Improve Reading Comprehension Research Articles

Improving Reading Comprehension in English for Nusantara: A Case Study

This research investigates the effectiveness of using the textbook "English for Nusantara" for grade 7, to improve reading comprehension skills among students at Al-Amin Middle School in Palangka Raya City, Indonesia. This research uses a qualitative approach, utilizing questionnaires and student interviews to analyze how textbooks facilitate reading comprehension. This research focuses on a sample of 10 students and aims to identify the strengths and the content of "English for Nusantara" textbook in improving reading comprehension. This analysis will explore four main aspects: general attributes, teaching-learning content, vocabulary development, and grammatical understanding. The findings from this research will provide valuable insight the potential to be an effective tool for enhancing reading comprehension and the content of the book "English for Nusantara" from the views of Al-Amin Palangkaraya Middle School students and contribute to the ongoing dialogue about effective teaching of reading comprehension in secondary schools in Indonesia.

Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s

Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s

Effectiveness of Blended IAET Model in Promoting Higher Vocational Students’ English Reading Comprehension: A Parallel Cluster-Randomized Controlled Study protocol

Background: Increasing efforts have been focused on improving higher vocational students’ English reading comprehension with blended teaching model. There is limited literature focused on improving higher vocational students’ reading comprehension through the typically designed teaching model. Intercultural awareness experiential teaching (IAET) model is designed for higher vocational English reading classes by integrating three levels of intercultural awareness reflected in the reading materials of the textbook into the blended teaching process. Aim: The main objective of this study is to evaluate the feasibility and acceptability of the IAET model and to assess the impact of this model on promoting higher vocational English learners’ reading comprehension. Method: This study examines the improvement of higher vocational students reading comprehension using the intercultural awareness experiential teaching (IAET) model as an intervention. The intervention has been implemented for two months with two hours per week designed to improve higher vocational students’ reading comprehension in one higher vocational college of Henan province in China. 52 Students has been randomly assigned to the intervention group that will receive the IAET model and the control group with traditional teaching model. The feasibility was determined based on the effectiveness level of IAET model as measured by reading comprehension tests and semi-structured interviews. Independent sample T test and Welch t-test in SPSS 27 were used to compare the pretest and posttest reading comprehension scores in the control group and the experimental group. Findings: The findings showed that the IAET model has a large impact on the improvements of reading comprehension scores obtained from pre-test and post-test of the control group and the experimental group. Discussion: IAET model teaching method that can promote higher vocational English learners’ English reading comprehension systematically. During the implementation of IAET model, higher vocational English students have actively immersed themselves in cultural knowledge of reading materials and strive to comprehend them thoroughly. Moreover, the implementation of the online provision and practice tasks has also promoted students’ reading comprehension by utilizing their fragment time after classes. Contribution: The findings of this study provided an effective method for higher vocational English teachers to improve students’ reading comprehension systematically which is the implementing of the IAET model in China.

Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session

Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.

Global Study Unveils Mind Mapping's Impact on Reading Skills

This study investigates the effectiveness of the Mind Mapping Technique in improving reading comprehension among sixth-grade students in Sidoarjo, Indonesia. Using a pre-experimental design with pretest and posttest assessments, data from 20 students at Temu 2 Prambon Elementary School were analyzed using SPSS 26. Results show a significant improvement in post-test scores (average 68.5) compared to pre-test scores (average 49.5), indicating the positive impact of Mind Mapping on reading comprehension. These findings underscore the potential of Mind Mapping as an effective tool for educators to enhance students' reading skills, particularly in understanding descriptive content, offering valuable insights for educational practices in similar settings. Highliht: Effective Mind Mapping: Enhances sixth-grade reading comprehension. Quantitative Analysis: Validates method using SPSS. Educational Implications: Recommends Mind Mapping for elementary education. Keyword: Mind Mapping, Reading Comprehension, Elementary Education, Pre-experimental Design, SPSS Analysis

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

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

Development and Optimization of Language Reading Comprehension Aids Based on Natural Language Processing

