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Articoli di riviste sul tema "Comprehension"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 9 giugno 2025

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1

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

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2

Noviana, Fajria, and Akhmad Saifudin. "Strategi Pembelajaran Mata Kuliah Pemahaman Wacana Bahasa Jepang (Dokkai) dengan Metode Komprehensif Terintegrasi." Japanese Research on Linguistics, Literature, and Culture 3, no. 1 (November 30, 2020): 1–12. https://doi.org/10.33633/jr.v3i1.4473.

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Abstract (sommario):
Dokkai is a Japanese text reading comprehension course. In practice, students learning Japanese have difficulty understanding the contents of the text. This difficulty, in some cases, was caused not only by their weakness in understanding dokkai material, but also because of their lack of knowledge about how to learn dokkai. In order for the purpose of understanding reading to be achieved, learners must be able to optimize their knowledge and skills in reading such as good understanding of Japanese characters, vocabulary, grammatical mastery of Japanese, topics, and knowing dokkai learning methods and strategies. This can be achieved if the learning strategy can cover all the things needed in teaching dokkai. Through literature studies and surveys on the difficulties and desires of learners in teaching dokkai, this paper proposes a learning strategy called an integrated comprehensive learning strategy.
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Fekete, Anett, and Zoltán Porkoláb. "A comprehensive review on software comprehension models." Annales Mathematicae et Informaticae 51 (2020): 103–11. http://dx.doi.org/10.33039/ami.2020.07.007.

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Muhammad, Fajri Hamdy. "The Effect of Using Digital Storytelling on Students' Reading Comprehension and Listening Comprehension." Journal of English and Arabic Language Teaching 8, no. 2 (December 7, 2017): 112–23. https://doi.org/10.5281/zenodo.3952312.

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The purpose of this study was to find out the effect of using digital storytelling strategy on students' reading comprehension and listening comprehension. The design of this study was Quasi-Experimental with pretest and post-test. Thus, two classrooms containing the total of 60 students of level II at Language Development Center of UIN Suska Riau were selected as the sample based on their similar characteristics and were assigned into an experimental and a control group. In collecting the data, reading and listening tests as well as observations were utilized to assess participants’ comprehension abilities prior to and after the treatment. In analyzing the data, the t-tests (paired sample, and independent sample) were run in SPSS. In addition, Cohen D formula was applied to determine the effect size. The results showed that there were no significant differences (p > 0.05) between the means of the pretests scores, and there were significant differences (p < 0.05) between the means of both groups post-tests scores, reading comprehension (p=0.02), and listening comprehension (p=0.04). In other words, the students’ comprehension levels were similar prior to the treatment, and the students of the experimental group outperformed the control group after the treatment. In addition, the values of the effect size obtained, reading (0.5), and listening (0.5), were categorized into the moderate effect size. Thus it was inferred that the use of digital storytelling had a significant effect on students’ reading and listening comprehension at Language Development Center of UIN Suska Riau.
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Shim, HyungSub, and Thomas J. Grabowski. "COMPREHENSION." CONTINUUM: Lifelong Learning in Neurology 16 (August 2010): 45–58. http://dx.doi.org/10.1212/01.con.0000368259.07921.b8.

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6

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

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7

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

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8

Dela, Rosa Cloeyline, and Jeger Paragas. "Comprehension Skills of Elementary Learners: Basis for Development of Learning Interactive Reading Activities (LIRA)." Psychology and Education: A Multidisciplinary Journal 21, no. 9 (July 10, 2024): 956–67. https://doi.org/10.5281/zenodo.12704329.

