Comprehension Learning Research Articles

Analytic relations versus syntagmatic and paradigmatic relations of vocabulary depth knowledge: Their correlation and prediction to academic reading comprehension of EFL learners

AbstractThe aims of the study were to examine the correlation and prediction of different dimensions of vocabulary depth knowledge to academic reading comprehension. Students were instructed to take part in four English-language proficiency tests voluntarily. The research was carried out, administering four instruments, word associates test, morphological knowledge test, and analytic relations test to measure the depth of vocabulary knowledge. In addition, a reading comprehension test that consisted of three reading passages by Longman Test of English as a Foreign Language was adopted and administered for the current study. The results highlighted that the analytic (part–whole) relations, which represented the depth of vocabulary knowledge had the highest correlation with academic reading comprehension in comparison with morphological knowledge and combined syntagmatic and paradigmatic relations, which represented word associates test. Of all the three independent variables, analytical relations made the most statistically significant unique contribution to the prediction of the outcome variable compared to word associates test and morphological knowledge. The present study suggests that the depth of vocabulary knowledge would have practical use for students and English teachers at tertiary level and further implications for lexical researchers.

Code Switching in ESL Teaching at University Level in Pakistan

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.

Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System

The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and validated to satisfy the needs of this study in measuring and practicing Reading Metacognitive Strategies. It also tried to explore any possible effects of Computerized RMSA System on reading comprehension of the participants. To this end, a sample of 25 university students majoring in English Translation and English Literature from a University in Iran were selected based on purposive and clustered sampling. The research data were selected using a number of instruments including the reading section of Test of English as a Foreign Language as pre/posttest, a researcher-made Reading Metacognitive Strategies questionnaire, think-aloud protocol and a Computerized RMSA System. The research findings show that the questionnaire, think-aloud and Computerized RMSA System results vary significantly. Moreover, Computerized RMSA System has a positive effect on reading comprehension of learners of English as a Foreign Language. Pedagogical implications of the findings are discussed.

Drama as inclusive literacy in high diversity schools

ABSTRACT Drama is becoming increasingly valued in the context of additional language learning. Representing knowledge in multiple modes has been shown to support diverse students. The use of drama can enhance meaning and comprehension for language learners as it enlists the voice and body as additional semiotic tools. Sociocultural theory provides a framework for understanding this dynamic, as does the work of Kress and Jewitt in multimodal communication. This article reports on a hermeneutic phenomenological study centring of three English as an additional language or dialect (EAL/D) students during weekly Year 1 literacy classes where drama was used. The setting was a high diversity primary school in Western Sydney. In keeping with the research method, participants’ lived experiences were sought, and narrative interpretations were used to represent the collected data. The findings indicated that drama provided both multimodal comprehension support and increased sociocognitive motivation for the participants during these sessions.

The Effects of Professional Background Knowledge and Text Simplification on the Reading Comprehension of Adult Learners of English

The Effects of Professional Background Knowledge and Text Simplification on the Reading Comprehension of Adult Learners of English

A Conceptual Framework: The Integration of SQ3R in Flipped Classroom Model for Chinese Reading Comprehension

Reading comprehension is one of the important elements in reading skills. Through reading comprehension, students will be able to know the meaning and gain the main information from the reading materials. An effective reading strategy will be a better way to help students understand more about reading. Meanwhile, internet technology is widely used in the education field to promote learning that occurs in the flipped model. This study presents a practical teaching strategy to integrate the SQ3R reading strategy with the help of technology under a new teaching model. Literature reviews on reading comprehension, SQ3R strategy and flipped classroom model are also presented in this paper. This study will employ quantitative approach using surveys technique. Total of 118 year four students from three different primary school in Klang district will be involved in this survey research. A questionnaire and structured interview will be carried out to examine the students’ perception toward the integration of SQ3R in Flipped Classroom Model for Chinese reading comprehension. The primary aim of this study is to promote the Chinese reading comprehension learning process using SQ3R strategy in the flipped classroom teaching model. Through the proposed framework in this study, the SQ3R strategy in the flipped classroom model can be applied in the pedagogical practice. Therefore, this study should be valuable to researchers to present future studies and teachers who wish to improve their teaching methods.

