Increase In Reading Comprehension Research Articles

Pendekatan Pembelajaran al-Ghazali dan Kesannya Terhadap Pencapaian Tahap Kefahaman Membaca Bahasa Melayu Dalam Kalangan Murid Sekolah Menengah

This quasi-experimental study aims to identify the effects of al-Ghazali's learning approach as an alternative approach to improve the level of reading comprehension in the teaching and learning of Malay. This study was conducted for six weeks in a day secondary school. A total of 59 fourth grade students, 33 experimental group students and 26 control group students have almost the same performance in Malay. Data were analyzed using Statistical Packages for the Social Sciences (SPSS) Version 25.0. There was a significant difference in the post-test score for the overall achievement of reading comprehension between the experimental group and the control group, namely the pre-test mean (58.18) and the post-test mean (71.76) in the experimental group that received treatment. While for the control group that used the conventional approach treatment also showed an increase in the achievement of reading comprehension with a pre-test mean of 58.69, and a post-test mean of 62.92. Both groups had an increase in reading comprehension, but the experimental group obtained a higher mean score (13.58) than the control group (4.23). In conclusion, al-Ghazali's learning approach can help improve the achievement of Malay reading comprehension at school. The implication of the study is that the alternative approach needs to be adapted by the teacher according to the student's abilities. The findings also provide guidance to the Ministry of Education and Culture to improve the Malay curriculum and the appropriate approach in improving student performance.

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.

Pengaruh Stimulasi Tugas Terhadap Motivasi dan Pemahaman Membaca Mahasiswa Dengan Rancangan One Shot case study

This study seeks to increase intrinsic reading motivation by using situational interest to encourage the development of long-term individual reading motivation. Stimulating tasks are used to increase situational interest. Simultaneously, the researcher provides books on the topic of stimulating tasks to satisfy the curiosity arising from these tasks. Students who have high task stimulation show an increase in reading comprehension after controlling for initial comprehension. Students' reading motivation predicts the level of reading comprehension after controlling for initial comprehension. Task stimulation in reading increases situational interest, which increases long-term intrinsic motivation and reading comprehension.

Peningkatan Kemampuan Membaca Memahami Teks Bahasa Jerman Melalui PAIKEM

Abstract. The purpose of this research is to know about the increase in reading comprehension through PAIKEM of the students of class XI IPA at the SMA PGRI Ge’tengan Tana Toraja. This research is a class action research that consists of two cycles and each cycle consists of two meetings. The subject in this research is the class XI IPA SMA PGRI Ge’tengan student. The data analysis techniques in this research are qualitative and quantitative. Qualitative data were obtained from observations and quantitative data from the results of student evaluations. The results of the student evaluation showed that reading comprehension of German text had increased with an average of 77 points in cycle I and 91 in cycle 2. From this it can be concluded that the use of the PAIKEM of reading comprehension German text by PAIKEM of the students of class XI IPA can increase.

Upaya Peningkatan Kemampuan Membaca Melalui Buku Cerita Bergambar Pada Anak Usia Dini

Early reading is a unique and important skill for children’s language development, as well as a means of communication for humans. Individuals will acquire new information, knowledge and new experiences through reading. The main and fundamental problem in this study is that many children are not able to read fluently. This study is aimed at early childhood with reading delays. This study aims to determine the improvement of reading comprehension through the method of reading picture story books. The method used in this research is descriptive and qualitative methods, the data is collected through observation and documentation. Based on the results of study, it was found that there was an increase in reading comprehension with picture story books.

What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills?

Educators and researchers agree that oral language is fundamental to students' reading acquisition. It is not clear how best to conceptualise oral language within models of reading – as one's overall understanding of spoken language, or as individual skills, each with unique contributions to children's reading comprehension. In our longitudinal study of children in Grades 2 and 3, we examined the unique contributions of three oral language skills – vocabulary, syntactic awareness, and morphological awareness – to gains in reading comprehension assessed later that academic year (N = 116) and in the spring of the following academic year (N = 87). In our most conservative analyses, we controlled for children's listening comprehension in addition to prior reading achievement. Each language skill predicted variance in later reading comprehension beyond that accounted for by initial word reading and reading comprehension. In analyses with listening comprehension also controlled, each of syntactic awareness and morphological awareness retained their predictive power. Morphological awareness emerged as the most robust predictor and was associated with greater increases in reading comprehension for students in third versus second grade. Results support theoretical models that identify and differentiate contributions from individual oral language skills to reading comprehension. Our findings suggest that increasing each of these oral language skills within the elementary classroom may lead to advances in children's reading comprehension.

