scholarly journals Post-comatose patients with minimal consciousness tend to preserve reading comprehension skills but neglect syntax and spelling

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Agnieszka Kwiatkowska ◽  
Michał Lech ◽  
Piotr Odya ◽  
Andrzej Czyżewski
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Reading Ability ◽  
Eye Tracker ◽  
Gaze Tracking ◽  
Written Text ◽  
Human Computer Interfaces ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Tracking Technology

AbstractModern eye tracking technology provides a means for communication with patients suffering from disorders of consciousness (DoC) or remaining in locked-in-state. However, being able to use an eye tracker for controlling text-based contents by such patients requires preserved reading ability in the first place. To our knowledge, this aspect, although of great social importance, so far has seemed to be neglected. In the paper, we presented the possibility of using an eye-tracking technology for assessing reading comprehension skills in post-comatose patients with minimal consciousness. We prepared various syllable-, word- and sentence-based tasks, controlled by gaze, used for assessing the reading comprehension skills. The obtained results showed that people with minimal consciousness preserved the reading comprehension skills, in most cases to a high extent, but had difficulties with recognizing errors in the written text. The ability to maintain attention during performing the tasks was in statistically significant correlation with motivation, and that one was in a statistically significant correlation with the reading ability. The results indicate that post-comatose patients with minimal consciousness can read words and sentences, hence some useful hints may be provided for the development of gaze tracking-based human-computer interfaces for these people.

scholarly journals KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DAN KETERAMPILAN MENULIS TEKS EKSPOSISI SISWA KELAS X SMA NEGERI 1 PADANG PANJANG

2020 ◽  
Vol 8 (3) ◽  
pp. 195
Author(s):  
Kekeh Naluri ◽  
Emidar Emidar
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Writing Skills ◽  
Test Results ◽  
Average Value ◽  
Comprehension Skills ◽  
Writing Class ◽  
Reading Comprehension Skills ◽  
Text Writing

ABSTRACT The purpose of this study is to describe reading comprehension skills, exposition text writing skills, and correlation reading comprehension skills and exposition text writing skills of class X students of Padang Panjang High School. The results of this study are three, namely (1) reading comprehension skills of students of class X exposition in SMA Negeri 1 Padang Panjang are in good qualifications, with an average value (80.68), (2) writing skills of students exposition writing class X SMA Negeri 1 Padang Panjang is in good qualifications  with an average grade (82.52), (3) there is a relationship between reading ability and writing exposition text skills in class X students of SMA Negeri 1 Padang Panjang, with degrees freedom n-1 at a 95% confidence level. T value (14.79) is greater than t table (0.168), that is tcount> t table (14.79> 1.68) so H0 is rejected and H1 is accepted because the test results prove that t count is greater than t table. Based on the results of the study, it was concluded that the reading comprehension skills of the exposition text correlated with the writing skills of the exposition text. The better the reading comprehension skills of exposition text, the better the writing skills of exposition text. Kata Kunci: Korelasi, Keterampilan Membaca Pemahaman, Keterampilan Menulis Teks Eksposisi   

scholarly journals Improving the Reading Ability of Students Using the Cooperative Integrated Reading and Composition (CIRC) Method in Class IV SDN 3 Cilangkap

2021 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Heni Ratnasari ◽  
Riga Zahara Nurani ◽  
Winarti Dwi Febriani
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Average Score ◽  
Average Value ◽  
The Core ◽  
Comprehension Skills ◽  
Fourth Grade Students ◽  
Three Stages ◽  
Reading Comprehension Skills ◽  
Core Activity

<em>This study aims to improve students' reading comprehension skills by using the Cooperative Integrated Reading and Composition (CIRC) method. This research method was conducted in 3 cycles using a classroom action research design belonging to Kemmis and Mc Taggart. In implementing this research, the steps of the Cooperative Integrated Reading and Composition (CIRC) method are used, which are divided into three stages, namely the opening activity, the core activity, and the closing activity. The results of the research in the first cycle obtained an average value of 78.6 with the percentage of students who had completed 70% and those who had not completed were 30%. Furthermore, in the second cycle an average score of 85.5 was obtained with the percentage of students who had completed 90% and those who had not completed were 10%. Meanwhile, in cycle III, an average score of 89.8 was obtained with the percentage of students who completed 100%. The results obtained, namely the Cooperative Integrated Reading And Composition (CIRC) method can improve reading comprehension skills of fourth grade students of SDN 3 Cilangkap, Tasikmalaya Regency.</em>

scholarly journals The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 427-452
Author(s):  
Jaumer Andrés Quintana Aguilera ◽  
Daniela Restrepo Castro ◽  
Gonzalo Romero ◽  
Gustavo Adolfo Cárdenas Messa
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Ability ◽  
Poor Performance ◽  
Comprehension Strategies ◽  
Integrated Learning ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Observation Protocol ◽  
Reading Comprehension Skills

