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Gözüküçük, Meral, et Nilgün Günbaş. « Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension ». GIST – Education and Learning Research Journal 21 (21 décembre 2020) : 47–68. http://dx.doi.org/10.26817/16925777.820.
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In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.
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Savaşçı, Merve, et Ayşe Semra Akyel. « INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING ». TEFLIN Journal : A publication on the teaching and learning of English 33, no 1 (12 mai 2022) : 173. http://dx.doi.org/10.15639/teflinjournal.v33i1/173-200.
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This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated Reading (ARR), and Traditional Reading (TR) instructions integrated into an EFL reading program on EFL reading comprehension, silent reading rate, reading motivation, and attitudes toward EFL reading, by also addressing the potential effect of proficiency level. Adopting a mixed-method pretest-posttest research design, this 10-week study was conducted with mixed-proficiency university-level Turkish EFL learners divided into three experimental groups. A method incorporating 150-minute SSR or ARR instructions into the 150-minute intensive reading instruction in two groups was implemented, as compared against a TR group that received 300-minute traditional intensive reading instruction weekly. Data came from a reading comprehension and rate test, reading motivation questionnaire, participant reflections, and interviews. Findings indicated that SSR yielded significant benefits for reading comprehension of both low and high-proficiency participants. Moreover, SSR and ARR showed positive effects on intrinsic reading motivation, whereas TR contributed slightly to extrinsic reading motivation. Regarding the possible effect of proficiency, while SSR yielded more advantages for higher-proficiency learners, ARR and TR were comparatively more beneficial for lower-proficiency learners. Implications for pedagogy and future research for university-level EFL reading classes are discussed.
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Boa Sorte, Paulo. « Mark the correct answer ? To whom ? Deconstructing reading comprehension ». JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no 1 (11 décembre 2020) : 11550. http://dx.doi.org/10.20952/jrks1111550.
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In this essay, I argue that teaching reading comprehension can be based on the read oneself reading’s view, which consists of reading a text at the same time that we read ourselves. In other words, we need to be aware, at all times, of the way we read texts and make meaning by taking responsibility for our own interpretations because both the writer and the reader are text producers. First, I begin by giving an example of how traditional ideals of reading do not include the plurality of ideas. I then explain how teaching through critical literacy can be used to reflect upon the identities of students, teachers and school community members in a classroom of English for speakers of other languages. I conclude by reaffirming the consequences of homogenizing readings and interpretations in addition to reflecting upon possible formative paths to the post-truth times we live in.
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Ren, Xingkai, Ronghua Shi et Fangfang Li. « Distill BERT to Traditional Models in Chinese Machine Reading Comprehension (Student Abstract) ». Proceedings of the AAAI Conference on Artificial Intelligence 34, no 10 (3 avril 2020) : 13901–2. http://dx.doi.org/10.1609/aaai.v34i10.7223.
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Recently, unsupervised representation learning has been extremely successful in the field of natural language processing. More and more pre-trained language models are proposed and achieved the most advanced results especially in machine reading comprehension. However, these proposed pre-trained language models are huge with hundreds of millions of parameters that have to be trained. It is quite time consuming to use them in actual industry. Thus we propose a method that employ a distillation traditional reading comprehension model to simplify the pre-trained language model so that the distillation model has faster reasoning speed and higher inference accuracy in the field of machine reading comprehension. We evaluate our proposed method on the Chinese machine reading comprehension dataset CMRC2018 and greatly improve the accuracy of the original model. To the best of our knowledge, we are the first to propose a method that employ the distillation pre-trained language model in Chinese machine reading comprehension.
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Gannon, Erin, Jibo He, Xuefei Gao et Barbara Chaparro. « RSVP Reading on a Smart Watch ». Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no 1 (septembre 2016) : 1130–34. http://dx.doi.org/10.1177/1541931213601265.
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Reading with Rapid Serial Visual Presentation (RSVP) has shown promise for optimizing screen space and increasing reading speed without compromising comprehension. Given the wide use of small-screen devices, the present study compared RSVP and traditional reading on three types of reading comprehension, reading speed, and subjective measures on a smart watch. Results confirm previous studies that show faster reading speed with RSVP without detracting from comprehension. Subjective data indicate that Traditional is strongly preferred to RSVP as a primary reading method. Given the optimal use of screen space, increased speed and comparable comprehension, future studies should focus on making RSVP a more comfortable format.
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Kayed, Murad Al, Muntaha Samardali, Lama Bani Essa et Rebekah Johnson. « The Effects of Shadow-Reading on EFL Learners’ Reading Comprehension ». Journal of Language Teaching and Research 13, no 5 (1 septembre 2022) : 1133–38. http://dx.doi.org/10.17507/jltr.1305.28.
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The current study investigates the effects of shadow-reading on the development of the reading comprehension of undergraduate students who studied English at Ajloun University College/ Al-Balqa Applied University. The researchers randomly selected 100 EFL learners from the Department of English Language at Ajloun University College who enrolled in the reading course in the first semester2021/2022. The students were first and second-year students aged 18-22. The sample of the study was divided equally into experimental and control groups. The control group was exposed only to regular classroom reading instruction, while the experimental group received shadow-reading instruction. The researchers conducted a posttest to find out if there were significant differences between both groups. The results indicated that shadow-reading affected reading comprehension positively. It is found that shadow-reading is more effective than other traditional methods in teaching reading comprehension. The current study presents several recommendations for language learners, researchers, teachers, and syllabus designers.
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Hester, Michelle, Steffen Werner, Cassie Greenwald et Jessica Gunning. « Exploring the Effects of Text Length and Difficulty on RSVP Reading ». Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no 1 (septembre 2016) : 1294–98. http://dx.doi.org/10.1177/1541931213601300.
