Using schema reading strategy to enhance senior form student's reading comprehension ability = Yun yong tu shi yue du jiao xue ce lüe ti sheng gao zhong xue sheng yue du neng li

2013 ◽  
Author(s):  
Yui-ping Lai
Keyword(s):  
Reading Comprehension ◽  
Reading Strategy ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

scholarly journals The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability

2018 ◽  
Vol 8 (3) ◽  
pp. 94-103
Author(s):  
Somayyeh Mousavian ◽  
Hossein Siahpoosh
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Schema Theory ◽  
Reading Strategy ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Efl Students ◽  
Experimental Group ◽  
Reading Comprehension Ability

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies of pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used, with 20 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching), while the second experimental group which also consisted 20 students received another pre-reading strategy (pre-questioning) and the remaining 20 students received the traditional method. Students in the groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were statistically significant differences between the groups. The experimental groups got better results than the control group. Comparison of the two experimental groups, moreover, showed that the vocabulary pre-teaching group outperformed the pre-questioning group.   Key words: EFL teaching, Pre-reading strategies, Pre-questioning, Reading comprehension, Schema theory, Vocabulary pre-teaching

Examining Mindset and Grit in Concurrent and Future Reading Comprehension: A Twin Study

2020 ◽  
Author(s):  
Kimberly M. Martinez ◽  
LaTasha R Holden ◽  
Sara Ann Hart ◽  
Jeanette Taylor
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Preliminary Test ◽  
Cognitive Factors ◽  
Potential Intervention ◽  
Comprehension Ability ◽  
Twin Method ◽  
Positive Correlations ◽  
Ability Measure ◽  
Reading Comprehension Ability

Non-cognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. We used a correlational and twin method design to preliminary test if mindset and grit could be potential intervention targets to increase reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

Paragraph-reading comprehension ability in Mandarin-speaking children with cochlear implants

2014 ◽  
Vol 125 (6) ◽  
pp. 1449-1455 ◽  
Author(s):  
Che-Ming Wu ◽  
Li-Ang Lee ◽  
Wei-Chieh Chao ◽  
Yung-Ting Tsou ◽  
Yen-An Chen
Keyword(s):  
Reading Comprehension ◽  
Cochlear Implants ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

Reading, Encoding, Annotating, and Pondering Technique As Learning Process In Pandemic Era to Improve Reading Comprehension Stability or Students

2021 ◽  
Vol 2 (1) ◽  
pp. 47-58
Author(s):  
Ferri Susanto
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Qualitative Method ◽  
The Internet ◽  
School Based ◽  
Comprehension Ability ◽  
Field Notes ◽  
The Subject ◽  
Student Observation ◽  
Reading Comprehension Ability

The students' reading comprehension is very lowat the pandemic era, Theyare difficult to understand  the text, they don’t haveEnough English vocabulary, Many teachers/lecturer used  techniques that wereless precise in teaching reading, and the students got reading comprehension scores below the minimum completion criteria (KKM). This research aims to determine whether using Reading, Encoding, Annotating, and Pondering techhnique as Learning process in pandemic era to improve reading comprehension stability for students.This research is conducted by using descriptive qualitative method, which describe of students’s problem at pandemic era by zoom in the Internet after that, analyze the data which used percentage.The researcher also has done pre-assesment for supporting accurate data.The subjects of this research were 20 students, consisted 11 females and 9 males. The subject Instrument used in this research is reading comprehension test, researcher observation cheklits and field notes, student observation Cheklist and field notes, interview and documentation by zoom at the Internet. According to avarage results, the increasing for  students' reading comprehension ability on the pre-assessment  is the average student reaches, (55.14%), learning 1  (62.15%), learning 2  (70.14%), and learning 3 (75.65%)  avarage students’ score increase and got standardization of school. Based on the result in each levels which  there is  indeed REAP technique could increasing students’ reading comprehension text.

Differences In The Reading Comprehension Ability Of Students In The PQ4R Learning Model For Indonesian Language Subjects

2021 ◽  
Vol 12 (2) ◽  
pp. 269-282
Author(s):  
Puji Rahmawati ◽  
Hamdiah Susanti ◽  
Yulia Deodata Selestin ◽  
Amin Mustajab
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Learning Model ◽  
Design Data ◽  
Comprehension Skills ◽  
Before And After ◽  
Comprehension Ability ◽  
Written Test ◽  
Reading Comprehension Skills ◽  
Reading Comprehension Ability

The purpose of this research is to determine students' reading comprehension skills before and after using the PQ4R learning model. This research was motivated by preliminary studies, which showed that students' reading comprehension skills are still low in conventional learning models. This is a quantitative research consisting of a one-group pretest-posttest research design. Data were obtained from 22 students of state elementary school 03 Sontas using a written test of 6 (six) questions. The research showed differences in students' reading comprehension skills before and after learning using the PQ4R model.

scholarly journals APPLYING RASCH MODEL TO MEASURE STUDENTS` READING COMPREHENSION

2020 ◽  
Vol 6 (2) ◽  
pp. 203-209
Author(s):  
Dinar Pratama ◽  
Ihda Husnayaini
Keyword(s):  
Reading Comprehension ◽  
Rasch Model ◽  
Teaching Strategy ◽  
Distribution Maps ◽  
Test Items ◽  
A Value ◽  
Comprehension Ability ◽  
Alternative Responses ◽  
Reading Comprehension Ability ◽  
English Subject

There have been studies suggesting that students' reading comprehension in English subject is influenced by the accuracy of teaching strategy use. The use of appropriate teaching strategies is required to accommodate the diversity of students' abilities. Therefore, measurements are needed to provide actual information about students' abilities. This study aims to examine the levels of students' reading comprehension by using RASCH model. The subjects of this study were8th grade students, totaling 200 responses on the teacher's reading comprehension test with five alternative responses. The data analysis used was the Rasch 1 parameter model consisting of person reliability, item-person distribution maps, and item-person suitability. The findings of this study indicated that the average reading comprehension ability of students was included in the high category with a value (Meanperson) of 1.29 logits above the average level of difficulty of the test items (Meanitem) of 0. Further research is expected to be conducted to prove whether the addition of test items affect the value of person reliability.

scholarly journals Improve Student Skills in Read Understanding Text Explanation with Using the SQ3R Method

2021 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Delina R ◽  
Hatma Heris Mahendra ◽  
Riga Zahara Nurani
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Comprehension Ability ◽  
Classroom Action Research ◽  
Reading Comprehension Ability ◽  
Class Iv

<p><em>The research has problem less reading comprehension ability explanation text in class IV. This research aims to increase reading comprehension ability using SQ3R in text explanation at IV class SDN Nantang. The researcher uses classroom action research. The result shows the use of SQ3R can increase reading comprehension ability in text explanation. Pre-test shows average scores are 45,83 with 27% complete and 73% incomplete. Cycle I with average scores are 75,67% with 60% complete and 40% incomplete and cycle II average scores 87,83 with 90% complete and 10% incomplete. The result of average is 42.  Reading comprehension ability is 53%. Based on the increase in pre-test until cycle I and cycle II, the conclusion is SQ3R can increase reading comprehension ability in text explanation at IV class SDN Nantang sub-district Cigalontang regency Tasikmalaya period 2020/2021</em></p>

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