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1
Coiro, Julie. "Online reading comprehension: challenges and opportunities." Texto Livre: Linguagem e Tecnologia 7, no. 2 (September 24, 2014): 30–43. http://dx.doi.org/10.17851/1983-3652.7.2.30-43.
Повний текст джерелаАнотація:
ABSTRACT: This paper details a number of challenges and opportunities for today’s learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today’s learners. These include 1) understanding and becoming proficient with the new literacy skills and practices needed for online research; 2) developing a special kind of digital wisdom that focuses on learning how to learn with the Internet; 3) taking on new roles in a digital culture that expects learners to actively participate and contribute with new knowledge as a member of their community; and 4) developing positive attitudes toward using the Internet for academic work. The second part of the paper shares examples of how skilled online readers can use the steps of online inquiry to think more deeply about topics that interest them; develop a personal voice as they share ideas with others; and work collaboratively to build meaning and new digital products that enable them to make a difference in their world, or matter. You can explore the research and resources from this presentation in more depth at <http://coiroevidosol.wikispaces.com/>.KEYWORDS: online reading comprehension; online inquiry; digital literacy; reading on the Internet; online readers. RESUMO:Este artigo detalha alguns desafios e oportunidades para o aprendiz contemporâneo, quando ele lê para obter informações na Internet. Depois de definir a compreensão da leitura online pela perspectiva dos novos letramentos e de mostrar como ela parece se diferir da leitura do impresso, eu destaco detalhes a respeito de quatro dos maiores desafios para os aprendizes na atualidade. Eles incluem: 1) compreender e se tornar proficiente nas habilidades dos novos letramentos e nas práticas necessárias para a pesquisa na Internet; 2) desenvolver um tipo especial de conhecimento digital que focaliza o aprender a aprender com a Internet; 3) a assumir novos papéis na cultura digital que espera que alunos, como membros de uma comunidade, participem ativamente e contribuam com ela trazendo novos conhecimentos; e 4) o desenvolvimento de atitudes positivas em relação ao uso da Internet para o trabalho acadêmico. Na segunda parte do artigo compartilho exemplos de como leitores de Internet habilidosos podem usar as etapas da pesquisa online para pensar mais profundamente sobre temas que interessam a eles; como podem desenvolver sua própria voz quando eles trocam idéias com outras pessoas; e de como eles podem trabalhar de forma colaborativa para construir sentidos e produtos digitais que lhes permitam fazer a diferença em seu mundo, ou naquele assunto. Você pode explorar a pesquisa e os recursos usados nesta apresentação de forma mais aprofundada no <http://coiroevidosol.wikispaces.com/>.PALAVRAS-CHAVE: compreensão da leitura on-line; pesquisa on-line; letramento digital; leitura na Internet; leitores online.
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Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability." Register Journal 11, no. 2 (November 29, 2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.
Повний текст джерелаАнотація:
Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability
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Coiro, Julie. "Predicting Reading Comprehension on the Internet." Journal of Literacy Research 43, no. 4 (October 12, 2011): 352–92. http://dx.doi.org/10.1177/1086296x11421979.
Повний текст джерелаАнотація:
This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders ( N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of online reading comprehension. Standardized reading comprehension scores were also collected. Results indicated performance on one measure of online reading comprehension accounted for a significant amount of unique variance in performance on a second measure of online reading comprehension after controlling for standardized test scores of offline reading comprehension and topic-specific prior knowledge. Furthermore, there was an interaction between prior knowledge and online reading comprehension, such that higher levels of online reading comprehension skills may help compensate for lower levels of topic-specific prior knowledge when adolescents are asked to locate, critically evaluate, synthesize, and communicate information using the Internet. The author discusses a series of alternative interpretations of the data as well as their implications for literacy theory and research.
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Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0." Mimbar Sekolah Dasar 6, no. 2 (July 30, 2019): 160. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17397.
Повний текст джерелаАнотація:
Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.
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Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0." Mimbar Sekolah Dasar 6, no. 2 (July 30, 2019): 160–73. http://dx.doi.org/10.53400/mimbar-sd.v6i2.17397.
Повний текст джерелаАнотація:
Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students reading comprehension skills.
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Sunani, Sunani, Muhammad Nadjmudin, Ely Yeni, and Herman Herman. "Teaching Critical Reading Through Online." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (February 11, 2021): 9. http://dx.doi.org/10.23887/jpbi.v9i1.30012.
Повний текст джерелаАнотація:
The literacy ability of Indonesian children is lower than children in other countries. In addition, students' vocabulary mastery is low. Even though the teacher had given vocabulary instruction to the students during the reading comprehension class, they still translated the text word by word into Indonesian. This study analyzes the effect of online learning on the acquisition of critical reading among students. This study used a pre-experimental study without a control group. Tests for the validity and reliability of reading comprehension texts and vocabulary tests were conducted before the test involving 40 participants. The technique used to collect data is a test. Validity and reliability were measured using some of the same texts used as pre-test and post-test. The pre-test and post-test scores were analyzed by Wilcoxon statistical analysis to test their reading scores before and after the intervention on the same subjects. The findings from the t-test revealed that the critical reading intervention was beneficial for students. Further studies showed that the instructional intervention adopted could help them improve their reading comprehension performance. These findings are expected to provide a teaching model that responds to the typical rise of today's online learning.
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Grindle, Corinna, Olivia Kurzeja, Emily Tyler, Maria Saville, J. Carl Hughes, Richard P. Hastings, and Freddy Jackson Brown. "Teaching Children with Autism Reading Comprehension Skills using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension®." Journal of International Special Needs Education 23, no. 1 (April 1, 2020): 1–12. http://dx.doi.org/10.9782/jisne-d-17-00008.
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Abstract Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehension®. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary aim was to investigate whether it would be feasible to use HRC with children with autism and whether any adaptations to the standard teaching procedure and extra support would be needed. A secondary aim was to investigate the potential of HRC to improve reading comprehension skills. The study used a multiple case series design with six children. Results are discussed with reference to increased reading comprehension ability in the six children and the practical strategies required to support children with autism so that they may benefit from the program.
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Tsai, Shuo-Chang, Shu-Yu Wang, and Hui-Ping Lai. "Evaluating Learning Effectiveness towards Online Learning: Application of Design Thinking and Reading Comprehension for Case Reading on Economic Issues during COVID-19." International Journal of Education and Practice 10, no. 3 (September 30, 2022): 287–99. http://dx.doi.org/10.18488/61.v10i3.3143.
