Poor Comprehension Research Articles

The Use of Question Cube as a Learning Media in English Skills Teaching: A Literature Review

Reading is an important skill in learning English but sometimes students have some problems with the reading process because of their limited vocabulary knowledge, poor comprehension, and difficulty to recall information after reading. The teachers need to help the students to resolve these problems by creating learning media in teaching reading. Based on previous research, some researchers used story cubes and dice games as learning media by using the cube in pictures and cube in the shape of dice to improve various skills such as grammar, vocabulary, and writing skills, but there are no researchers discussed Question Cube by using questions in the cube as a learning media in teaching reading comprehension. Therefore, in this research, the researcher offered an alternative media which is a question cube media to teach students. The purpose of this research is to find out whether or not Question Cube is an effective medium to increase students' reading comprehension. In this research, the researcher used a literature review research method by collecting 30 articles taken from Google Scholar and ResearchGate. These articles were then sorted and analyzed to obtain data. From 30 articles that researchers have read, it showed that Question Cube media can bear positive change and improvement toward students' reading comprehension. In addition, it also played a considerable role in teaching vocabulary, boosting writing skills, and improving the learners’ grammar as well as other several benefits in EFL instructional process

A catalogue of game-specific anti-patterns based on GitHub and Game Development Stack Exchange

With the ever-increasing use of games, game developers are expected to write efficient code and support several aspects such as security, maintainability, and performance. However, the need for frequent updates in game development may lead to quick-fix solutions and bad coding practices. Though unintentional, these bad practices may lead to poor program comprehension and can cause several issues during software maintenance. The quick-fix solutions might lead to technical debts due to the presence of anti-patterns and code smells, which may affect the functional and non-functional requirements of the game. To avoid such instances, game developers may need some guidelines to refer to during the game development process. Thus, to aid developers and researchers, in our previous work, we had presented an initial catalogue of anti-patterns in the domain of game development. To broaden the scope of the catalogue and diversify the instances of anti-patterns, we analyzed additional data from a Q&A platform. We present 15 game-specific anti-patterns based on thematic analysis of 189 issues, 892 commits, 104 pull requests from 100 open-source GitHub game repositories, and 971 questions from Game Development Stack Exchange. We see the catalogue as an effort towards improving the development and quality of the games. The catalogue containing a detailed description of every anti-pattern with the context, problem, solution, example(s), and their occurrences on GitHub and Game Development Stack Exchange is available at https://rishalab.github.io/Catalog-of-Game-Antipatterns/.

A SYNTACTICAL ANALYSIS OF HEADLINE EDUCATION TOPIC NEWS ON THE CNA WEBSITE

Syntax aims to the rules and procedures that are used in certain languages to put together sentences. Learning syntax is essential because it enables us to illustrate the structures of sentences more clearly and efficiently and to look into the structure of English sentences. In reality, many readers and writers have poor comprehension of sentence structure, particularly the structure of sentences written in English. This problem is also encountered by students of English education who are enrolled in classes that cover information related to syntax, as well as by other readers who are not familiar with the role of syntax in sentence structure or how to draw tree diagrams by Noam Chomsky's theory. This study intends to answer the following questions: (1) What various types of sentences on education headline news from the CNA website from January 1–31, 2023 to February 27-2023? (2) How are the sentences in education headline news from the CNA website from January 1–31, 2023 to February 27-2023 generated in tree diagrams? The method of qualitative research known as "descriptive research" was utilized for this study. As a result of this research, The types of sentences that are utilized include simple sentences, compound sentences, and complex sentences.

The impact of rereading on older adults’ comprehension and metacomprehension of negative text

ABSTRACT Negated text is a difficult text construction that readers encounter in various forms throughout their lives. Despite a wealth of research on its impact, including potential strategies to improve comprehension, readers maintain poor comprehension when encountering this text construction. Given its large potential impact on reading texts like medical paperwork or insurance documents, it is important to understand not only what makes the construction difficult but also what can help a reader better process the information communicated in this way. The present research explored the impact of rereading on older adults’ comprehension and metacomprehension of negated text. Results demonstrated that while rereading was beneficial for older adults’ comprehension overall, this benefit was not specific to negated text. Moreover, metacomprehension data demonstrated that both young and older readers are aware of the difficulty they have in understanding negated text, but corresponding comprehension remains low. Results suggest that an additional reading of a passage containing negated text helped to mitigate the comprehension deficits associated with text that has been negated. This demonstrates that the comprehension accuracy can be improved for negated text under these circumstances. Future research should explore what specific factors associated with re-reading helps to improve comprehension accuracy.

