Improve Reading Comprehension Research Articles

Using Gamification to Enhance Reading Comprehension of Grade 4 Learners

The study aimed to determine gamification's effectiveness in enhancing reading comprehension in grade 4 learners at Aguinaldo Elementary School. The respondents of the study were 49 grade 4 learners. The researchers used qualitative research design through the Phil-IRI pretest and post-test as the main data-gathering tool. Before using gamification, the level of performance was satisfactory as assumed in our hypothesis. Gamification has been proven to have significance in improving reading comprehension. Despite the struggles encountered the research was successfully conducted. The result of the study demonstrated that the reading comprehension of grade 4 learners improved using gamification. It is therefore recommended as a tool to enhance the teaching-learning process in the classroom.

The Effectiveness of Cognitive Strategies Applied by French Language Teachers in Improving Reading Comprehension Among Primary School Students with Learning Difficulties

The Effectiveness of Cognitive Strategies Applied by French Language Teachers in Improving Reading Comprehension Among Primary School Students with Learning Difficulties

Building reading classrooms: Insights from educational service contracting schools in the Philippines

Reading comprehension is a foundation for lifelong learning. When not honed, this skill greatly affects the learners’ ability to perform complex tasks expected of them to achieve the standards set by any curriculum. This study investigated teachers' experiences in implementing reading comprehension strategies among junior high school students in selected education service contracting schools in Baguio and Benguet in the Philippines using a descriptive research method highlighting the cross-sectional survey research design. Findings disclosed that foundational reading comprehension remains a serious issue, with low literacy levels, limited vocabulary, and varying student abilities cited as major barriers. Teachers highlighted that insufficient instructional time, lack of reading materials, and behavioral issues like disengagement and uncooperative attitudes hinder effective comprehension. The study underscores how diverse student needs, resource constraints, and limited instructional support compel teachers to invest additional time and effort, often resorting to simplified translation and repeated practice. Student attitudes toward reading, aggravated by technology and other distractions, reduce engagement and prevent the development of a robust reading culture. To address these challenges, the study recommends a comprehensive reading support program integrating differentiated instruction, expanded access to reading resources, and adaptive techniques for students with diverse abilities. The program emphasizes the need for behavioral and motivational interventions encouraging active participation and developing a more positive attitude toward reading. By prioritizing resource allocation, professional development, and targeted student engagement, this study provides a framework for improving reading comprehension outcomes and fostering a more inclusive and supportive literacy environment.

Investigating Teaching-Learning Strategies in Improving EFL Learners’ Reading Comprehension: A Lesson Learned from Junior High Schools

This study investigates the implementation of teaching strategies to improve reading comprehension among eighth-grade students in Indonesian junior high schools, where English is treated as a foreign language. Limited exposure and practice outside the classroom contribute to underwhelming reading proficiency. The research adopts a qualitative case study approach involving two English teachers and eighth-grade students. Data collection methods include observations, interviews, and documentation, while analysis is conducted using Miles and Hubberman’s interactive model. Findings reveal that teachers employ two primary strategies for teaching descriptive text comprehension: Think Aloud and Question Answer Relationships (QARs). The Think Aloud strategy involves guiding students to set reading purposes and make predictions during the pre-reading stage. During reading, students identify key information, resolve unfamiliar vocabulary, and make connections across texts. Post-reading activities include summarizing, evaluating comprehension through performance, and formative assessments. QARs strategy focuses on building background knowledge before reading. Teachers introduce four types of questions – Right There, Think and Search, Author and Me, and On My Own – to guide text interpretation during reading. Reflection and comprehension tests, such as worksheets, are conducted post-reading to assess learning outcomes. The study highlights the effectiveness of interactive and structured approaches in fostering deeper engagement and improving students’ reading comprehension abilities. These strategies offer practical insights for educators seeking to enhance reading proficiency through targeted interventions.

The Effect of Utilizing Nearpod With Guided Reading Strategy on EFL Primary Pupils' Reading Comprehension Skills and Motivation

The current study examined the effect of using Nearpod with a guided reading strategy on primary pupils’ reading comprehension skills and motivation. I designed three tools to accomplish the research, including a reading skills checklist, a reading test, and a reading motivation scale. The results confirmed that the regular technique used in teaching is not as significant as using Nearpod with a guided reading strategy. The experimental group of pupils outperformed their counterparts in the control group in the reading comprehension test and reading motivation scale. Using Nearpod with guided reading improved reading comprehension skills and motivation.

Feasibility of real-time fMRI neurofeedback for rehabilitation of reading deficits in aphasia.

