The effects of Kagan structures on UAE sixth grade students’ performance of reading comprehension: a pilot study

2019 ◽  
Vol 48 (8) ◽  
pp. 988-999
Author(s):  
Zuhrieh Shana ◽  
Hanene Lahiani ◽  
Sahar Mahmoud
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Kagan Structures

The Prevention of Depression in Children: A Pilot Study

2000 ◽  
Vol 17 (2) ◽  
pp. 78-83 ◽  
Author(s):  
Anthony P. Hannan ◽  
Ronald M. Rapee ◽  
Jennifer L. Hudson
Keyword(s):  
Pilot Study ◽  
Intervention Program ◽  
Depressive Symptomatology ◽  
Coping Skills ◽  
Management Strategies ◽  
Sixth Grade ◽  
Symptoms Of Depression ◽  
Positive Coping ◽  
Sixth Grade Students ◽  
Depression Management

AbstractTwenty, fifth- and sixth-grade students who reported mild depressive symptomatology were placed into a brief intervention program. The program was conducted over eight, weekly, 90-minute sessions and aimed to teach students depression management strategies and positive coping skills. Significant reductions in symptoms of depression, anxiety and externalising behaviour were found and maintained for six months. The results lend support to the effectiveness of this brief program for early intervention in depression. The potential for the program to prevent the later development of clinical depression and related problems is discussed.

scholarly journals THE EFFECT OF SUBTITLED ANIMATED CARTOON VIDEOS ON STUDENTS’ READING COMPREHENSION (A Quasi Experimental Study at The Sixth Grade Students of SDIT Al- Hasanah Kota Bengkulu)

2018 ◽  
Vol 1 (2) ◽  
pp. 20-29
Author(s):  
Gustian Pelani
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Sixth Grade ◽  
Animated Cartoon ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Quasi Experimental ◽  
Academic Year

Thisstudyaims toinvestigatewhetheror nottheuseofsubtitledanimated cartoonvideosaffectstudents’ reading comprehension and to findoutinwhat performanceof reading comprehension aspectstheexperimentaland controlclassdiffer. ThepopulationincludedallthesixthgradestudentsofSDITAlHasanahKotaBengkulu in  academic  year  2015/2016,  which  consisted  of  77  students.  The  sampleswere  52 studentsthatwere taken fromtwo classes.Theexperimentalclass receiveda treatmentby usinganimatedcartoonvideoswithbimodalsubtitles, while thecontrolclasswas taught byusinganimatedcartoonvideoswithoutsubtitles.A pre-testwasgiven tobothclasses beforetreatment.Thedata wereanalyzedbyusingSPSS16for t-testformula.Theresults show that, firstly, therewasa statistically significantdifferencebetween thegroups in readingcomprehension scores.Therefore, itwasconcluded thattheuse ofsubtitled animated cartoon videoscould improvestudents’ reading comprehension. Secondly, for reading  comprehension  aspects,  the  experimental  class  and  the  control  class  were different inthe literalperformanceaspect.However,intheinferenceperformance,it showed  no  significant  difference.  Based  on  the  results,  it  wasrecommended  to  use subtitled animatedcartoonvideosastheteaching aidinteachingreadingcomprehension

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.

The Impact of Repeated Reading Strategy on Improving Reading Comprehension and Vocabulary Development in English language among Sixth Grade Students in Jordan: أثر استراتيجية القراءة المتكررة في تحسين الفهم القرائي وتنمية المفردات باللغة الإنجليزية لدى طالبات الصف السادس الأساسي في الأردن

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Rula Mohammad Mahmoud Hmeidan
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Repeated Reading ◽  
Sixth Grade ◽  
Reading Strategy ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
The Impact ◽  
Essay Test ◽  
Experimental Group

This study aims to find out the impact of the repeated reading strategy on improving reading comprehension and development vocabulary in the English language of the sixth-grade students in Jordan. The study was applied to 60 students of the sixth-grade students in Wadi Al-Seer secondary girl's school. On section consisting of 30 students was classified as an experimental group, whereas another section consisting of 30 students was classified as a control group. The experimental group was taught a short story by using the repeated strategy. To measure the effect this story on improving reading comprehension and development vocabulary the researcher used two tools: they are reading comprehension test, which is an essay test consisting of 10 questions and vocabulary test, which also is an essay test consisting of 10 questions. After conducting the study and conducting the appropriate statistical analyses, the results of the study revealed that there is a statistically significant difference at the (α = 0.05) between the two means for the performance of the participants in reading comprehension and vocabulary. This result is ascribed to the teaching strategy and to the group members who received teaching the story by adopting the repeated reading strategy.

