Reading Comprehension Research Articles

Simulation study: Seeking fairness in a high-stakes placement test

The primary objective of Cognitive Diagnostic Assessment (CDA) lies in problem solving processes to systematically categorize test takers in mastery/non-mastery groups. What is of concern is using some attributes in reading comprehension test item options which are suspected to bias, and is simulating unbiased test items in a reversed engineering attempt. To this end, 4200 PhD candidates who sat for the examination were randomly selected. A Q-matrix was constructed, and raw data were fed into the R-studio software. Two groups of female and male differences were considered for the Differential Item Functioning (DIF) detection based on the Deterministic Inputs, Noisy “and” Gate (DINA) model. Results of the simulation study revealed that in 100 times of item generations, items were non-significant in favor of gender bias. In conclusion, this study was an attempt to determine whether an item identified with DIF is a correct detection or failed to be identified in fine-grained details.

Mental Models: Aid in Improving Reading Comprehension of Grade 6 Struggling Readers

Mental Models: Aid in Improving Reading Comprehension of Grade 6 Struggling Readers

The Cognitive Map Mechanism in Digital Reading: An Experimental Study on the Influence of Textual Representation on Cognitive Effects

ABSTRACTThe Cognitive Map Mechanism explains that different textual representations influence cognitive effects by affecting how readers mentally organize and navigate information. The application of this mechanism in digital reading remains underexplored. We conducted a lab experiment(N = 148) manipulating low/medium/high textual representation through non−/micro−/combined‐annotation modes. Our aim was to clarify how the cognitive map based digital reading variations impact reading comprehension, performance calibration, and reading speed. Sufficient results showed that high‐level textual representation provides superior cognitive effects in all dimensions. It is interesting to discover that medium‐level textual representation impaired cognitive effects compared to low‐level representation. Specifically, metacognition negatively moderated the influence of textual representation level on reading speed, suggesting that texts with both micro‐annotations and graphic organizers can provide comprehensive cues and visual correlations to build cognitive map, thereby enhancing cognitive effects. Our study contributes novel insights for future research and practical implementation of cognitive‐oriented strategies in digital context.

Schema theory’s immediate impact on college students’ Chinese reading comprehension

Schema theory’s immediate impact on college students’ Chinese reading comprehension

Eco-Translation of The Dove’s Necklace

Objectives: This essay aims to examine how environments and places are portrayed in a literary work and their translation, drawing attention to how spaces and landscapes are reflected and recreated in this work. The emphasis is on the premise that language, environment, and landscape, which are at the heart of literature, should be translated into certain other linguistic and environmental mediums throughout the translation. Therefore, the main goal of this research is to reveal, through an ecocritical approach, Alem's translators' translational preferences to recreate the ecological and spatial setting she expresses in her novel, The Dove’s Necklace. Additionally, to investigate if these translational preferences aid in enhancing environmental awareness and space image amongst target readers. Methods: This is a descriptive study that employs qualitative approaches. A comprehensive reading of the work is necessary to verify the novel's translations of landscape and bioregion references following Toury's (2012) proposed translational norms. Results: The results show that the translators of the target text have generally benefited from the tendency towards literal translation. In other words, the translators' literal translation method aided in conveying the same environmental image. Consequently, the intended reader becomes aware of an ecological reality that exists outside of their own settings. Conclusions: Scholars do not widely accept literal translations, although they may effectively convey the text and its impact.

The Effect of Question Answer Relationship Strategy on Iraqi EFL Intermediate Pupils’ Reading Comprehension

