Reading Comprehension Research Articles

Word concreteness modulates bilingual language control during reading comprehension.

Word concreteness modulates bilingual language control during reading comprehension.

Inference and reading comprehension in university students

Purpose: The objective of this research was to determine the relationship between inference and reading comprehension. We sought to verify the relationship between inductive and deductive inferences in the comprehensive reading of Daniel Alcides Carrión National University Peru students majoring in communication and literature. Design/Methodology/Approach: The correlational-explanatory research design was used since the correlation of the study variables was sought through scientific and specifically analytical, deductive and interpretive methodology on a population of 104 and the probabilistic sample of 83 students. Similarly, a 20-item questionnaire was used through survey, observation and recording techniques to collect the information. Therefore, the research was developed using a basic quantitative approach. Findings: The result of the study allowed us to obtain a correlation coefficient of 0.215 which was positive but moderate according to Spearman's Rho statistical statistician. Conclusion: The process of inductive and deductive inferences is related to the reading comprehension of university students. Therefore, reading strategies must be implemented in university training institutions to develop inferences in a relevant way. Practical Implications: The result of the study will allow university training centers to develop the inference process in the academic training of students. Contribution to the Literature: Information is contributed about the theoretical underpinnings of inference and reading comprehension in this study.

Tingkat Keterbacaan dan Keefektifan Kalimat pada Teks Narasi sebagai Bahan Ajar Membaca Pemahaman di Buku Narasi Literasi Bahasa Indonesia Kelas IX Terbitan Direktorat Pendidikan

Reading comprehension skills are a major focus in Indonesian language learning, especially in grade IX, as narrative comprehension helps students relate information in a broader context. The purpose of this study is to provide comprehensive guidelines for the development of more effective Indonesian learning materials and to strengthen the reading comprehension skills of grade IX students. This study evaluates the readability using Fry's Graph Formula and the effectiveness of sentences in narrative texts as teaching materials for reading comprehension in grade IX Indonesian literacy narrative books. By using the Fry's Graph Formula analysis method, this research helps to adapt the text to the intended grade level. Of the six narrative texts analyzed, there are three that have good readability, two that have poor readability, and one that has poor readability. In addition, this study analyzed sentence ineffectiveness. Sentence ineffectiveness can be caused by various reasons, such as word inefficiency, inaccurate use of conjunctions, inaccuracy in word usage, inaccurate use of punctuation, and meaninglessness. The results of the study provide insight into the quality of grade IX Indonesian literacy narrative teaching materials and contribute to improving students' reading comprehension and ability. The readability and effectiveness of the sentences in the grade IX Indonesian literacy narrative book are very important to ensure that the material presented can be well understood by students, thus having a positive impact on the learning process and the achievement of learning objectives.

USE OF SQ3R ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION WITH THEIR LEARNING STYLE AT LP3I POLYTECHNIC

This study is prompted by the reality that students' success rate in understanding the reading remains low, necessitating innovation in teaching strategies. The main objective of this study is to evaluate the impact of implementing the SQ3R method on students' reading comprehension. The study aims to analyze students' responses to the SQ3R technique, particularly in the context of their visual learning styles, and to explore students' participation in reading comprehension activities during the use of the SQ3R method. The study design is categorized as a pre-experimental study since it uses a one-group pre-test and post-test. The population under study comprises first-semester students in the Management Informatics program at LP3I Polytechnic, with a total of 33 individuals sampled through random sampling methods. Research instruments include test forms, questionnaires, and observations. Data analysis employs descriptive and inferential techniques. The findings reveal a significant improvement in the students' reading understanding scores from the pre-test (average 65.45) to the post-test (average77.87). Hypothesis analysis confirms that the computed t-value exceeds the critical t-value (8.37 > 2.03), indicating a positive impact of the SQ3R technique intervention on students' reading understanding. The study concludes that the SQ3R approach remarkably enhances students' reading understanding.