Investigating the Effect of Using Educational Podcasts on Listening Comprehension of Language Learners

The aim of this study was to investigate the effect of using educational podcasts on listening comprehension of male language learners in Tehran. The statistical population of the present study consisted of all male language learners of Tehran language colleges who were studying in the academic year 2020-2019. The present study sample consisted of two target languages that were selected purposefully. There were 60 samples, of which 30 were in the control group and 30 in the experimental group. The type of research was quantitative and quasi-experimental with pre-test-post-test design with control group. To understand the required data, a researcher-made audit comprehension test was used. It was used to analyze the obtained data using SPSS software. The results showed that the use of educational podcasts is significantly more effective in increasing the listening comprehension skills of language learners of language schools F = 165/001 than the usual method. Based on the results, it is recommended to use educational podcasts in teaching audio-visual comprehension of learners, which is one of the main problems in language teaching.

The Effectiveness of Multimedia Learning in Enhancing Reading Comprehension Among Indigenous Pupils

The development of education is growing, and the technology-infused lesson is a powerful tool to attract pupils' attention, especially in reading. This approach can be seen as an adaptive movement to equip the learning process and the fourth industrial revolution. Nowadays, the demand of the technology-infused lesson is increasing as it is proven to help pupils learn the language better. Hence, this study explores multimedia learning as an approach to teaching reading comprehension. Besides, this study aims to answer two questions, which are the effectiveness of multimedia learning in helping indigenous pupils learn comprehension and which elements of media are effective in enhancing reading comprehension among indigenous pupils in Malaysia. Two instruments used to collect the data from 20 indigenous pupils in one primary school located in Kluang, Malaysia, and an action research design was used to achieve the purpose. The respondents were chosen through the judgment sampling technique. SPSS was used to analyse the data collected from the test, and thematic analysis was employed to analyse the semi-structured interview. The result shows that the implementation of multimedia learning in teaching reading comprehension is useful as the combination of multiple elements of media scaffolded the process of understanding. On the other hand, audio is the least effective in helping pupils comprehend the information.

The Development of AKK Learning Model (Active, Creative, Communicative) through Cartoon Media for Reading Comprehension of Mandarin Language Learning For the Tenth Graders

This study aimed to examine the development of Mandarin learning models using AKK (Active, Creative, Communicative) based on cartoon media for reading comprehension learning, which contains (1) the process of developing the AKK learning model (Active, Creative, Communicative) through cartoon media, ( 2) the quality of the AKK learning model (Active, Creative, Communicative) through cartoon media, (3) the effectiveness of the AKK learning model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin text for tenth graders. This developmental research uses the Research and Development (R&D) model proposed by Borg and Gall. Based on the use of this R&D model, the data collection of this study used questionnaire, interview, and documentation. The results of this study are the AKK learning model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin language gets some results (1) the process of developing the AKK learning model (Active, Creative, Communicative) through cartoon media runs smoothly and appropriately, (2) the quality of the AKK learning model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin language is very suitable as seen from the results of the RPP validator, material, instruments, and media validation, (3) the effectiveness of the AKK learning model (Active, Creative , Communicative) through cartoon media for reading comprehension learning to master Mandarin language, obtained results for products of 5.77 with a significance level of 5% and for the results of observations made continue to increase from 85%, 82.5%, 95%, and 97.5% based on Likerrt scale is very strong. The AKK Learning Model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin language is very appropriate to be used in the learning process and there is an increase in the learning outcomes of students in class X IPS 1 of SMA Khadijah Surabaya.

