading comprehension. Participants, after a proficiency test, were randomly assigned to either a control group or an experimental group, each of comparable proficiency levels. The experimental group received continuous assessment and immediate, relevant feedback during the training, while the control group did not receive such assessment or feedback. The experimental group's assessment was facilitated through a detailed assessment grid. Data were collected through pre-tests and post-tests administered to both groups and analyzed using SPSS (2018). Statistical analyses, including paired samples t-tests and independent samples t-tests, were conducted to measure intra-group progress and inter-group differences. Findings indicate that both groups showed significant improvement in reading comprehension; however, the experimental group exhibited superior performance across all comprehension categories compared to the control group. The results underscore the effectiveness of performance assessment in fostering both higher-order and lower-order reading comprehension skills, suggesting a pronounced advantage over traditional assessment methods. The study affirms the value of performance assessment in ESP contexts while also acknowledging the continued relevance of traditional assessment techniques.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0871/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The Application of Transfer-Appropriate Processing for Enhancing Reading Comprehension of Chinese High Schoolers

Improving reading comprehension via proper reading skills is crucial to English learning. Nevertheless, the dearth of educators on reading strategies and other factors poses a challenge to the long-range development of high school students’ ability of reading comprehension. Transfer-appropriate processing (TAP) is highly consistent with advancing high schoolers’ comprehensive application of English, but its introduction into practice has been an under-investigated domain. In light of this, the present study offers some TAP-based pedagogical recommendations for learning and teaching to facilitate reading comprehension. It is broken down into vocabulary memorization and text understanding. TAP states that three factors--the level of processing and the uniformity of activities and situations during memory encoding and retrieval--will modify memory performance. Generating questions involving intensive contemplation boosts the grasp of reading resources; employing initial tests (retrieval practice) and engaging in congruent physical activities during encoding and retrieval aid in nurturing enduring vocabulary retention. Educators and learners may integrate the aforementioned strategies into practice.

Exploring the Impact of SQ4R Technique on Reading Comprehension in 10th-Grade Students

The study was conducted with the primary objective of investigating the effectiveness of the SQ4R technique in enhancing the reading comprehension skills of 10th-grade students. To achieve this objective, a quasi-experimental research design was chosen, involving a single group of participants. The study cohort consisted of 40 10th-grade students from a secondary school in Thailand. The instruments were an SQ4R learning management plan and a specially designed reading comprehension test. Data analysis in this study was conducted using two distinct approaches. First, the effectiveness index (E.I), calculated as the ratio of E1 (process effectiveness) to E2 (product effectiveness), was employed to gauge the overall effectiveness of the intervention. Second, a paired sample test was utilized to determine any statistically significant differences between the participants' pre-test and post-test scores. The data collection process spanned an entire semester and was conducted within a public school in Thailand during the first semester of the 2023 academic year. The results obtained from this study unequivocally demonstrate the positive and constructive impact of the SQ4R technique on the reading comprehension abilities of the participating students. These findings not only contribute valuable insights to the field of education but also emphasize the practical utility of the SQ4R model in enhancing reading comprehension, particularly within the context of 10th-grade students in Thailand.