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This study focuses on developing an effective online teaching strategy to improve students' cognition engagement and application ability by applying design thinking and case readings on current economic issues for private university students in Taiwan during the COVID-19 pandemic. The teaching method combines design thinking and the reading comprehension process by the two principles of divergence and convergence. The design thinking method provides stepwise guidance for building understanding and analyzing competence on current economic issues. The reading comprehension process strengthens students' reading skills and learning capability. This combination increases student engagement and concentration in economic case readings during online learning. The research participants comprised 189 first-year students studying economics courses. After implementing the innovative teaching strategies, the results show that the more students are involved in frequent readings, the better are their economics semester grade. The findings revealed that their post-quiz scores improved significantly, and the semester grade increased by 3.44 points. Increasing the reading engagement on current economic issues cases also affected the learning outcomes for absentees. Using design thinking to introduce case reading comprehension, empathy has been suggested as an essential factor affecting the effectiveness of reading learning. This theoretical model can offer directional insights and guidance on developing an effective strategy in online economics education.
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Macedo-Rouet, Mônica, Jean-François Rouet, Isaac Epstein, and Pierre Fayard. "Effects of Online Reading on Popular Science Comprehension." Science Communication 25, no. 2 (December 2003): 99–128. http://dx.doi.org/10.1177/1075547003259209.
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Tseng, Sheng-Shiang, Hui-Chin Yeh, and Shih-hsien Yang. "Promoting different reading comprehension levels through online annotations." Computer Assisted Language Learning 28, no. 1 (September 5, 2014): 41–57. http://dx.doi.org/10.1080/09588221.2014.927366.
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Bown, Andy. "Elaborative Feedback to Enhance Online Second Language Reading Comprehension." English Language Teaching 10, no. 12 (November 8, 2017): 164. http://dx.doi.org/10.5539/elt.v10n12p164.
Повний текст джерелаАнотація:
Many higher education students across the world are studying in situations where a high proportion of the academic materials they encounter are online reading texts written in their second language. While the online medium presents a number of challenges to L2 readers, it also enables the provision of a range of support mechanisms, such as instant feedback. This quasi-experimental study investigated the use of two types of feedback, elaborative and knowledge of response, and compares their effectiveness for enhancing online second language reading comprehension. The participants were 113 Emirati students of L2 English at a higher education college in the United Arab Emirates. Data were collected using a pre-test and a post-test measure of reading comprehension and an online reading comprehension exercise containing either elaborative or knowledge of response feedback. The results of the quasi-experiment showed no significant difference between the effects of the two feedback types on comprehension of an online reading text for the sample as a whole. Equally, for the high-proficiency readers, feedback type had no significant effect on text comprehension. However, with regard to the low-proficiency readers, those receiving elaborative feedback performed significantly better on the post-test than those who received knowledge of response feedback. The findings suggest that elaborative feedback can enhance online L2 reading comprehension but that it needs to be tailored specifically to the needs of the L2 readers it is intended to support.
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Chavangklang, Thanaset, Pitchayapa Chavangklang, Sirichai Thiamhuanok, and Premkamon Sathitdetkunchorn. "Development of EFL University Students’ Vocabulary Size and Reading Comprehension Using Online Multimedia-based Extensive Reading." Advances in Language and Literary Studies 10, no. 5 (October 30, 2019): 146. http://dx.doi.org/10.7575/aiac.alls.v.10n.5p.146.
Повний текст джерелаАнотація:
The objectives of this study were: 1) to investigate the effects of online multimedia-based extensive reading activities on students’ vocabulary size; 2) to investigate the effect of online multimedia-based extensive reading activities on students’ reading comprehension, and 3) to investigate the relationship between vocabulary size and reading comprehension. The population of the study was EFL students at Nakhon Ratchasima Rajabhat University enrolling in the Reading Comprehension course, and the samples were 67 students from two classes who enrolled in the course in semester 1 of the academic year 2018. The classes were randomly assigned an experimental group and the other the controlled group. The study tools included pretest and posttest and the online multimedia-based extensive reading activities. The two groups undertook the same course instructions; however, the experimental group was assigned to do extensive reading activities, which included reading three different online news articles each week. Both groups took pretest and posttest for vocabulary size and reading comprehension. The results of the study can be summarized as follows. 1. The two groups had their posttest scores significantly higher than the pretest scores on both the vocabulary size and reading comprehension at the.05 level. However, comparisons between the scores of the two groups revealed no differences, neither on the pretest nor the posttest. 2. No differences were found between the pretest and the posttest scores on reading comprehension of the control group. However, the posttest scores on reading comprehension of the experimental group were significantly higher than those of the pretest at the.01 level. Additionally, the experimental group had significantly higher posttest scores than the control group at the.01 level. 3. The regression analysis revealed the coefficients of 20.981, t-Stat of 7.604 with the p-value = 0.000. This means that the vocabulary size factor can be a predictor of the reading comprehension factor at the 95% confidence level.The findings of this study suggest that online multimedia-based extensive reading activities can significantly improve both students’ vocabulary size and reading comprehension. Moreover, vocabulary size also found to be a good predictor of reading comprehension. It can be concluded from the findings that the improved vocabulary size and reading comprehension were largely due to the effect of the online multimedia-based extensive reading activities which helped expand vocabulary size. More importantly, the activities supported students’ reading in terms of translation, anywhere and anytime reading, as well as ways to find more vocabulary online, etc. This type of extensive reading is regarded as an effective method for improving students’ reading comprehension through the expansion of their vocabulary size, which has to be considered not only at the classroom level by the instructors, but also at the course and curriculum levels by the course and curriculum designers or developers.
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RIANTO, Agus. "EXPLORING CORRELATION BETWEEN METACOGNITIVE ONLINE READING STRATEGY USE AND ONLINE READING COMPREHENSION OF EFL STUDENTS." Turkish Online Journal of Distance Education 23, no. 2 (March 30, 2022): 223–35. http://dx.doi.org/10.17718/tojde.1096448.
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Widyari, Ni Kadek Riska, Ni Made Ratminingsih, and I. Nyoman Pasek Hadi Saputra. "Teaching Reading with KWL Strategy during Online Learning." Journal of Educational Study 2, no. 2 (June 15, 2022): 177–86. http://dx.doi.org/10.36663/joes.v2i2.350.
