Reading Comprehension Of Students Research Articles

READING COMPREHENSION LEVEL OF GRADE 6 STUDENTS: BASIS FOR EFFECTIVE INTERVENTION STRATEGIES AMONG SELECTED SCHOOLS IN CARMEN DISTRICT

This study determined the reading comprehension level of students in the selected public elementary schools of Carmen District, Davao del Norte Division. It also investigated the significant difference in the factors influencing the reading comprehension of students when analyzed by school category. With the use of purposive sampling, 156 public elementary teachers were selected as the respondents. Utilizing the descriptive survey method, the data collated were analyzed through the use of Mean and ANOVA. Results revealed that the extent of the reading comprehension level of students was moderately evident. Furthermore, it was found that there was no significant difference on the extent of the reading comprehension level of students when analyzed by the school category. It signified that teachers from big schools, medium schools and small schools category had no significance difference in perceiving the reading comprehension level of their students. Based on the findings, it was suggested that the higher officials in the Department of Education, school heads, and teachers may work together to intensify and strengthen the reading comprehension of the students based on their needs. An intervention scheme in mastering the art of reading with focus on strategies for enhancing comprehension skills. KEYWORDS: Reading comprehension, descriptive research, Davao del Norte Division, Philippines

Effectiveness of Blended IAET Model in Promoting Higher Vocational Students’ English Reading Comprehension: A Parallel Cluster-Randomized Controlled Study protocol

Background: Increasing efforts have been focused on improving higher vocational students’ English reading comprehension with blended teaching model. There is limited literature focused on improving higher vocational students’ reading comprehension through the typically designed teaching model. Intercultural awareness experiential teaching (IAET) model is designed for higher vocational English reading classes by integrating three levels of intercultural awareness reflected in the reading materials of the textbook into the blended teaching process. Aim: The main objective of this study is to evaluate the feasibility and acceptability of the IAET model and to assess the impact of this model on promoting higher vocational English learners’ reading comprehension. Method: This study examines the improvement of higher vocational students reading comprehension using the intercultural awareness experiential teaching (IAET) model as an intervention. The intervention has been implemented for two months with two hours per week designed to improve higher vocational students’ reading comprehension in one higher vocational college of Henan province in China. 52 Students has been randomly assigned to the intervention group that will receive the IAET model and the control group with traditional teaching model. The feasibility was determined based on the effectiveness level of IAET model as measured by reading comprehension tests and semi-structured interviews. Independent sample T test and Welch t-test in SPSS 27 were used to compare the pretest and posttest reading comprehension scores in the control group and the experimental group. Findings: The findings showed that the IAET model has a large impact on the improvements of reading comprehension scores obtained from pre-test and post-test of the control group and the experimental group. Discussion: IAET model teaching method that can promote higher vocational English learners’ English reading comprehension systematically. During the implementation of IAET model, higher vocational English students have actively immersed themselves in cultural knowledge of reading materials and strive to comprehend them thoroughly. Moreover, the implementation of the online provision and practice tasks has also promoted students’ reading comprehension by utilizing their fragment time after classes. Contribution: The findings of this study provided an effective method for higher vocational English teachers to improve students’ reading comprehension systematically which is the implementing of the IAET model in China.

The Relationships of Oral Reading Fluency at Word, Sentence, and Passage Levels and Reading Comprehension in Chinese.

This study aims to expand our understanding of the relations of oral reading fluency at word, sentence, and passage levels to reading comprehension in Chinese-speaking secondary school-aged students. In total, 80 participants (46 males and 34 females) ranging from 13 to 15 years old joined this study and were tested on tasks of oral reading fluency at three levels, reading comprehension, and nonverbal IQ. Our results showed a clear relationship from fluency at the level of the word to the sentence and then the passage in oral reading fluency as well as both the direct and indirect importance of word-level oral reading fluency in reading comprehension. Only the indirect effect from word-level oral reading fluency to reading comprehension through passage-level oral reading fluency was significant. Our findings suggest that sentence-level oral reading fluency is the crucial component to reading comprehension in Chinese. Additionally, recognition of the potential value of unique features, such as syntactic awareness and word segment accuracy, that happen at the sentence level should be integrated into instructional activities for reading.