This study looks into the development and optimization of language reading comprehension aids based on Natural Language Processing (NLP) and assesses their usefulness in improving reading comprehension skills. Using a structured methodology that includes data collection, model training, interface design, and empirical evaluation, the study highlights the revolutionary potential of NLP technology in improving comprehension instruction. A random sample of 100 individuals from various educational backgrounds was randomized to experimental and control groups, with the former using NLP-based tools and the latter using traditional study methods. Following a four-week intervention session, participants were given standardized reading comprehension exams. The results show a considerable difference in comprehension scores between the experimental and control groups, with the former scoring significantly higher. Also, interaction with certain characteristics in the experimental group, such as text summary and tailored recommendations, was strongly connected with comprehension outcomes. These findings emphasize the relevance of tailored, adaptive help in text comprehension and the potential of NLP-based aids in boosting educational outcomes. While the study provides persuasive evidence for the efficacy of NLP technology in improving reading comprehension, additional research is needed to investigate the findings' generalizability across varied groups and educational settings.

Improving Reading Comprehension in Secondary School Students through ICT Tools: An Innovative Approach

The research focused on determining the influence of ICT tools in improving reading comprehension in second grade secondary school students. A quantitative approach and a quasi-experimental design were used, with a sample of 74 students divided into two groups: one experimental and one control. A questionnaire validated by experts was applied for data collection and the Jasp program was used for data analysis, using the Mann-Whitney U coefficient. The results showed that reading comprehension improves significantly (p<.05) with a large effect size after the application of ICT tools. It is concluded that reading comprehension is a skill that can be improved through the application of educational programs that incorporate digital tools. These findings suggest the importance of implementing digital technologies in the educational field to improve students' reading comprehension.

Exploring Students' Reading Fluency and Accuracy through the Implementation of ORVT

Reading is an indispensable foundational skill crucial for success in life. However, numerous Indonesian students encounter difficulties with reading comprehension, as highlighted in the PISA National Report. Addressing this challenge necessitates a focus on enhancing both reading fluency and accuracy. The Oral Reading Verification Test (ORVT) is a valuable tool to assess reading ability and guide interventions. This study used quantitative methods, focusing on improving students' reading comprehension through the ORVT. A total of 61 junior high school students from grades VI, VII, and IX participated in the study, with assessment results revealing progress in comprehension and specific error patterns. Pronunciation errors topped the list in grades 7, 8, and 9, with an average percentage of 51.71%. The three classes' achievement on the reading comprehension assessment reached an average of 85.1%, understanding well (complete). The results showed improvement in reading comprehension, highlighting areas of strength and improvement across different aspects of oral reading skills (highly satisfactory). This study underscores the effectiveness of ORVT in improving reading skills and emphasizes the importance of targeted support for reading comprehension.

Improvement Of Reading Comprehension Skills Through the Exelearning.Net Interactive Model in Upper Basic Students

The purpose of this study was to investigate the impact of the interactive model known as "Exelearning.net" on improving reading comprehension skills among students of Basic Superior in Santa Elena, Ecuador. An experimental study with a quantitative approach was conducted, involving a sample of 70 students divided into two groups of 35. Pre and post-tests were administered to assess reading comprehension. Statistical analyses revealed significant improvements in the dimensions of literal, inferential, and critical comprehension, with higher scores in the experimental group than in the control group. The results showed a significance level of < 0.001, indicating that the application of the interactive model ExeLearning.net had a positive impact on strengthening students' reading comprehension skills. These findings suggest that using interactive programs can facilitate the relationship between reading and text comprehension.

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

Uso de las macrorreglas para mejorar la comprensión de textos en estudiantes universitarios

This study was conducted to address the problems of reading comprehension faced by students in the first cycle of the Art Program at the National University of the Altiplano, in Puno - Peru. The aim was to evaluate the effectiveness of macro-rules in improving academic text comprehension among students in the aforementioned program. Regarding the methodology, an experimental approach with a quasi-experimental design was used, and the Student's T-test was applied. Data were collected through written tests with open and closed questions. The results show a significant improvement, with Tc = 7.1 and Tt = 1.6 (α = 0.05), and a p-value of 0.000 < 0.05, indicating a notable difference after the experimental treatment. It was concluded that the application of macro-rules effectively improves academic text comprehension in university students in the Art Program at the National University of the Altiplano. This is because the results showed a statistically significant improvement in reading comprehension after the implementation of the macro-rules.

