The Effects of Three Prereading Activities on Learning Disabled Students' Reading Comprehension

1983 ◽  
Vol 6 (3) ◽  
pp. 248-251 ◽  
Author(s):  
Arlene Sachs
Keyword(s):  
Reading Comprehension ◽  
Latin Square ◽  
Learning Disabled ◽  
Concept Analysis ◽  
Disabled Students ◽  
Preliminary Study ◽  
Directed Reading ◽  
Reading Activity ◽  
Comprehension Tests ◽  
Total Test

This study examined the effects of three prereading activities on learning disabled children's reading comprehension. Thirty-six children classified as learning disabled participated. The three prereading activities consisted of (a) a modified Directed Reading Activity, (b) a modified Concept Analysis Activity, and (c) a Worksheet Activity (control). To counterbalance for order of prereading activities and experimenter, a factorial/modified Latin-Square design was selected. Barrett's Taxonomy (1976) was used as a guide to develop the reading comprehension tests. Literal, inferential, evaluative, appreciative, and total test reading comprehension constituted the dependent measures. Repeated one-way analysis of variance and Newman-Keuls procedures were used to analyze the data. The results, which replicated and substantiated a preliminary study (Sachs, 1981), indicate that evaluative reading comprehension is affected by both a modified Concept Analysis Activity and a modified Directed Reading Activity compared to the effect of a Worksheet Activity.

scholarly journals DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

2021 ◽  
Vol 5 (1) ◽  
pp. 90-100
Author(s):  
Imam Munandar ◽  
Srimurni Srimurni
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Experimental Approach ◽  
Instructional Support ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading ◽  
Reading Activity

This research manages to analyze the effectiveness of  DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

Reduced Brightness Contrast as a Reading Aid

1989 ◽  
Vol 69 (2) ◽  
pp. 383-386 ◽  
Author(s):  
Elva H. Giddings ◽  
Stephen L. Carmean
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Learning Disabled ◽  
Brightness Contrast ◽  
Control Group ◽  
Disabled Students ◽  
Comprehension Test ◽  
Clinical Observations ◽  
The Mean

A standard reading comprehension test, modified by printing half of the material on medium grey paper to lower the contrast of print-to-page, was administered to 54 college students, 21 of whom had previously been diagnosed as learning disabled. Comprehension of the control group was little affected by the contrast, but the mean score for the learning disabled students was 10% higher on the pages with reduced contrast. This is congruent with Meares's 1980 clinical observations that reducing contrast significantly aids some readers.

Improving Reading Comprehension by Using Paragraph Restatements

1987 ◽  
Vol 54 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Joseph R. Jenkins ◽  
James D. Heliotis ◽  
Marcy L. Stein ◽  
Mariana C. Haynes
Keyword(s):  
Reading Comprehension ◽  
Transfer Test ◽  
Learning Disabled ◽  
Comprehension Monitoring ◽  
Monitoring Strategy ◽  
Disabled Students ◽  
Near Transfer ◽  
Strategy Condition

Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of paragraphs as they read. Following training, all students read and completed comprehension measures for narrative passages under conditions which constituted (a) a test of training, (b) a near transfer test, and (c) a remote transfer test. In all instances the strategy-trained students exhibited better comprehension than did the control students.

Facilitating Reading Comprehension in Learning Disabled Students

1990 ◽  
Vol 11 (2) ◽  
pp. 18-31 ◽  
Author(s):  
Bonnie S. Billingsley ◽  
Terry M. Wildman
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Disabled Students

Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents

1989 ◽  
Vol 15 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Jerry Luebke ◽  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Written Expression ◽  
Disabled Students ◽  
Behaviorally Disordered ◽  
Instructional Needs ◽  
Achievement Levels

Teachers rated the achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents in four different academic areas: reading recognition, reading comprehension, arithmetic, and written expression. Comparisons across the three groups revealed that behaviorally disordered and learning disabled adolescents were seen as performing significantly below expected levels of achievement. Differences found between behaviorally disordered and learning disabled students' rated achievement appeared to depend upon particular age levels. Results are discussed in terms of the instructional needs of behaviorally disordered and learning disabled students.

scholarly journals The Effect of Audiobook on Reading Comprehension of the Eleventh Grade Students of SMA Negeri 2 Buru

2020 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
Abd. Rahman ◽  
Ibnu Hajar
Keyword(s):  
Reading Comprehension ◽  
P Value ◽  
Student Interest ◽  
Teaching Of Reading ◽  
Post Test ◽  
Open Coding ◽  
The Mean ◽  
Level Of Significance ◽  
Reading Activity ◽  
Comprehension Tests

ABSTRACTThe audiobook does not only involves multiple senses of the students, but also the inclusion of its speech, helping them to improve their comprehension. This study sought to investigate the effects' of audiobook on students' reading comprehension, and to find out students' interest in audiobooks on the teaching of reading. The mixed method called the Quan-qual model applied at this study. Some sixty eleventh-grade students participated, and data were collected by employing reading comprehension tests and questionnaires (open-ended questions). The quantitative data analyzed using paired and independent sample t-test through SPSS 20 Version, and the qualitative data analyzed through an open-coding technique. The use of audiobook was more effective than the non-audiobook. It is proven by the comparison of the mean score from both of  the groups which (68.00 ˃ 48.80). The p-value in the post-test is .000, and the level of significance is α 0.05, the p-value is smaller than α (.000<0.05).  The hypothesis testing found that t-value = 14.699 was higher than t-table = 2.045 (p=.000, df=29); it means that Ha was accepted, and Ho was rejected. Another, the students are interested in using audiobooks because it stimulating, challenging, available, powerful and innovative in the reading activity. Keywords: Audiobook, Reading Comprehension, Student Interest.

PENERAPAN STRATEGI DIRECTED READING ACTIVITY (DRA) UNTUK MENINGATKAN KEMAMPUAN SISWA DALAM MEMBACA PEMAHAMAN KELAS V SDN 003 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Delima Simanjuta
Keyword(s):  
Reading Comprehension ◽  
Comprehension Strategies ◽  
Research Subjects ◽  
Low Literacy ◽  
Class V ◽  
Reading Comprehension Strategies ◽  
Survey Results ◽  
Directed Reading ◽  
Basic Ideas ◽  
Reading Activity

The background of this study is the low literacy pehaman students, it nini caused by: (1) the ability of students to understand the content of the discourse is still low, it can be seen that only a fraction of the number of students who were able to mention the basic ideas and explanatory discourse; (2) the difficulty of students to identify the views or mandate contained in a discourse, it is seen when asked to mention the views or mandate in the discourse of only one to two students who are able to mention properly; (3) the ability of students to infer the contents of a student discourse is still struggling, it is seen when asked to infer the content of a discourse is also only one or two students to infer the contents of a discourse well; and (4). The difficulty students find important sentences in a discourse, it is seen when given the task of daily tests, most students is difficult to answer. To overcome the lack of ability of the students' reading comprehension strategies writers apply DRA (Directed Reading Activity). This research is a class act who performed two cycles each cycle performed in two meetings. The research was conducted in SDN003 Pagaran Tapah Darussalam, the research subjects were students of class V with the number of 20 students. This study was conducted with four stages, namely: (1) planning; (2) the implementation of the action; (3) observation; and (4) reflection. Based on the survey results revealed that students' reading comprehension before action classical gained an average of 49.80, in the first cycle increased to 63.50, while the second cycle increased by an average of 86.00 with a classical high category.

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