Reading Comprehension Test Scores Research Articles

Application of strategies for teaching and learning for tenth grade students

The research focuses on tenth grade students at Unidad Educativa del Milenio Simón Bolívar en Pimocha, Babahoyo, Ecuador, to improve their reading comprehension skills through the use of cooperative learning strategies. Quantitative and qualitative methods were used to collect data in focus groups through surveys, standardized tests, interviews, observation checklists, and discussions. The sample consisted of twelve students who were evenly distributed between two classes. The results of the research showed that students who participated in cooperative learning activities significantly improved their reading comprehension skills; students achieved an average increase of 24.1% in their reading comprehension test scores. These results were supported by interviews and discussions in focus groups, which emphasized the importance of peer interaction and continuous feedback. Cooperative learning strategies, such as scaffolding instruction and collaboration activities, have been proven effective in improving reading comprehension skills. These findings highlight the importance of applying innovative teaching techniques in secondary education.

The Effects of Question-Answer-Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third-Grade Students

Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth-grade students and only 34 percent of eighth-grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer-Relationship (QAR) strategy on standardized reading test scores of third-grade students. It also specifically examined the impact of direct instruction of the QAR strategy on traditionally underserved students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) were higher than the mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of historically underserved students showed no significant differences (60.05 and 60.90, respectively). In addition, adjusted marginal mean post-test scores of historically underserved and non-historically underserved students who received QAR instruction showed no significant differences (54.48 and 58.29).

Modality Synchronization When People With Aphasia Read With Text-to-Speech Support.

Text-to-speech (TTS) technology potentially benefits people with aphasia by presenting content through two modalities simultaneously; however, for this to help, eye fixations must synchronize with the auditory rendition of words. Researchers have yet to explore how often and to what extent people with aphasia achieve modality synchronization. This retrospective analysis examined the percent of words people with aphasia see and hear concurrently when reading passages presented via TTS technology. Text-to-speech (TTS) technology potentially benefits people with aphasia by presenting content through two modalities simultaneously; however, for this to help, eye fixations must synchronize with the auditory rendition of words. Researchers have yet to explore how often and to what extent people with aphasia achieve modality synchronization. This retrospective analysis examined the percent of words people with aphasia see and hear concurrently when reading passages presented via TTS technology. Nine adults with aphasia had their eye movements tracked while processing TTS passages at a preselected default rate of 150 words per minute. Modality synchronization occurred whenever fixation on a written word occurred during the time span beginning 300 ms before auditory presentation and ending at the next word's initiation. Correlations between standardized test scores, unsupported reading rate, and modality synchronization percentages were informative about the association of aphasia and reading impairment severity with achievement of synchronicity. Three participants demonstrated consistent modality synchronization; average synchronicity ranged from 67% to 76% of passage words. One participant displayed inconsistent synchronization within passages and achieved an average of 58%. The remaining five participants rarely achieved synchronization, with fixations typically lagging substantially behind the auditory presentation. A significant positive correlation occurred between paragraph reading comprehension test scores and modality synchronization percentages. A default TTS presentation rate does not result in dual modality synchronization for most people with aphasia. This lack of synchronization may contribute to inconsistencies in the benefit people with aphasia experience when provided with TTS support.

Estimating Treatment Effects with the Explanatory Item Response Model

This simulation study examines the characteristics of the Explanatory Item Response Model (EIRM) when estimating treatment effects when compared to classical test theory (CTT) sum and mean scores and item response theory (IRT)-based theta scores. Results show that the EIRM and IRT theta scores provide generally equivalent bias and false positive rates compared to CTT scores and superior calibration of standard errors under model misspecification. Analysis of the statistical power of each method reveals that the EIRM and IRT theta scores are more robust to missing item response data than other methods when parametric assumptions are met and provide a moderate benefit to power under heteroskedasticity, but their performance is mixed under other conditions. The methods are illustrated with an empirical data application examining the causal effect of an elementary school literacy intervention on reading comprehension test scores and demonstrates that the EIRM provides a more precise estimate of the average treatment effect than the CTT or IRT theta score approaches. Tradeoffs of model selection and interpretation are discussed.

