Teaching Reading Comprehension Research Articles

Strategies for Teaching Reading to Students With High and Low Vocabularies: Emphasizing Gist and Graphic Organizers

The focus of this study was to investigate the effectiveness of Gist and Graphic Organizers in teaching reading to students with different levels of vocabulary proficiency. This study used a quasi-experimental methodology with a 2x2 factorial design to examine university-level English language learners. Two experimental subjects were involved. Gist and Graphic Organizer materials were used as instructional tools for data collection. Additionally, an observation was made to validate the data findings. According to the research findings, Gist and Graphic Organizers were helpful in teaching reading to students with different vocabulary competence levels. However, the results suggested that the Gist technique benefits both pupils with high and low vocabulary skills. Observation also revealed that students found the Gist technique more engaging and participatory. The lexical proficiency of students had a substantial impact on instructional materials, mainly when the Gist technique was applied. It has a significant impact on the reading comprehension of students. In teaching reading comprehension, the Gist method was adequate for students with a high vocabulary competency, while graphics Organizers was adequate for learner with a low vocabulary proficiency.

Amalgamation of Technology Use and Collocation-focused Tasks in the Expansion of Reading Comprehension Capability of Turkish EFL Learners after Covid-19 Period Biographical Information

Drastic changes in education like depending on remote and online education during and after Corona Virus Disease 2019 (Covid-19) have been undergone globally. As a result, instructors and learners were convinced to pursue their objectives despite the complications of pandemic disease. To this end, this study focuses on the effect of extra-curricular collocation-basedassignments on reading comprehension skill and the utilization of technology in the context of education. Thus, in this quasi-experimental study two homogeneous groups including sixty intermediate students from a state university in Turkey were selected. Reading comprehension instruction was given to both groups who participated in online education run by a Moodle Application.While the experimental group received additional collocation-focused education and assignments, the control group had traditional reading comprehension education without noticing the importance and conducive effect of collocations. To compare the means of the two groups pre and post-tests, and two independent T-tests were used. Ameaningful difference in the means of the groups on the post-test of reading comprehension performance was obvious in the results section. Last but not the least, assignment, as an academic extra-curricular activity, had a considerable impact on Turkish intermediate EFL learners’ foreign language reading comprehension ability after the pandemic lockdown period.

The Effectiveness of Using Webtoon Applications in Teaching Reading Comprehension at The Eighth Grade of SMP Negeri 11 Mataram

Reading is an essential skill in the English language as it significantly impacts learning and facilitates the exploration of information. It enables us to acquire new knowledge, and broaden our perspectives, Grabe & Stoller (2013) contend that reading is a complex and dynamic process that involves considering, understanding, translating, analyzing, and discovering knowledge. Students often encounter multiple challenges when learning reading comprehension, such as limited vocabulary, inadequate time to comprehend the material, and disinterest in the teaching methods employed by educators, so this study aimed to investigate whether the use of a webtoon application as a medium has a significant effect on the achievement scores of second-grade students in literal reading comprehension. The research method used in this study is quantitative, and the researcher conducted a quasi-experimental study to investigate the impact of using Webtoon media in the teaching process. The treatment provided to the experimental group, which received instruction with the use of Webtoon media, while the control group did not receive any special treatment. The results of the study indicated that there was a noticeable difference in the pre-test and post-test scores, with an increase in the mean score from 60.46 to 73.86. Therefore, it was found that webtoon application is effective in teaching reading to improve reading skills, especially students' reading comprehension. The significant effect implies that when the material was presented through the Webtoon application, students became more engrossed in the content, leading to better comprehension of the text.

The Effect of Using Classcraft on EFL Students’ Reading Comprehension

Students nowadays are considered as the generation who have never known the world without video games, cell phones, and the internet. Hence, gamification has become a solution. It is a method that can boost the students' mood during lectures, so they feel enjoy during the learning process. In short, this study aims to examine whether using Classcraft has a significant effect on the reading comprehension of EFL students. This study was classified as a pre-experimental study (N=37), followed by assessing their reading comprehension. Two-session treatment began, which included teaching reading comprehension using Classcraft. At the end of the course, a reading post-test was administered. The findings propose a statistically significant difference in the pre-test and post-test scores for the treatment group. By implementing Classcraft’s features allows EFL students to be more competent in English reading comprehension, especially in making inferences and encouraging them through gamified learning. The current study offered empirical evidence of how reading instruction using Classcraft promoted EFL students’ reading comprehension.

