Enhance Reading Comprehension Research Articles

The Impact of Informative and Narrative Texts on Arabic Language Comprehension in Islamic Education

This study investigates the impact of narrative and informative texts on Arabic reading comprehension in the context of Islamic education. Arabic proficiency is crucial for understanding Islamic teachings, yet the differential effects of narrative and informative texts on comprehension have not been extensively explored. While narrative texts engage students through storytelling, fostering emotional connections and intuitive understanding, informative texts provide factual knowledge, supporting analytical thinking and academic comprehension. The gap in literature lies in the comparative analysis of these two types of texts in Arabic language learning within Islamic education. The primary objective of this study was to evaluate how narrative and informative texts affect Arabic comprehension in 12th-grade students. A comparative methodology was employed, using pre- and post-test assessments to measure reading comprehension after exposure to both text types. Statistical analysis was applied to determine the significance of differences in comprehension scores between narrative and informative texts. The results indicated a significant difference in students' comprehension scores, with narrative texts yielding higher mean scores (87.81) compared to informative texts (73.77), suggesting that narrative texts may be more engaging for students. However, no significant correlation was found between the two text types and overall comprehension, highlighting the influence of factors such as teaching methods and student engagement. The study’s limitation includes its small sample size, which may affect the generalizability of the results. The originality of this study lies in its focus on Arabic language learning in Islamic education, providing insights into how different text types can enhance reading comprehension and support language development in this specific educational context.

Use of Cybergogy in Improving Reading Comprehension among High School Students: A Systematic Literature Review

This systematic literature review investigates the role of cybergogy in enhancing reading comprehension among high school students, driven by the increasing use of digital tools in education. The review analyzed 25 studies, revealing that cybergogy offers significant benefits, such as the practical use of digital tools, flexible learning environments, and improved teaching quality. However, it also identifies several challenges, including digital distractions, insufficient foundational reading skills, logistical and technological constraints, and the dual impact of technology on reading habits. These findings underscore the necessity for a balanced approach to integrating cybergogy, emphasizing the need for targeted interventions to address the identified challenges, enhanced professional development for educators, and improved technological infrastructure. By focusing on these areas, schools can make better use of cybergogy to improve reading skills and help students succeed academically.

The Effects of Metacognitive Reading Strategy Instruction on Thai EFL Engineering Students: Metacognitive Strategy Use and Students’ Attitudes

Metacognition is pivotal in reading comprehension. Therefore, Metacognitive Reading Strategy Instruction (MRSI) is crucial for improving reading comprehension, particularly in English as a Foreign Language (EFL) contexts. The study explores the role of MRSI in enhancing reading comprehension, specifically for 145 engineering students, who were divided into the experimental group (n=82) and control group (n=63). The experimental group was instructed in metacognitive reading strategies, whereas the control group was taught textbook-based instruction. Over 13 weeks, two groups of Thai engineering students were given pre and post-tests on reading comprehension and an attitude questionnaire. Both descriptive and inferential statistics were conducted to analyze the data. The analysis revealed that the experimental group that received MRSI outperformed the control group on the reading comprehension test. The findings showed that the experimental and control groups improved their post-test scores compared to pre-test scores. The experimental group increased from a mean score of 35.30% to 50.04%, while the control group improved from 35.58% to 43.28%. The participants also expressed positive attitudes towards planning (84.32%), monitoring (90.24%), and evaluating (82.95%) strategies, showing a strong emphasis on metacognitive engagement in enhancing reading comprehension. In addition, the data from an attitude questionnaire reflected a positive impact of MRSI on students’ attitudes, with high agreement on the effectiveness of planning, monitoring, and evaluating strategies. The study concludes that integrating MRSI into ESP classes can effectively enhance reading comprehension and provide pedagogical recommendations for its implementation.

