Reading Comprehension Research Articles

The Effects of ‘Dialogic Reading’ on the Development of Mental State Vocabulary in Children with ASD

Objectives: Children with Autism spectrum disorders (ASD) have difficulties in understanding thoughts, intentions, and beliefs of others, which are related to the development of theory of mind. The purpose of this study was to facilitate the production of mental state vocabulary related to theory of mind in these children through ‘Dialogic book-reading’ intervention and to verify the intervention and generalization effects.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Conclusion: This study provides evidence for the intervention and generalization effects of the interactive book reading strategy on the production of mental state vocabulary in children with ASD, highlighting the significance of using this strategy in clinical settings for training theory of mind in children with ASD.

The Female Body and the Body Politic in Sex Scenes of Lou Ye’s Film: A Multimodal Discourse Analysis of <i>Summer Palace</i>

This article discusses the body politic of Yu Hong in the postsocialist Chinese film–Summer Palace (2006). Director Lou Ye places Yu Hong’s body in the sex scenes that metaphorically expresses a traumatic and sensitive political event, the “June Fourth Incident.” The portrayal of sexual intercourse, nudity, and this historical event is the unspeakable “secret” in mainland Chinese media. Therefore, the authors raise the question that, when sexual intercourse and the female body enter political discourse, how do we deal with the complex and dynamic power structures behind bodily attributes and the “anachronistic” historical objects that do not fit into the mainstream narrative and epistemological spaces? Drawing on body politic theory, feminist film theory, and a semiotic framework, we adopt multimodal critical discourse analysis to assess power relations and ideologies behind Yu’s body attributes in the sex scenes. The findings indicate that Lou constructs a complex communication system, using her body as a carrier of communication to express self-consciousness, constructing female subjectivity through the writing of feminine discourse, with the political purpose of seeking the freedom of the written word. Sexual liberation is sought by establishing a transgressive body that is not accepted by the mainstream and opposes the inherent power of government. Yu’s bodily pleasure is set up as an expression of narcissistic individualism through love, producing a vision of political ecstasy. Her melancholy body metaphor for the discomfort and confusion that preceded the student movement and the post-traumatic ambivalence. Using the female body as a site of political discourse and sexual liberation offers a new reading strategy for analysing the representation of the female body in film and other forms of media. In making the argument, the study contributes valuable scholarship to the film studies focused on sexual, gender, and political marginalised discourse.

Implementation of A Blog-Based Journal Reading Strategy to Improve the Reading Comprehension Ability of UNIMED English Literature Students

This study explores the impact of a blog-based reading journal strategy on improving reading comprehension among English Literature students at Universitas Negeri Medan. Conducted over six months in 2024, the research involved 60 students who documented their reflections and analyses of assigned readings on blog platforms. The methodology included qualitative and quantitative approaches, with a rubric assessing comprehension, analytical skills, reflection depth, and coherence. Results showed significant improvement in reading comprehension, with 80% of students rating the overall experience highly and 100% finding the blog content very helpful. Critical and analytical thinking skills also improved, with 60% of students rating this aspect highest. Students were comfortable using the blog platform and suggested extending session durations and incorporating more visual aids. The study concludes that the blog-based strategy effectively enhances reading comprehension, engagement, and critical thinking, supporting its continued use and exploration in educational settings.

Enhancing English Language Learning through Digital Mind Mapping: A Comprehensive Approach for Reading Comprehension

This article explores the use of digital mind mapping as a comprehensive tool for enhancing English language learning, with a specific focus on improving reading comprehension skills. Digital mind maps provide a visual and interactive approach to organizing and connecting ideas, fostering deeper cognitive engagement with texts. This study synthesizes existing research on the pedagogical benefits of digital mind mapping, highlighting its ability to support learners in identifying main ideas, tracking relationships between concepts, and developing critical thinking. The article also presents practical strategies for integrating digital mind mapping into English language curricula, emphasizing its role in promoting active learning and learner autonomy. Findings suggest that the use of digital mind maps not only improves reading comprehension but also enhances vocabulary retention, engagement, and motivation. The comprehensive approach outlined in this study aims to provide educators with effective methods for incorporating digital tools to support language acquisition in diverse learning environments.