Empowering Educators to Sustain Reflective Teaching Practices: The Validation of Instruments

This study aimed to investigate the sustainability of an instructional design utilizing the novel approach of the Reflective Teaching Model for Reading Comprehension (RTMRC), and to continuously develop and validate instruments for reflective measures to ensure the sustainable teaching of reading comprehension. The RTMRC design was featured based on two main parts: the reflective teaching process (planning, acting, reflecting and evaluating) and the reading comprehension process (reader, strategy, text and task). Then, a quasi-experiment (the pre- and post-test control group design) was conducted with 168 grade-9 students to assess the performance of the RTMRC in practice. The reflective questionnaire was also applied as an instrument to gather feedback from students about the instructional context, with the aim of supporting the sustainable reflective practices of the teacher. The reading achievement in the experimental group was evaluated and fostered using this model. Through the analyses of t-tests and Cohen’s d effect size, it was found that the experimental group teaching with RTMRC outperformed the control group without RTMRC teaching. Using exploratory factor analysis, confirmatory factor analysis, Rasch analysis and testing measurement invariance across groups, we report that the instruments were found to be valid for measuring the effect of the RTMRC in teaching reading comprehension in English Language Teaching (ELT) in a sustainable manner.

Elementary Teachers' Perspectives on Teaching Reading Comprehension.

We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text. A web-based survey was used to collect data from 284 Australian elementary teachers about their beliefs and practices regarding reading comprehension instruction. Selected Likert-scale items were aggregated to determine the degree to which participants held "child-centered" or "content-centered" views of reading instruction. Australian elementary school teachers hold a wide range of beliefs about reading instruction, some of which are in direct opposition to each other. Our findings indicate low consensus about what elements of instructional practice are useful in classrooms or how time should be apportioned to different tasks. Commercial programs had significant penetration in schools, and many participants reported using multiple commercial programs, with varying degrees of pedagogical harmony. Participants indicated that their most common source of knowledge about reading instruction was their own personal research, with few nominating university teacher education as a primary source of knowledge or expertise. Little agreement exists within the Australian elementary teacher community regarding the ways that reading skills can and should be taught. There is significant room for teacher practice to have improved theoretical underpinnings and to develop a consistent repertoire of classroom practices aligned with these.

APPLYING WEBBING STRATEGY IN TEACHING READING COMPREHENSION

The research aims to determine whether Applying Webbing Strategy can improve students’ reading comprehension grade Eight students of SMPN 1 Sojol. This research applied a quasi-experimental research design. The research sample was Eight D as the experimental group, which consisted of 25 students, and Eight A as the control group, which consisted of 27 students. The instrument used in collecting the data were pre-test and post-test. The treatment was given six times. The data were analyzed statistically to determine the difference between the pre-test and post-test. As a result of the study, the mean score of the experimental group taught by applying webbing strategy was improved compared to the control group taught without applying webbing strategy. In other words, applying webbing strategy can improve the reading comprehension of grade eight students of SMPN 1 Sojol.

THE ROLE OF REAP (READ, ENCODE, ANNOTE, AND PONDER) TECHNIQUE IN TEACHING READING COMPREHENSION AT ONE STATE SENIOUR HIGH SCHOOL OF SINTANG

Abstract: This research focused on solving the students’ difficulties in understanding the meaning and finding information from a text. The objective of this research was to recognize the improvement of the student’s participation and the student reading performance in teaching reading comprehension through REAP technique. The research design used was Classroom Action Research (CAR). The data was collected using; observation, interviews, tests, and documentation. The findings showed there was an improvement in student’s ability to comprehend a reading text. The student’s involvement in teaching and learning activities improved as well. Most of the students gave a positive response to the teaching-learning process. It could be concluded that the REAP technique was useful to be used in teaching and learning reading comprehension at one state senior high school. The students became active and began to think critically. REAP technique can be an alternative as a teaching medium specifically for reading comprehension. Keywords: Reap Technique, Reading comprehension, Classroom Action Research

