The impact of a read-aloud strategy on kindergartners' development of vocabulary & comprehension skills. (c2006)

2006 ◽  
Author(s):  
Hanane H. Oueini
Keyword(s):  
Read Aloud ◽  
Comprehension Skills ◽  
Vocabulary Comprehension ◽  
The Impact

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.

scholarly journals The impact of didactic read-aloud action cards on the performance of cannula cricothyroidotomy in a simulated ‘can't intubate can't oxygenate’ scenario

Anaesthesia ◽  
2016 ◽  
Vol 72 (3) ◽  
pp. 343-349 ◽  
Author(s):  
R. Harvey ◽  
L. Foulds ◽  
T. Housden ◽  
K. A. Bennett ◽  
D. Falzon ◽  
...  
Keyword(s):  
Read Aloud ◽  
The Impact

scholarly journals Impact of speed reading training on reading speeds and comprehension skills of secondary school students

2020 ◽  
Vol 15 (2) ◽  
pp. 184-193
Author(s):  
Erhan Durukan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Speed ◽  
Pearson Correlation ◽  
Process Data ◽  
School Students ◽  
Speed Reading ◽  
Comprehension Skills ◽  
8Th Grade ◽  
The Impact

The aim of this research is to study the impact of speed reading training on reading speeds and comprehension skills of secondary school students. The research has been conducted on 40 students receiving education at the level of secondary school 8th grade in Trabzon province. Experimental pattern with single group pretest–posttest was applied in the study. First of all, reading speeds and comprehension levels of the students were determined during the research, and then 20 hours of speed reading training was provided to the students every other day for 5 days. Before applying the last test after the training, 2 weeks of time was given to the students in order to repeat the exercises. Reading speed and comprehension levels of the students were detected with two separate texts and reading comprehension questions related to these texts at the start and finish of the process. Data were analysed with dependent/independent groups t-test and Pearson correlation coefficient on SPSS 20. Keywords: Comprehension level, reading speed, reading training, secondary school.

scholarly journals Listening Comprehension: The impact of Subtitles Typographical Features on Game Visual Novel

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Eny Kusumawati
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Language Teachers ◽  
Choice Test ◽  
Computer Assisted ◽  
Vocabulary Comprehension ◽  
Quasi Experimental ◽  
English Language Teachers ◽  
The Impact ◽  
The Voice

The purpose goal of this study was to test the impact of typographical features of subtitles including size, colour and position on L2 English viewers’ retention and recall of texts in game visual novel, and also the voice effect of the visual game. Quasi experimental research played in this study with 54 students of two departments, with the same characteristics. It was played the game visual novel into both classes, and administered 45 multiple choice test and questioners in the end of the classes. Both classes went through the same procedures, but one class watched the customized subtitled of the visual game novel. The data gathered were subjected to the statistical procedure of paired sample t-test. And, the result showed that the experimental class showed the better result on their understanding of the story, but there is contrarily on their listening comprehension result, that is their vocabulary comprehension, it is found that the both subtitles did not have an effect on participants’ comprehension. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural content in game visual novel via Computer Assisted Language Teaching approach. Keywords: Typographical features, game visual novel, subtitles, retention and recall, Listening, vocabulary comprehension.

The Impact of Reading for Pleasure on Georgian University EFL Students’ Reading Comprehension (IBSU Case)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ramazan GOCTU
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Effective Work ◽  
Pleasure Reading ◽  
Comprehension Skills ◽  
Reading For Pleasure ◽  
Efl Students ◽  
Graded Readers ◽  
The Impact ◽  
Experimental Group

Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to express themselves freely and it also allows them to acquire specific language skills. That is why reading for pleasure is definitely important. An experimental study using reading for pleasure was carried out at international Black Sea University for eight weeks with 42 English Philology freshman students. The experimental group was given texts for their selection: newspaper articles and graded readers on various topics which students were interested in, while the control group has just read the reading excerpts and texts which are given in their course book. The duration of the experiment was 8 weeks. Pre- and post-tests were implemented to determine the degree of improvement of students’ reading comprehension skills. The experimental group showed better improvement of comprehension skills.  The study demonstrated a measurable positive effect of reading for pleasure on students’ language acquisition.

The Impact of Scaffolding Strategies in Enhancing Reading Comprehension Skills of University Students in a Saudi Context

2017 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Arwa Abdullah AbdulRahman Al Eissa ◽  
Abdullah Al-Bargi
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Control Group ◽  
Mixed Method Research ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Scaffolding Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
Experimental Group

Based on a mixed method research design, this study aims to investigate the effectiveness of applying scaffolding strategies in enhancing reading comprehension skills of female students at King Abdulaziz University in the city of Jeddah in Saudi Arabia. The participants of the study were thirty-three female students at the preparatory year program (PYP) who were registered at the proficiency level 104 (B1/Threshold level on the Common European Framework of reference for language; CEFR). They were divided into two groups: Seventeen students in the control group and sixteen students in the experimental group. Both groups were exposed to the same reading lessons but with the experimental group exposed to scaffolding strategies. Prior to the treatment, a pretest was administered to both groups. Once the treatment was accomplished, a posttest was administered to investigate the effect of applying scaffolding strategies on developing reading comprehension skills. Furthermore, qualitative data was collected via open-ended questionnaire. The results of the study indicated that there was a statistically significant difference between the pretest and posttest of the experimental group in favor of the posttest. Furthermore, students showed a positive attitude to the scaffolding technique as a motivation factor to their learning. Conclusions and recommendations for further research are given at the end of this study.

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