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This current study aimed at investigating the effect of KWL strategy towards the reading comprehension of second grade students at SMA N 1 Kintamani in online learning. This research was an experimental research with pre-test and post-test control group design. By involving XI IPS 1 as the control group which taught by using conventional method and XI IPS 2 as the experimental group which taught by using KWL strategy in teaching reading. The obtained data were descriptively and inferentially analyzed by using SPSS 23.0. In pre-test, the study found the experimental group (M= 56.28) showed higher mean score of reading comprehension rather than the control group (55.87). The result of t-test also revealed that the mean difference between experimental and control group in pre-test was not significant (α=>0.05). Furthermore, in post-test the experimental group got better reading comprehension achievement than the control group. The result of the study found that the experimental group (M=74.32) got higher mean score of reading comprehension compared to control group (M= 61.16). The result of t-test also confirmed that the mean difference between experimental and control group in post-test was significant (α=<0.05. In conclusion, KWL strategy gave a significant effect on the reading comprehension of second grade students at SMAN 1 Kintamani.
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Stevani, Margaret, and Fiber Yun Almanda Ginting. "English Teachers’ Perspectives of Learner Autonomy in Online Reading Comprehension in Times of the COVID-19 Pandemic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 2 (August 24, 2022): 166. http://dx.doi.org/10.33578/jtlee.v5i2.7934.
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The objectives of this research were focused on English teachers’ perspectives on learner autonomy and to what extent do English teachers feel their learners are autonomous in online reading comprehension in times of the COVID-19 pandemic. These research questions were answered by using observation, interview, and Likert-scale questionnaire in the form of qualitative method. The sample of this study was 26 English teachers in 4 elementary schools and 5 junior high schools in North Sumatra, Indonesia. The results of the study showed some points on learner autonomy, such as: (1) the importance of learner autonomy, (2) the way English teachers promoted learner autonomy, (3) the challenges of English teachers to implement learner autonomy, (4) English teachers’ responsibility in online reading comprehension, (5) English teachers’ observation to learners’ autonomy in online reading comprehension, (6) learners’ activities in online reading comprehension strategy, (7) English teachers’ preparation in online reading comprehension class. This research concluded that the degree of learners’ autonomy during the pandemic was higher rather than before the COVID-19 pandemic due to some reasons.
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Chan, Eveline, and Len Unsworth. "Image–language interaction in online reading environments: challenges for students’ reading comprehension." Australian Educational Researcher 38, no. 2 (May 2011): 181–202. http://dx.doi.org/10.1007/s13384-011-0023-y.
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Satriani, Estika. "The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class." J-SHMIC : Journal of English for Academic 4, no. 2 (September 12, 2017): 37–47. http://dx.doi.org/10.25299/jshmic.2017.vol4(2).668.
Повний текст джерелаАнотація:
The students at the Second Semester of English Study Program of FKIP-UIR Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.
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Liman Kaban, Aysegul. "EFL Students’ Personalized Reading Experiences and its Influence on Engagement and Online Presences." Shanlax International Journal of Education 9, no. 4 (September 1, 2021): 196–209. http://dx.doi.org/10.34293/education.v9i4.4113.
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These days, screen reading has been widely adopted and discussed by school teachers and researchers. However, few studies have been conducted to formally evaluate the effectiveness of screen reading in improving EFL students’ English reading comprehension, not to mention investigating the factors affecting their reading comprehension outcomes. In this study, a personalized electronic reading approach was proposed for an EFL reading comprehension course; moreover, a learning analytics approach was used to analyze factors affecting the students’ personalized reading comprehension outcomes. A 14-week research design was implemented with the online personalized reading approach using Microsoft Teams as the platform for facilitating and recording peer-to-peer interactions during the screen reading process. In addition, the STUDENTS’ perceptions were surveyed at the end of the 14 weeks. The results show that the experimental group was more engaged and motivated with the use of a personalized e-book reading program and that the group with personalized feedback showed more interaction according to learning analytics data which was collected through the LMS.
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Situmorang, Rayhan Khairunnisa, Fahriany Fahriany, and Desi Nahartini. "An Analysis of Teachers' Strategies on Students' Reading Comprehension in Online Learning at Junior High School." Jurnal Pendidikan, Sains Sosial, dan Agama 8, no. 1 (July 14, 2022): 213–22. http://dx.doi.org/10.53565/pssa.v8i1.444.
Повний текст джерелаАнотація:
This research discussed reading skills, especially students' reading comprehension in online learning. Reading is an important activity in the learning process. However, most students only read the text, which made them not understand the content of the text, so students’ reading comprehension was not appropriately achieved. There is a close interaction between the reader and the text. Readers not only read but also have to understand the content of the reading. Students need to focus when reading a text, but with the current situation (COVID-19 pandemic), which has changed the learning process into online learning where the process has the distraction that can occur during the learning process, so it is important to know the strategies used by English teachers on students’ reading comprehension. Regarding this matter, this research was conducted on teachers’ strategies for students’ reading comprehension, especially in the eighth-grade students in Junior High School, using the qualitative method with the descriptive design. The researcher used observation, interview, and questionnaire as the instruments of the research. This research aims to describe and obtain the analysis data of the teachers’ strategies for students’ reading comprehension in online learning, the problems teachers face in maintaining students’ reading comprehension, and students’ responses to teachers’ strategies during online learning. The researcher concludes that teachers use “finding difficult vocabulary”, previewing strategy, reviewing strategy, discussion strategy, and resuming strategy so that students’ understanding of a text can be achieved during online learning. The problems teachers face are that students have limited vocabulary and lack the willingness to learn English. During the online learning process, students understand the subject matter about the text explained by the teacher, and they also show a positive response to teachers’ strategies.
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Joseph, Holly, Elizabeth Wonnacott, and Kate Nation. "Online inference making and comprehension monitoring in children during reading: Evidence from eye movements." Quarterly Journal of Experimental Psychology 74, no. 7 (March 15, 2021): 1202–24. http://dx.doi.org/10.1177/1747021821999007.
Повний текст джерелаАнотація:
Inference generation and comprehension monitoring are essential elements of successful reading comprehension. While both improve with age and reading development, little is known about when and how children make inferences and monitor their comprehension during the reading process itself. Over two experiments, we monitored the eye movements of two groups of children (age 8–13 years) as they read short passages and answered questions that tapped local (Experiment 1) and global (Experiment 2) inferences. To tap comprehension monitoring, the passages contained target words which were consistent or inconsistent with the context. Comprehension question location was also manipulated with the question appearing before or after the passage. Children made local inferences during reading, but the evidence was less clear for global inferences. Children were sensitive to inconsistencies that relied on the generation of an inference, consistent with successful comprehension monitoring, although this was seen only very late in the eye movement record. Although question location had a large effect on reading times, it had no effect on global comprehension in one experiment and reading the question first had a detrimental effect in the other. We conclude that children appear to prioritise efficiency over completeness when reading, generating inferences spontaneously only when they are necessary for establishing a coherent representation of the text.