The McGovern-Dole food for education and Child nutrition program (MGD): A comparative analysis of reading comprehension gains in Central America

The McGovern-Dole Food for Education and Child Nutrition Program (MGD), funded by the US Department of Agriculture (USDA), is one of the most prominent school feeding programs implemented globally. MGD’s primary objective is to increase childhood literacy. Yet, despite MGD’s being in operation since 2002 - and school feeding programs’ being implemented in Central America for decades - few empirical studies have examined the extent to which school feeding programs are linked to increased literacy, and specifically reading comprehension. This study examines increases in reading comprehension associated with implementation of MGD over a three-year period in rural departments of Guatemala and Honduras. Specific attention is paid to differences in program design and implementation between the two countries. Results show that reading comprehension significantly increased over time in both countries. Children in lower grades showed more pronounced gains, suggesting that early intervention is important in terms of school feeding and curriculum supports. Effect sizes were greater in Guatemala but with lower scores than Honduras, though measurement differences make side-by-side interpretation difficult. These results are discussed in light of evaluation constraints that point the way towards improved research designs in the future – and to the importance of rigorous evaluation in helping secure the political will to sustain and scale up programs.

ABILITY OF READING COMPREHENSION USING COOPERATIVE SCRIPT FOR NON-ENGLISH DEPARTMENT

The objectives of this study are implementation, and evaluation using Cooperative Script method in reading comprehension. It also to determine whether or not there is an increase in reading comprehension results using the Cooperative Script method. This research referred as qualitative research, which is an action thought on a particular object. The type of this research is Classroom Action Research. Classroom action research is a digestion of learning activities in the form of an action, which is deliberately raised and occurs in a class together. The process of reading comprehension in this study uses the Cooperative Script method, which consists of 2 cycles of 5 meetings. The first cycle consisted of two meetings and the second cycle of two meetings, one meeting was used for the pre-test. In planning, the researcher compiles a learning implementation plan, makes learning media compile an observation instrument to observe students in learning activities. The process of implementing evaluation in this learning is carried out at the end of each cycle. The assessment is carried out to determine the ability of students' reading comprehension in using the methods that have been applied. The success rate in each cycle has increased, starting from the pre-test which increased on average 45 in cycle I to 61.10 then increased again in cycle II to 72.3. From the results of the assessment it can be proven that the application of the Cooperative Script method can improve students' reading comprehension.

COMPUTER ORIENTED LANGUAGE LEARNING APPROACH (COLLAP) FOR STRUGGLING READERS

This action research applies the concept of hybrid instruction, as an instrument in developing reading comprehension skills of 35 grade 6 struggling readers of Demesa Elementary School. The study adopts the descriptive quantitative, that gauges the positive effects of technology-based instruction using online learning modules, through the use of computers and or other available digital technology and platforms capable of performing prescribed learning activities. The identified struggling readers engage in 20 stories in whichever they prefer; distant learning or face-to-face instruction. They engage with the online modules through viewing, listening, reading, and comprehension check. To interpret comprehension level, the software generated scores of each pupil in every story are converted to a percentage. Once they had finished the online modules they have undergone a post-assessment test. The result of both pre and post assessment, comparison of data through T-Test Two-Sample Assuming Equal Variance reflects a 66% increase in reading comprehension. This technological approach in ameliorating comprehension skills through established techniques facilitate learners in processing ideas to be able to answer comprehensively. This also shows that digital technology is more motivating among learners especially that their age is inclined in digital media. Pupils are eager and easily learn in times they are interested in things they are doing; intrinsic motivation became part of the comprehension process. The increase in reading comprehension of target participants tells that COLLAP is a powerful tool in distance learning that it can be catered in times when face-to-face instruction is not applicable due to the absence of learners. This also shows that parents have an integral part in enriching their learners' academic performance, their participation, as well as their support, becomes the key factor of children's achievement in both distant learning and face-to-face instruction.

COMPREENSÃO DE LEITURA E CONSCIÊNCIA MORFOLÓGICA NO ENSINO FUNDAMENTAL I

A compreensão de leitura e a consciência morfológica são habilidades que contribuem para o processo de ensino-aprendizagem. O objetivo do presente estudo foi investigar a proficiência em compreensão de leitura de 70 alunos (2º ao 5º ano) de uma escola pública paulista e verificar as diferenças de desempenho e as correlações existentes entre esta habilidade e a consciência morfológica. Os instrumentos utilizados foram dois testes de Cloze e as Tarefas de Avaliação da Consciência Morfológica. Os resultados indicaram aumento crescente em compreensão de leitura e consciência morfológica, conforme o avanço dos anos escolares. No 2º e 3º ano, os alunos obtiveram maiores escores na consciência morfológica derivacional e no 4º e 5º ano na flexional. Verificaram-se correlações estatisticamente significativas entre essas habilidades apenas no 3º e 5º ano. Sugere-se a continuidade nas investigações sobre o papel da consciência morfológica para o desenvolvimento da compreensão de leitura.

