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Journal articles on the topic 'Comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 October 2024

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1

Mullins, Phil. "Comprehension and the ‘Comprehensive Entity’." Tradition and Discovery: The Polanyi Society Periodical 33, no. 3 (2006): 26–43. http://dx.doi.org/10.5840/traddisc2006/200733339.

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2

Fekete, Anett, and Zoltán Porkoláb. "A comprehensive review on software comprehension models." Annales Mathematicae et Informaticae 51 (2020): 103–11. http://dx.doi.org/10.33039/ami.2020.07.007.

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3

Shim, HyungSub, and Thomas J. Grabowski. "COMPREHENSION." CONTINUUM: Lifelong Learning in Neurology 16 (August 2010): 45–58. http://dx.doi.org/10.1212/01.con.0000368259.07921.b8.

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4

BOLLENBACH, CAROLYN. "Comprehension." Journal of Creative Behavior 20, no. 2 (June 1986): 89–92. http://dx.doi.org/10.1002/j.2162-6057.1986.tb00422.x.

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5

Maalej, Walid, Rebecca Tiarks, Tobias Roehm, and Rainer Koschke. "On the Comprehension of Program Comprehension." ACM Transactions on Software Engineering and Methodology 23, no. 4 (September 5, 2014): 1–37. http://dx.doi.org/10.1145/2622669.

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6

Skinner, Christopher H., Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep, and Renee O. Hawkins. "The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates." Psychology in the Schools 46, no. 10 (December 2009): 1036–47. http://dx.doi.org/10.1002/pits.20442.

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7

Sariroh, Chilyatus. "A COMPREHENSIVE ABOUT THE PART OF SPEECH USING MIND MAPPING ATSTUDENTS OF2017A STKIP PGRI JOMBANG." JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN 5, no. 1 (July 4, 2020): 87–94. http://dx.doi.org/10.51836/je.v5i1.117.

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We present an implementation about mind mapping learning of part of speech on direct explanation using mind mapping to the students. This research aims to share the knowledge about learning part of speech using mind mapping and also to know the students’ comprehension ability about it. So that student can understand its function of each part of speech by using simple learning of mind mapping. This study was carried out among 20 students ofSTKIP PGRI Jombang especially in English Department. This study was descriptive and applied qualitative research method. The results show that 25% student have a very good comprehension and 50% have good comprehension20%have an enough comprehension and the last 5% are having low comprehension about part of speech (n=20). Part of speech is one of grammar factor that very important basic to understand the whole next grammar. Therefore, we need to share the explanation clearly and simple to the students who still don’t understand. In conclusion, the students’ comprehension in grammar about part of speech using mind mapping were categorized into “good comprehensive” category. However, based on these results, we have managed to put forward a number of recommendation and suggestion.
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8

Everett, Ruth. "Comprehension strategies." SecEd 2020, no. 3 (March 2, 2020): 25. http://dx.doi.org/10.12968/sece.2020.3.25.

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9

Sadoski, Mark. "Comprehending Comprehension." Reading Research Quarterly 34, no. 4 (October 12, 1999): 493–500. http://dx.doi.org/10.1598/rrq.34.4.6.

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10

Hall, William S. "Reading comprehension." American Psychologist 44, no. 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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11

Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 13, 2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.
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12

Graesser, Arthur C., Keith K. Millis, and Rolf A. Zwaan. "DISCOURSE COMPREHENSION." Annual Review of Psychology 48, no. 1 (February 1997): 163–89. http://dx.doi.org/10.1146/annurev.psych.48.1.163.

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13

Warrington, Elizabeth K., and Lisa Cipolotti. "Word comprehension." Brain 119, no. 2 (1996): 611–25. http://dx.doi.org/10.1093/brain/119.2.611.

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14

Paul, Rhea. "Comprehension strategies." Topics in Language Disorders 10, no. 3 (June 1990): 63–75. http://dx.doi.org/10.1097/00011363-199006000-00007.

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15

Duffelmeyer, Frederick A., and Dale D. Baum. "Reading Comprehension." Academic Therapy 23, no. 1 (September 1987): 53–59. http://dx.doi.org/10.1177/105345128702300108.