Evaluating the Effectiveness of Collaborative Strategic Reading on EFL Female University Students' Reading Comprehension

This study aimed to evaluate the feasibility and effectiveness of Collaborative Strategic Reading (CSR) in improving reading comprehension among second-year female English as a Foreign Language university students. A mixed-methods approach was employed, involving quantitative pretest and posttest assessments and qualitative feedback from students and teachers. The study included 61 participants divided into three groups, with each group undergoing CSR sessions over eight weeks. Pretest and posttest scores were analyzed using paired-sample t-tests and regression analysis to determine the statistical significance of the changes in participants’ reading comprehension. This study found that CSR significantly contributed to reading comprehension. Additionally, the regression analysis showed that CSR intervention significantly predicted posttest scores, confirming the substantial positive impact of CSR on reading comprehension. The findings from the semi-structured interviews revealed that most students found the CSR sessions to be useful and enjoyed working in groups. Teachers reported significant improvements in students' reading skills and engagement with enhanced classroom dynamics. However, challenges such as resource allocation and the need for continuous teacher training were also identified. Thus, CSR is an effective and feasible instructional strategy for enhancing reading comprehension among English as a Foreign Language students. The findings of the current study highlight CSR's potential to improve academic performance and foster a collaborative learning environment, as well as have implications for reading instruction and learning. Further research is recommended to explore the long-term effects of CSR and its applicability in different educational settings.

The Influence of Reading Strategies on Comprehension Skills in English Language Learners

Reading ability is a fundamental skill in language mastery, especially in English language learning. However, many students in Indonesia experience difficulties in understanding English texts due to a lack of effective reading strategies. This issue forms the basis of a study to evaluate the impact of reading strategies on improving students' reading comprehension. The aim of this research is to analyze how reading strategies can assist students in understanding English texts. The research employs a descriptive quantitative method, involving 50 students divided into experimental and control groups. Data were collected through pre-tests and post-tests and analyzed using normality and homogeneity statistical tests, as well as a T-test to measure the effectiveness of reading strategies. The results showed that the experimental group, which used reading strategies, demonstrated a significant improvement in comprehension compared to the control group. These findings suggest that the application of appropriate reading strategies can enhance reading comprehension skills, particularly for students learning English as a foreign language.

Exploring ChatGPT Practices and User Experiences in Learning English Skills

This study investigates the utilization of ChatGPT as a tool for enhancing English language proficiency, specifically targeting fluency, vocabulary acquisition, writing, reading comprehension, and listening skills. A survey was conducted to evaluate students' engagement with ChatGPT in their language learning practices. The results indicate that regular interaction with ChatGPT on diverse topics significantly improves language fluency and comprehension. Furthermore, the tool facilitates vocabulary expansion by introducing new words, along with their definitions, pronunciations, and contextual usage. In the realm of writing, ChatGPT supports the development of creative writing skills, such as story and poetry composition, while providing essential grammar feedback. The importance of grammar is emphasized, with students encouraged to practice using meaningful examples and correct errors. Additionally, the study underscores the role of ChatGPT in enhancing reading comprehension through summarization exercises and listening skills using conversation transcripts and pronunciation practice. The research also highlights ChatGPT's effectiveness in exam preparation by offering practice opportunities and feedback. Finally, the study emphasizes the tool’s role in deepening understanding of idiomatic expressions and cultural nuances, and its use in language games and interactive tests to reinforce language skills, positioning ChatGPT as a valuable resource for English learners.

Inquiry-based Augmented Reality Activities for Enhancing Reading Comprehension and Engagement of EFL Secondary School Students

Inquiry-based Augmented Reality Activities for Enhancing Reading Comprehension and Engagement of EFL Secondary School Students

Introduction Strategies for English Extracurricular Masterpieces

Comprehension Passages: A Guide for English Teachers provides a comprehensive overview of strategies and methodologies to enhance reading comprehension among English language learners. It begins by emphasising the crucial role of reading comprehension in language learning and identifying the common challenges students face while dealing with comprehension passages. The article outlines the cognitive processes involved in reading comprehension, including the decoding of text and the integration of new information with existing knowledge, and discusses the common obstacles students encounter. Key teaching strategies for reading comprehension are explored in detail. These include pre - reading strategies that activate prior knowledge and set purposes for reading, during - reading strategies that maintain engagement and foster understanding, and post - reading strategies that reinforce learning and evaluate comprehension. The integration of technology and multimedia in reading lessons is highlighted, emphasising the use of digital tools and interactive content to cater to diverse learning styles and preferences. Additionally, the article discusses the importance of adapting teaching methods to accommodate various learners, underscoring the need for understanding different learning styles in the context of reading comprehension. It also delves into the role of assessment and feedback in reading education, outlining effective methods for assessing reading comprehension skills and providing constructive feedback to improve student performance. Overall, the article serves as a practical guide for English teachers, offering insights and strategies to effectively navigate the complexities of teaching reading comprehension. It aims to equip educators with the tools necessary to enhance their students' reading skills, thereby fostering a deeper understanding and appreciation of the written word.

