Reading Comprehension Of Students Research Articles

Reading Achievement of Chilean Second-Grade Students after Covid-19

Background: Low levels of reading comprehension have remained persistent in South America, as evidenced by third-grade results from the ERCE. A deeper understanding of the underlying reading subprocesses is essential to addressing reading comprehension lags in the region. Methods: We conducted a diagnostic study to assess the reading skills of a representative sample of Chilean second-grade students from a large metropolitan area. Results: for 60% of students reading comprehension was below the level expected by the end of first-grade. These results cannot be explained by language comprehension alone, since most of those students (63%) had above second grade listening comprehension skills. Instead, low reading comprehension levels seem to be more strongly associated with deficits in frequent word recognition and vocabulary knowledge. Specifically, 88% and 58% of these students, respectively, performed below end-of-first-grade levels. Conclusions: strengthening these specific reading subprocesses is crucial to prevent comprehension deficits as reading tasks become more complex.

Speechreading ability is related to phonological awareness and reading comprehension in adults with hearing impairment in China

ABSTRACT We investigated whether phonological awareness mediated the relationship between speechreading and reading comprehension in Chinese adults with hearing impairment (HI) and normal hearing (NH). Speechreading, phonological awareness, and reading comprehension tests were administered to 154 young adults with HI and 97 young adults with NH in China. Results revealed significant correlations between speechreading, phonological awareness, and reading comprehension in adults with HI, but not those with NH. Phonological awareness did not mediate the relationship between speechreading and reading comprehension in either group of participants. These results suggest that visual speech information (speechreading) contributes to the development of phonological representations in adults with HI, which in turn supports reading comprehension. This relationship was not observed in the adults with NH. Teachers and clinicians working with HI students need to have an understanding of this difference, and take into account the developmental nature of the relationship between speechreadaing, phonological awareness and reading comprehension in the HI students for differentiated reading intervention. If attention to the visual speech information via speechreading indeed contributes to better phonological awareness, HI students may benefit from other visual methods to develop component skills that are foundational to reading success.

The effectiveness of problem-based learning on reading comprehension of eleventh-grade science students at SMAN 1 Sambit

Reading is one of the most important basic skills in learning English for students to learn. Reading is understanding written text which is a complex activity involving perception and thinking which consists of two processes related to word recognition and understanding. Comprehension is the process of understanding interconnected words, sentences and texts. Therefore, reading cannot be separated from understanding. The purpose of this research is to find out whether there is a significant difference between students who are taught using problem-based learning and have better reading comprehension than students who are not taught using problem-based learning. Researchers applied a quantitative research approach with quasi-experimental design. This research used two classes. The population in this study were all XI Science students at SMAN 1 Sambit, totaling 87 students. The sample in this study was an experimental class with 29 students and a control class with 29 students. Researchers used pre-test and post-test in data collection. Data were analyzed using a t-test formula such as the Independent Sample T-Test. The results showed that the mean post-test for experimental class was 89.82 and the mean post-test for control class was 80.93. This shows that there is a difference in mean scores between the two classes. The T-Test results show a significance value of 0.00 which is smaller than 0.05. Based on these data, it can be concluded that there is a significant difference between reading comprehension of students who are taught using problem-based learning than students who are not taught using problem-based learning.

The Impact of Listening Comprehension on Reading Comprehension: A Correlational Research

The aim of this research was to find out whether or not there was any correlation between students reading comprehension and students listening comprehension. The population was the tenth-grade students with the total 630 students from 14 classes at SMA N 10 Palembang. To the sample of this research, intake sampling technique was implemented. There were 90 students as a sample from class X.7 and X.8. The data were selected from students reading comprehension and students listening comprehension. In analysing the data, correlation analysis, regression analysis and normality test was used. Based on the statistical, it was found that the correlation coefficient or the R-value (0.000) with significant coefficient (p-value) was 0.422, which was higher than 0.05. It means that significant value (2-tailed) was higher than alpha value (0.422> 0.05). It could be concluded that there was a significant correlation between students' reading comprehension and listening skill. Since the Pearson correlation coefficient was 0.000, it indicated that there was correlation between students' reading. Also, for the contribution of listening comprehension to reading comprehension it was only 17.8%. It means that listening comprehension has no influence to reading comprehension. In conclusion, the findings indicate that students who have high listening comprehension does mean that they will also have good reading comprehension. Also, reading comprehension can be used to help listening skills because listening is the ability to capture sounds, complete, speak, syntax, jargon, and obtain data.