The Teacher’s Strategy In Teaching Reading Comprehension At SMP Swasta Mardi Wiyata Utama Gunung Bayu

The aim of this research was to find the teacher’s strategy in teaching reading comprehension at SMP Mardi Wiyata Utama Gunung Bayu in the academic year 2022/2023. This research used qualitative approach and the research used obseravation, questionnaire, recording, and interview as the method of collecting data. The objective of this research is to know the the English teacher’s strategies in teaching reading. the result of research is the english teacher impementing three strategies in teaching reading. They are scaffolding, and qars, (Question and Answer Relationship). Based on the observation, recording, interview, and the data of questionnaire show that the english teacher implement all the strategies in teaching reading. Moreover, the data from questionnaire revealed that most of the students agree that the english teacher has good ability in teaching reading by using those strategy

Understanding Pre-service EFL Teachers’ Beliefs and Practice in Reading Comprehension Instruction in China

Despite an increasing understanding of the importance of teacher beliefs and practices, which of pre-service EFL teachers in relation to reading comprehension instruction (RCI) still need to be investigated. Based on Cultural Historical Activity Theory (CHAT) and Activity System Analysis Methods, this study examines the cultural and historical foundation of Chinese EFL teachers' beliefs and practices on reading comprehension instruction. This study highlights the potential value of a comprehensive examination of other CHAT constructs, including the subject(s), tools, rules, community, and division of labor, for a context analysis for successful reform. To better prepare student teachers for adapting to their teaching contexts, it is advised that EFL training programs should provide them the chance to explore their own beliefs.

The Application of Schema Theory to the Teaching of Reading Comprehension

No matter in middle or high school English learning, reading has been occupying a momentous part in four basic language skills in English. And reading teaching plays a significant role in cultivating students’ key competences. However, in the traditional teaching mode, teachers explain the text on the platform, analyze grammatical rules and words, then design classroom practice. Although the task is completed after a set of procedures, it is found that students’ learning outcome is at the low level. In a bid to keep abreast of the times, teaching mode should be improved. Recently, researchers have given prominence to schema theory teaching model in language teaching, which is conductive to promoting students’ reading ability. This paper analyzes the significance of applying schema theory in English reading and then puts forward some classroom teaching strategies in order to optimize English reading teaching and improve students’ reading ability.

Immersing Android-based Teaching Module in Reading Class for Second Semester Students

To comprehend the meaning in a sentence or passage, students need to practice and elevate their reading skill. Furthermore, some learning sources are made to facilitate students in improving their reading level. One of those is android-based module that was made by one of English lecturer in IAIN Kediri. After the product was published, this study aimed to implement it in reading class for second semester students. This study was conducted qualitatively by observing reading class where the android-based module is implemented. Additionally, this study provides students' response to the implementation of android-based module as well. Reading comprehension test was arranged to know whether or not the android-based module affect student's reading comprehension skill. In the end, this study indicates that android-based module helps the teacher to teach reading comprehension simply and facilitates students to elevate their reading comprehension skill. Moreover, this Android-based module obtained positive response from students proved by questionnaire result.

