Level Of Reading Comprehension Research Articles

Project HOFOMI (Home for the Minds for the Grade 10 Learners of the Regional Science High School for Region I

This research paper investigates the effectiveness of a targeted reading intervention program, referred to as Project HOFOMI, on improving the reading comprehension levels of Grade 10 learners. The study employed pretest and post test assessments based on the Reading GATES survey to evaluate changes in students' comprehension abilities before and after the intervention. The results demonstrate a significant enhancement in reading comprehension skills among Grade 10 learners following the implementation of Project HOFOMI. Specifically, a notable shift was observed from Grade 9 to Grade 10 reading levels, indicating the program's success in elevating learners' proficiency. Statistical analysis confirms the substantial impact of Project HOFOMI, with post test scores showing a significant increase compared to pretest scores. Moreover, qualitative feedback from participants highlights high levels of satisfaction and perceived effectiveness of the intervention in fostering comprehensive learning and personal growth. The findings underscore the importance of evidence-based educational interventions in addressing specific learning needs and promoting skill development among students. Recommendations include further investigation into improving outcomes for higher-grade levels and the continuous monitoring and adaptation of intervention strategies to ensure sustained progress in reading comprehension skills.

Impact of Affective and Cognitive Variables on University Student Reading Comprehension

The problem of reading comprehension at the university level has not been sufficiently explored in the field of education research. Understanding written texts is an essential prerequisite for academic success during university. Consequently, reading comprehension challenges can influence the dropout rate at the university level. On the other hand, research has been conducted from a cognitive perspective, without considering affective variables such as reading motivation and its relationship with linguistic and psychological variables. In this study, five questionnaires were administered to a sample of 65 teaching students from different disciplines. The questionnaires dealt with linguistic dimensions such as reading comprehension, at lexical, textual, and discursive levels; psychological aspects such as reading motivation; and cognitive aspects such as working memory. The results obtained through bivariate and mediation analyses show the mediating role of vocabulary in reading comprehension and other cognitive and affective variables. In this context, working memory has a positive indirect effect on more explicit processing tasks in reading comprehension of long texts associated with discourse comprehension. Finally, intrinsic motivation has a positive indirect effect on reading fluency and also on the comprehension of short texts. It also correlates positively with vocabulary tasks. These results are relevant in order to establish a reading profile of university students who have reading comprehension problems, as found in this study.

Reading Ability and a Comparison of Reading and Listening Comprehension for Students Aged 16–22 with Intellectual Disability

ABSTRACT Many studies have examined students with reading and writing difficulties. However, relatively little research has examined reading difficulties in students with intellectual disabilities (ID). The present study included 70 students, 46 with mild and 24 with moderate ID, from six different upper secondary schools for students with ID in southern Sweden. The study had the following aims: first to investigate the students’ reading ability, and second to compare students’ reading and listening abilities. The results revealed that few of the students reached the average decoding and reading comprehension levels for grade 3 students in compulsory school. Furthermore, students generally performed better on listening comprehension than reading comprehension, and this benefit was particularly prominent for students with moderate ID. These findings suggest that systematically practicing listening comprehension may help students with ID increase text assimilation. However, more research is needed to confirm this possibility.

READING COMPREHENSION LEVEL OF GRADE 6 STUDENTS: BASIS FOR EFFECTIVE INTERVENTION STRATEGIES AMONG SELECTED SCHOOLS IN CARMEN DISTRICT

This study determined the reading comprehension level of students in the selected public elementary schools of Carmen District, Davao del Norte Division. It also investigated the significant difference in the factors influencing the reading comprehension of students when analyzed by school category. With the use of purposive sampling, 156 public elementary teachers were selected as the respondents. Utilizing the descriptive survey method, the data collated were analyzed through the use of Mean and ANOVA. Results revealed that the extent of the reading comprehension level of students was moderately evident. Furthermore, it was found that there was no significant difference on the extent of the reading comprehension level of students when analyzed by the school category. It signified that teachers from big schools, medium schools and small schools category had no significance difference in perceiving the reading comprehension level of their students. Based on the findings, it was suggested that the higher officials in the Department of Education, school heads, and teachers may work together to intensify and strengthen the reading comprehension of the students based on their needs. An intervention scheme in mastering the art of reading with focus on strategies for enhancing comprehension skills. KEYWORDS: Reading comprehension, descriptive research, Davao del Norte Division, Philippines