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Recent marketing efforts claim that by removing saccades, well designed Rapid Serial Visual Presentation (RSVP) text displays can increase reading speed without an overall loss of comprehension. Due to the cognitive load when displaying long text it has been suggested that RSVP is better utilized in shorter text or longer text presented in small sections. With the introduction of smart watches as display mediums, opportunities for these types of text display have become more prominent due to their small form-factor. These small screen displays have limited space and often are used to convey short messages, which have motivated a closer look at RSVP. In the current study, we investigate the effects of text length and text reading level on comprehension. We compare RSVP to traditional (left-to-right) text presentations. In line with previous studies our results show that there were no differences between comprehension for RSVP and traditional text displays at normal reading speeds. Future, research may focus on the effects of training and familiarity with RSVP and its performance at the marketed higher readings speeds.
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Bridges, Mindy Sittner. « Identifying and Addressing Reading Comprehension Within a Response to Intervention Framework ». Perspectives on Language Learning and Education 18, no 1 (mars 2011) : 20–26. http://dx.doi.org/10.1044/lle18.1.20.
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Many school districts are using a Response-to-Intervention (RTI) framework to address reading comprehension disabilities. Research has shown that this tiered system is effective at identifying and preventing word reading disabilities. However, reading comprehension is a much more complex skill. In this article, I will discuss challenges with addressing reading comprehension using a response-to-intervention framework and provide suggestions for altering the traditional framework. Clinical implications for speech-language pathologists will be highlighted throughout the discussion.
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Nourdad, Nava, et Rasoul Asghari. « The Effect of Reflective Reading on Reading Comprehension of Iranian EFL Learners ». International Journal of Applied Linguistics and English Literature 6, no 6 (1 septembre 2017) : 267. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.267.
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Reading comprehension as a survival skill in EFL context is included in almost all language proficiency and achievement tests. However, it seems that traditional approaches to reading comprehension instruction have not been successful at satisfying the learners’ need. Considering the advantages of reflective reading, it appeared as a probable solution to reading problem of EFL learners. Therefore, this experimental study aimed at investigating the effect of reflective reading on reading comprehension of Iranian EFL learners. To this end 49 male and female participants were selected through convenient sampling and were randomly assigned to two control and experimental groups. An English proficiency test was given to the sample to make sure about the homogeneity of the participants and equality of proficiency levels of the two groups. Later reading comprehension ability of the study groups was measured. As the ten-session treatment began the experimental group experienced reflective reading, while the control group followed conventional method of reading and answering comprehension check questions. After the treatment period, the groups’ reading comprehension ability was assessed once more. Independent samples t-tests were run to analyze the gathered data. It was found that reflective reading has positive effect on reading comprehension of Iranian EFL learners. Pedagogical implications of this finding for language teachers, learners, material developers, policy makers and researchers are discussed.
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Al-Hasnawi, Dr Mersal Abdulhameed Oudah, Dr Hamid Shihab Hamid Hussein et Dr Haider Mohamed Hana. « The Effectiveness of Quranic Argument Method on the Fifth Grade Students Reading Comprehension ». International Journal of Early Childhood Special Education 14, no 1 (17 mars 2022) : 161–71. http://dx.doi.org/10.9756/int-jecse/v14i1.221021.
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The aim of the study is to identify the effectiveness of Quranic argument method on the fifth grade students reading comprehension. The researchers used the experimental design with partial control for the experimental group and the control group. The number of the research sample members was (74) male and female students distributed between two sections (A, B), with (37) male and female students for each of the experimental group and the same for the control group. Levels of reading comprehension (literal, explanatory, critical, tasteful, and creative). It consisted of (28) items distributed between two sets of questions, as the first group included (12) objective items of the type of multiple choice with four alternatives, and the second group of test questions represented (16) items. After applying the research tool and analyzing the results The results obtained by the researchers statistically using the appropriate statistical means, the results showed that the students of the experimental group who studied the topics of reading in the style of the Quranic argument outperformed the students of the control group who studied the topics of reading by the traditional way in reading comprehension, and in light of the results of the research the researchers put a number of conclusions.
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Scott, Kathryn P. « Effects of Sex-Fair Reading Materials on Pupils’ Attitudes, Comprehension, and Interest ». American Educational Research Journal 23, no 1 (mars 1986) : 105–16. http://dx.doi.org/10.3102/00028312023001105.
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This study was conducted to address gaps in the research on gender characteristics of reading materials. Pupils in grades 4, 7, and 11 read four narratives, one for each of four sex role conditions: traditional female, nontraditional female, traditional male, nontraditional male. After reading nontraditional narratives, pupils at all grades were more likely to think both females and males should and could do the activity of the main character than after reading traditional narratives. Neither comprehension nor interest was diminished by the use of sex-fair materials. Pupils at higher grades gave more stereotyped responses than pupils at lower grades.
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Duncan, Lynne G., Sarah P. McGeown, Yvonne M. Griffiths, Susan E. Stothard et Anna Dobai. « Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension ». British Journal of Psychology 107, no 2 (12 juin 2015) : 209–38. http://dx.doi.org/10.1111/bjop.12134.
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Moncayo Herrera, Enrique. « Improving reading comprehension and vocabulary through explicit vocabulary instructions ». Research, Society and Development 11, no 15 (22 novembre 2022) : e436111537206. http://dx.doi.org/10.33448/rsd-v11i15.37206.
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Reading and vocabulary are widely regarded as essential to enhance reading comprehension in a second language. Therefore this study focuses on inserting English vocabulary into students to aid a number of EFL learners to improve their reading comprehension in a remote setting district public school located in Ecuador, where the lack of technological tools presents them. This study tries to explain the advantages of using explicit vocabulary guidelines in reading activities to improve reading comprehension in this group of young learners. The thirty-eight children were separated into two groups of nineteen students; each had six reading lessons. After the class, they completed in a reading comprehension quiz. The findings demonstrate that students had improved their reading comprehension after applying the explicit vocabulary instruction method on them, which mean is (M=7.17). Traditional methods, such as implicit vocabulary instruction, show lower reading comprehension in learners; the mean was ( M= 6.89). Other findings in this study demonstrate that girls had a better positive impact on their reading than boys. (31.6 %) girls were better in score in comparison with boys, who rose to (18.4%). Moreover, all the students recognized that in 5 months, they had learnt more English vocabulary words than in two years of classes out of campus. Thus their reading comprehension improved on them.