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16

Trabasso, Torn. "Narrative comprehension." Journal of Pragmatics 30, no. 1 (July 1998): 125–30. http://dx.doi.org/10.1016/s0378-2166(98)00016-2.

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17

Leong, Elaine K. F., Michael T. Ewing, and Leyland F. Pitt. "E-comprehension." Industrial Marketing Management 31, no. 2 (February 2002): 125–31. http://dx.doi.org/10.1016/s0019-8501(01)00184-5.

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18

Kaiser, Meghann. "Catching comprehension." Families, Systems, & Health 25, no. 1 (March 2007): 132. http://dx.doi.org/10.1037/1091-7527.25.1.132.

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19

Buneman, Peter, Leonid Libkin, Dan Suciu, Val Tannen, and Limsoon Wong. "Comprehension syntax." ACM SIGMOD Record 23, no. 1 (March 1994): 87–96. http://dx.doi.org/10.1145/181550.181564.

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20

Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter, and Fanli Jia. "Reading comprehension." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (December 31, 2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.
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21

Peters, Ellen. "Beyond Comprehension." Current Directions in Psychological Science 21, no. 1 (January 31, 2012): 31–35. http://dx.doi.org/10.1177/0963721411429960.

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22

McConnell, John. "Joke comprehension." Lancet 342, no. 8875 (October 1993): 858. http://dx.doi.org/10.1016/0140-6736(93)92712-3.

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23

Simon, Jonathan A. "Indeterminate Comprehension." Thought: A Journal of Philosophy 3, no. 1 (March 2014): 39–48. http://dx.doi.org/10.1002/tht3.111.

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24

Liang, Lauren Aimonette, and Janice A. Dole. "Help With Teaching Reading Comprehension: Comprehension Instructional Frameworks." Reading Teacher 59, no. 8 (May 2006): 742–53. http://dx.doi.org/10.1598/rt.59.8.2.

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25

Kolić-Vehovec, Svjetlana, and Igor Bajšanski. "Comprehension monitoring and reading comprehension in bilingual students." Journal of Research in Reading 30, no. 2 (May 2007): 198–211. http://dx.doi.org/10.1111/j.1467-9817.2006.00319.x.

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26

Dorothy Ebere, Adimora, Nwokenna Edith Nwakaego, and Ogbuanya Esther Obioma. "Effect of Comprehension Monitoring Strategy on Achievement of Low- Achieving Students in Reading Comprehension." International Journal of Scientific Research 3, no. 6 (June 1, 2012): 118–22. http://dx.doi.org/10.15373/22778179/june2014/41.

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27

Reynolds, Matthew R., and Joshua J. Turek. "A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension." Journal of School Psychology 50, no. 6 (December 2012): 841–63. http://dx.doi.org/10.1016/j.jsp.2012.07.002.

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28

C, Emejidio, and Gepila Jr. "Context Clues and Reading Comprehension." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2735–46. http://dx.doi.org/10.37200/ijpr/v24i4/pr201381.

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29

Felsenheimer, Anne, and Alexander M. Rapp. "Proverb comprehension in schizophrenia: A comprehensive review and meta-analysis." Comprehensive Psychiatry 129 (February 2024): 152444. http://dx.doi.org/10.1016/j.comppsych.2023.152444.

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30

Hồng Mai, Lê. "Reading comprehension strategy – ways to teach reading comprehension skills." Journal of Science, Educational Science 60, no. 2 (2015): 114–22. http://dx.doi.org/10.18173/2354-1075.2015-0037.

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31

Gill, Sharon Ruth. "The Comprehension Matrix: A Tool for Designing Comprehension Instruction." Reading Teacher 62, no. 2 (October 2008): 106–13. http://dx.doi.org/10.1598/rt.62.2.2.

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32

Dewitz, Peter, Eileen M. Carr, and Judythe P. Patberg. "Effects of Inference Training on Comprehension and Comprehension Monitoring." Reading Research Quarterly 22, no. 1 (1987): 99. http://dx.doi.org/10.2307/747723.

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33

Woolley, Gary. "A comprehension intervention for children with reading comprehension difficulties." Australian Journal of Learning Disabilities 12, no. 1 (January 2007): 43–50. http://dx.doi.org/10.1080/19404150709546829.

