Reading Comprehension Achievement Research Articles

The Impact of Microselection and Cooperative Script Strategies on EFL Preparatory School Students' Achievement in Reading Comprehension

This study aims at finding out the impact of Microselection (MS) and Cooperative Script (CS) on EFL students' achievement in reading comprehension (RC). To achieve the aim of the study, a quasi-experimental nonrandomized control group, pretest-posttest design is employed. Three groups are randomly selected from the fifth preparatory stage in Asma Preparatory School for Girls for the academic year (2021-2022) to represent the sample of the study which is (90) students. The three groups (each group consists of 30 students) are submitted to the same pretest in RC to ensure equivalence among groups. Then the first group is taught according to MS strategy, whereas the second group is taught according to CS strategy and the third one is taught according to the conventional method. After achieving the validity of the test, a pilot study is conducted to (30) students of the fifth preparatory stage /Ali Alhadi Secondary School for Girls. Then the three groups are subjected to the same achievement post-test in RC. The data are analysed statistically by using ANOVA. The results show that there are statistically significant differences between the two experimental groups and the control group in achievement post-tests of RC, in favour of the two experimental groups. The results also show that the second group taught according to CS strategy is better than the first group taught according to MS strategy.

Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study

This correlation study investigates three major strategies of cognitive, metacognitive, and socio-affective as the strategies that are generally applied in reading comprehension and reading achievement at secondary level in Indonesia. The participants were 127 of 12 graders. The reading strategy questionnaire adopted from Strategy Inventory for Language learning (SILL, ESL/EFL version 7.0) and reading comprehension test were the used instruments. Using one-way analysis of variance, the results reveal that there was significant correlation of metacognitive strategies and reading comprehension achievement but not with cognitive and socio-affective strategies. In addition, metacognitive was the most frequent strategies employed to reading comprehension.Keywords: reading strategies, comprehension, secondary level

The Relationship between Amharic Reading Self-concept and Reading Comprehension Achievement on Grade Seven Students

The general objective of this research was to investigate the relationship between Amharic reading self-concept and reading comprehension achievement. To achieve this objective, grade 7th students of Community School were selected usng purposive sampling technique. Data were collected using reading self-concept questionnaire and reading comprehension test. The data were analyzed using descriptive statistics, Pearson correlation coefficient and Simple linear Regression. The result of reading comprehension score showed that students’ reading comprehension level was very low. There was a statistically significant relationship (P= 0.010) which is found between the students’ reading self-concept and their reading comprehension achievement. Similarly, reading self-concept (P= 0.015) was found as the highest predictor of students’ reading comprehension achievement. From the findings, it was recommended that teachers should understand the relationship between reading self-concept and reading comprehension to improve their students’ reading comprehension achievements.

Influence of Reading Strategies on ESL Students’ Reading Comprehension in Secondary Schools in Malé, Maldives

The use of reading strategies plays an integral part in the reading comprehension level of students. However, English as a Second Language (ESL) learners are unaware of the impact of reading strategies on their reading comprehension level. Moreover, teachers also lack a solid foundation for teaching reading strategies to students and are unable to understand the reading strategies preferences of the students. Only a few studies have been conducted highlighting the significance of reading strategies on students’ comprehension levels, especially in the context of Maldivian secondary schools. The main objective of this study is to identify the use of reading strategies to improve the reading comprehension level of ESL learners in secondary school. This research employed an experimental design. A total of 118 students from grades 9 and 10 from a secondary school participated in the study. Two instruments were utilized to collect data: a questionnaire, a pre-test, and a post-test. Statistical analysis revealed a strong positive correlation between reading strategies and comprehension achievement. Moreover, a significant difference in strategy use was found between male and female students. Recommendations include implementing school-wide reading programs, using think-aloud technique to model strategies, and consistent teacher training in Maldives as well as monitoring of students' reading strategies to improve comprehension and learning opportunities.

Improving Reading Comprehension and Writing Achievements of the Eighth Grade Students Through Generating Interaction Between Schemata and Text (GIST) Strategy

The aim of this study was to investigate the effectiveness of (Generating Interaction between schemata and Text) GIST strategy in enhancing the students’ achievement in reading comprehension and writing. This study applied quasi-experimental method with nonequivalent pretest-posttest groups’ design. Forty two students were selected as the sample. They were divided equally into experimental and control groups. Reading and writing tests were used to collect the data. Paired and independent sample t-test, and linear regression were applied to analyze the data. The result showed that GIST strategy improves the students' achievement in most aspects of reading comprehension and writing. However, GIST strategy does not give the significant improvement to the students’ achievement in inference aspect of reading comprehension and developing ideas aspect of writing. It implies that English teacher should use the strategy more carefully to improve all the aspects of reading comprehension and writing, especially the inference aspect of reading and the developing ideas aspect of writing.