Optimizing Classroom Lighting: Balancing Illuminance Uniformity and Glare Control with Led Technology

Indoor lighting environment significantly impacts students’ concentration and learning performance. Optimal lighting conditions enhance reading speed, accuracy, and comprehension abilities. In contrast, poor lighting conditions may lead to decreased concentration and increased errors in tasks. Therefore, classroom lighting is an important factor to consider in classroom design to optimize cognitive efficiency of students. Current classroom lighting solutions using LED systems have met European Norm (EN) standard in terms of illuminance and energy efficiency. However, although the issue of glare has been addressed, it has not been completely resolved. This study introduces a solution for glare-free classroom lighting that maintains uniformity while adhering to existing standards. This approach aims to create a visually comfortable learning environment, balancing effective lighting with glare reduction.

The effect of kahoot application towards students’ reading comprehension at the Eleventh Grade of SMAN 1 Cijaku Lebak Banten in Academic Year 2023/2024

This research paper aims to investigate the effect of kahoot Application towards students’ Reading Comprehension at the Eleventh Grade of SMAN 1 Cijaku Lebak Banten in Academic Year 2023/2024. The method used in this research was quantitative method. The design of this research was quasi-experimental design and cluster random sampling: the researcher has chosen two classes are a control class and an experimental class. The technique in choosing the sample is cluster random sampling; the researcher used XI IPS 1 (31 students) as class control and XI IPA 2 (36 students) as class experimental. The experimental group was taught recount text in Reading comprehension used kahoot application, whereas the control group was taught used wordwall. In analyzing the data, the researcher used Independent sample t-test by SPSS 25.0 statistical computation to analyze the hypotheses test. The researcher has found the result t-count (1.727) and Significant two-tailed = 0.044 < α 0.05. From these data could be interpreted that there is a significant difference between the two groups in obtaining scores, because the result is a significance value of less than 0.05, which means Ha is accepted. According to the criteria of the test, it could be concluded that there was progress in the effect of kahoot Application towards students’ Reading Comprehension at the Eleventh Grade of SMAN 1 Cijaku Lebak Banten.

Improving Students’ Reading Comprehension on Recount Text through Animation Video

This research aims to improve students’ reading comprehension of recount texts through animation videos. This research is classroom action research that was conducted in two cycles. The participants in this research are the students in class VIII C, SMP Negeri 13 Pontianak. The researcher collected the data on students’ improvement in reading comprehension by observing the data through a reading test, an observation checklist, and field notes. The result showed that students’ difficulties in comprehending recount text had been solved by using animation videos as learning media. Animation videos as learning media improved students’ abilities to find the main idea, and specific information, identify references, identify inferences, and the difficult vocabulary of recount texts. Animation videos as learning media improved students’ reading comprehension of recount texts. The students showed improvement in their behavior. During the teaching and learning process in this research, almost all of the students were focused on the researcher and participated actively in class discussions. The students also responded enthusiastically to the class discussions.

WASHBACK EFFECTS OF ONLINE ASSESSING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

The Covid-19 pandemic has altered the educational landscape. This is due to the fact that traditional classroom learning has been replaced with online learning. Even if the learning and assessment take place at home, teachers must be able to offer an effective learning process and assessment. The impact of testing on teaching and learning is known as washback. Teachers appear to play a significant part in developing different types of washback by examining the probable positive and negative washback that tests may cause at the micro and macro levels. In other words, the teachers' beliefs play an important role in influencing the washback effect. This study aims at explaining washback effect of online students’ assessment on reading comprehension in narrative text. Secondly, to describe students’ engagement in following online learning and assessing of reading comprehension. It employed qualitative method and descriptive research design. Data collection techniques used observation, online reading test, interview, and documentation. Meanwhile, data analysis techniques implemented data reduction, data display, data verification. The research participants were 32 the seventh graders of an Islamic secondary school in Semarang regency. The results show that narrative reading text used folklore digital storytelling namely The Crying Stone. The reading comprehension test consisted of forty items, they were short answer, close test, true or false, vocabulary development, matching, and references. Based on the data, there are two types of washback effects namely negative washback effect and positive washback effect. Positive and negative washback effect covered formative assessment and summative assessment. They are included assessment as learning, assessment for learning, and assessment of learning. Positive washback effects made students have eagerness to be autonomous learners. Students had high motivation and well-prepared in joining reading class. Meanwhile students had difficulties in learning and follow the reading assessment because of bad internet connection as negative washback. Sometimes some parents were not able to buy internet data package.

