Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

2013 ◽  
Vol 44 (4) ◽  
pp. 348-359 ◽  
Author(s):  
Ivy N. Y. Tang ◽  
Carol K. S. To ◽  
Brendan S. Weekes
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Writing Systems ◽  
Inference Making ◽  
Comprehension Skills ◽  
English Speaking ◽  
Character Reading ◽  
The Relationship

PurposeInference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between inference-making skills, as measured by riddle appreciation ability, and reading comprehension performance in typically developing Cantonese-speaking children in the 4th grade.MethodForty Cantonese-speaking children between the ages of 9;1 (years;months) and 11;0 were given tests of riddle appreciation ability and reading comprehension. Chinese character reading and auditory comprehension abilities were also assessed using tests that had been standardized in Hong Kong.ResultsRegression analyses revealed that riddle appreciation ability explained a significant amount of variance in reading comprehension after variance due to character reading skills and auditory comprehension skills were first considered. Orthographic, lexical, morphological, and syntactic riddles were also significantly correlated with reading comprehension.ConclusionRiddle appreciation ability predicts reading comprehension in Cantonese-speaking 4th-grade children. Therefore, training Cantonese speakers in riddle appreciation should improve their reading comprehension.

Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading–Matched Typically Developing Children

2022 ◽  
pp. 1-16
Author(s):  
Alison Prahl ◽  
C. Melanie Schuele
Keyword(s):  
Down Syndrome ◽  
Reading Comprehension ◽  
Listening Comprehension ◽  
Word Reading ◽  
Effect Sizes ◽  
Typically Developing ◽  
Reading Success ◽  
Comprehension Skills ◽  
English Speaking ◽  
The Mean

Purpose: The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading–matched typically developing (TD) children. Method: Participants included 19 individuals with DS ( M age = 17;2 [years;months], range: 11;1–22;9) and 19 word reading–matched TD children ( M age = 7;2, range: 6;6–8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension. Dependent variables were raw scores on each measure, with the exception of scaled scores on one reading comprehension measure. Results: Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for two of three reading comprehension measures. The mean raw scores were lower for the DS group than the TD group, with large effect sizes. Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for three of three listening comprehension measures. The mean raw scores on the three measures were lower for the DS group than the TD group, with large effect sizes. Conclusions: The DS group, despite being matched on word reading to the TD group, demonstrated reduced reading comprehension skills as compared with the TD group. Thus, as individuals with DS acquire word reading skills, it appears that they are unable to translate word reading success to achieve reading comprehension at the expected level (i.e., as indexed by typical readers). The between-groups differences in listening comprehension suggest that deficits in listening comprehension likely are a barrier to reading comprehension proficiency for children with DS. Listening comprehension may be a malleable factor that can be targeted to improve reading comprehension outcomes for individuals with DS.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

scholarly journals Reading Strategies, Reading Comprehension, and Translation

2018 ◽  
Vol 10 (2) ◽  
pp. 55-67
Author(s):  
Gabriella Kovács
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Language Teachers ◽  
Target Language ◽  
Border Crossings ◽  
Comprehension Skills ◽  
Intercultural Mediators ◽  
Reading Comprehension Skills

AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

scholarly journals The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiping Zhao ◽  
Ying Guo ◽  
Shuyan Sun ◽  
Mark H. C. Lai ◽  
Allison Breit ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Language Skills ◽  
Orthographic Knowledge ◽  
Comprehension Monitoring ◽  
Chinese Reading ◽  
Syntactic Knowledge ◽  
Comprehension Skills ◽  
Grade 3 ◽  
Reading Comprehension Skills

This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions via comprehension monitoring to Chinese reading comprehension, and the relations would change as children’s reading skills develop.

scholarly journals The relationship between self-reported sleep quality and reading comprehension skills

Sleep Science ◽  
2014 ◽  
Vol 7 (4) ◽  
pp. 189-196 ◽  
Author(s):  
Stephanie K. Ellis ◽  
Jeffrey J. Walczyk ◽  
Walter Buboltz ◽  
Victoria Felix
Keyword(s):  
Reading Comprehension ◽  
Sleep Quality ◽  
Comprehension Skills ◽  
The Relationship ◽  
Reading Comprehension Skills

scholarly journals Korelasi Keterampilan Membaca Pemahaman Teks Deskripsi dengan Keterampilan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 1 Bonjol

2020 ◽  
Vol 6 (2) ◽  
pp. 83-92
Author(s):  
Dina Zahara ◽  
Afnita Afnita
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Reading Skills ◽  
Writing Skills ◽  
T Test ◽  
Average Score ◽  
Seventh Grade ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Text Writing

The purpose of this study was to determine the relationship between the reading comprehension skills of the descriptive text and the writing skills of the seventh grade students of SMP Negeri 1 Bonjol. This research used quantitative research using a descriptive correlational design. In this study, there were two variables, namely the X variable and the Y variable. The X variable was the reading comprehension skill, while the Y variable was the description text writing skill. The research instruments were objective tests and performance tests. The data of this study are the results of the reading comprehension skills test and the results of the descriptive text writing skills test. The test results were compared using the t-test formula to determine the correlation between the reading comprehension skills and the descriptive text writing skills of the seventh grade students of SMP Negeri 1 Bonjol. There are three results in this study. First, the reading skills of grade VII students of SMP Negeri 1 Bonjol are in good qualifications with an average score of 81.65. Second, the writing skills of the seventh grade students of SMP Negeri 1 Bonjol are in good qualifications with an average score of 78.58. Third, based on the results of the t-test, it can be concluded that there is a relationship between comprehension reading skills and the descriptive text writing skills of seventh grade students of SMP Negeri 1 Bonjol.

