Post Reading Research Articles

The Effect of Question Answer Relationship Strategy on Iraqi EFL Intermediate Pupils’ Reading Comprehension

The Question Answer Relationship strategy is useful for teaching pupils how to understand and reply of several forms of the questions. Understanding that some questions have “Right There” solutions in the text, that others require the reader to “Think and Search,” and that others can only be answered “On My Own” helps pupils recognize the importance of thinking about the topic before finding the answer. The aims of the current study are finding out the effect of Question Answer Relationship strategy on Iraqi EFL intermediate pupil’s achievement and finding out the effect of Question Answer Relationship strategy on developing Iraqi EFL intermediate pupil’s reading comprehension. The aims of the study are supposed to be achieved through verifying the following hypothesis: There are no statistically significant differences between the mean scores of the experimental group which is taught by question answer relationship strategy and the control group who is taught by prescribed method in pupil’s post achievement test . The second hypothesis states that there is no statistical significant differences between the mean scores of the experimental group in pre and post reading comprehension test. The sample of the current study consists of (60) pupils from the second grade at Karam AL Rahman Intermediate School for Boys is chosen at random to be the sample of the study. The sample is split into two groups: one for the experiment and the other is for the control. Both groups are similar in terms of their age, parent’s educational level and previous year’s English language scores. The experiment lasted for ten weeks ,the researcher taught the two groups during the academic year 2022-2023. To analyze the obtained data, different statistical means have been used T-test, Weighted mean to measure the pupils’ achievement. After the statistically treatment of the data.

The Effect of Pre-reading Strategies on Adult ESL Learners’ Reading Comprehension

Reading comprehension plays a significant role in second language learning. Yet, it is still the most challenging skill to acquire for second language learners. Because reading is an active process, research indicated that readers need to apply different strategies before, during, and after reading. This study aimed to examine the effect of pre-reading strategies on reading comprehension of adult ESL learners. Fourteen adult ESL students participated in the study. Data were collected through pre and post reading comprehension tests during a period of three weeks. Students’ performance was measured before they were introduced to the pre-reading strategies and was compared to their performance after learning and applying those strategies. Results showed that students’ scores increased significantly after using pre-reading strategies.

Enhancing Reading Literacy in Thai Grade 2 Students through Active Learning Activities

The purpose of this study was to investigate the effectiveness of employing a comprehensive active learning management plan in enhancing reading literacy among 2nd-Grade students in Thailand. The participants were 24 English as a foreign language (EFL) students in Thailand, selected through cluster random sampling. The research instruments included a learning management plan featuring a mix of active learning activities, including game-based learning, interactive storytime, story swap, and comprehension puzzles, and a pre–post reading literacy test. Data were analyzed using percentages, mean score, standard deviation, learning management effectiveness (E1: E2), the Effectiveness Index (E.I.), and a paired samples t test. The results show that active learning is effective, with students’ post-test scores being significantly higher than their pre-test scores. This study contributes to the existing body of evidence supporting active learning in primary school language classrooms. It highlights the benefits of incorporating a variety of active learning activities, rather than relying on a single approach, to enhance reading literacy.

Reading comprehension improvement in autism.

A subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the discrepant poor comprehender reading profile). Prior research suggests the Visualizing and Verbalizing (V/V) for language comprehension and thinking intervention helps improve reading comprehension in autistic children with this reading profile. Previous studies have demonstrated the role of vocabulary, memory, and social functioning in reading comprehension; however, predictors and moderators of reading comprehension within this specific profile of autistic readers have not been thoroughly explored. In this study, we examined the effectiveness of the V/V intervention by comparing reading comprehension scores between groups and across time. Participants included a sample of autistic children (AUT-EXP; n=22) and a waitlist control group of autistic children (AUT-WLC; n=17) with reading comprehension difficulties, as well as a sample of non-autistic children (Non-AUT; n=26) (all age 8-13 years). AUT-EXP and AUT-WLC groups completed a battery of cognitive assessments during pre and post tests. We also analyzed whether cognitive assessment scores predicted reading comprehension, and examined the moderating effects of group (AUT-EXP vs. AUT-WLC) on these relationships. The AUT-EXP group significantly improved in their pre to post reading comprehension scores (t(21)=4.19, p<.001, d=.89), whereas the AUT-WLC group did not. Verbal memory significantly predicted reading comprehension, though group did not moderate relationships between cognitive test performance and reading comprehension. Results suggest that the V/V intervention may help improve reading comprehension for autistic children with the discrepant poor comprehender reading profile. Additionally, strategies for improving verbal memory may indirectly enhance reading comprehension in autistic children with this reading profile.

