Reading Comprehension In Grade Research Articles

Learning domains affecting the reading comprehension of grade 10 students in Magsaysay, Occidental Mindoro

Learning domains affecting the reading comprehension of grade 10 students in Magsaysay, Occidental Mindoro

Extent of Electronic Gadget Usage in Learning English and Reading Comprehension of Grade Six Pupils

In an age where digital technology is deeply ingrained in our lives, children are becoming more immersed in electronic gadgets, often at the expense of traditional reading. Thus, this study sought to determine and understand how the proliferation of electronic gadget usage of the Grade 6 pupils of Loon South Central Elementary School impacts the level of their reading comprehension. With gadgets becoming a ubiquitous presence in their lives, this study aims to determine the significant relationship between the extent of electronic gadget usage of the respondents and the respondent’s level of reading comprehension in applied, literal and interpretive category. The descriptive survey research design was used within the study. Findings revealed that there is no significant relationship between the extent of electronic gadget usage and level of reading comprehension. This means that the amount of time children spent in using electronic gadgets does not affect the level of their reading comprehension. Thus, students are capable of maintaining their comprehension skills, regardless of their screen time.

How lexical quality predicts L2 reading comprehension in early bilingual education

ABSTRACT This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary, lexical specificity and phonological awareness in kindergarten, vocabulary, lexical specificity and decoding in grade 1, and reading comprehension in grade 3. L1 reading comprehension was tested in grade 2. Results showed that lexical specificity in kindergarten had a direct effect on L2 reading comprehension in grade 3, and phonological awareness in kindergarten had an indirect effect on L2 reading comprehension via L2 decoding skills in grade 1. These effects remained significant after taking L1 reading comprehension skills in grade 2 into account. The lexical specificity task, measuring specificity of phonological representations, had a more profound impact on reading comprehension than vocabulary. This highlights the importance of examining the specificity of phonological representations when it comes to studying L2 reading comprehension proficiency and implies that teachers should focus on L2 lexical specificity in bilingual kindergarten to build the foundation for L2 reading comprehension in grade 3.

Utilization of Self-Learning Module in the Development of Reading Comprehension of Grade Four Amethyst

Utilization of Self-Learning Module in the Development of Reading Comprehension of Grade Four Amethyst

Vocabulary Competency and Reading Comprehension of Grade 12 English as Second Language Users: A Systematic Review

This paper has three main objectives: (1) establish the relationship between performance in vocabulary with performance in reading comprehension and writing; (2) determine whether good performance in reading comprehension automatically translates into corresponding good performance in vocabulary and writing or not; (3) establish the correlation between gender and performance in vocabulary, reading comprehension and writing attainment among Grade 12 students. Numerous first language studies show a high correlation between good readers and writers, assuming reading and writing mutually reinforce each other. Some explore the link between vocabulary size and depth and their correlation with reading and writing. Fewer studies examined the connection of (1) vocabulary and reading comprehension and (2) vocabulary knowledge and writing in a second language environment. These studies have reported that second language inputs (reading and writing) play a pivotal role in developing literacy skills amongst learners in second language contexts, i.e., reading input affects the development of writing and reading abilities and or vice versa (meaning, writing input could have the same effect). We recommend that education standards officers, school administrators, and teachers should design strategies to develop in students the habit of independent reading.

Factors Affecting the Reading Comprehension of Grade 2 Learners: Basis for an Intervention Program

The research aims to identify the factors affecting the reading comprehension of grade 2 pupils: Basis for an intervention program. This study used a quantitative research approach known as the descriptive survey technique to provide a detailed description. The research included survey instruments and reading passages as exercises for the learners. The research's results indicate that (1) pupil factors, such as excessive absenteeism and poor study habits, have hampered learners' reading comprehension. (2) Reading comprehension is significantly hindered by pupils’ limited vocabulary as well as lack of familiarization with grammar and spelling. (3) teacher factor did not affect the pupil’s reading comprehension (4) home-related factor plays a significant role in students' reading comprehension. Based on the findings of the research, the study recommends (1) make a variety of strategies be developed to encourage children to develop their vocabulary and enthusiasm for reading. These strategies may include the use of visuals, games, and songs in the classroom. (2) Orient parents to the idea that parental involvement is one of the crucial aspects in the educational development of learners, and (3) try with various grade levels and schools to identify how and to what extent these factors affect the ability of students to comprehend what they read.