Developing EFL Learners’ Reading Comprehension Through Computerized Dynamic Assessment

This study, besides focusing on the applicability of computer-mediated Dynamic Assessment (DA), attempts to investigate the impacts of mediation provision in three different, albeit related, manners, that is, through computer, human, and mixture of both human and computer, on reading comprehension of L2 learners. In this mixed-methods study, a total of 20 students were purposively assigned to three groups. To collect the data, DIALANG as a placement test, two researcher-made software programs, and the researcher as a rater were used. For the qualitative part, the transcripts provided a rich analysis of the dialogic interactions between the mediator and the learners. As for the quantitative part, using analysis of covariance (ANCOVA), the posttest results were indicative of less mediation use and more non-mediated scores which were obtained through Non-Dynamic Assessment (NDA). Moreover, comparing the results of the human-only type (HO group) and computer-only type (CO group) revealed no statistical difference (p > .05), which is indicative of the fact that both types of mediations had a similar influence on the learners’ reading comprehension. The results also indicated the effectiveness of the type of mediation which is offered through computers while a human mediator is present as well.

Development of academic language comprehension of German monolinguals and dual language learners

Acquiring academic language proficiency is considered especially challenging for dual language learners (DLLs), yet research on potential differences in the development of academic language skills of DLLs and their monolingual peers is scarce. Based on a repeated-measures design with two starting cohorts, the present study examines the development of academic language comprehension of German monolinguals and DLLs from Grade 2 to 3 and from Grade 3 to 4 (initial N = 560; Mage = 8.87 years, SDage = .73). When controlling for students’ gender, socioeconomic and educational family background as well as general language skills, German monolinguals showed larger learning gains in academic language comprehension than DLLs from Grade 2 to 3, but not from Grade 3 to 4.

Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models?

Previous studies offer mixed evidence regarding whether a unified model of reading comprehension predictors applies to Dual Language Learners (DLLs) and English Speakers (ESs), or whether distinctive models across language groups are empirically supported. The present study adds another dimension to this body of work by examining multiple reading engagement and motivation predictors alongside cognitive predictors of reading comprehension. The participants???188 DLLs and 166 ESs in the fourth and fifth grades???completed measures of word identification, linguistic comprehension, cognitive strategy use, internal motivation, and extrinsic motivation, and their teachers rated their reading engagement. Language status did not moderate the relations of any predictors with either concurrent reading comprehension performance or growth of reading comprehension across the school year, supporting a unified model of reading comprehension for DLLs and ESs. Word identification and linguistic comprehension showed the strongest relations with concurrent reading comprehension and growth. While the role of reading engagement was less prominent, it was demonstrated to be a plausible partial mediator of the relation of word identification with concurrent reading comprehension.

THE USE OF BOOK STORY IN TEACHING READING COMPREHENSION

In general, students' difficulties in understanding of reading is in expressing the meaning and purpose of the reading. The researcher found these problem while conducting research at one of the Islamic Schools in class VIII at SMP PLUS YPP DARUSSURUR CIMAHI. This study aims to improve the reading ability of students through English-language storybook media. This research used Classroom Action Research design which includes planning, action, observation, reflection or evaluation activities. The study was conducted SMP PLUS YPP DARUSSURUR CIMAHI. The sample of the research is class VIII C that contain of 26 students. The results showed that before treatment was given using the English-language storybook media, after reading comprehension learning using English-language book story at the first cycle the average value of reading comprehension skills of students increased still in the medium category In cycle 1, the researcher discover that 70% or 18 out of 26 students got the score under KKM, and learning was done on the second cycle was found that 86.20% of the students or 25 out of 26 students got the score more than or equal to 70 related to the Minimum Mastery Criteria of reading comprehension ability of students experienced an increase in average value with a very high category. Keywords: Reading, Media Story Books, CAR

Peningkatan keterampilan membaca pemahaman menggunakan model pembelajaran scramble wacana pada siswa kelas IV