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34

McMunn Dooley, Caitlin, and Mona W. Matthews. "Emergent comprehension: Understanding comprehension development among young literacy learners." Journal of Early Childhood Literacy 9, no. 3 (December 2009): 269–94. http://dx.doi.org/10.1177/1468798409345110.

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35

Haerunnisa, Haerunnisa. "Meningkatkan Reading Comprehension Skills Melalui Pendekatan Whole Language Pada Siswa Menengah Pertama." Bima Journal of Elementary Education 2, no. 1 (April 16, 2024): 29–34. http://dx.doi.org/10.37630/bijee.v2i1.1527.

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This study explores the implementation of the Whole Language approach to enhance Reading Comprehension Skills among middle school students at SMPN I Bolo. Facing significant challenges in mastering comprehensive language skills, this research utilized a Classroom Action Research method conducted in two cycles, integrating interactive and holistic language learning activities. Initial observations showed that only 61.2% of students achieved the expected level of comprehension, which triggered the need for an integrated approach in teaching. Subsequent adjustments resulted in a substantial increase in comprehension levels, with 91.7% of students achieving the target comprehension scores in the second cycle. The findings indicate that the Whole Language approach not only improves reading comprehension but also actively involves students in the learning process through guided reading and writing activities. This study confirms the effectiveness of the Whole Language approach in creating an engaging and comprehensive learning environment, significantly enhancing students’ reading comprehension abilities.
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36

Adimora, Dorothy Ebere, Edith Nwakaego Nwokenna, and Monica Obiageli Omeje. "Application of Comprehension Monitoring Strategy for Achievement and Interest of Low- Achievers in Reading Comprehension." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 347–62. http://dx.doi.org/10.18844/gjhss.v3i3.1582.

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37

Bakhtiyorovna, Bektosheva Durdonakhon. "EFFECTIVE STRATEGIES OF IMPROVING READING COMPREHENSION." American Journal of Philological Sciences 4, no. 6 (June 1, 2024): 100–104. http://dx.doi.org/10.37547/ajps/volume04issue06-21.

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This article explores effective strategies for improving reading comprehension. Reading comprehension is crucial for academic success, professional advancement, and personal growth. The article begins by emphasizing the importance of reading comprehension and then provides an overview of various strategies for enhancing it. Additionally, the article provides exercises to enhance critical thinking skills, such as Socratic questioning, argument analysis, and evidence evaluation. By incorporating these strategies into their reading routine and practicing regularly, readers can improve their comprehension abilities, retain information more effectively,and become more proficient in extracting meaning from written material.
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38

D, D. "The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension." English Teachers Association in Korea 29, no. 4 (December 31, 2023): 1–24. http://dx.doi.org/10.35828/etak.2023.29.4.1.

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This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.
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39

Pamir, Ehsanullah. "Language and comprehension." International Journal of Multidisciplinary Research Configuration 1, no. 1 (January 28, 2021): 15–19. http://dx.doi.org/10.52984/ijomrc1103.

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د ژبې د پېژندنې او تعريف په اړه داسې ویل شوي دي، ژبه د غږېزو سېمبولونو سيستم دی، چې دهغه په واسطه انسانان د يوې ډلې او ديوه کلتور د برخه والو په توګه متقابله پوهونه او راپوهونه سرته رسوي. د ژبې په اړه داسې هم ویل شوي دی: ژبه په واقعیت کې يوه ټولنيزه، اکتسابي او ثقافي پديده ده، نه عضوي، فطري او طبعي. دلته ټولنیز په دې مانا چې ژبه په ټولنه کې زده کيږي. هر څوک چې په هره ټولنه کې اوسېږي، دهمغه ټولنې ژبه زده کوي او د همغه ټولنې د وګړو په ژبه خبرې کوي. اکتسابي په دې مانا ده چې په ټولنه کې کسب کيږي. داسې هم ویلای شو کله چې موږ په ټولنه کې کوم کسب او کار زده کوو همداسې ژبه هم زده کولای شو، په طبعي توګه موږ ته ژبه نه ده رازده شوې، دلته باید یوې باریکۍ ته پاملرنه وکړو، خدای (ج) انسانانو ته د نطق یا خبرو کولو توان او قوت په فطري توګه ورکړی دی، یعني هر انسان چې هغه ګونګ نه وي، معیوب نه وي، ضرور به خبرې کوي، دا خبرې کول فطري دي الله تعالی انسان ته دا توانايي ورکړې، چې وغږيږي او نورو مخلوقاتو ته یې دا توانايي نه ده ورکړې چې خبرې وکړي، د یوې ژبې زده کړه بله موضوع ده. د ټولنې څخه زده کړه ده، دلته دوې خبرې ضرور دي یو دا چې ژبه کسبي ده او په ټولنه کې زده کيږي او بل دا چې خبرې کول او د خبرو کولو توان فطري دی، الله تعالی دا قوت یوازې انسان ته ورکړی دی، پوهونه راپوهونه یا ژبه بیا په دریو لارو تر سره کیږي، چې یو ډول یې په غږيزه توګه ده، چې خلک یو له بله سره خبرې کوي او پوهونه راپوهونه کوي، دویم ډول یې په لیکني ډول ده، چې یو چاته لیکنه کيږي او په دې ډول پوهونه راپوهونه تر سره کيږي، دریم ډول یې اشاروي ده، چې د اشارو او حرکتونو په واسطه انسانان یو له بله سره پوهوي.
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40

