Level Of Reading Comprehension Research Articles

"We're going to sit with a generation [of learners] who cannot even construct a CV because they can't bloody read": Reading interventions by English teachers

Teaching reading skills is one of the most intricate tasks expected of teachers. This is especially true since the COVID-19 pandemic because of the decline in Grade 4 learners' reading comprehension levels. The Department of Basic Education indicated that the 2021 PIRLS report revealed that 81% of South African Grade 4 learners struggle to read with comprehension in their home language. This hinders Intermediate Phase learners' ability to transition effectively from learning to read to reading to learn, given that they must start acquiring subject-specific knowledge. In this article, we explore how English Home Language (EHL) and English First Additional Language (EFAL) Intermediate Phase teachers have been teaching reading since the COVID-19 pandemic. Using an interpretivist qualitative research approach with a phenomenological research design, we determined the reading teaching practices used by EHL and EFAL Intermediate Phase teachers to teach reading.

Eye Movement Patterns in Russian-Speaking Adolescents with Differing Reading Comprehension Proficiency: Exploratory Scanpath Analysis

Previous research has indicated that individuals with varying levels of reading comprehension (often used as a proxy for general cognitive ability) employ distinct reading eye movement patterns. This exploratory eye-tracking study aimed to investigate the text-reading process in adolescents with differing reading comprehension, specifically examining how these differences manifest at the global eye movement level through scanpath analysis. Our findings revealed two distinct groups of scanpaths characterized by statistically significant differences in eye movement parameters. These groups were identified as “fast readers” and “slow readers”. Both groups exhibited similar oculomotor performance during the initial reading. However, significant differences emerged when they reread and revisited the text. Notably, these findings align with prior research conducted with different samples and languages, although discrepancies emerged in saccade amplitude and first-pass reading behavior. This study contributes to the understanding of how reading comprehension levels are reflected in global eye movement strategies among adolescents. However, limitations inherent in the experimental design, particularly the potential influence of the task on reading patterns, warrant further investigation. Future research should aim to explore these phenomena in more naturalistic reading settings, employing a design specifically tailored to capture the nuances of spontaneous reading behavior.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

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.

Reading Comprehension of Learners in a Last-Mile School

Analyzing student’s reading comprehension at a last-mile school can reveal valuable insights into a range of educational and socio-economic development. It is along this premise that this paper aimed to determine the level of Reading Comprehension of Learners in a last-mile school in a fourth-class municipality in Negros Occidental during the School Year 2023-2024 as the basis for a contextualized instructional plan. Data needed for this descriptive study was collected from 119 respondents using a 40-item self-made data-gathering instrument that has passed the rigorous tests of validity and reliability. The ensuing analysis showed that learners’ reading comprehension in a last-mile school was average. In literal, inferential, and applied comprehension, learners were found to be at the average level but at a low level around appreciative comprehension. The result calls for the teachers to create and craft more engaging learning and reading materials that suit the background and interests of learners to encourage them to read more and hone their reading skills. They also need to make sure that despite the distance of where the school is located, learners receive quality instructional material. Keywords: Language Education, Literal, Inferential, Applied, Appreciative Level of Reading Comprehension, Negros Occidental, Philippines

Reading Comprehension of Key Stage 2 Learners

Reading comprehension is a critical learning skill for all students, as it is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. There are many reasons why children may have difficulty understanding what they read, including a lack of vocabulary, fluency, and word recognition. In this premise, this study aimed to determine the reading comprehension levels of key stage 2 learners in terms of vocabulary, fluency, and word recognition. The study was tested on 83 key stage 2 learners using a self-made questionnaire that passed stringent tests of validity and reliability. The data were statistically analyzed using the mean, t-test, and analysis of variance. Overall, the reading comprehension level of key stage 2 learners was at an instructional level. When grouped according to four variables, the reading comprehension level of key stage 2 learners in all three areas is at the instructional level. Further, no difference was found in the reading comprehension level of key stage 2 learners in all three areas when compared by their profile variables. Learners’ instructional rating in the three areas stems from poor vocabulary knowledge and less mastery in reading basic sight words that impede them from comprehending the given reading material. These calls for DepEd authorities, reading implementers, and school stakeholders to consider the reading profile of key stage 2 learners in proposing reading programs and in the development of localized instructional materials. Keywords: Reading comprehension, Key Stage 2, learners

Pupils’ reading comprehension: Basis for the development of reading instructional material