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Hasibuan, Mayang Sari, et Afnita Afnita. « The Effect of the CIRC and Learning Motivation on Reading Comprehension Skills for Junior High School Students ». AL-ISHLAH : Jurnal Pendidikan 14, no 4 (21 septembre 2022) : 5701–8. http://dx.doi.org/10.35445/alishlah.v14i4.1816.
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This study aimed to analyze how the CIRC learning model and learning motivation affected students' reading comprehension abilities. This study uses a 2x2 factorial design and a quasi-experimental methodology. A reading comprehension test and a questionnaire about learning motivation were employed in the study. A total of 24 people from each group were used to create the research sample. Data analysis was done descriptively. The results showed that CIRC influenced students' reading comprehension results. The experimental class (CIRC) students had a greater reading comprehension level than those in the control group (conventional). The reading comprehension skills of students with high learning motivation (CIRC) differ significantly from those of pupils with low learning motivation (traditional). The reading comprehension skills of students with low learning motivation (CIRC) differ considerably from those of pupils with high levels of stimulation (conventional). The CIRC model interacts with learning motivation to influence students' reading comprehension skills. Students with high reading interest (CIRC) can improve their ability to read and understand explanatory texts and vice versa.
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Gáleas Arboleda, Gabriela, María Angélica Rivadeneira Zambrano, Luis Alfredo Camacho Castillo et Jardel Coutinho dos Santos. « Achieving reading comprehension through integrated vocabulary instruction ». Research, Society and Development 11, no 11 (20 août 2022) : e197111133528. http://dx.doi.org/10.33448/rsd-v11i11.33528.
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Reading and vocabulary have long been considered an intrinsic connection to help students acquire the language, but the literature suggests vocabulary as a pivotal feature to guarantee reading comprehension. This research study from a master's dissertation tried to explain the gains and perceptions of integrated vocabulary instruction on reading comprehension performance. To accomplish the aim of the study, sixty-six A1 EFL students from a rural public school in their first baccalaureate year were selected and assigned into two groups (traditional and integrated). All participants took part in eight reading lessons with their designated vocabulary instruction. After each class, they took a reading comprehension test based on literal comprehension questions. Moreover, at the end of the research, the perceptions of the experimental group (integrated instruction) were gathered. After analyzing the data, this study found that integrated vocabulary instruction can lead to higher reading comprehension achievement at a beginner level of proficiency. Moreover, this research proposes an extensive study on the benefits of integrated instruction when working with upper proficiency levels.
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Petrová, Zuzana. « Medium-specific aspects of digital reading and their impact on reading comprehension ». Human Affairs 32, no 2 (1 avril 2022) : 134–44. http://dx.doi.org/10.1515/humaff-2022-0011.
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Abstract The paper analyses empirical research results comparing the impact of the medium (traditional, paper-based vs. screen-based) on the reading process and text comprehension. It focuses on two analytical approaches—the first looks at the construction of cognitive maps of texts and the other the material aspects of the medium – which enable readers to orientate themselves and to explore and interpret the text more comprehensively. The paper discusses differences in how readers approach textual meaning according to experience of using digital technologies, the text, and reader experience and abilities. It concludes by arguing that strengthening these individual experiences and abilities is key to effective inference of textual meaning.
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Kawinkoonlasate, Pongpatchara. « The Development of e-Reading to Improve English Reading Ability and Energise Thai Learners’ Self-Directed Learning Strategies ». International Journal of Learning, Teaching and Educational Research 21, no 8 (30 août 2022) : 109–28. http://dx.doi.org/10.26803/ijlter.21.8.7.
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Technological education has changed lifestyles, and educational institutions need to prepare their learners with the necessary tools to be successful in real life. The objectives of the study are: 1) to explore learner’s achievements in reading comprehension with the use of e-Reading and traditional teaching methods, 2) to analyse the satisfaction of learners using e-reading and traditional teaching methods, and 3) to observe the effects of the learner’s reading comprehension while using e-reading methods versus traditional teaching methods based on a standard 80/80 criterion. The participants were sophomore learners enrolled in English courses. Thirty learners were selected by nonprobability sampling and divided into two groups, the experimental and control. The experimental group received lessons using an e-Reading programme, the control group was taught using a traditional teaching method. The research tools were pre- and post-tests, lesson plans, learners’ perception questionnaires, and interviews. Data collected through quantitative means were analysed using a t-test standard and average deviation programme. The interview data were analysed using a content analysis method. Data from the pre- and post-tests show that reading comprehension improved in the experimental group, who used the e-Reading programme. They also showed a “positive” attitude regarding their learning satisfaction and self-directed learning. The learners’ satisfaction and self-directed learning were higher in the e-Reading programme. Standard 80/80 criteria were met with an efficiency of 81.6/82.3 in the e-Reading programme. This research could be used as reference for further study and application of the e-Reading programme.
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Cui, Yiming, Wanxiang Che, Ziqing Yang, Ting Liu, Bing Qin, Shijin Wang et Guoping Hu. « Interactive Gated Decoder for Machine Reading Comprehension ». ACM Transactions on Asian and Low-Resource Language Information Processing 21, no 4 (31 juillet 2022) : 1–19. http://dx.doi.org/10.1145/3501399.
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Owing to the availability of various large-scale Machine Reading Comprehension ( MRC ) datasets, building an effective model to extract passage spans for question answering has been well studied in previous works. However, in reality, there are some questions that cannot be answered through the passage information, which brings more challenges to this task. In this article, we propose an Interactive Gated Decoder ( IG Decoder ), which focuses on modeling the interactions between the answer span prediction and no-answer prediction with a gating mechanism. We also propose a simple but effective approach for automatically generating pseudo training data, which aims to enrich the training data of the unanswerable questions. Experimental results on popular benchmark SQuAD 2.0 and NewsQA show that the proposed approaches yield consistent improvements over traditional BERT-large and strong ALBERT-xxlarge baseline systems. We also provide detailed ablations of the proposed method and error analysis on hard samples, which could be helpful in future research.