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This study assessed the reading comprehension skills of the Grade 6 Pupils during the School Year 2022-2023. It sought to answer the following questions which involved   the profile of the student-respondents in terms of age, sex, economic status, educational attainment of parents and their relationship to the parents and the teachers.  Also, the reading problems encountered by the Grade 6 learners and their level of reading comprehension skills of the students based on phonetic awareness, phonics, decoding, word identification, fluency, vocabulary and comprehension. Likewise, a significant relationship between the profile of the pupils and their reading comprehension skills was also determined. The program of activities can be adopted by the teachers to improve the reading comprehension skills of Grade 6 pupils served as output of the study. Findings showed that the Grade 6 learners are younger female-dominated learners with middle socio-economic status backgrounds whose parents neither finished secondary level nor degree holder and undergraduate units with either one or both parents are working. Further, learners in the division had supervision with their parents and had regular study habit.  The reading problems encountered by the Grade 6 learners are still developing with a focus on basic understanding and making meaning on fluency, vocabulary, background knowledge, comprehension strategies, lack of self-motivation, lack of background knowledge and inability to comprehend the texts were the foremost problem. Likewise, the reading comprehension ability of learners along vocabulary knowledge is developing. Further, the supervision of parents and good study habits influence the reading comprehension of learners. Additionally, these strategies could strengthen the comprehension ability of learners in school and at home. It is recommended in the study that the teachers should provide learners with specific resources or strategies aligned with their demographic background, e.g., culturally relevant texts for students from a specific background. Thus, an intervention of interactive materials shall be developed to address the concerns of Grade 6 learners in reading.
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9

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

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10

Mamataliyeva, Sokina. "EVALUATION OF ENGLISH LANGUAGE LEARNERS' READING COMPREHENSION PROFICIENCY." Journal of Universal Science Research 2, no. 12 (December 29, 2024): 244–53. https://doi.org/10.5281/zenodo.14569236.

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In this article, discussing the importance of evaluation in determining student‘ reading proficiency in higher education is the paper‘s primary objective. Assisting teachers in determining evaluation criteria and providing students with feedback on their progress in reading comprehension is another objective. The article also describes how assessment methods and evaluation standards are used to different reading comprehension skill levels. The research paper‘s final objective is to show teachers and students the advantages of formative assessment.
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11

Chavan, Sonal G., and Dr. Meena Kute. "Reading Comprehension: A Strategy for Enhancing Academic Performance." Journal of Research & Development 16, no. 8 (June 30, 2024): 48–50. https://doi.org/10.5281/zenodo.12705172.

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<strong>Abstract: </strong> Reading skill is a complex one, especially when it comes to reading comprehension. It requires special training, which is not provided by teachers in the class. Teachers focus on decoding and developing vocabulary. ESL students face more difficulties at higher levels as they are not able to comprehend unseen passages. Many researchers have proven that if teachers train students with various strategies related to reading comprehension, it will be helpful for the students to comprehend any reading material.
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12

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

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We present an implementation about mind mapping learning of part of speech on direct explanation using mind mapping to the students. This research aims to share the knowledge about learning part of speech using mind mapping and also to know the students’ comprehension ability about it. So that student can understand its function of each part of speech by using simple learning of mind mapping. This study was carried out among 20 students ofSTKIP PGRI Jombang especially in English Department. This study was descriptive and applied qualitative research method. The results show that 25% student have a very good comprehension and 50% have good comprehension20%have an enough comprehension and the last 5% are having low comprehension about part of speech (n=20). Part of speech is one of grammar factor that very important basic to understand the whole next grammar. Therefore, we need to share the explanation clearly and simple to the students who still don’t understand. In conclusion, the students’ comprehension in grammar about part of speech using mind mapping were categorized into “good comprehensive” category. However, based on these results, we have managed to put forward a number of recommendation and suggestion.
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13

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

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14

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

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15

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

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16

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

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Abstract (sommario):
Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.
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17

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

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18

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

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19

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

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20

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

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21

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

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22

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

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23

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

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24

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

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25

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

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.
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Peters, Ellen. "Beyond Comprehension." Current Directions in Psychological Science 21, no. 1 (January 31, 2012): 31–35. http://dx.doi.org/10.1177/0963721411429960.