Heterogeneity in children's reading comprehension difficulties: A latent class approach.

Poor comprehenders are traditionally identified as having below-average reading comprehension, average-range word reading, and a discrepancy between the two. While oral language tends to be low in poor comprehenders, reading is a complex trait and heterogeneity may go undetected by group-level comparisons. We took a preregistered data-driven approach to identify poor comprehenders and examine whether multiple distinct cognitive profiles underlie their difficulties. Latent mixture modelling identified reading profiles in 6846 children from the Avon Longitudinal Study of Parents and Children, based on reading and listening comprehension assessments at 8-9years. A second mixture model examined variation in the cognitive profiles of weak comprehenders, using measures of reading, language, working memory, nonverbal ability, and inattention. A poor comprehender profile was not identified by the preregistered model. However, by additionally controlling for overall ability, a 6-class model emerged that incorporated a profile with relatively weak comprehension (N=947, 13.83%). Most of these children had weak reading comprehension in the context of good passage reading, accompanied by weaknesses in vocabulary and nonverbal ability. A small subgroup showed more severe comprehension difficulties in the context of additional cognitive impairments. Isolated impairments in specific components of reading are rare, yet a data-driven approach can be used to identify children with relatively weak comprehension. Vocabulary and nonverbal ability were most consistently weak within this group, with broader cognitive difficulties also apparent for a subset of children. These findings suggest that poor comprehension is best characterised along a continuum, and considered in light of multiple risks that influence severity.

A case of early‐onset familial Alzheimer’s disease caused by PSEN1 gene Y115C mutation in a Chinese pedigree

AbstractBackgroundAlzheimer’s disease is the most common cause of dementia, with approximately 0.9% associated with known genetic mutations. Presenilin 1(PSEN1) gene is one of the most common genes associated with early‐onset familial Alzheimer’s disease (EOFAD). We reported a case of EOFAD with Y115C mutation of PSEN1 gene which was the first report in China.MethodAn early‐onset Alzheimer’s patient from Beijing Tiantan Hospital, Capital Medical University and her family were enrolled as the research object. The clinical and imaging data of the proband were collected. The genomic DNA from peripheral venous blood of the proband was screened.ResultThere were 6 members with memory and working competence loss in this pedigree. The proband, whose age of onset was 42 years old, was manifested as memory loss for more than 1year. She became apathetic, lazy in housework but without abnormal mood and behavior. She was healthy in the past, denied smoking and drinking history. Her grandmother, mother, aunt, uncle and brother all showed memory loss. Her brother is now unable to complete the driver’s work. The physical examination showed poor memory, calculation, orientation, executive functions, slow reaction and poor comprehension. The MMSE score was 11, MoCA‐Beijing score was 5, ADL‐20 score was 28, HAMD score was 2, HAMA score was 1 and PSQI score was 5. Head MRI of the proband showed whole cerebral cortical atrophy and bilateral hippocampal atrophy, obviously on the left side. The arterial spin labeling finding showed significantly reduced blood perfusion in the left cortex and hippocampus. A c.344A > G (p. Tyr115Cys) pathogenic mutation in the exon 5 of PSEN1 gene was found, proving the diagnosis.ConclusionWe reported this EOFAD case caused by Y115C mutation of PSEN1 gene in a Chinese family to enrich the genetic and clinical phenotypic characteristics in China. Gene detection plays an important role in the diagnosis of the early‐onset Alzheimer’s disease.

The Intervention of Picture Books on Children with Specific Language Impairment: Progress, Challenges, and Prospects

Compared with ordinary children, children with specific language impairment (SLI) have delayed language development, poor reading comprehension, and greater difficulties in learning. As a widely used teaching intervention method, picture books can promote the development of reading comprehension, oral narrative, emotion, and social communication in the study of language intervention for children with special language impairment. However, the specific mechanism of picture books for children with SLI is still unclear. Therefore, this article sorts out and reviews the language barrier symptoms of specific language impairment, the form of picture book intervention, and the potential mechanism of picture book intervention, and puts forward the current role of picture books in SLI. The challenges faced in the intervention, and a positive outlook on the teaching intervention of picture books in SLI, this research will provide reference and help for the study of picture book intervention in related professional fields and has important guiding significance and reference value for the language correction of SLI children in various countries.