Enhancing Reading Comprehension Proficiency of Grade 10 Students: Input for Supplementary Reading Materials

This present study investigated the reading comprehension levels of the Grade 10 students, their levels of macro and micro reading comprehension skills, and the different reading activities provided to them by the teachers. Considering the effect of the COVID-19 pandemic, the Grade 10 students’ acquisition of reading comprehension skills has been affected. Consequently, assessment of students’ reading comprehension is essential to collect information and make inferences about the level of their reading comprehension skills which would help the Grade 10 teachers determine the underlying problems in students’ reading skills and eventually guide them in the crafting of the most appropriate reading interventions and well-designed remediation plans. The instrument used to assess the student’s level of reading comprehension skills was categorized into two based on Douglas Henry Brown’s micro and macro reading skills and an interview for teacher-respondents on the activities provided to the students in teaching reading. The results of this study indicated that the student’s reading comprehension proficiency was at a proficient level and yet more intensive reading comprehension activities should be given, well-designed supplementary reading materials be provided, and varied and effective learning strategies be employed by the teachers to improve their reading comprehension.

A quality and readability comparison of artificial intelligence and popular health website education materials for common hand surgery procedures

IntroductionChatGPT and its application in producing patient education materials for orthopedic hand disorders has not been extensively studied. This study evaluated the quality and readability of educational information pertaining to common hand surgeries from patient education websites and information produced by ChatGPT. MethodsPatient education information for four hand surgeries (carpal tunnel release, trigger finger release, Dupuytren’s contracture, and ganglion cyst surgery) was extracted from ChatGPT (at a scientific and fourth-grade reading level), WebMD, and Mayo Clinic. In a blinded and randomized fashion, five fellowship-trained orthopaedic hand surgeons evaluated the quality of information using a modified DISCERN criteria. Readability and reading grade level were assessed using Flesch Reading Ease (FRE) and Flesch-Kincaid Grade Level (FKGL) equations. ResultsThe Mayo Clinic website scored higher in terms of quality for carpal tunnel release information (p = 0.004). WebMD scored higher for Dupuytren’s contracture release (p < 0.001), ganglion cyst surgery (p = 0.003), and overall quality (p < 0.001). ChatGPT - 4th Grade Reading Level, ChatGPT - Scientific Reading Level, WebMD, and Mayo Clinic written materials on average exceeded recommended reading grade levels (4th–6th grade) by at least four grade levels (10th, 14th, 13th, and 11th grade, respectively). ConclusionsChatGPT provides inferior education materials compared to patient-friendly websites. When prompted to provide more easily read materials, ChatGPT generates less robust information compared to patient-friendly websites and does not adequately simplify the educational information. ChatGPT has potential to improve the quality and readability of patient education materials but currently, patient-friendly websites provide superior quality at similar reading comprehension levels.

Students' skills in mathematical word problems and their reading comprehension level: Basis for intervention program (June 2023)

This study aims to investigate the relationship between reading comprehension and solving mathematical word problems. Mathematics can be enjoyable yet challenging for many students. Solving word problems is a common struggle. To solve these problems, students must have strong reading comprehension skills to fully understand the mathematical information presented in text form. The researchers were motivated to conduct the study to ascertain the level of the students' reading comprehension and its impact on their performance in problem-solving. The researchers used a quantitative method in the study. The respondents were Grade 11 Senior High School students in Don Manuel Rivera Memorial Integrated National School, Pila, Laguna. The researchers calculated the sample size using Slovin's Formula which has a 5% margin of error. As a result, the researchers obtained a sample size of 118 Grade 11 students from HUMSS and STEM strand. The researchers used an adapted test questionnaire from the Project Reach Program of DepEd to measure the reading comprehension level of the respondents. On the other hand, the researchers created test questions to measure the skills of the students in solving mathematical word problems. After the data was collected, tallied, and analyzed, results revealed a significant correlation between students' reading comprehension and problem-solving skills at Don Manuel Rivera Memorial Integrated National High School. The majority of the respondents were categorized as "instructional" and "beginner," with a mean of 18.88 and 10.48. Pearson r correlation analysis revealed that pupils’ reading comprehension level is significantly correlated with their problem-solving skills. It means that students who belong to the independent level tend to have higher proficiency in solving mathematical word problems. The researchers created an intervention program in order to improve students' reading comprehension level and problem-solving skills. The researchers came up with the "CompreMath" intervention program. The "CompreMath" intervention program provides a rationale for integrating reading comprehension strategies into mathematics instruction, enabling students to develop a deeper understanding of mathematical concepts, enhance their problem-solving abilities, and make meaningful connections between mathematics and the real world.