The Strategies in Using K-W-L to Improve the Students' Reading Comprehension Achievement

The Strategies in Using K-W-L to Improve the Students' Reading Comprehension Achievement

The Correlation between Students’ Reading Habit and Their Reading Comprehension Achievement

This study has objectives to discover the significant correlation and influence between reading habits and their reading comprehension successes of students. This study took a quantitative approach, implementing a correlational research method. The research population came from a total of 416 eleventh grade students at SMAN 21 Palembang. The cluster random selection technique was used to choose three classes of 104 students each. The data were gathered through the use of a questionnaire designed to assess reading habits, as well as a test aimed at assessing reading comprehension achievement. The results demonstrated that there was an important relationship between students' reading habits and their reading comprehension achievement, with the r obtained (.321) was being greater than the r-table (.192) and the significant value achieved .001, which was less than .05. Furthermore, the regression analysis result displayed that reading habit significantly contributed to reading comprehension achievement, with the R-square value .118, which stating that students' reading habit contribute 11.8% to their reading comprehension achievement.

The Effect of (DRTA) Strategy on Iraqi EFL Students' Text Comprehension Achievement

This study aims at finding out the effect of Direct Reading Thinking Activity(DRTA) on EFL students' achievement in reading comprehension (RC). To achieve the aim of the study, a quasi-experimental nonrandomized control group, pretest-posttest design is employed. Two groups are randomly selected from the fifth preparatory grade in AL-Dour Preparatory School for Boys for the academic year (2021-2022) to represent the sample of the study which conclude (75) students. The two groups (each group consists of 30 students) are submitted to the same pretest in RC to ensure equivalence among groups. Then the first group is taught according to(DRTA) strategy, whereas the first group is taught according to (DRTA) strategy and the second is taught according to the conventional method. After achieving the validity of the test, a pilot study is conducted to (50) students of the fifth preparatory stage /AL-Kastal Preparatory School for Boys. Then the two groups are subjected to the same achievement post-test in RC. The data are analyzed statistically by using ANOVA. The results suggest that there are statistically significant differences between the experimental group and the control group in achievement post-tests of RC, in favor of the experimental group. The results also show that the second group taught according to (DRTA) strategy is better than the first group taught according to conventional method.

The Effect of Using the Flipped Learning Strategy on Developing Primary Stage Fourth Graders' English Comprehension Skills in Kuwait

This paper focuses on investigating the flipped learning strategy’s effect on developing reading comprehension skills in English among 4thgrade primary pupils in the Kuwaiti capital schools. To achieve the study’s objective, the researcher redesigned 9 reading comprehension lessons from the 4th grade EFL textbook. The researcher used the quasi-experimental approach with an experimental and a control group to measure the effect of the flipped learning strategy on pupils’ achievement in English reading comprehension. To calculate the effect, a post-achievement test was used, and the study sample was intentionally selected. This is consisted of 50 male and female pupils from the basic stage. The data were analyzed statistically, and the results revealed statistically significant differences in favor of the experimental group. Based on the obtained results, the researcher recommended applying the flipped learning strategy in teaching English and related subjects in primary schools in Kuwait and holding training courses for English language teachers to design lessons that align with flipped learning. Further research can address the effect of AI tools in improving reading comprehension.

Measurement invariance of the English reading motivational structure of bilingual and multilingual university students

Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning. Thus, this study examined the motivational structure in English reading of 1170 first-year students of 13 universities from nine Indonesian provinces (Mage = 19.3, SD = 0.85). Data were collected at one measurement point using the Motivation for Reading Questionnaire to measure reading self-efficacy, extrinsic motivation, and intrinsic motivation (IM); a four-item self-concept questionnaire; the English Reading Behavior Questionnaire, and an ERC. The study developed and evaluated two hypothesized models on the moderating role of past second language (L2) learning experience. The results of structural equation modeling corroborated the moderating influence of being bilingual and multilingual learners on the motivational variables, although not each of the expected paths fit the model. Among the variables, intrinsic motivation exerted the highest effect on the ERC of Indonesian university students. A difference analysis using one-way analysis of variance (ANOVA) on the motivational variables between the two groups demonstrated that multilingual groups outperformed the bilingual group in nearly all motivational variables. The results implied that categorizing students according to their previous learning experience with a foreign language can help teachers to prioritize their teaching to improve the reading comprehension achievement of students.

