Level Of Reading Comprehension Research Articles

Innovative and Inclusive Digital Applications to Enhance Literacy in Students with Dyslexia

The adoption of digital applications has been used to carry out innovative and inclusive tests that reduce gaps in different fields, especially in education; such is the case of the improvement in reading comprehension levels. The present study seeks to demonstrate that digital applications improve the reading and writing skills of students with dyslexia in Ecuador, in the year 2023. It is a quasi-experimental design in which 60 students belonging to section A and B participated. at the basic elementary level of the afternoon session of the "Simón Bolívar" Millennium Educational Unit, Ecuador 2023. Thirty of the experimental group. 20 items were applied where each one is a combination of school literacy activities adaptable to the classroom in person and to the virtual environment, this comprises 3 dimensions, which presented a good level of reliability and content validity. For the analysis, descriptive statistics (Wilcoxon test) were carried out, demonstrating that the program generated significant changes in the experimental group with a and in the control group, thus demonstrating that the program has positive effects on the learning of children with dyslexia.

Differential Effects Of Mother Tongue And English Language As A Medium Of Instruction On Pupil’s Numeracy SKILLS

This study explores the differential effects of the mother tongue and English language as mediums of instruction on pupil’s numeracy skills. The objective is to determine if there are significant differences in posttest gains between a control group taught in the mother tongue (Tagalog) and an experimental group taught in English. The researcher also aims to identify the factors and challenges faced by teachers using both languages as mediums of instruction. Using a mixed-method design, the researcher collected quantitative and qualitative data. Sixty pupils each were randomly selected for the control and experimental groups from Laiya Elementary School. Pretest and posttest scores were analyzed for the 120 Grade 3 pupils. The results revealed that the experimental group taught in English achieved significantly higher post-test results compared to the control group taught in the mother tongue. Qualitative data was obtained through interviews with Grade 3 and Grade 4 teachers, highlighting factors such as poor study habits, lack of interest and motivation, limited parental involvement, and low reading comprehension levels as barriers to improving numeracy skills. Furthermore, teachers faced challenges when using both languages, with Grade 3 teachers struggling to translate mathematical terms into the mother tongue and Grade 4 teachers finding it difficult to assess pupils’ prior knowledge due to their strong exposure to the mother tongue. Transitioning between languages, especially in the first quarter, created confusion and hesitation among pupils. Limited English vocabulary acquired during primary years further hindered understanding and comprehension. To enhance numeracy skills, teachers emphasized the need for motivation, additional activities, integration of numeracy across subjects, improved reading comprehension, parental participation, varied teaching methods, and a conducive learning environment. The study highlights the importance of selecting an appropriate language, establishing a language-rich environment, incorporating cultural relevance, and integrating language and mathematics instruction to foster deep understanding, critical thinking skills, and confidence in students as proficient mathematicians.

The Relationship between Amharic Reading Self-concept and Reading Comprehension Achievement on Grade Seven Students

The general objective of this research was to investigate the relationship between Amharic reading self-concept and reading comprehension achievement. To achieve this objective, grade 7th students of Community School were selected usng purposive sampling technique. Data were collected using reading self-concept questionnaire and reading comprehension test. The data were analyzed using descriptive statistics, Pearson correlation coefficient and Simple linear Regression. The result of reading comprehension score showed that students’ reading comprehension level was very low. There was a statistically significant relationship (P= 0.010) which is found between the students’ reading self-concept and their reading comprehension achievement. Similarly, reading self-concept (P= 0.015) was found as the highest predictor of students’ reading comprehension achievement. From the findings, it was recommended that teachers should understand the relationship between reading self-concept and reading comprehension to improve their students’ reading comprehension achievements.

Influence of Reading Strategies on ESL Students’ Reading Comprehension in Secondary Schools in Malé, Maldives

The use of reading strategies plays an integral part in the reading comprehension level of students. However, English as a Second Language (ESL) learners are unaware of the impact of reading strategies on their reading comprehension level. Moreover, teachers also lack a solid foundation for teaching reading strategies to students and are unable to understand the reading strategies preferences of the students. Only a few studies have been conducted highlighting the significance of reading strategies on students’ comprehension levels, especially in the context of Maldivian secondary schools. The main objective of this study is to identify the use of reading strategies to improve the reading comprehension level of ESL learners in secondary school. This research employed an experimental design. A total of 118 students from grades 9 and 10 from a secondary school participated in the study. Two instruments were utilized to collect data: a questionnaire, a pre-test, and a post-test. Statistical analysis revealed a strong positive correlation between reading strategies and comprehension achievement. Moreover, a significant difference in strategy use was found between male and female students. Recommendations include implementing school-wide reading programs, using think-aloud technique to model strategies, and consistent teacher training in Maldives as well as monitoring of students' reading strategies to improve comprehension and learning opportunities.

