Influence Reading Comprehension Research Articles

THE CORRELATION BETWEEN STUDENT’S MOTIVATION AND THEIR READING COMPREHENSION AT ELEVENTH GRADE OF SMAN 1 RAJABASA

There are many factors that can influence reading comprehension. Reading motivation and comprehension are two key aspects in creating successful readers. The purpose of this study is to investigate the correlation between student’s motivation and their reading comprehension at eleventh grade of SMAN 1 Rajabasa and to find out the problems faced by the students during the reading process. 30 students of class 11 Merdeka 2 were sampled for data collection. Data were collected using the MRQ questionnaire, reading test and interview. Pearson product moment correlation was used to determine the correlation and strong relation between student’s motivation and reading comprehension which was 0.685. Then, the interview data shows that there are several problems that usually faced by students, such as vocabulary with double meaning and also a noisy environment.

Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms

AbstractThis exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research question, How does pedagogical translation influence reading comprehension in a mixed HL‐L2 secondary Spanish classroom is addressed in this work. Findings indicated that through a pedagogical translation activity, heritage language learners (HLLs) and second language learners (L2Ls) demonstrated metalinguistic awareness and vocabulary learning, which are indicators of reading comprehension. Differing HLL and L2L learning approaches during the activities are discussed, followed by pedagogical and research implications.

Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context

This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT’s potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.

Improving Reading Comprehension of the First Year Students Through Directed Reading Activity (DRA) Strategy in Narrative Text

This study examined whether Directed Reading Activity (DRA) strategy could improve students' reading comprehension in narrative text and to know the factors that influence reading comprehension in class X students of SMAN 10 Pekanbaru. This research used classroom action research design with quantitative and qualitative approach. The way to select the sample was by asking the teacher which class had the lowest English score and the total sample was 35 students. Data collected using pre-test, cycle I, and cycle II. The results revealed that the average mean in the pre-test was 47 (poor), in cycle I was 70 (good), and cycle II was 85 (excellent). Based on the study’s results, it can be concluded that by using Directed Reading Activity (DRA) strategy, students' comprehension in narrative text has improved.

A Jigsaw Technique as a Stimulant for Promoting Reading Comprehension among EFL High School Students

This research explores the impact of implementing the Jigsaw technique as a cooperative learning strategy on the reading comprehension skills of 10th-grade students studying English as a Foreign Language (EFL) at SMA Negeri 1 Botumoito. The study specifically focuses on students' understanding of report texts, including their ability to identify main ideas, details, vocabulary, references, and inferences. The Jigsaw technique was chosen due to its potential to enhance cooperative learning and engagement among students. The study involved a sample of 60 students over eight weeks. Data were collected through pre-test and post-test assessments, and the results were analyzed using paired samples t-tests. The analysis indicated a statistically significant improvement in students' reading comprehension, with mean pretest scores of 45.55 rising to posttest scores of 74.00. The t-test results (t = 0.000, p < 0.05) confirmed the hypothesis that the Jigsaw technique positively influences reading comprehension skills. Despite some challenges, such as time constraints and dynamics between academically strong and weak students, the research interventions facilitated a positive learning environment and stimulated students' critical thinking and problem-solving skills. These findings suggest that the Jigsaw technique is an effective strategy for improving reading comprehension in EFL contexts. The study recommends further research to explore the long-term impacts and adaptations of the Jigsaw technique in diverse educational settings.

Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese

Research has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehension and the remaining skills, and to test whether the magnitude of these relationships was similar across different years of schooling. For this purpose, a longitudinal study with two assessment time points was carried out in a sample of 2nd and 3rd graders who were learning to read in European Portuguese, an intermediate-depth orthography. The results evidenced that reading fluency not only directly influences reading comprehension but also plays a mediating role in the relationship between reading comprehension and skills such as word reading and rapid naming. On other hand, the results indicate a unique effect of vocabulary on reading comprehension. Taken together, these results have important implications for educational practice, suggesting that explicit intervention in reading should include both the teaching and training in reading fluency and the construction of a richer lexical repertoire.