The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students

Despite the importance of strategy instruction in improving learners’ reading ability, several issues remain unresolved in literature. This study investigated the effect of explicit reading strategy instruction on improving grade 11 English as a foreign language (EFL) learners’ reading comprehension performance. Additionally, it attempted to see whether male or female students performed better in reading comprehension after the intervention. The quasi-experimental pre- and post-test research design was employed. Eighty-two grade 11 students from two intact classes of Kokebe Tsibah General Secondary School were randomly assigned as an experimental (EG) and control (CG) groups. While 40 students were assigned to the control, 42 (19 male and 23 female) students were assigned to the EG. The EG received explicit reading strategy instruction embedded into their English reading activities using the Cognitive Academic Language Learning Approach. While classroom observation was carried out for follow-up purposes, the reading comprehension test was used as a main data-gathering tool. The data were analyzed using percentages, means, and t-tests. The independent sample t-test results showed a significant difference in reading comprehension test scores between the CG and EG after the intervention. On the other hand, the independent sample t-test analysis indicated that there were no significant differences between male and female students in their post-test results. Finally, it was concluded that students’ reading comprehension can be improved if they are explicitly taught various reading strategies (RSs). Therefore, it is recommended that EFL teachers in Ethiopian secondary schools could consider incorporating explicit instruction of different RSs during teaching reading.

THE LINK BETWEEN VLS AND READING COMPREHENSION

The purpose of this study was to determine the correlation between vocabulary learning strategies and reading comprehension, as well as the extent to which vocabulary learning strategies contributed to students' reading comprehension. The correlational research design was used for this study. The sample of 68 students was chosen using the purposive sample technique. The questionnaire on vocabulary learning strategies and the reading comprehension test were used to collect data and Pearson Product Moment and regression analysis were used to analyze the obtained data. The study found that students' vocabulary learning strategies questionnaire and reading comprehension test scores were in the average range. First, with a p-value 0.003 less than the alpha value of 0.05, there was a significant correlation between vocabulary learning strategies and reading comprehension of tenth-grade students at SMA N 10 Palembang. The R-value of.358 indicates that Ha was accepted and Ho (null hypothesis) was automatically rejected. A low correlation was discovered between vocabulary learning strategies and reading comprehension of SMA N 10 Palembang tenth-grade students. Second, the regression value revealed 0.128 influences of vocabulary learning strategy and reading comprehension, implying that the contribution and interaction effect of vocabulary learning strategy and reading comprehension was 12.8%.

Relation between digital tool practices in the language arts classroom and reading comprehension scores

Concerns about the negative effects of digitalization on students’ reading comprehension, empirically backed by recent meta-analyses, question the efficacy of digital tools in the language arts classroom. By analyzing data from 4 and 8th grade US students from NAEP 2017, we aimed to test the generalization of the negative association between screens use and reading comprehension test scores within language arts classrooms, and to identify teachers’ practices to support comprehension, which could reduce such a negative relationship. We used data from 149,400 4th grade and 144,900 8th grade students to predict their reading comprehension scores based on their frequency of use of digital devices in the language arts class, as well as on the specific learning activities performed with such devices. Results revealed that amount of daily use of digital devices was negatively related to scores on a reading comprehension test. In addition, teachers’ uses of digital tools to support students’ reading comprehension showed positive relations for student use of digital devices for reading projects, and negative relations for activities addressing specific reading skills, such as building and practicing vocabulary. We discuss these results in light of our current understanding of the effects of digitalization on reading.

AN ANALYSIS OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SECOND SEMESTER STUDENTS OF BHINNEKA PGRI UNIVERSITY IN THE ACADEMIC YEAR 2020/2021

To reading comprehension, especially long texts in foreign languages, some students have problems, such as being lazy and bored. If this problem persists, it will affect student achievement. This study was conducted with the aim of (1) to find how is the students’ reading comprehension achievement at second semester of Bhinneka PGRI University in the academic year 2020/2021. (2) to find what are the factors that affect the students’ reading comprehension achievement at second semester students of Bhinneka PGRI University in the academic year 2020/2021. The study used qualitative research to obtain valid data from 25 participants in class A at second semester in English Depatment. Researchers obtained data on reading comprehension test scores from the results of the TOEFL test questions given by researchers with an average value of 62. To test the truth, the researchers conducted interviews and questionnaire data. The results of the analysis are also through interviews with teachers and students, as well as questionnaires answered by students. It was concluded that learning reading skills in the second semester TOEFL test in English Depatment at the University of Bhinneka PGRI in the 2020/2021 academic year got poor achievements. Because they experience several problems in learning, namely difficulty in accessing the internet, lack of vocabulary that students have, and the material obtained are difficult to capture.

