Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students

2013 ◽  
Vol 21 (2) ◽  
pp. 69-86 ◽  
Author(s):  
Linda H. Mason ◽  
Hedda Meadan-Kaplansky ◽  
Laura Hedin ◽  
Raol Taft
Keyword(s):  
Reading Comprehension ◽  
Informational Text ◽  
Low Achieving Students ◽  
Text Reading ◽  
Text Reading Comprehension

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

2017 ◽  
Vol 40 (2) ◽  
pp. 68-80
Author(s):  
Kristen D. Ritchey ◽  
Kimberly Palombo ◽  
Rebecca D. Silverman ◽  
Deborah L. Speece
Keyword(s):  
Reading Comprehension ◽  
Informational Text ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Text Reading ◽  
Text Reading Comprehension ◽  
Comprehension Intervention

scholarly journals STUDENTS’ CONSTRAINTS IN READING DESCRIPTIVE TEXT AT MTs USWATUN HASANAH

2021 ◽  
Vol 4 (2) ◽  
pp. 216
Author(s):  
Novia Wulansari ◽  
Sri Supiah Cahyati
Keyword(s):  
Reading Comprehension ◽  
Descriptive Analysis ◽  
Reading Test ◽  
Standard Score ◽  
Comprehension Ability ◽  
Group A ◽  
Text Reading ◽  
Group B ◽  
Text Reading Comprehension ◽  
Reading Comprehension Ability

The aim of the research was to investigate the constraints and ability in Reading comprehension. This research was qualitative research. The subjects were 20 students of Class VII A of MTs Uswatun Hasanah, and they were divided into two groups based on their score. The students getting score above the standard score were grouped in group A; and those getting score under the standard score were in group B. To gain the data, the study employed the Reading test and as the instruments. The data were analyzed by using descriptive analysis. The finding revealed that there was only one student getting high score (above the standard score), while 19 students got low score (under the standard score). Furthermore, the Reading comprehension ability between the students of group A and B was not significantly different and their constraints were relatively similar.Keywords: constraints, descriptive text, reading comprehension

scholarly journals Analysis of Students' English Reading Comprehension through KWL (Know-Want-Learn) Learning Strategies

2018 ◽  
Vol 2 (3) ◽  
pp. 238-247
Author(s):  
Eva Yuni Rahmawati
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Simple Random Sampling ◽  
Descriptive Research ◽  
Research Survey ◽  
English Reading ◽  
Text Reading ◽  
The Subject ◽  
English Reading Comprehension ◽  
Text Reading Comprehension

This research aims to know the reading comprehension of students through KWL learning strategies. The research is descriptive research survey. The subject of research is the student of Mathematics Education Program who learned English. A sample of this research used sampling Simple Random Sampling (n = 40). Data collection is done by carrying out a test of reading using the test, after the students being treated by KWL learning strategies. Analysis of research data using descriptive statistical techniques. The results showed that on the item reserved text reading comprehension there is 75% of the students who were able to resolve the matter at this stage determine the topic, 62.5% of the students were only able to resolve the matter at this stage determine the word citation and 67.5% of students were able to determine at the conclusion of the recitation and 50% specify detail information. It can be concluded that the KWL strategy is able to improve students reading comprehension. Key Words: Know-Want-Learn Learning Strategies, Reading Comprehension, English.

Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies

2009 ◽  
Vol 16 (2) ◽  
pp. 45-53 ◽  
Author(s):  
Karla Bejos
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategies ◽  
Text Comprehension ◽  
Expository Text ◽  
Text Structure ◽  
Literacy Skills ◽  
Text Reading ◽  
Text Reading Comprehension ◽  
Bilingual Readers ◽  
Expository Text Comprehension

Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.

To Break the Embarrassment

2006 ◽  
Vol 11 (2) ◽  
pp. 128-136 ◽  
Author(s):  
Barbara Nesi ◽  
Maria Chiara Levorato ◽  
Maja Roch ◽  
Cristina Cacciari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
Lexical Knowledge ◽  
Production Processes ◽  
Idiomatic Expression ◽  
Comprehension Skills ◽  
Text Reading ◽  
Text Reading Comprehension ◽  
Age Range ◽  
Reading Comprehension Skills

The aim of the present study was to investigate children's ability to complete idiom fragments embedded in stories. Previous studies found that children's and preadolescents' ability to comprehend a text was related to their ability to understand an idiomatic expression ( Cain, Oakhill, & Lemmon, 2005 ; Levorato, Nesi, & Cacciari, 2004 ; Nippold, Moran, & Schwarz, 2001 ). Comprehension and production processes share a vast amount of conceptual and lexical knowledge. Hence, we hypothesized that children's text reading comprehension skills also might be related to their ability to produce nonliteral completions. Skilled and less-skilled text comprehenders (age range from 7.4 to 10.3) were presented with short stories that ended with an idiomatic fragment (e.g., “Paul broke the .. .” for the idiom “break the ice”) and were asked to complete the story. The children's completions were coded as Literal, Idiomatic, or Figurative, as in previous studies ( Levorato & Cacciari, 1992 , 1995 ). The results showed that children's ability to understand a text was related to their ability to complete idiomatic fragments figuratively. Less-skilled comprehenders provided more literal completions than skilled comprehenders who, in turn, provided more idiomatic completions.

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