Applying Cross-Validated Psychometric Models to the Bavarian Reading Test (BYLET)

Abstract: In this study, we compared three different models of reading comprehension on a large dataset of more than 6,500 students. We compared two models representing four comprehension processes as well as the influence of text difficulty to a one-factor model by applying multi-dimensional item response models to the newly developed Bavarian reading test (BYLET). Cross-validation indicated the best generalizability for the one-factor model, but factor loadings and global model fit showed some evidence for the influence of text difficulty measured by word and sentence length and the process structure. All psychometric models tested had a good fit, as indicated by global fit indices and loading patterns. The general factor scores point to reliability and validity. We conclude that theories of reading comprehension processes also apply to some extent to the measurement of reading comprehension as a trainable skill and that the general factor score of the BYLET is suitable for a reading comprehension screening between grades two and six. The study is preregistered. The analysis code is available at https://osf.io/xw9bv/?view_only=21549993ef79426eb4006ef82415f25c . Test materials can be sent to interested researchers on request.

Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms

AbstractThis exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research question, How does pedagogical translation influence reading comprehension in a mixed HL‐L2 secondary Spanish classroom is addressed in this work. Findings indicated that through a pedagogical translation activity, heritage language learners (HLLs) and second language learners (L2Ls) demonstrated metalinguistic awareness and vocabulary learning, which are indicators of reading comprehension. Differing HLL and L2L learning approaches during the activities are discussed, followed by pedagogical and research implications.

Aphasia Awareness Among Spiritual Healthcare Providers in the United States.

Spiritual healthcare providers (e.g., chaplains) working in healthcare settings across the United States were surveyed with the goals of (1) understanding their awareness of aphasia (a language disorder affecting reading, writing, verbal communication, and auditory comprehension); (2) determining whether they have received any training in aphasia and what type of training has been received; (3) whether they altered their approach to assessing the spiritual well-being of a person with aphasia; and, (4) what tools were used to augment communication. From a convenience sample of 203 respondents, theresults indicated that96% of respondents had previously heard of aphasia and 85% of respondents correctly identified the definition of aphasia. Seventy-three percent of respondents (N = 128) altered their approach to spiritual well-being assessment due to the aphasia diagnosis. Most respondents did not indicate receiving any formal training related to aphasia.

Congenital deafness and vestibular disorders: a systematic literature review.

Congenital deafness is a pathological entity that represents an economical and social burden, affecting up to 0.2% of newborns in Europe. Sensorineural hearing loss (SHL) is caused by a variety of factors, including congenital abnormalities, perinatal infectious diseases and genetic syndromes. The inner ear's vestibular system, nestled alongside the auditory organs, is crucial for balance maintenance. Its close connection with the auditory system means that disturbances in one often coincide with disturbances in the other, highlighting their intertwined functions. With this review we aim to describe objective vestibular tests found in literature and to study their use for diagnosis of vestibular disturbances in patients affected by congenital deafness. The review is conducted with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines. The search string used was: [(congenital deafness) OR (congenital hearing loss) OR (congenital hypoacusia)] AND [(vestibular disorders) OR (vertigo)]. An initial abstract reading selection was made, and a subsequent comprehensive full-text reading. For each article, we identified the type of vestibular test utilized and its corresponding outcome. Out of the initial-papers identified through the search string-articles met the eligibility criteria for further analysis through abstract and full-text reading. After further selection-articles were chosen for detailed examination, focusing on the data of patients. Congenital hearing loss profoundly affects a child's development, especially in language and communication skills, and it is frequently associated with a pathological vestibular system. Early identification allows timely intervention with personalized therapies. In current literature, there is still no gold standard test to identify balance disorders in patients with congenital hearing loss. There is considerable variability on the subject due to the inclusion of diverse patients with various diagnoses, alongside a wide range of available technologies. Managing such conditions necessitates collaboration among healthcare providers, ensuring comprehensive care through prompt diagnosis and personalized treatment plans. Ongoing research aims to further improve screening methods and develop precision medicine approaches tailored to individual needs.

Pengaruh Media Scrapbook Terhadap Kemampuan Membaca Pemahaman Siswa Kelas IV UPT SDN 060816 Medan

This research aims to determine the effect of scrapbook media on the reading comprehension ability of class IV students at UPT SDN 060816 Medan. This research has several problems, namely when students read they do not understand the content of the reading they read. This research is quantitative research with a quasi-experimental type of research. The sample in this study used a saturated sampling technique consisting of two classes, namely class IV A with 32 students as the experimental class using scrapbook media and class IV B with 31 students as the control class without using media. The data collection technique used in this research is a multiple choice test. The research results from both classes, namely the experimental class, had an average score of 45.81 (pretest) and 82.47 (posttest). And the control class has an average of 39.81 (pretest) and 67.90 (posttest). The results of the hypothesis test are the Paired Sample t-Test with a significance level of α = 0.05. The results found a sig (2-tailed) value of 0.000 < 0.05. So it can be concluded that Ho is rejected and Ha is accepted, so there is an influence of scrapbook media on the reading comprehension ability of class IV students at UPT SDN 060816 Medan.

