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Journal articles on the topic 'Reading performance'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Wiles, David. "Reading Greek Performance." Greece and Rome 34, no. 2 (October 1987): 136–51. http://dx.doi.org/10.1017/s0017383500028096.

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Simon Goldhill's Reading Greek Tragedy is a welcome publication – not for its originality but because it makes available an important and eclectic body of critical approaches to Greek texts. Goldhill gives no quarter to the idea that the Greekless reader cannot deal with complex theoretical arguments. The (post-)structuralist revolution in modern thought, associated with Derrida, Foucault, and above all Barthes, mediated for the most part through classical scholars such as J-P. Vernant, Froma Zeitlin, and Charles Segal, has here found its way into a book targeted at the undergraduate market. I welcome Goldhill's book as one which demonstrates, without mystification, both the complexity of Greek tragedy, and the contemporary relevance of the questions which Greek tragedy poses. At the same time, as one who teaches students of Drama, I cannot but feel frustration.

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Goldhill, Simon. "Reading Performance Criticism." Greece and Rome 36, no. 2 (October 1989): 172–82. http://dx.doi.org/10.1017/s0017383500029740.

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Fred Astaire once remarked of performing in London that he knew when the end of a play's run was approaching when he saw the first black tie in the audience. Perhaps this is an American's ironic representation of the snobbishness of pre-War London (though he was the American who sang the top-hat, white tie and tails into a part of his personal image). Perhaps it is merely an accurate (or nostalgic) picture of the dress code of the audiences of the period. The very appeal to such a dress code, however – in whatever way we choose to read the anecdote – inevitably relies on a whole network of cultural ideas and norms to make its point. It implies tacitly what is easily recoverable from other sources about the theatre of the period: the expected class of the audience; the sense of ‘an evening's entertainment’ – attending the fashionable play of the season, with all the implications of the theatre as a place not merely for seeing but also for being seen; the range of subjects and characters portrayed on the London stage of the period; the role of London as a European capital of a world empire (with a particular self-awareness of itself as a capital); the expected types of narrative, events, and language, that for many modern readers could be evoked with the phrase ‘a Fred Astaire story’. If we want to understand the impact of the plays of Ibsen or Brecht or Osborne or Beckett, it cannot be merely through ‘dramatic techniques’, but must also take into account the social performance that is theatre. Ibsen's commitment to a realist aesthetic is no doubt instrumental to the impact of his plays, but it is because his (socially committed) dramas challenged the proprieties of the social event of theatre that his first reviewers were so hostile.

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3

Rubin, Gary S. "Measuring reading performance." Vision Research 90 (September 2013): 43–51. http://dx.doi.org/10.1016/j.visres.2013.02.015.

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4

Kenny, Dianna T., and Eugene Chekaluk. "Early Reading Performance." Journal of Learning Disabilities 26, no. 4 (April 1993): 227–36. http://dx.doi.org/10.1177/002221949302600403.

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5

Leppanen, Ulla, Kaisa Aunola, and Jari-Erik Nurmi. "Beginning readers' reading performance and reading habits." Journal of Research in Reading 28, no. 4 (November 2005): 383–99. http://dx.doi.org/10.1111/j.1467-9817.2005.00281.x.

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6

Sabjan, Amirah Jazimah. "Parental Reading Beliefs and Children's Reading Performance." IIUM Journal of Educational Studies 6, no. 2 (November 19, 2019): 3–16. http://dx.doi.org/10.31436/ijes.v6i2.191.

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Abstract This study put its interest in investigating parental reading beliefs and children’s reading performance. It also sought to determine whether there is an association between parental reading beliefs and children’s reading performance. This research employed a quantitative research design and it used a quota sampling technique to select the respondents. A total of 30 parents from Sekolah Kebangsaan Sungai Pusu Kuala Lumpur answered a questionnaire about parental reading beliefs. The questionnaire used was adapted from a study by DeBaryshe and Binder (1994). In order to measure the children’s reading performance, the parents were asked to state their children’s comprehension marks towards the end of the questionnaire. The questionnaire consisted of five factors related to parental reading beliefs which were teaching efficacy, positive attitude, verbal participation, reading instruction and basic knowledge. The data collected was analysed using Pearson Correlation. The results showed that all the factors under parental reading beliefs had positive relationship with children’s reading performance except for one factor which was reading instruction. All of them were not significant and as this study was a preliminary study, hence the results should not be generalised due to number of reasons. Keywords: Parents, reading beliefs, reading performance, primary school, quantitative research

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7

TAVSANCIL, Ezel, Ozen YILDIRIM, and Safiye BILICAN DEMIR. "Direct and Indirect Effects of Learning Strategies and Reading Enjoyment on PISA 2009 Reading Performance." Eurasian Journal of Educational Research 19, no. 82 (August 9, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.82.9.

