Teaching Reading Comprehension Research Articles

EXTENDING THE CONCEPT LEARNING STATAGEY TO INCREASE THE STUDENTS’ READING COMPREHENSION AND THEIR SELF-DETERMINATION

This study set intended to determine whether or not students' reading comprehension may be improved by using the concept learning method technique. This study used a mixed method of methodology. Triangulation—questionnaires, interviews, and documentation—was used as a data collection method. The author employed data reduction, display data, and conclusion or verification data to analyze the data. Based on the conducted research, the study's conclusion was: (1) Based on the results of the questionnaire and interview, it can be concluded that using the Concept Learning Strategy technique in the learning process was beneficial. When studying reading comprehension, the idea learning strategy technique is more effective than the traditional teaching approach. Furthermore, there existed a discrepancy in the reading proficiency of students instructed through the concept learning strategy approach when analyzed from the perspective of self-determination. Additionally, there existed a relationship between the concept learning strategy approach and self-determination concerning students' reading comprehension when teaching reading comprehension skills through the principled learning strategy.

The Effect of Using Anticipation Guide Strategy on Students’ Reading Comprehension at Politeknik Bina Husada Kendari

This study was an experimental study conducted at the Poltiteknik Bina Husada Kendari registered in the academic year 2022/2023. The objective of this study was to find out whether the effect of the Anticipation Guide Strategy significantly affects students’ reading comprehension. The sample for this study was 2 classes (60 students) from 4 classes (110 students) in the Dental Health Study Program at the Poltiteknik Bina Husada Kendari. The instrument for collecting data was a reading comprehension narrative text in the form of a multiple-choice test, that consisted of 30 items. Pre-test and post-tests were conducted in both experimental and control classes. To analyze the data was used Independent Sample t-Test. After analyzing the data, the research got; (1) the students’ achievement in reading comprehension taught by conventional method had Mean = 61.333 and Standard Deviation = 9.1852. (2) the student’s achievement in reading comprehension taught by the anticipation guide strategy had a Mean = 85.167 and a Standard Deviation of 6.3631. It can be concluded that there is a difference in the average student learning outcomes between the control group and the experimental group. (3) The result of the Independent Sample t-test showed that the significance value (Sig.) was 0.000 smaller than the probability of 0.05. That shows if H0 is rejected and Ha is accepted. This means that there was a significant effect of using the anticipation guide strategy on students’ reading comprehension at Politeknik Bina Husada Kendari.

The Implementation of Cooperative Learning in Teaching Reading Comprehension to Introvert and Extrovert Students

The Implementation of Cooperative Learning in Teaching Reading Comprehension to Introvert and Extrovert Students

Using Question Generation and Mind Mapping Strategy toward Students’ Reading of Descriptive Texts

The purpose of this study was to find out the effect of a combination of question generation and mind mapping strategy toward reading comprehension of descriptive text. It was a quasi-experimental study at a private junior high school in Pontianak – Indonesia thatinvolved one control group and one experimental group. This applied cluster random to take the sample. The treatments were given four times. The data was collected through the reading comprehension test given to the control and experimental group. The data wereanalyzed with a t-test. It was to analyze the significance of the treatment. The research result showed that the t value isbigger than the ttable or t value > ttable. In short, the t value was 6.214 whilethe ttable was 1.9983, that the t value was biggerthan the ttable (6.214 > 1.9983) and the value of effect size was 1.49 meaning the combination between question generation and mind mapping strategy affected reading comprehension of descriptive text very strongly. Therefore, the combination of those strategies can be used to teach reading comprehension.

Applying Quizziz Application to Improve the Reading Comprehension in Narrative Text of 10th Grade Students

Reading skills is skill that can explore the vast world of knowledge and information. One method to develop students' reading comprehension that can be taken is to use media-based learning online application. The purpose of this study was to analyze the effectiveness of the Quizizz application in teaching English language to students. The writer employed a quasi-experimental design, and the sample was taken from two classes, X IPA2 and X IPA 4. The researcher reported the students' pre-test and post-test scores for the experimental and control classes in this section. The researcher used the ANCOVA component of the SPSS 25 software to analyze the data. The findings show that the significant value of the class is 0.646 which is higher than 0.05. Therefore, the null hypothesis is accepted, and the alternative hypothesis is rejected based on the result above. It means that students who are taught by Quizziz Application doesn’t have better achievement than students who are taught using Textbook. The reseason of not effective is because their signal is in the bad condition, some of them can not use Quizziz properly, and they said that using Quizziz make the study more complex and complicated, maybe there are some reasons why Teaching reading comprehension using Quizziz doesn’t effective.

