Reading comprehension across languages

2019 ◽  
Vol 22 (1) ◽  
pp. 33-66 ◽  
Author(s):  
Nicola A. McClung ◽  
P. David Pearson
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Cognitive Processing ◽  
International Assessments ◽  
Trade Offs ◽  
Orthographic Depth ◽  
French And English ◽  
Deep Meaning ◽  
The Relationship

Abstract Orthographic depth, the degree of spelling-to-sound consistency in a language, has been hypothesized to affect the ease with which children learn to read words. However, the relationship between orthographic depth and reading comprehension is less well understood. In this study, focusing on countries in which two international assessments (PISA and PIRLS) were given in two or more languages, we examine data from elementary and high-school readers of Finnish, Swedish, Italian, German, Dutch, French and English). Findings suggest that that there may be some trade-offs between shallow and deep orthographies in terms of the specific ways that they map onto the phonological and deep meaning representations required for cognitive processing during an activity such as comprehension. These trade-offs serve to differentially support or inhibit readers depending on where they are situated on the achievement continuum.

scholarly journals HUBUNGAN MINAT MEMBACA, FASILITAS ORANG TUA, DAN PEMBERIAN TUGAS MEMBACA DENGAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA

LingTera ◽  
2015 ◽  
Vol 2 (2) ◽  
pp. 185
Author(s):  
Romafi Romafi ◽  
Tadkiroatun Musfiroh
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Random Sampling ◽  
Junior High ◽  
Eighth Grade ◽  
Stratified Random Sampling ◽  
Ex Post ◽  
Ex Post Facto ◽  
The Relationship

Penelitian ini  bertujuan  untuk mengungkapkan hubungan minat membaca, fasilitas orang tua, dan pemberian tugas membaca di sekolah dengan kemampuan membaca pemahaman siswa kelas VIII SMP negeri di Kabupaten Brebes. Penelitian ini merupakan penelitian  ex post facto dengan populasi seluruh siswa kelas VIII SMPN Negeri di Kabupaten Brebes. Sampel ditentukan lewat teknik stratified random sampling berdasarkan nilai akreditasi sekolah A, B, dan C. Data dianalisis menggunakan analisis deskriptif. Uji prasyarat dilakukan dengan uji normalitas, linieritas, dan homogenitas. Pengujian hipotesis dilakukan dengan analisis korelasi sederhana, korelasi parsial, dan korelasi ganda. Hasil penelitian ini adalah minat membaca (X1), fasilitas orang tua (X2), dan pemberian tugas membaca di sekolah (X3) berhubungan positif dan signifikan dengan kemampuan membaca pemahaman (Y) pada siswa kelas VIII SMP negeri di Kabupaten Brebes (ry1-23=0,294, ry2-13=0,302, ry3-12=0,255, Ry-123= 0,489). Kata kunci: minat membaca, fasilitas orang tua, pemberian tugas membaca, kemampuan membaca pemahaman   THE RELATIONSHIP AMONG INTEREST IN READING, PARENTS’ FACILITIES, AND GIVING TASKS IN SCHOOLS WITH THE READING COMPREHENSION Abstract This research was aimed to reveal the relationship among interest in reading (X1), parents’ facilities (X2) and giving task of reading in school (X3) jointly with the  reading comprehension (Y) in the students of the eighth grade of State Junior High School (SMP) in Brebes Regency. This was an ex post facto research with the population of all eighth grade students in Brebes Regency. The samples were determined by a stratified random sampling technique based on school accreditation strata of A, B and C. Data was analyzed using a descriptive analysis. The pre-condition test was conducted by normality, linearit, and homogeneity tests. The hypothesis examination was conducted by a simple correlation, partial correlation, and multiple correlations. This research result was  interest in reading (X1), parents’ facilities (X2) and giving task of reading in school (X3) jointly positively and significantly related to the reading comprehension (Y) in the students of the eighth grade of State Junior High School (SMP) in Brebes Regency (ry1-23=0,294, ry2-13=0,302, ry3-12=0,255, Ry-123= 0,489). Keywords: interest in reading, parents’ facilities, giving task in school, reading comprehension

A teaching procedure of reading comprehension of romantic poetry in high school textbooks from theory to asthetic signals

2020 ◽  
Vol 65 (9) ◽  
pp. 3-13
Author(s):  
Vinh Le Thi Thuy
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Signal Theory ◽  
Romantic Poetry ◽  
Teaching Procedure ◽  
Literary Writing ◽  
The Relationship

How to teach reading effectively is a frequently discussed topic in the field of reading comprehension. For romantic poetry, a specific genre of literary writing, how to read, recognize, and decode poetic imagesto interpret the ideas of poets, has many significant meanings. This paper will apply aesthetic signal theory, which plays an important role in resolving the relationship between the linguistic and semantic aspects of a textto establish a teaching procedure for reading comprehension of romantic poetry in high school textbooks. With this process, teachers will have scientific grounds for decoding romantic poetry.

scholarly journals A Correlation Study of Reading Comprehension with Speaking Skill in English Class at Vocational High School

2021 ◽  
Vol 5 (1) ◽  
pp. 32
Author(s):  
Siti Uswatun Khasanah ◽  
Rizka Safriyani
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Correlation Study ◽  
Vocational High School ◽  
School Students ◽  
English Classes ◽  
English Class ◽  
Speaking Skill ◽  
The Relationship

<p>Students in vocational high school are required to learn their vocational skills and English as a Foreign Language in preparation for their potential profession or job. This research investigates the relationship between reading comprehension and speaking skills in English classes and the degree to which reading comprehension relates to vocational high school students' speaking abilities. Thirty-five students from a vocational high school in Surabaya participated in the study. This study's design was a correlation study, and it was performed using a descriptive quantitative method. The students were given a test to assess their abilities. The results of this study indicated that there was a connection between reading comprehension and speaking ability. The correlation coefficient was 0.61, and the correlation was strong. The teacher should have greater access to what they are reading, and improved reading resources would aid their communication skills.</p><p><strong>Keyword:  </strong>Correlation, Reading Comprehension, Speaking Skill</p>

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