Understanding Of Reading Comprehension Research Articles

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.

Practical Strategy Understanding English Reading Comprehension

English reading comprehension is an important skill needed in various areas of life. However, many students have difficulty understanding English reading. This article is the output of community service activities which aims to discusses several practical strategies that can help improve English reading comprehension. The strategies comprise skimming, scanning, word-attack skills, vocabulary building, interpreting reference, recognizing text-organization and inferencing. The methods used are lecture, discussion, and direct practice. The participants are 30 students of Madrasah Aliyah Negeri (MAN) 2 Parepare who are members of the School English Meeting Club. The results of this community service are (1) increasing students' reading comprehension text skills, (2) increasing participants' awareness of the importance of reading skills, (3) students who are competent in understanding reading comprehension texts.

Problematika Pemahaman Teks Narasi Pada Siswa Kelas VI SDN Pleret Lor

Comprehending narrative literature is a pressing matter for students. Reading entails more than the visual perception of symbols; it involves comprehending the significance conveyed by those symbols. This research aims to identify issues or difficulties in comprehending narrative texts during reading. The objective of this study is to delineate the difficulties encountered by grade VI students at SDN Pleret Lor in comprehending narrative reading texts. This study employs a descriptive methodology. The researchers selected a sample of 40 children in the sixth grade, with 3 of them being chosen as participants. The researchers employed observation and experimentation methodologies. The observation approach is employed to assess students' comprehension by gauging their grasp of the content conveyed through narrative in reading materials. The exam administered to the three kids had the lowest level of reading comprehension. The findings revealed that students encountered difficulties in comprehending narrative texts. Specifically, students struggled with understanding reading comprehension indicators, identifying the main idea of the text, comprehending the information presented, determining factual details, and drawing conclusions from the reading material. Recommendations for educators to employ more effective reading techniques and educators to evaluate reading comprehension.

Investigating Effects of Teacher’s Using Authentic Texts on Cognitive Reading Engagement of Vietnamese EFL Students

The study examines the effects of teacher’s using authentic texts on EFL students’ cognitive reading engagement related to four variables including (i) reading comprehension, (ii) oral response to reading, (iii) reaction paragraph, and (iv) students’ perceptions of learning to read. Participants included 52 Vietnamese undergraduate students of EFL pre-intermediate level. The data of the study were collected through reading tests for the first three variables and a 32- item questionnaire for the fourth variable. Results revealed that students in the experimental condition achieved significantly better understanding of reading comprehension after the intervention course. In terms of reflection after reading and creating a reaction paragraph, the holistic quality of oral response and the reaction paragraph was significantly improved for both groups from a peer rating. However, students in the experimental group showed a more dramatic increase. Moreover, the findings of the questionnaire showed that students in the intervention course achieved a more positive perception of their learning to read.

Correlation and Prediction of Students’ Level of Reading Comprehension through Their Perception of the Application of Transition Words

The role of reading comprehension and its correlation and prediction to other skills in terms of enhancing the proficiency level of students in English language has been widely recognized by researchers. However, research conducted on reading comprehension in roughly the last fifteen to twenty years shows no concrete evidence of identifying the knowledge of the transition words with the understanding of reading comprehension. This study was particularly designed to fill that gap and to measure students’ ability to differentiate among various categories of expressions in English language, such as descriptive, narrative, sequence, comparison and contrast, and cause and effect, and to identity the functions of their derivative transitions in the reading comprehension task. The current study adapted a quantitative method and collected data from 100 male and female EFL students at the tertiary level in a Bangladeshi university to conduct this study. To be specific, this research used transition words as the predictor variable/independent variable and reading comprehension as the dependent variable. The findings of the research suggested that there were positive and significant correlations between students’ knowledge of the transition words and their level of understanding the reading comprehension. In addition, the transitional word was found to be a strong predictor of reading comprehension. This study strongly suggests that students with a better understanding of transition words can perform equally better in their reading comprehension tasks. For tertiary level students, the knowledge of transitional words would be useful, and it would also have significance for lexical scholars and curriculum designers.