Cross-linguistic dissociations in Kannada-English bilingual persons with aphasia and alexia

Individuals with alexia manifest reading impairments comparable to spoken language impairments. With escalating dependency on communication through texts, emails, and other social media sources, these individuals express their interest in improving written language skills as well. Alexia in bilinguals in the Indian scenario is of special interest, owing to diverse geographical, cultural, traditional, and linguistic demarcations in India. Although substantial research is reported on bilingual aphasia, evidence on bilingual alexia is scarce. The study aimed to explore the cross-linguistic dissociations in Kannada-English bilingual individuals with alexia in post-stroke survivors. Thirteen Kannada-English bilingual individuals (10 males and 3 females) with reading and language impairments post ictus, above 18 years of age were recruited. Participants were subjected to neurobehavioral linguistic and reading tasks in both Kannada and English. The performance of linguistic tasks and reading tasks were analysed for cross-linguistic distinctions, linguistics versus reading, and correlation between linguistics and reading abilities. Results revealed evident cross-linguistic dissociations, wherein participants outperformed in Kannada (L1) in both linguistics and reading domains. All performed superior in the linguistics domain compared to reading. In both languages, semantic abilities were best performed within the linguistic domains. Oral reading abilities fared poor scores relative to reading comprehension. The correlation analysis revealed strong correlation between oral reading and semantics > phonology > syntax. Reading comprehension strongly correlated to syntax > phonology > semantics. The study proved convincing linguistic influences on reading abilities in Kannada- English bilingual context. Most investigations have predominantly centred on case observations, and have often lacked thorough pre- and post-rehabilitation assessments of linguistic and reading impairments using equivalent tests in a bilingual context. This study proves to be a preliminary attempt in this context. A much larger bilingual alexia cohort would aid in substantiating the reading impairments in a variant of subgrouping of aphasia.

Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model

This mixed-methods study investigates the effects of highlights and annotations on reading comprehension among Chinese EFL students majoring in teaching English as a foreign language, within a computer-assisted interactive reading model. The study involved 183 participants, randomly assigned to three experimental groups and a control group, each utilizing distinct combinations of highlights and annotations to evaluate their impact on reading comprehension. The results indicate that the intervention groups exhibited significant improvements in reading comprehension compared to the control group. Qualitative feedback from participants revealed increased engagement and metacognitive awareness, suggesting that these interactive features function as effective cognitive scaffolds. By facilitating information processing and reducing cognitive load, highlights and annotations enhance the reading experience and comprehension. These findings support cognitive load theory and underscore the pedagogical potential of integrating interactive elements into digital reading materials. This integration can promote active reading strategies and learner-centered instruction, offering valuable insights for educators and curriculum designers. By demonstrating the efficacy of technology-enhanced reading interventions, this research contributes to the broader field of Computer-Assisted Language Learning (CALL), emphasizing the role of interactive tools in improving language proficiency and academic success among EFL learners.

PENGEMBANGAN BUKU CERITA BERGAMBAR DIGITAL SEBAGAI MEDIA PEMBELAJARAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR

The lack of reading comprehension skills in grade II elementary school students is the impetus for this research because reading media has the potential to improve reading comprehension skills. Researchers developed digital picture storybooks as a tool to help students gain reading comprehension to overcome this problem. The purpose of this study is to provide details about the development of picture storybooks that researchers will make, including development design, validation results, and user responses. Design and Development (D&D) using the Analysis, Design, Development, Implementation and Evaluation (ADDIE). The resulting product was assessed by 2 material experts, 2 media experts, and 22 student users. The material expert feasibility test received an overall average score of 86.5% with the criteria “very feasible”. Then the final results of the media expert feasibility test get an overall average score of 92.5% with the criteria “very feasible”. Based on the media trial, user responses were obtained which showed an overall average score of 94.75% with “very good” criteria for picture storybooks as a learning media for reading comprehension that had been developed. This research corroborates the finding that students tend to like digital media (electronic), gadgets, and connected to the internet.

Introducing Effective Techniques of Study in English Language

The study has a valuable role in learning of different languages especially in English language. The effect of study in language can be detected when it comes with certain and useful methods and techniques. As the major methods that affect English include of time management, note taking, setting goals, preparing for exam, making plan, reading strategies and the techniques of study of the subjects. This research shows that the introducing effective techniques of study in English language. The research of analytical and descriptive library method was used in the preparation and research of this article.