Construction of Algorithm for English Learners to Read Foreign Literature Based on Machine Translation Technology

This study focuses on the development of an algorithm aimed at assisting English learners in comprehending foreign literature through the utilization of machine translation technology. With the growing importance of multilingual proficiency in a globalized world, the ability to read and understand literature in foreign languages is increasingly valued. However, language barriers often hinder learners' comprehension and appreciation of such texts. To address this challenge, our research endeavors to construct an algorithm that leverages machine translation techniques to facilitate the reading process for English learners. By integrating advanced translation algorithms and natural language processing methods, the proposed system aims to provide accurate and contextually relevant translations of foreign literature into English. Additionally, the algorithm will incorporate features tailored to the needs of English learners, such as vocabulary assistance, grammatical explanations, and cultural context annotations, to enhance their reading experience and comprehension levels. Through rigorous experimentation and evaluation, the effectiveness and usability of the algorithm will be assessed, with the ultimate goal of empowering English learners to engage more deeply with foreign literature and broaden their linguistic and cultural horizons.

Students' Reading Comprehension in Relation to Learning Style: A Case Study at SMA Insan Cendekia

This research aims to find out whether or not the use of the six thinking hats strategy improves the students’ writing ability. The research was conducted to determine students' reading comprehension levels based on each learning style. This research is a qualitative descriptive method. The subject of this research were students of in second year student at SMA Insan Cendekia. The instruments used in this research were reading comprehension test, The VARK 8.0 questionnaire, and interview. The results of the reading comprehension test, the researcher used two level in reading comprehension. They are literal comprehension level and inferential comprehension level. The results showed that students with Visual learning style has a problem on inferential level, auditory learning style with inferential and literal level, read/write face a problem with inferential and literal, and kinesthetic learning style experiences problem both with literal and inferential level.

Project-based learning to develop reading comprehension in English in teacher trainees of “Nuestra Señora de Chota” Higher Pedagogical Institute

One of the biggest problems presented by the teacher trainees in the professional career of Languages, Specialty of English of Nuestra Señora de Chota Higher Pedagogical Institute was the low levels of reading comprehension in English. For this reason, the general objective of this research was to create a didactic proposal based on project-based learning to develop reading comprehension in English at the literal and inferential levels in the teacher trainees of Nuestra Señora de Chota Higher Pedagogical Institute, located in the province of Chota. This study adopted a quantitative approach with a descriptive – propositional design, using the pedagogical test as a technique and the objective test as a data collection instrument; The study sample was made up of 18 teacher trainees of the fourth year of the professional career of Languages, specialty of English of the same institution. As a result of the study, it was revealed that after applying the objective test, a vast majority of teacher trainees (77.78%) were at the start level; However, a very low proportion (16.6%) were at the in-progress level, a minimum proportion (5.56%) were at the accomplished level and there were no students (0%) at the outstanding level regarding the development of reading comprehension in English in its literal and inferential dimensions at an intermediate level (B1); In conclusion, given these alarming results, a didactic proposal was created based on project-based learning to develop reading comprehension in English, which was validated through expert judgment.

Digital Reading Comprehension: Multimodal and Monomodal Inputs under Debate

In today’s digital context, it is essential for students’ academic and personal development to improve their digital reading comprehension. A comparative analysis of digital reading comprehension between three modalities is presented: dual (multimodal), auditory, and visual (monomodal). We used an experimental design and a standardized test (PROLEC-SE-R) of reading comprehension administered to 132 secondary school students in their first language. The quantitative analysis, which considered age, gender, and academic achievement, shows that there are significant differences in favor of dual modality or multimodality in digital reading comprehension. This shows that multimodality improves the level of digital reading comprehension the most. In particular, there is a significant difference in favor of the literal level of digital reading comprehension compared to the inferential level in all modalities studied (dual, auditory, visual). This yields pedagogical implications for optimizing digital reading comprehension.

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.

Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting

Comprehension is the basic condition for meaningful reading. The current quantitative study conducted in the English language context explored the effect of teaching reading strategies on the reading comprehension of junior high school students with a sample size of 30 in an inclusive classroom setting. The findings revealed that majority of the students were at the ages 14 to 17 years old, females, parents’ income ranging from ₱9,520 - ₱19,040 with an educational background at the high school level. The Effective Instructional Methods were more highly utilized than the cooperative learning strategies. Both reading comprehension levels during the pre-test and post-test belonged to the proficient level. There is a significant difference between the pre-test and post-test scores (t = 7.417; p&gt;0.05) of the reading comprehension performance of the respondents. On the other hand, there is no significant relationship (r = 0.158; p&gt;0.05) between the post-intervention and the extent of varying teaching strategies. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the junior high secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education, and school heads.

The Impact of Directed Reading Thinking Activity Strategy in Increasing Students’ Reading Motivation and Learning Achievement

This study aims to explore the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy in enhancing students' reading motivation and learning outcomes. Conducted using a mixed-methods approach, it involved 27 ninth-grade students at the Al-Gazali Islamic Boarding School. The study meticulously examines how the DRTA strategy, which encourages students to make predictions, pose questions, and enhance their comprehension through engaged reading, impacts their motivation to read and their levels of reading comprehension. By integrating both quantitative and qualitative research methods, this study provides a comprehensive analysis of students' reading performance before and after the implementation of the DRTA strategy. The findings indicate a significant improvement in students' reading motivation and overall reading achievement. This suggests the potential of the DRTA strategy as an effective pedagogical tool for comprehensive reading enhancement. This research offers insights into reading strategies that can foster a more engaging and productive reading environment for students, including those in Islamic boarding school settings.

READING COMPREHENSION LEVEL AMONG GRADE 7 LEARNERS OF GENERAL SANTOS CITY NATIONAL HIGH SCHOOL: BASIS FOR A PROPOSED INTERVENTION PROGRAM

This study aimed to determine the relationship between the demographic profile and the level of reading comprehension students of the Grade 7 students at General Santos City National High School and the intervention program that can be drawn based on its results. The respondents were taken from the Grade 7 level and selected randomly from all the sections under the basic education curriculum and its special programs. The demographic profiles of the respondents were gathered in the observation of the needed ethical standards of confidentiality and consensus to make sure that they are protected. The analysis revealed in this study that age does not serve as a contributory factor to the reading comprehension of the respondents, as there are varied results that do significantly prove its connection. Sex and socioeconomic status, however, were deemed to be a determinant in the level of reading comprehension among students in Grade 7. Additionally, the finding suggested that the student's ages were significantly related to their reading comprehension levels, also, there was no statistically significant relationship between gender and reading comprehension and family income levels significantly impacted student’s reading abilities.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu/0758/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Web-Based Information on Spinal Cord Stimulation: Qualitative Assessment of Publicly Accessible Online Resources.

Despite the growing accessibility of web-based information related to spinal cord stimulation (SCS), the content and quality of commonly encountered websites remain unknown. This study aimed to assess the content and quality of web-based information on SCS. This qualitative study was prospectively registered in Open Science Framework. Google Trends was used to identify the top trending, SCS-related search queries from 2012 to 2022. Top queried terms were then entered into separate search engines. Information found on websites within the first 2 pages of results was extracted and assessed for quality using the DISCERN instrument, the Journal of the American Medical Association benchmark criteria, and the Health on the Net Foundation code of conduct certification. Website readability and SCS-related information were also assessed. After exclusions, 42 unique sites were identified (scientific resources: n=6, nonprofit: n=12, for-profit: n=20, news or media: n=2, and personal or blog: n=2). Overall, information quality was moderate (DISCERN). Few sites met all the Journal of the American Medical Association benchmark criteria (n=3, 7%) or had Health on the Net Foundation certification (n=7, 16%). On average, information was difficult to read, requiring a 9th- to 10th-grade level of reading comprehension. Sites described SCS subcategories (n=14, 33%), indications (n=38, 90%), contraindications (n=14, 33%), side effects or risks (n=28, 66%), device considerations (n=25, 59%), follow-up (n=22, 52%), expected outcomes (n=31, 73%), provided authorship details (n=20, 47%), and publication dates (n=19, 45%). The proportion of for-profit sites reporting authorship information was comparatively less than other site types (n=3, 15%). Almost all sites focused on surgically implanted SCS (n=37, 88%). On average, nonprofit sites contained the greatest number of peer-reviewed reference citations (n=6, 50%). For-profit sites showed the highest proportion of physician or clinical referrals among site types (n=17, 85%) indicating implicit bias (ie, auto-referral). Overall, our findings suggest the public may be exposed to incomplete or dated information from unidentifiable sources that could put consumers and patient groups at risk.