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8

Boltežar, Lučka, and Barbara Cvenkel. "Reading performance in glaucoma." Acta Ophthalmologica 93, no. 4 (December 8, 2014): e321-e322. http://dx.doi.org/10.1111/aos.12613.

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9

Northern, Orathai. "Performance and Reading (review)." Journal of Asian American Studies 3, no. 3 (2000): 394–96. http://dx.doi.org/10.1353/jaas.2000.0039.

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10

Denzin, Norman K. "Reading and Writing Performance." Qualitative Research 3, no. 2 (August 2003): 243–68. http://dx.doi.org/10.1177/14687941030032006.

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11

Srihari, S. N. "High-performance reading machines." Proceedings of the IEEE 80, no. 7 (July 1992): 1120–32. http://dx.doi.org/10.1109/5.156474.

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12

Colenbrander, August. "Reading acuity—an important parameter of reading performance." International Congress Series 1282 (September 2005): 487–91. http://dx.doi.org/10.1016/j.ics.2005.05.003.

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13

Sumekto, Didik Rinan, Taufiqulloh Taufiqulloh, and Made Ratna Dian Aryani. "The EFL students’ online reading determinants: Perceiving from their selected folklore readings." Indonesian Journal of Applied Linguistics 11, no. 3 (January 31, 2022): 539–52. http://dx.doi.org/10.17509/ijal.v11i3.36776.

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In an attempt to increase reading performance at university level. This study aims at perceiving the experiential determinants of EFL students’ online reading performance. Data were collected from 182 undergraduate students’ self-rated questionnaire based on the assigned Indonesian folklores in English version through the online reading platforms. Data analysis used descriptive statistics and factor analysis. The results showed that EFL students’ reading habits and reading frequencies and trends were very supportive, whilst reading effectiveness and reading for pleasure supported their reading performance. Tests of chi-square’s four variables were statistically significant indicating the proportional majority of online reading activity. Meanwhile, the Principal Components Analysis (PCA) indicated two components and variables under the eigenvalues’ square root. The interpretation of two components was coherent with the pilot results on the online reading readability scale, analyzed the use of positive and negative affect items as undertaken from the pattern and structure matrix for PCA with the Obliging rotation. EFL students’ online reading is engaging accordingly since students accomplished their reading performance based on individual accessibilities and habits to understand the contents of genres. This study concludes that EFL students’ online reading performance has been practically facilitated by the technology devices multiply. Hence, four online reading variables increased EFL students’ reading awareness and performance accordingly.

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Lin, Yuan-Horng. "Exploring Pupils’ Mathematics Reading Performance Under Online Reading Environment." Psychology and Behavioral Sciences 5, no. 5 (2016): 117. http://dx.doi.org/10.11648/j.pbs.20160505.11.

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Bailey, Ian, Amanda Lueck, Robert Greer, and Kuang-Mon Tuan. "EVALUATING READING PERFORMANCE AND THE DESIGN OF READING TESTS." Optometry and Vision Science 79, Supplement (December 2002): 274. http://dx.doi.org/10.1097/00006324-200212001-00517.

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16

Sanchez, Domenic T. "Interactive and Conventional Teaching Approaches to Optimizing Reading Comprehension Performance." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 1848–58. http://dx.doi.org/10.47059/revistageintec.v11i3.2055.

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17

Hastie, Reid, Oliver Hammerle, Jeffrey Kerwin, and Douglas J. Hermann. "Human performance reading statistical maps." Journal of Experimental Psychology: Applied 2, no. 1 (1996): 3–16. http://dx.doi.org/10.1037/1076-898x.2.1.3.

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18

Armstrong, G. Blake, Greg A. Boiarsky, and Marie‐Louise Mares. "Background television and reading performance." Communication Monographs 58, no. 3 (September 1991): 235–53. http://dx.doi.org/10.1080/03637759109376228.

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19

Rodgers, Emily M. "Interactions That Scaffold Reading Performance." Journal of Literacy Research 36, no. 4 (December 2004): 501–32. http://dx.doi.org/10.1207/s15548430jlr3604_4.