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.

scholarly journals The Impact of Task-Based Language Teaching on the Development of Iranian EFL Learners’ ESP Reading Comprehension Skills

2017 ◽  
Vol 8 (2) ◽  
pp. 70
Author(s):  
Mahnam Setayesh ◽  
Amin Marzban
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Language Teaching ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Post Test ◽  
The Impact ◽  
Reading Comprehension Skills

The present study primarily aimed at investigating the effect of Task-Based Language Teaching (TBLT) on development of the Iranian EFL learners’ ESP Reading Comprehension Skills. Moreover, it was aimed at investigating the probable difference between the TBLT-instructed students of Law and Mechanical Engineering with respect to their ESP reading skills, on the one hand, and the probable difference between TBLT-instructed males and females, on the other. In so doing, four groups of 25 participants (including two experimental groups and two control ones) were selected through cluster random sampling from among ESP students majoring in Law and Mechanical Engineering. After a four-week instruction treatment, the post-test was conducted to the participants. The results of the data analysis revealed that the experimental groups significantly performed better than the control groups in the post-test with respect to their reading comprehension scores. Furthermore, the results of independent samples t-test indicated that TBLT has been more effective on the Mechanical Engineering students than the Law students. Finally, the findings of the study were indicative of the fact that TBLT was more effective on females’ reading comprehension rather than on males’. Consequently, it can be concluded that TBLT can have a positive effect on students’ ESP reading ability. The findings of this study can be employed in different areas of second/foreign language teaching and learning to facilitate and improve the process of language learning. 

scholarly journals Efficient ways to develop reading comprehension skills

Educatia 21 ◽  
2020 ◽  
pp. 105-110
Author(s):  
Olga Chiș ◽  
Claudia Grec
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
First Grade ◽  
Learning Activities ◽  
Written Text ◽  
The Past ◽  
Comprehension Skills ◽  
Complex Skills ◽  
To Come ◽  
Reading Comprehension Skills

In the past few years, there is an increasing emphasis on a pedagogy for skills. One of the most complex skills, which is formed from the first years of schooling, is the reading-writing skill. Students begin first grade with high ex-pectations towards reading, with the desire to discover the mysteries of the letters. Reading requires - in addition to the ability to decode a written text and the comprehension of the reading - identifying the meaning of the word and the message to be transmitted. Failure in this sense has repercussions on the formation of the personality of the child. Teachers in the classroom are mainly concerned with the prevention of any difficulties that may arise in the formation of the ability to read and write, trying to come up with ways to intervene in the context of the education-al process. This paper aims to find ways of training and developing reading comprehension methods that can be applied in the teaching and learning activities. This is particularly important for understanding and responding to the needs of each student in the class.

scholarly journals IMPROVING READING COMPREHENSION SKILLS BY USING THE COOPERATIVE LEARNING MODEL

2020 ◽  
Vol 14 (2) ◽  
pp. 89
Author(s):  
Yuliana .
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Reading Ability ◽  
Student Evaluation ◽  
Learning Model ◽  
Female Students ◽  
Male Students ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

This research aims to find out the use of Cooperative Learning model in improving reading ability (Reading Comprehension Skills). This action research was undertaken over a period of three months from the beginning of January 2020 to the end of March 2020 which involved 30 students consisting of 17 male students and 13 female students. Cooperative Learning Model by using the Cutting Passage method was successfully demonstrated by increasing the value of student evaluation results. This method makes students become disciplined in searching for vocabulary before starting learning to understand reading. This method leaves the teacher's habit in delivering material not only using lecture and discussion methods.

scholarly journals KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DENGAN KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS VII SMP PEMBANGUNAN LABORATORIUM UNP

