Domain Knowledge Compensates for Reading Comprehension Skill in College Undergraduates

2010 ◽  
Author(s):  
James F. Sumowski ◽  
Stephen T. Peverly
Keyword(s):  
Reading Comprehension ◽  
Domain Knowledge ◽  
Comprehension Skill

scholarly journals Differences in semantic encoding as a function of reading comprehension skill

1981 ◽  
Vol 9 (6) ◽  
pp. 618-624 ◽  
Author(s):  
Edward C. Merrill ◽  
Richard D. Sperber ◽  
Charley McCauley
Keyword(s):  
Reading Comprehension ◽  
Comprehension Skill ◽  
Semantic Encoding

scholarly journals THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND READING COMPREHENSION OF THE FIRST YEAR STUDENTS OF SMPN 1 CISARUA BANDUNG BARAT

2020 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Pilli Parliyah ◽  
Tanty Khotimah
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Method ◽  
Reading Motivation ◽  
First Year ◽  
First Year Students ◽  
Comprehension Skill ◽  
Correlational Research ◽  
Academic Year

The objective of this study is to know the correlation between students’ motivation and their achievement in reading comprehension. The research used quantitative method and correlational research as design. The population of the study was the seventh grade students of Junior High School 1 cisarua, Kabupaten Bandung Barat in academic year 2017/2018 with total number 395 students and the sample in this study is 32 students. Instruments for data collection were the questionnaire to find out students’ motivation and the reading comprehension test. Pearson Product Moment was used to analyze the data and the hypothesis testing was computed by applying SPSS version 22. It was found that there is a significant correlation between students’ motivation and their achievement in reading because the correlation coefficient was 0.658. It was classified into high correlation . Thus, there is a significant correlation between reading motivation and reading motivation. The result can be interpreted that students’ motivation had strong effect to reading comprehension skill.  It is suggested the English teachers have to create teaching strategies that will motivate the students to read in class.Keywords: Correlation, students’ motivation, reading, achievement. 

scholarly journals The Contributions of Reading Strategies and Reading Frequencies toward Students’ Reading Comprehension Skill in Higher Education

2019 ◽  
Vol 8 (6S3) ◽  
pp. 593-597
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skill ◽  
Scale Reading ◽  
Factors Affecting ◽  
Comprehension Skill ◽  
Correlational Design ◽  
Comprehension Skills ◽  
Research Findings ◽  
Reading Comprehension Skills

This study was conducted because of the low level of students’ reading skill. The reading strategies and the reading frequencies were assumed as the factors affecting students’ reading skill. The aim of this study was to describe and to analyze the contribution of reading strategies and reading frequencies toward students’ reading comprehension skill. This study used the quantitative method with the descriptive correlational design. The population was 3000 students who attended Bahasa Indonesia subject in Universitas Negeri Padang, and 353 students were taken as samples by using proportional stratified random sampling. The instruments of this study were reading strategies scale, reading frequencies scale and a reading comprehension test which has been valid and reliable. Based on research findings and discussion, the following can be concluded: (1) reading strategies contributed significance and positively to the students' comprehension reading skill which is 19.6% (R = 0.443 R2 = 0.196 and p = 0.000), i.e. reading strategies contributed directly toward the skills of reading comprehension. Therefore, the higher the reading strategies, the better the reading comprehension skills of the students; (2) reading strategies contributed significance toward the students' reading comprehension skills of 33.1% (R = 0.575 R2 = 0.331 and p = 0.000), i.e. reading frequencies contributed directly to reading comprehension skills. Therefore, the better the reading frequencies, the better the reading comprehension skills of the students; (3) reading strategies and the reading frequencies together contributed significance toward the students' reading comprehension skills of 33.2% (R = 0.575, R2 = 0.332 and p = 0.000), i.e. reading strategies and reading frequencies together contributed directly to the comprehension reading skill. Therefore, the higher the reading strategies and reading frequencies will be the better the reading comprehension skill of the students.

scholarly journals DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

2021 ◽  
Vol 5 (1) ◽  
pp. 90-100
Author(s):  
Imam Munandar ◽  
Srimurni Srimurni
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Experimental Approach ◽  
Instructional Support ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading ◽  
Reading Activity

This research manages to analyze the effectiveness of  DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

scholarly journals The using of readutainment as e-learning to improve students’ reading comprehension skill

2018 ◽  
Vol 154 ◽  
pp. 03007
Author(s):  
Nina Dwiastuty ◽  
Susilawati ◽  
Muhammad Sulhan
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Random Sampling ◽  
Language Teachers ◽  
Average Score ◽  
Vocational Students ◽  
Comprehension Skill ◽  
Life Styles ◽  
Cognitive Levels ◽  
E Learning

Technology grows and has changed life styles in many aspects. It offers simplicity and practicality to human to switch the life easier from traditional to modern creativity. In the education context, the use of e-learning as a product of technology in the language learning is inevitable and has made language teachers find new teaching strategies. This action research aims to prove whether the innovation of Readutainment application as e-learning enables students to improve their reading comprehension skill. This application usage is to facilitate students to comprehend. English texts. The research object were private vocational students of grade XI taken from 6 of 12 vocational schools in the districts of Singaparna and Leuwisari, West Java. It uses a purposive random sampling by considering that all students are homogeneous in their cognitive levels. The method of this research is qualitative action based on students’ studying in the cloud classrooms in two cycle designs. The result shows that the use of Readutainment can improve students’ ability to comprehend English texts. It is proven that after being treated by using the Readutainment in two cycles, the average score increases from 68 to 70 in the first cycle and 75 in the second cycle.

Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View

2020 ◽  
pp. 026565902096798
Author(s):  
Gabriela Silva-Maceda ◽  
Blanca Flor Camarillo-Salazar
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Intervention Group ◽  
Group Versus ◽  
Control Group ◽  
Simple View ◽  
Comprehension Skill ◽  
School Year ◽  
Mixed Analysis ◽  
Post Test

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such components. Fifty-four children from two 1st grade classrooms in a public school in Mexico were screened for difficulties in decoding and listening comprehension at the end of the school year. At the beginning of 2nd grade, 27 students identified with difficulties were randomly assigned to either an intervention ( n = 14) or a control group ( n = 13). Students selected for the targeted intervention attended the sessions aimed at their specific needs: five students with poor decoding only received the Phonological and Orthographic Awareness sessions of the intervention (9 sessions); seven students with poor listening comprehension only attended the Oral Vocabulary sessions (5 sessions); two students with mixed difficulties attended the full program (14 sessions). A 2 × 2 mixed analysis of variance showed that the interaction between the Time and Group variables had a significant effect, i.e. students in the intervention group had significantly higher scores in the post-test evaluation with respect to their baseline and compared to the growth observed in the control group. Results are discussed concerning their implications for teaching practices and for the use of strategies that target reading specific difficulties in students using both oral and written language.

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