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20

GRISHAM, J. DAVID, MELISSA M. SHEPPARD, and WENDY U. TRAN. "Visual Symptoms and Reading Performance." Optometry and Vision Science 70, no. 5 (May 1993): 384–91. http://dx.doi.org/10.1097/00006324-199305000-00008.

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21

Moore, Phillip J., and John R. Kirby. "Comprehension Training and Reading Performance." Literacy 22, no. 2 (July 1988): 126–36. http://dx.doi.org/10.1111/j.1467-9345.1988.tb00665.x.

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22

Barot, Niraj, Rebecca J. McLean, Irene Gottlob, and Frank A. Proudlock. "Reading Performance in Infantile Nystagmus." Ophthalmology 120, no. 6 (June 2013): 1232–38. http://dx.doi.org/10.1016/j.ophtha.2012.11.032.

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23

Engbert, Ralf, and Reinhold Kliegl. "Noise-enhanced performance in reading." Neurocomputing 50 (January 2003): 473–78. http://dx.doi.org/10.1016/s0925-2312(01)00711-1.

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24

Montés-Micó, Robert, and José F. Alfonso. "Reading performance after pseudoaccommodating IOLs." Journal of Cataract & Refractive Surgery 34, no. 2 (February 2008): 177–78. http://dx.doi.org/10.1016/j.jcrs.2007.09.034.

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25

Forness, Steven R., James M. Swanson, Dennis P. Cantwell, Daniel Youpa, and Gregory L. Hanna. "Stimulant Medication and Reading Performance." Journal of Learning Disabilities 25, no. 2 (February 1992): 115–23. http://dx.doi.org/10.1177/002221949202500205.

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26

Delfi, Syofia, and Hamidah Yamat. "An Analysis of Reading Performances of Indonesian EFL Learners for Extensive Reading Practice." JOURNAL OF EDUCATIONAL SCIENCES 1, no. 1 (September 4, 2017): 35. http://dx.doi.org/10.31258/jes.1.1.p.35-44.

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Learners’ reading performances are needed to be studied in order to clarify the appropriate context of studies about learners’ extensive reading experiences. This article is based on a preliminary study on “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aimed to answer two questions: (1) How is The Indonesian EFL learners’ reading performance before learning extensive reading? (2) How is The Indonesian EFL learners’ reading TOEFL score for reading section before learning extensive reading? An analysis was conducted for the data on the documents of reading performance and Reading Section of TOEFL score. The result of this study found: (1) The Indonesian EFL learners’ reading performance before learning extensive reading is in the range 66-80 (B) in Reading III for all learners (100%) (2) The Indonesian EFL learners’ TOEFL score for Reading section before learning extensive reading is in the range 51% - 80 %. These preliminary data were needed in order to indentify the learners’ reading performances, therefore, it is expected that the findings are meaningful for the study designed.

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27

Li, Lijuan, and Sarjit Kaur. "Textbook Reading Strategies and Its Relationship to Reading Test Performance." GEMA Online Journal of Language Studies 14, no. 03 (September 1, 2014): 1–18. http://dx.doi.org/10.17576/gema-2014-1403-01.

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28

Xiong, Ying-Zi, Aurélie Calabrèse, Allen M. Y. Cheong, and Gordon E. Legge. "Reading Acuity as a Predictor of Low-Vision Reading Performance." Investigative Opthalmology & Visual Science 59, no. 12 (October 10, 2018): 4798. http://dx.doi.org/10.1167/iovs.18-24716.

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29

Chen, Chih-Ming, and Fang-Ya Chen. "Enhancing digital reading performance with a collaborative reading annotation system." Computers & Education 77 (August 2014): 67–81. http://dx.doi.org/10.1016/j.compedu.2014.04.010.

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30

Lynch, Karen E., Jack S. Damico, Kathleen J. Abendroth, and Ryan L. Nelson. "Reading performance subsequent to aphasia: Strategies applied during authentic reading." Aphasiology 27, no. 6 (June 2013): 723–39. http://dx.doi.org/10.1080/02687038.2012.748182.

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31

Wulff, Helena. "Literary Readings as Performance." Anthropological Journal of European Cultures 17, no. 2 (September 1, 2008): 98–113. http://dx.doi.org/10.3167/ajec.2008.170207.