Joint Entity and Relation Extraction Using Machine Reading Comprehension for Urdu

Joint Entity and Relation Extraction (JERE) plays an important role in natural language processing (NLP) by identifying names, locations, and the relationships among them from unstructured text. Despite extensive research in languages like English, JERE poses significant challenges in low-resource languages, particularly Urdu, due to limited annotated da-ta and inherent linguistic complexities. In this paper, we propose a novel Machine Reading Comprehension (MRC)-based approach that effectively addresses the JERE task for Urdu, integrating a text encoder and a question-answering module that work synergistically to enhance entity and relationship extraction. We introduce an annotated Urdu JERE dataset and demonstrate how our methodology will significantly contribute to multilingual NLP efforts. We propose an innovative Machine Reading Comprehension (MRC)-based method to tackle JERE in Urdu. This method has two main components: a text encoder and a question answering (QA) module. The text encoder converts Urdu text into a compact vector form, which is then fed into the QA module. The QA module generates answers to queries regarding the desired entities and relationships, producing a sequence of tokens that represent these entities and their interactions. The model is trained to minimize the difference between its predicted answers and the correct ones. Our approach, along with the introduction of an annotated Urdu JERE dataset, significantly advances multilingual NLP and information ex-traction research. The insights gained can be applied to other low-resource languages, aiding in the development of NLP tools and applications for a broader array of languages.

The moderation effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia

AbstractThis study aimed to investigate the moderating effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia. The study included 116 Chinese children in third to sixth grades, with 60 children diagnosed with dyslexia and 56 matching typically developing children. ANCOVAs revealed significant group differences in word detection skills and morphological awareness, with children with dyslexia performing significantly worse than their typically developing peers. Partial correlation analyses showed significant correlations between reading comprehension and morphological awareness in typically developing children and between reading comprehension and both word detection skills and morphological awareness in children with dyslexia. Moderation analyses revealed that morphological awareness significantly moderated the relationship between word detection skills and reading comprehension in both groups. For typically developing children, the relationship was significant at higher levels of morphological awareness, while for children with dyslexia, the relationship was significant at lower levels of morphological awareness. The findings suggest that word detection skills may serve as a compensatory mechanism for children with dyslexia when morphological awareness is at lower levels, highlighting the need for targeted interventions and individualised approaches to reading instruction.

Does the Cultural Context Influence on Reading Comprehension?

Language is an essential tool that shapes human interactions and understanding from birth, blending innate abilities with environmental factors. Oral language is the first form of communication, while written language develops through structured learning. Piaget's theory suggests a strong connection between language development and cognitive growth, with cultural context playing a significant role. Sociolinguistic theory also emphasizes how social and cultural factors influence linguistic interactions, shaping expression in different settings. This study examined the relationship between reading comprehension and cultural identity. A reading test, featuring texts reflecting diverse linguistic and cultural realities, was administered to 120 students in Barranquilla. The test included informal, informational, and literary readings, each tied to specific contexts. The results demonstrated that students more easily understood culturally familiar texts, while unfamiliar contexts posed greater challenges. This suggests that cultural familiarity significantly enhances reading comprehension, while cultural distance can hinder interpretation. The findings highlight the critical role of cultural and linguistic context in reading comprehension. Texts aligned with a reader's cultural experiences improve understanding and retention, pointing to the need for educational approaches that integrate students' cultural backgrounds to enhance learning and motivation.

What are the influences on KS2 teachers of comprehension and how are they shaping their learning and development?

ABSTRACT This article is based on a doctoral study which devised a novel framework to examine influences on Key Stage 2 (KS2) teachers of reading comprehension. It provides an understanding of the impact of professional knowledge and reading comprehension instruction research on teachers. Analysis of 14 interviews with primary teachers found they valued 5 areas of comprehension teaching. Goos’ (2013) adaptation of Valsiner’s [1997. Culture and the Development of Children’s Action: A Theory of Human Development. 2nd ed. John Wiley] zone theory and Lave and Wenger’s (1991) Communities of Practice (CoP) are used to explore teachers’ development in teaching comprehension through their interactions with the social environments of schools.