Lexical processing in children with hearing impairment in oral word reading in transparent Arabic orthography

AbstractWord recognition mechanisms constitute an essential contribution to reading achievement in both deaf and hearing children. Little is known about how children with hearing impairment (HI) manage to read aloud words in the vowelled Arabic transparent script which provides full vowel information. This study aimed to compare word and pseudoword reading accuracy and speed between 32 Lebanese children with HI and 32 younger hearing Lebanese children. The two groups were carefully matched for reading comprehension and oral comprehension levels. Length, word frequency, and lexicality effects were assessed to characterize the functioning of the lexical and sublexical reading procedures. Reading errors were also analyzed to document reading difficulties in transparent Arabic orthography in the sublexical route. The results show significant effects of length, word frequency, and lexicality on reading accuracy and speed in both groups. They also indicate underdeveloped sublexical and lexical routes in children with HI who read less accurately and faster than the younger hearing children. Reading errors are numerous in children with HI. The data are discussed in light of the Dual Route Cascaded model. Suggestions are made about how to improve reading processes in children with HI.

THE CORRELATION BETWEEN STUDENTS’ VOCABULARY AND THEIR DESCRIPTIVE READING COMPREHENSION

The study investigates the correlation between students’ vocabulary mastery and their reading comprehension. Reading Comprehension is the ability to read, process it and understand its meaning. It relies on two, interconnected abilities: word reading, being able to decode the symbols on the page and language comprehension, being able to understand the meaning of the words and sentences); meanwhile comprehension is achieved when the reader successfully extracts the useful knowledge from a text and constructs it into a new understandings of their own. The data were collected from 30 tenth grade students. The test items of vocabulary mastery and reading comprehension were given to the students to measure their level of vocabulary mastery and reading comprehension. The results were compared to find out the correlation between those variables. The results show that there was strong correlation between students’ vocabulary mastery and their reading comprehension. The current study concludes that students’ experiences and reading strategies help the students understand text, but vocabulary was more contributive in helping the students to comprehend the texts.

Descriptive Study on the Reading Comprehension Level of First Level Students of higher Education Careers in 2022, Quito – Ecua

The level of reading comprehension in Latin America is considered below the world average. This reality brings problems in young people who enter the level of higher education. A study was conducted with the first-level students of the academic period 2021-2022 of the Higher Technology Careers in Quito, Ecuador; to analyze the level of reading comprehension of students through the application of the evaluation instrument adapted for the higher level institute obtaining the reading comprehension level of the sample. The methodology was developed using a mixed exploratory approach, under a nonexperimental design. Bibliography was analyzed in different repositories of bibliographic sources; the results were analyzed from the approach of the theory of hermeneutics Gadamer(1960) and constructivist Vygotsky (1948). The research contributes to obtaining the evaluated indicator, obtaining data of n = 633 students, located 25% in starting range, 60% in the process range; being the largest number located in this value, 9% in the achievement range, 0% in the highlighted range, while the 6% of the sample does not respond to the test. It is recommended to teachers of higher education careers, to expand their learning styles using diverse resources of types of texts (instructive, narrative, and argumentative), for the advancement, contribution, and solution of reading comprehension in students.
 Keywords: Reading level, students higher education, test, ranks.
 Resumen 
 El nivel de comprensión lectora en Latinoamérica está considerado por debajo del promedio mundial, esta realidad acarrea problemas en los jóvenes que ingresan al nivel de educación superior. Se realizó un estudio con estudiantes del primer nivel del período académico 2021-2022, de las Carreras de Tecnología Superior en Quito, Ecuador; para analizar el nivel de compresión lectora de los estudiantes, por medio de la aplicación del instrumento de evaluación, adaptado para el instituto de nivel superior, obteniendo el nivel de comprensión lectora de la muestra. La metodología fue desarrollada con un enfoque exploratorio mixto, bajo un diseño no experimental, se analizó bibliografía en diferentes repositorios de fuentes bibliográficas; se analizaron los resultados desde el enfoque de la teoría de la hermenéutica de Gadamer (1960) y constructivista de Vygotsky (1948). La investigación contribuye a la obtención del indicador evaluado, obteniendo datos de n=633 estudiantes, ubicados el 25% en rango inicio, el 60% en el rango proceso; siendo el mayor número ubicados en este valor, el 9% en el rango logro, el 0% en el rango destacado y el 6% de la muestra no responde el test. Se recomienda a los profesores de las carreras de educación superior, ampliar los estilos de aprendizaje utilizando como recursos diversidad de tipos de textos (instructivos, narrativos, argumentativos), para el avance, contribución y solución de la comprensión lectora en los estudiantes.
 Palabras Clave: Nivel de lectura, alumnado educación superior, test, rangos.