Dyslexia and Working Memory: Understanding Reading Comprehension and High Level Language Skills in Students with Dyslexia

Dyslexia is defined as difficulties determining speech sounds and learning the relationships of speech sounds with letters and words. Children with learning disabilities may experience problems in attention, memory, perception, motor processing, information processing speed, planning and problem-solving skills. Although lack of phonological processing is considered one of the leading causes of dyslexia, the level of influence of other underlying factors such as cognitive deficits on reading gain is still unclear. Numerous studies have shown that dyslexia is associated with poor working memory, a critical component of reading skill acquisition because the temporary processing of newly introduced and previously stored information involves critical thinking, use of cognitive executive skills, comprehension, and learning tasks. Working memory is often used synonymously with short-term memory, but some theorists consider their functions distinct in that working memory allows for the manipulation of the information temporarily stored in short-term memory. Working memory, which provides preservation, integration and processing of verbal and visual-spatial information, works together with short-term memory to help the mind manipulate and determine important information while temporary. This study discussed the effects of working memory on reading, reading comprehension, and high-level language skills.

Primary School Teachers' Conceptions of Reading Comprehension Processes and Its Formulation.

Understanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students’ outstanding reading performance internationally is commonly attributed to the implementation of reading comprehension models in its Chinese language curriculum, however, the understanding of teachers’ conceptions of reading comprehension is still very limited. This phenomenographic study interviewed 28 in-service Chinese language teachers from eight Hong Kong primary schools and illustrated the elicited conceptions of a model of reading comprehension processes (i.e., Six Types of Reading Comprehension Process Model, a widely used model in Hong Kong). The three categories of teachers’ conceptions found are as follows: understanding basic ideas of a text, sequential development of holistic comprehension skills, and fostering independent readers. This study further employed sense-making theory to investigate the formulation of the teachers’ conceptions. It is found that the conceptions were shaped when teachers’ conventional practices that focused on rote-learning interplayed with the continual regulating means of the implementation. Teachers are also highly influenced by factors like attainability by their students and agreement with own philosophy. This study also implied that teachers’ beliefs will need to be brought to light in order for new learning to happen.

Lexical-Level Predictors of Reading Comprehension in Third Grade: Is Spelling a Unique Contributor?

Purpose Considerable research effort has focused on understanding reading comprehension and reading comprehension difficulties. The purpose of this correlational study was to add to the small but growing body of literature on the role that spelling may play in reading comprehension, by investigating the full range of lexical-level literacy skills and whether spelling makes a unique contribution. This study also explored whether these relations vary with the spelling scoring metric. Method Data were collected from 63 children attending Grade 3 in a Midwestern state. In addition to measuring reading comprehension, word recognition, and vocabulary, 4 spelling scoring metrics were examined: the number of words spelled correctly, the number of correct letter sequences (CLS), and Spelling Sensitivity Scores for elements and for words. Results All spelling metrics were significantly correlated with reading comprehension. Results of hierarchical regressions showed that spelling was a significant, unique predictor of reading comprehension when the CLS metric was used. The scoring metrics were differentially related to reading comprehension. Metrics that gave credit based on orthographic precision only (number of words spelled correctly and CLS) were more highly related to reading comprehension than metrics that scored not only on orthographic accuracy but also on phonological and morphological accuracy (Spelling Sensitivity Scores for elements and for words). Conclusion These results indicate that spelling is related to reading comprehension and have theoretical and clinical implications for the use of spelling assessment. Supplemental Material https://doi.org/10.23641/asha.9947216.

Children’s reading difficulties, language, and reflections on the simple view of reading

ABSTRACT Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to guide the classification of reading disorders. This paper discusses how weaknesses in either or both of components of the Simple View are implicated in children’s reading comprehension difficulties. It concludes with reflections on the strengths and limitations of the Simple View as a theoretical and practical framework to guide our understanding of reading comprehension and its development.

The Simple View of Reading: Advancements and False Impressions

In this article, I highlight the impact that the simple view of reading (SVR) has had on the field of reading over the last 30 years. I argue that the SVR has led to many significant advancements in our understanding of reading comprehension. I also contend that it has contributed to some false impressions concerning comprehension that impact research and practice in important ways.