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Olifant, Tilla, MP Cekiso et Naomi Boakye. « Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa ». South African Journal of Education 42, no 4 (30 novembre 2022) : 1–10. http://dx.doi.org/10.15700/saje.v42n4a2094.
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Educators’ reading comprehension instructional practices have been identified as 1 of the factors that contribute to learners’ poor reading comprehension performance. To this end, several studies were conducted to identify and analyse educators’ practices while teaching reading comprehension. As a result, the aim of the study reported on here was to investigate educators’ teaching practices when teaching reading comprehension in order to diagnose challenges and then make recommendations. The study was qualitative in nature with a case study design. For the purpose of data collection, 3 Grade 9 English First Additional Language (FAL) educators were purposively chosen. The observation data collection method was followed and content analysis was used to analyse data. With regard to the choice of reading comprehension strategies, the findings reveal that the educators did not appear to have a thorough knowledge of reading comprehension strategies. In the observed lessons, the reading comprehension strategies were neither applied explicitly nor implicitly. Educators tended to change the reading lessons into vocabulary lessons. The findings further reveal that the educators relied on traditional questioning techniques that did not engage learners with the text. Thus, the reading comprehension support, motivation and feedback from educators were limited. The main recommendation is for teacher training institutions and universities to play a more active role in developing both pre-service and in-service educators’ reading comprehension instructional practices.
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Valizadeh, Mohammadreza. « Instructing Reading Comprehension Strategies : Effects on EFL Learners’ Self-Efficacy in Reading ». Shanlax International Journal of Education 9, S1-May (10 mai 2021) : 69–73. http://dx.doi.org/10.34293/education.v9is1-may.4001.
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This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, increases their self-efficacy in reading. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were gathered via a Reading Self-Efficacy Questionnaire. The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of increasing their self-efficacy in reading.
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Zhao, Yu. « A Case Study of Discourse-Oriented Analysis of English Reading Comprehension Test in Senior High ». International Journal of Education and Humanities 3, no 2 (13 juillet 2022) : 83–95. http://dx.doi.org/10.54097/ijeh.v3i2.881.
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Reading comprehension is an important way for foreign language learners to improve their language competence, while discourse analysis is an important factor that affects reading comprehension. Previous studies have mainly focused on reading teaching guided by discourse analysis theory, and discourse-oriented analysis of English reading comprehension test is rarely involved, which is of crucial importance in high school English learning. This study adopts one case study and collects data by classroom observation and interview to inquire three different types of teachers’ beliefs about analysis of English reading comprehension test, ways of discourse-oriented analysis of English reading comprehension test items and relevant effectiveness. It is found that the more discourse knowledge is applied in class, the higher the teaching efficiency would be achieved and students’ participation would be involved in. Therefore, in reading teaching class, teachers should guide students to read and analyze the passages deeply, figuring out the thematic meaning, basic contents, stylistic features, content organization structure, language style and main idea, etc. While analyzing reading comprehension test items, teachers can apply previous acquired discourse knowledge if needed. Discourse knowledge will help teachers guide students to analyze and find out proper thinking and useful skills to do reading comprehension questions. It will also be helpful for teachers to abandon the traditional way of analyzing reading comprehension test items and organizing teaching based on the nature of discourse.
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Zhang, Zhuosheng, Yuwei Wu, Junru Zhou, Sufeng Duan, Hai Zhao et Rui Wang. « SG-Net : Syntax-Guided Machine Reading Comprehension ». Proceedings of the AAAI Conference on Artificial Intelligence 34, no 05 (3 avril 2020) : 9636–43. http://dx.doi.org/10.1609/aaai.v34i05.6511.
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For machine reading comprehension, the capacity of effectively modeling the linguistic knowledge from the detail-riddled and lengthy passages and getting ride of the noises is essential to improve its performance. Traditional attentive models attend to all words without explicit constraint, which results in inaccurate concentration on some dispensable words. In this work, we propose using syntax to guide the text modeling by incorporating explicit syntactic constraints into attention mechanism for better linguistically motivated word representations. In detail, for self-attention network (SAN) sponsored Transformer-based encoder, we introduce syntactic dependency of interest (SDOI) design into the SAN to form an SDOI-SAN with syntax-guided self-attention. Syntax-guided network (SG-Net) is then composed of this extra SDOI-SAN and the SAN from the original Transformer encoder through a dual contextual architecture for better linguistics inspired representation. To verify its effectiveness, the proposed SG-Net is applied to typical pre-trained language model BERT which is right based on a Transformer encoder. Extensive experiments on popular benchmarks including SQuAD 2.0 and RACE show that the proposed SG-Net design helps achieve substantial performance improvement over strong baselines.
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Pitogo, Jesum M. « Prediction Chart : A Tool in Enhancing Reading Comprehension ». International Journal of English Language Studies 3, no 2 (27 février 2021) : 17–25. http://dx.doi.org/10.32996/ijels.2021.3.2.3.
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Reading is considered as one of the essential components of the macro-skills in Linguistics and it is one of the various language skills that a learner must possess. It is an acquired skill for which the individual has the unique ability to pursue meaning from the text. Given this definition, the main purpose therefore of reading is comprehension, and without it, reading does not take place. The study assessed the effectiveness of prediction chart in enhancing the reading comprehension of Grade 12 students of University of Cebu Lapu-lapu Mandaue, Mandaue City, Cebu, S.Y. 2019-2020. The study employed a quasi-experimental design. The research subjects of the study were 46 Grade 12 students. These subjects were grouped into two heterogeneous groups: the control group and experimental group. The experimental group were the only subjects exposed to the use of prediction chart, using the interventional material “My Father Goes to Court” by Carlos Bulosan, while the control group were exposed to the traditional classroom instruction using the same intervention material. A researcher-made questionnaire was utilized to assess the effectiveness of prediction chart. Based on the study results, the control group's pretest performance has a significant difference from their posttest performance. This implies that the use of the traditional classroom instruction or pure lecture does not enhance the reading comprehension of the control group. In contrary, pretest performances of experimental group significantly differ from their posttest performances. Thus, the study concluded that the use of prediction chart in enhancing the reading comprehension of grade 12 students is effective. With this premise, the students can develop higher order thinking skills (HOTS) and camaraderie while learning as they step higher on their level of education.