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.

General and Academic Vocabulary Sizes and Reading Comprehension among the First Year BSED English Students

Proficiency in the English language comprises a wide range of skills, including listening, speaking, reading, and writing. Among these skills, reading comprehension holds particular importance as it enables students to effectively process and understand written text. An essential factor contributing to successful reading comprehension is vocabulary, which plays a fundamental role in the reading process. This study aimed to explore the relationship between reading comprehension and vocabulary, specifically focusing on general and academic vocabulary commonly used in English learning and academic settings. The research utilized a descriptive-correlational method, employing Pearson’s r method to establish a significant relationship between the two variables. The results revealed significant findings for each type of vocabulary and reading comprehension. The learners demonstrated a very high general vocabulary and an above-average academic vocabulary size. Additionally, the learners exhibited an average level of reading comprehension. These statistical findings emphasize the significant relationship between the variables studied, emphasizing their mutual influence. To enhance students’ academic performance, the researchers suggest implementing modules comprising diverse activities and exercises to promote the development of both academic vocabulary and reading comprehension skills.

Effect of Active Breaks on reading comprehension in a foreign language

The aim of the present study was to find out whether Active-Breaks (AB) improve the three levels of reading comprehension in a foreign language which could be a determining variable in the academic success of the implementation of CLIL programmes. This study involved a total of 50 healthy students [n=25: Control Condition (CC), and n= 25: Active-Break Condition (ABC)] from one secondary school in the Region of Andalucía (Spain). To investigate the acute effects of an AB on reading comprehension in a foreign language, those in the CC were asked to maintain their ordinary routines, while those in the ABC modified their class by introducing ten minutes of exercise. After that both groups complete a reading comprehension test. Significant different were found in both question of literal comprehension, p=0.03, d=0.38, p=0.001, d=0.11, and in both question of inferential comprehension, p=.003, d=0.35, p=0.03, d=0.47. Crucially, in both question of evaluation, p=0.26, d=0.20, p=0.41, d=0.40, no significant difference was appreciated. The present study demonstrated that overall student’s reading comprehension in a foreign language improves after of AB of 10 min (compared with CC) and concretely, improve the efficiency in question of literal comprehension and inferential comprehension.

Visual Learning-Style-Based Activities in Improving the Reading Compre-hension Skills of Second-Year English Major Students

This research paper aimed to investigate the effects of visual learning style-based activities on reading comprehension skills among 18 second-year English major students who are currently enrolled at the President Ramon Magsaysay State University-Castillejos Campus. The matching-only pretest-post-test research design, as a type of experimental design, was used to investigate the improvement of the respondents' reading comprehension skills after the integration of the intervention. The results show that the student’s reading comprehension level was mostly “Independent” or 38.89% (7 out of 18) during the administration of the pre-test and increased by 66.67% (12 out of 18) during the administration of the post-test. The mean score of the respondents shows that they are in the “Instructional” level (19.83 or 66.11%) on the pre-test result which was improved during the post-test result in the “Independent” level (24.17 or 80.57%) respectively. The pre-test and post-test results on the reading comprehension of the respondents before and after the application of the visual learning style-based intervention show a significant correlation between the mean score (t=4.32, p=2.11) which is <0.05 alpha level, thus, the rejection of the null-hypothesis. Moreover, instructors may also allow their respective students to develop their reading comprehension skills beyond the given activities by supplying learning activities tailored to their needs, interests, and learning styles.