Improving Reading comprehension Skill through Post-reading Strategies: An Experimental Study on Secondary School Students’ English Reading Skill in Pakistani

This study regarding reading comprehension sought the effectiveness of post reading strategies and its impacts on grade10 students English reading comprehension skills. The proposed method for teaching English reading skills as a second language contradicts with the outdated methodology, which is employed in majority of Pakistani public schools. The said study was structured on quasi-experimental design. It was based on pretests and posttests comparison groups. Both the groups containing total 95 participants from two different schools of district Korangi, Karachi, who were conveniently selected and labeled as experimental and control group for the study purpose. Both the groups were taught by researcher himself, one with usual traditional grammar-translation method, while the other group was taught by using the interactive reading strategy approach, which emphasizes on summarizing, synthesizing and evaluating for English reading comprehension. Statistical analysis of the data collected from pretest and posttest results were based on SPSS 22. The paired samples t-test and one-way Anova was used to analyze the improvements between pretests and posttests results. The findings of the study proved significant improvements in English reading comprehension skills of the treatment group over the controlled group.

Teachers’ Strategies In Teaching Reading Comprehension

This study is aimed at portraying teacher’s strategies in teaching reading comprehension to students by involving English teachers. The main purpose of the study was to describe the strategies used by english teachers and reveal the strength and weakness of the strategies. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of junior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research instruments: observation, document analysys checklist and interview. They were used to find out the strategies used and how the English teachers applied them in teaching reading comprehension. The result of the study showed that both teachers used almost the same strategies such as brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process.

Boosting Preservice EFL Teachers' Reading Skills via Visual Media

This study investigates the efficacy of metacognitive reading strategies, supplemented with visual media, in improving English reading comprehension abilities among pre-service English as a Foreign Language (EFL) educators. The study intends to enhance reading comprehension test performance by employing a quasi-experimental design that includes pre-test, intervention, and post-test phases. The study included a total of 102 preservice EFL teachers who were currently engaged in a course focused on communicative language learning in an English pedagogy undergraduate program. The intervention consisted of utilizing metacognitive methods in conjunction with visual media. The effectiveness of this approach was assessed through the administration of a widely recognized Reading Comprehension Test (RCT), a Metacognitive Strategy Questionnaire (MSQ), and supplementary visual media. The results demonstrate a substantial improvement in average reading comprehension scores, increasing from 0.5 to 0.72 after the intervention. The study utilized a mixed-methods approach, including questionnaires and interviews to collect qualitative data on students' assessments of the intervention's efficacy. The findings indicate that students consider the metacognitive strategies to be useful at all stages of reading, including pre, while, and post reading. The incorporation of visual media, such as videos and infographics, played a crucial role in promoting metacognitive knowledge, monitoring, and control strategies. This study emphasizes the potential of integrating metacognitive strategies with visual media to greatly improve reading comprehension skills in English as a Foreign Language (EFL) settings.