The Effect of Discovery Learning Method Towards Students’ Reading Comprehension on Analytical Exposition Text in SMA N 1 Payung Sekaki

This research was aimed at finding out the effect of using discovery learning method toward student’s reading comprehension on analytical exposition text in SMA N 1 Payung Sekaki. The rationality of this research was based on the student’s problems in reading comprehension when learning English. First, Students have difficulties in comprehending analytical exposition text. Second, students do not understand the material analytical exposition text. Third, students have lack of motivation in learning This research employed quantitative method. In this research, the researcher used quasi-experimental research design by comparing two classes. The sample of this research was the 11th grade students at SMA 1 Payung Sekaki. The research instrument of this research was reading test, which were tested for pre-test and post-test. The data was analyzed by using SPSS 22. The result of the research indicated that there was significant effect of students reading comprehension between the students who were taught by using discovery learning method and without using discovery learning method. It can be seen from the calculation of the data in one sample t test and paired sample t-test it showed the significance of 2-Tailed was 0,000 < 0,05 so that Ha was accepted and Ho was rejected. It can be concluded, there is significant effect of using discovery learning method.

How does peer tutoring contribute to the development of reading comprehension? Evidence from ten years of practice

This study investigates the development of reading comprehension in primary school students who took part in a peer tutoring programme. Data were collected from 8,128 students (aged 6–12) from 58 schools that participated in the programme between 2012 and 2022. Adopting a mixed-methods sequential explanatory design, two research aims are addressed: 1) to detect changes in reading comprehension in a pretest-posttest, and 2) to analyse the interaction of a subsample of pairs to explain these changes. Pretest-posttest subgroup analyses show a significant improvement in reading comprehension for all levels, tutoring options, and roles (i.e., same-age tutors and tutees, same-age reciprocal role, cross-age tutors and tutees) (.43 ≤ ES ≤. 97). A linear mixed model shows that grade level and the interaction between this variable and tutoring option may moderate the increase in reading comprehension, after controlling for initial score. Interaction analysis points to key elements that can explain this improvement, mainly students’ explicit use of strategies for reading comprehension, repeated episodes of reading the text aloud, and joint construction of answers. Overall, these findings support the use of peer tutoring for the development of reading comprehension throughout primary education. Limitations of the study as well as implications for research and practice are discussed.

Improving Reading Skill For Elementary Class at SD Melbourne School Binjai

Community service is one of the obligation in higher education. Tridharma of Higher Education is education, research, and Community service . sometime that students of primary level is not important, but actually Community service for students of primary level is important in English because they are in critical period, its time for the to learn English or other language (according to Eric Lennenbeg). They need to learn, and do more practices. In reading comprehension students also learn new vocabulary, when they repeat the sentences they learn speaking. They learn English happily. Writer tried to teach reading comprehension with quiz exercise, the goal of this community services is to improve the competence for teachers and students specifically in reading comprehension. In learning reading comprehension students also improve their vocabulary as well as speaking.

Improving Reading Comprehension in Secondary School Students through ICT Tools: An Innovative Approach

The research focused on determining the influence of ICT tools in improving reading comprehension in second grade secondary school students. A quantitative approach and a quasi-experimental design were used, with a sample of 74 students divided into two groups: one experimental and one control. A questionnaire validated by experts was applied for data collection and the Jasp program was used for data analysis, using the Mann-Whitney U coefficient. The results showed that reading comprehension improves significantly (p<.05) with a large effect size after the application of ICT tools. It is concluded that reading comprehension is a skill that can be improved through the application of educational programs that incorporate digital tools. These findings suggest the importance of implementing digital technologies in the educational field to improve students' reading comprehension.

Influence of Morphological Awareness on the Reading Comprehension of Students at the Tertiary Education Level in Ebonyi State

This paper examined the influence of morphological awareness on the reading comprehension of students at the tertiary education level in Ebonyi State. The study utilized the descriptive survey research design. Three objectives and three research questions were posed to guide the study. The target population comprised 22000 undergraduates from the south east part of Nigeria. A sample size of 220 respondents was selected using the simple random sampling technique. A structured questionnaire was the instrument for data collection. Data were analyzed using the statistical tools of mean and standard deviation. Findings showed that morphological awareness had a positive impact on student' reading comprehension. Result of the study also revealed that students’ knowledge of inflectional morphemes improved their reading comprehension. Result also showed that awareness of the differences between inflectional and derivational morphemes enhanced students' reading comprehension. Based on these findings, one of the recommendations was that curriculum planners should make Morphology a compulsory course to be taught at all levels of education in the university to enhance morphological awareness among undergraduate students and improve their ability to spell words, read words and understand sentences.

Indirect and direct contributions of executive functions to reading comprehension

In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups. In addition, executive functions directly predicted reading comprehension (i.e., partial mediation). These findings suggest that executive functions serve as general cognitive processes that support word recognition, language comprehension, and reading comprehension (i.e., direct contribution) as well as facilitate connecting word recognition and language comprehension in support for reading comprehension (i.e., indirect contribution). These findings are consistent with prominent models of reading comprehension.