Improving Reading Comprehension in English for Nusantara: A Case Study

This research investigates the effectiveness of using the textbook "English for Nusantara" for grade 7, to improve reading comprehension skills among students at Al-Amin Middle School in Palangka Raya City, Indonesia. This research uses a qualitative approach, utilizing questionnaires and student interviews to analyze how textbooks facilitate reading comprehension. This research focuses on a sample of 10 students and aims to identify the strengths and the content of "English for Nusantara" textbook in improving reading comprehension. This analysis will explore four main aspects: general attributes, teaching-learning content, vocabulary development, and grammatical understanding. The findings from this research will provide valuable insight the potential to be an effective tool for enhancing reading comprehension and the content of the book "English for Nusantara" from the views of Al-Amin Palangkaraya Middle School students and contribute to the ongoing dialogue about effective teaching of reading comprehension in secondary schools in Indonesia.

Guiding Students to Ask Themselves Questions in Teaching Reading Comprehension of Modern Vietnamese Short Stories in High Schools in Vietnam

Guiding students to ask themselves questions when teaching reading comprehension of modern Vietnamese short stories is a positive teaching method. However, currently, in high schools in Vietnam, teachers' use of questions in teaching reading comprehension still has many limitations, so they cannot guide students on how to read and understand works on their own. by genre. Therefore, the article poses the problem of "Guiding students to ask themselves questions in teaching reading comprehension of modern Vietnamese short stories in high schools in Vietnam" to provide orientations, measures, and processes to help students learn. Students ask themselves questions, thereby forming the skill of asking questions fluently and effectively.

Developing Learner Positive Attitudes Towards Reading Comprehension: A Strategy Instruction Approach

This quantitative study sought to explore how Strategy Instructions Approach (SIA) as reading comprehension technique can help develop positive attitudes in learners towards reading. This study was necessitated by the fact that most South African children do not have positive attitudes towards reading and, as such, are not motivated to do reading on their own. To develop a positive attitude towards reading, learners must acquire a rich vocabulary. To acquire a rich vocabulary, learners must be acquainted with the strategies required for decoding meaning from texts. Researchers revealed that English First Additional Language teachers do not have adequate skills to teach learners to effectively comprehend what they read. This study used SIA, which was found to be an effective way of teaching reading comprehension, to grade 8 learners in Elliotdale Circuit Management Centre (CMC) in the Amathole East District of the Eastern Cape of the Republic of South Africa. The aim of this study was to find out if SIA could be used to develop positive attitudes in the learners towards reading. Sixty learners were sampled from three schools, twenty per school, to take part in the study. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. Descriptive statistics were used to summarize and describe the data collected before and after the interventions. The study revealed that the use of SIA to teach reading comprehension developed positive attitudes of the learner participants towards reading. The study also recommends that school-based staff induction programs should equip teachers on how to use SIA as a strategy for reading comprehension. Teacher training should also equip pre-service teachers on SIA and other reading comprehension strategies.

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.

Project Ready: Encounters and Challenges of English Pre-Service Teachers

The study aimed to explore the encounters and challenges of the 15 pre-service English teachers who participated in Project Ready a community-based reading program. Through document and thematic analyses of the narrative report and reflection paper of the participants, the researchers interpret and illicit meaning as their bases for exploring the effects of Project Ready. The study concluded that Project Ready is deemed to be a significant community-based reading program as it offers both the pre-service English teachers and students a first-hand opportunity in teaching reading comprehension. The researchers recommend that schools and its stakeholders must prioritize creating engaging reading classroom environment, promoting multisensory and collaborative reading approaches and developing customized reading intervention.