2020 ◽  
Vol 9 (1) ◽  
pp. 136
Author(s):  
Muhammad Jaka Mulia ◽  
Andria Catri Tamsin
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Degrees Of Freedom ◽  
Writing Skills ◽  
Sampling Technique ◽  
Written Text ◽  
Comprehension Skills ◽  
Laboratory Development ◽  
Reading Comprehension Skills ◽  
Text Writing

ABSTRACT Research purposes. First, describe students' reading comprehension skills. Second, describe the skills of writing Description text. Third, describe the correlation between reading comprehension skills and text writing skills Description of Grade VII students of the UNP Laboratory Development Middle School. This type of quantitative research is a correlational method. The study design was correlational two variables. The research population of VII grade students of SMP UNP Laboratory Development registered in the academic year 2019/2020 total 142 students in five classes. The sample in the study was 37 people. Samples were taken by simple 25% random technique using proportional random sampling technique. The research instruments were performance tests, description writing text tests and objective reading comprehension skills tests. Conclusion. First, students' reading comprehension skills are in good qualifications (78.98). Second, the students' written text description skills are in good qualifications (83,12). Third, reading comprehension skills correlate with text writing skills Description of VII graders of SMP UNP Laboratory Development with degrees of freedom n-2 at 95% confidence level. T value is greater than t table that is 2.637> 1.68, thus H0 is rejected and H1 is accepted because the test results prove that t count is greater than t table. the conclusion "There is a correlation between reading comprehension skills and writing skills text. Description of Grade VII students of SMP UNP Laboratory Development" was accepted. This means that the better the students 'reading comprehension skills, the better the students' writing text description skills. Kata kunci: Keterampilan Membaca Pemahaman, Keterampilan Menulis, Teks Deskripsi, Korelasi

EXPLORING READING COMPREHENSION SKILLS IN PAPER TEXT AND SCREEN TEXT

2020 ◽  
Vol 11 (1) ◽  
pp. 23-29
Author(s):  
Despina Vasileva ◽  
Keyword(s):  
Reading Comprehension ◽  
Comparative Study ◽  
Tracking System ◽  
Electronic Media ◽  
Electronic Text ◽  
Experimental Conditions ◽  
Gaze Tracking ◽  
Comprehension Skills ◽  
Reading Text ◽  
Reading Comprehension Skills

The article presents a comparative study of reading comprehension skills in students aged 12–13 years. The perception of text on paper and on electronic media is monitored. The experiment was performed under four experimental conditions – reading on paper (the time is not limited), reading on electronic text (the time is not limited), reading on electronic media with fast and slow slide exposition (the time is limited). In the first experimental condition a gaze tracking system (Eye Tracking) was used to trace the mechanism of text perception. In each of the experimental conditions the reading comprehension is monitored with a comprehension questionnaire. The results of the experiment show that when reading text up to one page there is no difference in the levels of reading comprehension on paper and on electronic text. Some features of the participants’ reading style were also traced, describing similar experiments conducted using a gaze tracking system.

scholarly journals IMPLEMENTATION OF DIRECTED READING ACTIVITY (DRA) STRATEGY IN IMPROVING COMPREHENSION READING ABILITY

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Sri Maladewi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Ability ◽  
Research Method ◽  
Class I ◽  
Comprehension Skills ◽  
Complete Category ◽  
Reading Activity ◽  
Taking Action ◽  
Reading Comprehension Skills

The purpose of this study was to improve students' reading comprehension skills by using the DRA strategy using the classroom action research method in class I with 28 students with the results of research on teacher observation activities in the first cycle of meeting I in the low category with a score of 10 or 50.00%. At the second meeting, cycle I experienced an increase with the acquisition of a score of 12 or 60.00% in the sufficient category. In the second cycle of the first meeting, the teacher's activity has increased with the acquisition of a score of 15 or 75.00% in the good category, and in the second cycle of the second meeting, the teacher's activity has increased with a score of 17 or 85.00% in the very good category. The ability to read comprehension of class II students using the DRA strategy on classical completeness before taking action with an average of 39.29 in the incomplete category. After taking action by doing the DRA strategy, it was obtained an average classical completeness of 50 in the incomplete category, after reflecting on learning in cycle I was corrected for deficiencies in cycle II with completeness results reaching 79 in the complete category even though it was not in accordance with the high target of improvement.

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