Safety sign comprehension of fiberboard industry employees

Safety signs are very important communication tools for accident prevention, fire safety, health hazard information, and emergency evacuation. They are helpful when properly designed and understood by employees. The purpose of the present study was to investigate fiberboard industry employees' understanding of safety signs. 139 participants were asked to indicate the meaning of a series of 22 commonly used safety signs. The mean comprehension score for 22 signs was 66.6% (min. 22.5% and max. 98.6%). The mean score for warning signs was the lowest, prohibition signs was the highest. Poor comprehension score (less than 40%) was noted for the toxic material, automated external heart defibrillator, overhead obstacle, and disconnect mains plug from electrical outlet signs. These low comprehension scores indicate that some symbols may not effectively convey the message to the audience. Safety practitioners and trainers should pay more attention to teach the actual meaning of those signs.

Leading Technological Change – Case Study of Emirates Airlines

Purpose: Emirates Airlines is one of the leading airlines with over 100 international destinations. The airline sector is continually evolving, bringing both difficulties and possibilities. Emirates Airlines has reacted to these changes by effecting an organizational change plan. Implementing a Resource Management System (RMS) in the line maintenance department is the primary subject of this study since it was the main change in the Emirates. Based on specified criteria and flight updates, the RMS software program produces jobs for technicians and engineers. Therefore the study aims to evaluate how the organization handles the change process after introducing new technological applications in the emirates airlines.
 Methodology: This study employs various qualitative research techniques, including interviews.
 Findings: The study reveals that critical leadership traits for implementing change include self-awareness, self-regulation, empathy, self-motivation, and social skills. Embracing change enables organizations to enhance their services and provide a distinct competitive edge compared to resistance, which can render the firm irrelevant. Resistance to change mainly occurs due to inadequate information, poor comprehension, and varying visions (Elgohary & Abdelazyz, 2020).
 Unique Contribution to Theory, Practice and Policy: The study was anchored on change model. The study recommends that the RMS should benefits the department by improving labor utilization, lowering maintenance costs, and raising customer satisfaction.

Raising Clinical Suspicion for Mitochondrial Encephalopathy, Lactic Acidosis, and Stroke-like Episodes (MELAS): Recurrent Seizures, Stroke-like Episodes, and Cortical Atrophy in Young Patients (P3-1.007)

<h3>Objective:</h3> Phenotypic variability and lack of familiarity with criteria can make diagnosis of MELAS challenging. Clinicians should be cognizant and consider early MR spectroscopy with genetic screening. <h3>Background:</h3> MELAS is a rare, progressive mitochondrial disorder that can be missed if clinical suspicion is low. <h3>Design/Methods:</h3> A thorough chart review was conducted. <h3>Results:</h3> <h3>Case 1:</h3> A 33-year-old female presented with recurrent right-sided visual scotomas. MRI showed focal DWI changes to the occipital lobe. Continuous video-EEG showed subclinical occipital lobe seizures. The patient had a recurrent episode of right-sided vision changes, speech difficulty and poor comprehension. MRI showed cortical atrophy and DWI abnormalities without ADC mismatch in the left occipital and left posterior temporal lobes. Stroke and infectious workup was unrevealing. Another episode of numbness, hearing loss, and word-finding difficulty prompted MR spectroscopy, screening lactate level, and genetic analysis. The diagnosis of MELAS was established based on the patient’s recurrent seizures, cortical visual loss, acute lesions on MRI, high plasma lactate, and a confirmed, possibly pathogenic mutation in MT-TL1. She suffered from neurological deterioration and passed away 6 months later. <h3>Case 2:</h3> Patient is a 26-year-old male with a long history of migraines with visual disturbances. MRI showed edema in the left occipital lobe. Subsequently, he presented with an intractable headache associated with left-sided peripheral vision loss and left leg weakness. MRI was notable for hyperintense flair signal in the right occipital lobe and marked atrophy. EEG showed frequent seizures and workup for stroke and encephalitis was unrevealing. Lactate levels were elevated and genetic screening was notable for MT-TL1 mutation. <h3>Conclusions:</h3> Patients younger than 40 with stroke-like symptoms, brain atrophy disproportionate to age, and negative infectious and vascular workup should be evaluated for MELAS. MR Spectroscopy, lactate levels, and genetic testing are important non-invasive screening measures. <b>Disclosure:</b> Mr. Tallavajhala has nothing to disclose. Dr. Bochenek has stock in JNJ, Abbott, Moderna, Pfizer. Ms. Dwivedi has nothing to disclose. Ms. Caffio-Learner has nothing to disclose. Miss Suliman has nothing to disclose. Dr. Bashir has nothing to disclose. Dr. Kurukumbi has nothing to disclose.

