scholarly journals Socio-Demographic Factors Affecting Reading Comprehension Achievement Among Secondary School Students with Learning Disabilities in Ibadan, Nigeria

2020 ◽  
Vol 8 (1) ◽  
pp. 145-158
Author(s):  
Kelechi U. Lazarus
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Demographic Factors ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Factors Affecting ◽  
Socio Demographic Factors ◽  
Ibadan Nigeria

scholarly journals Strategies for Promoting Collaboration in Reading Comprehension Lessons among Students with Learning Disabilities

2021 ◽  
Vol 8 (02) ◽  
pp. 455-466
Author(s):  
Kelechi Lazarus
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Student Collaboration ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Group Members

Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.

scholarly journals Factors Affecting Reading Comprehension Skill of Secondary School Students at Marka Directorate of Education in Jordan from the Perspective of Teachers

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Reading Comprehension ◽  
Standard Deviation ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistical Significance ◽  
School Students ◽  
Factors Affecting ◽  
Comprehension Skill ◽  
Female Teachers ◽  
Study Population

Reading comprehension is one of the four skills of language. This research paper aims to investigate factors that influence the skill of reading comprehension of secondary school students at Abdel Malik Ibn Marwan, Marka, Amman, Jordan. The sample comprised (77) teachers (35) male and (42) female teachers which forms about (8%) of the total number of the study population. The findings revealed that the factor that was highly influential and led to students’ weakness in reading pertains to the students themselves with a mean of (4.24) and a standard deviation of (0.32). The domain of teachers rated second with a mean of (3.60) and (0.06) deviation. The domain of the textbooks rated third with a mean (3.50) and (1.08) deviation. The findings also revealed that there were no differences with statistical significance at the level of(0.05 ≥ α ) which might be attributed to the following variables: gender, qualification and teachers’ experience. There were also no differences attributed to the interaction between the variables of students’ weakness pertaining to the skill of reading comprehension.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

scholarly journals Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

2002 ◽  
Vol 7 (3) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Hiv Risk ◽  
Full Text ◽  
Secondary School Students ◽  
Northern Province ◽  
School Students ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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