Written Retelling Strategy in Improving Reading Skill among ESL Students in Malaysia

Skills of reading and comprehending in English are crucial for academic success in schools. Pupils with low reading ability skill may result in obtaining low grades and poor test scores. Traditionally pupils are taught to lift specific information as a reading strategy to answer comprehension questions, comparatively, this study uses retelling strategy to evaluate pupils’ understanding. Past research indicated that retelling strategy enhances accuracy and greater comprehension. Thus, far study that investigates effectiveness of this strategy remains scarce in Malaysian English as Second Language (ESL) primary schools. As reading skill starts to develop in early stage of schooling, it is deemed necessary to conduct this study among primary level pupils. The present study specifically analyzes the effects of written retelling strategy on pupils’ understanding of story structure among year three primary school pupils in Malaysian ESL classroom. A quasiexperimental research design with pretest and posttest was adopted to carry out the study. Pretest and posttest questions consisting of structural comprehension questions and written retelling were used to measure the effects of written retelling strategy on the pupils’ achievement in reading comprehension and their understanding of the story structure. A pretest was conducted before teaching and learning took place. This was followed by a posttest. An independent t-test was used to obtain the mean values and standard deviations. The results obtained in this study conclude the written retelling strategy had notably improved the pupils’ reading skill as they are able to retain information from the story and make better predictions. Subsequently, it increased their abilities in answering the comprehension questions. The results also indicate that written retelling could be a prospective reading strategy along with other strategies for primary ESL learners in Malaysia and similar context.

Examining/Understanding the Reading Culture and Comprehension Abilities of Learners of English as a Foreign Language in Uganda

In this study, I analysed the reading culture and its influence on reading comprehension of learners of English as a Foreign Language (EFL) in Uganda. The data were collected by interviewing ten EFL teachers in order to gather their views of their learners’ reading culture and comprehension abilities. Data were analysed using Vroom’s Expectancy theory. Findings indicate that the EFL learners were enthusiastic about reading even beyond the classroom reading tasks. 30% of the teachers interviewed confirmed that the learners had a positive attitude towards reading as part of their language learning, hence a confirmation of their good reading culture. The rest of the teachers interviewed confirmed that 70% of the learners possess a poor reading culture. The study further confirmed the presence of a strong link between the learners’ reading culture and reading comprehension achievement. The majority of the teachers agreed that the positive reading culture exhibited by their EFL learners significantly contributed to their reading comprehension. The learners with a poor reading culture also exhibited poor reading comprehension abilities because they lacked frequent reading comprehension opportunities. The study concludes that the majority of EFL learners lack a good reading culture. There was a clear relationship between the reading culture and the learners’ attainment of reading comprehension. This is confirmed by the fact that in cases where the reading culture was positive, the learners’ reading comprehension abilities were better

The Effect Of Jigsaw Teaching Technique To The Reading Comprehension Of Grade Eight Students Of Smp Negeri 2 Tapian Dolok On A Descriptive Text

The aim of this research is to describe and analyze reading comprehension teaching techniques using jigsaw teaching techniques for eighth grade students at SMP Negeri 2 Tapian Dolok. The aim of this research is to determine the effect. Jigsaw Teaching Technique on reading comprehension of eighth grade students of SMP Negeri 2 Tapian Dolok on descriptive text. This research uses a quantitative type of research with a quasi-experimental design. The sampling technique used in this research was purposive sampling, with a sample of 62 class VIII students at SMP Negeri 2 Tapian Dolok. Two classes were taken as subjects for this research, namely the experimental class and the control class. Data obtained from the experimental class and control class were analyzed using the t-test formula. Researchers found that the post-test average in the experimental group was 83 and the post-test average in the control group was 77. The calculation results showed that at the 5% significance level, the t-count value > t-table (2.4 > 1.671 ). From these results, it appears that there is a significant difference between student achievement in reading comprehension of descriptive texts that use jigsaw teaching techniques and those taught using traditional lecture-based teaching methods. Therefore, the researchers concluded that there was a significant influence of the Jigsaw teaching technique on reading comprehension.

Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?