Utilizing Eye Tracking to Assess Medical Student Non-Technical Performance During Scenario-Based Simulation: Results of a Pilot Study.

Non-technical skills (NTS) are essential for safe surgical patient management. However, assessing NTS involves observer-based ratings, which can introduce bias. Eye tracking (ET) has been proposed as an effective method to capture NTS. The purpose of the current study was to determine if ET metrics are associated with NTS performance. Participants wore a mobile ET system and participated in two patient care simulations, where they managed a deteriorating patient. The scenarios featured several challenges to leadership, which were evaluated using a 4-point Likert scale. NTS were evaluated by trained raters using the Non-Technical Skills for Surgeons (NOTSS) scale. ET metrics included percentage of fixations and visits on areas of interest. Ten medical students participated. Average visit duration on the patient was negatively correlated with participants' communication and leadership. Average visit duration on the patient's intravenous access was negatively correlated with participants' decision making and situation awareness. Our preliminary data suggests that visual attention on the patient was negatively associated with NTS and may indicate poor comprehension of the patient's status due to heightened cognitive load. In future work, researchers and educators should consider using ET to objectively evaluate and provide feedback on their NTS.

Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders' discourse comprehension of first graders with ADHD.

Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning identification remains unclear. This study aimed to examine the impacts of CF on central word (CW) identification amongst primary school students with ADHD and reading comprehension difficulties (i.e. scores in the ≤ 25th percentile of discourse comprehension but with adequate decoding skills and average decoding performance score within one standard deviation). In addition, the association of CF with CW identification performance, when the CW was located in either the first or second half of sentences, was tested with and without the interference of playing music. This study recruited 104 low-CF and 103 high-CF first grade students with ADHD and reading difficulties. Participants received measures of nonverbal intelligence, working memory, Chinese receptive vocabulary, Chinese word reading, CF and a music preference questionnaire. Additionally, participants completed the entire CW identification experiment (about 7min) individually in a silent classroom located within the school campus. After controlling nonverbal intelligence, working memory, music preference, Chinese receptive vocabulary and Chinese word reading, the results showed that high-CF students had similar poetry discourse comprehension performance with low-CF students when the CWs were at the second half of a sentence. Moreover, high-CF students showed significantly better performance than low-CF students when the CWs were at the first half of the poetry sentences in both conditions with and without music, especially if the poetry sentence structure was more complicated than the typical 'subject-verb-object' sequence. All students with ADHD performed significantly worse in poetry discourse comprehension with music interference than without it. The results highlight the importance of CF in poetry discourse comprehension tasks, particularly when a poetry sentence uses a non-typical structure format. The possible effects of CF on poetry discourse comprehension are also discussed.

Determining the neurocognitive profile of children with tuberous sclerosis complex within the Western Cape region of South Africa.