Reading Comprehension Level and Academic Performance of College Students in Their Mathematics Course

Reading is regarded as a vital skill in attaining proficiency and widening knowledge in different subjects. The research aimed to establish the relationship of reading comprehension to academic performance in Mathematics. The respondents were the freshmen students in specified Math in the Modern World course. This study employed descriptive quantitative design. A researcher-made instrument which underwent experts’ validation and reliability test was used in determining the comprehension level in reading of the respondents. The results specified that positive correlation of reading comprehension and academic performance exists. Based on the results, there exists a highly significant difference between the reading comprehension level of the participants and their academic performance in their math courses. Moreover, with the generated value of .298, it can be inferred that that there is a positive relationship between the variables. This means if one variable increases the other variable moderately increases.

Relationships between Digital Reading Motivation, Turkish Lesson Attitude, Reading Anxiety and Reading Comprehension of Fourth Grade Primary School Students

The aim of this study is to examine the relationship between reading anxiety, digital reading motivation, Turkish lesson attitude and reading comprehension levels of fourth grade primary school students. The design of the research is relational research model. The study group consists of 123 students studying in the fourth grade of primary school. Digital reading motivation scale, reading anxiety scale, Turkish lesson attitude scale and reading comprehension tests were used as data collection tools. SPSS 26 program was used in the analysis of the data. According to the results of the research; there is a significant negative relationship between reading anxiety and reading comprehension and a significant positive relationship between Turkish lesson attitude and digital reading motivation. There is no significant relationship between Turkish lesson attitude and reading comprehension and between digital reading motivation and reading comprehension. Relational analyses can be expanded by studying the psychological factors that affect students’ reading with different study groups. Thus, arrangements can be made to improve students’ reading regardless of grade level.

Error Analysis in Solving Word Problems among Grade-8 Students

Despite the importance of problem-solving skills in preparing students for the workforce and the emphasis on problem-solving in mathematics education, studies have shown that many students struggle with mathematics problem-solving. In the Philippines, low proficiency in mathematics and a high prevalence of errors in problem-solving have been observed, emphasizing the need for further improvement in students’ problem-solving abilities. This research investigated the errors made by eighth-grade students of Talalora National High School in solving word problems and examined their impact on reading comprehension and analytical skills. A quantitative correlational design was employed, and standardized tests were used as data-gathering instruments. The analysis involved statistical measures such as frequency counts, percentages, mean, and standard deviation, as well as inferential statistical methods, including chi-squared for dependence, to establish correlations. The results showed that most respondents were 13 years old, with the instructional level of comprehension being the dominant category. The chi-squared test indicated a significant relationship between reading comprehension levels and problem-solving errors Χ²(6, N = 20) = 26.726, p < 0.001, Cramer’s V = 0.817. The identified errors were primarily related to challenges in comprehending and evaluating the problems. The study emphasized the importance of reading comprehension and analytical skills in solving word problems and suggested that educators should focus on developing these abilities to enhance students’ problem-solving proficiency.

Determining the Reading Comprehension Levels of Students Who are Braille-Readers on Informative Texts

The purpose of this study was to determine the reading comprehension levels of middle school students who are braille readers in informational texts and to examine whether they differ in terms of certain variables. 23 of the participants were male and 16 were female; 11 of them were attending 6th grade, 18 were attending 7th grade, 10 were attending 8th grade. The data of the study were collected through the 'Reading Comprehension Achievement Test', which was prepared by the researchers and included 24 open-ended questions. The data were analyzed using descriptive statistics analysis and one-way analysis of variance test. The significance level of p0.05 was taken into consideration in the interpretation of the results obtained from the statistical tests conducted in the study. As a result of the study, middle school students who are braille readers needed to improve their reading comprehension performance in informative texts. The study also found that using braille abbreviations had a great effect on reading comprehension. Findings showed that the reading comprehension levels of male and female students who read braille were similar to each other and the reading comprehension levels of students who read braille were similar to each other regardless of their grade level.

Investigating kurdish efl students’ speed reading and reading comprehension levels at the university of duhok

The purpose of this study was to identify Kurdish EFL students’ speed reading and reading comprehension levels and to show the effect of speed reading on reading comprehension. The study utilized a quantitative method to collect data for a period of six weeks. The participants were 25 second-year students with intermediate level in the Departments of English, College of Languages, and College of Basic Education at the University of Duhok (hereafter: UoD). For assessing speed reading and reading comprehension level, Well Read 3 was adapted since it is intended for intermediate level. After the pretest, the participants were trained by speed reading techniques in order to improve their speed reading and reading comprehension. The pretest and posttest results demonstrated that the total average students' speed reading and reading comprehension levels were significantly increased. Furthermore, the result obtained from the regression analysis showed a significant influence of speed reading on reading comprehension. Due to the constant change occurring in speed reading, reading comprehension changed interchangeably by 25%. In only a period of six weeks, the findings of this research could confirm the need to integrate speed reading courses in all educational levels.