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

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

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29

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

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30

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

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31

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

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32

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

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33

Mahyuddin, Yazirwan. "A DESCRIPTIVE STUDY ON THE PROBLEMS IN READING COMPREHENSION OF THE ELEVENTH GRADE OF STUDENTS OF SMA NEGERI 6 BANJARMASIN." JOURNAL OF ENGLISH TEACHING, APPLIED LINGUISTICS AND LITERATURES (JETALL) 2, no. 1 (May 31, 2019): 39–47. https://doi.org/10.5281/zenodo.3526807.

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Reading is one of four skills that is learned school. Reading is a process of how we find information from what we see. Like the other skills, reading comprehension is not easy. Students often face many problems in reading comprehension because of their limited ability and vocabulary in understanding readings materials. The researcher interested in students problems in reading comprehension of eleventh grade of SMA Negeri 6 Banjarmasin in Academic year 2017/2018. The objective of study is to describe the problems faced by the students of eleventh grade of SMA Negeri 6 Banjarmasin in reading comprehension. The researcher used descriptive quantitative research as the type of research. The population of the research was 253 and the sample was 71 students. The technique sampling is cluster random sampling. The instruments used were test-retest and questionnaire. Based on the research result, the students had two problems. There are finding main idea and guessing meaning from context. The mayor problem is guessing meaning form context and the minor problem is finding the main idea. From questionnaire, students had a problem in finding main idea and guessing meaning from context.&nbsp; Finally, it is suggested that for English teacher to improve reading skills and improve student&rsquo;s vocabulary, word meaning, and knowledge about main idea in reading by providing more exercises in reading comprehension and active to find the meaning of the word that they found. The students should read English text not only in school but also read in outside school.
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34

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

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35

Z, Zainurrahman. "The 3-2-1 Reading Comprehension Strategy: Students' Reading Comprehension Development and Students' Perception." Langua: Journal of Linguistics, Literature, and Language Education 3, no. 1 (April 1, 2020): 9–29. https://doi.org/10.5281/zenodo.3735846.

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The 3-2-1 reading comprehension strategy is a new strategy and the study on the strategy is still rare at least in 2019. This strategy presents in the right time when the teacher needs to apply new strategy in the reading classroom. This research was conducted as an attempt to improve the students&rsquo; reading comprehension. Designed as a non-observation classroom action research, this research involved 36 students in a junior high school. There were two tests administered in the classroom, the pre-intervention and the post-intervention test. The intervention is conducted by doing three sessions of reading comprehension practice with the 3-2-1 strategy. The comparison of means between the tests by using paired sample t-test showed that there is a significant difference between the means where the post-intervention test mean is significantly higher than the pre-intervention test mean. This implies that the 3-2-1 reading comprehension strategy can be a good consideration for reading teachers. The students mentioned that this strategy has positive impacts on their reading practice and result. However, it is also captured that this strategy is only suitable for reading short text. This opens opportunity to the next researchers to conduct research on the use of 3-2-1 reading comprehension strategy on reading longer text.
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Hồng Mai, Lê. "Reading comprehension strategy – ways to teach reading comprehension skills." Journal of Science, Educational Science 60, no. 2 (2015): 114–22. http://dx.doi.org/10.18173/2354-1075.2015-0037.

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37

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

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38

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

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39

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

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40

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

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41

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

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42

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

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This study explores the implementation of the Whole Language approach to enhance Reading Comprehension Skills among middle school students at SMPN I Bolo. Facing significant challenges in mastering comprehensive language skills, this research utilized a Classroom Action Research method conducted in two cycles, integrating interactive and holistic language learning activities. Initial observations showed that only 61.2% of students achieved the expected level of comprehension, which triggered the need for an integrated approach in teaching. Subsequent adjustments resulted in a substantial increase in comprehension levels, with 91.7% of students achieving the target comprehension scores in the second cycle. The findings indicate that the Whole Language approach not only improves reading comprehension but also actively involves students in the learning process through guided reading and writing activities. This study confirms the effectiveness of the Whole Language approach in creating an engaging and comprehensive learning environment, significantly enhancing students’ reading comprehension abilities.
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43