Comparative Analysis of Reading Strategies among Tertiary ESL Learners: A Case Study

In comprehending a text, the use of relevant reading strategies by the students is essential in order to assist them in understanding the reading material which subsequently improves their academic performance. However, insufficient comparative studies have investigated the reading strategies used by ESL learners at tertiary level based on their academic achievement. The aim of this study is to investigate the type of reading strategies employed by tertiary level ESL learners during the three phases of reading which are during pre, while and post reading for both high and low achievers. A total of 60 undergraduate ESL learners from a private university in Malaysia answered a set of reading strategies questionnaires adapted from Strategy Of Reading Skills (SORS). It was found that high achievers use metacognitive strategies more frequently as compared to ESL low achievers who are inclined to use bottom-up strategies. The findings suggest that to be a successful reader, the use of appropriate reading strategies should be encouraged to help students to comprehend the reading text. The data obtained is useful for teachers who provide variation in reading activities targeting both high and low achievers ESL learners.

Friday Reading Habit as Strategy to Increase Reading Performance of Grade 7 Students of San Isidro National High School

The research was designed to determine the Friday reading habit as strategy to increase reading performance of G7 students of SINHS 2016 – 2017. This study adopted a qualitative data and quantitative collection approach to analyze Friday Reading Habit as an Evaluation Tool to Increase Reading Performance of G7 Students of San Isidro National High School (SINHS). Three research techniques of data collection were utilized in this study to ensure reliable data results and adequate descriptions of the phenomena: the pre -reading test and the post – reading test results, and observations. The researchers found out that the Friday reading habit as strategy has increased significantly the reading performance of the selected G7 students of SINHS. The target respondents for this study were the Selected G7 students of SINHS. 2 heterogeneous sections were utilized in conducting the pre – post reading test. , in practicing the Friday reading habit, it shows that it was evidently successful for there was a great increase with the performance of the selected grade 7 students of San Isidro National High School. The study shows that after having the treatment of the Friday reading habit as strategy, 2% was added to the independent reader, while 14 % was added in the instructional level and frustration level decreased 16%; (2) The majority of the respondents are experiencing the lack of parent’s assistance, their parents have no time for them to review and reinforce what they did not understand in school lessons and their laziness and lack of interest in reading; (3) The study shows a high difference on the performance of the students after having the treatment of a Friday Reading habit as strategy to increase reading performance of the selected G7 students of SINHS. It clearly shows that having this tool will successfully make students reading performance be enhanced. After a thorough analysis of data, the following recommendations are hereby made: (1) Development of more reading instructional materials which are validated by the Master Teacher to be more reliable; (2) Development of a Computer Language Learning Materials to improve learning attention and retention of the students; (3) Utilize the Friday Reading Habit as an evaluation tool to increase reading performance of the students; and (4) To validate the reliability of this study, more parallel studies in different learning competencies are encouraged.

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

This study investigated the effect of the self-questioning strategy on English as a Foreign Language (EFL) for tenth-grade students' reading comprehension. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys, a public school, Directorate of Education in Irbid (AL Kora Directorate of Education). First, the experimental group of 25 students selected and second the control group of 25 students was selected. To achieve the purpose of the study, a pre-/post reading comprehension test was designed. In addition, self-questioning strategywas used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the Teacher's Book. Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group. Considering the research results, the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.

I-Love-Rary Approach (ILA) towards Strengthening the Reading Skills of Grade Six Learners: An Instructional Guide

I-LOVE-RARY Approach(ILA) was implemented through a reading manual to improve phonetics, phonemic awareness, vocabulary, comprehension, and fluency to feasibly realized a reading instructional guide. With an itemized progression point system from prior reading skills to post reading performances, ILA affected significantly in the improvement of reading skills among experimental participants thpough the sixe of the respondents did not differentiate largely. Phonetic word and fluency word count per minute among respondents both prior and post between control and experimental groups were lower than 138-word count per minute. Vocabulary, comprehension, and fluency were attributed to law of exercise. ILA has significant effect on reading skills, influenced with local family’s exposure to Cebuano with blended local TV, online commercials, and lack of exposure.

