scholarly journals Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context

2021 ◽  
Author(s):  
Camilla Nilvius ◽  
Idor Svensson
Keyword(s):  
Reading Comprehension ◽  
Response To Intervention ◽  
Reading Skills ◽  
Intervention Program ◽  
Comparison Group ◽  
School Context ◽  
Full Scale ◽  
Reading Abilities ◽  
Rti Model ◽  
Experimental Group

AbstractReading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was used to examine treatment effects. The RtI experimental group (n = 11) and comparison group (n = 11) were monitored longitudinally over 2.5 years. The interventions included specialized instruction on decoding and reading comprehension. The comparison group received treatment as usual. After the intervention, the number of students in need of support in the experimental RtI-group was reduced from six to one. Furthermore, decoding and reading comprehension improved in the experimental group relative to the comparison group; however, the results were not significant. The standard deviation in the experimental group was smaller than that in the comparison group for all follow-up measures. The intervention effect was sustained after one and a half year in most of the students who had responded to the intervention. In addition, the participating teachers mostly appreciated the RtI-model. These preliminary findings suggest that the RtI model possibly can enhance reading skills in Swedish students; however, more research is needed. Implications for using the RtI model are discussed.

scholarly journals PENGARUH STRATEGI METAKOGNISI TERHADAP PEMAHAMAN MEMBACA TEKS BERBENTUK DESKRIPTIF PADA MAHASISWA MANAJEMEN INFORMASI KESEHATAN INSTITUT KESEHATAN DELI HUSADA DELITUA

2020 ◽  
Vol 2 (2) ◽  
pp. 62-67
Author(s):  
Herawati Br Bukit ◽  
Sulastri Br Ginting
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Control Group ◽  
Post Test ◽  
Grade Ii ◽  
Quantitative Design ◽  
Level Of Significance ◽  
Teaching Learning ◽  
Management Students ◽  
Experimental Group

Doing reading comprehension needs active process in doing. The suitable teaching-learning process must achieve the objective of reading comprehension. In fact, reading skill is not easy. Lecturer should use good strategy in teaching about reading comprehension. It also happens for students that they find some hard in doing reading comprehension well. They can’t get good value for understanding the text meaning. So, the strategy is very useful to solve the difficulties in reading comprehension. This study is concerned with the reading effect about descriptive text through Metacognition strategy application. This study learns about students reading skills in descriptive text. This research is conducted based on experimental quantitative design which has two randomized subject. The population were Health Information Management students at Deli Husada Deli Tua Health Institute grade I, II and III. The random sample was taken from grade I and III as group of experimental and grade II as the control group. In every group was given pre-test and post-test in same test but the experimental group accepted the treatment of Metacognition strategy in the study. The result of this research showed that there was difference between the mean of the group of experimental and the group of control. The statistic calculation showed that t-observed (4.1) is higher than t-table (1.67) for the degree of freedom (df) 58 at the level α = 0.05 level of significance. It proves that Metacognition strategy has significantly effect on students’ reading comprehension in reading descriptive text.

Intelligence Differences and Mediation Factors: A Sequential Explanatory Study of Improvement of EFL Undergraduate Students’ Reading Comprehension Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 128
Author(s):  
Suleyman Celik
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Skills ◽  
Multiple Intelligence ◽  
Control Group ◽  
Dominant Type ◽  
Teaching Activities ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

In this quasi-experimental study, quantitative findings were examined in terms of how grouping students based on their dominant type of Multiple intelligence and providing different Multiple Intelligence activities that correspond to their intelligence type effect the development of their reading skills. A control group and an experimental group were designed to compare the effectiveness of the Multiple Intelligence teaching activities and tasks on the development of reading skills. A questionnaire was administrated to the 95 undergraduate EFL junior students to identify their dominant type of intelligence at a private university in Iraq. Based on their dominant type of intelligence, different learning centers were established with different activities for each one. After a 16-week experiment period the effects of Multiple Intelligence teaching activities were measured by using pretest, progress tests, achievement exams and a posttest. The results of this study indicated that the experimental group has significantly developed their reading comprehension skills in terms of understanding and visualizing the meaning in the mind. In addition, there were considerable association between Multiple Intelligence teaching activities and students’ motivation to the classes that reinforces classroom management as well.

scholarly journals Effectiveness of an Intervention Program for Linguistics Skill Development