Edwin, M. Tantalie. "Influence of Language Preference on Vocabulary Proficiency and Reading Comprehension of Selected Grade 10 Bilingual Students at MSU Sulu Laboratory High School." RA JOURNAL OF APPLIED RESEARCH 07, no. 12 (December 6, 2021): 2726–40. https://doi.org/10.47191/rajar/v7i12.06.

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ABSTRACT: The primary purpose of this study is to determine the influence of language preference on bilingual student&rsquo;s vocabulary and reading comprehension among selected Grade 10 students of the Mindanao State University- Sulu Laboratory High School.&nbsp; The respondents were taken from Grade 10 classes with a total of ninety (99) student respondents. The data consisted of the scores of vocabulary proficiency test and reading comprehension test administered to the pupils. Furthermore, this study made use of a standardized test for vocabulary proficiency and reading comprehension. This study made use of the descriptive-quantitative research design to determine the influence of language preference on student&rsquo;s vocabulary and reading comprehension among the bilingual Grade 10 students of the Mindanao State University-Sulu Laboratory High School. This study yielded the following findings: (1) Majority of the Grade 10 students of Mindanao State University-Sulu Laboratory High School prefer to use their vernacular language or lingua franca (L1), Bahasa Sug and English; (2) The level of vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (3) No significant relationship exists between language preference and vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; (4) The level of reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (5) There is no significant correlation between language preference and reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; and (6) There is no significant relationship between vocabulary proficiency and reading comprehension of bilingual Grade VI pupils. Based on the findings, it can be concluded that there is no significant relationship between language preference and vocabulary proficiency and likewise for language preference and reading comprehension of bilingual Grade 10 students. This only draws one conclusion that language preference of bilingual Grade 10 students does not influence the bilingual children&rsquo;s vocabulary proficiency and reading comprehension. This finding invites possible evaluations and further studies of the Grade 10 curriculum, empowering English language, and pupil-related factor to determine the outlook of the pupils. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Based on the said findings, the researcher would like to recommend the following: (1) This study would help future researchers which will comprehensively assist the pupils for a more effective and relevant vocabulary and reading enhancement activity to advance their skills; (2) This study would aid future studies that will explore the factors regarding the influence of language preference on children&rsquo;s vocabulary proficiency and reading comprehension; and (3) This study would serve as an appraisal of enhancing to advance the skills of the children on vocabulary proficiency and reading comprehension.
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Adimora, Dorothy Ebere, Edith Nwakaego Nwokenna, and Monica Obiageli Omeje. "Application of Comprehension Monitoring Strategy for Achievement and Interest of Low- Achievers in Reading Comprehension." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 347–62. http://dx.doi.org/10.18844/gjhss.v3i3.1582.

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45

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

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Abstract (sommario):
This article explores effective strategies for improving reading comprehension. Reading comprehension is crucial for academic success, professional advancement, and personal growth. The article begins by emphasizing the importance of reading comprehension and then provides an overview of various strategies for enhancing it. Additionally, the article provides exercises to enhance critical thinking skills, such as Socratic questioning, argument analysis, and evidence evaluation. By incorporating these strategies into their reading routine and practicing regularly, readers can improve their comprehension abilities, retain information more effectively,and become more proficient in extracting meaning from written material.
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46

Maquiso, Letecia, Glendale Arabani, Al-din Ismah, Tadzmahar Alsad, and Almina Ajihil. "Enhancing Reading Comprehension of Junior High Students of Batu-Batu National High School Thru 4rs Strategy." Psychology and Education: A Multidisciplinary Journal 27, no. 3 (October 30, 2024): 335–41. https://doi.org/10.5281/zenodo.14013503.