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Drawing on an anthropological study of the social organisation of the world of Irish writers, this article investigates the literary reading as performance which has become central for the career and promotion of contemporary writers. How is the reading - live as well as recorded - constituted, and how is it experienced from the writer's point of view? The data are derived from participant observation and interviews at literary festivals and conferences, writers' retreats, book launches and more informal situations with writers, as well as from fiction and essays by the writers. For this article, I asked some of the writers to write short texts on the reading. It turned out that the frames of the reading as performance reach beyond the reading event, and also that a reading includes elements of risk, such as not attracting a big enough audience or performing badly. Finally, the article considers the changing role of the ethnographer.

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32

Wallot, Sebastian, and Guy Van Orden. "Nonlinear analyses of self-paced reading." Mental Lexicon 6, no. 2 (August 3, 2011): 245–74. http://dx.doi.org/10.1075/ml.6.2.02wal.

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Nonlinear methods of fractal analysis and recurrence quantification analysis are becoming more commonplace in the cognitive and behavioral sciences. These methods are illustrated here in a tutorial style using self-paced reading data. Self-paced reading was performed in which each spacebar press revealed a story word-by-word or else sentence-by-sentence. Participant readers were either Ph.D. candidates in English literature or undergraduates from an introductory psychology course and the same story was read by all, either one time only or reread another time on another occasion. The nonlinear analyses revealed crucial differences between the word unit and sentence unit conditions. Performance in the word unit condition was dominated by a task specific strategy, yielding data patterns more like those observed in tapping tasks. Nonlinear analyses of the sentence unit condition, however, discriminated between graduate and undergraduate readers, and first readings of the story from re-reading. From these analyses, the repeated reading of the same story reveals a kind of über-fluency, in a manner of speaking, of the Ph.D. candidates in English literature, whose performance stayed at or closer to a performance ceiling in both readings.

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33

Sawuwu, Benny Yodi. "Chemistry Reading Activity in Metacognitive Knowledge." SEAQIS Journal of Science Education 2, no. 01 (July 6, 2022): 19–33. http://dx.doi.org/10.58249/sjse.v2i01.48.

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An exploration of chemical reading performances of fifteen chemistry teacher candidates was conducted to reveal qualitatively metacognitive knowledge during chemistry reading activities. A think-aloud protocol had been carried out for reading performance. For a question posing purpose, two articles were designed to stimulate the readers’ thought in a metacognitive level that was divulged in-depth by self-interviewing questions. The reading performance was Tran scripted by measuring the normal reading rate and think-aloud reading rate to reveal the pattern of chemical reading activities. A phenomenological reduction method was used to analyze and to describe the reading performance. The interrelationship among declarative knowledge on reading preparation, procedural knowledge in reading performance, conditional-situational knowledge on maintaining the reading activity, and conditional-strategic knowledge on the termination of the chemical reading activity was constructed by the self-organization, task comprehension, strategy, and knowledge to integrated all sources. The presence of chemical equations, chemical representations, and terminology on the chemical reading had influenced the chemical reading pattern

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34

Eun, Ju-Yeon, and Hyun-Woo Lim. "Korean English Learners’ Reading Strategy Use and Reading Performance in Relation to Reading Anxiety." Korean Journal of Applied Linguistics 32, no. 4 (December 31, 2016): 33. http://dx.doi.org/10.17154/kjal.2016.12.32.4.33.

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35

김혜숙. "Effects of Time-Constraint in Web-Based Reading on Reading Performance and Reading Speed." English Language Teaching 20, no. 2 (June 2008): 25–48. http://dx.doi.org/10.17936/pkelt.2008.20.2.002.

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36

Chen, Chih-Ming, Jung-Ying Wang, Yong-Ting Chen, and Jhih-Hao Wu. "Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior." Interactive Learning Environments 24, no. 4 (May 14, 2014): 681–705. http://dx.doi.org/10.1080/10494820.2014.917107.

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37

Mustafa, Hassan M. H., Mohamed Abdulrahman, Shahinaz Mahmoud, Ayesha Sohail, and Nosipho Dladlu. "On Enhancement of Reading Brain Performance Using Artificial Neural Networks’ Modeling." International Journal of Signal Processing Systems 4, no. 3 (June 2016): 177–84. http://dx.doi.org/10.18178/ijsps.4.3.177-184.