scholarly journals The Contribution of Understanding Academic Vocabulary to Answering Comprehension Questions

1993 ◽  
Vol 25 (2) ◽  
pp. 171-180 ◽  
Author(s):  
James W. Cunningham ◽  
David W. Moore
Keyword(s):  
Reading Comprehension ◽  
Question Answering ◽  
Sixth Grade ◽  
Vocabulary Knowledge ◽  
Comprehension Question ◽  
Academic Vocabulary ◽  
Independent Factor ◽  
Sixth Grade Students ◽  
The Difference ◽  
Vocabulary Subtest

This study was designed to investigate whether the vocabulary of written comprehension questions is an independent factor in determining students' reading comprehension performance. The factors controlled were reader characteristics, text characteristics, and question-text-answer relationships. Sets of matched comprehension questions differing only in type of vocabulary (academic vs. everyday) were answered by 106 fourth-, fifth-, and sixth-grade students. Subjects' scores on the ITBS meaning vocabulary subtest and an informal measure of academic vocabulary knowledge were also collected. Differences between means indicated that academic vocabulary in comprehension questions significantly decreased question-answering performance. To shed additional light on this decrease, a series of simple, multiple, and semipartial correlations between vocabulary measures and comprehension question scores were computed. These correlations consistently supported the interpretation that differences in terminology between the matched sets of questions accounted for the difference in performance on the questions. Possible directions for further research and implications for practice are discussed.

scholarly journals A Sentence Verification Technique for Measuring Reading Comprehension

1979 ◽  
Vol 11 (4) ◽  
pp. 355-363 ◽  
Author(s):  
James M. Royer ◽  
C. Nicholas Hastings ◽  
Colin Hook
Keyword(s):  
Reading Comprehension ◽  
Sixth Grade ◽  
Reading Level ◽  
Reading Difficulty ◽  
Text Difficulty ◽  
Grade Levels ◽  
Meaning Change ◽  
Sixth Grade Students ◽  
Proportion Correct

Two studies are reported which assess whether a sentence verification technique for measuring reading comprehension is sensitive to reading difficulty of text. Fifth and sixth grade students and fourth and sixth grade students read text passages two grade levels below reading level, at reading level, and two grades above reading level, and then responded to original, paraphrase, meaning change, or distractor sentences. Analysis of proportion correct and d' scores indicated that the technique was sensitive to text difficulty. A cumber of possible uses and advantages of the sentence verification technique are discussed.

scholarly journals A Factor Study of the Literal Reading Comprehension Test and the Inferential Reading Comprehension Test

1974 ◽  
Vol 6 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Neila T. Pettit ◽  
Irvin W. Cockriel
Keyword(s):  
Reading Comprehension ◽  
Maximum Likelihood ◽  
Principal Components ◽  
Sixth Grade ◽  
Comprehension Test ◽  
Sixth Grade Students ◽  
Factor Study ◽  
Total Data ◽  
New Instruments

Literal and Inferential reading comprehension was assessed for 533 sixth grade students. The tests used are new instruments for measuring reading comprehension. Each test provides subscale scores: six subscales for literal reading comprehension and five subscales for inferential reading comprehension. The total data were factor analyzed using principal components and maximum likelihood procedures. The results indicate the two tests are measuring distinct factors.

scholarly journals Why Intensive Interventions Matter

2014 ◽  
Vol 37 (4) ◽  
pp. 218-229 ◽  
Author(s):  
Michael Solis ◽  
Jeremy Miciak ◽  
Sharon Vaughn ◽  
Jack M. Fletcher
Keyword(s):  
Reading Comprehension ◽  
Progress Monitoring ◽  
Behavioral Outcomes ◽  
Sixth Grade ◽  
Inadequate Response ◽  
Poor Reading ◽  
Response To Instruction ◽  
Monitoring Tools ◽  
Grade 5 ◽  
Sixth Grade Students

We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 ( n = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported.

scholarly journals A Comparison of Print and Cursive Handwriting in Fifth and Sixth Grade Students: A Pilot Study

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Anne H Zachry ◽  
Allison P. Doan ◽  
Stephanie B Lancaster ◽  
Brittany Simmons ◽  
Cary Smith ◽  
...  
Keyword(s):  
Pilot Study ◽  
Sixth Grade ◽  
Cursive Handwriting ◽  
Sixth Grade Students
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