Reading impairments, a common consequence of stroke-induced aphasia, significantly hinder life participation, affecting both functional and leisure activities. Traditional post-stroke rehabilitation strategies often show limited generalization beyond trained materials, underscoring the need for novel interventions targeting the underlying neural mechanisms. This study investigates the feasibility and potential effectiveness of real-time functional magnetic resonance imaging (fMRI) neurofeedback (NFB) intervention for reading deficits associated with stroke and aphasia. We enrolled left-hemisphere stroke survivors in the subacute recovery period and healthy controls in an fMRI NFB intervention study focusing on increasing activation within the left supramarginal gyrus (SMG), a critical region for reading supporting orthography-phonology conversion. Preliminary findings demonstrate that stroke participants showed significant improvements in reading comprehension and phonological awareness, as evidenced by marked gains on the Reading Comprehension Battery for Aphasia (RCBA) and a phonology two-alternative forced choice test. Functional MRI results indicated that stroke participants exhibited increased activation from day 1 to day 3 of NFB training within the left SMG and the broader left hemisphere reading network, particularly during challenging nonword reading tasks. Healthy controls also showed increased activation during NFB regulation and reading tasks, but these changes were outside the traditional reading network, involving regions associated with cognitive control, reward anticipation, and learning. In both stroke participants and healthy controls, we also found changes in dynamic functional connectivity of multiple resting state networks from before to after NFB training. Although preliminary, this research contributes to the development of biologically informed interventions for reading deficits in aphasia, representing an early step towards improving post-stroke rehabilitation outcomes. Future randomized controlled trials are necessary to validate these findings by including a sham NFB control group within a larger participant sample. The study was preregistered on ClinicalTrials.gov, NCT# NCT04875936.

The Impact of Innovative Reading Comprehension Strategies on Reading Literacy of Slovak EFL Learners

The importance of reading skills is undeniable since this skill is regarded as one of the vital ones in both academic sphere and personal lives of learners. However, relevant research and practice reveals that learners’ reading comprehension is often at a low level, exhibiting a declining tendency as regards reading literary. This article, therefore, attempts to contribute towards what is already known in this area by exploring the effects of the selected innovative reading strategies and techniques on the development of reading literacy of Slovak EFL learners. A quasi-experiment was conducted, testing being the primary research method. The research sample was formed by altogether 24 ninth grade learners who were divided into the control and experimental groups. Although the calculated p-value (0.14), which compared the pre-test and post-test reading scores of learners in the experimental group that was taught by means of the selected reading strategies and techniques does not demonstrate a statistically significant difference, the achieved scores after the intervention can be regarded as promising and encouraging. This may be because only after one month intervention, participants’ literacy level increased by 9%, indicating that regularity of improving reading comprehension can possibly result in achieving higher level of reading literacy. Finally, it is also suggested that Teachers can better plan lessons which involve active reading, discussions, and critical thinking, thus developing overall reading skills of EFL learners.

Reading strategies and their relationship with reading comprehension. Proposal from elementary school

The present research work proposes and designs reading strategies, the aim is to use a qualitative research approach and an action research methodological perspective to intervene and transform the reading comprehension situation of primary school pupils. The results express a relevant and significant relationship between the use of reading strategies and modalities and the improvement of reading comprehension.

The role played by critical thinking in the fight against academic failure in the ISENCO High School, Tecomán campus: An approach from Habermas theory

School failure is an educational problem that affects academic performance and the trajectory of students, impacts their self-esteem, and contributes to social inequality. This phenomenon, which indicates low educational quality, is linked to a lack of motivation, poor performance, and a scarcity of resources. A critical approach proposes analyzing the institutional structures that perpetuate this situation, fostering dialogue among educational actors to find effective solutions. At the ISENCO high school in Tecomán, efforts are being made to identify internal and external causes, proposing alternatives such as improving reading comprehension, implementing tutoring, and strengthening educational infrastructure. Additionally, it is crucial to develop critical thinking and ethical skills in students, as well as to encourage community participation in the school. This partial report presents advancements and results obtained, using a mixed approach for in-depth analysis that leads to solutions that prevent school dropout and failure.

Fraters' Learning Approach for Understanding English Philosophical Texts Through the MOOC

This study examines the impact of the Frater learning approach through Massive Open Online Courses (MOOCs) in enhancing the reading comprehension skills of philosophy students tackling English-language philosophical texts. By integrating pre-tests, post-tests, and qualitative feedback, the research highlights how MOOCs address challenges in understanding dense and complex philosophical material. The findings reveal a significant 11% improvement in reading comprehension after MOOC participation, emphasizing its effectiveness in breaking down intricate concepts into manageable components. Key elements contributing to this success include segmented video content, which facilitates focused learning, and interactive assessments that reinforce comprehension in real time. This research underscores the potential of the MOOC-based Frater approach as an innovative solution for bridging language and content barriers in the study of philosophy.