The Question Answer Relationship strategy is useful for teaching pupils how to understand and reply of several forms of the questions. Understanding that some questions have “Right There” solutions in the text, that others require the reader to “Think and Search,” and that others can only be answered “On My Own” helps pupils recognize the importance of thinking about the topic before finding the answer. The aims of the current study are finding out the effect of Question Answer Relationship strategy on Iraqi EFL intermediate pupil’s achievement and finding out the effect of Question Answer Relationship strategy on developing Iraqi EFL intermediate pupil’s reading comprehension. The aims of the study are supposed to be achieved through verifying the following hypothesis: There are no statistically significant differences between the mean scores of the experimental group which is taught by question answer relationship strategy and the control group who is taught by prescribed method in pupil’s post achievement test . The second hypothesis states that there is no statistical significant differences between the mean scores of the experimental group in pre and post reading comprehension test. The sample of the current study consists of (60) pupils from the second grade at Karam AL Rahman Intermediate School for Boys is chosen at random to be the sample of the study. The sample is split into two groups: one for the experiment and the other is for the control. Both groups are similar in terms of their age, parent’s educational level and previous year’s English language scores. The experiment lasted for ten weeks ,the researcher taught the two groups during the academic year 2022-2023. To analyze the obtained data, different statistical means have been used T-test, Weighted mean to measure the pupils’ achievement. After the statistically treatment of the data.

Teaching Strategies for Enhancing Reading Fluency and Comprehension Among Learners with Mild Hearing Impairment in Mainstream Classrooms

This paper presents the findings of a qualitative case study, which adopted the concept of communicative democracy to investigate the teaching strategies teachers use to enhance reading fluency and comprehension among learners with mild hearing impairment who were in mainstream classrooms. The purposively selected sample comprised two female teachers and 15 Grade 8 learners, aged between 14 and 15, from a public school in Gauteng province, South Africa. The data-collection methods included classroom observations and unstructured interviews with the teaching staff. Systematic sampling was used for the selection of suitable participants. Employing this technique meant acquiring a sample by selecting a random starting point close to the beginning of the target population list, and subsequently selecting every fourth name in a uniformly spaced unit thereafter. The findings revealed that the teachers’ use of strategies that emphasised active participation and learner-centred approaches considerably contributed to improving reading fluency and comprehension among learners with mild hearing impairment. These strategies included interactive reading activities, visual aids for vocabulary building, phonological awareness and rhyming techniques using visual aids, text immersion through peer collaboration, the adaptation of materials to suit individual learning needs, and word identification. The researcher concluded that learner-centred activities can be effective in enhancing reading fluency and comprehension amongst learners with mild hearing impairment. The recommendation is that future research should explore the long-term impact these teaching strategies have on the academic achievement and social inclusion of learners with mild hearing impairment in mainstream classrooms.

Does Primary School Teachers Resilience Have a Correlation With Students Reading Comprehension Skills

The psychological resilience of teachers refers to their capacity to cope with the challenges teachers face and their ability to prevent burnout. Teachers' psychological resilience can help them teach students more effectively and maintain their profession in the long term. To date, studies on teacher resilience have generally focused on teachers' characteristics, socialization, and behavior. However, very few studies investigate teacher resilience and its reflections on education through the relationship between teachers' resilience, students' transformation of educational behaviors into skills, and reading comprehension skills. Henderson and Milsteins’ study (2003) suggests that if teachers, who are the main source of role models in education, lack resilience, it is not a realistic expectation for students to be educationally resilient and indirectly demonstrate educational skills. So this study investigated the relationships between teachers' resilience and students' reading comprehension skills. This study was designed with the relational survey model, one of the quantitative research methods. The relationship between primary school students and their teachers was investigated. Numerical quantities representing the universe were calculated to question the existence of the relationship. In this regard, a total of 761 students and their teachers from the 2nd, 3rd, and 4th grades of primary school constitute the participants of the research. A total of 31 classes and their teachers from public and private primary schools were involved in the process. This study found a positive but low-level relationship between teachers' professional resilience and their students' reading comprehension skills. While teacher resilience contributes to students' reading comprehension, its impact is relatively limited, suggesting that other factors also play a significant role in students' academic success.

