Significant Difference In Reading Comprehension Research Articles

THE EFFECT OF GLOBAL METHOD ON STUDENTS READING COMPREHENSION OF THE NINTH GRADE STUDENTS AT STATE ISLAMIC JUNIOR HIGH SCHOOL (MADRASAH TSANAWIYAH NEGERI/MTsN) 5 AT JAMBI CITY

This study aims to assess the impact of employing the Global Method on students' reading comprehension at MTsN 5 Jambi City. It adopts a quantitative approach through a quasi-experimental design with non-equivalent control groups. The sample comprises 68 students divided into experimental and control groups selected via purposive random sampling. Data collection involves short-answer questions administered as pre-tests and post-tests. The findings indicate a higher mean post-test score (74.26) compared to the mean pre-test score (49.41). Statistical analysis using the Wilcoxon test reveals a significance level (sig 2-tailed) of 0.000, indicating acceptance of Ha1 (alternative hypothesis) and rejection of H01 (null hypothesis), signifying a significant improvement in students' reading comprehension after implementing the Global Method. Additionally, results from the independent sample t-test show a sig (2-tailed) value of 0.000, with a t-test value (6.074) surpassing the t-table value (1.671) at df = 66, leading to acceptance of Ha2 and rejection of H02. This confirms a significant difference in reading comprehension between students exposed to the Global Method and those who were not.

ANALISIS PENGARUH PENGGUNAAN MEDIA KARTU KATA BERGAMBAR TERHADAP KEMAMPUAN MEMBACA SISWA KELAS 1 SEKOLAH DASAR

Based on findings from MI Islamiyah Tugu Mantup researchers, researchers found that students' reading abilities were relatively low, there were some students who were able to read, but some still had difficulty reading. With this, researchers are carrying out research on picture word card media, which is expected to present a more visual and interesting learning concept for students. This research aims to conduct a qualitative analysis of the impact of using picture word card media on the reading ability of grade 1 elementary school students. The method used in this research is descriptive qualitative method, this research involves grade 1 students who are involved in learning using picture word cards as media. Data was collected through classroom observations, teacher interviews, and document analysis. The research results show that this media makes a positive contribution to the development of students' reading skills. Visualization of words through images not only improves contextual understanding, but also stimulates students' interest in the text. There was a significant difference in reading comprehension before and after media use, as well as a marked improvement in students' reading progress. Student engagement also increased, reflected in active participation in discussions. Teachers recognize the effectiveness of this media in creating an interactive learning environment. This research shows that picture word card media can be an effective learning tool to improve the reading skills of grade 1 students. It is hoped that teachers will integrate this media into the curriculum and provide additional training to teachers to maximize its potential. These findings contribute to the development of reading learning strategies at the initial level of education.

THE INFLUENCE OF SUMMARIZING TECHNIQUE AND READING MOTIVATION TOWARD READING COMPREHENSION ACHIEVEMENT FOR THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL 18 PALEMBANG

The aim of this study was to determine whether there is a significant difference in reading comprehension between students who are taught a summarizing technique and those who are not. Additionally, the study sought to determine whether there is a significant difference in reading comprehension between students who are taught a summarizing technique and those who have low reading motivation. The students in the seventh grade at Junior High School 18 Palembang were divided into two groups. In this investigation, factorial design was used. The study's population consisted of all 238 seventh-grade students enrolled in Junior High School 18 Palembang during the academic year 2023–2024. Saturation sampling was used to take samples from 68 students: 34 students from the VII.7 class were in the experimental group, while 34 students from the VII.6 class were in the control group. The researcher used a questionnaire to gather data in order to evaluate students' reading motivation. She also used traditional and summarizing techniques to teach students reading comprehension skills. The data were then analyzed using IBM SPSS Statistics. The study's findings demonstrated a substantial difference in reading comprehension between students who were taught a summarizing strategy and those who were not, with regard to seventh-grade students at Junior High School 18 Palembang. The students with high reading motivation were taught the technique.

THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE TOWARDS STUDENTS READING COMPREHENSION OF ELEVENTH GRADE AT SMAN 1 KOTO KAMPAR HULU

This study sought to investigate whether or not there was a significant difference in reading comprehension between students who were taught utilizing reciprocal teaching strategies and those who were not, as well as whether there was a significant effect of applying these strategies on reading comprehension. In September and October 2022, Senior High School 1 in Kampar Hulu was the site of the study. The Senior High School 1 Koto Kampar Hulu population for this study was made up entirely of eleventh graders. In class XI 1, the researcher utilized the reciprocal teaching technique as the experimental class, while in class XI 2, the researcher used the traditional strategy as the control class. A quantitative and experimental method was adopted in this study. Pretest and posttest were not equal in the study's quasi-experimental approach. Pre-test and post-test tests were used as study instruments to gather the data. The independent t-test and paired sample t-test statistic techniques from SPSS 22 were used to analyse and evaluate the data. The independent t-test calculation using the test results in both groups' posttest scores revealed that the significant value was greater than the level of significance (0,361 > 0,05). It demonstrated that the experimental and control groups' differences were indeed substantial. Additionally, the paired t-test calculation revealed the paired sample t-test result (-12,805 0,05), which indicated that adopting the reciprocal teaching strategy had a substantial impact on students' reading comprehension

Digital versus Paper Reading: A Systematic Literature Review on Contemporary Gaps According to Gender, Socioeconomic Status, and Rurality.

This paper presents a comprehensive review of the literature on electronic reading (e-reading) versus paper reading. The main objective was to assess the current state of research comparing digital and paper reading outcomes among students aged 6-18 years old, as well as assessing the impact of various factors (gender, socioeconomic status, and school location) in explaining the differences between the two modes. Inclusion criteria included the following: participants (6-18 years), research focus (comparing digital reading and paper reading), study type (quantitative or mixed methods), publication (peer reviewed between 2015 and 2022), and language (English). A systematic search in four databases (WOS, Scopus, ERIC, and JSTOR) in August 2022 was conducted by three reviewers. The search revealed 23 studies matching the inclusion criteria. The findings from the reviewed studies are diverse, with some reporting no significant differences in reading comprehension between the two modes, while others suggest screen inferiority, thereby favoring paper reading. Individual-level predictors, such as prior comprehension skills and reading habits, play a crucial role in determining reading performance across modes. Family-level factors, such as the number of books at home, and school-level factors, like the usage of ICT resources, influence both paper and digital reading comprehension. Moreover, gender differences in attitudes and performance towards different reading modes are apparent. SES is positively associated with reading achievement in both modes, with a larger effect shown for paper reading. Overall, the comparison between electronic and paper reading modes reveals a complex interplay of individual and contextual factors influencing reading comprehension and attitudes.

The Effect of Repeated Reading Strategy on Comprehension Among Grade Four School Students

This study essentially investigates the impact of RR on the reading comprehension of grade four students in the North Batinah governorate: namely in Al Khabourah. This was an 8-week study that investigated the impact of repeated reading on the reading comprehension of grade four students in a school at Al Khabourah in Al Batina North Governorate in the Sultanate of Oman. The study sample consisted of 61 grade four students, and they were divided into control and experimental groups as it was a quasi-experimental design study. The sample was divided into a control group of 30 students, who were taught normally, while the experimental group included 31 students, and they studied using the repeated reading strategy. The research instruments included pre and post-tests. All instruments were validated by a group of experts. The inter-consistency was calculated by using alpha Cronbach and the reliability factor reached r=0.74. The research findings revealed statistically significant differences in reading comprehension in favour of the experimental group. At the same time, the results also revealed no statistically significance differences between male and female students within the experimental group. In light of these results, the study makes suggestions and offers recommendations.