Cause for Concern? The Relationship Between Language Skills in Toddlers and Later Reading Skills in School

AbstractThe purpose of this longitudinal study is to investigate the association between poor language skills in toddlers and later reading skills. In contrast to earlier research, the present study used an authentic assessment of language skills conducted by staff in early childhood education and care as a tool for early identification. The participants were 515 Norwegian monolingual toddlers who were assessed when they were 33 months, 7 years, and 10 years. The results showed a small correlation between language skills identified at 33 months and later reading skills. The toddlers with the 10% poorest language skills were overrepresented in the 10% with the poorest decoding skills in 2nd grade and reading comprehension in 5th grade. Furthermore, 67.3% of toddlers with poor language skills attained below-average reading scores in 5th grade. These findings support the importance of paying attention to children in the lowest 10%, even at the age of 33 months. Furthermore, the results show that authentic assessments in the early years conducted by staff in early childhood education and care can make an important contribution to identifying toddlers in need of extra language stimulation in early childhood education.

A Quantitative Study between Reading Habits and Reading Comprehension of Grade 11 Students

The study dealt with the reading habits and reading comprehension among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to assess the level of reading habits and reading comprehension in terms of their respective indicators, the significant relationship between reading habits and reading comprehension, and domains in reading habits significantly influenced reading comprehension. Moreover, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. Average Weighted Mean, Pearson R, and Multiple Regression Analysis were the statistical tools used in this study. The results showed a high level of reading habits in terms of reading motivation as high, reading frequency and time allocation as high, and materials as high among Grade 11 students. Similarly, the outcome also resulted in a high level of reading comprehension with its indicators which were the working memory as high, vocabulary as high, prior knowledge as high. Moreover, the result also highlighted a high level of influence of reading habits to the reading comprehension among Grade 11 students in terms of reading motivation, reading frequency and time allocation, and materials. In addition, there was a moderate correlation and a significant relationship between reading habits and reading comprehension. Three domains of reading habits are shown as perceived by students. However, two domains only influence Reading Comprehension and materials were the only one domain that did not exert a significant influence on reading comprehension.

Effects of Explicit Language Instruction on Students’ Vocabulary Retention and Reading Comprehension Skills

The study investigated the effects of explicit vocabulary instruction on students’ vocabulary retention, and on their reading comprehension in 11th grade at Shinta Preparatory School, Gondar. The study was a quasi-experimental in design. Out of the five sections, two sections (11th C= and 11th E=: a total of 93 students) were randomly selected. Explicit instruction was used for the experimental group whereas conventional methods were used for the control group. In addition, vocabulary retention and reading comprehension tests were used to collect data. Accordingly, the results of the independent sample t-test showed that there was a statistically significant difference between the experimental, and the control groups in their vocabulary retention (P < 0.05, i.e., p = 0.003), and in their reading comprehension (p < 0.05, i.e., p = 0.000) respectively. Similarly, a paired sample t-test was used to compare post-test, and delayed post-test results. The result of the comparison showed that the experimental group retained more vocabulary than the control group since the mean difference between the tests was close to zero (i.e., 0.120) and p > 0.05. Finally, the overall test results indicated that explicit instruction improved students’ vocabulary retention and reading comprehension than conventional methods. Thus, the findings from this study pointed out that explicit vocabulary instruction was one of the most effective methods for improving students’ vocabulary retention and reading comprehension.

The Effect Of Pre-Questioning Teaching Technique To The Reading Comprehension Of Grade Ten Students Of Smk Swasta GKPI 1 Pematang Siantar On A Narrative Text

This research aimed to find out the significant effect of the pre-questioning teaching technique on the reading comprehension of Grade Ten students of Smk Swasta Gkpi 1 Pematang Siantar on a narrative text. This research was carried out at SMK Swasta GKPI 1 Pematang Siantar, namely in classes X TKJ A and X TKJ B. The problem statement of this research was the effect of the pre-questioning teaching technique on the reading comprehension of Grade Ten students of SMK Swasta GKPI 1 Pematang Siantar on a narrative text. The researcher used a quantitative method with a quasi-experimental design and used two classes: the experimental class and the control class. The data was collected using a multiple-choice test. The instrument used to collect data was taken from the results of students' pre-test and post-test scores, where the data was calculated manually using MS Excel. The result of this research showed that the average value of the experimental class was 40 in the pre-test and 80,16 score in the post-test. While the average value of the control class was 39,1 score in the pre-test and 65,5 score in the post-test, The results of the students scores on the post-test showed that the use of the pre-questioning teaching technique was very effective in reading narrative text for grade ten students. The t-test calculation showed that the t-test value was higher than the t-table value (3,32>1.670). The null hypothesis (Ho) was rejected. So, it could be concluded that the pre-questioning teaching technique was very significant in developing students reading comprehension, especially in narrative text.