Reading Level Vis-À-Vis Academic Performance in English of Grade 6 Learners in Subic District

This study was conducted to determine the Reading Level and Academic Performance of Grade 6 Learners in Subic District. The unit of analysis of the study was the 30 grade six Teachers of the said school who serve as respondents. This study focuses on the Reading Comprehension Level and Academic Performance of Grade 6 students in Subic District. The descriptive correlational research method was used in this study. To obtain the needed data the researchers administered a survey questionnaire to identify the challenges and strategies of Teachers in Teaching Reading which consisted of 30 items and collect the Academic Performance in 1st – 4th Quarter grades and Final average in English Subject. Aside from that the researcher collects the Philippine Informal Reading Inventory or Phil-IRI result of Grade 6 Students in School Year 2021-2022.The data were tabulated, analyzed and interpreted. The statistical tools employed in this study were the percentage, weighted mean and pearson (r).&#x0D; Based on the Findings, the researcher concluded the following: A typical teacher in the Grade 6 level in Subic district schools is a female mid-adult, married, has been in service to the Department of Education for at least half a decade with a general elementary education degree. The level of competencies that pupils have in letter recognition, fluency, vocabulary and comprehension; The teachers-respondents agreed that in the use of teaching reading strategies they have procedures and challenges encountered that they have remedies or strategies to address the challenges. There is a correlation between the learner’s learning competencies and teachers’ challenges and there is a significant relationship between reading level and academic performance in English of grade 6 Learners in selected schools of Subic District, Division of Zambales.

Students' reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Reading comprehension is considered a key ability for students in teacher education programs. Data from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis. Reading comprehension made a significant, albeit modest contribution to predict students' academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students' average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands. A qualitative exploration of students' reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

Render Forest Application to Improve A1 Level Reading Comprehension for French Department Students

There are still many students who experience difficulties in learning languages, especially French. This research aims to analyze the application of the Render Forest application to improve A1 level students' reading comprehension. The subjects of this research were even semester students of the French Department. The method used in this research is Action Research. This research uses a Kurt Lewin design which consists of four stages, namely planning, implementation, observation and reflection. Data collection methods use observation, questionnaires and tests. The instruments used to collect data were questionnaire sheets and test questions. The subjects involved were 36 students. The data analysis techniques used are qualitative and quantitative data. This research found that using the Render Forest application improved A1 level students' reading comprehension in various ways. First, students are interested in the Render Forest application as an application for reading text. Second, Render Forest is an application that is familiar to students. Students feel comfortable and easy to adapt to this application. Additionally, quantitative data supports these findings, indicating that students have made some progress. The student's pre-test score at the beginning was 44.34. After cycle I was completed, it increased to 73. After cycle II, students finally achieved the research goal, namely 85. In conclusion, the Render Forest application improved students' reading comprehension at Level A1.

Intervention to Enhance Reading Comprehension Skills of Grade 7 Students through Background Knowledge Activation, Repeated Readings, Reading Aloud, and Asking Questions

This study sought to assess the reading proficiency of 23 purposively selected seventh-grade students at Caponayan National High School during the academic year 2023-2024, focusing on their reading comprehension levels. These assessments were the foundation for developing an effective reading program tailored to students’ needs. Over four weeks, data collection involved repeated reading-aloud sessions and immediate questioning post-reading. In the educational process carried out in the Philippines, the Informal Reading Inventory standard is used. The analysis revealed that the respondents demonstrated mastery of essential sight words, with only a few identified miscues. Significantly, the number of students experiencing frustration decreased from 16 to 4 after the intervention, accompanied by notable improvements in reading comprehension. The instructional level increased from 7 to 13, while the highest comprehension level, classified as independent, rose from 0 to 6. Assessing the students’ overall performance before and after the intervention indicated substantial progress. Statistical analysis demonstrated a significant difference before and after the intervention. Based on these findings, the study concludes that even a brief intervention can significantly improve students’ reading abilities.