Correlation Analysis between Eye Movement Patterns and Reading Comprehension Skills by Reading Condition in Children with Typical Development and Language Impairment

Objectives: The purpose of this study was to identify whether there was a significant difference in reading comprehension in typically developing children (TD) and children with language impairment (LI) in early school age according to reading conditions, and to determine whether there was a significant correlation between reading comprehension skills and eye movement patterns in each group.Methods: A total of 213 children (TD: 183; LI: 30) in the 1st and 2nd grades of elementary school participated in this study. According to the reading conditions (reading while listening, reading only), all children were randomly assigned to perform text reading tasks, and real-time data collection was carried out through an attached eye-tracker.Results: There was no significant difference in story understanding according to reading conditions between groups, but it was confirmed that the correlation patterns between each group’s reading comprehension and eye movement patterns were different depending on reading conditions.Conclusion: In the TD group this study found that the faster the processing speed, the higher the reading processing efficiency. On the other hand, in the LI group, the processing speed was generally slow due to their poor literacy or cognitive processing speed, therefore there was no correlation between eye movement patterns and reading comprehension skills.

THE EFFECTS OF BLENDED LEARNING ACTIVITIES ON READING COMPREHENSION PERFORMANCE FOR HIGH SCHOOL STUDENTS IN VIETNAM

Blended learning has piqued the interest of many scholars in the field of language teaching and learning. The purpose of this study is to see how blended learning activities on Moodle LMS affect the reading comprehension of 12th graders at Tan Chau High School. It also seeks to investigate these students' attitudes on the use of mobile learning activities on Moodle LMS using a quasi-experimental approach with 84 twelfth-grade students. Three instruments were used to collect data: pre and post reading proficiency tests, questionnaires, and semi-structured interviews. The study's findings revealed that after treatment, there was a significant difference in reading comprehension between the control and experimental groups. Participants in the experimental group were much better at reading comprehension than those in the control group after being educated with blended learning activities on Moodle LMS. Furthermore, many participants had favorable impressions of Moodle's blended learning activities. The study's findings revealed that using blended learning activities on Moodle LMS can help students enhance their reading comprehension.

An Eye-Tracking Study on Reading Comprehension and Reading Processing in Children with Reading Difficulties according to Story Type and Processing Load

Objectives: This study aimed to investigate differences in reading performance between two groups of children, children with reading difficulties (RD) and typically developing children (TD), depending on story types and length of given text. To comprehensively evaluate children’s reading ability, both offline and online processing were taken into consideration, and chunking skill was measured to explore the relationship between working memory and reading comprehension. Methods: Twenty-six children (11 with RD and 15 with TD) in 3rd to 4th grade of elementary school participated in this study. Two experimental tasks were conducted: a reading comprehension task using an eye-tracker and a word list recall task. While reading the text, children’s eye movements were analyzed to identify online reading processing. After they finished reading, they were asked to answer the offline reading comprehension questions. Results: There were significant differences in reading comprehension depending on the group, the story type, and the level of processing load. For the fixation, there was an interaction effect between the group and the story type. Also, as a result of heat map analysis, the fixation of the RD group was evenly distributed throughout the texts given at low processing load. In addition, as a result of correlation analysis, there was a significant difference in patterns of using chunking skills in reading comprehension between the two groups. Conclusion: This study has a clinical implication in that it suggested that presenting reading materials concisely could be one of the ways to improve reading comprehension in the RD group.

IMPROVING EIGHTH GRADERS’ READING COMPREHENSION ON DESCRIPTIVE TEXT THROUGH PORPE STRATEGY

This study was aimed to find out whether there were any significant differences in reading comprehension on descriptive text through PORPE (predict, organize, rehearse, practice, evaluate) strategy and those who were not. There were 66 students of eighth graders of SMP Negeri 13 Palembang were involved in this study as the sample, the experimental group consisted of 33 students and the control group consisted of 33 students. The method of this study was quantitavie method with a quasi experimental design. The experimental group were taught by using PORPE (predict, organize, rehearse, practice, evaluate) strategy. The control group were taught by using discussion strategy. The result of paired sample T-Test in control group showed the value of t-obtained was 6.508 at the significance level 0.000 with degree of freedom was 33 (1.669) and the significance (2 tailed) was lower than 0.05. The result of paired sample T-Test in experimental group showed the value of t-obtained was 5.003 at the significance level 0.000 with degree of freedom was 33 (1.669) and the significance (2 tailed) was lower than 0.05. The result of independent t-test from experimental and control group shown that t-obtained was 1.742 and it was higher than t-table 1.669.

