scholarly journals Developing primary research literature reading comprehension skills in first year undergraduates

2020 ◽  
Author(s):  
Sunayana Mitra ◽  
Eugene Wagner ◽  
Sean Garrett-Roe
Keyword(s):  
Reading Comprehension ◽  
Research Literature ◽  
First Year ◽  
Primary Research ◽  
Literature Reading ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals Activating Background Knowledge: An Effective Strategy to Develop Reading Comprehension Skills

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Shubhada Kedar Deshpande
Keyword(s):  
Reading Comprehension ◽  
Research Study ◽  
Social Issues ◽  
Background Knowledge ◽  
First Year ◽  
Effective Strategy ◽  
Comprehension Skills ◽  
Teacher Researcher ◽  
The University ◽  
Reading Comprehension Skills

<p style="margin: 0cm 0cm 8pt; line-height: 150%;"><span style="line-height: 150%; font-family: 'Times New Roman','serif'; font-size: 12pt;">The present paper is a report on a small classroom based research study. The researcher has tried Activating Background Knowledge as a strategy to improve reading comprehension skills of the students in the First Year B.Com. Classroom in a degree college affiliated to the University of Mumbai. The teacher-researcher assigned two passages dealing with two different social issues and set in two different contexts, i.e., foreign and local, for comprehension to the students in the classroom. The classroom experience indicated that activating and building on the students’ background knowledge did help in facilitating their reading comprehension skills. The paper thus recommends it as an effective strategy to develop the students’ reading comprehension skills. </span></p>

scholarly journals Comunicación escrita, procesos lectores y habilidades metalingüísticas de estudiantes de primer año universitario / Written communication, reading processes and metalinguistic skills of first year students of university: Case Study

2017 ◽  
Vol 4 (2) ◽  
pp. 81-99
Author(s):  
Paula Andrea Orozco Pineda ◽  
Edgar Oswaldo Pineda Martinez ◽  
Jairo Enrique Cortes Barrera
Keyword(s):  
Reading Comprehension ◽  
First Year ◽  
First Year Students ◽  
Reading Processes ◽  
Metacognitive Processes ◽  
Comprehension Skills ◽  
Inferential Thinking ◽  
Reading Comprehension Skills ◽  
Metalinguistic Skills

RESUMENEste artículo describe las habilidades metalingüísticas y las habilidades de compresión de lectura involucradas en procesos de comprensión lectora y escritural en estudiantes de primer año universitario para establecer relaciones entre ellas. Se diseñaron dos grupos de trabajo para identificar las habilidades y se observaron sus relaciones con el género, la edad y el nivel socioeconómico en 700 estudiantes de primer año universitario, pertenecientes a diferentes programas de pregrado. Se encontró que las habilidades metalingüísticas y las de comprensión de lectura presentan diferencias en distintas edades y en diferentes niveles socioeconómicos, con mejores resultados en las inferencias complementarias y en las habilidades para relacionar el texto con el contexto; así mismo, se evidenció la correlación directa existente entre el pensamiento inferencial y la comprensión de lectura y se identificaron procesos cognitivos y metacognitivos que influyen en los procesos de comprensión lectora. Al final se expone una posible estrategia para abordar estas dificultades y deficiencias encontradas para el desarrollo de un plan de formación.ABSTRACTThis document describes the metalinguistic skills and reading comprehension skills, involved in writing and reading comprehension student’s processes, of the college of first year, to establish relationship between them. Two groups of work were designed to identify the mentioned skills and were observed their relations with their genre, age and socioeconomic level in 700 students of the first college’s academicals year, belonging to different undergraduate majoring. It was found that the metalinguistic and the reading comprehension skills, show different aspects in ages and socioeconomically levels, with their best results in the complementary inferences and in the ability to  relate the text and the context; in the same way it was  evidenced the existent direct correlation between the inferential thinking and the reading comprehension and were identified cognitive and metacognitive processes that affect the reading comprehension processes. At the end and it was exposed a possible strategy to approach the found difficulties and deficiency for the formation´s plan development.

scholarly journals TĒCIYA TOṬAKKAPPAḶḶIKAḶIL TAMIḺAI IRAṆṬĀM MOḺIYĀKA KAṞKUM MĀṆAVARKAḶIṈ VĀCIPPU MAṞṞUM EḺUTTUT TIṞAṈ AṬAIVUNILAI [READING AND WRITING SKILLS PERFORMANCE LEVEL OF STUDENTS LEARNING TAMIL AS A SECOND LANGUAGE IN NATIONAL PRIMARY SCHOOL]