Employing Cooperative Learning to Enhance the University Students’ Reading Comprehension

Cooperative learning is considered one of the most effective learning methods to improve students’ language skills. Reading is an essential language skill for students in language learning. Therefore, this study was aimed at improving reading comprehension through cooperative learning. The result data showed that the score in each cycle improved significantly. The grand mean of the first cycle was 78.26, and 85.22 in the second. The grand mean score of the first and second cycles is much higher than the mean score of the initial reflection. Moreover, the questionnaire result showed comparative percentages of 41.62%, 41.62%, 16.76%, and 0% for items A, B, C, and D, respectively. The questionnaire results indicated that most of the students were actively engaged in learning reading comprehension. Therefore, this study implies that lecturers should utilize the cooperative learning method more intensively in teaching English.

Reading comprehension improvement in autism.

A subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the discrepant poor comprehender reading profile). Prior research suggests the Visualizing and Verbalizing (V/V) for language comprehension and thinking intervention helps improve reading comprehension in autistic children with this reading profile. Previous studies have demonstrated the role of vocabulary, memory, and social functioning in reading comprehension; however, predictors and moderators of reading comprehension within this specific profile of autistic readers have not been thoroughly explored. In this study, we examined the effectiveness of the V/V intervention by comparing reading comprehension scores between groups and across time. Participants included a sample of autistic children (AUT-EXP; n=22) and a waitlist control group of autistic children (AUT-WLC; n=17) with reading comprehension difficulties, as well as a sample of non-autistic children (Non-AUT; n=26) (all age 8-13 years). AUT-EXP and AUT-WLC groups completed a battery of cognitive assessments during pre and post tests. We also analyzed whether cognitive assessment scores predicted reading comprehension, and examined the moderating effects of group (AUT-EXP vs. AUT-WLC) on these relationships. The AUT-EXP group significantly improved in their pre to post reading comprehension scores (t(21)=4.19, p<.001, d=.89), whereas the AUT-WLC group did not. Verbal memory significantly predicted reading comprehension, though group did not moderate relationships between cognitive test performance and reading comprehension. Results suggest that the V/V intervention may help improve reading comprehension for autistic children with the discrepant poor comprehender reading profile. Additionally, strategies for improving verbal memory may indirectly enhance reading comprehension in autistic children with this reading profile.

STUDI LITERATUR : PENERAPAN PENDEKATAN WHOLE LANGUAGE UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN PADA SISWA SEKOLAH DASAR

The writing of this article aims to find out how to use the whole language approach as an improvement in reading comprehension skills in elementary school students. In this article using descriptive qualitative methods with literature study research techniques. Data collection techniques are carried out by studying literature by searching for scientific articles related to research. The whole language approach in learning has eight, namely reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The eight components encourage language skills such as listening, reading, speaking, and writing to improve students' understanding of language skills and the benefits of the language skills they learn. Based on the data of 10 journal articles analyzed, it can be concluded that the whole language approach can improve students' reading comprehension skills in several elementary schools in Indonesia. Where in implementing the whole language approach makes students get a better influence to improve their skills so that students become more skilled in reading activities. Therefore, in writing this article, it is explained how to use the whole language approach in an effort to improve reading comprehension skills of elementary school students

Design of a reading comprehension program based on Neurolinguistic Programming

The research addresses the challenge of improving reading comprehension in high school students, considering educational gaps. The "Leo y comprendo" program was implemented in an educational institution using a quantitative approach and a quasi-experimental design. This program develops didactic reading comprehension strategies enhanced with principles of Neurolinguistic Programming. The population consisted of fourth-grade high school students from Piura in Peru, with a non-probabilistic sample. Data collection was conducted through reading comprehension tests with 20 questions. The results indicated that the experimental group outperformed the control group. In conclusion, the program demonstrated a significant effect in improving reading comprehension, supported by statistical analysis. The research highlights the relevance of specific strategies for addressing reading comprehension in educational settings.

