The Impact of Using Smart Board Technology on Developing 9th Graders' English Reading Comprehension Skills

2018 ◽  
Vol 7 (4) ◽  
pp. 1-22
Author(s):  
Alaa Ali El Udaini
Keyword(s):  
Reading Comprehension ◽  
Smart Board ◽  
English Reading ◽  
Comprehension Skills ◽  
English Reading Comprehension ◽  
The Impact ◽  
Reading Comprehension Skills

scholarly journals Teacher’s Perception on SQ4R in English Reading Comprehension Learning Using Zoom Application

2020 ◽  
Vol 4 (2) ◽  
pp. 231-238
Author(s):  
Nurul Lailatul Khusniyah ◽  
Keyword(s):  
Reading Comprehension ◽  
Learning Strategy ◽  
English Department ◽  
English Reading ◽  
Study Results ◽  
Comprehension Skills ◽  
Text Reading ◽  
English Reading Comprehension ◽  
Reading Comprehension Skills ◽  
Teacher's Perception

Learning strategy has an important role in the English reading comprehension learning process. To comprehend the text, reading strategy focuses on students’ critical learning. The aims of the study to get teachers’ perception of SQ4R strategy application in English reading comprehension class through zoom application. The method of study used descriptive qualitative. The process of collecting data used observation and questionnaire. The data is taken from the teacher that taught English Reading Comprehension subject in semester two at English Department UIN Mataram. The data analysis used data reduction, data display, and taking a conclusion. The result of the finding concluded that 80% showed a positive attitude towards the SQ4R strategy in the English reading comprehension class. It can be comprehended from the increase in students' reading comprehension skills. The study results have implications for the suitability of the SQ4R strategy in the reading class through online learning such as zoom.

scholarly journals IMPROVING READING COMPREHENSION SKILL THROUGH INTERACTIVE READING STRATEGIES OF GRADE 10TH STUDENTS AT PUBLIC SECONDARY SCHOOL

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Imran Ahmed , Martin Thomas, Shams Hamid
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Treatment Group ◽  
Interactive Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
Comprehension Skills ◽  
English Reading Comprehension ◽  
Traditional Grammar ◽  
Reading Comprehension Skills

It is widely accepted that English reading comprehension skill is vital for academic success. Yet a majority of Pakistani teachers adopt the traditional grammartranslation approach, which fail to assist students to comprehend course contents that are taught in English. The purpose of this study was to compare the effectiveness of interactive reading comprehension strategies and traditional grammar-translation reading comprehension approach. This research used a quasi-experiment research design and the independent sample t-test to compare the reading comprehension skills of 10th grade students of two different schools of district Korangi, Karachi. The findings of the study proved significant improvements in English reading comprehension skills of the interactive reading comprehension treatment group over the grammar-translation treatment group.  

scholarly journals Effectiveness of Employing Holistic Approach Strategy on Teaching English Reading Comprehension Skills for Seventh Graders in Jordan

2018 ◽  
Vol 9 (2) ◽  
pp. 280
Author(s):  
Mohammad Dayij Al.qomoul
Keyword(s):  
Reading Comprehension ◽  
Holistic Approach ◽  
Female Students ◽  
Seventh Graders ◽  
Teaching English ◽  
Male And Female ◽  
English Reading ◽  
Comprehension Skills ◽  
English Reading Comprehension ◽  
Reading Comprehension Skills

The study aimed at investigating the effect of using holistic approach strategy on teaching English reading comprehension skills for seventh graders in Jordan in comparison with conventional methods. The sample of the study consists of 120 male and female students. The sample distributed into two groups: experimental and control. The former is taught by holistic approach strategy and the later is taught according to traditional methods. A comprehension reading test was constructed by the researcher and administered before and after the experiment. The data was collected and analyzed using analysis of covariance (ANCOVA). The findings of the study showed significant differences (0α 05) between the two groups in favor of the experimental group. There is also a significant difference (0α 05) between the male and female students’ performances in favor of females.

Dynamic e-book guidance system for English reading with learning portfolio analysis

2017 ◽  
Vol 35 (2) ◽  
pp. 358-373 ◽  
Author(s):  
Tien-Wen Sung ◽  
Ting-Ting Wu
Keyword(s):  
Reading Comprehension ◽  
Real Time ◽  
Guidance System ◽  
Content Type ◽  
Auxiliary Functions ◽  
English Reading ◽  
Comprehension Skills ◽  
Adaptive Guidance ◽  
English Reading Comprehension ◽  
Reading Comprehension Skills

Purpose Learners were provided with personalized and adaptive articles in a dynamic real-time manner. This study aims to improve learners’ interest in learning English and motivate them through an appropriate e-book assistance mechanism, thus increasing their English reading–comprehension skills. Design/methodology/approach In addition to their general auxiliary functions, e-books were designed to provide other relevant auxiliary functions to meet the English reading–learning requirements. The e-book was also equipped with a personalized reading guidance and assistance mechanism for conducting systematic assessments and calculations on the basis of the learner’s reading comprehension skills, article difficulty and difficulty stratification and connections between articles. Findings The personalized reading guidance and assistance strategy, which provided articles in line with the learners’ personal abilities and presented the articles in a correlated method, facilitated learners’ progressive learning and improved their reading–comprehension abilities. Learners’ confidence and satisfaction toward English reading can be improved effectively through adaptive guidance. Originality/value A real-time and dynamic reading guidance strategy was established in this study by considering the learner’s reading–comprehension skills, article difficulty and difficulty stratification and the connections between articles.

The impact of using divergent thinking strategies on reading comprehension

2021 ◽  
Vol 23 (10) ◽  
pp. 78-99
Author(s):  
A. Al Masri ◽  
T. Krishan ◽  
F. Al Talahin ◽  
S. Almassarweh
Keyword(s):  
Reading Comprehension ◽  
Divergent Thinking ◽  
Analysis Of Covariance ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Thinking Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
The Brain ◽  
Experimental Group

Introduction. Divergent thinking strategies are based on brain activity represented by a series of successive and branching questions related to a particular reading text. These strategies stimulate the minds of sixth graders to think of new stimuli such as finding a solution to a specific problem, or making a specific judgment, or predicting future events, which produces new and innovative solutions and achieves a deeper understanding of the target reading text.The present research aims to investigate the impact of divergent thinking strategies in developing reading comprehension skills among sixth-grade students in the English language.Methodology and research methods. The authors used the quasi-experimental approach. A pre-post design was used to identify the effect of employing divergent thinking strategies in developing reading comprehension skills. The study sample consisted of 136 students, who were selected purposefully and distributed into two groups: experimental and control groups. Students in experimental group were taught using divergent thinking strategies. Students in control group were taught in the usual way.Results and scientific novelty. The analysis of covariance (ANCOVA) found statistically significant differences between the two groups in favour of the experimental group in achievement. In addition, significant differences were found in the Motivation for Learning English between the two groups. It was found that divergent thinking strategies stimulate students’ thinking through various questions and allow them to look at their familiar knowledge with a new vision, to produce and generate new ideas with creative features.Practical significance. The current study is useful in determining the appropriate reading comprehension skills for students, and targeting them in developing these skills. This research also draws the attention of teachers to the importance of including strategies compatible with the brain, including divergent thinking strategies, when planning reading lessons. As for the educational supervisors, it puts in their hand’s strategies based on the theory of learning in the brain, including the divergent thinking strategies and how to employ them in reading lessons in order to develop reading comprehension. Moreover, these research materials can be employed by mentors in directing teachers to depart from the framework of traditional methods through the use of divergent thinking strategies in their classroom teaching practices.

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