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Mall-Amiri, Behdokht, et Neda Kord Ali Gurk. « The Effect of Cooperative Learning Techniques on Intermediate Iranian EFL Learners' Reading Comprehension and Reading Strategies ». Journal of Studies in Education 6, no 4 (23 octobre 2016) : 33. http://dx.doi.org/10.5296/jse.v6i4.10011.
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The purpose of this study was to investigate the effect of Cooperative Learning techniques on Intermediate Iranian EFL learners' reading comprehension, and reading strategies. In order to do this 90 Iranian EFL learners took, Preliminary English Test (PET), at the start for the researcher homogenize them regarding their general English proficiency. After that, 60 learners whose scores were one standard deviation above and below the mean were selected and were divided into 2groups; Experimental, and Control. Then their homogeneity regarding their reading comprehension was checked through the PET reading comprehension subtest. Afterwards, their reading strategies before the treatment were compared using MARSI questionnaire. During the twelve sessions of treatment the experimental group received the Cooperative Learning Techniques while working on their reading comprehension, and the control group, received traditional teaching without focus on CL techniques. In this study the researcher did not teach reading strategies to the learners. In order to investigate the result of the research a one way MANOVA sample test was used to see the effect of cooperative learning techniques on intermediate Iranian EFL learners' reading comprehension, and reading strategies, and the result has shown that cooperative learning techniques had a significant positive effect on intermediate Iranian EFL learners' reading comprehension, and reading strategies.
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Huda, Feri, et M. Alimul Huda. « Teaching Reading Using PQRST Method with Power Point Media ». Journal of Development Research 6, no 1 (31 mai 2022) : Process. http://dx.doi.org/10.28926/jdr.v6i1.217.
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The problem with student reading comprehension is that it is difficult to translate reading comprehension sentences, as English contains multiple tenses as well as vocabulary. Many students often find it difficult due to poor grammatical structure and vocabulary. Teaching methods are usually not very interesting for students. They say the instructor uses the traditional method (GTM). One alternative solution to this problem is PQRST with PowerPoint media. This method has been studied to see if it works effectively for learning to read. This study adopted a quasi-experimental procedure using a non-randomized pre-test and post-test design. As a result, it was found that the PQRST method using PowerPoint media is an effective method for reading comprehension instruction because it exhibits better reading comprehension than the conventional method.Keywords: teaching reading, PQRST, PowerPoint
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Taylor, Alan. « The Effects of CALL Versus Traditional L1 Glosses on L2 Reading Comprehension ». CALICO Journal 23, no 2 (14 janvier 2013) : 309–18. http://dx.doi.org/10.1558/cj.v23i2.309-318.
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Shi, Tong, Xiaohui Li, Zhonglin Liu et Licai Wang. « Research on Bi-LSTM machine reading comprehension algorithm based on attention mechanism ». Journal of Physics : Conference Series 2258, no 1 (1 avril 2022) : 012007. http://dx.doi.org/10.1088/1742-6596/2258/1/012007.
Texte intégralRésumé :
Abstract Machine reading comprehension is a very important research field in Natural Language Processing (NLP), but it is not sufficient for military research, and traditional machine reading comprehension algorithms do not fully explore every word in different contexts. In response to the above problems, this paper proposes a machine reading comprehension model that incorporates a multi-attention mechanism. It is brave to solve machine reading comprehension tasks in the military field. The model in this paper performs word embedding, part-of-speech embedding, and knowledge base embedding for each word in the article. Among them, knowledge embedding uses military knowledge bases to make up for the lack of information on military entities and relationships in military articles, and independently carries out part-of-speech embedding to solve the problem of part of speech judgment of polysemous words in specific contexts. The experimental results show that the machine reading comprehension model with multi-attention mechanism proposed in this paper can achieve better results on machine reading comprehension tasks, and the accuracy rate is improved by 1.6% compared with ROUGE-L.
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Mousavian, Somayyeh, et Hossein Siahpoosh. « The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability ». Global Journal of Foreign Language Teaching 8, no 3 (30 août 2018) : 94–103. http://dx.doi.org/10.18844/gjflt.v8i3.1704.
Texte intégralRésumé :
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
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Adviento-Rodulfa, Cheryll, et May Rhea S. Lopez. « Paired Reading Strategy and Comprehension Level Among Grade 10 Students ». World Journal of English Language 12, no 1 (23 décembre 2021) : 104. http://dx.doi.org/10.5430/wjel.v12n1p104.
Texte intégralRésumé :
This study aimed to determine the effectiveness of paired – reading strategy in improving the reading comprehension of Grade ten learners. In this study, the subjects were profiled first about their age, sex, parents’ highest educational attainment, family income and availability of reading materials. Then, the subjects reading comprehension level was also determined before and after the exposure in paired – reading strategy.The subjects of this study are the Grade 10 – Ruby learners which are assigned as control group and Grade 10 – Jade learners which were assigned as experimental group. Both groups are enrolled in Palina East National High School, Urdaneta City, Pangasinan, where the study was conducted, during the school year 2019 – 2020.In this study, the researcher utilized descriptive research design in addressing the problems about the profile of the subjects and their reading comprehension level. Then, a quasi - experimental research design was also used to determine the effectiveness of paired reading strategy in improving the reading comprehension of the learners. And in gathering the data needed in this study, a test which is the Oral Reading Comprehension assessment was utilized.Findings of the study revealed that both groups, the control and the experimental group, are at the literal level of reading comprehension before exposing to paired – reading strategy, then after the experimentation, the control group reached the interpretive level of reading comprehension while the experimental group reached the applied level of reading comprehension. Results were further supported by the findings of test of difference between the post-test of both groups which revealed that the experimental group had statistically better performance compared to the control group. Thus, paired reading strategy is more effective than traditional teaching in facilitating reading comprehension among learners.
