Reading Comprehension Skills Research Articles

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

English Reading E-Module Based on Gamification and Contextual Teaching and Learning to Promote Reading Comprehension Skills

English Reading E-Module Based on Gamification and Contextual Teaching and Learning to Promote Reading Comprehension Skills

The Effect of Using the Metacognitive Learning Cycle Strategy in Developing Reading Comprehension in the Arabic Language Subject for Ninth Grade Students

The study aimed to identify “the effect of using the metacognitive learning cycle strategy in developing reading comprehension in the Arabic language subject for ninth-grade students.” The study adopted the experimental method and the quasi-experimental design, where a reading comprehension test was prepared, consisting of (17) items. The study sample consisted of (50) students who were chosen intentionally. The results of the study showed that there was a statistically significant effect on the study sample’s scores in the reading comprehension test according to the teaching method (metacognitive learning course strategy for teaching the Arabic language, regular), and the differences were in favor of those who were exposed to For the strategy of the metacognitive learning course for teaching the Arabic language compared to individuals using the traditional method, the researcher recommends preparing a guide for the Arabic language teacher regarding reading comprehension skills and methods for developing them.

Identifying Clusters of Less-Skilled College Student Readers Based on Cognitive Processes

ABSTRACT The purpose of this study was to examine clusters of less-skilled college readers. College students with below average reading comprehension skills (N = 77) read and thought aloud about four texts, recalled the texts, and completed standardized assessments of reading skills. Based on the findings of cluster analyses of the cognitive processes relevant to creating coherent mental representations of the texts, two clusters of readers were noted. One cluster had more paraphrases and inaccurate or irrelevant connections to background knowledge (invalid inferences) as well as fewer recalled ideas from the texts than the second cluster, which had more accurate and relevant connections to background knowledge (valid inferences). The findings inform developing and personalizing reading interventions for college students.

The Impact of Using Summarizing Strategy on Secondary Student's Reading Comprehension Skills

The Impact of Using Summarizing Strategy on Secondary Student's Reading Comprehension Skills

Scaffolding instruction for improvement in learning English language skills

Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (LLA) tasks and an observation checklist to measure the impact of the proposed practice on the improvement in the participants’ learning. The scaffolding techniques used were soft versus hard (support provided only till needed), chunking (breaking down information), modelling (giving clear examples), bridging (using prior knowledge) and contextualizing (making connections). Both the quantitative and qualitative data revealed that scaffolding instruction significantly improved the participants’ language learning skills. For sustainable education, the findings emphasize the importance of conducting scaffolding instruction in small groups, assigning pre-planned and well-structured tasks with clear instructions, and providing scaffolding ‘as and when needed’ especially in a mixed ability group of EFL/ESL students.

The Effect of Understand-Answer Strategy Instruction on Reading Comprehension of Students with Ld

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a "Multiple probe design between subjects". The dependent variable of the study is the number of correct answers given to the reading comprehension questions in a written reading comprehension text. The independent variable of the research is the Understand-Answer Strategy. The experimental process consisted of the stages of determining the starting level, teaching the Understand-Answer Strategy, end-of-teaching evaluation, monitoring, and generalization. At the end of the study, the opinions of the students and their families were also considered. The Understand-Answer Strategy consist of activating prior knowledge, discussing the strategy, being a model, guiding practices and independent practices. At the end of the research, the opinions of students and their families were examined as social validity data. In all evaluation conditions, students were asked to read a narrative text and then answer eight reading comprehension questions. The scoring of the data was determined by the correct answers given by the students to the questions. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

Systematic Literature Review (SLR): CIRC Learning Model on Reading Comprehension Skills in Indonesian Language Courses in Elementary School

The CIRC (Cooperative Integrated Reading and Composition) learning method is a method that supports students in developing comprehensive reading skills and provides benefits for students to understand learning material. This study aims to conduct a literature review related to the CIRC learning model on students' reading comprehension skills. The research method used in this study is the SLR (Systematic Literature Review) method. Data collection is done by documenting all articles that have similar research in the research report. The articles used in this study were 4 national journal articles obtained from the Google Scholar database using the Publish or Perish application. The use of the CIRC learning model can be developed by teachers as a learning model to improve students' reading comprehension results.