MULTIMEDIA PRESENTATION: A TOOL IN REFINING THE READING COMPREHENSION OF THE 21ST CENTURY LEARNERS

The goal of this research was to create multimedia presentations for 21st-century learners. It also attempted to evaluate the level of reading comprehension in the controlled and experimental groups, as well as whether there is a significant difference between the two. This study included 80 ACTS Computer College Grade 11 Senior High students. In order to analyze the efficiency of multimedia presentations in increasing 21st-century learners' reading comprehension, the experimental technique was used as the research methodology. A variety of test questionnaires were used in this investigation. Data analysis revealed that although the controlled group of ABM learners only achieved a Satisfactory performance, the experimental group of students achieved a Very Satisfactory performance. Both the experimental and the control groups of HUMSS students completed the course with a Very Satisfactory rating. ICT students in the experimental group achieved a Very Satisfactory performance, while those in the control group attained a Satisfactory performance. STEM students in the experimental group achieved an Outstanding performance, while those in the control group got Very Satisfactory. The rejection of the null hypothesis indicates that there were significant differences in reading comprehension between the experimental and controlled groups. Based on the gathered data, it was concluded that the students in experimental groups who used multimedia presentations had a greater level of comprehension than those students in the controlled groups who utilized printed stories. The multimedia presentations integrated with teaching are a useful tool in increasing the students? reading comprehension which signifies the result of their achievement test. Between the controlled and experimental groups of students, there is a significant difference in reading comprehension. It is recommended, therefore that teachers use multimedia presentations to teach 21st-century learners. For greater comprehension, these materials should include not just text and photographs, but also other interesting content such as animations and dub voice. Vocabulary words must also be supplied to unlock the learners' difficulties, which is believed to be more effective. Similarly, teachers can employ multimedia presentations as part of curricular education because they are more successful than printed materials in terms of reading comprehension. It is also suggested that future researchers should conduct further research with a bigger population and investigate additional suggestions for improving the multimedia presentation.

COMBINING OF HERRINGBONE TECHNIQUE WITH THINK PAIR SHARE (TPS) STRATEGY IN READING COMPREHENSION

This research investigated combining of Herringbone technique with Think Pair Share (TPS) strategy in reading comprehension. The design of this research was quasi-experimental with non-equivalent groups pretest-posttest. Two groups were used in the study; the experimental and control groups were given different treatments. The researcher taught the experimental group using the Herringbone technique with the TPS strategy, while the researcher taught the control group using the conventional method. The population of this study was the seventh grade of Junior High School in Bangkalan. The data were obtained by administering the reading test to two intact groups. The research was started by giving pre-tests, treatments, and post-tests to experimental and control groups. The data of the test were analyzed by using the analysis of covariance (ANCOVA). Results indicated that combining of herringbone technique with the TPS strategy was effective than the conventional technique. However, when examined in terms of post-test, both showed a statistically significant difference in reading comprehension. Based on the findings of this research, combining herringbone with think pair share appeared to be a plausible alternative for teaching English reading comprehension to the seventh-year students of Junior High School in Bangkalan.

The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students

This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the experimental group received a 16-week reading strategy training embedded into their English reading classes. The data were collected through five major instruments: a reading comprehension test, a reading strategy questionnaire, a reading motivation questionnaire, a reading self-efficacy questionnaire, and a semi-structured interview. Independent-samples t-test results showed that there was a significant difference in reading comprehension between the experimental group and the control group after the reading strategy instruction, suggesting that students who received reading strategy instruction made significant improvement in their reading comprehension. ANCOVA analysis of pre- and post-questionnaires results showed that there were no significant changes in reading strategy use, reading motivation, and reading self-efficacy at the end of the strategy instruction. Furthermore, interview data, showed that experimental group students held very positive attitudes toward the reading strategy training. Interview results further suggested that lack of significant changes in strategy use, motivation, and self-efficacy at the end of strategy training could be explained by a dynamic interplay of individual and contextual factors.

