Introducing New Digital Challenges for Reading Comprehension: A Case Study with Dedicated E-Readers

2014 ◽  
Author(s):  
Apostolos Nikolakopoulos ◽  
Fotini Paraskeva
Keyword(s):  
Reading Comprehension

Teachers’ Insights on the Students’ ESL Reading Comprehension Performance Based on CEFR: A Case Study in Malaysia

2018 ◽  
Vol 24 (4) ◽  
pp. 2701-2705
Author(s):  
Fariza Puteh-Behak ◽  
Zarina Ashikin Zakaria ◽  
Juliana Niza Adnan ◽  
Ramiaida Darmi ◽  
Noor Saazai Mat Saad ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Esl Reading

scholarly journals Identifying Students' Learning Styles on Reading Comprehension Achievement

2019 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
Handayani Setiowati
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Visual Learning ◽  
Comprehension Test ◽  
The Mean ◽  
Comprehension Tests ◽  
Percentage Correct

This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.

scholarly journals Developing Students’ Participation in a Mixed-levels Reading Class via Cooperative Integrated Reading and Composition (CIRC)

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Endang Sulistianingsih
Keyword(s):  
Reading Comprehension ◽  
Reading Proficiency ◽  
Communication Studies ◽  
Teaching Reading ◽  
Efl Teacher ◽  
The Social ◽  
Group Responsibility ◽  
Teaching Instruction ◽  
Different Levels

Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention.  Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills.  Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.

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