Exploring the Cultivation of Undergraduate English Literature Comprehension Skills: A Reform Practice in Ecology Course

In an effort to enhance the English literature comprehension skills of undergraduate students, this study delves into the integration of ecologic course curriculum as a means for fostering effective reading strategies. By examining the current challenges faced by students in navigating the complex landscape of academic literature, the research underscores the significance of equipping them with the necessary tools to engage in scholarly discourse.Drawing upon previous studies that highlight the importance of active learning and contextual understanding in enhancing reading comprehension, the study proposes an innovative teaching approach. This approach is centered on a reform in the ecologic course design, incorporating elements that foster critical thinking, collaborative learning, and the application of knowledge in real-world scenarios. By integrating activities such as group discussions, case studies, and peer-reviewed assignments, the curriculum aims to create an immersive learning environment that mirrors the demands of scholarly literature.The methodology employed in this study involved a mixed-methods approach, incorporating quantitative data from pre- and post-assessments and qualitative feedback through interviews and focus groups. This comprehensive evaluation allowed for the assessment of students' progress in their reading comprehension skills, as well as their perceptions of the reform's effectiveness.Results from the study revealed a significant improvement in students' ability to comprehend and analyze English academic texts. They demonstrated enhanced critical thinking skills, better understanding of disciplinary jargon, and increased confidence in engaging with scholarly literature. Moreover, the students' positive feedback indicated that the reform promoted not only academic growth but also a deeper appreciation for the subject matter.In light of these findings, the study concludes that integrating a reading-focused approach within the ecologic course curriculum is a promising strategy for fostering English literature comprehension skills among undergraduate students. Future directions suggest the need for further exploration into the scalability of this approach across different disciplines and institutions, as well as the potential for incorporating digital tools and resources to augment the learning experience. By nurturing a strong foundation in reading comprehension, higher education institutions can better prepare their students for the rigors of academic research and contribute to the cultivation of a globally competitive workforce.

Enhancing reading comprehension in Araling Panlipunan of Grade 5 learners through differentiated instruction

The lack of instructional resources and reading comprehension skills in Araling Panlipunan education resulted in significant learning gaps among elementary-grade students. This study aimed to test the effectiveness of differentiated instruction in closing these gaps in Araling Panlipunan among fifth-grade students. The experimental sampling method research design was utilized through tutorial classes where the respondents received differentiated instruction based on multiple intelligences and learning styles. Aiken's V coefficient method and Cronbach's alpha were used to ensure the validity and reliability of the research instrument. The validation process achieved a result of 0.92, which signifies high validity. Additionally, the reliability test used Cronbach's alpha, obtaining a score of 0.60. The results indicated significant progress in the experimental group's performance in reading comprehension skills after implementing differentiated instruction. The experimental group's mean post-test score, 16.10, suggests an outstanding level of performance. This underscores the effectiveness of differentiated instruction in enhancing reading comprehension skills among Grade 5 pupils. Hence, educators are encouraged to utilize differentiated instruction to enhance the learners' reading comprehension.

DEVELOPING READING COMPETENCE IN A FOREIGN LANGUAGE: STRATEGIES, DEFINITIONS, AND MODERN PERSPECTIVES

This article explores the multifaceted nature of reading competence in a foreign language, emphasizing its linguistic, cognitive, and socio-cultural dimensions. Drawing from the insights of renowned scholars, it highlights the complexity of reading as an interactive process that involves decoding, comprehension, and critical analysis. The discussion underscores the importance of metacognitive strategies, such as self-regulation and monitoring, to enhance reading comprehension and engagement. Additionally, the article addresses the evolving role of digital literacy in the context of reading, reflecting the demands of the modern era. By examining definitions and instructional strategies, the article provides valuable perspectives for educators and researchers seeking to enhance reading proficiency in multilingual and globalized contexts.