Bandoh, Mituaki. "Nuerology of Comprehension." Japan Journal of Logopedics and Phoniatrics 35, no. 3 (1994): 285–88. http://dx.doi.org/10.5112/jjlp.35.285.

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41

Szabóné Habók, Marianna. "Children’s irony comprehension." ARGUMENTUM 18 (January 1, 2022): 205–18. http://dx.doi.org/10.34103/argumentum/2022/11.

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42

Byrnes, Heidi, and Penny Ur. "Teaching Listening Comprehension." Modern Language Journal 69, no. 2 (1985): 162. http://dx.doi.org/10.2307/326508.

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43

Moore, Jean M., and William Flint Smith. "Listening with Comprehension." IALLT Journal of Language Learning Technologies 12, no. 1 (January 25, 2019): 18–28. http://dx.doi.org/10.17161/iallt.v12i1.9000.

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44

Naumov, Pavel, and Kevin Ros. "Comprehension and Knowledge." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 13 (May 18, 2021): 11622–29. http://dx.doi.org/10.1609/aaai.v35i13.17382.

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The ability of an agent to comprehend a sentence is tightly connected to the agent's prior experiences and background knowledge. The paper suggests to interpret comprehension as a modality and proposes a complete bimodal logical system that describes an interplay between comprehension and knowledge modalities.
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45

Applegate, Mary DeKonty, Kathleen Benson Quinn, and Anthony J. Applegate. "Profiles in Comprehension." Reading Teacher 60, no. 1 (September 2006): 48–57. http://dx.doi.org/10.1598/rt.60.1.5.

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46

Wang, Ziwei. "Teaching Listening Comprehension." Learning & Education 9, no. 3 (December 29, 2020): 62. http://dx.doi.org/10.18282/l-e.v9i3.1576.

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Teaching Listening Comprehension is about developing listening comprehension skills in the language classroom. First of all, this paper introduces listening comprehension from the perspective of pedagogical research. Then proposes the interactive mode of listening comprehension, the types of spoken English and the reasons why listening becomes difficult. Let readers understand the micro-skills of listening comprehension and the types of classroom listening performance. Lastly, readers can Learn the principles of designing listening techniques and master the listening techniques from beginning to advanced.
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47

Cho, Kenta, Bart Jacobs, Bas Westerbaan, and Bram Westerbaan. "Quotient-Comprehension Chains." Electronic Proceedings in Theoretical Computer Science 195 (November 4, 2015): 136–47. http://dx.doi.org/10.4204/eptcs.195.10.

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48

Arab, Mouloud. "Enhancing program comprehension." ACM SIGPLAN Notices 27, no. 2 (February 1992): 37–46. http://dx.doi.org/10.1145/130973.130975.

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49

Keefe, Leann, and Devin Asay. "Russian Listening Comprehension." Slavic and East European Journal 41, no. 3 (1997): 532. http://dx.doi.org/10.2307/310218.

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50

Stanovich, Keith E. "Comprehension in Context." Contemporary Psychology: A Journal of Reviews 36, no. 2 (February 1991): 145–46. http://dx.doi.org/10.1037/029428.

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