Level Of Reading Comprehension Skills Research Articles

Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.

Factors Affecting the Reading Comprehension Skills of Grade 3 Learners

This research determined the factors affecting the reading comprehension skills of Grade 3 learners at the identified public elementary schools in Talisay City Division Cebu for the school year 2022-2023. This employed a descriptive-correlational design to determine the factors that affect the reading comprehension difficulties of the Grade 3 learners. A total of 148 Grade 3 learners were the respondents that were selected using convenience sampling. Gathered data were statistically treated using frequency and percentage, weighted mean, and chi-square. Results have shown that reading comprehension is affected by interest and motivation, prior knowledge, and vocabulary knowledge. In addition, the level of reading comprehension skills of the respondents were instructional readers. Furthermore, results showed that there is no relationship between the identified factors and the reading comprehension skills of the respondents. It is concluded that the factors affecting the learners' reading comprehension skills are interest and motivation, prior knowledge, and vocabulary knowledge at the descriptive rating of affected. Hence, it is recommended that the enhanced reading comprehension enhancement plans be implemented.

The Level of Reading Comprehension Skills ‎Included in Readiness to Read Activities in ‎Science Textbooks of Middle Schools

The study aimed to investigate the level of reading ‎comprehension skills included in Readiness to Read activities in ‎science textbooks for middle school, 1442H edition, using a ‎descriptive approach based on content analysis design. An ‎assessment tool was prepared, including 14 skills distributed ‎among three levels of reading comprehension skills: direct, ‎inference, and critical comprehension. Validity and reliability ‎were established‏.‏‎ Results showed reading comprehension skills ‎were included in all 36 Readiness to Read activities (68.7%). ‎The direct level of reading comprehension skills has the highest ‎inclusion rate (83.9%), then the inference level (67.4%), and ‎finally the critical level (54.4%). Results indicated no statistical ‎difference in inclusion according to grade. Based on the results, ‎a recommendation was made to reconsider the mechanism of ‎including reading comprehension skills in Readiness to Read ‎activities through diversity in the design of activities. A ‎readability study of readiness-to-read activities in middle school ‎science textbooks was proposed.‎ ‎(Keywords: Reading Comprehension Skills, Direct ‎Comprehension Level, Inference Comprehension Level, Critical ‎Comprehension Level, Inclusion Level, Readiness to Read ‎Activities, Science Textbooks, Middle Schools)‎

Hubungan Keterampilan Membaca Pemahaman dan Keterampilan Menulis Teks Cerpen Siswa Kelas IX SMPN 2 Bukik Barisan Payakumbuh

This study has three objectives: (1) to describe the level of reading comprehension skills of class IX students of SMPN 2 Bukik Barisan Payakumbuh, (2) to describe the level of short story writing skills of class IX students of SMPN 2 Bukik Barisan Payakumbuh, and (3) to describe the relationship between reading skills understanding and skills in writing short stories for class IX students of SMPN 2 Bukik Barisan Payakumbuh. This type of research is quantitative research with descriptive methods. Based on data analysis, reading comprehension skills greatly influence the short story writing skills of class IX students of SMPN 2 Bukik Barisan.

Project REACH (Reading Empowerment Asserting Connection at Home): Input to an Enhanced Reading Comprehension Skills of Grade 9 Students in English

Reading comprehension is one of the most useful lifetime skills that go beyond the classroom setting. Students who have excellent reading comprehension can succeed inside and outside the school. Relative to this, the study aimed to find out the possible impact of Project REACH (Reading Empowerment Asserting Connection at Home) on the reading comprehension skills of Grade 9 students of Alaminos Integrated National High School, A.Y. 2021-2022. This study was descriptive correlational for it aimed to accurately and systematically describe a population, situation, or phenomenon and at the same time it investigated relationships between variables without the researcher controlling or manipulating any of them. It aspired to find out the significant difference between the mean pre-test and post-test scores of Grade 9 students in English and the significant relationship between the Project REACH and reading comprehension skills of Grade 9 students in English. Eighty percent (80%) or one hundred and sixty (160) of the two hundred (200) Grade 9 students of Alaminos Integrated National High School who have undergone the Project REACH pilot implementation since the school year 2020-2021 were the respondents and the study covered the Fourth Quarter period of the academic year 2021-2022. The researcher utilized a teacher-made pre-test and post-test based on the particular reading skills, as well as a researcher-made survey questionnaire to test the students’ perception of the Project REACH components. Statistical treatments used in the study were frequency count, percent distribution, mean, standard deviation, paired sample t-test, and Pearson Product-Moment Correlation Coefficient (Pearson r). The result showed that among all the reading skills, only Getting the Main Idea is associated with the Project Reach’s Assessment, r=.258, when tested at P<.01. However, when tested at P<.05, it was found that Drawing Conclusions has a very weak association with Project REACH’s Content, r=.164 while Noting Details is associated with Project REACH’s Procedure, r=.184., Thus, partially rejecting the null hypothesis. Since the study reveals that there is the partial relationship between the level of reading comprehension skills of Grade 9 students and the Project REACH components, the school may continue supporting and improving the implementation of Project REACH, as well as involving all the learners in this kind of reading program and to religiously follow its mantra, “no child will be left behind”. Keywords: reading, reading comprehension, reading skills, Project REACH, reading materials.