Enhancing Children’s Print Reading Motivation through Interest-Oriented Approaches

With the development of information technology, more and more students, parents, and teachers are focusing on electronic reading. While the shift towards electronic reading is well acknowledged, its impact on the intrinsic motivation for reading printed books among children remains underexplored. This study analyzes how electronic devices and insufficient reading environments influence children’s preference for print over digital books. For example, the functions of smartphones and other electronic devices are very rich and powerful and schools and families do not offer a comprehensive reading atmosphere or philosophy. The findings reveal that despite the convenience of digital formats, printed books significantly enhance reading comprehension and focus, which are crucial for developing lifelong reading habits. Based on these results, the paper recommends strategies to foster a reading environment that aligns with children’s personal interests and reduces electronic distractions. These strategies aim to revitalize interest in printed books and promote sustained reading engagement among students.

Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds

This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA), reading, spelling measures, and reading motivation were compared among the intervention group, a school-based support group, and typical readers. Results showed academic improvements across all groups. Differences were noted in MA and reading measures, with both struggling reader groups showing higher improvement in word reading tests than typical readers. The intervention group outperformed the school-based group in orthographic word recognition, reading comprehension, spelling, and MA. No significant differences were found in reading motivation change scores. However, the intervention group showed better overall improvement in reading and language measures and self-concept as a reader. Findings highlight the importance of MA in enhancing lexical representations and reading acquisition.

Maximizing Potential : 5W+1H Reading Comprehension Strategy for Student with Moderate Intellectual Disability

This study aims to enhance the reading comprehension skills of elementary school students with moderate intellectual disabilities through a single-subject method. In this study, the researchers use the 5W + 1H strategy to help students understand the meaning of the text. The research data was collected using observation guidelines, which then will be analyzed by using pretest-posttest techniques to assess the subject’s reading comprehension skills improvements. Teaching the 5W + 1H principle - which emphasized the question words why and how using visual images and keywords - was found to be effective in enhancing the subject’s reading comprehension. This finding also explained that this method could maximize the potential of students with moderate intellectual disabilities. The instruction on the question words why and how was particularly effective in increasing the subject's understanding of questions as well as leading him to provide correct and contextually appropriate responses. However, using visual images as a learning aid, especially for why and how questions, seemed less effective, as evidenced by the subject's reliance on keywords within the sentence. In the future, this strategy can be employed by educators to enhance reading comprehension skills for students with moderate intellectual disabilities.

Developing a cyberchondria severity scale to promote self-care among university students during COVID-19

Cyberchondria is a hybrid term signifying a state in which individuals compulsively search for health-related information online because of health distress or anxiety, further aggravating their worries. This study develops a Cyberchondria Severity Scale (CSS) to assess the current situation of university students. Exploratory factor analysis (EFA) was conducted using 145 valid questionnaires. Subsequently, a nationwide survey was conducted at various universities in Taiwan, and 802 questionnaires were used for confirmatory factor analysis (CFA). The EFA led to the development of a CSS for college students with four constructs: increased anxiety (α = 0.91), obsessive-compulsive hypochondria (α = 0.87), perceived controllability (α = 0.88), and online physician-patient interaction (α = 0.86), with a Cronbach’s alpha of 0.92 and variance of 66.81%. The CFA indicated that item reliability ranged from 0.50 to 0.86, factor loadings ranged from 0.71 to 0.93, and the composite reliability for latent variables ranged from 0.83 to 0.90 (p < .001). The extracted average variance ranged from 0.46 to 0.60. There were significant differences in various dimensions: perceived controllability had the highest score and obsessive-compulsive hypochondria had the lowest (F3,2403=256.26, p < .001). Therefore, CSS has emerged as a reliable and valid measure. Future studies should explore the factors that influence cyberchondria, promote online health information searches, and enhance reading comprehension skills.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