Reading recall: A comparison of reading comprehension

Researchers query whether reading comprehension is the same, worse, or better when using e-books as compared with standard paper texts. This study evaluated this question in the elementary school population. Our hypothesis was that information would be retained equally whether read from paper or from an electronic device. Each participant read four stories, alternating between electronic and paper media types. After each reading, the participants completed a five-question test covering the information read. The study participants correctly answered 167 out of 200 comprehension questions when reading from an electronic device. These same participants correctly answered 145 out of 200 comprehension questions when reading from paper. At a significance level of p < 0.05, the results showed that there was a statistically significant difference in reading comprehension between the two media, demonstrating better comprehension when using electronic media. The unexpected results of this study demonstrate a shift in children’s performance and desirability of using electronic media as a reading source.

The Effects of Retrieval Practice Across Levels of Thinking and Retention Interval on Reading Comprehension

Abstract: The present study examined the effect of different types of retrieval practice on reading comprehension across levels of thinking and retention interval in a classroom setting. One hundred undergraduates divided into two retention interval groups (short- and long-retention interval) were asked to read a passage on a topic in Cognitive Psychology and were then required to engage in a retrieval practice learning strategy using the two types of question format (production test and recognition test) and different levels of thinking (lower-order thinking and higher-order thinking). A three-way mixed ANOVA statistical test was used to analyse the data and found no significant differences in reading comprehension across the different types of retrieval practice, suggesting that the performance when using the recognition test is equivalent to when using the production test. The difference in reading comprehension between the different types of retention interval also was not observed, indicating that students in the short-retention interval group retained just as much information as those in the long-retention interval group. Additionally, the present study observed a significant difference in students’ reading comprehension between different levels of thinking, signifying that the students’ performance for the lower-level thinking questions was better than that for the higher-level thinking questions. The present finding contributed to the existing body of knowledge in which it suggested that the performance in reading comprehension when using a recognition test, particularly a well-constructed one, with competitive alternatives was equivalent to when using a production test.
 
 Keywords: Levels of thinking, Question format, Reading comprehension, Retention interval, Retrieval practice

THE IMPORTANCE OF WELL-BEING AND SATISFACTION WITH LIFE IN READING-COMPREHENSION AND MATHEMATICAL ABILITIES IN DEAF AND HEARING INDIVIDUALS

Objectives. The primary objective of this study is to evaluate if there are significant differences in reading-comprehension and mathematics between deaf and hearing individuals, identify if the level of Psychological Well-Being and Subjective Well-Being is related to higher mastery in reading-comprehension and mathematics, and finally, determine if self-perceived disadvantages in reading and mathematics by deaf individuals are related with their mastery in reading and mathematics tasks. Material and methods. A mixed-method was conducted including correlational and topological analysis of speech. The sample was constituted by 58 volunteers: five deaf individuals (age M =28.4) and 53 hearings (age M =18.75). Participants responded to the Satisfaction with Life Scale and the Ryff´s Scales of Psychological Well-Being after solving the Adults Reading Evaluation and the Buenos Aires Mathematics test. Results. Higher scores were found for the hearing group in reading and mathematics. No correlations were found between Satisfaction with Life and reading and mathematics neither between Psychological Well-Being and reading and mathematics for both groups. The qualitative analysis indicated that deaf individuals perceived no differences in their reading-comprehension and mathematics skills regarding hearings, but they scored significantly lower than hearings. Conclusions. This study corroborated results from previous research about the differences in reading-comprehension and mathematical abilities between deaf and hearing individuals. This study identifies that differences between deaf and hearings might be more related to other factors such as the lack of awareness of difficulties in reading-comprehension and mathematics, while satisfaction with life and psychological well-being appears to be related to employment difficulties. Keywords: Deaf, reading-comprehension, mathematics, psychological well-being, subjective well-being.