2017 ◽  
Vol 27 (67) ◽  
pp. 37-45 ◽  
Author(s):  
Acácia Aparecida Angeli dos Santos ◽  
Katya Luciane de Oliveira ◽  
Neide de Brito Cunha ◽  
Paula Cristina Camargo Osés
Keyword(s):  
Reading Comprehension ◽  
Intervention Program ◽  
Sixth Grade ◽  
Control Groups ◽  
School Students ◽  
Formal Instruction ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Spelling Word

Abstract: The importance of language and its formal instruction during the initial school phase has stimulated studies that seek options to implement them successfully. From this perspective, this study aimed to verify the effects of an intervention program on the language skills assessed. The participants were sixth-grade elementary school students evaluated in reading comprehension, spelling, word recognition and metatextual awareness. The intervention program was performed with 103 students, divided into experimental (EG) and control groups (CG). The experimental group attended 10 sessions, which included the use of gradual Cloze technique in texts of various textual genres, which were intended to develop the reading comprehension and the development of metatextual awareness. Analyses indicated the superiority of EG over the CG in the post-test. New studies are needed to permit the generalization of the results.

Self-Regulation, Motivation and Teaching Styles in Physical Education Classes: An Intervention Study

2015 ◽  
Vol 34 (2) ◽  
pp. 333-344 ◽  
Author(s):  
Athanasia Chatzipanteli ◽  
Nikolaos Digelidis ◽  
Athanasios G. Papaioannou
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intervention Program ◽  
Comparison Group ◽  
Self Regulation ◽  
Teaching Styles ◽  
Metacognitive Skills ◽  
Guided Discovery ◽  
Practice Style ◽  
Experimental Group

The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.

scholarly journals Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Reading Skills ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students’ language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants’ were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p < .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

scholarly journals Impact of Using Parallel Text Strategy on Teaching Reading to Intermediate II Level Students

2021 ◽  
Vol 3 (1) ◽  
pp. 95-108
Author(s):  
Andira Abdallah
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Reading Skills ◽  
Sentence Structure ◽  
Significant Difference ◽  
Post Test ◽  
Reading Text ◽  
Parallel Text ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to examine the impact of parallel reading text (English and Arabic) on English as a Foreign language (EFL) Intermediate II level students’ at Birzeit University in terms of reading comprehension, vocabulary retention, and sentence structure awareness. The sample for this study is 38 undergraduate students of the aforementioned level in two class sections during the fall semester of 2019-2020. One reading text from the course textbook was selected for this experimental study. The controlled group was instructed with an English only reading text while the experimental group used a parallel text of the same reading passage. A pretest on the reading text was used as an instrument to measure the reading skills of vocabulary, reading comprehension, and sentence structure prior to teaching the text for both sections. Six weeks later, a post-test was administered to both groups to assess the impact of parallel reading text in comparison to monolingual English text on students’ reading skills. Results of the post-test showed an increase in the average scores of both groups. There was a noticeable increase of the average scores in the vocabulary section and sentence structure awareness of the post-test among students of the experimental group compared to the average scores of their peers in the controlled group. Nevertheless, the results did not reveal a significant difference between using the two techniques in regard to reading comprehension and sentence structure awareness.

Effects of a Metacognitive Smartphone Intervention for Patients with Schizophrenia: A Quasi-Experimental Study (Preprint)

2021 ◽  
Author(s):  
Mihwa Han ◽  
Kyunghee Lee ◽  
Mijung Kim ◽  
Youngjin Heo ◽  
Hyunseok Choi
Keyword(s):  
Social Functioning ◽  
Intervention Program ◽  
Rating Scales ◽  
Comparison Group ◽  
Psychotic Symptoms ◽  
Social Functions ◽  
Face To Face ◽  
Metacognitive Beliefs ◽  
Quasi Experimental ◽  
Experimental Group