Embodied cognition and L2 sentence comprehension: an eye-tracking study of motor representations.

Evidence from neuroscience and behavioral research has indicated that language meaning is grounded in our motor-perceptual experiences of the world. However, the question of whether motor embodiment occurs at the sentence level in L2 (second language) comprehension has been raised. Furthermore, existing studies on motor embodiment in L2 have primarily focused on the lexical and phrasal levels, often providing conflicting and indeterminate results. Therefore, to address this gap, the present eye-tracking study aimed to explore the embodied mental representations formed during the reading comprehension of L2 action sentences. Specifically, it sought to identify the types of motor representations formed during L2 action sentence comprehension and the extent to which these representations are motor embodied. A total of 56 advanced L2 learners participated in a Sentence-Picture Verification Task, during which their response times (RTs) and eye movements were recorded. Each sentence-picture pair depicted an action that either matched or mismatched the action implied by the sentence. Data analysis focused on areas of interest around the body effectors. RTs in the mismatch condition indicated an impeding effect. Furthermore, fixations on the body effector executing an action were longer in the mismatch condition, especially in late eye-movement measures.

Research Trends in Children's Literature and Learning Environments

Objective: The objective is to analyze research trends in children's literature and learning environments in order to identify advances and gaps in knowledge. Method: The method includes an exhaustive review of scientific literature using the PRISMA method. Using the Publish or Perish search engine, which analyzes academic sources and employs a range of citation metrics, it produced a large number of articles selected by high-impact academic sources and recognized research trends on a given topic. Results and Discussion: The results indicate that research on the topic has increased in the last 4 years. Spain is the country that publishes the most on children's literature and learning environments. On the other hand, the analysis of the main categories reveals keywords with higher co-occurrence, such as reading comprehension. However, the least used pedagogical strategies for the promotion of reading are related to computer media, but it turns out to be an innovative strategy. Research Implications: The hermeneutic analysis conducted indicates that Children's literature is a powerful tool that not only propitiates in developing reading-writing skills in early childhood, but also impacts positively on the cognitive, emotional, social and physical development of boys and girls. Originality/Value: Reading comprehension emerges as a central node of study in the research trends, this is aligned with the justification of the analysis, to deepen and mitigate the effects of low reading comprehension in students in their first year of higher education.

Literacy development in early children

Literacy, which encompasses the process of reading and writing, is essential for children's cognitive, academic and social development. Introducing these skills at an early age, generally between 0 and 6 years old, is decisive because it forms the basis for future learning. Through literacy, children develop their vocabulary, reading comprehension and communication skills, which also reinforces their critical thinking and creativity. The objective of the research is to determine the importance of the early development of literacy in the first years of life, the result was that literacy is part of the academic base for the following years of early childhood, boys and girls learn to expand their imagination and also lose stage fright when performing a socio-cultural or artistic presentation, highlighting at the same time their interest in reading and writing, improving throughout life.

Phonological, orthographic and morphological skills are related to structural properties of ventral and motor white matter pathways in skilled and impaired readers

Using diffusion tensor imaging (DTI), we assessed the extent to which fractional anisotropy values in the dorsal (i.e., arcuate fasciculus; AF) versus ventral (i.e., inferior fronto-occipital fasciculus; IFOF) distinction of structural white matter pathways associated with selected reading processes, could be replicated in skilled adult readers (N = 17) and extended to adults with reading impairments (N = 13). In addition to the AF and IFOF, motor-based tracts (i.e., posterior limb of the internal capsule (PLIC) and the frontal aslant tract (FAT)) were isolated to explore their role in reading performance. Several interesting relationships with reading performance emerged. First, orthographic awareness was related to the left IFOF in skilled readers, whereas orthographic awareness was related to left PLIC for impaired readers. Morphological awareness was related to left FAT for skilled readers, whereas morphological awareness was related to right AF, right IFOF and left PLIC for impaired readers. Overall, these findings support the notion that adult reading performance (both skilled and impaired) is related to the structural properties of the ventral white matter pathways. More consideration should be paid to motor pathways, particularly the PLIC, and their role in compensatory reading strategies in individuals with reading impairments.