Comprensión lectora en estudiantes de escuela preparatoria abierta: efecto de una intervención basada en la motivación y las estrategias metacognitivas

El propósito de este estudio fue determinar si existe una diferencia significativa del nivel de comprensión lectora entre un pretest y un postest, en alumnos de una escuela preparatoria abierta de Nuevo León (México) después de una intervención basada en la motivación y las estrategias metacognitivas. Se utilizó un diseño cuantitativo cuasi experimental con una intervención de 14 semanas entre la aplicación de ambas mediciones. La población estuvo compuesta por 18 alumnos a quienes se les aplicaron tres instrumentos, el Test de Cloze para medir la comprensión lectora, la Escala Atribucional de Motivación de Logro General y el Inventario de Estrategias Metacognitivas Generales. Los hallazgos mostraron que existe una diferencia significativa de comprensión lectora (t(17) = 3.653, p = .002, Cohen´s d = 0.86) y estrategias metacognitivas (W = 30.00, p = .017, Correlación biserial r = 0.649) entre el pretest y el postest, aunque no fue significativo en el nivel de motivación (t(17) = -0.341, p = .737, Cohen´s d = 0.008). En conclusión, mediante la ejecución de un programa de intervención en estrategias metacognitivas y motivación hacia la lectura, se obtuvo una mejora en el nivel de comprensión lectora de los participantes.

USING BUZZ GROUP TECHNIQUE IN TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH PAGARALAM

The main problem of this research “was there any significant difference in reading comprehension between students who were taught by using Buzz group technique and those who were not in the tenth graders of SMA Muhammadiyah Pagaralam?” The objective of this study was to find out whether or not there was any significant difference in reading comprehension between students who were taught by using Buzz group technique and those who were not in the tenth graders of SMA Muhammadiyah Pagaralam. The population of this research was all tenth grade students of SMA Muhammadiyah Pagaralam, consist of 259 students. Two classes were chosen as the sample and they divided into experimental class and control class that consist of 32 students each classes. The sample were taken by using purposive sampling. Quasi experimental method was used in this research. The result of pre-test and post-test in experimental class and control class were compared by using independent sample t-test, in term of reading aspects. The value of t-obtained was 4,628, at the significance value p<0.05 in two tailed testing with df = 62, the critical value of the t-table was 1.999. Since the value of t-obtained was higher than the critical value of t-table, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. It could be concluded that there was significance different in the students’ reading comprehension in the experimental class at every aspect before and after treatment by using Buzz Group Technique.

USING BUZZ GROUP TECHNIQUE IN TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH PAGARALAM

The main problem of this research “was there any significant difference in reading comprehension between students who were taught by using Buzz group technique and those who were not in the tenth graders of SMA Muhammadiyah Pagaralam?” The objective of this study was to find out whether or not there was any significant difference in reading comprehension between students who were taught by using Buzz group technique and those who were not in the tenth graders of SMA Muhammadiyah Pagaralam. The population of this research was all tenth grade students of SMA Muhammadiyah Pagaralam, consist of 259 students. Two classes were chosen as the sample and they divided into experimental class and control class that consist of 32 students each classes. The sample were taken by using purposive sampling. Quasi experimental method was used in this research. The result of pre-test and post-test in experimental class and control class were compared by using independent sample t-test, in term of reading aspects. The value of t -obtained was 4,628, at the significance value p <0.05 in two tailed testing with df = 62, the critical value of the t- table was 1.999. Since the value of t -obtained was higher than the critical value of t -table, the null hypothesis (H 0 ) was rejected and the alternative hypothesis (H a ) was accepted. It could be concluded that there was significance different in the students’ reading comprehension in the experimental class at every aspect before and after treatment by using Buzz Group Technique.

Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.