<p class="Abstract"><em>The purpose of this research is to improve reading comprehension skills through scramble learning models for grade IV students of primary schools. in this study the subjects studied were grade IV students of SD Negeri Mangkubumen Kulon No. 83 Surakarta in the 2019/2020 school year with a total of 16 students. In this research, researchers used several techniques in data collection, namely the activity of tests, interviews and observation. Data analysis of content validity and data triangulation. The analysis data techniques used are interactive analysis model of Miles-Huberman techniques. From the research on the application of the scramble learning model during the two cycle research, the following results were obtained, in the first cycle the classical completeness was 37.50%, then in the second cycle it was 100%. based on these results it can be concluded that the students' reading comprehension skills have increased from the pre-action stage, first cycle and second cycle. As for the contribution this study, teachers can use the scramble learning model in reading comprehension learning activities.</em></p>

Direct and indirect effects of executive functions, reading engagement, and higher order strategic processes in the reading comprehension of Dual Language Learners and English Monolinguals

Given concerns about the reading achievement of Dual Language Learners (DLLs) in comparison to English Monolinguals (EMs), this study examined individual difference variables contributing to English reading comprehension growth in Spanish-speaking DLLs and their EM counterparts in Grades 1–4. The participants, who included 578 DLLs and 412 EMs, were primarily from low-income backgrounds. They were assessed in the fall and spring of one school year on decoding, vocabulary, and oral language comprehension (established predictors of reading comprehension for DLLs and EMs); higher order strategic processes, executive functions, and reading engagement (understudied predictors for DLLs); and reading comprehension. Among the key findings were that each of the three understudied predictors was associated with reading comprehension growth over the school year, over and above the contributions of the established predictors, in both language groups. Additionally, higher order strategic processes partially mediated the relations of executive functioning in the fall with reading comprehension in the spring for both DLLs and EMs. Theoretical and practical implications of the findings for understanding and strengthening the reading achievement of all students are considered.

Peningkatan keterampilan membaca pemahaman melalui strategi pembelajan know want learn (KWL) pada peserta didik kelas IV sekolah dasar

<p class="Abstract"><em>This research aims to improve reading comprehension skills with Know Want Learn learning strategies. The subjects of this research were 31 students in class IV Karangasem II Elementary School Surakarta in the academic year 2019/2020. This study uses data collection techniques such as observation, interviews, documentation and reading skills tests that are tested with content validity, triangulation of data sources and triangulation of techniques. The results that has been obtained will be processed by data analysis techniques from Miles and Huberman. From the results before the implementation of the Know Want Learn strategy, classical completeness was only 12.9% (only 4 students), then after the implementation of the Know Want Learn strategy the results of reading comprehension skills increased by 48.39% (15 students) in the first cycle and 82.2% (26 students) in the second cycle. So, the Know Want Learn strategy can improve reading comprehension skills in grade IV students of SD Negeri Karangasem II in the 2019/2020 school year.</em> <em>The teacher can apply this know want learn strategy to reading comprehension learning in elementary schools, especially fourth grade.</em></p>

Looking at the Impact of the Flipped Classroom Model on Reading Comprehension of Iranian EFL Learners

The flipped classroom instruction has been the focus of many researchers. It needs a lot of preparation and technological tools and many have tried it in different ways to teach different subjects with different grades. This study utilized to investigate the effect of flipped classroom on reading comprehension of Iranian EFL learners with different proficiency level (elementary and intermediate). So, 120 participants were selected based on their performance on Oxford Placement Test, then 60 participants for intermediate and 60 for elementary level were selected and a Nelson and PET reading test were submitted for their homogeneity. The Oxford Placement Test (OPT) was administered to 200 students in order to select 120 subjects to participate in the main study. In this experimental research, the effect of flipped classroom on reading comprehension is measured therefore, flipped classroom is the independent variable and reading comprehension is the dependent variable. The result of the posttest showed a statistically significant point of preference for the experimental group over the control group in reading comprehension for both of elementary and intermediate levels. The findings showed that the students who received instruction through flipped classrooms had better performance compared to those who were trained through traditional classrooms.