Information Visualization on the Reading Comprehension for Elementary School Students in Malaysia

Visualization strategies are strategies that utilize images to help strengthen the students' understanding of reading comprehension. Through this strategy, students will describe the meaning obtained from the text in the form of rough sketches. The use of these images allows the students to be more focused on the continuation of reading because they understand the meaning more clearly. This study aims to investigate the impact of information visualization techniques on reading comprehension performance among elementary school students in Malaysia. The study adapted quantitative study through a quasi-experimental design and survey questionnaire. 300 students from Standard 4 to Standard 6 (10 to 12 years old) were chosen as the participants of the study. They were divided into Experimental Group (n=150) and the control Group (n=150). The experiment has been done in 2 classes per week, in a total of 6 weeks. The participants in the Experimental Group were taught reading comprehension using visualization technique, while the students in the Control Group were taught using conventional method. The reading comprehension score for all the students were recorded both in pre-test and post-test. After the experiment, the students in Experimental Group were asked to answer a set of questionnaires. The finding shows that the student in the Experimental Group has higher increment in terms of their reading comprehension score compared to the students in the Control Group after the experiment. Statistical analysis of Pearson correlation found a very weak significant positive correlation between visualization technique and reading comprehension score (r=0.188, p<0.005). The analysis of Multiple Linear regression also shows that visualization technique has a small effect only on the reading comprehension score (R2=.275, R2Adj=.233, p<0.001). It was also found that there is a significant difference on the information visualization technique on the reading comprehension score based on gender. The study concludes that there are other factors that affect the students’ level of reading comprehension such as the students’ cognitive ability, and the environment of study, in which visualization technique is only a fraction in improving the reading comprehension.

The Use of Schema Theory in the Teaching of Reading Comprehension

Reading is one of the important links in English teaching, and it is the fundamental way for students to accept texts, acquire knowledge and exchange ideas. Schema theory refers to the use of different schemas such as form, content and language in reading teaching to help students activate the original schemas and create new ones, so as to realize the transition from passive acceptance and perception of text information to independent reorganization of text information, improve reading efficiency and further enhance students’ comprehensive ability of reading comprehension. This paper will use the schema theory, combined with the characteristics of reading teaching in junior school English teaching, to study the application of the schema theory in the middle school English reading teaching, in order to cultivate students' interest in English reading and improve their English reading ability.

Digital reading comprehension instruction in English for children with English as an additional language: A systematic review

BackgroundDigital literacy instruction is increasingly common in contemporary practices and can accommodate learners with a range of needs. This systematic review explores the use and effects of technology during reading comprehension instruction involving school‐aged children learning English as an additional language (EAL). Our aim was to provide broad, global coverage that reflects the state of research in the field.MethodsWe searched databases using terms related to EAL, reading comprehension and digital literacy instruction to identify relevant studies published on the topic between 2010 and 2023. Data were extracted regarding study context, participant characteristics, methodology, instruction characteristics and outcomes. We quantified the outcomes of instruction using standardised measures of effect size where possible and appraised the research quality of each study.ResultsA total of 4382 studies were identified. Of these, 53 met our inclusion criteria. Studies were conducted across a variety of low‐ and high‐resource environments, including countries where English is a majority language and those where it is a non‐majority language. Learners from kindergarten through 11th grade were included across the studies. A range of reading comprehension strategies were utilised within the context of digital instruction, with multiple‐strategy instruction the most common. Digital instruction resulted in statistically significant gains in reading comprehension in 32 studies (small to large effect sizes). Our research quality analysis revealed variability in terms of rigour, further adding to the diversity across studies. We conducted a sub‐analysis of eight studies that met the highest standards of research quality. Like the full set of 53 studies, these eight studies reported on diverse types of digital instruction and diverse reading comprehension outcomes but tended to result in smaller effect sizes.ConclusionsDigital reading comprehension instruction can result in reading comprehension gains for children learning EAL, though findings are mixed. Further high‐quality research is needed.

Assessment of Perceived Teaching Strategies Used by Teachers of English in Teaching Reading Comprehension

The study assessed the perceived teaching strategies English teachers use in teaching reading comprehension at Cascade Technical Academy (pseudonym) in Ghana. The study was underpinned by the constructivist theory. A mixed-method approach, questionnaires and observation checklists were used for data collection. The study relied on simple random sampling to select 80 Form Three students, while 5 teachers of English were purposively selected. Descriptive statistics (frequencies and percentages) were used for the quantitative analysis, while the qualitative data were grouped into themes. The study found from teachers' experiences that students had an average reading level. Teaching strategies, duration, and the number of times teachers have reading activities to teach reading comprehension were average. Again, the study established that inadequate textbooks, time allocation, and absenteeism were some challenges teachers encountered in English comprehension. Finally, it was observed that difficulty in pronunciation and the use of idiomatic expressions were sources of worry for students. Most students believe that reading comprehension directly impacts a student's academic performance, which influences other subjects of study. The study recommends that teachers help develop students' reading skills and comprehension of text on a daily basis to help improve students' performance.

