The Effectiveness of an Extensive Reading Program in Developing Saudi EFL University Studentss Reading Comprehension

2015 ◽  
Author(s):  
Khalid I. Al-Nafisah
Keyword(s):  
Reading Comprehension ◽  
Reading Program ◽  
Extensive Reading

scholarly journals Using Extensive Reading to Develop Non-major Students’ Reading Skill at Hochiminh City University of Food Industry in Vietnam

2021 ◽  
Vol 3 (6) ◽  
pp. 42-48
Author(s):  
Nguyen Thi Kim Anh
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Food Industry ◽  
Research Question ◽  
Reading Skill ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Significant Difference ◽  
Research Questions

The purpose of this paper was to investigate the benefits extensive reading can bring to non-major students and lectures at Hochiminh City University of Food Industry (HUFI). The study addressed a main research question and two sub-research questions related to extensive reading: How does extensive reading develop students’ reading comprehension and improve vocabulary at Hochiminh City University of Food Industry? Two sub-research questions: To what extent could extensive reading help to enhance students’ reading skill? The participants of this study were non-major students at HUFI in Vietnam. The research instruments used in this study to collect data were three main instruments, namely Reading Tests (including Pre-Reading Test and Post-Reading Test), Questionnaire, and Interview. The result of data analysis revealed a significant difference. The findings suggested that innovating lectures’ teaching methods by extensive reading could help students improve their reading ability, particularly their reading comprehension and vocabulary, by engaging them in a systematic extensive reading program.

scholarly journals Self-Regulated Learning by Thai University Students in an EFL Extensive Reading Program

MANUSYA ◽  
2008 ◽  
Vol 11 (2) ◽  
pp. 104-124 ◽  
Author(s):  
Chitchon Pratontep ◽  
Apasara Chinwonno
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Reading Program ◽  
Extensive Reading ◽  
Self Regulated Learning ◽  
English Reading ◽  
Regulated Learning ◽  
Post Test ◽  
English Reading Comprehension ◽  
And Performance

This study aims to investigate students’ self-regulated learning strategies and English reading comprehension in an ER program. There were 38 students participating in the study. The students were divided into upper and lower level groups according to their English reading comprehension pre-test mean scores. After 10 weeks of ER, findings show that there were significant differences between the students' English reading comprehension pre- and post-test mean scores, especially for the lower level group. Findings from the self-regulated learning interview schedule indicate that students reported frequently using metacognitive and performance regulation strategies. In addition, from the students' verbal protocols of reading, they reported using self-regulated learning strategies in the performance or volitional control phase more often than in the forethought or selfreflection phases. Pedagogical implications are presented and discussed.

scholarly journals Improving Students’ Reading in Narrative Text by using Extensive Reading at the Tenth Grade Students of Madrasah Aliyah Al-Fajar in Pekanbaru

2018 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Yeni Afriyeni
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Reading Tests ◽  
Reading Technique ◽  
Significant Difference ◽  
Tenth Grade ◽  
Research Questions

Extensive reading was defined such as an approach to the teaching and learninglanguage in which learners read large amount of books and lots of other materials thatare appropriate to learners’ linguistic competence (Day & Bamford, 1998). Thepurposes of this paper were to investigate how the extensive reading can develop thereading ability, especially vocabulary acquisition and reading comprehension at Tenthgrade students of Madrasah Aliyah Al-Fajar in Pekanbaru. The second purpose of thisstudy delved into the extensive reading can enhance their reading motivation as well asthe learners’ attitudes toward the extensive reading. The study addressed a mainresearch question and two sub-research questions which relate to the extensive reading:To what extent can Extensive reading technique improve the students’ reading narrativetext at second semester at Tenth grade students of Madrasah Aliyah Al-Fajar inPekanbaru. What are the factors that influence the changes of the students’ readingnarrative text at second semester at Tenth grade students of Madrasah Aliyah Al-Fajarin Pekanbaru. The participants of this study were 12 students at Tenth grade students ofMadrasah Aliyah Al-Fajar in Pekanbaru. The research instruments used in this study tocollect data were three main instruments namely Reading Tests (including Pre-ReadingTest and Post-Reading Test), Questionnaire, and Interview. The result of data analysisrevealed the significant difference. The findings suggested that teacher should helpstudents to improve their reading ability, particularly reading comprehension andvocabulary learning by engaging them in a systematic extensive reading program.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

scholarly journals How the factor of reading hours affect extensive reading of teenage elementary level students at North America International school

2020 ◽  
Vol 8 (2) ◽  
pp. 71-81
Author(s):  
Dang Hoang Bich Tram ◽  
Huynh Cong Minh Hung
Keyword(s):  
North America ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
International School ◽  
Reading Performance ◽  
Reading Program ◽  
Elementary Level ◽  
Extensive Reading ◽  
The Relationship

Extensive reading has been received much attention because of its benefits for second language learners. This paper aims to determine the effect of the reading hour factor on the efficiency of extensive reading process of teenage students at North America International School. The experiment was conducted so as to find out whether increasing reading hours has any impact on learners reading performance. The study implications could either announce the teachers and educators the relationship between reading hours and extensive reading or employ in teaching and learning reading extensively. Besides, the revealed findings will provide the teachers proper insights of implementing a successful extensive reading program.

scholarly journals Sound and Simple Approach to an Extensive Reading Project

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sarah Kane ◽  
Jordan Gusich ◽  
Thomas Upton
Keyword(s):  
Reading Comprehension ◽  
Simple Approach ◽  
Classroom Teaching ◽  
Extensive Reading ◽  
Esl Teachers ◽  
Teaching Situation

The evidence is undeniable that extensive reading (ER) improves reading comprehension, vocabulary, and motivation. Nevertheless, ER is often neglected in ESL classrooms. In order to introduce ER to more ESL teachers’ repertoires, this article will present a developed, principled, and practical ER project suitable for almost any classroom teaching situation. Readers will gain an overview of the literature surrounding ER and be provided with practical ideas, resources, rubrics, activity descriptions, and examples from the author’s personal practice of ways to implement an ER project in their institutions and classrooms.

scholarly journals Effects of Electronic Reading Environments’ Structure on L2 Reading Comprehension

2017 ◽  
Vol 10 (12) ◽  
pp. 88
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Program ◽  
Choice Test ◽  
Underlying Structure ◽  
Electronic Text ◽  
L2 Reading ◽  
Electronic Texts ◽  
Electronic Reading ◽  
L2 Reading Comprehension

This study examines the effects of an electronic reading environment’s structure on second language (L2) reading comprehension. In particular, this study explores whether clarifying the underlying structure of an electronic text, along with the ways in which its units or nodes are organized and interrelated results in better comprehension as well as whether L2 reading proficiency affects the comprehension of electronic text. In this study, 40 English as a second language (ESL) learners, grouped into proficient and less-proficient groups based on their scores on the Test of English as a Foreign Language’s (TOEFL’s) Reading section, were asked to read two electronic texts using computerized programs classified as either “well structured” or “less structured.” To assess the efficacy of each type of reading environment, two tests—a multiple-choice test and a mapping of main ideas and details (MOMID) test—were developed and administered to the participants after they read each text. The results of these tests were analyzed using a paired-samples t-test and a two-way (proficiency level by computerized reading program) mixed-model analysis of variance (ANOVA). The findings revealed that well-structured electronic texts can aid ESL readers in developing a more coherent mental representation of the electronic texts’ content, thereby increasing their reading comprehension. Furthermore, well-structured electronic texts are more helpful for less-proficient readers than for more-proficient readers. These findings have significant pedagogical and technological implications for L2 reading instructors and instructional designers.

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