Improving Students’ Reading Comprehension By Using Questioning Techniques In Narrative Text

This study attempts to improve students’ reading comprehension by using questioning technique.This study was conducted by applying classroom action research. The subject of the research wasclass X-4 SMA N.1 Sei Rampah which consisted of 30 students. The research was conducted intwo cycles, cycle I of three meeting and cycle II consisted of three meetings. The instruments forcollecting data were quantitative data namely reading comprehension test and qualitative datanamely, diary notes, observation sheet and questionnaire. Based on reading comprehension testscores, students score kept improving in every test of reading. Based on diary notes, observationsheet and questionnaire sheet it was found that the students were active and enthusiastic in learningreading through questioning techniques. The result of the research showed that questioningtechniques significantly improved students’ achievement in reading comprehension.

Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure With an Experimental Novel Measure

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students’ response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R2, sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.

Explaining reading variance by student subgroup: should we move beyond oral reading fluency?

BackgroundStudies have demonstrated strong predictive and concurrent validity of curriculum‐based measures (CBMs) with high‐stakes reading tests, mainly using oral reading fluency (ORF) to predict outcomes. Some studies have found that CBMs' predictive accuracy might vary across demographic subgroups of students. In this study, we investigate whether additional CBMs of reading comprehension account for variance beyond ORF and whether these reading variables predict reading comprehension differently for demographic subgroups.MethodsCurriculum‐based measures were administered to 9,967 students at the end of Grade 3 in the United States, concurrent with a high‐stakes standardised state reading comprehension achievement test (RCAT). Hierarchical regression models with RCAT as the outcome were used to test (a) whether CBMs of reading comprehension accounted for significant variance beyond ORF and (b) if the reading variables differentially predicted RCAT for different subgroups of students.ResultsOral reading fluency explained significant variation in RCAT, and the addition of comprehension CBMs accounted for small amounts of unique variance. The contribution of ORF in explaining variation in reading comprehension varied by demographic subgroups.ConclusionsThe contributions of comprehension CBMs in predicting high‐stakes standardised reading comprehension tests were not meaningful, only accounting for small amounts of unique variance. Additionally, the contribution of ORF in explaining variation in the high‐stakes standardised reading comprehension test varied by student demographics, likely due to complex reasons specific to those individual factors.HighlightsWhat is already known about this topic CBMs of ORF account for significant variance in reading comprehension achievement on high‐stakes standardised reading tests. Failure to include some measure of comprehension in CBMs could be problematic because fluency does not ensure comprehension. When comprehension CBMs have been included, findings have been mixed. Some studies have pointed to differences in how well ORF predicts reading comprehension for various subgroups of students. What this paper adds We examine the contribution of comprehension CBMs over and above ORF in predicting student performance on a high‐stakes reading comprehension test using a large, diverse sample in the United States. We replicate others' findings on the contribution of ORF in predicting variance in students' high‐stakes reading comprehension test scores. We find that the contributions of ORF differ by student subgroups, specifically socioeconomic status, limited English proficiency, and race/ethnicity. Implications for theory, policy or practice Conducting and analysing assessments takes a significant amount of teachers' time. Our findings suggest a lack of utility in using additional CBMs beyond a measure of ORF. Given the consistency of our findings with prior studies, teachers should use ORF as a screening measure and then shift to diagnostic measures to better understand students' performance. Because ORF differentially predicts performance on a high‐stakes reading comprehension test based on subgroups of students, alternative assessments should be considered for particular groups of students.

Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

This study was aimed to find out whether or not there was a significant difference between male and female students’ ability in answering factual and vocabulary-in-context questions of the TOEFL-Like reading comprehension test. Secondary data analysis was utilized by taking reading comprehension test scores of twenty-one male and twenty-one female students of the English Education Program. Samples were selected using random sampling technique. Data were analyzed using independent sample t-test. Results showed that the t-values of sig. 2-tailed was higher than 0.05 in male and female students’ ability in answering both the factual questions (0.267 > 0.05) and the vocabulary-in-context questions (0.837 > 0.05). The results revealed that there was no significant difference between male and female students’ ability in answering factual and vocabulary-in-context questions of the TOEFL-Like reading comprehension test.

The effects of experimentally induced emotions on revising common vaccine misconceptions.