Text-Based Inference Instruction for Elementary Grade Children with Reading Comprehension Difficulties: An Intervention Research

"The current study investigated the effects of inference instruction on text-based inferences by third graders who are below average in reading comprehension but average in reading fluency and cognitive abilities. Text-based inferences occur when the preceding text has an identifiable causal antecedent. Participants were randomly assigned and attended twelve 30-minute sessions of the inferences training intervention. We have included strategies for integrating information from the text to improve reading comprehension skills. We provide an overview of how specific text-based instruction influences reading comprehension processes and outcomes and can lead to increased reading comprehension. The comparison of pretest and posttest results in the experimental group showed a significant gain in the following variables: generating inferences and providing arguments for using rules and constraints. Finally, we discuss how consideration of these potential sources of instruction has practical implications for designing and selecting instructional materials. Key-words: reading comprehension, text-based inferences, reading comprehension instruction, inferences, inference instruction, reading comprehension difficulties"

Reading comprehension differences between children with Autism Spectrum Disorder and low cognitive abilities and children with Autism Spectrum Disorder and intact cognitive skills: the roles of decoding, fluency and morphosyntax.

Reading comprehension is one of the most important skills learned in school and it has an important contribution to the academic success of children with Autism Spectrum Disorder (ASD). Though previous studies have investigated reading comprehension difficulties in ASD and highlighted factors that contribute to these difficulties, this evidence has mainly stemmed from children with ASD and intact cognitive skills. Also, much emphasis has been placed on the relation between reading comprehension and word recognition skills, while the role of other skills, including fluency and morphosyntax, remains underexplored. This study addresses these gaps by investigating reading comprehension in two groups of school-aged children with ASD, one with intact and one with low cognitive abilities, also exploring the roles of word decoding, fluency and morphosyntax in each group's reading comprehension performance. The study recruited 16 children with ASD and low cognitive abilities, and 22 age-matched children with ASD and intact cognitive skills. The children were assessed on four reading subdomains, namely, decoding, fluency, morphosyntax, and reading comprehension. The children with ASD and low cognitive abilities scored significantly lower than their peers with intact cognitive abilities in all reading subdomains, except for decoding, verb production and compound word formation. Regression analyses showed that reading comprehension in the group with ASD and intact cognitive abilities was independently driven by their decoding and fluency skills, and to a lesser extent, by morphosyntax. On the other hand, the children with ASD and low cognitive abilities mainly drew on their decoding, and to a lesser extent, their morphosyntactic skills to perform in reading comprehension. The results suggest that reading comprehension was more strongly affected in the children with ASD and low cognitive abilities as compared to those with intact cognitive skills. About half of the children with ASD and intact cognitive skills also exhibited mild-to-moderate reading comprehension difficulties, further implying that ASD may influence reading comprehension regardless of cognitive functioning. Finally, strengths in decoding seemed to predominantly drive cognitively-impaired children's reading performance, while the group with ASD and intact cognitive skills mainly recruited fluency and metalinguistic lexical skills to cope with reading comprehension demands, further suggesting that metalinguistic awareness may be a viable way to enhance reading comprehension in ASD.

Impact of background music on reading comprehension: influence of lyrics language and study habits.

Numerous studies have explored the effects of background music on reading comprehension, however, little is known about how native language (L1) lyrics and second language (L2) lyrics in background music influence reading comprehension performance for college students. The present study used a mixed experimental design to examine the effects of listening habits (between-participants variable: non-listeners or listeners), music type (between-participants variable: L1 (Mandarin) pop music, L2 (English) pop music or no music) and text language (within-participants variable: L1 or L2) on reading comprehension of college students in East China. A total of 90 participants (50 females) were screened into non- listeners (n = 45) and listeners (n = 45), and then were randomly assigned to one of three groups: Mandarin pop music group (n = 30), English pop music group (n = 30) and no music group (n = 30). The results showed that reading comprehension performance was negatively affected by music with lyrics compared to the no music condition. Furthermore, Chinese/English reading comprehension was reduced more by pop music in the same language as the written texts. As expected, non-listeners were more negatively affected by music with lyrics than listeners. For both listeners and non-listeners, average reading comprehension accuracy rates were the lowest in the condition of music with native language lyrics. Overall, our research findings indicate that listening to pop music with lyrics reduces reading comprehension performance. However, listening to background music cause much less distraction if the students commonly listen to music while reading. The current study supports the duplex-mechanism account of auditory distraction.