Kajian Kemampuan Membaca Permulaan Siswa Kelas I SDN 38 Sungai Ambawang

This study aims to determine the initial reading ability of grade 1 students of SDN 38 Sungai Ambawang. This type of research uses a qualitative approach. The data collection technique in this study uses the EGRA test. The researcher used the EGRA test in assessing the initial reading ability of grade 1 students of SDN 38 Sungai Ambawang. The EGRA test consists of five aspects, namely knowing letters, reading words, reading words that have no meaning, fluency in reading aloud and comprehension of reading and listening (listening comprehension). The results of the study showed that the ability of grade 1 students of SDN 38 Sungai Ambawang in the aspect of recognizing letters was 77%, of which 5 out of 15 students were still unable to recognize letters. The aspect of word reading resulted from the average ability of students was 69%, of which 6 out of 15 students were found to be in the good to very good category in word reading. The aspect of reading words has no meaning found that 7 out of 15 students are still not good at reading words that do not mean the average score of the whole student, which is 60%. The aspects of fluency in reading aloud and comprehension were found as many as 7 out of 15 students were less able in reading aloud and reading comprehension, their average score was 60%. The aspect of listening (listening comprehension) was found as many as 7 out of 15 students who were not completely good at answering questions given by the researcher about the reading, read with an average score of 63% of their ability

English Learning Strategies and Proficiency Level: Grade 11 Students’ Perspective in the Post-Pandemic Era

Abstract — This mixed method research study sought to assess the English learning strategies vis-à-vis proficiency level of Grade 11 students of a public high school for S.Y. 2023-2024. This research made use of a survey questionnaire and interview guide in a form of open-ended questions in gathering the necessary data. There were 21 respondents who participated in the 1st part of the data gathering and 10 were selected to participate in the interview session for the 2nd part. Statistical tools for data analysis included weighted mean, percentage distribution, and frequency count. Results revealed that most respondents were on their appropriate age to be admitted in the grade level in accordance to the K-12 program and majority were females. In terms of English learning strategies, it was found out that respondents had an acceptable result to both cognitive and metacognitive and when taken as a whole garnering a weighted mean verbally interpreted as agree. Meanwhile, students’ level of English proficiency in terms of Synonyms, Antonyms, Single-Word Analogy, Double-Word Analogy, Identifying Errors, Correct Usage, and Reading Comprehension and when taken as a whole obtained a mean score verbally interpreted as did not meet expectation. The findings highlighted the dynamic and evolving nature of language acquisition, where strategies employed by learners play a crucial role in shaping their journey towards linguistic mastery. Thus, it is recommended that teachers must look on the other factors regardless of being internal or external that may influence students’ capacity in learning English.

Effects of the English language intervention as a foreign language for struggling elementary readers in South Korea: a meta-analysis

AbstractThis meta-analysis comprehensively examined the effects of English language interventions on struggling elementary school learners in South Korea learning English as a foreign language. A total of 22 studies of experimental and quasi-experimental studies were separately analyzed by the study design using a random-effects model, and the mean effect size was medium (g = 0.68, SE = 0.26, CI95 = 0.18, 1.18, p < 0.01) for the experimental studies while the mean effect size was large (g = 1.39, SE = 0.67, CI95 = 0.08, 2.69, p < 0.05) for the quasi-experimental studies. Due to the large homogeneity statistics, subgroup analyses were additionally conducted for possible moderator effects contributing to the mean. The subgroup analyses indicated large effects in the affective (e.g., student’s motivation) and achievement (e.g., reading comprehension) type of outcome measures and effective intervention components (e.g., shared reading). Other effective contextual characteristics including the total session numbers, intervention frequency, and classroom type are also discussed along with the study limitations and future directions for the struggling readers learning English as a foreign language.