Video-blogs and linguistic simplification for students with intellectual disability.

BackgroundThe Internet provides individuals with intellectual disability with access to information and participation in a broader society, but it also presents risks when content is difficult to comprehend. This study aimed to test whether students with intellectual disability enhanced their comprehension of online blogs as a function of the format (text vs. video) and linguistic simplification.MethodYoung students with intellectual disability read or watched text and video‐blog posts about environment, health, society, and technology in their original version or a linguistically simplified/easy‐to‐read version. Then, they completed tests that assessed their reading processing (e.g., calibration) and comprehension of blog content.ResultsParticipants predicted that they would correctly answer 80% of the comprehension questions, but their average comprehension of the blog posts was 55%, regardless of the condition. Previous levels of students' reading comprehension skills predicted their blog comprehension scores and interacted with format and simplification. Those participants with higher reading comprehension skills learned more from non‐simplified than from simplified blog posts while those with lower levels of reading comprehension skills did not benefit from linguistic simplification nor video‐blog format although the difference with regard to higher comprehenders was lower in the video and simplified conditions.ConclusionsImproving reading comprehension abilities of students with intellectual disability is essential to prevent the digital divide while linguistic simplification is not a useful accommodation and even counterproductive for higher reading comprehenders.

Lesson Ideas of Narrative Reading Comprehension Using Storyboard Makers

Even though stories are interesting material to learn, reading them still becomes a difficult skill because students are burdened and bored with piles of words when reading texts. Multimodal text is a solution to this issue that has been widely researched. One example of multimodal texts is the storyboard, which refers to a medium like a comic combining a sequence of storyline pictures and texts such as dialogues and narration. This teaching medium is assumed to have many advantages in improving students’ reading comprehension because students are engaged with the storyboarding activities. Meanwhile, research about how to utilize comics or storyboards in teaching reading comprehension is less well observed. This research aims to investigate the extent of the advantageous lesson ideas in the storyboard makers and the levels of reading comprehension skills that can be taught using the storyboard makers. Since the data is explored and collected from the websites, the design of this study is exploratory research. This study revealed that the two storyboard makers provide a large number of innovative lesson ideas that have been advantageous in teaching narrative reading comprehension. This research also implied that storyboarding can be applied to many levels of reading comprehension skills, including lexical, literal, inferential, applied, critical, and effective comprehension, as well as possibly beneficial for extensive reading.

Teachers’ Reading Comprehension and Use of Reading Strategies Levels: A Study on the Secondary School Teachers

As highlighted by international assessments, the reading comprehension levels of Turkish students are far from the desired level. In this sense, the competencies of teachers who play a vital role in promoting students' reading comprehension skills are of high importance. The expectation that teachers who have a long educational life will have a high level of reading comprehension skills is the central starting point for this study. Identifying the level of reading comprehension of teachers is crucially important in terms of revealing competency levels of teachers. In this study, a descriptive screening model, one of the quantitative research methods, was employed to identify teachers’ levels of reading comprehension and use of reading strategies. The universe of the research consists of teachers working in secondary schools in Denizli province. Stratified sampling, which is based on probability sampling, was used for the selection of the sample. The sample included a total of 418 teachers. The research findings indicate that the teachers' reading comprehension and use of reading strategies levels differ by the branch variable, and Turkish teachers exhibit better reading comprehension than other teachers since it is their field of study. In addition to that, it is seen that there is a positive and significant relationship between the level of use of reading strategies and the level of reading comprehension. Therefore, it is thought that an effective instruction of reading strategies will enable teachers of other branches to yield better performance.