Teaching Pre-viewing and Predicting to High School Students in Georgia

Teaching reading strategies, including predicting, is one of the parts of the Georgian National Curriculum. The goal of the article is to find out whether Georgian high school teachers and students are aware of the concepts of one of the effective reading strategies called predicting and whether teaching predicting guarantees a better understanding of reading comprehension. A conclusion is made that the majority of students have even not heard of effective reading strategies, as for teachers, some of them are not even aware of the requirements of the National Curriculum. So, more attention should be paid to teaching effective reading strategies, as they help students to have better academic achievements not only in educational institutions, but also at students’ future jobs.

Teaching Pre-viewing and Predicting to High School Students in Georgia

Teaching reading strategies, including predicting, is one of the parts of the Georgian National Curriculum. The goal of the article is to find out whether Georgian high school teachers and students are aware of the concepts of one of the effective reading strategies called predicting and whether teaching predicting guarantees a better understanding of reading comprehension. A conclusion is made that the majority of students have even not heard of effective reading strategies, as for teachers, some of them are not even aware of the requirements of the National Curriculum. So, more attention should be paid to teaching effective reading strategies, as they help students to have better academic achievements not only in educational institutions, but also at students’ future jobs.

Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability.

In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.

DEVELOPING READING COMPREHENSION ABILITIES

Teaching reading a second or foreign language receives a special focus. Some students of foreign language give the most important goal. They get the information through reading, as like newspaper, books, article, etc. good reading text also provide good writing models. So it needs strategies in order to get the best value in the process and the final output. Some strategies are proposed by the expert, but we should select where the appropriate to teach on the students. The aim of the study is to know what the best way to teach reading comprehension students as a second or foreign language is. It is important because nowadays, there are many book sources that use English as their language. This article will discuss (1) the strategies for reading comprehension, (2) the understanding of reading comprehension and teaching reading comprehension. The finding of the study show that the way of teaching reading comprehension is different; and it must adopt the strategy of reading comprehension of the students. Keywords: reading strategy, reading comprehension

Keefektifan Pemakaian Modul dalam Pembelajaran Reading Comprehension pada Persiapan Tes TOEIC di IKIP Budi Utomo Malang

In International work environment, TOEIC test (Test of English for International Communication) is one of the factors or qualifications dealing with International communication. The result of TOEIC test becomes the reference on how far someone has the ability in mastering English both in Reading Skill and Listening Skill. Whenever someone is able to reach the standard score of TOEIC test, it can be said that he or she is able to communicate both written and orally. Moreover, he or she is able to communicate in English as well. In this research, the researcher focused on the ability of the lecturers of IKIP Budi Utomo Malang in mastering English, especially Reading Comprehension in TOEIC test. Focus on Reading Comprehension Skill was chosen since many lecturers of IKIP Budi Utomo Malang did not reach the standard score of TOEIC test, thus, they did not pass the TOEIC test. Dealing with mastering of Reading Comprehension skill, the researcher implemented Module which contains of Reading Comprehension knowledge and English Grammar knowledge. This Module was then implemented to help the lecturers of IKIP Budi Utomo Malang to understand those materials easily. In this research, the researcher implemented pre-experimental research by giving pre-test and post-test to the lecturers of IKIP Budi Utomo Malang. This pre-test was used to know exactly the ability of the lecturers in mastering Reading Comprehension before they had been given treatment. Then, the post test was used to measure the effectiveness of the implementation of Module in giving understanding and raising lecturers’ understanding of Reading Comprehension skill. The implementation of Module was able to raise the lecturers’ understanding of Reading Comprehension in TOEIC test, thus, they could reach the standard score in TOEIC test.

Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school

Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed.