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This study aimed to enhance the reading comprehension level of Grade 10 students using the 4R Strategy.&nbsp; Framed after Richard Sagor&rsquo;s&nbsp; Four &ndash;Stage Model, this action research is designed to determine if there is an improvement in students&rsquo; reading comprehension after implementing the 4R Strategy. Through purposive sampling method, a total of forty students who belonged to frustration level readers participated in the study. They were then randomly assigned into control group and experimental group. 4R Strategy ( Read, Retell, React &amp; Reflect) was employed, and a reading instrument from PHIL-IRI was used to collect the data. There was a Pre Test done before implementing the intervention and a Post Test was conducted after the 15-day session. Mean and Standard Deviation were used to determine the students&rsquo; comprehension level during Pre-Test and Post Test and to determine how dispersed the scores were. Paired T-Test was also employed to determine the significant difference between the Pre-Test and Post Test Scores. Findings revealed that the 4R Strategy helped improve the reading comprehension level of students as proven by&nbsp;&nbsp;&nbsp; the results of their pre-test and post test scores. This study found out that the 4R strategy was an effective approach in enhancing students&rsquo; comprehension. Thus, this study recommends adopting&nbsp; 4R Strategy to&nbsp; improve the reading comprehension skills of students.
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47

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

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This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.
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48

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

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د ژبې د پېژندنې او تعريف په اړه داسې ویل شوي دي، ژبه د غږېزو سېمبولونو سيستم دی، چې دهغه په واسطه انسانان د يوې ډلې او ديوه کلتور د برخه والو په توګه متقابله پوهونه او راپوهونه سرته رسوي. د ژبې په اړه داسې هم ویل شوي دی: ژبه په واقعیت کې يوه ټولنيزه، اکتسابي او ثقافي پديده ده، نه عضوي، فطري او طبعي. دلته ټولنیز په دې مانا چې ژبه په ټولنه کې زده کيږي. هر څوک چې په هره ټولنه کې اوسېږي، دهمغه ټولنې ژبه زده کوي او د همغه ټولنې د وګړو په ژبه خبرې کوي. اکتسابي په دې مانا ده چې په ټولنه کې کسب کيږي. داسې هم ویلای شو کله چې موږ په ټولنه کې کوم کسب او کار زده کوو همداسې ژبه هم زده کولای شو، په طبعي توګه موږ ته ژبه نه ده رازده شوې، دلته باید یوې باریکۍ ته پاملرنه وکړو، خدای (ج) انسانانو ته د نطق یا خبرو کولو توان او قوت په فطري توګه ورکړی دی، یعني هر انسان چې هغه ګونګ نه وي، معیوب نه وي، ضرور به خبرې کوي، دا خبرې کول فطري دي الله تعالی انسان ته دا توانايي ورکړې، چې وغږيږي او نورو مخلوقاتو ته یې دا توانايي نه ده ورکړې چې خبرې وکړي، د یوې ژبې زده کړه بله موضوع ده. د ټولنې څخه زده کړه ده، دلته دوې خبرې ضرور دي یو دا چې ژبه کسبي ده او په ټولنه کې زده کيږي او بل دا چې خبرې کول او د خبرو کولو توان فطري دی، الله تعالی دا قوت یوازې انسان ته ورکړی دی، پوهونه راپوهونه یا ژبه بیا په دریو لارو تر سره کیږي، چې یو ډول یې په غږيزه توګه ده، چې خلک یو له بله سره خبرې کوي او پوهونه راپوهونه کوي، دویم ډول یې په لیکني ډول ده، چې یو چاته لیکنه کيږي او په دې ډول پوهونه راپوهونه تر سره کيږي، دریم ډول یې اشاروي ده، چې د اشارو او حرکتونو په واسطه انسانان یو له بله سره پوهوي.
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49

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

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50

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

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