Tuberous sclerosis complex (TSC) is a multisystem genetic disorder associated with a wide spectrum of cognitive impairments that can often result in impaired academic, social and adaptive functioning. However, studies investigating TSC have found it difficult to determine whether TSC is associated with a distinct cognitive phenotype and more specifically which aspects of functioning are impaired. Furthermore, children with TSC living in low-income and middle-income countries, like South Africa, experience additional burdens due to low socio-economic status, high mortality rates and poor access to health care and education. Hence, the clinical population of South Africa may vary considerably from those populations from high-income countries discussed in the literature. A comprehensive neuropsychological battery composed of internationally recognised measures examining attention, working memory, language comprehension, learning and memory, areas of executive function and general intellectual functioning was administered to 17 children clinically diagnosed with TSC. The exploration of descriptive data indicated generalised cognitive difficulties in most cognitive domains, aside from memory. With only two participants performing in the average to above-average ranges, the rest of the sample showed poor verbal comprehension, perceptual reasoning, working memory, processing speed, disinhibition, and problems with spatial planning, problem solving, frustration tolerance, set shifting and maintaining a set of rules. Furthermore, correlational findings indicated several associations between socio-demographic and cognitive variables. Importantly, this is the first study to comprehensively examine multiple domains of neurocognitive functioning in a low-resource setting sample of children with TSC. Current study findings showed that children with TSC have generalised impairments across several cognitive domains, rather than domain-specific impairments. Therefore, although examining individual aspects of cognition, such as those found in previous literature, is important, this approach is limiting. With a comprehensive assessment, including understanding the associations between domains, appropriate and directed support can be provided to ensure all aspects of development are addressed and considered.

Efficacy of Video-based Education in Improving Understanding of Pediatric Fertility Preservation.

Eighty percent of children diagnosed with cancer in childhood survive into adulthood. Fertility preservation (FP) is an important consideration, and procedures are available to reduce the risk of infertility following gonadotoxic therapies. Discussing FP options eases decision-making and minimizes regret; however, poor comprehension of these topics remains a challenge. This study evaluates if video-based educational tools increase understanding of FP options among pediatric patients and families. Videos were first tested among participants not at risk of infertility to ensure objective utility and optimize quality. In part 1, parents of pediatric surgical patients were randomized to view 2 publicly available educational videos on FP in differing orders. Each group completed pre-surveys and post-surveys assessing the comprehension and perception of video quality. In part 2, the parent and patient participants completed a comprehension assessment before and after viewing our institution-specific educational video, designed based on participant feedback from part 1. Part 1 results demonstrated a significant increase in participant knowledge and perceived understanding after viewing the videos ( P <0.001), regardless of order. In part 2, the post-test comprehension scores were significantly improved for all participants and all subgroups, P <0.01. Results suggest that video-based educational tools may help to reduce barriers to FP in pediatric oncology.

Measuring student attitudes towards social business

There is a focus on awareness and general perceptions held by Australian university students regarding social business and social entrepreneurship. The research objectives address awareness levels, what attracts young Australians to social business, and what motivates students to think about how social business can alleviate social problems. It was found that there is an agreed definition of social business. Ethical issues arise when using new business models that affect others in society. The methods used in this study incorporated exploratory and descriptive research to gain a snapshot of information for use by our clients. Conclusions drawn from this report are that sampling error occurred, as can be seen in age and discipline data distribution. Additionally, most statistically significant relationships were found to be very weak, and therefore not appropriate measures for decision making without further research. The high rate of neutral responses might be due to non-sampling error, such as poor survey comprehension. There is an implication of education in social business playing a large role in motivation and attraction to social entrepreneurship. It is recommended that promotional activities be undertaken to build awareness, as well as more educational opportunities provided to better understanding of social business, and attract more social entrepreneurs.

VIRTUAL LEARNING AMIDST COVID-19 OUTBREAK: THE CHALLENGES IN LANGUAGE LEARNING

The outbreak of COVID-19 has put the universe into a big changes. Most sectors of life including education has to be adjusted for the sake of everybody’s safety. Language learning, which ideally needs a lot of interactions, should be held virtually. This sudden shift may cause several intervening factors which influence the success of it. This study was aimed at discussing the factors that may challenge the language learning during the virtual learning mode amidst the COVID-19. After studying some research about this issue, several factors namely lack of internet access, poor comprehension, poor interaction, overload tasks, insufficient infrastructure support, environmental distraction, and lack of motivation are found to be the challenges in implementing a successful virtual language learning amidst the outbreak.