2022 ◽  
pp. 46-54
Author(s):  
CHITRA SELVI RUDRAPATHY ◽  
THULASI RUDRAPATHY
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Reading Comprehension ◽  
Primary School ◽  
Primary Schools ◽  
Writing Skills ◽  
First Year ◽  
Reading And Writing ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

The objective of this study is to identify the Tamil reading and writing skills achievement of non- native students who learn Tamil as their second language in the first year of national primary schools. This is a qualitative research which used purposive sampling. The data for the study has been collected as statistics through the questionnaire and analyzed. The results show that the basic Tamil reading and writing skills are in satisfactory level while writing comprehension and reading comprehension skills are at a low level of achievement. The data obtained through this study will create awareness among teachers who teach Tamil as a second language regarding the Tamil reading and written skills achievement of their students and will encourage them to adopt suitable learning teaching approach for their students to achieve the best attainment in these skills.

scholarly journals The significance of developing reading skills in translator and language teacher training

2018 ◽  
Vol 5 (3) ◽  
pp. 155-164
Author(s):  
Gabriella Kovacs
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Strategy ◽  
Reading Level ◽  
First Year ◽  
Reading Habits ◽  
Language Teacher ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Test Correlation

In certain domains, such as translatingand language teaching, appropriate reading comprehension and interpretation of written texts is essential; therefore, in the training process for these professions, the development of reading skills and reading strategy awareness should not be neglected. The purpose of this study is to examine the reading habits and strategies of a group of Hungarian first year translation and interpretation students, most of whom are also language teacher trainees when working with texts written in English. Their reading strategy awareness is measured with an instrument; their reading comprehension performance is assessed with the help of the reading comprehension part of a standardised test; correlation is measured between their reading comprehension level and their ability to translate an English text into their native language. The results show that students’ reading comprehension skills are not always on the required level and their reading level significantly influences the ability to translate texts into Hungarian.   Keywords: Reading comprehension, reading strategies, reading for translation.

scholarly journals Investigating the Effects of Short In-class Extensive Reading on Improving English Proficiency

2017 ◽  
Vol 41 (3) ◽  
pp. 3
Author(s):  
Mitsuko Tanaka
Keyword(s):  
Reading Comprehension ◽  
English Proficiency ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Proficiency Tests ◽  
Extensive Reading ◽  
Comprehension Skills ◽  
Teaching Instruction ◽  
Reading Comprehension Skills

This study investigated the effects of short in-class extensive reading (ER) on English proficiency. The participants (N = 322) were first-year Japanese students at a private women’s university. The ER group (n = 160) did 20 minutes of ER once a week. The control group (n = 162) dedicated 20 minutes to a dictogloss every other week. In the remaining class time, both groups received task-based language teaching instruction. English proficiency tests were also administered at the beginning and the end of the academic year. The results of a mixed design MANOVA showed that both groups significantly improved their vocabulary and reading comprehension scores over the year but there were no differences in the gains made by the two groups. These findings suggest that short in-class ER might be effective in developing vocabulary knowledge and reading comprehension skills but does not yield significantly better effects than dictogloss. 本論は授業時に短時間行う多読学習（ER）が英語熟達度の伸びに及ぼす効果を明らかにすることを目的とする。参加者は日本の私立女子大学1年生322名である。多読群（n = 160）は毎週1回20分間の多読学習を行い、統制群（n = 162）は隔週で20分間のディクトグロスを行った。多読・ディクトグロス以外の時間は両群とも同じカリキュラム（TBLT）に基づく英語学習を行った。また、学年の始めと終わりにプレイスメントテストを実施し、そのスコアを英語熟達度の伸びの指標として使用した。二元配置多変量分散分析の結果、両群とも年間を通じて読解力・語彙力を伸ばしてはいるが、両群の英語熟達度の伸びには差がないことが明らかになった。このことから、授業時に短時間行う多読学習は読解力・語彙力を伸ばすのに効果的であり得るものの、ディクトグロスよりも英語力を伸ばす効果が高いとは言えないことが示された。

scholarly journals Fast Facts

2017 ◽  
Vol 78 (5) ◽  
pp. 288
Author(s):  
Gary Pattillo
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Communication Skills ◽  
First Year ◽  
Public Research ◽  
First Year Students ◽  
Analytical Skills ◽  
Library Resource ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

A recent study at a large, public, research-extensive university “suggest(s) that first-year students who used a library resource at least once were significantly more likely than their peers who did not use the library to report development of critical thinking and analytical skills, written communication skills, and reading comprehension skills.”

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