Exploring the role of mobile-mediated dynamic assessment in L2 learners' reading comprehension and reading fluency

Exploring the role of mobile-mediated dynamic assessment in L2 learners' reading comprehension and reading fluency

Effects of lessons using Thinking Maps on elementary English learners’ reading comprehension and self-management competency

Effects of lessons using Thinking Maps on elementary English learners’ reading comprehension and self-management competency

Effects of physical activity on cognitive function according to the latest selected scientific studies

Background: With the development of medicine, people's life expectancy is increasing, and consequently, there is interest in improving the quality of life, which is affected by, among other things, cognitive functions. Cognitive functions are represented by memory, the ability to absorb new information, speech, attention, reading comprehension, and communication. Many researchers have shown that physical activity (PA) can affect these processes. Aim of the study:The study aims to review the latest scientific studies on the effects of PA on cognitive functions in the broadest sense, specifically on the memory and attention of people of different ages. The paper also explains some of the processes that occur during PA and their impact on cognitive function.Material and methods:A literature review of recent scientific studies in Google Scholar, PubMed, and National Library of Medicine databases published from 2016 to 2024. The inclusion criteria were that the article had a thorough research methodology, publication language English or Polish, and open access.State of knowledge: PA, thanks in part to its effect on the release of beta-endorphins during exercise, promotes neurogenesis in adults and improves broader brain health. PA also improves brain function by affecting astrocytes - the star cells that maintain brain homeostasis. Researchers have shown that acute PA improves attention, while regular PA, lasting at least several weeks, improves academic performance. Studying adults, it has been observed that regular PA can slow progressive cognitive impairment during aging. In studies involving children, PA has been shown to have a positive effect on attention and learning.Conclusions: PA has a positive effect on improving cognitive function in people of all ages, both healthy and those with already established cognitive impairment. More research is needed.

Application of strategies for teaching and learning for tenth grade students

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

INCREASING STUDENTS’ READING COMPREHENSION ABILITY ON DESCRIPTIVE TEXT BY USING LANGUANGE EXPERIENCE APPROACH AT THE TENTH GRADE OF SMA NEGERI 1 LAHOMI

The purpose of this study is to improve the reading comprehension skills of SMA Negeri 1 Lahomi tenth grade students by utilizing the Language Experience Approach. This study was developed using the use of classroom action research (CAR). Thirty-two students from X-MIPA 2 SMA Negeri 1 Lahomi served as research subjects. The instruments utilized to collect the data were the written test and the observation paper. Two cycles of two sessions each were used for action research in this study. Each cycle consisted of four steps: plan, action, observation, and reflection. Data were collected in both qualitative and quantitative forms. The multiple choice test yielded the quantitative data, while the observation sheet offered the qualitative data. The results of the researcher's observation sheet for the first meeting in cycle I were 72%, and for the second meeting, 84%, according to data analysis. Students' cycle I observation sheet results for the first meeting were 71%, and for the second meeting, 81%. In cycle II, the researcher's observation sheet yielded an 83% result for the first encounter and a 90% result for the second. In the first meeting, the cycle II student observation sheet result was 85%, and in the second meeting, it was 88%. Additionally, the average score for students in cycle I was 61, whereas it was 74 in cycle II. The conclusion drawn from the data is that the Language Experience Approach is a useful strategy for teaching reading. The Language Experience method (LEA) is advised for English teachers to use while instructing students in reading descriptive texts. This will assist the students become more proficient readers by using the language experience method. The researcher suggests that English teachers should use the Language Experience Approach (LEA) as one of the alternative methods to improve students' reading skills, their potential or ability with as an educator in providing information in the learning process of reading, especially when reading descriptions. Students could improve and developed their reading comprehension by using Language Experince Approach (LEA), because LEA attracted the students’ interest and motivation in teaching and learning process.

IMPROVING READING COMPREHENSION ABILITY THROUGH DIFFERENTIATED LEARNING

This research aims to improve the reading comprehension skills of class III A students at SD Muhammadiyah Noyokerten through differentiated learning strategies for the 2022/2023 academic year. This type of research is Collaborative Classroom Action Research. The subjects in this research were class III A students at SD Muhammadiyah Noyokerten, totaling 17 students consisting of 07 male students and 10 female students. This research uses data collection techniques in the form of observation, interviews and tests. The data analysis technique uses qualitative and quantitative methods in the form of interactive data analysis consisting of data reduction, data presentation, and drawing conclusions. Qualitative data was obtained from interviews and observations. Meanwhile, quantitative data was obtained from the results of reading comprehension tests. The results of the implementation of cycle 1 and cycle 2 show that differentiated learning strategies can improve reading comprehension skills, the improvement is shown by 6 students or 35.29% completing the pre-action test. Then cycle 1 was carried out and the result was an increase of 11 students or 64.70%. In cycle 1 the indicators of success had not been achieved and cycle 2 was carried out. The test results in cycle 2 increased to 13 students or 76.47%.