This study was conducted to assess the reading comprehension among the grade 4 pupils in an integrated school in the District of Tangalan, Philippines. The result of the study was the basis on the development of an instructional reading material during the School Year 2023-2024. The design based research was used in this study using IPO model. The participants were the 66 grade 4 pupils and 10 teacher experts. Reading Comprehension Test and Learning Material Evaluation Tool were the data gathering instruments. The data were analyzed and interpreted using descriptive and inferential data analysis. The reading comprehension in English of grade 4 pupils is “low”. Based on the result of the study, an instructional material was developed offering a variety of engaging activities, including word boxes, missing letter challenges, collaborative group activities, reading experiences, interactive games, and visual aids for descriptive analysis. The level of acceptability of the developed instructional material for grade 4 was “very highly acceptable” as to content, instructional quality, prints, design and layouts. The level of reading comprehension of grade 4 pupils before the intervention were “low” and after using the developed instructional material, it became “moderate”. Hence, there is a significant difference on the reading comprehension of grade 4 pupils before and after using the instructional material.

The Effect of Team Word-Webbing Toward Students’ Reading Comprehension at Tenth Grade of MAN Koto Baru, Dharmasraya

This study investigates the effect of the Team Word-Webbing technique on reading comprehension among tenth-grade students at MAN Koto Baru, Dharmasraya. Reading comprehension is critical for language acquisition and academic success, as it encompasses the ability to extract and interpret meaning from text. Despite its importance, many students struggle with reading comprehension due to various factors including limited vocabulary and insufficient engagement. To address these issues, the study employed a quantitative experimental design, using a quasi-experimental approach with an experimental group and a control group. The research involved a pre-test and post-test assessment to measure reading comprehension levels before and after the implementation of the Team Word-Webbing technique. The experimental group was taught using this technique, which involves organizing ideas visually to enhance understanding, while the control group received traditional instruction. The sample consisted of two classes selected through purposive sampling, with data analyzed using t-tests to compare outcomes. Results indicated that the Team Word-Webbing technique significantly improved reading comprehension compared to conventional methods. The experimental group demonstrated higher post-test scores, with statistical analysis revealing a significant difference (p < 0.05). This suggests that Team Word-Webbing enhances students' ability to understand and retain reading material by facilitating better organization of ideas and active engagement. In conclusion, the study supports the effectiveness of Team Word-Webbing as an instructional strategy to improve reading comprehension. This technique not only aids in comprehension but also promotes active learning and student interaction, making it a valuable tool for educators aiming to enhance reading skills in the classroom.

Oral Tradition, As Didactics, In The Reading Comprehension of University Students

The study of oral tradition, as didactics, in reading comprehension; had as its primary objective to demonstrate the influence of oral tradition, as didactics, on the reading comprehension of students of the Daniel Alcides Carrión National University, for this it was necessary to analyze the reading ability according to the levels of reading comprehension and determine how the use of oral tradition, As a didactics, it influences the literal, inferential and critical level when understanding a text. The study was of an experimental type of pre-experimental level, with the use of the scientific method, which allowed the implementation of the pertinent procedures for textual comprehension. Likewise, the survey, observation and the questionnaire with 15 questions were used as an instrument, the same that fulfilled the process of validity and reliability by personalities of research trajectory, which was applied at two different times in a sample of 20 students, of which; it was obtained as a result of 0.000 < 0.05 according to the Wilcoxon test. It shows that: oral tradition, as didactics, influences the reading comprehension of students at the Daniel Alcides Carrión National University.

Digital Teaching Materials to Improve Students' Reading Skills Based on Ruddell Taxonomy in Senior High School

Digital teaching materials are essential in language learning, helping students understand reading. Reading comprehension can be obtained through the process of reading comprehension. Ruddell's taxonomy classifies reading comprehension levels into three groups, namely factual, interpretative, and applicative comprehension. This study uses Ruddell's taxonomy to determine the improvement of each reading comprehension level of public high school students in Bandung City after being treated using digital modules. This research used a quantitative method with a pre-experimental one-group pretest-posttest design. The subjects in this study were 10th-grade students in three public high schools in Bandung City, namely SMAN 1 Bandung, SMAN 19 Bandung, and SMAN 20 and non-test. Data analysis techniques in this study used quantitative analysis, which consisted of descriptive statistical analysis and inferential analysis. The data were tested for normality prerequisites, then continued with the nonparametric technique of the Wilcoxon test using the SPSS 24 application. The improvement of students' reading ability was known through the Normalized Gain test. The results showed a high-category increase in interpretative comprehension, a medium-category increase in applicative comprehension, and a low-category increase in factual comprehension. The treatment, with the help of digital teaching materials, caused a rise in students' reading skills.