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Coiro, Julie. "The New Literacies of Online Reading Comprehension: Future Directions." Educational Forum 76, no. 4 (October 2012): 412–17. http://dx.doi.org/10.1080/00131725.2012.708620.
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Raja, Patuan, Ag Bambang Setiyadi, and Fajar Riyantika. "The Correlation Between Perceptions on the Use of Online Digital Interactive Media and Reading Comprehension Ability." International Journal of English Language and Literature Studies 10, no. 4 (December 15, 2021): 292–319. http://dx.doi.org/10.18488/journal.23.2021.104.292.319.
Повний текст джерелаАнотація:
The use of online interactive media in English teaching and learning has been significantly increasing since past few years. The media got more popular after distant or online learning was encouraged during the COVID-19 pandemic. The emergence of digital learning management systems such as Edmodo, Google Classroom, and Moddle further intensified the implementation of not only education-based platforms such as British Council and Quizziz, but also popularized non-education media such as YouTube, Instagram, and Twitter which were intentionally designed for entertainment. This research is designed to foster students’ perceptions on the use of online digital interactive media and correlate the perceptions with their reading comprehension ability. A total of 41 students from different middle and high schools, who lived in various orphanages, participated in this research. Close-ended Likert-scale questionnaire was distributed to obtain the data of students’ perceptions while reading comprehension test was adapted from British Council and implemented to see the correlation between the students’ perception and their reading comprehension ability. The finding shows that more than 75% of the students believed that online digital interactive media were very crucial and helpful in language learning process. Moreover, the mean score of the reading comprehension test indicated positive correlation between students’ perceptions and their reading comprehension ability. This study implies foster students’ perceptions in the use of online interactive media highly correlate with their reading comprehension performance.
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LIM, JUNG HYUN, and KIEL CHRISTIANSON. "Second language sentence processing in reading for comprehension and translation." Bilingualism: Language and Cognition 16, no. 3 (September 6, 2012): 518–37. http://dx.doi.org/10.1017/s1366728912000351.
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A self-paced reading and translation task was used with learners of English as a second language (L2) to explore what sorts of information L2 learners use during online comprehension compared to native speakers, and how task (reading for comprehension vs. translation) and proficiency affect L2 comprehension. Thirty-six Korean native speakers of English and 32 native English speakers read plausible and implausible subject relative clauses and object relative clauses. Reading times, comprehension accuracy, and translations were analyzed. Results showed that L2 learners were able to use syntactic information similarly to native speakers during comprehension, and that online L2 processing and offline comprehension were modulated by reading goals and proficiency. Results are interpreted as showing that L2 processing is quantitatively rather than qualitatively different from first language processing, i.e. strategically “good enough”.
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Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "DIGITAL LITERATION THROUGH ONLINE MAGAZINE IN LEARNING READING COMPREHENSION IN ELEMENTARY SCHOOL." PrimaryEdu - Journal of Primary Education 3, no. 2 (September 30, 2019): 97. http://dx.doi.org/10.22460/pej.v3i2.1426.
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The research aims to develop students' reading comprehension skills through the use of online magazines. The choice of online magazines as a source of student reading is because now students prefer to use electronic devices such as cellphones or laptops. The use of online magazines in primary school students can be an effort to instill digital literacy. This study uses a pre-experimental method with Post-test only with Nonequivalent Groups. The study population was grade IV students in the city of Cimahi while the selected sample of 28 students used the convenience technique. Meanwhile, the data collection technique uses a reading comprehension skills test and a digital literacy level questionnaire. Researchers conducted data analysis with inference statistics through the SPSS 20.0 program. The results indicated that the reading skills of group A students' understanding were better than those of group B. The researchers concluded that the online magazine had an effect on reading comprehension skills of grade IV students.
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NICOLAS, VERONICA. "Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English." Journal of World Englishes and Educational Practices 3, no. 4 (April 25, 2021): 01–05. http://dx.doi.org/10.32996/jweep.2021.3.4.1.
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Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension questions for Grades I-III and 8 comprehension questions for Grades IV-VI. The questions are categorized into three dimensions, namely literal, interpretive, and applied. Hence, reading speed and comprehension of the pupils will be classified into three levels as frustration, instructional and independent with the applied criteria given by the Phil-IRI. Furthermore, the results of the study exhibited that the ten groups of pupils demonstrated low reading performance in their oral reading test both in speed and comprehension. The struggle of the online oral reading test was evidently shown through the weak internet connection provided by the internet servers in the country. With this, the researcher designed a reading intervention program through reading remedial class during asynchronous class. This will be administered using the online platform and available reading resources for the enhancement of pupils’ reading skills amidst these trying times of global pandemic, where distance learning has been practised first in the public schools’ setting in the Philippines.
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Pongsatornpipat, Warangkana. "An Implementation of Online Extensive Reading to Improve Reading Comprehension of Social Work Students." Theory and Practice in Language Studies 12, no. 11 (November 3, 2022): 2291–97. http://dx.doi.org/10.17507/tpls.1211.08.
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This research aimed at studying the reading skills of finding the main idea of an article, learning new vocabulary, and students’ opinions towards extensive reading through online weekly journals. The sample consisted of 27 third-year students from the Faculty of Social Administration enrolled in English for Social Workers 1 in the first semester of the 2021 academic year. The research instruments consisted of online weekly articles published in reliable online sources, such as the BBC, CNN, and National Geographic, and were relevant to their field of study. The findings showed that (1) students were able to identify the main idea of the written text from reliable online sources based on a topic of interest or field of study. Students could write a summary of the written text to determine the main idea. As for students’ opinions about extensive reading after eight weeks of online reading activities, (2) students were able to read faster and were familiar with reading strategies during the activities. They were capable of reading long articles with new vocabulary and did not have to rely on translation tools.
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Lowrance, Nathan, and Heather Lea Moulaison. "Skimming comprehension in two online document presentation environments." Library Hi Tech 32, no. 3 (September 9, 2014): 382–96. http://dx.doi.org/10.1108/lht-01-2014-0011.