Aplicaciones de la neurofisiología cognitiva y la estimulación cerebral no invasiva al estudio del lenguaje

espanolLos potenciales relacionados con eventos(ERP) son un metodo de evaluacion y de mapeo cerebral que permite entender la dinamica temporal del procesamiento de la informacion, dotando a la neurociencia de una herramienta de gran valor para escudrinar el procesamiento del lenguaje en ninos y adultos, asi como en trastornos cerebrales. Su uso esta permitiendo comprender con precision aquellos marcadores cerebrales involucrados en aspectos tan importantes como la adquisicion del lenguaje o la integracion y los desajustes semanticos y sintacticos. Por otra parte, el empleo de tecnicas de estimulacion cerebral no invasivas esta suponiendo una autentica revolucion en el estudio del lenguaje; es una potente herramienta para la evaluacion de aquellas redes cerebrales que lo facilitan o lo inhiben y per-mite mejorar o corregir sustancialmente el aprendizaje y el rendimiento en pruebas de lectura y comprension o recuerdo, tanto en poblacion sana como en tratamientos rehabilitadores en poblacion clinica EnglishEvent-Related Potentials (ERP) is a method of brain assessment and mapping that allows understanding the temporal dynamics of information processing, providing neuroscience with a valuable tool for studying language processing in children and adults, as well as brain disorders associated to language disorders. It improves the understanding of those brain markers involved in aspects as language acquisition or how the semantic and syntactic level cooperate. On the other hand, the use of non-invasive brain stimulation techniques is representing a revolution in the study of language: it is a powerful tool for the evaluation of brain networks and it allows us to improve or correct learning and performance in reading and comprehension or memory tests, both in healthy and clinical populations francaisLes potentiels lies aux evenements (ERP) sont une methode d'evaluation et de cartographie du cerveau qui nous permet de comprendre la dynamique temporelle du traitement de l'information, fournissant aux neurosciences un outil precieux pour examiner le traitement du langage chez les enfants et les adultes, ainsi que dans les troubles cerebraux ou il y a un certain trouble du langage. Son utilisation nous permet de comprendre avec precision les marqueurs cerebraux impliques dans des aspects aussi importants que l'acquisition ou l'integration du langage et les inadequations semantiques et syntaxiques. D'autre part, l'utilisation des techniques de stimulation cerebrale non invasives represente une veritable revolution dans l'etude du langage, non seulement parce que nous disposons d'un outil puissant pour l'evaluation des reseaux cerebraux qui le facilitent ou l'inhibent, mais aussi parce qu'elle nous permet d'ameliorer ou de corriger de maniere substantielle l'apprentissage et les performances dans les tests de lecture et de comprehension ou de memoire, tant dans les populations saines que dans les traitements de readaptation dans les populations cliniques

The Effectiveness of Multimedia Learning in Enhancing Reading Comprehension Among Indigenous Pupils

The development of education is growing, and the technology-infused lesson is a powerful tool to attract pupils' attention, especially in reading. This approach can be seen as an adaptive movement to equip the learning process and the fourth industrial revolution. Nowadays, the demand of the technology-infused lesson is increasing as it is proven to help pupils learn the language better. Hence, this study explores multimedia learning as an approach to teaching reading comprehension. Besides, this study aims to answer two questions, which are the effectiveness of multimedia learning in helping indigenous pupils learn comprehension and which elements of media are effective in enhancing reading comprehension among indigenous pupils in Malaysia. Two instruments used to collect the data from 20 indigenous pupils in one primary school located in Kluang, Malaysia, and an action research design was used to achieve the purpose. The respondents were chosen through the judgment sampling technique. SPSS was used to analyse the data collected from the test, and thematic analysis was employed to analyse the semi-structured interview. The result shows that the implementation of multimedia learning in teaching reading comprehension is useful as the combination of multiple elements of media scaffolded the process of understanding. On the other hand, audio is the least effective in helping pupils comprehend the information.

An Aspect of Phonological Perception on Listening Comprehension for Japanese Learners

An Aspect of Phonological Perception on Listening Comprehension for Japanese Learners