The Level of Reading Comprehension Skills of Students with Learning Disabilities in Jordan

The study aimed to measure the level of reading comprehension skills of students with learning difficulties in the Kasbah of As-Salt, and the study used the descriptive method on a sample of (54) male and female students chosen randomly. The reading comprehension scale was developed and prepared by Al-Mahalla and Al-Ramamneh (2019), and the results indicated that the level of reading comprehension was at an intermediate level and in all its three dimensions (literal, deductive, and creative). And the existence of statistically significant differences in the level of reading comprehension due to the variable of gender in favor of males, and there are also statistically significant differences in the level of overall reading comprehension due to the variable of the educational level of parents and in favor of holders of a bachelor's degree.
 
 Received: 23 September 2021 / Accepted: 1 December 2021 / Published: 3 January 2022

The Effect of Using Wikis on the Students’ Reading Comprehension in Learning English

The aim of this study was to evaluate the impact of the use of wikis on the ability to understand semantic meaning of English. At the beginning of the study, a reading comprehension proficiency test was administered for two groups of students in order to determine the level of reading comprehension skills. Then the pre-test were given to the students of both control and experimental groups. After the pre-test, students in both groups for 6 weeks and every week for two hours were trained for learning English reading comprehension proficiency skills. The difference is that students in the control group were trained in traditional way and the students in experimental group were trained by using wikis. At the end of four weeks, the post test was administered for students in both groups. Four standard tools were used for data collection in this study. At first reading comprehension proficiency test was given to two groups in order to determine the level of reading comprehension skills. The second tool was a test that was used as pre-test, post-test and delayed post-test. The third instrument was reading comprehension texts that were selected from different sites of Wiki (e.g., Wikipedia, Wiki Facebook, wiki, wiki Dick, Wiki News) in both form of offline and online will be available to students. The fourth instrument was Systematic Functional Grammar (SFG) scale for difficulty level of texts (Shokrpour, 2004). The descriptive statistics indicators such as frequency, mean and standard deviation of scores and in the inferential part in order to examining the hypothesis, one-way analysis of covariance (ANCOVA) was used. The results showed that the use of wikis increase the ability to understand the semantic meaning of words

Context Clues Knowledge and Reading Comprehension Skills of Grade 10 Students

One of the goals of education is to develop learners with strong reading and comprehension skills. Memorandum No. 173 s. 2019 of the Department of Education strongly encouraged all elementary and secondary public schools to intensify their advocacy for independence in reading in all grade levels and align the promotion of reading culture as the key in closing achievement gaps in producing productive citizens. It is a fact that many Filipino learners struggle to meet the standards in English communication and language. Given the literature gap, this study determined the level of context clues knowledge and level of reading comprehension skills of Grade 10 students in the three-class programs: Basic Education Curriculum (BEC), Science Technology (STE), and the Strengthened Technical Vocational Education Program (STVEP) of a public junior high school in the Division of Bacolod City. The study also determined the difference in the level of context clues knowledge and level of reading comprehension skills of the students when grouped according to class programs and explored the relationship between context clues knowledge and reading comprehension skills.

Experimental results of the impact of some types of exercises improving reading comprehension skills in teaching chemistry in English on high school students

The article briefly presents the situation of teaching chemistry in English in Vietnam and the world as a whole It also confirms the importance of reading comprehension skills in English and shows the experimental results of the impact of some exercise types to improve reading comprehension skills in teaching chemistry in English on secondary school students’ performance. According to the results of the group of experimental and control groups, the paper indicates the difference in the students’ levels of reading comprehension skills in English through some types of exercises suggested. The results show that after the experiment, the student’s reading comprehension skills when reading the chemical contents in English were improved, and especially there was a clear constructive advance in using them. Thereby we conclude that the types of exercises impacting the student’s performance are effective, and we also confirm their value.