Using Flipped Classroom with ICT Tools on Reading Comprehension:

The study investigates the impact of using the Flipped Classroom Pedagogy (FCP) alongside Information and Communication Technology (ICT) tools on reading comprehension among Grade 7 students using the "English 7 Friends Plus" textbook in high school. This research focuses on integrating tools such as Microsoft PowerPoint, Quizizz, and Google Forms to create an engaging, student-centered learning environment. A mixed-methods approach was employed, incorporating teacher observations, student surveys, and performance assessments to gauge both quantitative and qualitative outcomes. The study involved 24 students (16 females and 8 males, average age 12), aiming to evaluate how FCP influences reading comprehension and enhances student engagement. The results showed that 45% of the students reported a high level of engagement, with an average effectiveness score of 8.7 out of 10. Microsoft PowerPoint played a pivotal role in presenting textual content effectively, while Quizizz and Google Forms facilitated interactive assessment and immediate feedback, contributing to improved comprehension skills. The findings suggest that combining FCP with ICT tools not only boosts reading comprehension but also enhances the overall learning experience by promoting active participation and self-paced learning. This study contributes to the growing body of literature on innovative teaching methodologies, showing the potential of integrating digital tools in fostering improved academic outcomes in secondary education.

Effects of working memory and visual search skill on Chinese reading comprehension: examining the simple view of reading

AbstractTo investigate the longitudinal effects of two domain-general cognitive abilities, namely verbal working memory and visual search skill, on Chinese reading comprehension. To evaluate whether decoding and linguistic comprehension mediate such effects. A total of 202 first-grade Chinese-speaking children from mainland China (Mage = 86 months, SD = 4.9 months; 126 boys) completed tasks that measured verbal working memory, visual search, expressive vocabulary, morphological awareness, Chinese character recognition, and word reading fluency. One year later, they completed a passage comprehension task and a nonverbal intelligence test. Structural equation modeling was conducted with decoding and linguistic comprehension being included as latent variables and mediating factors explaining the effects of working memory and visual search. The children with better verbal working memory and visual search skill exhibited better reading comprehension performance. The effect of working memory on reading comprehension was fully mediated by linguistic comprehension (captured by vocabulary and morphological awareness) but not decoding (measured by word reading accuracy and fluency). However, decoding fully mediated the impact of visual search skill. Our findings suggest that the reading comprehension ability of beginning Chinese readers is associated with verbal working memory and visual search ability. These general cognitive abilities influence reading comprehension through distinct pathways. In line with the simple view of reading theory, decoding and linguistic comprehension skills explain such impacts. This research underlines the value of simultaneously examining general cognitive abilities and exploring their interconnectedness with linguistic skills in the context of reading comprehension.

A Quantitative Study between Reading Habits and Reading Comprehension of Grade 11 Students

The study dealt with the reading habits and reading comprehension among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to assess the level of reading habits and reading comprehension in terms of their respective indicators, the significant relationship between reading habits and reading comprehension, and domains in reading habits significantly influenced reading comprehension. Moreover, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. Average Weighted Mean, Pearson R, and Multiple Regression Analysis were the statistical tools used in this study. The results showed a high level of reading habits in terms of reading motivation as high, reading frequency and time allocation as high, and materials as high among Grade 11 students. Similarly, the outcome also resulted in a high level of reading comprehension with its indicators which were the working memory as high, vocabulary as high, prior knowledge as high. Moreover, the result also highlighted a high level of influence of reading habits to the reading comprehension among Grade 11 students in terms of reading motivation, reading frequency and time allocation, and materials. In addition, there was a moderate correlation and a significant relationship between reading habits and reading comprehension. Three domains of reading habits are shown as perceived by students. However, two domains only influence Reading Comprehension and materials were the only one domain that did not exert a significant influence on reading comprehension.

Enhancing Reading Instruction Through Gamification: A Systematic Review of Theoretical Models, Implementation Strategies, and Measurable Outcomes (2020-2024)