Motivation to explicitly teach reading comprehension strategies after a workshop

Background: Teachers are important role players in improving literacy; however, they lack the expertise to explicitly teach reading comprehension strategies. Studies have showed that when teachers are motivated to explicitly teach reading comprehension strategies in their classrooms, learners’ comprehension is improved.Objective: The aim of the study was to investigate what motivates teachers to explicitly teach reading comprehension strategies in their classrooms after a workshop.Method: Purposive sampling was used and 20 teachers took part in this study. The research followed a qualitative approach, and the data were obtained from teachers’ responses to an open-ended questionnaire. Thematic analysis using concepts from Shulman’s ‘Pedagogical Content Knowledge’, Vygotsky’s ‘Social Constructivism’, Bundura’s ‘Self-efficacy’ and Chalmers and Gardiner’s ‘Academic Professional Development Effectiveness Framework’ was conducted.Results: One key finding was that teachers developed competence through effective pedagogical practices used by facilitators of the workshop; this boosted their confidence.Conclusion: The findings suggest that professional development training plays an important role in making teachers aware of reading comprehension strategies, equipping them with skills that will enable them to guide learners to become proficient readers.Contribution: The uniqueness of this study is that it hinged on collecting empirical evidence, within a South African context, on what motivates teachers to explicitly teach reading comprehension in their professional practice after being exposed to a repertoire of reading comprehension strategies during a workshop.

The Implementation of Jamboard in the Teaching Reading Comprehension of Learning Descriptive Text for Seventh Grade

The Implementation of Jamboard in the Teaching Reading Comprehension of Learning Descriptive Text for Seventh Grade

Quipper School and the Reading Comprehension Performance of Grade 11 Students

The main objective of this study was to determine the effect that Quipper School Instruction may have on the reading comprehension of 52 purposively selected Grade 11 Senior High School students of Jaro National High School enrolled in the course English for Academic and Professional Purposes (EAPP) for the First Semester, School Year 2017-2018. Employing the quasi-experimental design, the six-week study focused on how technology might usher in the development of the following critical reading skills: differentiating academic from non-academic texts, determining text types through their structure, locating the main idea, critical reading strategies like skimming, scanning, and making inferences, paraphrasing, summarizing and outlining. The instruments utilized to gather data were the validated teacher-made reading comprehension test given both as a pretest and a posttest and the participants’ scores in Quipper School (QS) exercises readily provided by the researcher as part of the enrichment tasks. A pretest was given to the participants to determine their initial reading comprehension performance. The experimental group was taught with the aid of Quipper School used by the researcher as an online platform for delivering enrichment activities while the control group was taught using the conventional instruction – the Lecture Method. At the post-experimentation stage, a posttest was given to the participants in both groups. It was found that the respondents in both groups had almost the same performance in reading comprehension, i.e., they were comparable prior to the interventions. This implies that using the two methods for both groups in teaching reading comprehension could yield comparable performance. In terms of the pretest and posttest of the experimental group, no significant difference was found. This means that regardless of the method (instruction with Quipper School) employed by the teacher, the performances of the students in reading comprehension reflected in their pretest and posttest did not significantly improve. However, a significant difference was noted in the pretest and posttest performance in favor of the control group. This means that the students in the control group taught using conventional instruction have significantly improved their performance in reading comprehension. This likewise implies that conventional instruction as a teaching method may yield a better result in teaching reading comprehension to students. In fact, the control group showed a higher mean gain performance than the experimental group. Generally, no significant difference was noted between the performance gain in reading comprehension made by the experimental group over the performance gain made by the control group. Although both groups gained significantly after the intervention, their reading comprehension performances remained comparable, though the control group achieved a higher gain than the experimental group. This further implies that instruction using Quipper School is as beneficial as conventional instruction in teaching reading comprehension.

IMPROVING READING COMPREHENSION SKILL OF THE SEVENTH GRADE STUDENTS’ AT MTS MUHAMMADIYAH PADANGPANJANG BY USING VISUALIZATION STRATEGY

IMPROVING READING COMPREHENSION SKILL OF THE SEVENTH GRADE STUDENTS’ AT MTS MUHAMMADIYAH PADANGPANJANG BY USING VISUALIZATION STRATEGY

Morphological analysis strategy used to enhance the student’s vocabulary acquisition and reading comprehension

This study aims to investigate the use of morphological analysis strategy in enhancing the student’s vocabulary acquisition and reading comprehension. The research was experimented in the English Department at Universitas Muhammadiyah Parepare, with a total sample of 28 students. This study was pre-experiment research with a pretest-posttest design. The result of this study indicated that: (1) in teaching vocabulary through vocabulary analysis strategy, there are significant differences between the mean score of the pre-test (58.57) and the mean score of the post-test (84.28). Besides that, the result of the t-test calculation shows that the t-test value (7.75) is higher than the t-table value (2.052) at a significance level 0.05 from df = 27. (2) In teaching reading comprehension through vocabulary analysis strategy, there are also significant differences between the mean score of the pre-test (54.64) and the mean score of the post-test (80.51). In addition, the result of the t-test calculation shows that the t-test value (9.75) is higher than the t-table value (2.052) at the significance level 0.05 from df = 27. Thus, the student’s vocabulary acquisition and reading comprehension significantly improve after they are taught using the morphological analysis strategy.