Case Study: The Impact of the Professional Learning Community in Batinah South Governorate/Oman on Developing Students Reading Comprehension

This case study examines the impact of Professional Learning Communities (PLCs) on improving students' reading comprehension in the Batinah South Governorate, Oman. The study was implemented across five schools, where a dedicated team of senior supervisor, supervisors and senior teachers was established to conduct a comprehensive support plan. The study focused on enhancing the students’ reading comprehension as a priority stemmed from the students’ results of the previous semester. Reciprocal reading strategy was adopted, and some follow-up sessions were arranged to monitor progress. Pre- and post-reading tests were analyzed in order to assess the effectiveness of the strategy. The findings of the study have revealed a slight but notable increase in students' reading comprehension levels, representing the potential of PLCs in fostering reading development within the school students.

Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context

This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT’s potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.

The Impact of Arabic Reading Comprehension on Students’ Writing Skills in Selected Senior Arabic Secondary Schools in Jigawa State

This study explores the impact of Arabic reading comprehension on students’ writing skills in selected senior Arabic secondary schools in Jigawa State. Through a comprehensive analysis involving reading and writing tests administered to 250 students, the research aims to identify the relationship between students' reading proficiency and their writing abilities. Findings indicate a moderate level of reading comprehension but below-average writing skills. The absence of a standardized curriculum and insufficient teacher training are highlighted as significant factors affecting students' performance. Recommendations include the development of a unified curriculum, enhanced teacher training, and increased resource provision.

Eye-tracking contribution on processing of (implicit) reading comprehension

Reading comprehension is a fundamental skill to be developed from the early stages of reading acquisition and it is essential for both formative and personal learning. This study examines eye-tracking as a useful and complementary tool in the assessment and improvement of implicit reading comprehension. The aim is to understand the role of eye-tracking in implicit reading comprehension and, complementarily, in intervening skills such as vocabulary, rapid automatized naming, and processing speed. In a final sample of 7–8 year-old 67 students, tests for implicit reading comprehension (literal, inferential, and total), eye-tracking measures, vocabulary, rapid automatized naming, processing speed, as well as tests to control for intellectual and attentional levels were administered. The results of the correlational and regression analyses indicate the existence of predictive relationships between (i) implicit reading comprehension and eye-tracking measures, and additionally, (ii) between intervening skills (vocabulary, rapid automatized naming, processing speed) and eye-tracking measures, and (iii) between implicit reading comprehension and intervening skills (vocabulary, rapid automatized naming, processing speed). In summary, better performance in implicit reading comprehension (literal, inferential, and total) is related to and explained by shorter eye movement times in recognition and access to meaning, larger vocabulary, and faster rapid automatized naming and processing speed. Furthermore, eye-tracking measures are better predictors of implicit reading comprehension. These findings provide promising evidence for the contribution of eye-tracking to optimising the level of implicit reading comprehension, which is applied daily in classrooms.

Improving Reading Comprehension and Fluency in an Intellectually Disabled Student: A Case Study

Introduction: We can quickly access information in the modern world. Therefore, it is critical to concurrently improve reading fluency and comprehension skills. Techniques used to improve reading fluency can be categorized into two groups: skill-and performance-based. Interventional techniques used before, during, and after reading reportedly improve reading comprehension skills. This study aimed to determine the effectiveness of a series of interventions that combine skill and performance-based reading fluency techniques with reading comprehension techniques used during and after reading in improving reading fluency and comprehension skills of an intellectually disabled student. The uniqueness of this study is that it focuses on a child with intellectual disability, and it combines fluent reading and reading comprehension techniques. Method: This was a case study featuring a 13 year old male student enrolled in the sixth grade of a middle school who received interventions in a special education class for mild intellectual disability in Turkey. The intervention series was applied in ten sessions Findings: As a result of the interventions, there was a decrease in the number of misread words and increase in the number of correctly read words and reading comprehension level compared to the baseline values. The student maintained the acquisitions he gained during the intervention and in the following weeks. Discussion: In conclusion, the intervention package developed for an intellectual disability student was effective in improving and maintaining the student”s reading fluency and reading comprehension skills. Further studies with larger samples are needed to test the generalizability of the results.