An Investigation of the Student's Reading Comprehension Difficulties at Ma Al - Muslimun NWDI Tegal Meninting, Batulayar, Lombok Barat

An Investigation of the Student's Reading Comprehension Difficulties at Ma Al - Muslimun NWDI Tegal Meninting, Batulayar, Lombok Barat

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

Reading Comprehension and Cognitive Processes in Ecuadorian Middle School Students

Objective: The research aimed to determine the influence of reading comprehension on the development of cognitive processes in middle school students in the canton of El Carmen. Methodology: It was based on the positivist paradigm through a quantitative approach with a correlational field research. The study population consisted of 983 teachers belonging to the ten educational circuits that make up the canton, applying a survey through a polytomous questionnaire with a Likert scale. Results and Discussion: Among the most relevant results, it is evident that there is a moderate correlation calculated at 0.457, which establishes that reading comprehension influences the development of cognitive processes in middle school students. Conclusion: It is of utmost importance that teachers working in the educational institutions under study not only develop their classes through the execution of curricular content but also employ strategies that allow students to learn to learn, which is achieved by stimulating the cognitive system.

APPLICATION OF TECHNOLOGY BASED LEARNING MEDIA IN IMPROVING STUDENTS READING COMPREHENSION AT THE TENTH GRADE OF SMK N 1 BOTOMUZOI IN 2023/2024

The process of comprehending a text in which the reader, the text, and the context interact is known as reading comprehension. Reading comprehension makes it easier for someone to understand what they are reading. The purpose of this study was to determine whether using technology-based learning resources may improve the reading comprehension of tenth-grade students at SMK Negeri 1 Botomuzoi in 2023–2024. Observation sheet exercises, tests, and field notes were used to gather data for this study, which aims to determine how technology-based learning materials might be used to enhance students' reading comprehension. Classroom Action Research (CAR) was the methodology employed in this study. Based on the findings of the first cycle, which had an average of 45% of students who responded to a test question, researchers completed their study in two cycles. Because the first cycle's value fell short of the 70% Minimum Competency Criteria, the researcher proceeded to the second cycle once the first cycle was finished. The second cycle's average score for students who responded to the test questions was 85%. in order for students' reading comprehension to be enhanced through the use of technology-based learning resource.

Penerapan Strategi Pembelajaran Information Search Terhadap Minat Belajar dan Hasil Belajar Kemampuan Membaca Pemahaman Pada Siswa Sekolah Dasar

This study aims to examine the impact of the Information Search strategy on students' learning interest and reading comprehension achievements in elementary schools. The Information Search strategy engages students in actively seeking information from various sources, designed to enhance their cognitive skills, critical thinking, and understanding of the learning materials. The research employs a quantitative approach with an experimental design. The results reveal that this strategy significantly improves students' learning interest, as evidenced by the questionnaire results before and after implementation. Additionally, students' reading comprehension achievements improved significantly, with the average score increasing from 70 to 85 after the treatment. The strategy also encourages active student participation in group discussions and resource utilization. Thus, the Information Search strategy can serve as an innovative alternative to enhance students' interest and learning outcomes, particularly in reading comprehension.

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.

Using Guided Reading Strategy to Improve Student’s Reading Comprehension at SMP Negeri 1 Dobo

The focus of this research is to study how Guided Reading Strategies can improve students' understanding at SMP Negeri 1 Dobo.This research is classroom action research which consists of four stages, namely planning, action, observation and reflection. The subjects of this research were 30 students in class VIII-9 of SMP Negeri 1 Dobo. The data collection techniques were English reading tests and interviews.The results of this study indicate that students in grades VIII-9 can improve their reading comprehension. This can be seen from the average results in pre-test (36.66), cycle I (58), and cycle II (78.66). Based on this research data, it can be concluded that the use of Guided Reading Strategies can improve reading comprehension in students in class VIII-9 of SMP Negeri 1 Dobo for the 2024/2025 academic year.