Innovative research of comprehensive practice classroom teaching of Chinese reading

The innovative research of comprehensive practical classroom teaching of Chinese reading shows that teachers should pay attention to cultivating students 'interest in reading in the teaching process, improve their information screening and integration ability, and introduce diversified teaching strategies to stimulate students' learning initiative and creative thinking. Through the continuous innovation of teaching methods, we can enrich the reading practice activities, and provide students with a broader space for exploration and thinking. Classroom teaching is an important link in the field of education, and it has a key influence on students' learning effect and development. With the rapid change of society and the reform of education system, the traditional classroom teaching model faces many challenges. Therefore, it is of great theoretical and practical significance to study the innovation of comprehensive practical classroom teaching of Chinese reading and improve the teaching effect. First of all, the innovation of the comprehensive practical classroom teaching can promote the improvement of the quality of Chinese education. Through the exploration and application of the comprehensive practice innovation strategy of different Chinese reading, it can better meet students' learning needs, stimulate their interest and initiative in learning Chinese, and improve the effect and quality of Chinese learning. Secondly, the innovation of comprehensive practical classroom teaching of Chinese reading can promote the professional development of Chinese teachers. Teachers are the main implementers and organizers of classroom teaching, and their teaching ability and level are directly related to the quality and effect of classroom teaching. Studying the practical innovation of classroom teaching can help teachers to continuously improve their teaching ideas, teaching methods and teaching skills, and improve their professional quality and teaching level. In addition, the innovation of studying the comprehensive practical classroom teaching of Chinese reading can also promote the in-depth progress of educational reform. Education reform needs to learn from and introduce new educational ideas, teaching methods and teaching means, and all of these need to be verified and implemented through practical innovation. By studying the innovation of comprehensive practical classroom teaching of Chinese reading, it can provide practical experience and theoretical support for the promotion of educational reform.

Graphic Novels in the School Library: Bridging the Gap Between Reluctant Readers and Literature

This article examines the role of graphic novels in school libraries as an effective tool to engage reluctant readers and foster a love for literature. Reluctant readers, who often struggle with or avoid traditional texts, are drawn to the combination of visual and textual elements that graphic novels offer. These accessible narratives appeal to their interests, making graphic novels a valuable resource in promoting literacy and developing reading habits, particularly in middle and high school students. The study underscores the significance of graphic novels in enhancing reading motivation, comprehension, and critical thinking skills. By bridging the gap between visual storytelling and traditional literature, graphic novels serve as a gateway to more complex works, encouraging readers to explore a wider range of texts. School librarians play a crucial role in curating and promoting these resources, ensuring that graphic novels are effectively integrated into reading programs. Recommendations include incorporating graphic novels into school library collections and reading curricula, addressing any biases against their use, and advocating for the inclusion of diverse titles to support a broad spectrum of reader interests. This approach can create a more dynamic and inclusive reading culture, empowering reluctant readers to engage more confidently with literature.

Analisis Kesulitan Belajar Bahasa Indonesia Materi Menentukan Ide Pokok dan Ide Pendukung Pada Siswa Kelas IV Sekolah Dasar

Determining the main idea and supporting ideas of a text is a fundamental reading skill. The ability of students to identify the main idea and supporting details is a key aspect of Indonesian language learning in fourth grade. However, at SDN-11 Palangka, many fourth-grade students—approximately 73%—struggle with identifying the main idea and supporting ideas. Despite being an upper-grade class, these students should be capable of applying reading comprehension skills effectively. This has led researchers to conduct descriptive research aimed at identifying the difficulties, causal factors, and potential solutions to improve the learning of Indonesian. The focus of this study is on determining the main idea in reading texts for fourth-grade students at SDN-11 Palangka. The research employs a descriptive method with a qualitative approach, utilizing an interactive data analysis technique based on the Miles and Huberman model. This process involves data collection, data reduction, data presentation, and conclusion drawing. The data collection methods used in this research include observation, interviews, and documentation. The results indicate that the main difficulty students face in identifying the main idea is their inadequate understanding of the material related to the main idea and supporting details. The cause of these difficulties lies in the students' reading challenges, which include a lack of fluency in reading and insufficient reading comprehension skills.