Early-grade reading support in rural South Africa: A language-centred technology approach

This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing a two-year multimedia reading programme for rural South African children in grades 1–3, and sought to assess key learning outcomes in existing school computer laboratories. The programme provided interactive local-language support in three local languages plus English, with content designed to be culturally appropriate and contextually relevant for the target group. The study tracked a total of 215 learners, some of whom used the programme once a week for its duration, while a control group did not. Findings revealed a positive and significant impact on local-language reading fluency and reading comprehension among the children who had used the instructional software. The outcome demonstrates nearly three-quarters of a year of additional reading growth compared to reading growth at control schools within the sample, as well as a twofold increase in reading comprehension in the treatment group. The study demonstrates that technology-based reading support can help rural learners in South Africa to make substantive gains so they can complete their schooling. The ability to accomplish a full cycle of primary school with well-developed reading skills has important implications for lifelong learning. The authors argue that guided and contextualised instructional software can lead to enhanced learning outcomes compared to unguided digital content or traditional teacher support alone.

Intervención lectora: correlación entre la inteligencia emocional y la competencia lectora en el alumnado de bachillerato

In the present work, a reading intervention program was carried out in high school students during two academic years, in order to evaluate its effectiveness on reading comprehension and emotional intelligence. 521 high school students participated, of which 244 are male students and 277 are female students. In the intervened group (n=258) the reading is explained by meaning of tokens, 30 random juvenile readings are chosen and read at home by the students, without working on reading competence or emotional intelligence in a specific way, nor the construct of the motivation. In the control group (n=263), the guidelines specified in the current curriculum published by the Ministry of Education of the Junta de Andalucía are followed. The results show an increase in reading comprehension and emotional intelligence in the experimental group after the intervention. The results point to a direct relationship between reading habits, reading competence and emotional intelligence, in the same way, the results in the intervention group are significantly better than in control in both reading and emotional intelligence.

Reading Intervention: Correlation Between Emotional Intelligence and Reading Competence in High School Students

In the present work, a reading intervention program was carried out in high school students during two academic years, in order to evaluate its effectiveness on reading comprehension and emotional intelligence. 521 high school students participated, of which 244 are male students and 277 are female students. In the intervened group (n=258) the reading is explained by meaning of tokens, 30 random juvenile readings are chosen and read at home by the students, without working on reading competence or emotional intelligence in a specific way, nor the construct of the motivation. In the control group (n=263), the guidelines specified in the current curriculum published by the Ministry of Education of the Junta de Andalucía are followed. The results show an increase in reading comprehension and emotional intelligence in the experimental group after the intervention. The results point to a direct relationship between reading habits, reading competence and emotional intelligence, in the same way, the results in the intervention group are significantly better than in control in both reading and emotional intelligence.

IMPROVING THE READING COMPREHENSION USING JIGSAW MODEL AT THE GRADE VII STUDENTS OF SMP NEGERI 2 SAMATURU

This study aimed to describe the increase in reading comprehension through a jigsaw model at the seventh grade students of SMP Negeri 2 Kolaka Samaturu. The design of the study is a Classroom Action Research. This research data was process data and action outcome that obtained through observation, tests, and interviews. The data sources of this study were teachers and students. The results showed that the jigsaw model can improve the quality of learning in reading comprehension both in the aspect of learning outcomes as well as aspects of the learning process. In the aspect of the test results as well as aspects of the learning process, both showed significant improvement. In the first cycle of the obtained value of the test results of students were still more at the enough category, i.e. 53.13% of the total number of students. Similarly to aspects of the learning process, in the first cycle, only 12, or 37.5% of students who obtained excellent category. In the second cycle, an increase was in both aspects. For aspects of the test results, the majority of students were on the obtained value of the category of Good and Very Good, i.e. 87.5% of the total number of students. As for the aspects of the learning process, i.e. 32 or 100% of students gained excellent category. Thereby, it can be concluded that the jigsaw model can improve the students' reading comprehension for the students of grade VII SMP Negeri 2 Kolaka Samaturu.

PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA PELAJARAN BAHASA INDONESIA SISWA KELAS IV SDN 004 PAGARAN TAPAH DARUSSALAM

This study is a class action (class action reseach). The background of this study is the low reading comprehension, it is evident from the 18 students only five students are able to comprehend reading text in a story. For that research by applying cooperative learning model think Paire share. The aim to determine the increase in reading comprehension. This research is a class act who performed at SDN 004 Tapah Pagaran Darussalam, the study was conducted in two cycles. The data collection technique used is the technique of teacher and student activity observation and written tek. Based on the survey results revealed that students 'reading comprehension increased in each cycle, the prasiklus known that the average value of students' reading comprehension is 64.00 in the first cycle increased to 76.60 and the second cycle an increase in the average value the ability of students' reading comprehension at 86.80.

Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension With Children in Grades 4 and 5

Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they face. Schools have struggled to find approaches that can help children succeed in this important task. Typical instruction in classrooms across the country has focused on procedural application of strategies or content-focused approaches that encourage rich discussions. Both approaches have achieved success but have limitations-related transparency and specificity of scaffolds and guidance for the teacher and learner in today’s diverse and complex classroom settings. The text structure strategy combines content and strategy to provide pragmatic, transparent, and scaffolded instruction addressing these challenges. A web-based intelligent tutoring system for the text structure strategy, named ITSS, was designed and developed to provide consistent and high-quality instruction to learners in Grades 4 and 5 about how to read, select main ideas, encode strategic memory structures, make inferences, and monitor comprehension during reading. In this article, we synthesize results from two recent large-scale randomized controlled studies to showcase how the ITSS supports selection and encoding of students’ strategic memory structures and how prior knowledge affects the memory structures. We provide greater depth of information about such processing than examined and reported in extant literature about overall increases in reading comprehension resulting from students using ITSS.

Instruction in metacognitive strategies to increase deaf and hard-of-hearing students' reading comprehension.

The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategic reading behavior. Reading comprehension was assessed by counting the number of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for Students A, B, and C; and (b) an increase in reading comprehension for Student A, and possibly for Student B. Social validity data indicated high acceptability of the intervention. Teachers not only continued to use the strategy with their students after the study ended but also introduced it to other students with whom they worked. Instruction in metacognitive strategies to increase strategic reading behavior may be an effective means by which to increase reading comprehension for D/HH students.

Improving Reading Skills of Students With Disabilities Using Headsprout Comprehension

Reading comprehension is a critical skill for school success. Struggling readers can benefit from computer-assisted instruction that utilizes components of effective instruction (e.g., frequent practice, immediate feedback). The purpose of this study was to examine the effects of Headsprout Comprehension, a computer-assisted reading program, on the reading comprehension of six elementary students with high-incidence disabilities (i.e., learning disabilities, emotional disturbance, and other health impairment–attention deficit hyperactivity disorder (OHI-ADHD). A multiple baseline across participants’ design demonstrated that Headsprout Comprehension was functionally related to substantial increases in reading comprehension for all six participants as measured by Ohio Achievement Assessment (OAA) passage comprehension questions and AIMSweb Maze assessments.

Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students

AbstractReading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory's executive processes play a crucial role. In this article, a training program on working memory's executive processes to improve reading comprehension is presented and empirically tested in two experiments with third‐grade primary school students. Experiment 1 showed a greater gain after training the experimental group in contrast to the control group in reading comprehension and intelligence. In experiment 2, we focused on the training processes and compared training results of high and low pretest reading comprehension groups. Results confirmed the increase in reading comprehension, intelligence, and executive processes and showed that the low group reached a greater gain in reading comprehension after training than the high group did. The results of these experiments and their limitations are discussed in the context of recent theories on the role of executive processes in reading comprehension and the possibility of training working memory and intelligence.

Expanding the mind's workspace: Training and transfer effects with a complex working memory span task

In the present study, a novel working memory (WM) training paradigm was used to test the malleability of WM capacity and to determine the extent to which the benefits of this training could be transferred to other cognitive skills. Training involved verbal and spatial versions of a complex WM span task designed to emphasize simultaneous storage and processing requirements. Participants who completed 4 weeks of WM training demonstrated significant improvements on measures of temporary memory. These WM training benefits generalized to performance on the Stroop task and, in a novel finding, promoted significant increases in reading comprehension. The results are discussed in relation to the hypothesis that WM training affects domain-general attention control mechanisms and can thereby elicit far-reaching cognitive benefits. Implications include the use of WM training as a general tool for enhancing important cognitive skills.