Improving EFL Students’ Reading Comprehension Skill through Short Stories

Improving EFL Students’ Reading Comprehension Skill through Short Stories

Exploring the influence of the Socrates Seminar Technique on anxiety, motivation, and reading comprehension in foreign learners of Turkish

This research aims to study the effects of the Socrates Seminar Technique on foreigners' Turkish learning anxiety, motivation, and reading comprehension skills. For this purpose, a pretest-posttest quasi-experimental design with a control group, which is one of the quantitative research methods, was used in this research. The study group of the research consists of 40 B2 level students learning Turkish at Bandırma Onyedi Eylül University, Turkish and Foreign Language Teaching Application and Research Center (BANÜ-TÖMER). To collect the research data, the Reading-Comprehension Achievement Test prepared by the researchers, the "Foreigners' Turkish Learning Anxiety Scale" designed by Sevim (2019a), and the "Motivation Scale for Learning Turkish as a Foreign Language" developed by Sevim (2019b) were used. Simple and predictive statistical methods were used to analyze data obtained via evaluation tools. After evaluating the findings obtained from the research, it was concluded that implementing the Socrates Seminar Technique in course activities led to increased reading comprehension achievement and enhanced motivation among students learning Turkish, while also reducing their anxiety levels associated with learning the language. Additionally, the study aims to provide concrete examples of course activities developed using the Socrates Seminar Technique in the realm of foreign language teaching. This study is intended to benefit both teachers and students, offering practical insights to enhance the teaching process in what is commonly perceived as a challenging domain.

Enhancing Translation Competence: Investigating Summarization Impact on English/French to Arabic Translation.

The training of oral and written summarization is embedded in Cognitive Apprenticeship Theory (CAT). This study examines how this form of intervention can improve the long-term reading comprehension skills of students at the Intermediate level; under a program to train translators in English/French into Arabic. It assesses the effectiveness of individual learning and cooperative study methods. One group was given personalized learning, another collaborative; both were split further into spoken and written groups. The 120 students in this cohort all came from the translation studies department at Al-Noor University College (all under age 23). During the six sessions, a delayed post-test used summarization and cooperation scales. The results obtained from one-way ANOVA clarify the impact of summarization training, with verbal groups performing better than written and control learning. In the delayed post-test, groups engaged in collaborative learning notably improved. According to survey results, questions about teacher and student feedback offer mainly positive evaluations of summarization strategies and collaborative learning in translation studies. This study stresses the advanced reading skills in translation studies students gained through summarization training or collaborative learning. This study investigates if there are significant differences in the delayed improvement of reading skills among Translation Department students due to different patterns of summarization training, individually and collaboratively. It also investigates whether there is a significant difference in the delayed effects on reading skills between collaborative and individual approaches, as well as summarizing strategies perception among teachers and students working in Translation Departments

Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study

Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.

STUDI LITERATUR : PENERAPAN PENDEKATAN WHOLE LANGUAGE UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN PADA SISWA SEKOLAH DASAR

The writing of this article aims to find out how to use the whole language approach as an improvement in reading comprehension skills in elementary school students. In this article using descriptive qualitative methods with literature study research techniques. Data collection techniques are carried out by studying literature by searching for scientific articles related to research. The whole language approach in learning has eight, namely reading aloud, journal writing, sustained silent reading, shared reading, guided reading, guided writing, independent reading, and independent writing. The eight components encourage language skills such as listening, reading, speaking, and writing to improve students' understanding of language skills and the benefits of the language skills they learn. Based on the data of 10 journal articles analyzed, it can be concluded that the whole language approach can improve students' reading comprehension skills in several elementary schools in Indonesia. Where in implementing the whole language approach makes students get a better influence to improve their skills so that students become more skilled in reading activities. Therefore, in writing this article, it is explained how to use the whole language approach in an effort to improve reading comprehension skills of elementary school students

The effects of interactive electronic picture books on young children’s oral expression skills

The application of interactive electronic picture books can strengthen young children’s reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interaction integrated into the story, should be developed to enhance children’s reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. Data was collected through semi-structured interviews with teachers, who gave their opinions regarding the curriculum of their preschool. The results indicate that the intuitiveness of the system helped improve the children’s reading experience, strengthened their motivation to read, and improved their cognitive abilities. In addition, interactive electronic picture books were found to improve the children’s oral expression skills.

Reading Comprehension Skills of Scientific Texts with Natural Sciences Content of Junior High School (SMP) Students in Magelang City

Reading Comprehension Skills of Scientific Texts with Natural Sciences Content of Junior High School (SMP) Students in Magelang City

Cultural Texts, a Key to Communicative Competence in Third and Fourth Forms Secondary School in Goma

Purpose: The work at hand examines the effects of cultural texts, integrated in the language teaching and learning, on students’ communicative competence in third and fourth forms secondary school. It has been noticed that some teachers of English do not yet distinguish a literary (cultural) text from a scientific or technical one precisely while determining pedagogic purposes.
 Methodology: To gather data in this research, an experimental study was conducted in third and fourth forms secondary school in Goma.
 Findings: The overall findings have revealed that cultural texts influence both reading comprehension, retelling and interpretation skills, a real gateway to communicative competence enhancement. In other words, this study brings a new vision to the practice of communicative activities as currently carried out in Goma secondary schools. 
 Unique contribution to theory, policy and practice: It arises English teachers’ concern not only for the message expressed by the text, but also for the exploitation of students’ cultural values and schemata to heighten their communicative competence.