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38

Canoy, Desie, and ARLENE LOQUIAS. "Identifying Reading Miscues and Reading Performance in the Oral Reading Verification Test in English: Basis for an Intensive Reading Program." International Journal of English Language Studies 4, no. 4 (November 20, 2022): 38–46. http://dx.doi.org/10.32996/ijels.2022.4.4.6.

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Reading serves a vital role in achieving quality education. However, it is alarming to note the learners' poor reading performance in national and international assessments, which schools must address. In this study, the pupils' reading performance is looked into through the Oral Reading Verification Test (ORVT). It is a tool that assists in determining the reading strengths and weaknesses. It also helps to identify the pupils struggling with decoding and comprehension fluency. This study aims to determine the pupils' reading performance profile and the common reading miscues in the pupils' ORV pretest and posttest results. The study employed the descriptive method and was conducted at San Isidro Elementary School, Pilar, Bohol, with 200 pupils as participants from Grades IV, V, and VI. The One-Way-ANOVA F-test was used in identifying the significant mean difference in the pupils' ORV pretest and posttest scores of the control group. The pretest results showed that most of the pupils were at the frustration level, meaning they were slow readers and had poor comprehension. The posttest shows an evident improvement in the pupils' reading performance from frustration to instructional levels. This result was verified when it found a significant difference between pupils' Oral Reading Verification pretest and posttest. The pretest also showed several reading miscues, significantly improving during the posttest. Findings also reveal a significant difference in the pupils' performance when grouped according to grade levels. This study recommends that teachers conduct remedial classes in reading for pupils at the frustration level category and encourage them to read more English reading materials. Likewise, peer tutoring initiated by learners at the independent level is encouraged to help those who are slow readers. Teachers should apply different teaching methods and strategies in reading to catch the pupils' attention, boost their confidence, and read fluently with good comprehension.

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Rahimpour, Massoud, Mohaddeseh Hodaei, and Davoud Amini. "Pre-Reading Activities and Iranian EFL Learner’s Performance in Reading Comprehension." Studies in English Language Teaching 1, no. 1 (February 2, 2013): 147. http://dx.doi.org/10.22158/selt.v1n1p147.

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The present study is an attempt to investigate the impact of two different types of pre-reading activities<br />of 1: glossary of unknown vocabulary items and 2:content related support on EFL learners’<br />performance on reading comprehension across low proficiency (LP) and high proficiency (HP) levels.<br />80 language learners with an age range of 18-28(male and female) participated in this study. Each<br />level consisted of two experimental groups. One experimental group received glossary of unknown<br />vocabulary items while the other group received content related support (in written form) with the aim<br />of activating prior knowledge before administering reading comprehension questions. The results of the<br />statistical analysis of the data revealed that two types of pre-reading activity and proficiency level shad<br />positive effect on the learners’ reading comprehension. The study suggests that appropriate and<br />relevant pre-task activities should be employed at different proficiency levels to facilitate and improve<br />the learners’ reading comprehension.

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40

Minh, Nguyễn Thị Hồng, and Trần Thị Lan. "DESIGNING SUPPLEMENTARY READING EXERCISES TO ENHANCE READING PERFORMANCE FOR 10TH GRADERS." TNU Journal of Science and Technology 227, no. 06 (April 27, 2022): 56–63. http://dx.doi.org/10.34238/tnu-jst.5847.

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Mục đích của nghiên cứu này là để tìm hiểu xem liệu các bài đọc bổ trợ có phù hợp với học sinh lớp 10 của một trường trung học phổ thông ở Việt Nam hay không và việc hoàn thành các bài tập này có hiệu quả nâng cao khả năng đọc của các em hay không. Một chuỗi các bài đọc bổ trợ được thiết kế dựa trên cơ sở Sách giáo khoa Tiếng Anh 10 được sử dụng trong nhà trường. Một nhóm gồm 15 học sinh đã tham gia vào cuộc thực nghiệm kéo dài 7 tuần, trong đó các em được yêu cầu hoàn thành 2 hoặc 3 bài tập đọc mỗi tuần và làm bài kiểm tra đọc trước và sau khi thực nghiệm. Ngoài ra, một bảng câu hỏi khảo sát đã được gửi cho học sinh để thu thập ý kiến của các em đối với tài liệu. Kết quả của bài kiểm tra trước và bài kiểm tra sau cho thấy kỹ năng đọc của học sinh đã được cải thiện đáng kể sau khi họ sử dụng các bài tập đọc bổ trợ. Theo kết quả của phiếu điều tra, tài liệu được cung cấp đầy đủ và phù hợp với những học sinh lớp 10 muốn nâng cao kỹ năng đọc của mình. Nghiên cứu này cũng cho thấy rằng những tài liệu bổ sung này thu hút sự quan tâm của học sinh lớp 10 trong việc cải thiện khả năng đọc của các em. Do đó, các bài tập đọc bổ trợ được đề xuất sử dụng thường xuyên hơn trong việc dạy đọc để nâng cao khả năng đọc cho học sinh lớp 10.