Utilization of Non-Lyrical Classical Music in Enhancing the Reading Comprehension of Grade 7 Students at Siena College of Taytay

Utilization of Non-Lyrical Classical Music in Enhancing the Reading Comprehension of Grade 7 Students at Siena College of Taytay

Effectiveness Of Digital Text in Interactive Library for English Starters (Digi-Tiles in Enhancing The Reading Comprehension Of Grade 3 Learners)

This quasi-experimental study was conducted to measure the effectiveness of Digital Text in Interactive Library for English Starters (Digi-TILES), which is a digital learning tool, in improving the reading comprehension level of Grade 3 pupils of Sampiruhan Elementary School. The intervention tool was designed to develop reading comprehension of learners and results were measured through comparing pretest and post-test scores.Two (2) paired groups of learners participated in the study composed of 30 members for each group. Each group’s reading comprehension level was determined through standardized Phil-IRI materials. The digital tool intervention developed by the researcher was utilized by the experimental group while the comparison group utilized plain printed Pivot Self Learning Modules distributed by Department of Education. Paired and Independent Samples T-tests were used to answer the inferential questions of the study.The experimental group, after utilizing the intervention tool scored higher in their post-test than the comparison group. Comparing also the pretest and post-test of the experimental group, it is notable that the scores in the latter are significantly higher. This implies that the Digi-TILES learning tool has impacted the learners’ reading comprehension positively.The hypotheses stating that there is no significant difference between the post-test of the two groups were rejected. The findings therefore reflect that the experimental group scored higher those in the comparison group. The Digi-TILES therefore helped in enhancing the reading comprehension of Grade 3 learners. It is therefore suggested that the school may consider utilizing this tool to improve the quality of learners when it comes to reading comprehension.

Interindividual differences in the development of reading self-concept and intrinsic and importance value throughout secondary school

In this study we examined interindividual differences in intraindividual development of reading self-concept, intrinsic value, and importance value between grade 5 and grade 9 from a situated expectancy-value theory perspective. Growth mixture modelling with data from 1507 (49% girls) secondary school students from Germany indicated four developmental trajectories. We labelled these trajectories: Increasing Values (n = 83, 6%); Declining Importance Value (n = 251, 17%); Declining Values (n = 444, 29%); and Declining Self-Concept and Values (n = 729, 48%). The likelihood of following the Increasing Values or the Declining Values trajectory was lower for girls than boys. Furthermore, students following the Declining Self-Concept and Values trajectory had higher SES than students following the other three trajectories. Students following the Declining Self-Concept and Values trajectory had the highest reading comprehension in grade 5, although this advantage declined by grade 9. Our findings suggest that students may benefit from interventions that support intrinsic value, particularly at the start of secondary school.

USING DECODING SKILLS FOR STUDENTS AUTOMATICITY IN READING COMPREHENSION AT SMA NEGERI 10 MAROS

This study aims to determine whether there is a significant effect of using decoding skills on students' reading comprehension in grade X students of SMA Negeri 10 Maros in the academic year 2021-2022. The researcher applied a quasi-experimental design. In this study, the population was class X SMA Negeri 10 Maros with a total of 104 students from 4 classes, and the sample in this study was selected using a purposive sampling technique with a total of 52 students and divided into two classes: X MIA 1 as a control class that was treated without using decoding skills, and X MIA 2 as an experimental class that was treated using decoding skills. In this study, the method used was a quantitative one. The research instrument in this study used two reading tests that were administered twice: at the first meeting in learning, a pre-test was carried out, and at the last meeting in learning, a post-test was carried out after using decoding skills. The data was analysed using the t-test. The result obtained from this study showed the heterogeneity of student performance in reading comprehension after applying decoding skills and without applying the strategy. The result showed a post-test score p-value of 0,001 with a meaning rate of 0,05 (5%). In other words, the p-value (0,001) sig a = 0,05 (5%) was provided. Therefore, the outcome of the effect size was 1,58. It provided that using decoding skills was effective to use a strong level on students’ reading comprehension of descriptive text at the tenth-grade students of SMA Negeri 10 Maros at a strong level.

USING DIRECTIONAL TRACKING STRATEGY IN IMPROVE STUDENT’S READING COMPREHENSION

This study sought to determine whether using a directional tracking strategy, which concentrated on level reading comprehension and included literal reading comprehension in terms of the primary idea and supporting notion, improved students' reading comprehension. The study was applicable pre-experimental research using pre- and post-text for one group. The researcher employed the entire sampling approach. 29 students from class XI of IPS Sma Al Jameah Pattuku served as the research sample. In both the pre-test and post-test, the researcher employed reading test practise as an instrument. The research findings indicated that directional tracking strategies can enhance students' comprehension of what they read. It was demonstrated by the fact that the pre-mean test's score, which was 65.36 and was rated as fair, improved by 21.05% to 79.12 and was rated as good. As a result, the student's reading comprehension in terms of the primary idea and supporting idea improved. Literal comprehension is the end result of improvement. The study discovered that (20.34%) had a higher value than (21.77%). This figure indicates that there was an improvement between the student's pre-test and post-test results. The application of the directional tracking strategy to enhance students' reading comprehension in the SMA Eleventh Grade was found to be effective. The Al Jameah Pattuku.