The Impact of Gamification on EFl Students’ Reading Comprehension

The 21st century has witnessed significant educational changes, primarily driven by technological advancements. These changes triggered the new learning systems and methods, marking the transition from the era of globalization to the age of Society 5.0. However, traditional teaching methods often fail to align with these technological developments, resulting in passive and unmotivated students. It highlights the need for new strategies that leverage technology and promote active student engagement. Reading comprehension is crucial in EFL education, enabling students to comprehensively grasp and analyze written content. Developing strong reading comprehension skills empowers students to gather, organize, and interpret information effectively. In this context, gamification has emerged as a powerful strategy. Based on that problem, this research aims to investigate the impact of gamification on EFL students' reading comprehension. This research used a library research method and analysis of ten selected empirical research articles on internet search engines such as Google Scholar, Mendeley, and ERIC websites. The study addresses fundamental questions regarding the effective game elements for enhancing EFL students' reading comprehension, the school levels at which gamification strategies can be effectively applied, and the impact of gamification on student engagement and motivation. The findings of this research provides references for teachers with evidence-based practices and valuable insights for designing and implementing gamified reading comprehension activities that maximize learning outcomes. By integrating gamification strategies into EFL classrooms, teachers can create dynamic and enjoyable learning environments that foster active student participation and promote improved reading comprehension skills. Keywords: Technological advancements, gamification, game elements, EFL students, reading comprehension

Enhancing Arabic Reading Skills: A Prezi Program-Based Learning Material Development for Integrated Islamic Elementary Schools in Indonesia

This study addresses the challenge of enhancing Arabic language learning through the development of engaging learning materials using Prezi software. Combining qualitative and quantitative approaches within the Research and Development (R&amp;D) methodology, the study progresses through stages including needs identification, expert consultations, and model development. Implemented in a fifth-grade class, the model underwent testing using a pretest-posttest Control Group design, demonstrating significant improvements in students' reading comprehension (t0=4.6, exceeding critical t-value at 99% confidence level). Recommendations highlight the importance of Arabic language schools embracing technology, with tailored training for teachers and the utilization of programs like Breasy for material development. Emphasis is placed on optimizing learning media to foster student engagement, with implementation strategies focused on enhancing teacher proficiency and promoting active student participation in elementary Arabic language instruction.

Prominent Classes of Antibiotics and their Mechanism of Resistance against Methicillin-Resistant Staphylococcus aureus

Methicillin-resistant Staphylococcus aureus (MRSA) is a prominent pathogenic, antibiotic-resistant microorganism that contains a variety of virulent characteristics having the capacity to develop tolerance to several major classes of antibiotics. The ongoing creation of clones enhances this potential, transforming S. aureus into an “Anti-Infective.” MRSA has started to rise as a Hospital-Acquired MRSA, but due to evolution, new strains of MRSA have been discovered throughout the past several years. The new strains of MRSA as Community-Acquired MRSA, and Livestock-Associated MRSA are infecting the patients despite preexisting medical conditions, being as susceptible to any treatment. The continuous expansion of MRSA is still ongoing. The main goal of this article is to improve reading comprehension of MRSA by studying the prominent classes of antibiotics and their mechanism of resistance which are now susceptible or getting susceptible to the MRSA.

The Effectiveness of Merdeka Mengajar Platform towards the Learning of English Reading Comprehension as the Implementation of Independent Curriculum at UPTD SMPN 19 Barru

This research aims to find out students' reading comprehension abilities before and after being taught using the Merdeka Menagajar Platform. This study used a one-group pretest-posttest design. There isn't any control group. Researchers give pre-tests to students, and then researchers give students treatment of reading comprehension using the Merdeka Mengajar Platform. The sample of this research was seventh-grade students of UPTD SMPN 19 Barru, a total of 21 students. The results show that the average pre-test score of seventh-grade students at UPTD SMPN 19 Barru experienced a significant increase in the post-test after being taught using the Merdeka Mengajar Platform on treatment. The average student score in reading comprehension on the pre-test was 55.00 and on the post-test was 84.29. So there is an increase in students' reading comprehension. This study shows the value of the t-test is higher than t-table values (14,496 &gt;2.09302). The results of the t-test calculation of student learning before and after being taught using the Merdeka Mengajar platform are greater than the t-table. Can it be concluded that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted? Researchers concluded that the use of the Merdeka Mengajar platform is a learning method that can improve reading comprehension ability in learning English.