Hubungan Antara Working Memory dengan Reading Comprehension pada Siswa Kelas 4 di SDIT Cahaya Hati Pedan Kabupaten Klaten

Background: Working Memory is a memory system capable of analyzing information after receiving it and can then be displayed again (Nadira et al., 2023). Meanwhile, reading comprehension is a reading activity that involves cognitive roles in thinking, analyzing, and understanding a text (Tahmidaten & Krismanto, 2020). Thus, the ability of working memory is a cognitive component that can be related to reading comprehension ability, which requires cognitive roles in thinking. Objective: This study aims to determine the relationship between working memory and reading comprehension in fourth-grade students at SDIT Cahaya Hati Pedan, Klaten Regency. Methods: This research employs a quantitative approach with a correlational research design and a cross-sectional data collection approach. The sampling technique was carried out using simple random sampling technique. Simple Random Sampling is a sampling of part of the population where each member has the same opportunity to be selected. This study used a sample of 55 4th grade students at SDIT Cahaya Hati Pedan, Klaten Regency. The collected data will be analyzed descriptively and bivariately. The statistical test used is Spearman Rank due to the non-normal distribution of the data (non-parametric). Research Results: The results of the statistical test, specifically the Spearman rank test, indicate that the abilities of working memory and reading comprehension have a significance of 0.000 (ρ value), where 0.000 < 0.05. Therefore, Ho (null hypothesis) is rejected, and Ha (alternative hypothesis) is accepted. The strength of the relationship can be seen from the results of r = 0.589 these results indicate that the strength of the correlation is moderate and shows a positive correlation direction. Conclusion: This research concludes that there is a relationship between working memory and reading comprehension in fourth-grade students at SDIT Cahaya Hati Pedan, Klaten Regency. Keywords: Working Memory, Reading Comprehension, Grade 4 Students

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

L1 and L2 reading comprehension in Dutch higher education students with and without dyslexia: effects of test type and linguistic skills

ABSTRACT Reading is one of the most important skills in higher education. Various students show problems with reading, which can lead to problems with text decoding, reading comprehension, or both. In this study, we investigate the L1 (Dutch) and L2 (English) reading comprehension performance of students with and without dyslexia. Participants were presented with two short texts, and their reading comprehension was tested via two different test types: (1) a free recall test (i.e. summary writing) and (2) a true/false test, composed of literal and inferential questions. In addition, the students were timed during text reading and tested on L1 and L2 language proficiency and print exposure, to study if and how these skills relate to their reading comprehension performance. In L1, both student groups performed equally well on literal true/false questions, but students with dyslexia performed poorer on inferential questions and summary writing. In L2, students with dyslexia performed worse on both types of true/false questions and the summary writing. Language proficiency was shown to play the most prominent role in reading comprehension skills of higher education students.

Identifying quality responses using an analysis of response times: the RTcutoff function in R.

The present study aims to develop an R function to develop and visualize thresholds that describe the response time of individuals concerning their sample. The function utilizes the cumulative proportion correct (CUMP) approach, to estimate item-specific time threshold, which originated in the work of Guo and his colleagues. Besides the CUMP approach, the present function presents response time profiles on a measure using the mean of the sample and + 1SD times so that it can discern between thoughtful engagement and processing with an item (termed problem-solving behavior) and rapid responding, guessing, and disengagement with the test. The advantage of the CUMP model utilized here is that it simultaneously engages both response time and response correctness to establish thresholds that differentiate engaged from disengaged participants. Given data on a measure of reading comprehension for students in Saudi Arabia (n = 494) using the Progress in International Reading Literacy Study (PIRLS 2021) international assessment, high and low-achieving individuals that engaged in different behavior patterns were identified and plotted against their sample. Results pointed to the importance and necessity of the RTcutoff function to identify variable forms of engagement that have implications for person-score validity but also have implications for test validity and the need to increase measurement precisio.

Meta-Comprehension and Reading Comprehension in Future Teachers: Implications for Educational Quality in the Context of the SDG

Objective: Reading comprehension is a fundamental component to achieve quality education at all educational levels. This study aimed to analyze the relationship between metacomprehension strategies and reading comprehension in university students. Theoretical framework: The research is based on the Metacognition Theory, the Construction-Integration Theory and the Transactional Reading Model, which highlight the importance of self-regulation and metacognition in the comprehension of complex academic texts. Method: A quantitative approach and a cross-sectional correlational design were used, a sample of 138 students selected through stratified probability sampling of a population of 215 was studied. Data were collected with the Inventory of Strategies of Reading Metacomprehension and a reading comprehension test. Results and discussion: The findings show that reading metacomprehension allows students to monitor and improve their comprehension of texts, applying effective corrective strategies. This skill is crucial for addressing dense texts, improving literal and inferential comprehension. The research showed that there is a relationship between metacomprehension strategies and the level of reading comprehension. Research Implications: The results impact curricular planning and the development of teaching programs, suggesting the need for practices that promote meta-understanding to improve academic performance. Originality: This research provides evidence on the relevance of meta-understanding in higher education, providing guidance for pedagogical practices that promote self-regulation and metacognition in university learning.