The Effect of MURDER Strategy on Iraqi EFL Intermediate Pupil’s Reading Comprehension

The current study aims at investigating the effect of the MURDER strategy on on EFL pupils’ reading skills. To achieve the aims of this study, a hypothesis is assumed to be established. There is no statistically significant difference between the mean scores of experimental groups in pre- post reading tests. For carrying out the aims of this study, and validating its hypotheses, a sample of sixty pupils have been randomly chosen from the First - intermediate class in Hasan AL-Sumidia Intermediate School for Boys, during the academic year 2022-2023. The two groups are equally divided into, group (A) represents experimental group that consists of (30) pupils who have been taught according to Murder strategies. Group (B) signifies control group which also includes (30) pupils who have been taught according to the traditional method. Making a pre and post achievement test. Both groups have been equalized in such variables such as educational level of parents, English scores achievement in preceding schooling year, and the pre-test of both groups. Five questions are composed to combine a post-test. Alpha-Cronbach method has been used to confirm the reliability coefficient. The discrimination power and difficulty level for each item have been determined via statistical analysis of the items. The entire sample has been exposed to the post-test as a result. The data gathered from the post-test findings have been statistically examined using the formula for the T-test of two independent and paired samples. According to the results, there is a statistically significant difference between the mean scores of the experimental group who is taught by using the MURDER strategy and the control group who is taught by using the traditional method in the pre-post achievement test. Based on the findings and conclusions of this study, appropriate recommendations and suggestions for future studies are put forward.

A comparative study on slow down progression of myopia using atropine 0.01% in children

The aim of the study was to determine the efficacy of lower concentration of Atropine 0.01% in promoting unaided visual acuity and slowing down the progression of myopia in children over 6 months. It was a hospital-based comparative study in the outpatient department of Ophthalmology, AL, LT, ACD, PPD, SPD, PGP were taken by Lenstar and Lensometer.The Comparative study was performed on 60 children from 9 to 15 years age group with initial myopic spherical equivalence from 0.5 to 6.00 D. The children were screened for visual acuity for distance and near using Snellen’s chart. Cycloplegic Refraction was done to know the presence of Refractive Errors. This study was approved by IRB Ethical Committee. (SCAHS/IRB/2022/JULY/420).The inclusion criteria include Ammetropic children with no binocular vision anomalies and no history of ocular disease. The primary outcome was the rate of myopic progression after 6 months. The participants were instructed to use Atropine 0.01% eye drops during night times for 6 months and the rate of myopic progression and the spherical equivalence, axial length, lens thickness, anterior chamber depth, photopic and scotopic pupil diameter were re-assessed to compare the progression of myopia in the children. Sixty children enrolled for six months study in which the mean progression of myopia was found to be within 0.27D and axial elongation shows 0.23 mm changes respectively, whereas there were no significant changes in the anterior chamber depth, lens thickness, photopic and scotopic pupil diameter before and after assessment in children. Spherical power, Axial Length, Anterior Chamber Depth, Lens Thickness, Photopic Pupil Diameter and Scotopic Pupil Diameter all showed significant progression from pre to post stages, with the average post reading deviating by 0.25 from the normal limits.

Effects of Controlled Breathing Maneuver on Exercise Tolerance in Patients with Chronic Obstructive Pulmonary Disease

Background: Chronic obstructive pulmonary disease, which is usually caused by harmful particles or gases, is associated with persistent respiratory symptoms. Aim: To determine effects of controlled breathing techniques for respiratory muscle strengthening and functional capacity. Study Design: Randomized control trial. Methodology: Study was conducted at Services Hospital Lahore for duration of 6months. Patients (n=48) were enrolled through convenient sampling. Participants were divided into two groups 24 in each group. Both groups A and B received baseline treatment for pulmonary rehabilitation. Pursed lip breathing technique was performed to group B, 20 minutes session for 4 days per week. Pre and post treatment readings were taken and the results were analyzed. Informed consent was taken. Data was evaluated by using SPSS vr 23. Before and after comparison was made using paired sample t test considering normality of data. Results: Almost 18.75% were in the age range of (40-49 years), 16(33.33%) in (50-59), 10(20.83%) in (60-69) and 13(27.08%) in (70-75). The pre and post readings showed that there was a mean difference in 6MWT and AQ20 with significant p-value. Conclusion: It was concluded that controlled breathing techniques have been found to be more effective to increase exercise tolerance in people with chronic obstructive pulmonary disease. Keywords: chronic obstructive pulmonary disease, Exercise Tolerance, Controlled Breathing Maneuvers and Pulmonary Functions.