Neural activity tied to reading predicts individual differences in extended-text comprehension

Reading comprehension depends on neural processes supporting the access, understanding, and storage of words over time. Examinations of the neural activity correlated with reading have contributed to our understanding of reading comprehension, especially for the comprehension of sentences and short passages. However, the neural activity associated with comprehending an extended text is not well-understood. Here we describe a current-source-density (CSD) index that predicts individual differences in the comprehension of an extended text. The index is the difference in CSD-transformed event-related potentials (ERPs) to a target word between two conditions: a comprehension condition with words from a story presented in their original order, and a scrambled condition with the same words presented in a randomized order. In both conditions participants responded to the target word, and in the comprehension condition they also tried to follow the story in preparation for a comprehension test. We reasoned that the spatiotemporal pattern of difference-CSDs would reflect comprehension-related processes beyond word-level processing. We used a pattern-classification method to identify the component of the difference-CSDs that accurately (88%) discriminated good from poor comprehenders. The critical CSD index was focused at a frontal-midline scalp site, occurred 400–500 ms after target-word onset, and was strongly correlated with comprehension performance. Behavioral data indicated that group differences in effort or motor preparation could not explain these results. Further, our CSD index appears to be distinct from the well-known P300 and N400 components, and CSD transformation seems to be crucial for distinguishing good from poor comprehenders using our experimental paradigm. Once our CSD index is fully characterized, this neural signature of individual differences in extended-text comprehension may aid the diagnosis and remediation of reading comprehension deficits.

A Modified Delphi to Identify the Significant Works Pertaining to the Understanding of Reading Comprehension and Content Analysis of the Identified Works

The first part of this study explored the significant works pertaining to the understanding of reading comprehension using a Modified Delphi Method. A panel of reading comprehension experts identified 19 works they considered to be significant to the understanding of reading comprehension. The panel of experts identified the reasons they considered each identified work to be significant. In the second round of the Delphi, the comprehension experts rated the identified works and reasons for significance on a Likert-type rating scale. The second part of this study was a content analysis of 16 of the 19 identified significant works. The content analysis focused on concepts relevant to the understanding of reading comprehension. The concepts were used to identify themes pertaining to the understanding of reading comprehension.

Promoting the Comprehension of Teachers and Students Using Young Adult Literature

Adolescents who struggle with reading most often encounter problems with comprehension, rather than the ability to read words. Comprehension is a dynamic process that requires the reader to use multiple strategies as meaning is constructed. To improve the reading comprehension of their students, teachers must be knowledgeable about what comprehension is and be aware of their own comprehension processes as they read. Middle and high school teachers who engage in discussions with colleagues about young adult literature come to understand the importance of authentic dialogue to comprehension and discover more about their own comprehension processes. This article discusses what reading comprehension is and the importance of discussion in constructing meaning from text. We examine teachers' conversations about young adult texts and present suggestions for professional development that will improve teachers' understanding of reading comprehension and help them in facilitating discussion of young adult texts with their students.

Dissociation, Relatedness, and ‘Cohesive Harmony’

While cohesive devices do not in themselves, or in their aggregate, correspond to the degree of coherence in a text, the measure of "cohesive harmony" developed by Hasan (1984) does constitute an index of the 'textness' of extended discourse, including interactive exchanges. A team of functional linguists and psychiatrists investigated the discourse correlates of techniques in the Conversational Model of Psychotherapy (following Meares, 1993, 2005). As one dimension of this investigation, the "fragmented" discourse of dissociating patients was analysed for cohesive harmony. This analysis provided a basis for discriminating degrees of fragmentation in the discourse of patients interacting with therapists, and results help explain the paradoxical combination of disaggregation and fusion in the way such patients construe their experience. Additionally, the method provides new forms of evidence of coherence and consensus between therapist and patient, indices of progress which might otherwise be 'lost' or argued on an intuitive basis alone. Halliday, M. A. K., & Hasan, R. (Eds.). (1985). Language, context, and text: Aspects of language in a social semiotic perspective. Deakin University: Deakin University Press. Hasan, R. (1984). Coherence and Cohesive Harmony. In J. Flood (Ed.), Understanding Reading Comprehension: Cognition, language, and the structure of prose (pp. 181-219). Newark, Delaware: International Reading Association. Meares, R. (1993). The Metaphor of Play: Disruption and Restoration in the Borderline Experience. Northvale, NJ: Aronson. Meares, R. (2005). The Metaphor of Play: Origin and Breakdown of Personal Being (3rd, revised ed.). London: Routledge.