Madesa or books! Using a Coverage Comprehension Model to Assess University Students’ Ability to Comprehend Reference Books

Studies on reading in a foreign language report that meaningful reading comprehension is determined by an individual's vocabulary size. A conclusion from these studies is that a vocabulary threshold of 8000–9000 words is compulsory for the reader to comprehend 98% of running words in academic texts and consequently achieve optimal comprehension of the materials. A threshold of 4,000–5,000 words can only assist readers to understand 95% of running words, which guarantees minimal comprehension. This study examines the relationship between the vocabulary size of undergraduate university students and the vocabulary coverage of reference books sampled from among those listed in their course outlines. This corpus-based and descriptive study used the Vocabulary Level Test (VLT) to assess the vocabulary size of 774 participants and a vocab profiler to analyze the vocabulary coverage of the nine sampled reference books. The results showed that, on average, the participants’ vocabulary size would enable them to comprehend 95% of the running words in most of the books in the sample, but that size would not help them to understand 98% of the running words in any of the sampled books. These results suggest that, on average, no student in the sample could have optimal comprehension of the sampled reference books. Therefore, our study calls for the need to introduce serious reading programmes at the primary and secondary school levels so as to promote students' vocabulary size and reading comprehension ability.

Impact of background music on reading comprehension: influence of lyrics language and study habits.

Numerous studies have explored the effects of background music on reading comprehension, however, little is known about how native language (L1) lyrics and second language (L2) lyrics in background music influence reading comprehension performance for college students. The present study used a mixed experimental design to examine the effects of listening habits (between-participants variable: non-listeners or listeners), music type (between-participants variable: L1 (Mandarin) pop music, L2 (English) pop music or no music) and text language (within-participants variable: L1 or L2) on reading comprehension of college students in East China. A total of 90 participants (50 females) were screened into non- listeners (n = 45) and listeners (n = 45), and then were randomly assigned to one of three groups: Mandarin pop music group (n = 30), English pop music group (n = 30) and no music group (n = 30). The results showed that reading comprehension performance was negatively affected by music with lyrics compared to the no music condition. Furthermore, Chinese/English reading comprehension was reduced more by pop music in the same language as the written texts. As expected, non-listeners were more negatively affected by music with lyrics than listeners. For both listeners and non-listeners, average reading comprehension accuracy rates were the lowest in the condition of music with native language lyrics. Overall, our research findings indicate that listening to pop music with lyrics reduces reading comprehension performance. However, listening to background music cause much less distraction if the students commonly listen to music while reading. The current study supports the duplex-mechanism account of auditory distraction.

The Effect of Understand-Answer Strategy Instruction on Reading Comprehension of Students with Ld

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a "Multiple probe design between subjects". The dependent variable of the study is the number of correct answers given to the reading comprehension questions in a written reading comprehension text. The independent variable of the research is the Understand-Answer Strategy. The experimental process consisted of the stages of determining the starting level, teaching the Understand-Answer Strategy, end-of-teaching evaluation, monitoring, and generalization. At the end of the study, the opinions of the students and their families were also considered. The Understand-Answer Strategy consist of activating prior knowledge, discussing the strategy, being a model, guiding practices and independent practices. At the end of the research, the opinions of students and their families were examined as social validity data. In all evaluation conditions, students were asked to read a narrative text and then answer eight reading comprehension questions. The scoring of the data was determined by the correct answers given by the students to the questions. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

Investigating the Impact of WhatsApp on EFL Reading Comprehension of Intermediate Level Students in Khairpur, Sindh (Pakistan)

Investigating the Impact of WhatsApp on EFL Reading Comprehension of Intermediate Level Students in Khairpur, Sindh (Pakistan)

Vocabulary Knowledge and Inferential Reading Comprehension of Senior High School Students: A Descriptive-Correlational Inquiry

This quantitative study employing descriptive-correlation research design is aimed to determine the vocabulary knowledge, the inferential reading comprehension, and whether there is a significant relationship between the vocabulary knowledge and inferential reading comprehension of the respondents. More so,it aimed to determine if there is a significant relationship between the vocabulary knowledge and inferential reading comprehension of senior high school students. The respondents to this study were two hundred sixty senior high school students at a public school in Libungan, Cotabato, Philippines. Two survey questionnaires were adopted to gather the needed data. The data gathered were tallied, computed, and interpreted using frequency counts, percentages, means, and Pearson R correlation.

The Effects of Metacognitive Strategies on Reading Comprehension of ESL Students

In Pakistan, English holds prestige as an official language. Being the language of instruction, reading comprehension of the English language is crucial in the development of critical thinking and equips learners to understand complex content. In this regard, metacognition can help the learner by understanding their thinking and improving their learning processes. Many studies show that by applying metacognitive strategies, students can develop their critical reading skills to comprehend advanced reading material. However, without correct application and understanding of the process, teachers and students remain in want of achieving results. This article explores the development of reading comprehension of ESL students by implementing meta-cognitive strategies in the students of the M.A. English programme. The aim is to explore the relation between metacognitive strategies (planning, monitoring and evaluating) and reading comprehension, and how metacognitive awareness has a direct impact on reading comprehension of ESL students.