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Purpose – Readability applications are the software products designed to make online text more readable. Using information foraging theory as a framework, the purpose of this paper is to study the extent, if at all, using a readability application improves skimming comprehension in a low-clutter online environment. It also seeks to identify the perceived benefits or effects of using a readability application for skimming comprehension. Design/methodology/approach – Ten participants skimmed two articles each, one in a low-clutter online document presentation environment, the other using an online readability application, as a timed, information foraging exercise. After reading each article, respondents answered true/false comprehension questions and follow up questions. Findings – There was little difference in the comprehension of respondents after skimming in the two online documentation presentation environments. The readability environment was the preferred environment. Practical implications – This study suggests that since participants claimed to prefer the text presentation of the readability application interface, interface designers may wish to create library interfaces for information seeking that follow the readability application format. Because some of the participants found themselves reading rather than skimming when using the readability application, readability for tasks other than skimming may be enhanced. Originality/value – This is a practical study investigating an existing online readability application and its effects on an existing online reading environment as they pertain to information seeking behavior in general and to information foraging in particular.
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Garman, George. "A Logistic Approach To Predicting Student Success In Online Database Courses." American Journal of Business Education (AJBE) 3, no. 12 (December 1, 2010): 1–6. http://dx.doi.org/10.19030/ajbe.v3i12.959.
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This paper examines the affects of reading comprehension on the performance of online students in a beginning database management class. Reading comprehension is measured by the results of a Cloze Test administered online to the students during the first week of classes. Using data collected from 2002 through 2008, the significance of the Cloze Test score is analyzed with respect to the three different assessment methods used in the class as well as to the overall average score of the students in the class. The data are tested using a binary logistic model that analyzes the data on a success (improvement) or failure (no improvement) basis. The analysis finds that reading comprehension has a significant impact on the scores students earn on examinations and on the final class average. However, the reading comprehension score has no significant impact on assessments that are more under the control of the student such as online open-book quizzes and projects.
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Hung, Pi Hsia, Chi Jung Huang, Ya Hsiu Yeh, and Kuei Lin Chang. "The Development of an Online Reading Literacy Assessment." Advanced Materials Research 108-111 (May 2010): 838–43. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.838.
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The purpose of this study is to develop an innovative assessment to explore the characteristics of Taiwanese eighth graders’ online reading literacy. The online reading literacy assessment (ORLA) is designed based on PISA’s Electronic Reading Assessment Framework which contains three reading processes: retrieving information, interpreting information, and reflecting on and evaluating content of texts. There are 176 eighth graders sampled from three schools in Tainan districts. The results indicate that ORLA is a valid but relatively difficult test for most of eighth graders. The internal consistency Alpha is .65. The correlation coefficient between ORLA and the computerized reading comprehension test (CRCT) is .51. In other words, online reading literacy is reasonably independent from reading comprehension. The tasks of online searching and integrating different sources of information are functioning differently from the conventional reading tasks. The correlation coefficients between ORLA and the school grades of five subjects (English, Science, Mathematics, Social Science, and Chinese) ranged from .36 to .54. The pattern of correlation coefficients demonstrates sensible supporting evidences for the convergent and discriminant validity.
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Jose, Kshema. "Using Online Texts to Build Independent Readers in ESL Classrooms." International Journal of English Language Teaching 8, no. 2 (September 27, 2021): 10. http://dx.doi.org/10.5430/ijelt.v8n2p10.
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Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension.
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Babashamasi, Parastoo, Sedigheh Shakib Kotamjani, and Nooreen Binti Noordin. "The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading Comprehension." Arab World English Journal, no. 8 (July 25, 2022): 246–61. http://dx.doi.org/10.24093/awej/call8.17.
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Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training in metacognitive strategies could improve undergraduates’ online reading comprehension over the pandemic. The results of this study contribute to teacher education programs to teach and apply regularly metacognitive reading strategies. In a quasi-experimental design, the experimental group and control group underwent 14 sessions of training. Semi-structured interviews and a Metacognitive Reading Awareness Strategy Assessment were conducted among experimental students. The data were collected using the reading test, Metacognitive Reading Awareness Strategy inventory, and semi-structured interviews in Malaysia. The results of Repeated Measure ANOVA showed the mean scores of students in the metacognitive group were significantly higher than the mean score of the students in the conventional reading group (F= 1.3,82.3) = 215.973. p <0.001). The results of the Metacognitive Reading Awareness Strategy Assessment showed that students had more awareness of global reading strategies (M= 3.511), followed by supporting reading strategies (M=3.468) and problem-solving strategies (M= 3.427). The thematic analysis result supported that students were moderate users of planning and monitoring strategies while evaluative ones were less frequent. The results also revealed that students perceived that lack of vocabulary knowledge, heavy dependence on their teachers, and lack of strategy training were the main causes of their reading difficulties. The findings implied that EFL teachers should introduce metacognitive reading strategies through appropriate and systematic instructions to enable the students to implement them in their academic reading.
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Coiro, Julie. "Talking About Reading as Thinking: Modeling the Hidden Complexities of Online Reading Comprehension." Theory Into Practice 50, no. 2 (April 8, 2011): 107–15. http://dx.doi.org/10.1080/00405841.2011.558435.
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Permadi, Rudi. "Online Literary Text Usage on the Students’ Reading Comprehension." JET ADI BUANA 4, no. 1 (April 30, 2019): 35–47. http://dx.doi.org/10.36456/j.v4i1.1883.
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Recently, the upcoming era, namely industry revolution 4.0 becomes trend topic and big issues. It has many roles in aspects of life. It can be recognized in teaching and learning process also. English practitioners, both teachers and students, should involve and master technology to improve their English capability or skills as the consequently. The research plays technology as a message of industry revolution 4.0 to encounter English teaching problem. The objective of the research is to find the effect of online literary text usage on the students’ reading comprehension. The research methodology is using experiment with a factorial design. Data collection is obtained by examining reading comprehension test. One paired sample t-test acts to analyze the data. The number of sample is 40 students of 50 population number at Islamic studies program Sekolah Tinggi Agama Islam academic year 2017/2018. Random sampling works as technique of taking the sample. Data calculation and analysis shows that Asymp. Sig. (2-tailed) =0.000 less than Asymp. Sig. (2-tailed) < 0.05 explaining that H0 is rejected. It means that there is a significant effect of online literary text on the students’ reading comprehension. Seeing the research result, it is suggested to English practitioners, both teachers and students, keep in touch online literary text to improve the students’ reading comprehension
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Permadi, Rudi. "Online Literary Text Usage on the Students’ Reading Comprehension." JET ADI BUANA 4, no. 1 (April 30, 2019): 35–47. http://dx.doi.org/10.36456/jet.v4.n1.2019.1883.