Using Summarization Technique through Voki as the Teaching Media to Improve Students’ Reading Comprehension

Teaching reading comprehension is a challenge for most teachers in middle schools. It is due to students who are not used to read even in their first language, let alone the second language. Finding suitable techniques and strategies is seen as crucial to increase students' understanding of reading. As one of the web tools, VOKI has been proven to be effective in helping students to be more engaged in the reading comprehension process. Therefore, this study aims to use the summarization technique to improve students' reading narrative texts by using VOKI as the media. The finding from this study suggests that VOKI, as the teaching media, successfully improved students' reading comprehension in a narrative text and participation in the teaching-learning activity. The students enjoyed the process of reading narrative text with VOKI. It successfully made students more creative, improved the students' comprehension of the moral value in the narrative text of year-9 Students of SMPN 1 Sukadana in Academic Year 2020/2021.Keywords: Narrative text, Reading comprehension, Moral value, Teaching media, VOKI

A systematic review of the effectiveness of reading comprehension interventions in the South African multilingual context

ABSTRACT International comparative measures show that South Africa has extremely low standards in reading. A variety of programmes aimed at boosting reading have been developed, however, the effectiveness of these programmes is unclear. Prior reviews of effective reading instruction practices have focused almost exclusively on learners whose first language and language of instruction is English. This paper reviews evidence from 17 intervention studies which focused on the teaching of reading comprehension in the distinctive multilingual context of South Africa. Although in line with prior reviews, we found some evidence that reading strategy instruction including vocabulary development are features of successful interventions alongside effective teacher education and resourcing of reading. These findings remained inconclusive due to variability in the quality of research, considerable methodological variations of the studies and the limited number of studies. Research in this field requires a more rigorous scientific approach to improve the evidence base.

The Development of Learning Strategy in Reading Comprehension for Children with Hearing Impairment in Grade 4 SDLB

This research is motivated by the low understanding of children with hearing impairments in reading comprehension. Therefore, the purpose of this research is to develop strategies for teaching reading comprehension for children with hearing impairments. The method used in Mix Methods. Stages of research conducted in the hierarchy, meaning that the first stages of research will affect the research stage further in order to achieve the research objectives. The results showed that the application of learning strategy in reading comprehension has been developed effectively applied to children with hearing impairment at SLB Prima Bakti Mulya in grade 4-B, the academic year of 2015/2016. This is evident from the results of student learning has increased from the first to the fourth trial. While based on the Wilcoxon test known the value of Z count = -2, 201 with Asymp. Sig. (2-tailed) = 0.028 with a significance level (α) of 5%. Asymp Value. Sig. (2-tailed) = 0, 028 <α = 0.05, then Ho is rejected and Ha accepted because Asymp value. Sig. (2-tailed) <Α = 0.05

Teachers’ Strategies In Teaching Reading Comprehension

This study is aimed at portraying teacher’s strategies in teaching reading comprehension to students by involving English teachers. The main purpose of the study was to describe the strategies used by english teachers and reveal the strength and weakness of the strategies. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of junior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research instruments: observation, document analysys checklist and interview. They were used to find out the strategies used and how the English teachers applied them in teaching reading comprehension. The result of the study showed that both teachers used almost the same strategies such as brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process.

Using the Strategy Instructions Approach (SIA) in Teaching Reading Comprehension: A Case Study Schools in the Amathole East District South in Africa

This study sought to explore the effectiveness of using the Strategy Instructions Approach (SIA) to teach South African children reading comprehension. The majority of language teachers, especially those who teach English as a first or second language, were found to be lacking in the skills needed to impart reading comprehension effectively to their learners. Grade 8 learners were taught reading comprehension using SIA which was basically from the curriculum and assessment policy statement (CAPS) materials. A control group of 60 learners and an experimental group of 60 learners (sampled from three schools in Amathole East District in South Africa) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The outcomes demonstrated that SIA enhanced performance in reading comprehension. The study recommends that schools especially, those in rural areas should have more reading resources and activities, longer hours on the school timetable for teaching reading comprehension, and higher institutions should train teachers to use SIA. Keywords: Strategy Instructions Approach (SIA), Reading Comprehension, Curriculum and Assessment Policy Statement (CAPS), Control Group, Experimental Group

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa

AbstractSouth Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu‐Natal and one in England, aimed to support in‐service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In‐service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed‐methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research.