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Thamban, Sindhu. « JIGSAW II : An Effective Strategy to Develop Reading Comprehension Among School Children ». Shanlax International Journal of English 9, S1-Dec2020 (22 décembre 2020) : 30–33. http://dx.doi.org/10.34293/english.v9is1-dec2020.3611.
Texte intégralRésumé :
The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.
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Valizadeh, Mohammadreza. « The Effect of Reading Comprehension Strategies Instruction on EFL Learners’ Reading Anxiety Level ». Shanlax International Journal of Education 9, S1-May (10 mai 2021) : 53–58. http://dx.doi.org/10.34293/education.v9is1-may.3999.
Texte intégralRésumé :
This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were collected via Saito, Garza, and Horwitz’s (1999)Foreign Language Reading Anxiety Scale (FLRAS). The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of reducing their English reading anxiety.
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Chaemsai, Rungruedee, et Saowalak Rattanavich. « The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension ». English Language Teaching 9, no 9 (9 juillet 2016) : 18. http://dx.doi.org/10.5539/elt.v9n9p18.
Texte intégralRésumé :
<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>
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Sun, Szu-Yuan, Chich-Jen Shieh et Kai-Ping Huang. « A research on comprehension differences between print and screen reading ». South African Journal of Economic and Management Sciences 16, no 5 (7 décembre 2013) : 87–101. http://dx.doi.org/10.4102/sajems.v16i5.640.
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Since the 1980s, extensive research has been conducted comparing reading comprehension from printed text and computer screens. The conclusions, however, are not very consistent. As reading from computer screens requires a certain degree of individual technical skill, such variables should be objectively taken into consideration when conducting an experiment regarding the comparison between print and screen reading. This study analyses the difference in the level of understanding of the two presentational formats (text on printed pages and hypertext on computer screens) for people between 45-54 years of age (i.e. “middleaged” adults). In our experimental findings there were no significant differences between the levels of comprehension for print and screen presentations. With regard to individual differences in gender, age group and educational level, the findings are as follows: gender and education effects on print reading comprehension performance were significant, while those on screen reading comprehension performance were not. For middle-aged computer learners, the main effect of age group on both print and screen reading comprehension performance was insignificant. In contrast, linear texts of traditional paper-based material are better for middle-aged readers’ literal text comprehension, while hypertext is beneficial to their inferential text comprehension. It is also suggested that hypermedia could be used as a cognitive tool for improving middle-aged adults’ inferential abilities on reading comprehension, provided that they were trained adequately to use available computers.
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AlAdwani, Amel, Anam AlFadley, Maha AlGasab et Ahmad F. Alnwaiem. « The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension Of 5th Grade EFL Students in Kuwait ». English Language Teaching 15, no 1 (23 décembre 2021) : 79. http://dx.doi.org/10.5539/elt.v15n1p79.
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Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.
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Torgesen, Joseph K. « Computers and Cognition in Reading : A Focus on Decoding Fluency ». Exceptional Children 53, no 2 (octobre 1986) : 157–62. http://dx.doi.org/10.1177/001440298605300208.
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Recent cognitive analyses of reading indicate the importance of fluent word identification skills in reading comprehension. These analyses suggest that children who experience difficulties in the acquisition of fluent word decoding skills will be limited in their development of higher level comprehension processes in reading. Recent advances in computer technology create the possibility of providing much greater amounts of fluency oriented practice in decoding skills than is possible in most traditional programs. A few beginning studies provide support for the idea that computers may be helpful in reading instruction for handicapped children by providing large amounts of practice in the word identification skills that are necessary before good comprehension of written materials can occur.
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Karimi, Lotfollah, et Farshad Veisi. « The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners ». Theory and Practice in Language Studies 6, no 9 (1 septembre 2016) : 1869. http://dx.doi.org/10.17507/tpls.0609.21.
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the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences. To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.
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Akbar Ansarin, Ali, Farahman Farrokhi et Hamid Reza Mahboudi. « Incorporating Computers into Classroom : Effects on Learners’ Reading Comprehension in EFL Context ». International Journal of Applied Linguistics and English Literature 6, no 7 (10 octobre 2017) : 143. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.143.
Texte intégralRésumé :
Owing to the importance of computer-assisted reading and considering the prominent role of learners in this respect, the present study investigated: (1) the effects of computer as a supplemental tool to support and improve the Iranian EFL learners’ reading comprehension in comparison with equivalent non-technological or traditional print-based treatments, (2) EFL learners’ attitudes and perception towards the computer-assisted reading course.To this purpose, 111 randomly selected groups of EFL learners participated in the study. The subjects were divided into two groups of control and experimental. Both groups received 10 reading lessons either through computers or through an instructor-led method. The statistical analysis revealed no significant difference between the learners who had access to reading supports on computer screen and their counterparts in the traditional reading classes. Learners were also allowed to express their ideas on a 5-point Likert Scale. The purpose of the attitude questionnaire was to find out more information about the participants and their experiences with computer-assisted reading. Results of attitude questionnaire supported the conclusion that computers may enhance EFL learners’ motivation and interest towards learning but they do not enhance comprehension. The findings of this study support the view that technology should supplement not supplant teachers and that people read less accurately and less comprehensively on screens than on paper.
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Almaian, Hend A. « The Effect of Using Reciprocal Teaching Strategy on Students’ Reading Comprehension and Attitude toward Reading in Seventh Grade Students in Kuwait ». Journal of Educational and Psychological Studies [JEPS] 7, no 3 (1 août 2013) : 344–54. http://dx.doi.org/10.53543/jeps.vol7iss3pp344-354.