Повний текст джерелаАнотація:
Recently, the upcoming era, namely industry revolution 4.0 becomes trend topic and big issues. It has many roles in aspects of life. It can be recognized in teaching and learning process also. English practitioners, both teachers and students, should involve and master technology to improve their English capability or skills as the consequently. The research plays technology as a message of industry revolution 4.0 to encounter English teaching problem. The objective of the research is to find the effect of online literary text usage on the students’ reading comprehension. The research methodology is using experiment with a factorial design. Data collection is obtained by examining reading comprehension test. One paired sample t-test acts to analyze the data. The number of sample is 40 students of 50 population number at Islamic studies program Sekolah Tinggi Agama Islam academic year 2017/2018. Random sampling works as technique of taking the sample. Data calculation and analysis shows that Asymp. Sig. (2-tailed) =0.000 less than Asymp. Sig. (2-tailed) < 0.05 explaining that H0 is rejected. It means that there is a significant effect of online literary text on the students’ reading comprehension. Seeing the research result, it is suggested to English practitioners, both teachers and students, keep in touch online literary text to improve the students’ reading comprehension
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Jayanti, Dwi Nur, Retno Danu Rusmawati, and Hartono Hartono. "Pengaruh Pembelajaran Daring Learning Management System (LMS), Multimedia dan Motivasi Belajar Terhadap Kemampuan Pemahaman Membaca Peserta Didik." Journal on Education 5, no. 3 (February 4, 2023): 7117–21. http://dx.doi.org/10.31004/joe.v5i3.1500.
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This study has the objectives: (1) to determine the effect of online learning management system (LMS) with multimedia on student motivation, (2) to determine the effect of online learning management system (LMS) with multimedia on students' reading comprehension ability, (3) To find out the effect of motivation on students' reading comprehension ability, and (4) To find out the interaction between online learning management system (LMS) learning with multimedia and learning motivation on students' reading ability. This study uses an experimental design which is divided into two classes, namely online learning management system (LMS) with multimedia and online learning management system (LMS) without multimedia where in the data analysis technique process used is 2-way analysis of Variance (Anava). The population of this study was students of class IV with the research sample being students of class IVA and class IVB which totaled 72 students. Based on the results of calculations with Anava, it is obtained FA count > F table (8.292 > 4.02) which explains that online learning management system (LMS) learning with multimedia has a significant effect on students' reading comprehension ability; FB count > F table (9.871 > 4.02) which explains that motivation has a significant effect on students' reading comprehension ability; and FAB count > F table (4.787 > 4.02), which explains that there is an interaction between online learning management system (LMS) learning and multimedia and learning motivation on students' reading abilities.
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Yeh, Hui-Chin, Hsiu-Ting Hung, and Yu-Hsin Chiang. "The use of online annotations in reading instruction and its impact on students’ reading progress and processes." ReCALL 29, no. 1 (April 8, 2016): 22–38. http://dx.doi.org/10.1017/s0958344016000021.
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AbstractStudies suggest that the incorporation of online annotations in reading instruction can improve students’ reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional framework to support students’ reading comprehension progress and processes, facilitated by the use of online annotations. A total of 54 English language learners at a university were recruited to read with online annotations based on the RT procedure, namely predicting, clarifying, questioning, and summarizing. The data collected included the students’ scores on pre- and post-tests and their participation records in a collaborative learning environment. The results reveal that the students enhanced their reading comprehension after the intervention. Their reading processes were also analyzed, and the major differences between the groups making more and less progress were identified. Those who made more progress not only frequently reviewed their previously generated predictions, clarifications, questions, and summaries but also actively provided feedback to their peers in a reciprocal manner. Pedagogical implications and recommendations are discussed.
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Alhumsi, Mohammad H., Rasha A. Alshaye, and Kholod K. Sendi. "The Effect of E-Learning Sessions on the Development of Reading Comprehension: A Case of EFL Students’ Perceptions at Saudi Electronic University." Journal of Education and e-Learning Research 8, no. 4 (December 27, 2021): 431–39. http://dx.doi.org/10.20448/journal.509.2021.84.431.439.
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This study investigated Saudi EFL university students’ perceptions toward the development of reading comprehension through e-learning sessions. A cross-sectional questionnaire was utilized and distributed to a sample of 140 participants at Saudi Electronic University. Descriptive statistics, independent sample paired t-test and one-way ANOVA were used to analyze the data. The findings revealed that EFL university students had positive perceptions of the use of online sessions to practice the reading comprehension skill. The majority agreed that reading comprehension strategies such as skimming and scanning were more appropriate to online sessions. E-learning helped these students to be more motivated and created an atmosphere conducive to independent learning. The participants appreciated the role of online sessions in enhancing their reading comprehension skills and facilitating the level of difficulty of any reading passage. Significant differences were identified relating to the respondents’ gender and academic year. Female students were more satisfied with e-learning than male students. It is recommended that in light of the rapid growth of e-learning in Saudi Arabia, educational institutions should provide online learning programs and develop well-structured courses for e-learning implementation.
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Kiili, Carita, Donald J. Leu, Jukka Utriainen, Julie Coiro, Laura Kanniainen, Asko Tolvanen, Kaisa Lohvansuu, and Paavo H. T. Leppänen. "Reading to Learn From Online Information: Modeling the Factor Structure." Journal of Literacy Research 50, no. 3 (July 2, 2018): 304–34. http://dx.doi.org/10.1177/1086296x18784640.
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Identifying the factor structure of online reading to learn is important for the development of theory, assessment, and instruction. Traditional comprehension models have been developed from, and for, offline reading. This study used online reading to determine an optimal factor structure for modeling online research and comprehension among 426 sixth graders (ages 12 and 13). Confirmatory factor analysis was employed to evaluate an assessment of online research and comprehension based on a widely referenced theoretical model. Student performance reflected the theoretical constructs of the model, but several additional constructs appeared, resulting in a six-factor model: (a) locating information with a search engine, (b) questioning credibility of information, (c) confirming credibility of information, (d) identifying main ideas from a single online resource, (e) synthesizing information across multiple online resources, and (f) communicating a justified, source-based position. The findings are discussed in terms of theory, assessment, and instruction.