초등학교 1학년 아동의 읽기이해 예측변인에 관한 연구

Purpose: This study was a short-term longitudinal study to examine how vocabulary and morphological awareness of kindergarten(Time 1) and word reading and reading fluency of first-year(Time 2) affect reading comprehension(Time 2). Method: A total of 67 children were participated both Time 1 and Time 2. At the Time 1 vocabulary and morphological awareness and word reading, reading fluency, and reading comprehension were examined at the Time 2. Descriptive statistics, correlation analysis, t-test were conducted and then a hierarchical regression analysis was conducted. Results: First, there were significant positive correlations among variables. Second, there were significant differences in variables according to reading comprehensive level of first graders. Third, the reading fluency had the highest influence on reading comprehension. Conclusion: There were that vocabulary, word reading, morphological awareness, and reading fluency are closely related to reading comprehension in first-year students. The result presents direction and guidance for reading education.

Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting

Comprehension is the basic condition for meaningful reading. The current quantitative study conducted in the English language context explored the effect of teaching reading strategies on the reading comprehension of junior high school students with a sample size of 30 in an inclusive classroom setting. The findings revealed that majority of the students were at the ages 14 to 17 years old, females, parents’ income ranging from ₱9,520 - ₱19,040 with an educational background at the high school level. The Effective Instructional Methods were more highly utilized than the cooperative learning strategies. Both reading comprehension levels during the pre-test and post-test belonged to the proficient level. There is a significant difference between the pre-test and post-test scores (t = 7.417; p>0.05) of the reading comprehension performance of the respondents. On the other hand, there is no significant relationship (r = 0.158; p>0.05) between the post-intervention and the extent of varying teaching strategies. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the junior high secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education, and school heads.

Design of a reading comprehension program based on Neurolinguistic Programming

The research addresses the challenge of improving reading comprehension in high school students, considering educational gaps. The "Leo y comprendo" program was implemented in an educational institution using a quantitative approach and a quasi-experimental design. This program develops didactic reading comprehension strategies enhanced with principles of Neurolinguistic Programming. The population consisted of fourth-grade high school students from Piura in Peru, with a non-probabilistic sample. Data collection was conducted through reading comprehension tests with 20 questions. The results indicated that the experimental group outperformed the control group. In conclusion, the program demonstrated a significant effect in improving reading comprehension, supported by statistical analysis. The research highlights the relevance of specific strategies for addressing reading comprehension in educational settings.

Penerapan model discovery learning untuk meningkatkan keterampilan membaca pemahaman pada peserta didik kelas IV sekolah dasar

The studys goals are: 1) to represent the appliance of Discovery Learning model in developing reading comprehension skills; 2) to developing reading comprehension skills with the Discovery Learning model. Classroom Action Research (CAR) is a type of qualitative research. Each cycle contains the stages of devising, application, research, and consideration. The subjects were 17 fourth grade students, consisting of 10 male scholars and 7 female scholars, and teachers. The data assortment systems used were observation, interviews, documentation, and tests with source and technique triangulation validity tests. The Miles and Huberman model was used for data analysis. The conclusions showed that students' reading comprehension skills at pre-action reach an average of 37.7 with 7.7% classical completions. Cycle 1 reach an average of 70.4 with 62.5% classical completions. Cycle 2 obtained an average of 87 and 100% classical completions. Based on the fact, it can be achieved that fourth grade students reading comprehension skills of SD Negeri Banaran 04 Grogol, Sukoharjo in the 2023/2024 can advance by using Discovery Learning model.<div> </div>

Effects of Strategy-Based Instruction on Vietnamese EFL College Students’ Reading Comprehension: A Mixed Method Approach

Few studies have been quite successful in examining how Strategy-Based Instruction affects students' reading comprehension. However, these studies have only looked at specific reading strategies, like cognitive or metacognitive strategies, and have not used a reading instructions model to look at all phases of pre-, while-, or post-reading. To evaluate the impact of SBI, particularly the reading framework model Cognitive Academic Language Learning Approach, on EFL college students' reading comprehension, sixty EFL students at Hau Giang Community College participated. A mixed-methods approach with tests and semi-structured interviews was used. The conventional approach was used to teach reading to the Control Group, whereas SBI was used for the Experimental Group. The results show that SBI significantly improved the reading comprehension of EFL students. They also have the drive and self-assurance to develop into proficient readers on their own. Therefore, it is suggested that English reading comprehension be taught more widely using SBI.