Empowering ESP Students Through a Scientific Approach: Unveiling the Impact on Engagement and Reading Comprehension Achievement

This study is anchored in the constructivist theoretical perspective, which emphasizes the active role of learners in constructing knowledge through interaction and experience. It aims to investigate the efficacy of a scientific method in improving reading comprehension and student engagement among Informatics Study Program students at Universitas Jenderal Achmad Yani Cimahi, Indonesia. The study utilizes a mixed-methods research design to assess the effectiveness of traditional lecture methods and the scientific approach in enhancing reading achievement. The study was conducted at Universitas Jenderal Achmad Yani Cimahi in West Java and involved 68 second-semester students enrolled in the Informatics Study Program, with a specific focus on the English Practicum course. The results of the research found that the scientific approach led to better reading comprehension and higher engagement levels compared to traditional lectures. However, when comparing the two methods, the statistical analysis showed no significant difference between them, suggesting that the impact of the scientific approach may vary. The study also found the value of student-centered, evidence-based teaching methods for improving educational outcomes in English for Specific Purposes (ESP) settings. The study emphasizes the necessity of employing adaptable, empirically supported teaching methods to address a wide range of learning requirements and enhance educational achievements. Although the study has limitations that are specific to its environment and relies on data provided by the participants themselves, the findings strongly support a wider adoption of scientific approaches in teaching reading comprehension.

Assessing the Effectiveness of Instrumental and Lyrical Music in Developing Reading Comprehension

The central aim of this quasi-experimental study was to investigate the efficacy of lyrical and instrumental music in developing the reading comprehension of grade 10 students of Davao City, Philippines using the descriptive statistics and inferential statistics, specifically t-Test significant differences were assessed among groups and scores. The findings revealed that all groups had similar level of reading comprehension at the outset of the experiment. The post experiment revealed that a significant increase of score was evident in the control and experimental group, which utilized instrumental music. On the other hand, the experimental group using lyrical music, had no significant improvement in the reading comprehension scores. Implications for the educational practices and limitations of the study were provided.

Readability and Higher Education Access: Exploring Community College Admissions Information on Websites

ABSTRACT Although United States community college enrollment rose in Fall 2023, the community college sector as a whole has contracted by 37% since 2010, representing over 2.6 million students. As a result, community college practitioners, specifically, those working in admissions and enrollment management should ensure that admissions instructions are simple enough so that students can read and comprehend how to apply for admission to community college. However, research at the four-year institutional level has found that admission information for prospective students is complex, often written above the 14th-grade English reading comprehension level. Here, this study gathered admissions application instructions from 949 community colleges in the United States to evaluate the grade-level readability of these instructions. The results suggest that the average readability level of community college admission information is near the 14th-grade level, with negligible differences between institutional sectors. Implications for practice and community college student access are addressed.

Pendekatan Pembelajaran al-Ghazali dan Kesannya Terhadap Pencapaian Tahap Kefahaman Membaca Bahasa Melayu Dalam Kalangan Murid Sekolah Menengah

This quasi-experimental study aims to identify the effects of al-Ghazali's learning approach as an alternative approach to improve the level of reading comprehension in the teaching and learning of Malay. This study was conducted for six weeks in a day secondary school. A total of 59 fourth grade students, 33 experimental group students and 26 control group students have almost the same performance in Malay. Data were analyzed using Statistical Packages for the Social Sciences (SPSS) Version 25.0. There was a significant difference in the post-test score for the overall achievement of reading comprehension between the experimental group and the control group, namely the pre-test mean (58.18) and the post-test mean (71.76) in the experimental group that received treatment. While for the control group that used the conventional approach treatment also showed an increase in the achievement of reading comprehension with a pre-test mean of 58.69, and a post-test mean of 62.92. Both groups had an increase in reading comprehension, but the experimental group obtained a higher mean score (13.58) than the control group (4.23). In conclusion, al-Ghazali's learning approach can help improve the achievement of Malay reading comprehension at school. The implication of the study is that the alternative approach needs to be adapted by the teacher according to the student's abilities. The findings also provide guidance to the Ministry of Education and Culture to improve the Malay curriculum and the appropriate approach in improving student performance.

Application of Schema Theory in English Reading Comprehension Teaching in Senior High School

English reading is a basic language skill, and the level of English reading comprehension is directly related to the level of learners’ language ability. In recent years, the new curriculum standards and the new college entrance examination reform have put forward higher requirements for high school students’ English reading comprehension ability. However, English teachers pay much more attention to vocabulary, sentence patterns and grammar knowledge, and to some extent neglect the cultivation of the cultural knowledge, genre structure and reading strategies at present. English reading teaching based on schema theory emphasizes linguistic knowledge as the basis, activating the existing schema, enriching the background knowledge and grasping the discourse structure, so as to achieve a comprehensive understanding of the text. Therefore, this paper combines schema theory with English reading teaching, and analyzes how to effectively use schema theory to help students effectively read and improve their reading ability from three stages: before reading, while reading and after reading.