The Adaptation Of Sabahattin Ali’s Stories “The Unrescuable Masterpiece” And “The Swallows” For B2 Language Proficiency Level

Language, which is a qualified tool for the socialization of people, is a phenomenon that has continued its existence from past to present. Societies developing with language have come a long way in transferring their linguistic productions over time. In this context, written texts created for cultural transmission and literary pleasure in Turkish are one of the elements that best describe human communication with language. In this context, literary texts created over time with the accumulation of societies have an important place in both mother tongue teaching and mother tongue teaching in the learning and teaching process. In the process of teaching Turkish as a foreign language to individuals who have come together from different cultures in the process of teaching Turkish as a foreign language, the use of literary texts emerging from the accumulation of society in the process will make learning permanent. The research aims to contribute to the field of teaching Turkish as a foreign language within the scope of simplified texts. In the process, the main idea was preserved by preserving the meaning structure given by the text. The related stories were taken from the 33rd edition of Sabahattin Ali's Yapı Kredi Publications published in 2018. In this respect, the main purpose is to enable the student to understand the text better. Bulding on this perspective, the research is based on the adaptation of Sabahattin Ali's stories titled The Unrescuable Masterpiece and The Swallows, which are included in the story book called The Mill, taking into account the B2 level criteria of the Common European Framework of Reference. The related stories were adapted and restructured through text simplification. In the process, the simplification process was reorganized by paying attention to the textuality criteria and using the appropriate methods of text preservation, text modification, text summarization and deletion. This study, which includes document analysis and descriptive analysis methods from qualitative research methods, the stories discussed in this study are aimed to arouse an aesthetic pleasure in the reader and improve reading comprehension skills in the teaching process, and within the framework of the adapted text, various examples of practical activities to be used in the course are included.

Reading Patterns in L2 Dyslexic Italian Learners of Chinese: An Eye Tracking Perspective

The study investigates the reading patterns of dyslexic learners of Chinese through the lens of eye-tracking technology, focusing on the differences in cognitive processing when engaging with two types of Chinese characters: ideo-phonetic compounds and pictographs.Dyslexia, a specific learning disorder, significantly impacts reading abilities, leading to challenges in word recognition, spelling, and comprehension. The research aims to enhance understanding of how visual stimuli can aid dyslexic students in learning Chinese, a language characterized by its unique writing system.The study involved ten Italian university students, including six diagnosed with dyslexia, who participated in a 100-hour online Chinese language course. Eye movements were recorded using a Tobii Pro Spectrum eye tracker, allowing for an analysis of fixation patterns and durations as participants engaged with the characters. The research questions focused on whether the type of character influenced the average number and duration of fixations, and whether there were significant differences in fixation patterns between dyslexic and non-dyslexic readers.Results indicated that both dyslexic and non-dyslexic participants exhibited longer fixation durations on pictographs compared to ideo-phonetic compounds, suggesting a more complex cognitive processing for pictographic characters. However, contrary to initial hypotheses, dyslexic participants did not demonstrate a greater number of fixations on ideo-phonetic compounds. The findings highlight the importance of understanding character structures and suggest that knowledge of basic character components may be more beneficial for dyslexic learners than visual aids alone.This research represents a significant step in exploring the intersection of dyslexia and Chinese language acquisition in Italy, providing empirical data that can inform educational strategies tailored for dyslexic students. The study concludes that while visual stimuli can support learning, a deeper understanding of character structures is crucial for improving reading comprehension among dyslexic learners.

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.

Collaborative Learning Strategy for Better Reading Comprehension in EFL University Courses

This study investigates the impact of collaborative learning strategy on the reading comprehension of non-English department students at the university level. An effective reading comprehension not only talk about the ability to understanding the text, but also the capacity to interpret meaning and synthesize information from different text genre. Moreover, for the non-English department students who generally have different language competence with English department students, they often encounter a difficult situation in reading activity because of their limitation in language exposure. Using a mixed-method approach, this study combines quantitative data from reading tests with qualitative insights from student interviews and classroom observations. Over one semester, students from various non-English department participated in collaborative activities, such as collaborative strategic reading and group discussions, designed to improve critical thinking and collaborative problem-solving. The quantitative results demonstrate significant improvements in reading comprehension, particularly in identifying main ideas, making inferences, and understanding vocabulary in context. Qualitative findings reveal that students found the collaborative learning environment is enjoyable and motivating, with many reporting that collaborative learning reduced their anxiety and enhanced their willingness to participate actively. This study highlights the effectiveness of collaborative learning strategy in improving reading comprehension among non-English department students and offers practical recommendations for integrating these strategies into diverse academic disciplines.Keywords: Collaborative Learning, Reading Comprehension, EFL, Non-English Department Student