Üçüncü Sınıf Öğrencilerinin Okuma Becerilerine Göre Problem Çözme Başarıları ve Çözüm Sürecinde Karşılaştıkları Güçlükler

In this study, it is aimed to determine the problem-solving success of primary school third grade students according to their reading skills and their difficulties in problem solving process. The data were obtained through the reading comprehension text consisting of a total of 12 questions for the reading skills of the participants and six open-ended questions for mathematics problem solving skills. In the study, a case study (a qualitative one) was used because it was aimed to determine the difficulties faced by the students in problem solving stages and to investigate the behaviors in problem solving process according to their level of reading comprehension skills. With this aim, the interviews were conducted with the participant students consists of six third grade students, who represent high-middle-low group depending on the level of reading comprehension, selected from a total of ninety-third grade students in the province of Kocaeli in 2018-2019 academic year. The obtained data were analyzed using descriptive statistics. According to the results of the study, it was understood that the students with low level of reading comprehension had problems in all stages of problem solving while the students with high level of reading comprehension were successful in all problem-solving stages. Besides, these students had problems in controlling the solution and problem formation stages in general according to the level of reading comprehension. Additionally, the results were discussed in the light of the literature and suggestions were made for the difficulties in problem solving depending on the level of reading comprehension.

The Examination of the 4th Graders’ Reading Comprehension Skills in Terms of the Sentiments Given in Reading Texts

<p>This study aims to investigate reading comprehension skills of the 4<sup>th</sup> graders in terms of the sentiments given in the reading text and to reveal that whether there is a meaningful difference for reading comprehension skills of different student groups or not.</p><p>The sampling of the study has been selected randomly and it has been limited in primary schools in Muğla, Turkey. The sampling has been covered totally 387 4<sup>th</sup> graders, 209 of them have been female and 178 of them have been male students. The data collection instruments in the study have been determined as a personal information form and an achievement test on reading comprehension skills in terms of sentiments given in the reading texts. The answers of the students for the achievement test have been analyzed via percentage, frequency and arithmetic mean.</p>According to the findings of the study; For the sentiments given in the reading texts, in line, the mostly understandable sentiments are happiness, fear and sadness. Additionally, there was a mean difference in terms of the level of reading comprehension skills. The students were mostly aware of texts containing happiness, and they understood sorrow in texts at least.

La importancia de la comprensión lectora: un análisis en alumnado de educación básica en Chile

El objetivo de este estudio es analizar el nivel de comprensión lectora en alumnos de un colegio subvencionado de la ciudad de Iquique, Chile. Se trabajó con alumnos de segundo, tercero y cuarto año de educación básica con un total de 79 escolares, de los cuales 43 son niñas y 36 son niños. Se evaluó con pruebas de comprensión lectora el nivel literal, inferencial y crítico; además, según los resultados se clasificaron a los alumnos en tres grupos; nivel insuficiente, nivel elemental y nivel adecuado de comprensión lectora. Los resultados muestran que disminuye el nivel de comprensión lectora a medida que aumenta el grado escolar. No se aprecian mayores diferencias por sexo, siendo levemente superior los logros de los niños, pero a su vez hay mayor dispersión en los resultados de los niños respecto de las niñas. La distribución según el nivel de comprensión lectora es semejante con alrededor de un 30% de estudiantes en cada uno de los grupos clasificados.

School Age Gender Gap in Reading Comprehension

Students’ reading comprehension was found to be one of the major concerns with all teachers worldwide. It is essential to optimize students’ performance in all courses. Yet, we claimed that gender, and reading attitudes and practices could influence reading comprehensibility. We utilized descriptive-correlational design of quantitative research. Descriptive design was used to obtain the attributes of students’ reading attitudes and practices. Moreover, we used a correlational design to determine the relationship or association between and among attributes and their level of reading comprehension skills. We found out that students have a positive attitude towards reading when reading materials are educational and entertainment. In terms of the significant relationship between reading attitudes and practices, results reveal that reading attitude does not always affect reading practices. In terms of the relationship between student’s reading attitudes and practices and their levels of reading comprehension skills, student’s reading attitudes and practices have no significant relationships to all levels except between their reading attitudes and their comprehension skills in the Inferential Level. Lastly, in terms of the significant difference between male and female students’ reading comprehension skills, there is a statistical difference in the Literal and Evaluative Levels between the male and female. Thus, reading comprehension skills vary in these two levels. On the other hand, they showed no statistical difference in the Inferential and Critical Levels between the male and female. Therefore, the Literal and Evaluative Levels of male and female to reading comprehension skills are due to their reading attitudes and practices individually.

El docente como mediador de la comprensión lectora en universitarios

Reading comprehension is an essential component in the cognitive process of university students. Nevertheless, given the widespread perception of the low level of reading comprehension skills among students, teachers should develop targeted strategies for improving and guiding the comprehension and interpretation of written texts. In this article, we provide a literature review of the key elements involved in reading and the skills that students should acquire at the university level. We then propose a set of actions teachers can take to help improve this skill set among their students.