Health literacy, cancer literacy, comprehensions and knowledge among men attending a urology clinic

Health literacy (HL) is essential for men receiving urological treatment so that they can be involved in the shared decision making process. HL is supported by domain specific background knowledge which also informs cancer literacy and comprehension. Comprehension is in turn a determinant of HL. This study aimed to assess the level of HL among a group of men receiving urological treatment and to investigate if there were any correlations between the two different measures of HL, cancer literacy and comprehension, and prostate cancer knowledge. A survey was mailed to 200 men attending a urological clinic. The survey included: demographic questions, two validated tests of HL, (1) the Brief Health Literacy Score (BHLS) and (2) the Health Literacy Management Scale (HeLMS); a test of cancer comprehension; the Cancer Message Literacy Tests Reading (CMLT); and a prostate cancer knowledge test. Descriptive statistics were used to analyse the data. Surveys from 72 respondents, average age of 65 years, were included in the final analysis. Based on the BHLS, 22%of respondents had inadequate HL and 50% of respondents had inadequate HL in one or more of the HeLMS domains. Overall, the study participants had relatively high cancer literacy, comprehensions, and knowledge. However, for men with inadequate HL, based on the BHLS and the HeLMS, there were strong correlations with poor cancer literacy, comprehension, and knowledge. Our study highlights that many men receiving urological treatment with inadequate HL, require additional support to access health information which they can understand and act on to be part of the shared decision-making process.

Scientific Report of Action Research in Developing English Speaking Skills of Intermediate Level Learners

Abstract: When one was asked about competence in other languages it would certainly sound odd to be questioned “How many languages do you write?” A question such as “How many languages can you understand (or read)?” makes more sense, but usual question is “How many languages do you speak?” Speaking is the main skill by which a language acquired. These action research aims to develop speaking skills of intermediate level learners, who cannot catch up in speaking English with their peers during extra lessons. Based on interviews carried out to get initial data on the speaking skills, it was found out that the students had problems in speaking due to low listening skills and poor comprehension which in turn made the learners felt unconfident to speak. To help the learners, task-based learning was adapted through an action research in nine (three week) additional classes. Five learners participated in this study. The data were taken from the results of the pre-test to post-test, interview, and observations. The findings show that the use of task-based learning can help learners improve their speaking skills of four indicators assessed: listening skill, vocabulary, grammar and comprehension.

A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia

ABSTRACT Purpose Bayesian-based models for diagnosis are common in medicine but have not been incorporated into identification models for dyslexia. The purpose of the present study was to evaluate Bayesian identification models that included a broader set of predictors and that capitalized on recent developments in modeling the prevalence of dyslexia. Method Model-based meta-analysis was used to create a composite correlation matrix that included common predictors of dyslexia such as decoding, phonological awareness, oral language, but also included response to intervention (RTI) and family risk for dyslexia. Bayesian logistic regression models were used to predict poor reading comprehension, unexpectedly poor reading comprehension, poor decoding, and unexpectedly poor decoding, all at two levels of severity. Results Most predictors made independent and substantial contributions to prediction, supporting models of dyslexia that rely on multiple rather than single indicators. RTI was the strongest predictor of poor reading comprehension and unexpectedly poor reading comprehension. Phonological awareness was the strongest predictor of poor decoding and unexpectedly poor decoding, followed closely by family risk. Conclusion Bayesian-based models are a promising tool for implementing multiple-indicator models of identification. Ideas for improving prediction and implications for theory and practice are discussed.

An Interdependent Literacy Model to Assist with Critical Reading Comprehension in the English First Additional Language Classroom

Various attempts have been made to assist the multitude of South African learners who experience literacy challenges, particularly critical reading challenges, in the classroom. Although a number of critical literacy models that focus on reading literacy have been developed to alleviate the reading comprehension crisis in South Africa, poor reading comprehension continues to prevail among South African learners, as shown in the Progress in International Reading Literacy Study reports. This article argues for a focus on critical reading comprehension in the classroom. Based on a review of the Four Resources Model of Critical Literacy and the Interdependent Model of Critical Literacy, the researchers propose a new model to the literacy debate, the Critical Reading Interdependent Literacy Model (CRILM), which is designed to be used at school level and is suitable to be used from Grade 4 and beyond. CRILM is based on an instruction and learning framework that promotes a participatory-interactive-interdependent relationship between educators, learners, the text, and the author. Through the text and author, learners will be able to initiate critical insight and societal knowledge development from within the English First Additional Language classroom. Centred on the educator, the learners, the text, and the author, as well as their relation to reality, this proposed new model hypothesises the interaction and interdependence of all the participants during the reading process for the successful development of classroom critical reading comprehension.