Penerapan model discovery learning untuk meningkatkan keterampilan membaca pemahaman pada peserta didik kelas IV sekolah dasar

The studys goals are: 1) to represent the appliance of Discovery Learning model in developing reading comprehension skills; 2) to developing reading comprehension skills with the Discovery Learning model. Classroom Action Research (CAR) is a type of qualitative research. Each cycle contains the stages of devising, application, research, and consideration. The subjects were 17 fourth grade students, consisting of 10 male scholars and 7 female scholars, and teachers. The data assortment systems used were observation, interviews, documentation, and tests with source and technique triangulation validity tests. The Miles and Huberman model was used for data analysis. The conclusions showed that students' reading comprehension skills at pre-action reach an average of 37.7 with 7.7% classical completions. Cycle 1 reach an average of 70.4 with 62.5% classical completions. Cycle 2 obtained an average of 87 and 100% classical completions. Based on the fact, it can be achieved that fourth grade students reading comprehension skills of SD Negeri Banaran 04 Grogol, Sukoharjo in the 2023/2024 can advance by using Discovery Learning model.<div> </div>

Improving Students’ Class Participation by Using TPR with Hand Puppet

Classroom participation is needed in the teaching and learning process to create an effective learning process. Participation is not only about the students' ability in oral communication to convey his/her idea but also non-talker activities. Both active and passive participation is needed to improve students' knowledge. The purpose of this research was to improve students' class participation which influence students’ reading comprehension skills. This research was conducted to first-grade students of SDS Kinderfield Pontianak in Academic Year 2020/2021. This research was a classroom action research. There were three cycles to improve students’ participation. The technique of collecting data was non- measurement and measurement techniques. The data of the non-measurement technique were collected by using an observation checklist, field note, and video analysis. In addition, the measurement technique was gathered by giving a reading comprehension test for each cycle. It consisted of 10 questions of narrative texts. The percentage of student's participation in the classroom was analyzed by an assessing rubric for students' participation. The percentages of each cycle showed improvement. In the first cycle, the percentages of students’ participation were around 59% and it was unacceptable. In addition, in the second cycle, the percentage of students' participation was around 72% for each being observed. It was a developing level. Moreover, in the last cycle, the percentage of students’ participation was more than 80% for all aspects and considered as proficient level. It proves that there was an improvement of students’ participation from each cycle.Keywords: Class participation, tpr, hand puppet

The Impact of Gamification on EFl Students’ Reading Comprehension

The 21st century has witnessed significant educational changes, primarily driven by technological advancements. These changes triggered the new learning systems and methods, marking the transition from the era of globalization to the age of Society 5.0. However, traditional teaching methods often fail to align with these technological developments, resulting in passive and unmotivated students. It highlights the need for new strategies that leverage technology and promote active student engagement. Reading comprehension is crucial in EFL education, enabling students to comprehensively grasp and analyze written content. Developing strong reading comprehension skills empowers students to gather, organize, and interpret information effectively. In this context, gamification has emerged as a powerful strategy. Based on that problem, this research aims to investigate the impact of gamification on EFL students' reading comprehension. This research used a library research method and analysis of ten selected empirical research articles on internet search engines such as Google Scholar, Mendeley, and ERIC websites. The study addresses fundamental questions regarding the effective game elements for enhancing EFL students' reading comprehension, the school levels at which gamification strategies can be effectively applied, and the impact of gamification on student engagement and motivation. The findings of this research provides references for teachers with evidence-based practices and valuable insights for designing and implementing gamified reading comprehension activities that maximize learning outcomes. By integrating gamification strategies into EFL classrooms, teachers can create dynamic and enjoyable learning environments that foster active student participation and promote improved reading comprehension skills. Keywords: Technological advancements, gamification, game elements, EFL students, reading comprehension

The effect of phonics skills intervention on early reading comprehension in an adolescent with autism: A longitudinal study

AbstractReading comprehension requires phonics skills, described as “blending phonemes in a word”. Adolescents diagnosed with Autism Spectrum Disorder (ASD) often experience poor reading comprehension. The aim of the present study was to explore if it is possible for an adolescent with ASD and intellectual disability to learn reading comprehension skills even without direct teaching, when the focus of the intervention is on teaching phonics skills. An adolescent with ASD, profound intellectual disability and limited behavioral repertoire participated in the study. The participant received intensive ABA‐based interventions according to University of California at Los Angeles‐Young Autism Project (UCLA‐YAP) model and intensive phonics training. Intervention data show emergence of early reading comprehension skills in terms of words/pictures matching and responding to written instructions. It is suggested that implementation of similar interventions could change the opportunities for people with autism who have limited behavioral repertoire and who did not begin an ABA‐based interventions until their adolescence.