Aim/Purpose: The purpose of this systematic literature review is to explore the use of gamification in reading instruction between 2020 and 2024, focusing on the main theories and models, implementation strategies in various educational settings, measurable effects on student engagement and comprehension, and future directions for research. Background: Reading instruction faces persistent challenges, including declining student engagement, varied reading comprehension levels, and a lack of motivation among learners. Traditional methods often fail to captivate students, resulting in suboptimal literacy outcomes. In response to these challenges, educators and researchers are increasingly turning to gamification as a promising approach to reinvigorate reading instruction. Gamification, which incorporates game design elements into non-game contexts, has the potential to enhance student motivation, engagement, and comprehension. Methodology: In order to guarantee precision and reliability, this systematic literature review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) 2020 guidelines. This review focuses on studies published in the Web of Science, Scopus, and ScienceDirect databases from 2020 to 2024 and applied inclusion criteria to select 15 peer-reviewed studies from 421 retrieved, focusing on gamification in reading instruction. Contribution: This paper addresses a gap in the existing literature on gamified reading instruction by examining the theoretical foundation, different implementation strategies, and measurable effects of gamification in reading instruction across various educational settings and age groups. Additionally, it offers recommendations and guidance for future research in the field of gamified reading instruction. This study also offers a systematic approach for educators to implement gamified reading instruction. Findings: This review examined a total of 15 papers, encompassing various educational settings and age ranges. The investigations were conducted in multiple countries, including China, Indonesia, and Spain, demonstrating a worldwide interest in gamified reading education. Self-determination theory (SDT) is significant in the domain of gamified reading teaching. Primary school extensively incorporates gamified reading instruction, emphasizing the use of badges, leaderboards, narrative contexts, and avatars to foster captivating and individualized learning experiences. Multiple studies consistently demonstrate that the integration of game aspects into reading teaching leads to improvements in reading speed, reading accuracy, reading immersion, interactivity, and frequency. Recommendations for Practitioners: Educators are encouraged to integrate gamification elements tailored to different educational stages, such as badges and narrative contexts in primary education and collaborative challenges in higher education, to enhance student engagement and comprehension. Recommendation for Researchers: Researchers should focus on conducting longitudinal studies to assess the long-term effects of gamification and work on integrating varied theoretical frameworks to provide a more consistent foundation for future research. Impact on Society: This paper proposes that implementing gamification in reading instruction has the potential to positively influence reading comprehension and student motivation, ultimately leading to improved educational results on a larger scale. Future Research: Future research should explore the long-term effects of gamification on reading instruction, address the identified limitations of current studies, and investigate its effectiveness across different cultural and educational contexts.

THE USE OF AUTHENTIC MATERIALS IN STUDENTS’ READING COMPREHENSION OF LOW AND HIGH PROFICIENCY LEVELS

The aim of this study were to find out whether there was significant difference of students who were taught through authentic material, the aspects of reading skills that almost influenced by the student in reading comprehension through authentic material and the last was to see students’ perceptions of teaching and learning through authentic material. This research was used authentic material in reading comprehension of students’ of low and high proficiency levels. This research was quantitative research which consists of one group pre-test and post-test design. The result of T-test Sig. (2 tailed) showed that there was significant difference between high and low proficiency level students. Then finding of inference aspect of the reading that almost influenced reading comprehension in high proficiency level students while finding supporting details the aspects that mostly influenced in low proficiency level students. In addition, the high level proficiency level and low proficiency level students have a positive perception in teaching and learning through authentic material. Finding inference was the aspect of reading that mostly influenced reading comprehension in high proficiency level students while finding supporting details was the aspect that mostly influenced in low proficiency level students. Moreover, the high proficiency level and low proficiency level students have a positive perception in teaching and learning through authentic material.

The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis

This systematic review and meta-analysis examined the association between morphological awareness and reading comprehension, taking into account critical factors that could affect its strength. Following NIRO guidelines, we included 44 studies involving 63 independent samples, and 126 correlations between morphological awareness and reading comprehension. Overall, we found a significant association between morphological awareness and reading comprehension (r = 0.565), but also large heterogeneity (81.37%), supporting the need for analysis of potential moderators: age, type of morphologically complex word, characteristics of morphological awareness and reading comprehension tests were examined. We found that type of morphologically complex word was the only significant moderator of this association. In sum, we have demonstrated that morphological awareness influences reading comprehension across a wide age range. Implications for educational practice, as well as recommendations that future studies report more detailed information about participants and measures, are discussed.

The Relationship Of Interest In Reading To The Comprehension Reading Ability Of Grade V Students In Elementary School

This study investigates the association between reading interest and reading comprehension ability among fifth-grade students at BalongGabus Candi State Elementary School. Employing a quantitative correlational approach, data collection involved questionnaires and comprehension tests for 23 students. The computed correlation coefficient (r = 0.756) demonstrated a robust relationship between the two variables, signifying a 57.15% connection strength. This significant finding suggests that reading interest greatly influences reading comprehension prowess in this cohort. Highlights: Strong Correlation: A robust correlation coefficient (r = 0.756) highlights a substantial and positive relationship between reading interest and reading comprehension ability among fifth-grade students. Influential Factors: The study underscores the significance of reading interest as a determining factor in enhancing reading comprehension skills among young learners. Quantitative Insights: Employing a quantitative approach with a sample of 23 fifth graders, this research provides valuable insights into the interplay between reading engagement and comprehension proficiency. Keywords:Reading interest, Reading comprehension, Fifth graders, Correlation, Quantitative approach