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Wongta, Pattaraporn, Authhapon Intasena, and Thussaneewan Srimunta. "Uses of Online Integrated Learning in Developing Grade 9 Students’ Reading Comprehension." Journal of Educational Issues 9, no. 1 (January 15, 2023): 49. http://dx.doi.org/10.5296/jei.v9i1.20293.
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The purposes of the study were to investigate the effectiveness of an online integrated learning management plan on grade 9 students’ reading comprehension and to study the students’ satisfaction with the online integrated learning management plan. The study was conducted in a one-group experimental design. The participants were 33 grade 9 students in a public school in Thailand. The instruments were a learning management plan designed using the integration of online learning, a reading comprehension test, and a satisfaction questionnaire. The statistics of percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the determining criteria of 75/75 were used to analyze the effectiveness of the treatment. The results indicate the effectiveness of learning management in a reading classroom. Moreover, the online environment also brought about a satisfying learning experience for the participants. The results contribute to the investigation of online integrated learning on reading development as they provide a piece of evidence to support the instructional method in the reading classroom with learners of a certain context.
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Maris, Rani Inke, and Chuzaimah Diem. "IMPROVING READING COMPREHENSION ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA NEGERI 2 PALEMBANG BY USING ONLINE MIND MAPPING." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 6, no. 1 (November 5, 2019): 1–13. http://dx.doi.org/10.36706/jele.v6i1.9989.
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The objectives of this study were to find out (1) whether or not there was a significant improvement in reading comprehension achievement of the tenth grade students of SMA Negeri 2 Palembang after they were taught by using online mind mapping, and (2) whether or not there was contribution of each sub-skill of reading comprehension to reading comprehension achievement of the tenth grade students of SMA Negeri 2 Palembang. In this study, Time Series design was applied. The sample of this study was 40 tenth grade students of SMA Negeri 2 Palembang, who belong to the experimental group. To collect the data, the experimental group was given a pretest and a post test. The result showed that (1). the mean difference between pre-test and post-test of the experimental group was 34.70 at the significance level of p value <0.05. Since t obtained was higher than t table (18.2111>2.023), H01 was rejected and there was a significant improvement in reading comprehension achievement after they were taught by using online mind mapping, (2).The highest contribution of reading sub-skill was given by sequence (39.4%) and then it was followed by vocabulary (23.3%), detail (17.3%), main idea (9.1%), inference (5.6%) and cause and effect (5.2%).Keywords: reading comprehension, online mind mapping
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Baek, Soo Jung, and Dongsun Yim. "An Eye-Tracking Study on Reading Comprehension and Reading Processing in Children with Reading Difficulties according to Story Type and Processing Load." Communication Sciences & Disorders 27, no. 3 (September 30, 2022): 518–40. http://dx.doi.org/10.12963/csd.22913.
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Objectives: This study aimed to investigate differences in reading performance between two groups of children, children with reading difficulties (RD) and typically developing children (TD), depending on story types and length of given text. To comprehensively evaluate children’s reading ability, both offline and online processing were taken into consideration, and chunking skill was measured to explore the relationship between working memory and reading comprehension. Methods: Twenty-six children (11 with RD and 15 with TD) in 3rd to 4th grade of elementary school participated in this study. Two experimental tasks were conducted: a reading comprehension task using an eye-tracker and a word list recall task. While reading the text, children’s eye movements were analyzed to identify online reading processing. After they finished reading, they were asked to answer the offline reading comprehension questions. Results: There were significant differences in reading comprehension depending on the group, the story type, and the level of processing load. For the fixation, there was an interaction effect between the group and the story type. Also, as a result of heat map analysis, the fixation of the RD group was evenly distributed throughout the texts given at low processing load. In addition, as a result of correlation analysis, there was a significant difference in patterns of using chunking skills in reading comprehension between the two groups. Conclusion: This study has a clinical implication in that it suggested that presenting reading materials concisely could be one of the ways to improve reading comprehension in the RD group.
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Jamilah, Nur. "The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (January 27, 2021): 209. http://dx.doi.org/10.33474/j-reall.v2i1.9519.
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This research aims to identify the effectiveness of using metacognitive strategy in teaching online descriptive text. Fifty students of the second year at MA Al-Istiqomah, Mojokerto were involved in this study. This research is One-Group Pretest-Posttest Design. Students’ reading achievement based on the minimum passing score and field notes were the instruments to get the data. The present study results in the implementation of metacognitive strategy improved the students’ skill in reading online descriptive text especially in ascertaining main idea, supporting idea and topic sentence. This showed the significant improvement of the students’ reading comprehension skills of an online descriptive text when implementing metacognitive strategy on their learning process. The finding of the present study is expected to be applicable in the online based class during this pandemic Covid -19.Keywords: online reading comprehension; descriptive texts; metacognitive strategy
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Zayed, Jihan. "Think-Aloud Strategy: Improving Reading Comprehension in an Online Context." International Journal of Education and Practice 9, no. 1 (2021): 1–12. http://dx.doi.org/10.18488/journal.61.2021.91.1.12.
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왕효성. "Exploring Online Reading Comprehension Strategies used by Proficient Korean Readers." KOREAN EDUCATION ll, no. 95 (June 2013): 127–60. http://dx.doi.org/10.15734/koed..95.201306.127.
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Lombardi, Allison R., Margo V. Izzo, Graham G. Rifenbark, Alexa Murray, Andrew Buck, Jessica Monahan, and Nicholas Gelbar. "The Impact of an Online Transition Curriculum on Secondary Student Reading." Career Development and Transition for Exceptional Individuals 40, no. 1 (December 17, 2016): 15–24. http://dx.doi.org/10.1177/2165143416681287.
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This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9–12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the AIMS Web Maze Test for 8th Grade Reading Prompts to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.
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Arwila, Putu Pradana. "Strategies Used by English Teachers in Teaching Reading Comprehension." Journal of Educational Study 2, no. 1 (February 15, 2022): 17–25. http://dx.doi.org/10.36663/joes.v2i1.250.
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The purpose of the study was to recognize and to discover the application of the strategy used by the English teachers in teaching reading comprehension during online learning for seventh-grade students at SMPN 2 Singaraja. The research design used qualitative, with the research instruments in the form of observation and interview. The results of the research obtained were that the two English teachers used a question and answer strategy during the online learning process in teaching reading comprehension for seventh-grade students. Therefore, the strategy taught students how to interpret what kinds of questions were asked of them, as well as where to discover the answers, in that way, allowing students to think about the texts they read. In addition, motivating them to think creatively and collaboratively while challenging them to use their thinking skill, so that interactions between the English teacher and students could occur properly during the online learning process.