THE ROLE OF GOOGLE FORMS IN TEACHING READING TO UNIVERSITY STUDENTS

This article describes the role of Google Forms in teaching reading in English to university students, and provides examples of the effectiveness of using technologies in teaching reading. The effective use of Google Forms in education has created more educational opportunities. A survey was conducted in control and experimental groups of students to determine the role of technology in teaching reading. As a result of the study, the use of technology is cited as a solution for increasing students’ interest in studying new material. Both teachers and students have benefited from various educational technologies. Teachers have learned how to integrate technology into their classrooms. Students are getting more interested in learning with technology. The use of technology helps in teaching reading comprehension and enhances the motivation of students to read. The findings revealed that applying Google Forms is effective in teaching and learning English. The last section of the article discusses pedagogical implications and difficulties encountered in the process of teaching. Key words: teaching reading, Google Forms, technology, reading comprehension, effective method.

Characteristics of Second Language Reading Processing

Several studies mostly focus on a specific area of research, the current paper’s aim is to bring together the various research in a single volume, indicating their particularities as well as demonstrate their inter-relations. Phonological, lexical and syntactic processing Second Language Processing (SLP) are discussed as SLP is a cognitive form of acquisition, and is debated o be bottom-up processes, up-down processes, or a combination of both resulting in integrated interactive processes. SLP faces more complicated issues and involves more factors in comparison with L1 processing as L2 reading comprehension observes the effect of higher-order processes and chances of crosslinguistic transfer in relation to the reader’s L2 linguistic knowledge, L2 proficiency levels, or other language-general reading processes. Furthermore, the major reading process models are mentioned in categories of word identification, syntactic parsing and discourse processing, as well as text and reader related variables are reviewed. Finally, some of the main pedagogical associations with teaching reading comprehension are examined.

The level of knowledge of the skills of teaching reading comprehension based on effective instruction for teachers of learning disabilities in Jeddah

هدفت الدراسة الحالية إلى الكشف عن مستوى المعرفة بمهارات تدريس الفهم القرائي المبني على التدريس الفاعل لدى معلمات صعوبات التعلم بمدينة جدة، وقد تم استخدام المنهج الوصفي، واستخدام اختبار مهارات تدريس الفهم القرائي المبني على التدريس الفاعل الذي تم اعداده من قبل الباحثتين لتحقيق هدف الدراسة، حيث تم تطبيقه على عينة عشوائية بسيطة بلغت (53) معلمة من معلمات صعوبات التعلم بمدينة جدة، وأظهرت النتائج أن مستوى امتلاك معلمات صعوبات التعلم لمهارات تدريس الفهم القرائي المبني على التدريس الفاعل بلغ بنسبة مئوية (40.83%)، وهي بدرجة منخفضة، وبناء على تلك النتيجة أوصت الدراسة بتطوير وتنظيم البرامج والدورات التدريبية التي تستهدف إعداد معلمات التلاميذ ذوي صعوبات التعلم في ضوء الاتجاهات الحديثة لوزارة التعليم والتي تتضمن التركيز على تنمية مهارات الفهم القرائي لدى التلاميذ، والعمل على تطوير أدلة لمعلمات التلاميذ ذوي صعوبات التعلم من قبل الجهات المختصة تتضمن أهم استراتيجيات تدريس الفهم القرائي وإجراءات تطبيقها وفقا لمبادئ التدريس الفاعل وتدعيمها بالنماذج التطبيقية، والعمل على تحديثها باستمرار.