Near work, light levels and dioptric profile - Which factor dominates and influences the short-term changes in axial length?

Given the agonistic nature of near work to promote axial elongation and the antagonistic nature of time outdoors to prevent myopia, we aimed to investigate the following: (a) how the short-term effect of near work performed outdoors (Experiment 1) influences axial length and (b) how near work performed in two different dioptric profiles (uncluttered and cluttered) alters the changes in central axial length (Experiment 2). Forty-six adults (age range: 19-32 years) participated in the study. In Experiment 1, 22 participants completed a 15-min distance task and a reading task in both the outdoor (~30,000 lux) and indoor (~70 lux) locations. In Experiment 2, 24participants performed the same reading task at a study desk in uncluttered and cluttered reading environments. Pre- and post-task ocular biometry measurements were performed for each session using a non-contact biometer. In Experiment 1, a significant increase in axial length from baseline was found after performing reading tasks in both outdoor (mean ± SEM: +12.3± 3.4μm, p= 0.001) and indoor locations (+11.9± 3.1μm, p= 0.001). In Experiment 2, axial length increased significantly from baseline to post reading task, in both uncluttered (+17.9± 3.5μm, p< 0.001) and cluttered reading environments (+19.2± 2.9μm, p< 0.001). No significant changes in axial length were observed either between outdoor and indoor locations (p= 0.92) or between the uncluttered and cluttered reading environment (p= 0.75). Independent of light intensity (outdoor or indoor location) and dioptric profile of the near-work environment (uncluttered or cluttered), a 15-min reading task led to a significant increase in axial length. While the long-term effects of these findings need to be evaluated, practitioners should emphasise how near work can reduce the beneficial effects of time outdoors, while providing recommendations related to time outdoors for myopia control.

Effect of Arch Support on Shin Splints In Recreational Runners : Cross Sectional Study

BACKGROUND - Shin splints is a frequent injury of the lower extremity and one of the most common causes of exertional leg pain in athletes. The purpose of this study was to find the effectiveness of arch support on shin splints in recreational runners. METHOD - 30 recreational runners (15 male, 15 female) with shin splints during running were included in this study through simple random sampling. Each subject ran 1 km at their comfortable pace without the use of arch support for the 1st week, readings of foot and ankle disability index (FADI), numeric pain rating scales (NPRS) and time were recorded as a pre reading on 7th day and the same was done after the completion of 2nd week of running with arch support as post readings on 14th day. Both pre and post readings of FADI, NPRS and Time of all the 30 subjects were compared. RESULT – After analysis, the study showed significant result between pre and post mean value of foot and ankle disability index (FADI) i.e. (p &lt; 0.05) and non-significant results on numeric pain rating scales (NPRS) and time i.e. (p &gt; 0.05). CONCLUSION – The arch support does not reduce shin splints in recreational runners. however, it is effective in decreasing the foot and ankle disability but ineffective in reducing pain and time.

THE EFFECTS OF BLENDED LEARNING ACTIVITIES ON READING COMPREHENSION PERFORMANCE FOR HIGH SCHOOL STUDENTS IN VIETNAM

Blended learning has piqued the interest of many scholars in the field of language teaching and learning. The purpose of this study is to see how blended learning activities on Moodle LMS affect the reading comprehension of 12th graders at Tan Chau High School. It also seeks to investigate these students' attitudes on the use of mobile learning activities on Moodle LMS using a quasi-experimental approach with 84 twelfth-grade students. Three instruments were used to collect data: pre and post reading proficiency tests, questionnaires, and semi-structured interviews. The study's findings revealed that after treatment, there was a significant difference in reading comprehension between the control and experimental groups. Participants in the experimental group were much better at reading comprehension than those in the control group after being educated with blended learning activities on Moodle LMS. Furthermore, many participants had favorable impressions of Moodle's blended learning activities. The study's findings revealed that using blended learning activities on Moodle LMS can help students enhance their reading comprehension.