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Al Roomy, Muhammad, and Abdulaziz Althewini. "The Impact of Blended Learning on Medical Students’ Reading Performance in a Saudi University." Advances in Language and Literary Studies 10, no. 4 (August 31, 2019): 95. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.95.
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This study examined the effect of an extensive reading online program implemented in a blended learning format to increase students’ reading comprehension. The participants were Saudi freshmen students in a medical university, and the data were collected from two sources: pre- and post-test scores and an open-ended questionnaire. The results indicated students’ significant progress in reading comprehension and vocabulary knowledge in the post-test stage. Similarly, students had positive attitudes and experiences after the intervention toward learning reading. Students reported that the extensive reading online program helped them to read more efficiently with maximum comprehension and work at their pace to develop their learning skills. It also was found that extensive reading created a motivating environment for learning. Students changed their views of reading as solely as an academic activity into seeing it as a personal interest and a lifelong learning activity. Finally, the study offered some pedagogical implications and recommendations for further research that will help teachers attempting to improve students’ reading comprehension via blended learning modes.
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Sofa, Sofa, and Gunadi H. Sulistyo. "A MODEL OF AN ONLINE READING COMPREHENSION SUMMATIVE TEST FOR COLLEGE STUDENTS." IJEE (Indonesian Journal of English Education) 4, no. 2 (December 28, 2017): 168–87. http://dx.doi.org/10.15408/ijee.v4i2.8344.
Повний текст джерелаАнотація:
ABSTRACT There is an emerging phenomenon in some universities including STKIP PGRI Jombang regarding a compelling need of a test that can replace the existing paper-and-pencil based reading comprehension test, which is conventional, impractical, and time consuming. To fulfill the need, a model of an online reading comprehension summative test was developed, involving a number of essential micro skills of reading. The design of the study was Educational Research and Development (R&D), involving 100 subjects in the try-out stage. The instruments used were interview guides and questionnaire. Based on the tryout analysis, the reliability was .779, in which thirty one items were categorized as valid items. For the ease of scoring and the balanced number of the indicators under interest, only 25 items were included in the model test. Based on the students’ questionnaire, more than 80% subjects responded positively. The final product of this research was a set of an online reading comprehension test kit that includes the blueprint, the test (in form of paper and screenshot of the online version), the answer key, and the instruction to access the online test. ABSTRAK Di beberapa universitas termasuk STKIP PGRI Jombang, muncul kebutuhan penting sebuah tes yang bisa menggantikan tes membaca berbasis paper-and-pencil sebelumnya yang konvensional, tidak praktis dan memakan banyak waktu. Untuk memenuhi kebutuhan tes yang bisa mengatasi masalah tersebut, dikembangkanlah sebuah model tes membaca sumatif online. Desain penelitian ini adalah penelitian pengembangan, yang melibatkan 100 subjek dalam tahap try-out. Instrumen yang digunakan adalah interview guide dan kuesioner. Berdasarkan analisis butir soal, nilai alpha atau reliabilititas adalah 0.779. 31 butir soal dikategorikan sebagai butir soal yang valid. Untuk kemudahan penilaian dan keseimbangan jumlah indikator yang diinginkan, hanya 25 butir soal yang digunakan dalam model tes. Berdasarkan kuesioner mahasiswa, lebih dari 80% subjek merespon secara positif. Produk akhir dari penelitian ini adalah satu set online reading comprehension test yang meliputi kisi-kisi, tes (dalam bentuk kertas dan screenshot versi online), kunci jawaban dan instruksi untuk mengakses tes online. How to Cite: Sofa., Sulistyo, G.H. (2017). A Model of an Online Reading Comprehension Summative Test for College Students. IJEE (Indonesian Journal of English Education), 4(2), 168-187. doi:10.15408/ijee.v4i2.8344
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Kleider-Tesler, Einat, Anat Prior, and Tami Katzir. "The Role of Calibration of Comprehension in Adolescence: From Theory to Online Training." Journal of Cognitive Education and Psychology 18, no. 2 (October 1, 2019): 190–211. http://dx.doi.org/10.1891/1945-8959.18.2.190.
Повний текст джерелаАнотація:
The current study examined the effects of a computerized training program on reading comprehension, confidence ratings, and calibration of comprehension in adolescents with poor and good reading comprehension. Ninety 10th graders participated in the study and completed three training sessions. In each session, participants read two expository texts and answered multiple-choice questions. For each answer they gave, participants also rated their confidence. Participants were assigned to one of three online training conditions that differed in the type of immediate feedback provided after each question: (a) Feedback on performance; (b) Feedback on performance and on calibration; (c) Feedback on performance with scaffolding (a cue for correcting wrong answers). Results demonstrated that scaffolding feedback was the most effective training condition, leading to improved comprehension performance and calibration, especially for poor comprehenders. These findings highlight the necessity of developing theoretical and practice models of online feedback interventions for reading comprehension and self-evaluation abilities.
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Tarigan, Fatin Nadifa, Siti Aminah Hasibuan, Lia Agustina Damanik, and Rika Wahyuni Tambunan. "EFL Learners’ Self Efficacy and Its Relation to Reading Comprehension in Online Learning." SALTeL Journal (Southeast Asia Language Teaching and Learning) 5, no. 1 (January 31, 2022): 08–12. http://dx.doi.org/10.35307/saltel.v5i1.83.
Повний текст джерелаАнотація:
Self-efficacy plays an influential role in iniating any action including reading especially in online learning. Reading comprehension, along with all other language skills, has become a big concern in ELT, while self-efficacy is a pyschological aspect that affect the learners’ success in mastering the skill. In this regard, this study attempts to find out whether EFL learners’ self-efficacy affects the learners’ reading comprehension in Universitas Pembinaan Masyarakat Indonesia. The study applied correctional study with quantitative design. Participants in this study were 50 learners of English Education Department. A self-efficacy questionnaire (SEQ) and reading comprehension test were applied to the participants as parts of the correlational research model. The collected quantitative data were analyzed by Statistical Package for the Social Sciences (SPSS) program. The finding shows that the result of r-calculation for learners’ self-efficacy and their reading score is .765. The score of significance level is < 0.05 (0.000 < 0.05) which means that Ha was accepted and H0 was rejected. This score indicates that there is a positive correlation between the two variables.