Theories of Reading Comprehension

2019 ◽  
pp. 9-29
Author(s):  
Jufang Kong
Keyword(s):  
Reading Comprehension ◽  
Theories Of Reading

scholarly journals How Can Students Improve Their Reading Comprehension Skill?

2016 ◽  
Vol 6 (2) ◽  
pp. 229 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Process ◽  
Special Focus ◽  
Review Of Literature ◽  
Effective Strategies ◽  
Comprehension Skill ◽  
Effective Reading Strategies ◽  
Theories Of Reading ◽  
Models Of Reading

<p>Reading is an interactive process in which readers construct a meaningful representation of a text using effective reading strategies. Effective reading strategies are considered as significant skills that have received the special focus on students’ reading comprehension proficiency. In this paper, the researchers define the term reading and reading comprehension, explain the types of reading, declare models of reading process, state theories of reading comprehension, review the effective strategies for reading comprehension, and finally mention findings of learners’ reading strategies and their reading comprehension proficiency. The review of literature indicates that reading strategies play a significant role in improving the students’ reading comprehension skill.</p>

scholarly journals INVESTIGATING LEARNERS’ OBSTACLES IN SECOND LANGUAGE READING COMPREHENSION

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Safrudin Sahmadan ◽  
Ali Ajam
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Strategies ◽  
Research Method ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Second Language Reading ◽  
English Curriculum ◽  
Theories Of Reading ◽  
Second Language Reading Comprehension

Skill in reading texts written in English as a foreign language constitutes a fundamental element of the establishment of English curriculum in Indonesia. The aim of this article is to investigate and explore the obstacles and difficulties faced by Indonesians in their learning activities which hampering the learners in gaining comprehension, and to view the pedagogy from the broader perspective on the theories of reading process. As the writer found, the learners are lack of language system understanding, lack of reading strategies, poor in recognizing the types of reading comprehension. Therefor, through literary study as the research method, the  result appeared that the obstacles and problems faced by the Indonesian affected by cultural background, English teaching and learning process, and approaches in teaching and learning.

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

2021 ◽  
pp. 001440292110508
Author(s):  
Marissa J. Filderman ◽  
Christy R. Austin ◽  
Alexis N. Boucher ◽  
Katherine O’Donnell ◽  
Elizabeth A. Swanson
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Grade Level ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Background Knowledge ◽  
Upper Elementary ◽  
Positive Effects ◽  
Theories Of Reading ◽  
Comprehension Intervention

Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate significant positive effects of reading comprehension intervention on comprehension outcomes ( g = .59, p < .001, 95% confidence interval [CI] [0.47, 0.74], τ2 = .31). A metaregression model indicated significantly higher effects associated with researcher-developed measures, background knowledge instruction, and strategy instruction, and significantly lower effects associated with instructional enhancements. Grade level, metacognitive approaches, and study quality did not moderate effects. Findings support the use of background knowledge instruction and strategy instruction to support comprehension of struggling readers in upper elementary and beyond.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Reading Comprehension: Can It Be Taught?

1983 ◽  
Vol 28 (1) ◽  
pp. 31-31
Author(s):  
John B. Carroll
Keyword(s):  
Reading Comprehension
Sign in / Sign up

Export Citation Format

Share Document