The Impact of Pictures-Based Activities in Enhancing Reading Comprehension Skills Among Young Children

The current research aimed to investigate the impact of integrating pictures-based activities on enhancing reading comprehension skills across different levels: literal, interpretive, and evaluative. The study involved 380 children split into experimental and control groups, with the experimental group (190 pupils) exposed to pictures-based activities, while the control group (190 pupils) was taught conventionally without activities. Findings indicated significantly higher average scores in reading comprehension tests for the experimental group than the control group. Statistical analyses confirmed significant differences favoring the experimental group, demonstrating the effectiveness of pictures-based activities in improving comprehension skills. However, there were no statistically significant differences in performance within the experimental group across different reading achievement levels, suggesting that the benefits of using illustrative pictures were consistent across varying initial reading abilities. Moreover, the study highlighted that integrating pictures-based activities helped narrow the performance gap in reading comprehension skills among children, particularly benefiting those with lower and average reading achievement levels. This empirical evidence underscores the importance of visual aids in early childhood reading materials to support comprehension development. Based on these findings, the study recommended integrating pictures-based activities in early childhood reading textbooks. It also emphasized the need for effective training of early childhood educators in designing and implementing such activities to optimize their impact on children's reading comprehension skills.

The Effectiveness of the Directed Reading Thinking Activity (DRTA) Strategy in Jordanian EFL Tenth-Grade Students’ Reading Comprehension

Objectives: This study aimed to investigate to what extent the Directed Reading Thinking Activity (DRTA) strategy affects Jordanian EFL tenth grade students' reading comprehension. Methods: The study followed the quasi-experimental design, which is based on a one-group pre- and post-test design (repeated measures) to measure the dependent variable before the treatment was implemented and once it was implemented. The treatment lasted for eight weeks during the first semester of the academic year 2021–2022. The sample of the study consisted of 30 male students in the tenth grade who were purposefully selected from Turra Secondary School in Al-Ramtha Directorate of Education. To achieve its objectives, a DRTA-based instructional program and a pre- and post-reading comprehension test were developed. The results were statistically analyzed using SPSS. Results: The study results showed that using DRTA made a statistically significant difference (at α = 0.05) between the mean scores on the pre-test and the post-test. They also showed improvement in the sample’s reading comprehension resulting from the reading activities in which the participants were involved in the program. Conclusions: The study recommended using DRTA to improve students’ reading comprehension. The study concluded that using DRTA is an effective learning strategy for improving students' comprehension. DRTA combines four techniques: predicting, reading, confirming or refuting, and justifying. These techniques are used to enhance reading comprehension.

Teaching Strategies for Enhancing Reading Fluency and Comprehension Among Learners with Mild Hearing Impairment in Mainstream Classrooms

This paper presents the findings of a qualitative case study, which adopted the concept of communicative democracy to investigate the teaching strategies teachers use to enhance reading fluency and comprehension among learners with mild hearing impairment who were in mainstream classrooms. The purposively selected sample comprised two female teachers and 15 Grade 8 learners, aged between 14 and 15, from a public school in Gauteng province, South Africa. The data-collection methods included classroom observations and unstructured interviews with the teaching staff. Systematic sampling was used for the selection of suitable participants. Employing this technique meant acquiring a sample by selecting a random starting point close to the beginning of the target population list, and subsequently selecting every fourth name in a uniformly spaced unit thereafter. The findings revealed that the teachers’ use of strategies that emphasised active participation and learner-centred approaches considerably contributed to improving reading fluency and comprehension among learners with mild hearing impairment. These strategies included interactive reading activities, visual aids for vocabulary building, phonological awareness and rhyming techniques using visual aids, text immersion through peer collaboration, the adaptation of materials to suit individual learning needs, and word identification. The researcher concluded that learner-centred activities can be effective in enhancing reading fluency and comprehension amongst learners with mild hearing impairment. The recommendation is that future research should explore the long-term impact these teaching strategies have on the academic achievement and social inclusion of learners with mild hearing impairment in mainstream classrooms.