AbstractCovid‐19‐related school closures worldwide had an enormous impact on literacy instruction and learning. In this article, we share an overview of what research tells us about what happened to elementary learners' reading comprehension during these school closures and what reading comprehension instruction looked like in homes and schools during this time. We also provide recommendations for the path forward on the road to revitalizing reading comprehension achievement.

Determining the Reading Comprehension Levels of Students Who are Braille-Readers on Informative Texts

The purpose of this study was to determine the reading comprehension levels of middle school students who are braille readers in informational texts and to examine whether they differ in terms of certain variables. 23 of the participants were male and 16 were female; 11 of them were attending 6th grade, 18 were attending 7th grade, 10 were attending 8th grade. The data of the study were collected through the 'Reading Comprehension Achievement Test', which was prepared by the researchers and included 24 open-ended questions. The data were analyzed using descriptive statistics analysis and one-way analysis of variance test. The significance level of p0.05 was taken into consideration in the interpretation of the results obtained from the statistical tests conducted in the study. As a result of the study, middle school students who are braille readers needed to improve their reading comprehension performance in informative texts. The study also found that using braille abbreviations had a great effect on reading comprehension. Findings showed that the reading comprehension levels of male and female students who read braille were similar to each other and the reading comprehension levels of students who read braille were similar to each other regardless of their grade level.

Enhancing Tenth Graders' Reading Comprehension of Narrative Texts Using SQP2RS

Reading is an essential skill that contributes significantly to the success of language learning; therefore, it should be prioritized. Reading skill needs comprehension to understand the context and get new information from the texts. To comprehend the texts, the readers need a strategy. This study aimed to find out whether or not there was any significant difference in students’ reading comprehension of narrative text between those who were taught by using SQP2RS and those who were not. This study used quasi quasi-experimental method to conduct the research. There were 72 students taken as samples using purposive sampling. In collecting the data, the result of the test was used as a pretest and posttest. To verify the hypothesis, the result of the Paired Sample T-Test found that the t-obtained was higher than 0.05. It indicated there was no significant improvement in students’ reading comprehension. Furthermore, the result of the independent sample t-test found that the t-obtained was lower than the t-table and the significance value of the Paired Sample T-Test was higher than 0.05. It indicated that there was no significant improvement in the tenth graders’ reading comprehension achievement. Meanwhile, the result of the Independent Sample T-Test showed that there was no significant difference in students’ reading comprehension between the experimental and control groups. Thus, it can be concluded that the SQP2RS strategy could not be an effective strategy to improve students’ reading comprehension of narrative text.

The Role of Questioning the Author Strategy in Improving Students` Comprehension of Poetic Texts

Comprehension is a real challenge that might affect EFL university students’ achievement in comprehending texts. Further, many students apply reading activities in the class with limited strategies such as reading silently, or following after the teacher, then attempting to answer questions of comprehension. It is important to equip students with several skills and strategies in reading comprehension and make the reading class an interesting place. Questioning the author's strategy has a good effect on the student’s reading comprehension achievement. The sample consists of (40) students who are randomly chosen from second-year/ Morning studies in English Department / Tikrit University for the academic year (2021-2022). Pre and post-tests have been applied. The data has been collected and treated statistically. The obtained results sound good.

Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding.

Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.

Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy

Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy

Investigating the effect of visualization-based activities on developing the 6th grade Jordanian female pupils’ reading comprehension skills

This study investigated the effects of visualization-based activities on improving the reading comprehension skills of 6th grade Jordanian female pupils. The study was applied to a sample of 46 pupils taken from Al-Qatrana Primary School for Girls, Education Directorate of Al-Karak Governorate. Two groups were formed; control and experimental groups; with 22 and 24 participants respectively. The quantitative method was used to investigate this study. Moreover, data was collected through the pre-test and the post-test of female pupils’ reading comprehension skills which were conducted for this purpose. The analysis of data relied on independent t-tests applied with the aim of identifying the statistical significance associated with the two groups’ achievement in reading comprehension. The results reflected the significant effect of using visualization-based activities in developing the reading comprehension skills of the 6th-grade Jordanian female pupils. This study concluded that visualization-based activities were more effective in teaching Foreign Language (FL) reading comprehension compared to the traditional method. Thus, this study helped to improve different skills among the current sample of students (of Al-Qatrana primary school for girls and would be applicable to other schools to study a foreign language with less difficulty and remove any challenges and difficulties that may come their way in learning a FL.