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41

Hirota, Masakazu, Hiroyuki Kanda, Takao Endo, Takeshi Morimoto, Tomomitsu Miyoshi, and Takashi Fujikado. "Binocular coordination and reading performance during smartphone reading in intermittent exotropia." Clinical Ophthalmology Volume 12 (October 2018): 2069–78. http://dx.doi.org/10.2147/opth.s177899.

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42

Ma, Guojie, Danxin Li, and Xiangling Zhuang. "Do visual word segmentation cues improve reading performance in Chinese reading？." Ergonomics 62, no. 8 (May 7, 2019): 1086–97. http://dx.doi.org/10.1080/00140139.2019.1608315.

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43

Felipe, Andrea, and Elvira Barrios. "Prospective Teachers’ Reading Competence: Perceptions and Performance in a Reading Test." Procedia - Social and Behavioral Sciences 178 (April 2015): 87–93. http://dx.doi.org/10.1016/j.sbspro.2015.03.151.

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44

Tedick, Diane J., and Alister H. Cumming. "Bilingual Performance in Reading and Writing." Modern Language Journal 79, no. 2 (1995): 276. http://dx.doi.org/10.2307/329639.

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45

Lee, Jieun. "Reading the Bible through Performance Criticism." Korean New Testament Studies 28, no. 1 (March 31, 2021): 251–86. http://dx.doi.org/10.31982/knts.2021.3.28.1.251.

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46

Scott, Joanne. "A datalogical reading of online performance." International Journal of Performance Arts and Digital Media 18, no. 1 (December 26, 2021): 69–89. http://dx.doi.org/10.1080/14794713.2021.2018222.

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47

Cadiz-Gabejan, Alona Medalia, and Madelyn C. Quirino. "Students’ Reading Proficiency and Academic Performance." International Journal of English Language Studies 3, no. 6 (June 30, 2021): 30–40. http://dx.doi.org/10.32996/ijels.2021.3.6.4.

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Reading proficiency and academic performance are both of paramount importance to a learner’s holistic academic success. These aspects of a student’s journey must not be taken for granted regardless of their locale, cultural context, and academic setting. Consequently, this intellectual endeavor examined the correlation of said factors. It first probed into the students’ profile and determined their reading proficiency level (RPL) and academic performance (AP) in English based on the Phil-IRI result and mean percentage scores. Using descriptive-correlational analysis, the study investigated the significant differences in the RPL of the students when grouped according to their profile variates and the significant relationship between their AP and RPL. Findings revealed that the latter differed in terms of sex, parents’ highest educational attainment, parents’ occupation, and a number of days of attendance in school, but similar along with age, nutritional status, and attitude toward reading. Students showed a favorable AP in reading as depicted in the positive coefficient result, suggesting a direct proportional linear relationship indicating that students with higher RPL manifested higher AP than those whose reading performance was on the average only. Hence, the study inferred that students need an intervention program for their reading skills and in becoming independent readers. Also, as female students were proven to manifest higher RPL, it was recommended that teachers provide enhancement activities for male students to be at par with their female counterparts. Thus, this empirical information would be beneficial to both schools and educators in strengthening every learner's reading proficiency and academic performance.

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48

Chambers, Susan. "Reading Poetry Wrong: Prosody and Performance." English Language Notes 46, no. 1 (March 1, 2008): 105–11. http://dx.doi.org/10.1215/00138282-46.1.105.

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49

Dessen, Alan C., James P. Lusardi, and June Schlueter. "Reading Shakespeare in Performance: King Lear." Shakespeare Quarterly 44, no. 3 (1993): 367. http://dx.doi.org/10.2307/2871427.

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50

Montés-Micó, Robert, and Jorge L Alió. "Near Vision Evaluation Considering Reading Performance." Journal of Refractive Surgery 22, no. 1 (January 1, 2006): 15–16. http://dx.doi.org/10.3928/1081-597x-20060101-05.

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