scholarly journals Cognitive Skills Involved in Reading Comprehension of Adolescents with Low Educational Opportunities

Languages ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 34
Author(s):  
Valeria Abusamra ◽  
Micaela Difalcis ◽  
Gisela Martínez ◽  
Daniel Low ◽  
Jesica Formoso
Keyword(s):  
Reading Comprehension ◽  
Cognitive Processes ◽  
Cognitive Skills ◽  
Text Comprehension ◽  
Word Reading ◽  
Educational Opportunities ◽  
School Students ◽  
Effective Interventions ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Reading comprehension is a fundamental resource for educational and social development. It is a skill that brings into play a diverse and complex set of processes and cognitive functions based on building a mental representation of a given text. We set out to study how different domain-general and linguistic abilities explain text comprehension in a population of secondary school students with low educational opportunities. The sample consisted of 45 adolescents between the ages of 13 and 15 from two secondary schools in the Province of Buenos Aires, Argentina. Each participant was evaluated both in-group and individually for three sessions during school hours. A text comprehension screening test and a battery of tasks that measure different underlying cognitive processes were administered. Using multiple linear regression, we found that vocabulary, non-word reading, and verbal inhibition are the skills that best explain reading comprehension skills. Understanding how much different domain-general and linguistic subprocesses are associated with text comprehension is key to designing effective interventions that are also grounded in theory.

scholarly journals Tell Tale Increasing Skill: Increasing Indonesian Student Reading Comprehension Through Indonesian Folklore

Humaniora ◽  
2016 ◽  
Vol 7 (4) ◽  
pp. 577
Author(s):  
Endang Ernawati ◽  
Retnowati Retnowati
Keyword(s):  
Reading Comprehension ◽  
Primary Students ◽  
School Students ◽  
Reading Material ◽  
Library Research ◽  
Comprehension Skills ◽  
Reading Materials ◽  
Student Reading ◽  
Support Students ◽  
Reading Comprehension Skills

The goals of the research were to compile a reading material that was able to measure the fifth year primary students’ comprehension to the Betawi folklore which represented Indonesian culture; the value found in the Betawi folklore, and to increase their writing skills based on the vocabulary in context assessment. A library research was applied by selecting the story suitable for primary school students, translating materials, simplifying the reading, and making reading exercise to develop student’s reading comprehension skills. Reading materials and exercises were focused to the fifth year primary students who have been learning English for more than three years. It can be concluded that the interesting reading materials can be compiled from the original Indonesian folklore entitled “The Old Sly Stork” to support students’ achievement in finding the story’s values, and students’ skills in writing based on the reading materials, value, and their daily life experiences. 

scholarly journals Assessment of Students’ Higher-level Text Comprehension Skills in Basic School

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Triinu Kärbla ◽  
Krista Uibu
Keyword(s):  
Cognitive Processes ◽  
Cognitive Skills ◽  
Text Comprehension ◽  
Narrative Text ◽  
Analysis And Evaluation ◽  
Grade 5 ◽  
Comprehension Skills ◽  
Reading Text ◽  
Basic School ◽  
Better Than

Text comprehension is a sophisticated process that is influenced by the reader’s cognitive skills, prior knowledge and the type of texts. The aim of the present longitudinal study was to assess the students’ ability to analyse and evaluate the narrative text in Grades 4 and 5. A total of 831 Estonian students were tested in two consecutive years. The results indicated that fewer than half of the students succeeded in analysing and evaluating the contents of the text, while the students’ text comprehension skills in Grade 5 were significantly better than in Grade 4. Students had more difficulties answering the questions that examined their skill of evaluating the text, compared to their ability to analyse the text. This led to the conclusion that teachers should pay more attention to the students’ higher-level cognitive processes and support their text comprehension skills. Keywords: Analysis and evaluation skills; Basic school; Reading; Text comprehension 

scholarly journals ANALYSIS OF STUDENT RESPONSE TO KWLA (WHAT I ALREADY KNOW, WHAT I WANT TO KNOW, WHAT I LEARNED, AND THE AFFECT OF THE STORY) STRATEGY IN THE LEARNING READING COMPREHENSION

2020 ◽  
Vol 4 (5) ◽  
pp. 887
Author(s):  
Yulianah Prihatin ◽  
Raras Hafiidha Sari
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Student Response ◽  
Learning Activities ◽  
Student Interest ◽  
Student Responses ◽  
Learning To Read ◽  
Average Percentage ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

This study aims to determine students' responses to learning to read narrative text comprehension using the KWLA strategy (What I Already Know, What I Want to Know, What I Learned, and The Affect of the Story). A collecting data in this study used a questionnaire in the form Unstructured questionnaires and interviews The results of the data were obtained and analyzed quantitatively qualitatively The data generated in the form of numbers were then described Based on the results of the study, it was found that aspects 1 to 5 that contained responses of students' interest in learning thus obtained by 90.4% included in the category very good.In aspects 6 to 10 which contain student responses to ease in understanding and learning the material obtained a percentage of 89.1% included in the very good category.In aspects 11 to 13 which contain student responses in the activity and courage to express opinions in the learning process a percentage of 87 is obtained , 9% in the category of very good, and aspects 14 to 15 which contain responses to the ease of students in concluding learning activities get an average percentage of 90.2% included in the very good category. This shows that the KWLA strategy is able to increase student interest in efforts to improve reading comprehension skills.

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