THE IMPACT OF DOCUMENTARY DIGITAL STORYTELLING ON CRITICAL THINKING AND READING SKILLS IN HIGH SCHOOL STUDENTS

This study aims to evaluate the effect of a digital storytelling-based documentary video method in developing critical thinking skills on reading comprehension of secondary school students, considering learning style as a moderator. The method was applied to the experimental group, while the control group used the conventional method. The pretest results showed that the experimental group had an average score of 84.7, higher than the control group, which had an average score of 81.36. After the treatment, the experimental group showed a significant improvement with an average posttest score of 87.63, compared to the control group, which had an average score of 83.7. ANOVA analysis showed that learning style had a significant effect on critical thinking ability (sig = 0.036), while membership in the treatment or control group showed no significant effect (sig = 0.581). No significant interaction between learning style and group was found (sig = 0.171), indicating that the effect of learning style on critical thinking development was independent of the treatment group. This study confirmed that customizing learning methods according to students' learning styles can improve critical thinking skills in reading comprehension. However, the effectiveness of this method was not significantly affected by membership in the treatment or control group. Further research is needed to explore how this method can be optimized for different groups of students.

Four-Word Frames: Enhancing the English Reading Comprehension and Rule Induction Skills of Public Health Students in a Thai University

This study explores the effectiveness of four-word frame training in enhancing the reading comprehension and contextual word-guessing skills of Thai public health students studying English as a Foreign Language. A mixed-methods approach was employed with 22 fourth-year undergraduate students, combining quantitative pre- and post-test assessments with qualitative surveys and interviews. A specialized corpus of public health research articles was created and analyzed using the AntConc corpus analysis software, which identified 50 frequent four-word frames. These frames were categorized into six main patterns, forming the basis for training sessions. Students were taught to identify and apply these frames to academic texts to improve their ability to infer word meaning from context. The findings showed a substantial improvement in reading comprehension, with average test scores increasing significantly after the training. However, individual performance varied, with some less engaged students showing only minimal improvement, indicating that the approach may not be universally effective. Nonetheless, most participants found the training beneficial, particularly for analyzing word patterns using the AntConc software. These results suggest that four-word frame training is a valuable tool for improving reading comprehension in specialized fields like public health, but personalized approaches may be necessary to support diverse learner needs. Further research should investigate the long-term retention of these skills and their application across different academic disciplines.

Using Raz-kids Reading Program to Enhance Fifth Grade EFL Omani Students’ Reading Comprehension Skills and Boost their Motivation

This study aimed to evaluated the impact of Raz-kids program on the reading comprehension of fifth-grade students using a quasi-experimental design. A total of 64 students from Welayat Bidbid School in A’Dakhilia Governorate in the Sultanate of Oman, were divided into two groups: control and experimental. Over a two-month period, the experimental group used Raz-kids reading program daily at home, engaging in reading activities, listening exercises, and quizzes to enhance their reading skills. The findings indicated a noticeable improvement in reading comprehension scores, although it is not statistically significant, among participant students in the experimental group compared to the control group. Also, it was found that, the program positively influenced students' motivation towards reading, with participants expressing a willingness to recommend it to their peers. These results suggest that Raz-kids program is an effective supplementary tool for improving reading comprehension and fostering positive attitudes towards reading among fifth-grade students.

STUDENTS’ DIFFICULTIES IN READING COMPREHENSION OF FACTUAL REPORT TEXT AT THE ELEVENT GRADE OF SMK NEGERI 2 TOMA

This research was carried out to investigate students’ difficulties in reading comprehension of factual report text at the eleventh grade students of SMK Negeri 2 Toma. The objectives of this research were to find out what difficulties are faced by class XI students at SMK Negeri 2 Toma in reading comprehension of factual report text and to explain the factors that contribute to students’ difficulties in reading comprehension of factual report texts in class at SMK Negeri 2 Toma. This research was qualitative research design and data were obtained through reading tests and interviews. Data were analyzed using Miles and Huberman's theory such as data reduction, data display and conclusion drawing and verification. The results of this research were eleventh grade students at SMK Negeri 2 Toma experience difficulties in reading comprehension. It was found that five difficulties experienced by students in reading comprehension they are finding factual information, finding the main idea, finding the meaning of vocabulary, identifying references and making inferences. Factors that contribute to students’ difficulties in reading comprehension of factual report texts include limited vocabulary knowledge, inadequate use of effective reading strategies, and problems with processing information. This research shows that students experience difficulties in reading comprehension. It is suggested that students eleventh grade of SMK Negeri 2 Toma should study more the component of reading comprehension.