Visceral manipulation approach to correct the pattern of breathing in asthmatic patients: A controlled clinical trial

Objective: This study aim to evaluate the effectiveness of visceral manipulation in asthmatics patients, and find out whether the pattern of breathing will improve in asthmatic patients with manipulation technique.Method: In this study we used data from 60 patients diagnosed with bronchial asthma. Subjects were randomized into two groups using the 1:1 ratio method. The first group control group and the second group visceral manipulation therapy. Study duration in our study was carried out for a period of 6 weeks. Outcome measure were performed at the beginning of the study, at 3 weeks, after 6 weeks by modified Borg dyspnea scale, AND MRC (medical research council dyspnea scale).Result: The results are interpreted based on the calculated paired ‘t’ test values which is greater then the table values will mean that the variation is grater between the pre and post readings, with in the given degrees of freedom and level of significance it is determined.Conclusion: In this study is concluded that the efficacy of the pattern of breathing in asthmatic patient improved by visceral manipulation. So all the asthmatic patient may under go the visceral manipulation will improve the pattern of breathing.

The Effect of Reciprocal Teaching Strategy on the Fourth ‎Preparatory School Students’ Reading Comprehension ‎Performance and Retention

There are two aims in the present study. The first is to find out the effect of reciprocal teaching strategy on reading comprehension performance of EFL preparatory school students. The second is to check out the effect of the same strategy on Students’ retention of the reading texts. This study is limited to the fourth scientific preparatory school students in the city of Ramadi during the first course of the academic year 2019-2020. Two hypotheses are set. The first assumed that there is no significant difference between the mean score of the experimental group and the mean score of the control group in the post reading comprehension performance test at the level (0.05) of significance. The second hypothesis states that there is no significant difference in the mean scores of the reading retention test between the experimental group and the control at the (0.05) level. The selected sample includes 72 students who have been selected randomly. The sample is distributed over two groups (36 for the experimental group) and (36 for the control group) after equalizing. The experimental group is taught reading comprehension material according to reciprocal teaching method. The researcher depends on a reading comprehension test to be the main instruments for collecting data and has been exposed to jury members. After the final applications of both tests, results concerning the first hypothesis show that there is a significant difference in the mean scores of the performance test between control and experimental group in favour of the experimental group. Also, the results about the second hypothesis reveal that there is a significant difference in the mean scores of the reading retention test of the experimental group upon the control group. Finally, conclusions and recommendations are set.

Combining Dynamic Network Analysis and Cerebral Carryover Effect to Evaluate the Impacts of Reading Social Media Posts and Science Fiction in the Natural State on the Human Brain.

Social media has been associated with decreased attention, memory, and learning abilities; however, the underlying mechanisms remain unclear. Dynamic function network connectivity (dFNC) analysis is suitable for uncovering dynamical brain activity. Besides, the effects of a cognitive task may persist for a while on the brain, even after the termination of the task, also known as the carryover effect. Consequently, we combined the dFNC analysis and cerebral carryover effects to study the brain dynamics of reading social media posts in the natural state and comparatively investigated the brain dynamics of reading science fiction on the smartphone. We performed functional MRI (fMRI) scans of all subjects at baseline and then assigned them a social media post or science fiction reading task. Immediately after, another fMRI scanning was performed for these subjects. We found that the change between dFNC states, the number of dFNC states, and the total distances increased after reading science fiction. Furthermore, the global, local, and nodal efficiencies of the deep-thinking state tended to increase after reading science fiction. On reading social media posts, the functional connectivity (FC) between the default mode network (DMN) and bilateral frontoparietal network (FPN) decreased, while the FC between DMN and visual network (VN) increased. Given the current evidence, we concluded that reading science fiction could substantially increase brain activity and network efficiency, while social media was related to abnormal FCs between DMN, VN, and FPN.