Analyzing the Suitability of English Reading Materials: The Correlation between the Readability Level and Narrative Reading Comprehension

The observed low reading proficiency among Indonesian students can be attributed to several variables, such as the level of readability or the degree of text difficulty. The comprehension of the suitability of texts for students was of utmost importance for English teachers. The correlational research methodology was employed in this study to ascertain the presence or absence of a statistically significant relationship between student reading comprehension and the outcome variable under investigation. The participants of this study consisted of tenth-grade students from SMA Gajah Mada and SMAN 7 Bandar Lampung, who were selected to participate in the research project conducted throughout the 2020-2021 academic year. To acquire pertinent data regarding the reading comprehension abilities of pupils, an assessment specifically designed to evaluate reading comprehension was administered. A total of 12 narrative reading materials were identified in this study, sourced from three different textbooks: the Pathway to English Textbook published by Erlangga, the Talk Active Textbook authored by Yudhistira, and the Bahasa Inggris Textbook developed by the Ministry of Education and Culture. The researcher evaluated text readability using the Flesch Reading Ease Formula, with the subsequent classification of the readability level based on the Common European Framework of Reference for Languages (CEFR) Level. The results of this study revealed a statistically significant positive correlation (r = 0.9054). A selection of six narrative reading materials, deemed suitable for tenth-grade students, was made accessible.

Lexical Coverage Required for Minimal and Optimal Levels of Reading Comprehension in the English Tests of the Higher Education Institutions Examination

The current research investigates the lexical coverage of reading passages required for achieving the minimal and optimal levels of reading comprehension in a foreign language. More specifically, the aim of the study is to identify the word frequency bands within the reading passages in the English tests of The Higher Education Institutions Examination that surpass the 95% and 98% lexical coverage thresholds needed for minimal and optimal reading comprehension. Fifty reading passages in the exams held in the last decade (2012-2021) were analyzed in the Compleat Web VP system to determine their lexical coverage. The results indicate that when the reading passages are analyzed separately, the vocabulary needed for minimal reading comprehension varies between 2,000 and 18,000 word families. Similarly, the vocabulary required to achieve an optimal level of reading comprehension ranges from 3,000 to 18,000 word families. In addition, upon analyzing reading passages grouped by year, it becomes evident that the word families necessary for achieving minimal and optimal levels of reading comprehension are found in the 4K and 8K word frequency bands, respectively. These findings suggest that when developing a curriculum for the entire high school period, emphasis should be placed on teaching the most frequent 8,000 word families to avoid inconsistency between taught and tested vocabulary. Furthermore, given the substantial number of word families to be addressed, it is important to establish opportunities for both intentional and incidental vocabulary teaching methods. Moreover, it is essential to acquaint learners with vocabulary learning strategies that enable them to acquire vocabulary indirectly.

Classroom effects are as large as grade‐level effects on curriculum‐based measurement maze reading scores of secondary school students with and without special educational needs

BackgroundPrevious studies used curriculum‐based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student‐ and context‐related variables. However, studies on cumulative influence are necessary for better understanding of data‐based decision‐making.MethodsWe examined a sample of 1066 secondary school students using four linear mixed‐effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?ResultsThe intra‐class correlation (ICC) results show that the influence by the context‐related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student‐related variables explain only a small proportion of the variance (marginal R2 = .114).ConclusionsMaze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom‐related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach.

Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties

ABSTRACT Purpose This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n = 340; 39% female) into subgroups based on their word reading and vocabulary knowledge. Growth models were then fit within each profile to evaluate reading comprehension performance over time. Results Analyses revealed four latent profiles emerged: (a) very low word reading and low vocabulary (10%), (b) low word reading and low vocabulary (71%), (c) average word reading and low vocabulary (16%), and (d) high word reading and low vocabulary (3%). Subgroups varied in their reading comprehension initially and over one year. Students in the subgroup marked by very low word reading and low vocabulary showed the lowest reading comprehension performance initially; however, they also showed the greatest growth over one year. Conclusion These findings suggest that there is heterogeneity in the reading skill profiles of Spanish-speaking EBs with reading comprehension difficulties. They also underscore the prevalence of word reading difficulties among these students. These may be important factors to consider when developing interventions to prevent and remediate these difficulties.