Texte intégralRésumé :
The purpose of this study was to investigate the effect of using reciprocal teaching strategy on reading comprehension and on students' attitude toward reading for seventh grade students in Kuwait. The research sample consisted of 40 students distributed in two groups. The experimental group 20 was taught using reciprocal teaching strategy, while the control group 20 was taught using traditional methods. Two instruments were designed: a test to measure students reading comprehension and the other to measure the attitude toward reading. The results showed that there are significant statistical differences in test scores between the experimental group and the control group in favor ofthe experimental group. However, there were no significant statistical differences in students’ attitudes between the two groups. The study recommends that teachers in schools use reciprocal teaching strategy in teaching reading in order to develop students’ reading comprehension.
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Almaian, Hend A. « The Effect of Using Reciprocal Teaching Strategy on Students’ Reading Comprehension and Attitude toward Reading in Seventh Grade Students in Kuwait ». Journal of Educational and Psychological Studies [JEPS] 7, no 3 (1 août 2013) : 344. http://dx.doi.org/10.24200/jeps.vol7iss3pp344-354.
Texte intégralRésumé :
The purpose of this study was to investigate the effect of using reciprocal teaching strategy on reading comprehension and on students' attitude toward reading for seventh grade students in Kuwait. The research sample consisted of 40 students distributed in two groups. The experimental group 20 was taught using reciprocal teaching strategy, while the control group 20 was taught using traditional methods. Two instruments were designed: a test to measure students reading comprehension and the other to measure the attitude toward reading. The results showed that there are significant statistical differences in test scores between the experimental group and the control group in favor ofthe experimental group. However, there were no significant statistical differences in students’ attitudes between the two groups. The study recommends that teachers in schools use reciprocal teaching strategy in teaching reading in order to develop students’ reading comprehension.
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Darmayenti, Darmayenti, et Martin Kustati. « Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy ». Al-Ta lim Journal 24, no 1 (25 février 2017) : 1–8. http://dx.doi.org/10.15548/jt.v24i1.265.
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This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE) is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.
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Syafitri, Winda. « COGNITIVE LEARNING STYLES THE IMPACT OF FLIPPED CLASSROOM ON READING COMPREHENSION OF HIGH SCHOOL STUDENTS WITH DIFFERENT ». Journal MELT (Medium for English Language Teaching) 1, no 1 (6 juin 2016) : 17. http://dx.doi.org/10.22303/melt.1.1.2016.17-33.
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<em>This study was intended to investigate the impact of flipped classroom on reading comprehension of high school students with different cognitive learning styles. This research was quasi-experimental with a factorial design 2x2 using pre-test and post-test. The population of study was the tenth graders of SMA Negeri 1 Malang. Then, X MIA-8 and X MIA-3 were chosen as samples by using simple random sampling. In collecting the data, reading comprehension test, questionnaire of students’ cognitive learning styles, opinionnaire and observation sheets were used as the instruments. After analyzing the data, the major findings are that there is no significant difference between students’ reading comprehension taught in the flipped classroom and those taught in the traditional classroom, that field-independent students have better reading comprehension than field-dependent students, an
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SÖNMEZ, Muhammet, et Fatih Çetin ÇETİNKAYA. « The Effect of formative assessment on reading comprehension ». International Journal of Assessment Tools in Education 9, Special Issue (29 novembre 2022) : 88–108. http://dx.doi.org/10.21449/ijate.1104868.
Texte intégralRésumé :
The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovası district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively.
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Khalili Sabet, Masoud, Amir Madavi Zafarghandi et Arezoo Norouz Karkaraq. « The Effect of Problem Solving Task on Critical Reading of Intermediate EFL Learners in Iranian Context ». International Journal of Applied Linguistics and English Literature 7, no 1 (15 décembre 2017) : 99. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.99.
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The attempt in this study is to investigate the effect of teaching critical thinking through problem solving on reading comprehension performance of EFL intermediate learners. In so doing, forty including twenty male and twenty female intermediate students studying English in an institute in Ardabil, Iran, were selected based on their scores on Preliminary English Test and assigned into control and experimental groups. Afterwards, the sample TOEFL reading comprehension pre-test was administered to both of these groups to ensure homogeneity. The learners in experimental group were taught through problem solving instruction and the learners in control group were taught through traditional method of instructing reading comprehension. After ten sessions of instruction, the same sample TOEFL reading comprehension as post-test was given to the learners to measure the possible differences between pre-test and post-test. The finding revealed teaching problem solving had statistically significant effect on EFL learners reading comprehension performance. Conclusion can be drawn to confirm that teaching critical thinking through problem solving bring better understanding of the text.
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Li, Mei. « Adult ESL Learners’ Reading Fluency and Comprehension : An Insight ». Asian Education Studies 3, no 3 (28 juin 2018) : 37. http://dx.doi.org/10.20849/aes.v3i3.448.
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The present study aimed at exploring the elements affecting reading fluency and how to improve ESL learners’ reading fluency and comprehension. It was attempted to find whether ESL learners would perform better when taught through top-down or bottom-up reading instruction model. 54 Chinese freshmen with the same level of reading proficiency tested through College Entrance Exam participated in this study. Two experiments were designed. Experiment 1 was reading fluency practice in classroom while experiment 2 was bottom-up vs. top-down model in Extensive Reading course. Bottom-up approach, a traditional teaching method was used in Class 1 in which students enjoyed independent silent reading and more flexibility of doing their reading homework. As for those in Class 2, students were assigned to top-down processing instruction model where the instructor carried out partner reading with regular after-class reading assignment. Then, the treatment was run and finally, both groups received a reading comprehension post-test. The data were collected and analyzed. The results revealed that reading aloud to a partner is an efficient way for improving fluency compared with silent reading; the more models of fluent reading the students hear the better. Meanwhile the study indicates routine checking up is also helping in building learners’ fluency. The results also show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had little impact on comprehension. These figures have implications for the type of language instruction used in actual classrooms. In light of these findings, the researcher also offered recommendations for ESL instructors.