Cognitive-Discursive Didactic Sequence to Strengthen Inferential Reading of Elementary School Students

Currently, students in basic secondary school in Colombia have a low performance in reading comprehension at the inferential level. This pedagogical proposal aimed to strengthen the level of inferential reading of students who attend elementary school, through the application of a didactic sequence from the cognitive-discursive perspective. Theoretically, the concepts proposed by Cisneros, Olave and Rojas regarding four types of inferences were assumed. Likewise, the theoretical orientations of Van Dijk (1978), Solé (1992) and Martínez (2002) were taken into account to support the cognitive-discursive perspective adopted in the study. Methodologically, the qualitative approach was used with the action research method, and techniques such as observation, questionnaire, field diary and didactic sequence were used. In relation to the results, it is evident that the participants in the closing questionnaire increased significantly compared to the four types of inference evaluated, thus demonstrating greater interpretation when facing the texts.

Analysis of the Impact of the Qaliwarma Program on the Academic Performance of Students in Primary Schools in San Roman Province, Puno, Peru

The research work had the general objective of analyzing the impact of the Qali Warma Program on the quality of life of students in primary educational institutions in the province of San Roman, the quantitative approach of non-experimental design was used, the study population and sample consisted of 80 parents of primary educational institutions in the province of San Roman, the results revealed that the satisfaction of students with the food provided by the program is neutral, with 56. 25% of parents perceiving it this way, 33.75% not very satisfied and only 10% very satisfied, likewise there is an increase in the number of approved students making a difference of 1336 students between the periods 2016 - 2023, and a reduction of disapproved students of 84, as a final conclusion it was determined that the Qali Warma Program has a moderate impact on the quality of life and academic performance of primary students in San Roman, with a majority of parents who perceive the program in a neutral way. However, the program has demonstrated success in improving academic performance and increasing the number of beneficiaries, contributing to the development of skills and progress in reading comprehension and mathematics.Feeding

Implementation Takes Time: Reduction of Literacy Problems in Schools Implementing an Early-Literacy Intervention

Early-literacy interventions might prevent reading problems in the long term, but effects are rarely examined at scale. In this study, we examined whether the large-scale implementation of the Dutch early-literacy intervention Build! reduced the percentage of readers with difficulties and improved mean reading skills at the school level. Transfer effects to spelling and reading comprehension were also examined. Over the course of 6 years, schools not implementing Build! (61–126 schools, depending on the outcome measure) were compared to 72 to 145 schools that introduced Build! during the project. Per year, intervention schools were modeled as using or not using the intervention. Using difference-in-difference models, we examined changes in literacy skills from the moment the intervention was introduced. Findings indicated that there was no immediate effect of the intervention. However, after the intervention had been used for 2 years, the percentage of children with difficulties in reading, spelling, and reading comprehension started to decrease and the mean reading and spelling ability increased. Results suggest that large-scale evaluations of interventions should be continued for several years, as effects might show several years after the implementation of the intervention.

Challenges of EFL Course Retaking: Toward a Model for Remedial Reading

Course retaking brings pivotal challenges for learning institutions all over the world. This urges many academicians to investigate the reasons why students retake courses. Therefore, this article identifies the micro and macro challenges associated with retaking a reading course. It also generates a remedial reading model for English as foreign language (EFL) contexts. Data was collected from reading course specifications, course report, and focused group discussions with six experienced language instructors at the preparatory year program of a Saudi university. Using grounded theory, the qualitative data was analyzed through thematic analysis. The findings revealed a complex web of challenges associated with different stakeholders: the course retakers, language instructors, administration, and retakers’ families; all of them share the challenge of time constraints, especially after the shift from two to three semesters. At the micro level, course retakers struggle with poor foundational skills and demotivation, focusing on passing exams. They also lack exposure to English and seldom invest office hours for help. Language instructors struggle with learning materials, demotivation, and assessment. At the macro level, students’ families contribute to maximize these challenges. A gap exists between the intended learning outcomes and student levels and admission criteria. These challenges collectively hinder course retakers’ reading skills. The study generates a five-pillar bridging model that integrates learning outcomes, exam-oriented teaching strategies, simplified reading materials, technology-assisted reading, and motivational strategies to foster EFL remedial reading. The study recommends some pedagogical implications for remedial reading classes.