Collaborative Reading Strategy (CRS) in Improving EFL Students' Reading Comprehension

This research aims to examine the effectiveness of CRS strategies in improving reading comprehension skills of the students’ of Politeknik Pelayaran Sulawesi Utara. Using quantitative research through pre-experimental design with one group pre-test and post-test, the data analysis statistically carried out using descriptive analysis and Paired Sample T-test. To find that there is a significant effect of using Collaborative Reading Strategy (CRS), the data will be calculated by using SPSS 25.0 application. The results show that CRS strategies have been proven to be effective in improving students' reading comprehension skills. The CRS strategy used is able to help students develop interest in reading and overcome boredom in the learning process. The implementation of Collaborative Reading Strategy (CRS) strategies has proven to be highly effective in improving the reading comprehension skills of the 2nd semester Nautical students at Politeknik Pelayaran Sulawesi Utara. The study revealed a significant increase in students' comprehension abilities, as evidenced by the substantial rise in mean scores from the pre-test to the post-test. The study confirms that CRS is a valuable tool for improving reading comprehension skills among Nautical students. The significant improvement in scores demonstrates that CRS strategies are well-suited to the needs of students in specialized fields, where understanding complex texts is essential.

Effectiveness of the Quizizz Application in Improving Students' Reading Comprehension at SMP Darul Falah

This research investigates the effectiveness of the Quizizz application in enhancing students' reading comprehension at SMP Darul Falah. A quasi-experimental design was employed, involving two groups of seventh-grade students: an experimental group using Quizizz and a control group utilizing Google Forms for learning recount texts. The methodology includes pre-tests and post-tests to measure reading comprehension, with statistical analysis conducted using SPSS. The findings reveal that the experimental group, which utilized Quizizz, exhibited significant improvement in reading comprehension compared to the control group. Normality and homogeneity tests confirm the reliability of the data, and the Mann-Whitney U test indicates a significant difference in outcomes between the two groups. Based on the study's results, it can be concluded that Quizizz is an effective medium for teaching reading comprehension, offering a more engaging and motivating learning experience compared to traditional methods. These findings suggest that incorporating interactive and gamified tools like Quizizz can greatly enhance educational practices and improve student performance in reading comprehension.

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 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.

THE EFFECTS OF COOPERATIVE LEARNING METHOD AND LEARNING MOTIVATION: IMPROVING READING COMPREHENSION

The purpose of this study was to look into how eighth-grade students at MTs. Negeri 2 Ogan Komering Ilir's cooperative learning and learning motivation strategies affected their reading comprehension skills. The study investigated the effects of two independent variables—methods and learning motivation—using a 2x2 factorial design (with two levels: high motivation and low motivation). Four different groups were created out of the participants: class without treatment-low motivation, class without treatment-high motivation, cooperative learning-low motivation, and cooperative learning-high motivation. Tests and questionnaires were used to gather information about the participants' reading comprehension abilities. The results showed that students with varying levels of learning desire, as well as those who participated in cooperative learning and attended class without receiving any instruction, had differing reading comprehension abilities. Nevertheless, it was not discovered that there was a statistically significant interaction between cooperative learning and learning motivation. These findings imply that although learning motivation and cooperative learning both have an independent impact on reading comprehension, their combined effect could not have a substantial effect on students' performance in this specific situation. The results advance our knowledge of how technique and student motivation interact to improve reading comprehension abilities.

Designing Local Culture-based Canva Narratives to Enhance Reading Skills for Junior High School Students

The study aimed to develop culturally relevant reading materials for eighth-grade students at one of the state junior schools in Ponorogo, Indonesia, using Canva as a digital platform. The primary objective was to improve students' reading comprehension by integrating local cultural narratives, such as the stories of Reog Ponorogo and Lake Ngebel, into narrative texts. The research employed the ADDIE model to systematically design and implement these materials, with phases including analysis, design, development, implementation, and evaluation. In the Analysis phase, student needs were assessed through questionnaires, revealing that students struggled with narrative structure and found traditional reading materials disengaging. The Design and Development phases involved creating visually engaging, culturally relevant narrative materials using Canva. The materials were then tested in the classroom, where students interacted with the content through reading tasks and quizzes. Findings showed significant improvements in students' engagement and reading comprehension. Over 80% of the participants reported that the materials were more relatable and easier to understand than traditional texts. The study concluded that integrating local culture into reading materials through digital platforms like Canva enhances both student motivation and learning outcomes.