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Abbasian, Marjan R., et Israa B. Azeez. « The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University ». Cihan University-Erbil Journal of Humanities and Social Sciences 5, no 1 (30 juin 2021) : 101–5. http://dx.doi.org/10.24086/cuejhss.v5n1y2021.pp101-105.
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Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.
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Ajideh, Parviz, Ali Akbar Ansarin et Sorayya Mozaffarzadeh. « A shift in cloze procedure usage : A new tool for activating ZPD ». Indonesian Journal of Applied Linguistics 9, no 3 (10 février 2020) : 646–56. http://dx.doi.org/10.17509/ijal.v9i3.23215.
Texte intégralRésumé :
Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.
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Fatemipour, Hamidreza, et Maral Hashemi. « The Effect of Cooperative Strategies versus Concept Visualization on Reading Comprehension Ability of Intermediate EFL Learners ». Theory and Practice in Language Studies 6, no 4 (5 avril 2016) : 686. http://dx.doi.org/10.17507/tpls.0604.05.
Texte intégralRésumé :
Reading in foreign language learning has an important place. While the advances in L1 reading comprehension have led us to gain a more comprehensive picture of the nature of reading, the similar studies in L2 context have not had the same impact. Furthermore, the fact that the majority of Iranian second language (L2) learners have been taught by traditional methods has compounded the problem. To unravel the aforementioned dilemma, this study was conducted to find out the effect of cooperative strategies versus visualization on Iranian English as a foreign language (EFL) students' reading comprehension. In order to carry out the study, 45 female EFL learners, with the age range of 17 to 18 were chosen and after administering the pretest, they were assigned to two experimental groups (visualization and cooperative strategies) and one control group. A predominantly quantitative approach coupled with quasi-experimental design was used. After the treatment, a posttest was given to all groups. The meticulous analysis of data using paired t test and One-Way ANCOVA indicated that the participants in cooperative group outperformed the students in visualization group on reading comprehension test. It also revealed that conventional teaching approach did not have any significant effect on students’ performance in control group. This study offered some implications for teachers and course developers.
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Hao, Qiaohong, Mateu Sbert et Lijing Ma. « Gaze Information Channel in Cognitive Comprehension of Poster Reading ». Entropy 21, no 5 (28 avril 2019) : 444. http://dx.doi.org/10.3390/e21050444.
Texte intégralRésumé :
Today, eye trackers are extensively used in studying human cognition. However, it is hard to analyze and interpret eye movement data from the cognitive comprehension perspective of poster reading. To find quantitative links between eye movements and cognitive comprehension, we tracked observers’ eye movement for reading scientific poster publications. We model in this paper eye tracking fixation sequences between content-dependent Areas of Interests (AOIs) as a Markov chain. Furthermore, we use the fact that a Markov chain is a special case of information or communication channel. Then, the gaze transition can be modeled as a discrete information channel, the gaze information channel. Next, some traditional eye tracking metrics, together with the gaze entropy and mutual information of the gaze information channel are calculated to quantify cognitive comprehension for every participant. The analysis of the results demonstrate that the gaze entropy and mutual information from individual gaze information channel are related to participants’ individual differences. This is the first study that eye tracking technology has been used to assess the cognitive comprehension of poster reading. The present work provides insights into human cognitive comprehension by using the novel gaze information channel methodology.
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Al Mahmud, Fawaz. « The Effect of Video- and Audio-Assisted Reading on Saudi EFL Learners’ Reading Fluency and Comprehension ». World Journal of English Language 12, no 8 (20 octobre 2022) : 260. http://dx.doi.org/10.5430/wjel.v12n8p260.
Texte intégralRésumé :
To be successful, students must have excellent reading abilities, as reading is the most important skill for achieving high levels of learning and personal development. This study aims to investigate the effectiveness of using audio-visual aids to develop reading fluency and comprehension among English language students of the University of Jeddah. This quantitative research employed a quasi-experimental method. Data were collected from a reading comprehension test and a reading fluency test, measuring students’ word count per minute. Participants were divided into four groups, two each (a control group and experimental group) of men and women students. The men and women experimental groups comprised 26 students each, while the control groups comprised 24 and 28 students, respectively. The experimental groups watched videos to activate their thinking before reading the passage, and then read comprehension passages. Contrarily, the control groups were taught conventionally. Two achievement tests were used as pre-test and post-test to determine the improvement in the experimental groups. Independent- and paired samples t-tests were performed to compare the results of the two groups, which showed that the experimental groups outperformed the control groups in reading comprehension and reading fluency (p < .05). This study also investigated the differences between men and women regarding reading fluency and reading comprehension; the results did not show any differences between them (p > 0.05). These positive results shows that video and audio are effective for students in developing and supporting their reading fluency and comprehension. Therefore, it could be integrated and combined with traditional textbooks as supporting material to enhance reading skills among English language students.
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Casteel, Clifton A. « Effects of Chunked Reading among Learning Disabled Students : An Experimental Comparison of Computer and Traditional Chunked Passages ». Journal of Educational Technology Systems 17, no 2 (décembre 1988) : 115–21. http://dx.doi.org/10.2190/ebnp-6q4w-1bjw-g5hm.
Texte intégralRésumé :
Previous studies have indicated that chunking/phrasing of sentences into smaller groups of meaningfully related words enhances retention and comprehension. This investigation was designed to assess the effects of two methods of presenting chunked reading. Thirty learning disabled tenth- and eleventh-grade students were assigned to three groups. One training group received chunked passages displayed on the screen using computer assisted instruction (CAI); the other was administered chunked passages in the traditional mode. The control group used CAI with non-chunked passages. A posttest revealed that the CAI chunked group showed higher gains. However, the CAI chunked group's mean score was not significant when compared to the traditional chunked group. Both chunked groups were superior to the CAI non-chunked group. Thus, it was concluded that separation of reading material into meaningfully related words does significantly enhance reading comprehension and the method of presentation is not significant.