Knowledge revision is the process of updating incorrect prior knowledge in light of new, correct information. Although theoretical and empirical knowledge has advanced regarding the cognitive processes involved in revision, less is known about the role of emotions, which have shown inconsistent relations with key revision processes. This study examined the effects of experimentally induced emotions on online and offline knowledge revision of vaccination misconceptions. Before reading refutation and non-refutation texts, 96 individuals received a positive, negative, or no emotion induction. Findings showed that negative emotions, more than positive emotions, resulted in enhanced knowledge revision as indicated by greater ease of integrating correct information during reading and higher comprehension test scores after reading. Findings are discussed with respect to contemporary frameworks of knowledge revision and emotion in reading comprehension and implications for educational practice.

The Contribution of Syntactic and Lexical Knowledge to Foreign Language Reading Comprehension

The current study was designed to identify the relative significance of syntactic and lexical knowledge in English as a Foreign Language (EFL) reading comprehension of 254 adult Turkish university students. The role of two dimensions of lexical knowledge, lexical depth and breadth in L2 reading comprehension were also examined in the current study. A Syntactic Knowledge Test (SKT), Reading Comprehension Test (RCT) composed of TOEFL, Vocabulary Levels Test (VLT) and Word Associates Test (WAT) were used in the data collection process. Correlation and multiple regression analyses were utilized to analyze the data. The data analyses showed that all variables of the study positively and significantly correlated with each other. Moreover, all independent variables together significantly predicted RCT scores of the participants. However, when each variable was examined separately, syntactic knowledge was the most contributive variable to L2 reading comprehension. Lexical breadth also significantly explained L2 reading comprehension of EFL learners. The unique contribution of lexical depth to L2 reading comprehension was very low and not significant. Moreover, the independent variables were also correlated with each other. The findings of the current study were compared with the previous findings, discussed and justified in accordance with them. Pedagogical implications were offered.

Associations Between Online Instruction in Lateral Reading Strategies and Fact-Checking COVID-19 News Among College Students

College students, and adults in general, may find it hard to identify trustworthy information amid the proliferation of false news and misinformation about the COVID-19 pandemic. In Fall 2020, college students (N = 221) in an online general education civics course were taught through asynchronous assignments how to use lateral reading strategies to fact-check online information. Students improved from pretest to posttest in the use of lateral reading to fact-check information; lateral reading was predicted by the number of assignments completed and students’ reading comprehension test scores. Students reported greater use, endorsement, and knowledge of Wikipedia at posttest, aligning with the curriculum’s emphasis on using Wikipedia to investigate information sources. Students also reported increased confidence in their ability to fact-check COVID-19 news. While confidence was related to perceived helpfulness of the assignments, it was only weakly associated with lateral reading. Findings support the effectiveness of the online curriculum for improving fact-checking.

Interactive e-book reading vs. paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension

This exploratory study compared the effects of two different mediums of reading—interactive e-book reading and paper-based reading—on learners’ reading comprehension. A specific focus was placed on literal vs. inferential comprehension. Thirty Korean middle school English language learners were randomly assigned to an interactive e-book reading (treatment) group or a paper-based reading (control) group. A pre-test and five comprehension tests were administered to both groups over a total of six reading sessions. A survey was also conducted to investigate students’ perceptions of how helpful interactive e-book features were in aiding their reading comprehension. Results from the reading comprehension test scores showed no statistical differences between the groups across the five tests. Analysis of literal and inferential questions also showed no significant difference overall. Findings from the survey data along with researcher observation notes suggest that interactive features that are not designed to aid students’ understanding can distract students from the task of reading which may hinder their comprehension. The overall results of this study suggest that it may not be the medium of reading, but how students engage with each medium that can affect their comprehension of text.

Maternal Depression Trajectories Relate to Youths’ Psychosocial and Cognitive Functioning at Adolescence and Young Adulthood

This study evaluated how patterns of mothers' depressive symptoms across their child's childhood relate to children's psychosocial adjustment at adolescence and young adulthood and to cognitive functioning at adolescence. Depressive symptoms were measured in 1,273 mothers when their children were 1, 5, 10, and 14.6 years of age. Children (53.5% male; n = 1,024) completed the Youth Self-Report at adolescence (M = 14.6y), and the Adult Self-Report in young adulthood (M = 20.5y; n = 817) to assess internalizing and externalizing symptoms. Adolescents also completed standardized cognitive tests to assess verbal and mathematical skills. Growth mixture modeling analyses identified four patterns of maternal depressive symptom trajectories: infrequent (55%), increasing at adolescence (20%), decreasing at adolescence (14%), and chronic severe (11%). Results indicated that exposure to maternal depression of any duration, severity or time period during childhood portended higher levels of externalizing and attention problems at both adolescence and adulthood and higher levels of internalizing problems at adulthood. Adolescents whose mothers had chronic severe depressive symptoms had lower language, vocabulary, reading comprehension and mathematical test scores than youth whose mothers had stable infrequent depressive symptoms. Findings illustrate the significance and long-term ramifications of mothers' depressed mood for their children's mental and psychosocial health into adulthood. Findings also demonstrate that the lower cognitive abilities among children of severely depressed mothers persist beyond childhood and pertain to a broad range of cognitive abilities.