Improving Problem Solving Skills and Reading Comprehension of Grade 5 Pupils Using Weekly Five-Revamping Question

Improving Problem Solving Skills and Reading Comprehension of Grade 5 Pupils Using Weekly Five-Revamping Question

Students’ Perception of Reciprocal Reading Strategies and Their Reading Performance

Appropriate reading strategies improve the reading comprehension of Grade 7 students. The study aimed to attain the following objectives: To know the students perception of their teachers level of practice on Reciprocal Reading Strategies (RRS) in terms of Predicting, Questioning, Clarifying, and Summarizing To identify the students level of Reading Performance and To find if there is a significant relationship between the students perception of their teachers level of practice on RRS and their reading performance. The study employed Stratified Quota Sampling because only two sections of Grade 7 from the three big schools in South District, Cagayan de Oro City Division were recommended as the respondents of this study. Descriptive correlational methods of research was used on which a researcher-made questionnaire was utilized as the main instrument. It was validity and reliability tested. Mean and Standard Deviation were used to determine the students perception of teachers level of practice on Reciprocal Reading Strategies. Pearson Product Moment Correlation Coefficient was utilized to find the significant relationship between the students perception of their teachers level of practice on Reciprocal Reading Strategies. Results revealed that the English teachers are using the Reciprocal Reading Strategies. However, Clarifying is difficult for the students that needs to be addressed by all teachers to improve the reading comprehension. This can also be a good material for further study for future researchers.

The Effect of Repeated Reading Strategy on Comprehension Among Grade Four School Students

This study essentially investigates the impact of RR on the reading comprehension of grade four students in the North Batinah governorate: namely in Al Khabourah. This was an 8-week study that investigated the impact of repeated reading on the reading comprehension of grade four students in a school at Al Khabourah in Al Batina North Governorate in the Sultanate of Oman. The study sample consisted of 61 grade four students, and they were divided into control and experimental groups as it was a quasi-experimental design study. The sample was divided into a control group of 30 students, who were taught normally, while the experimental group included 31 students, and they studied using the repeated reading strategy. The research instruments included pre and post-tests. All instruments were validated by a group of experts. The inter-consistency was calculated by using alpha Cronbach and the reliability factor reached r=0.74. The research findings revealed statistically significant differences in reading comprehension in favour of the experimental group. At the same time, the results also revealed no statistically significance differences between male and female students within the experimental group. In light of these results, the study makes suggestions and offers recommendations.

APPLYING WEBBING STRATEGY IN TEACHING READING COMPREHENSION

The research aims to determine whether Applying Webbing Strategy can improve students’ reading comprehension grade Eight students of SMPN 1 Sojol. This research applied a quasi-experimental research design. The research sample was Eight D as the experimental group, which consisted of 25 students, and Eight A as the control group, which consisted of 27 students. The instrument used in collecting the data were pre-test and post-test. The treatment was given six times. The data were analyzed statistically to determine the difference between the pre-test and post-test. As a result of the study, the mean score of the experimental group taught by applying webbing strategy was improved compared to the control group taught without applying webbing strategy. In other words, applying webbing strategy can improve the reading comprehension of grade eight students of SMPN 1 Sojol.

Effectiveness of Comic-Based Reading Materials in Enhancing the Reading Comprehension of Grade 6 Pupils

This quasi-experimental study was conducted to determine the effectiveness of Comic-Based Reading Materials tin enhancing the reading comprehension of Grade 6 pupils in Sampiruhan Elementary School. The researcher crafted these Comic-Based reading materials, which are reading texts and/or literatures adapted from the DepEd R4A Pivot Modules in English transformed into comics-type reading materials. These served as the instrument of the study. The result of the study was analyzed using the outcome of the pupils’ pretest and posttest.
 Two group of pupils served as the participants of the study. Each group was composed of thirty (30) pupils each chosen using a match-pairing from the result of their pretest. The participants’ baseline on reading comprehension were measure using a standardized test from the Phil-Iri. The comic-based reading materials crafted by the researcher was implemented to the experimental group while the comparison group utilized the common materials from the DepEd R4A Pivot Modules provided by the Department of Education. Independent and Paired Sample T-test were used to analyze the data and answer the inferential questions from the study.
 After the implementation of the instrument, the researcher found out that the experimental group performed better on their posttest from their pretest. In addition, the experimental group also outscored the comparison group during their posttest. Between the scores of the two groups a significant difference was obviously observed. This revealed the effectiveness of the comic-based reading materials to the reading comprehension of grade 6 pupils. Hence, the hypothesis stating that there is no significant difference between the posttest of the two groups was rejected.