BACKGROUND The COVID-19 pandemic has presented a substantial burden on the global medical system. COVID-19-related restrictions on movement and face-to-face interactions to prevent the spread of infection have increased the risk for patients with schizophrenia being overlooked by medical professionals due to increased demands on staff and facilities. Therefore, application-based treatments and interventions developed for smartphones could provide effective and essential alternatives to traditional face-to-face treatment programs for patients with schizophrenia during the COVID-19 pandemic. OBJECTIVE This study aimed to test the effect of a smartphone app-based metacognitive intervention program on the metacognitive beliefs, psychotic symptoms, and social functioning of patients with schizophrenia. METHODS The study used a quasi-experimental design with a non-equivalent comparison group. Participants were patients with schizophrenia registered with community psychosocial rehabilitation centers. For the experimental group, the app-based intervention was combined with weekly contact mentoring sessions over 10 weeks (20 participants: severe psychotic symptoms and low social functions). The comparison group (24 participants: relatively light psychotic symptoms and good social functions) received only the app-based intervention over 10 weekly sessions. Changes in the Dysfunctional Metacognitive Beliefs (MCQ-30), Psychotic Symptom Rating Scales, Positive and Negative Syndrome Scale, and Personal and Social Performance Scale were assessed at baseline (pre-intervention), post-intervention, and four-week follow-up. Data were collected from November 18, 2020, until July 15, 2021. The data analysis was carried out using IBM SPSS/WIN version 26.0. RESULTS The experimental group showed a significant improvement in the Positive Beliefs about Worries on the MCQ-30, Need for Control (P = .039), and Delusions (P < .001), and the Total Score for positive and negative syndromes, along with a decline in general psychotic symptoms (P = .027) and improved total social function scores (P = .001) over the three assessment periods. CONCLUSIONS Although there were no differences in the measures between the two groups; however, the experimental group showed a tendency toward improved psychotic symptoms and social functioning over time; while the comparison group showed no change over the assessment periods. These findings can provide an empirical basis for using smartphone applications to manage the symptoms of patients with schizophrenia.

scholarly journals The Effect Of Reading Strategy And Personality On Efl Students’ Reading Comprehension at STIE TRIBUANA

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 65-73
Author(s):  
Tiara Noviarini
Keyword(s):  
Reading Comprehension ◽  
Comparison Group ◽  
Reading Strategy ◽  
Study Program ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
Reading Text ◽  
Experimental Group

By interviewing four students at the Manajement  Study Program in STIE Tribuana, the researcher found that the students face some problems when reading English texts. The problems found were important to be investigated because students’ reading comprehension play an essential part to improve their English ability from reading text. This research was conducted at STIE Tribuana. This research used descriptive quantitative approach. The respondents were divided into two groups: experimental group and comparison group. The experimental group was treated by using PQ4R strategy while comparison group was treated using CSR strategy. Each group consisted of 14 extroverted students and introverted students. The data were collected using reading test (35 items in the form of multiple choice) and personality questionnaire. The result revealed that there was no significant difference between students who use PQ4R and those who use Collaborative Strategic Reading (CSR) on their reading comprehension. The second one was there was no a significant difference between introverted students and extroverted students on their reading comprehension. The last one was that there was no a significant interaction between reading strategy and personality in their effect on students’ reading comprehension.  

scholarly journals THE EFFECTS OF THE TRIP MODEL ON STUDENTS' SCIENCE READING ABILITY AND MARINE CONSERVATION LEARNING INTEREST

2020 ◽  
Vol 19 (3) ◽  
pp. 374-387
Author(s):  
Fu-Pei Hsieh ◽  
Yun-An Chen ◽  
Jeng-Fung Hung ◽  
Chun-Yen Tsai
Keyword(s):  
Reading Comprehension ◽  
Test Scores ◽  
Course Design ◽  
Comparison Group ◽  
Marine Conservation ◽  
Inquiry Based Learning ◽  
Science Reading ◽  
Post Test ◽  
Learning Interest ◽  
Experimental Group

This research sought to improve students' science reading comprehension ability and marine ecological conservation learning interest through the implementation of an inquiry-based learning course. A Triggered situational interest-Reading-Inquiry-Presentation (TRIP) model was proposed to guide the course design. The quasi-experimental design was adopted in this research. Experimental teaching activities were conducted with two classes of second graders (50 students in total) in southern Taiwan. One class served as the experimental group, and the other served as the comparison group. The Science Reading Comprehension Test (SRCT) and Marine Ecology Conservation Learning Interest Scale (MECLIS) were used as instruments. Data were analyzed using the Johnson-Neyman Technique, analysis of covariance, and qualitative analysis. The results showed that the students with lower pre-test scores on the SRCT in the experimental group had better scores on the post-test than those in the comparison group, while the students in both groups with higher pre-test scores on the SRCT had no difference in their post-test scores. Furthermore, the experimental group students had better MECLIS scores than the comparison group students, and the difference had a moderate effect size. Overall, this research suggests that the TRIP model may assist science teachers in designing science reading courses. Keywords: inquiry-based learning, learning interest, reading comprehension, reading literacy.

scholarly journals The effects of fluency-oriented reading instruction on reading skills

2020 ◽  
Vol 10 (4) ◽  
pp. 1111-1146
Author(s):  
Pınar Kanık Uysal ◽  
Asiye Duman
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Skills ◽  
Reading Speed ◽  
Analysis Of Covariance ◽  
Study Program ◽  
Significant Difference ◽  
Experimental Group ◽  
Reading Prosody

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

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