scholarly journals KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DENGAN KETERAMPILAN MENULIS TEKS BERITA SISWA KELAS VIII SMP NEGERI 8 PADANG

2020 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Desi Tiara Putri ◽  
Irfani Basri
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Degrees Of Freedom ◽  
Reading Skills ◽  
Writing Skills ◽  
Eighth Grade ◽  
Comprehension Skills ◽  
Eighth Grade Students ◽  
News Writing ◽  
Reading Comprehension Skills

ABSTRACTThe purpose of this study is to describe the following matters. First, it describes the reading skills of students in class VIII of SMP Negeri 8 Padang. Second, describe the news writing skills of VIII students of SMP Negeri 8 Padang. Third, it describes the correlation between reading comprehension skills and news writing skills of eighth grade students of SMP Negeri 8 Padang. This type of research is quantitative research with descriptive methods. The results of this study are three. First, reading comprehension skills of eighth grade students of SMP Negeri 8 Padang are in good qualifications. This was concluded based on an average count of 81.13. Second, the writing skills of news texts for eighth grade students of SMP Negeri 8 Padang are in good qualifications. This can be seen from the acquisition of the average news text writing test count of 81.25. Third, there is a significant correlation between reading comprehension skills and news writing skills of VIII grade students of SMP Negeri 8 Padang at n-1 degrees of freedom and a significant level of 95%.  The null hypothesis is rejected and the work hypothesis is accepted because the test result prove the t value is greater than t table 3.81 > 1.68. Based on the result of the study above, it was concluded about the knowledge of reading skills in reading news texts of eight grade students of SMP Negeri 8 Padang.Kata Kunci: korelasi, membaca pemahaman, menulis teks berita

scholarly journals THE EFFECT OF USING POSSE STRATEGY IN TRAINING AND DEVELOPMENT COMPREHENSION READING SKILLS AMONGST SIXTH GRADERS

2020 ◽  
Vol 8 (2) ◽  
pp. 134-141
Author(s):  
Tareq Mohamad Alyatim ◽  
Wail Muin (Al-Haj sa'id) Ismail ◽  
Muhammad Azhar bin Zailani ◽  
Ala Muhammad Al Saadi
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Lesson Plan ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Control Group ◽  
Comprehension Skills ◽  
Sixth Grade Students ◽  
Reading Comprehension Skills ◽  
Positive Effect

Purpose of the study: This study aims to measure the effectiveness of using P.O.S.S.E strategy in the development of teaching to improve reading comprehension skills for sixth-grade students. Methodology: The procedure used is an experimental method based on Stratified Sampling which consists of 43 students divided into two groups – a control group of 21 students and an experimental group of 22 students- and a lesson plan was designed as a tool. Main Findings: The outcomes of the study indicated that the POSSE strategy has a positive effect on the development of reading comprehension skills over its five levels among the representative sample of sixth graders. Applications of this study: It is an essential reference in the development of teaching and training teachers to adapt to the P.O.S.S.E strategy for teachers, student educators. Novelty/Originality of this study: The result of this study is consistent with previous studies, which investigated the efficacy of POSSE strategy on the development of reading comprehension skills.

scholarly journals KORELASI KETERAMPILAN MEMBACA PEMAHAMAN DENGAN KETERAMPILAN MENULIS TEKS BERITA SISWA KELAS VIII SMP NEGERI 9 PADANG

2020 ◽  
Vol 9 (1) ◽  
pp. 10
Author(s):  
Akbar Maulana Ghazali ◽  
Ermawati Arief
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Degrees Of Freedom ◽  
Reading Skills ◽  
Writing Skills ◽  
School Year ◽  
Comprehension Skills ◽  
Reading Text ◽  
News Writing ◽  
Text Writing

ABSTRACT The purpose of the research is to describe the reading skills of students' news text comprehension, Second, to describe the skills of writing news texts of students, third, to describe the correlation of reading comprehension of news texts with news writing skills of students of class VIII at SMP Negeri 9 Padang. The population of this research is VIII grade students of SMP Negeri 9 Padang in the 2019/2020 school year, which is 245 students. The sample in this study was determined by proportional random sampling 25% of 49 students. The research data scores the results of reading text comprehension test scores and the scores of news text writing skills scores. The research instrument is an objective test for reading text comprehension skills and performance tests for news text writing skills. Research Results First, the reading skills of understanding the news text of good qualifying students (B). Second, the skills of writing news texts of good qualifying students (B). Third, there is a correlation between reading comprehension and news writing skills with news writing skills of VIII grade students of SMP Negeri 9 Padang with degrees of freedom n-1 at 95% confidence level. T value (5.55) is greater than t table (1.68), i.e. titung> ttabel (5.55> 1.68) thus H0 is rejected and H1 is accepted because the test results prove that tcount is greater than t table. It can be concluded that reading text comprehension skills are correlated with news text writing skills. Kata Kunci: Korelasi, Membaca Pemahaman, Teks Berita 

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