PSIII-29 Evaluating the efficacy of bioelectrical impedance analysis using machine learning models for the classification of parasitized goats

Abstract Rapid identification and evaluation of animal health condition is one of the most important concerns when it comes to livestock productivity, particularly for small ruminants susceptible to infection from blood-feeding gastrointestinal nematodes, like Haemonchus contortus. The present study was designed to optimize the process of differentiating parasite infected goats from healthy goats. This study used male intact Spanish goats (n = 65), aiming to establish a proof of concept for the efficacy of bioelectrical impedance, specifically through the metrics of Resistance, and Reactance, in identifying the health status of goats. The research involved the development and comparative analysis of seven machine learning (ML) models, divided into four classification-based models and three regression models, to assess their capabilities in accurately classifying goats based on bioelectrical properties. The data for this study were gathered from live animals using CQR 3.0 (Sea food analytics), with measurements taken from both ear and tail ends to ensure comprehensive and reliable bioelectrical readings. Among the classification models evaluated, the Random Forest Classification model emerged as the most effective, demonstrating a validation accuracy of 71.8% and a testing accuracy of 77.1%. This was closely followed by the K-NN Classification model, which showed a promising testing accuracy of 86.7%. Conversely, the Support Vector Machines and Boosting Classification models displayed decreased accuracies, indicating variability in the performance of classification models in this context. The regression models, evaluated through metrics such as Mean Squared Error (MSE) and R-square, revealed the K-NN Regression model as the most proficient, with the least Test MSE of 0.13 and an R-square of 0.482. This suggests a moderate correlation and predictive capability in determining the health status of goats based on bioelectrical impedance measurements. The Decision Tree Regression and Support Vector Regressor models showed varying degrees of effectiveness, with the latter indicating a minimal R-square value, highlighting the challenges in applying regression models to this domain. The conducted proof of concept research not only underscores the potential of bioelectrical impedance analysis in veterinary diagnostics, but also opens avenues for further refinement of ML algorithms in classifying and predicting the health status of farm animals. The outcomes of this study could significantly influence management strategies for small ruminants, offering a non-invasive, rapid, and potentially cost-effective tool for early detection of parasitism, thereby enhancing animal welfare and productivity in the agricultural sector.

The Impact of Close Reading Strategies on Individual Innovativeness and Life Skills: Preservice Teachers.

Reading is one of the fundamental tools for acquiring knowledge that has a direct effect on an individual's life. Many single and multiple strategies are used to improve reading comprehension, which is a strategic acquisition. (1) This study aims to investigate the effects of close reading strategies on the life skills and individual innovativeness of preservice Turkish language teachers. (2) The study group for this research consists of 31 preservice teachers studying in the Turkish Language Teaching department at a university in northern Türkiye. A sequential mixed-method design was used. In the quantitative aspect of the research, a pre-test and post-test experimental design without a control group was used, while in the qualitative aspect, a case study design was employed. Data were collected using the Life Skills Scale, Individual Innovativeness Scale, and semi-structured interview form. In analyzing the data obtained to examine the effect of the experimental process, a t-test for dependent groups was used, whereas data from the interviews were analyzed through content analysis (3-4). According to the results obtained from the research, the close reading strategy was determined to be a strategy that significantly improves the life skills and individual innovativeness of preservice Turkish language teachers.

Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?

Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components - including inhibition, working memory, and cognitive flexibility - and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.

Effects of an adapted peer-assisted learning strategies reading programme on reading fluency and reading comprehension of secondary students with or at-risk for reading disabilities

ABSTRACT The acquisition of reading skills in a person’s native language is a key life component to functioning successfully within their society. Unfortunately, many German students have significant reading difficulties in their native language, German. Therefore, the purpose of this study is to translate into German and implement a promising U.S. reading programme that focuses on fluency and comprehension: Peer-Assisted Learning Strategies (PALS Reading 2–6). PALS has shown positive effects for English elementary and secondary students with or at risk for reading disabilities. Therefore, this project conducted a pilot Single Subject multiple baseline design study with eight 7th grade students with or at risk for reading disabilities, to explore the feasibility of implementing PALS in German. Results showed improvement in German reading comprehension and fluency for these students after five sessions along with stability at follow-up conducted after six weeks. Limitations of the study and areas for further research are discussed, as well as implications for practitioners.