The Contribution of Lexical Breadth, Lexical Depth, and Syntactic Knowledge to L2 Reading Comprehension Across Different L2 Reading Proficiency Groups

This study aimed to find out the relative contribution of lexical breadth, lexical depth, and syntactic knowledge to second language (L2) reading comprehension of 254 adult Turkish learners of English as a Foreign Language (EFL) with different L2 reading proficiency levels. The participants were divided into three groups based on their Reading Comprehension Test scores. The data of the study were collected through a Reading Comprehension Test compiled from TOEFL, Vocabulary Levels Test, Word Associates Test, and Syntactic Knowledge Test. Correlational analyses and multiple regression analyses showed that syntactic knowledge outperformed in terms of predictive power in L2 reading comprehension of the participants having high reading proficiency level. On the other hand, lexical breadth made the largest contribution to L2 reading comprehension of the participants with intermediate and low reading proficiency levels. It was also observed that while lexical depth made no significant unique and direct contribution to L2 reading comprehension of either high, intermediate or low L2 reading proficiency groups, significant contribution of lexical breadth remained constant across the three groups. The results of the study were discussed in line with the previous literature and pedagogical implications were presented.

The IMPROVING STUDENTS’ READING COMPREHENSION BY USING QUESTIONING TECHNIQUES IN NARRATIVE TEXT

This study attempts to improve students’ reading comprehension by using questioning technique. This study was conducted by applying classroom action research. The subject of the research was class X-4 SMA N.1 Sei Rampah which consisted of 30 students. The research was conducted in two cycles, cycle I of three meeting and cycle II consisted of three meetings. The instruments for collecting data were quantitative data namely reading comprehension test and qualitative data namely, diary notes, observation sheet and questionnaire. Based on reading comprehension test scores, students score kept improving in every test of reading. Based on diary notes, observation sheet and questionnaire sheet it was found that the students were active and enthusiastic in learning reading through questioning techniques. The result of the research showed that questioning techniques significantly improved students’ achievement in reading comprehension.

KORELASI KETERAMPILAN MEMBACA PEMAHAMAN TEKS DESKRIPSI DENGAN KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS VII SMP NEGERI 1 PADANG PANJANG

ABSTRACTThe purpose of this study is three. First, it describes the reading comprehension skills of the VII grade students of SMP Negeri 1 Padang Panjang. Second, describe the writing skills of the description text of grade VII students of SMP Negeri 1 Padang Panjang. Third, describe the correlation of reading comprehension text description with the description writing skills of grade VII students of SMP Negeri 1 Padang Panjang. This type of research is quantitative with descriptive methods. The design used in this study is a corelasinoal design. The population of this research is class VII students of Padang Panjang State Junior High School registered in the 2018/2019 school year, which is 192 students. The sample in this study was determined by proportional random sampling of 25% of the population, that is 48 students. The data of this study were in the form of scores on the reading comprehension test scores of the description text description and the scores on the writing of the description text skills. The data was obtained through two types of tests namely objective tests to measure reading comprehension text skills and performance tests to measure description text writing skills. Based on data analysis and discussion, three research results are obtained as follows. First, reading comprehension text skills of grade VII students of SMP Negeri 1 Padang Panjang are in good qualifications. This can be seen from the acquisition of an average of 81.35. Second, the description writing skills of grade VII students of SMP Negeri 1 Padang Panjang are in good qualifications. This can be seen from the acquisition of an average of 77.15. Third, there is a significant relationship between reading comprehension text description skills and description writing skills for grade VII students of SMP Negeri 1 Padang Panjang. Based on the results of this study, it can be concluded that there is a correlation between reading comprehension and description text writing skills with the description text of Grade VII students of SMP Negeri 1 Padang Panjang at n-1 degrees of freedom and a significant level of 95%. So, it was concluded that the higher the reading comprehension skills of students 'description texts, the higher the students' writing description text skills. Kata kunci: Keterampilan Membaca Pemahaman, Keterampilan Menulis, Teks Deskripsi, Korelasi