Metacognitive Awareness of Reading Strategies as Predictors of Reading Comprehension Achievement among Students with Learning Disabilities in Nigeria

Reading is an essential language skill in students’ educational success. However, reports have shown that the most prevalent type of academic difficulties among secondary school students with learning disabilities is reading difficulties. Previous studies focused more on interventions to improve reading comprehension achievement of students with learning disabilities than on the influence of metacognitive strategies on students’ reading comprehension achievement. This study, therefore, investigated the influence of metacognitive awareness of (before, during and after) reading strategies on the reading comprehension achievement of students with learning disabilities in Senior Secondary Schools (SSS) in Ibadan, Nigeria. The study adopted a descriptive research design. A sample of 100 students with learning disabilities was purposively selected from nine SSS in Ibadan, Nigeria. Instruments used were Academic records, Screening Checklist for Suspected Learning Disabilities, English Language Achievement Test, Metacognitive Awareness of Reading Strategies Questionnaire and the Reading Comprehension Test. Data collected were analyzed using the Multiple regression analysis at 0.05 level of significance. There was a joint contribution of the independent variables (metacognitive awareness of before, during and after reading strategies) to reading comprehension achievement (F(3,96)=3.61; R2=0.101). The result also reveals the relative contributions of metacognitive awareness of reading strategies (before, during and after) to the reading comprehension achievement among students with learning disabilities as follows: before (β = 0.25), after (β = 0.23) and during (β = -0.17) reading strategies. The study concludes that metacognitive awareness of (before, during and after) reading strategies influence reading comprehension achievement of students with learning disabilities. It is therefore recommended that students with learning disabilities should be trained on the use of metacognitive (before, during and after) reading strategies for improved reading comprehension achievement.

The Correlation between EFL Students’ Metacognitive Reading Strategy and their Reading Comprehension on English Expository Text

The study aimed at revealing the correlation between English as a Foreign Language (EFL) students’ metacognive reading strategy and their reading comprehension on English expository text. The research applied quantitative method, particularly descriptive and correlational designs. The subjects were the students of Senior High School (SMAS) Buqátun Mubarakah Makassar. The instrument used to collect the data was questionnaire which was adapted from SORS inventory. The data were analyzed by using SPSS Version 22, particularly Pearson Product Moment Correlation Formula. The results of the study showed that the majority of the students in this current time were in possession of high metacognitive reading strategy. Furthermore, the metacognitive reading strategy profile of SMAS Buqátun Mubarakah students was problem solving strategy where the students used some actions and procedures while working directly with the text. Since metacognitive reading strategy included awareness and conscious willing of one or more strategies to monitor reading comprehension, there was tendency of metacognitive reading strategy influenced reading comprehension of the students. Therefore, based on the analysis result of this study, there was significant positive correlation between the EFL students’ metacognitive reading strategy and their reading comprehension on English expository text.

BETTER LOOK AT THE STUDENTS’ READING INTEREST AND THEIR READING COMPREHENSION

The purpose of this study was to find out whether or not there is a correlation and the impact between students’ reading interest and students’ reading comprehension at SMA Negeri 9 Palembang. This research applied quantitative study with correlational design method to answer the objective of the research. Researchers used convenience sampling to determine the sample. The members of the sample in this research were 207 students. The data of this research were collected by using two instruments. The data were collected by using a questionnaire for students’ reading interest and a test for reading comprehension. The researchers used SPSS to analyze the data. The researchers used Pearson Product Moment correlation and regression analysis to find out the answers of the research questions. Based on the results of Pearson Product Moment found that r is 0.419. It indicates the moderate correlation between variable X and variable Y and students’ reading interest influences reading comprehension. It is found that the value of R square was 0.175. It can be concluded that the students’ reading interest contributed 17.5% to their students’ reading comprehension achievement. It can be said that the better the students’ interest in reading, the better the score will be.

Cloze Test and Multiple Choice Test for Reading Comprehension.

The objectives of this study are to analyze about the different and similar of multiple choice and cloze test in reading comprehension, and about the perception toward the multiple choice and cloze test among students that influence reading comprehension. This study used descriptive qualitative method. In collecting the data, this study used, Observation, Interview, Questionnaire, and Documentaton. The data were taken by test cloze and multiple choice. This study was conducted to there were 21 informants which were 7 boys and 13 girls of Students and a Teacher of SMA 15 Muara Enim. As a result of this study showed that test was able to make the students tested motivated to learn a lot about English. But there were some who do not understand. In essence, the cloze test and multiple choice test were very suitable to be used as learning test references at SMA 15 Muara Enim.