Effectiveness of PEARL Mobile Application in Enhancing the Academic Performance of Students in English

This research aimed to test the effectiveness of the Packeted Electronically Assisted Reading Leaflets (PEARL) mobile application in enhancing students’ English academic performances. The researcher gained knowledge of declining reading comprehension skills, including Grade 7 reading levels, using the Philippine Informal Reading Inventory (PHIL-IRI), the official reading material from the Department of Education. However, due to the COVID-19 pandemic, the administration of this reading inventory has been put on hold due to its inapplicability. This study was conducted with Grade 7 Calamba Bayside Integrated School students from the Division of Calamba as respondents. A quasi-experimental technique, and administration of pretest, formative, and posttest, were used in this study. As for the data collection, the respondents' pretest, formative test, and post-test scores in the experimental and controlled groups were recorded weekly. There are 22 active students participated in the study through random sampling. Next, data analysis was performed using the T-test and Pearson’s formulas, respectively. Based on these findings, the researcher concluded that there was a significant difference between the pretest and posttest mean scores of the two groups, which indicates that the PEARL application is practical in enhancing English academic performance. Although there was only a medium-sized effect regarding the significant differences in the scores of the experimental group, it is concluded that several factors, like poor internet connectivity and technical difficulties, should be considered. The researcher also suggested that crafting instructional materials such as PEARL could improve students’ English proficiency.

The Impact of Using Interactive Chatbots on Self-Directed Learning

The present study aimed to develop and implement an interactive chatbot in a language-learning setting. For this purpose, fifty Omani EFL students were divided into two equal groups: control and experimental. All the pretests were validated and piloted before the treatment to ensure practicality. The chatbot was designed using the WhatsApp platform, and instructions were given to the students. Some researcher-made tests, such as writing tasks, grammar, and reading comprehension activities, were assigned to both groups. In addition, an adapted questionnaire initially developed by Williamson (2007) was used as the pretest and posttest. The control group received all the materials using the traditional face-to-face teaching method, while the experimental group received all the instructions, explanations, and tests through the chatbot. The findings of the study revealed that the control group did not show any interest in completing the activities; on the contrary, the majority of participants in the experimental group engaged themselves in task achievements. Moreover, the self-directed learning questionnaire results showed that the experimental group progressed significantly from the pretest to the posttest in self-directed abilities, including awareness, learning strategies, activities, evaluation and interpersonal skills, with a statistically significant difference compared to the control group. The results of this study could be helpful for educators, students, and self-access centre staff.

The Effect of The Flipped Classroom Model on Student Opinions and Reading Comprehension Skills in Teaching Turkish to Foreigners

In this study, it was aimed to reveal effect of flipped classroom model, one of the new models in language teaching, on student opinions and reading comprehension skills in teaching Turkish to foreigners. The research, prepared according to the mixed method, was conducted for 12 weeks with 37 students studying at B1 and B2 level at Atatürk University TÖMER (Turkish Teaching Center) in Erzurum, Türkiye, in 2021-2022 Academic Year. In the experimental phase of the research, a quasi-experimental research design with a control group, which is frequently used among experimental designs, was used. During the 12 weeks which the experimental application was carried out, the subjects were taught in experimental group in line with the functioning of flipped classroom model (FLP). In the other group (control group), it was processed in accordance with curriculum specified in current program. In qualitative phase, interviews were conducted with experimental group students to learn their opinions about the model. According to the research results, when post-test success scores of the two groups were evaluated, it was seen that there was a statistically significant difference in favor of group to which the FLP model was applied. According to findings obtained from interviews with the students who experienced the model, it was seen that the students generally expressed positive opinions.