scholarly journals Fostering Comprehension Monitoring in below Average Readers through Self-Instruction Training

1987 ◽  
Vol 19 (4) ◽  
pp. 379-394 ◽  
Author(s):  
Gloria E. Miller ◽  
Andrea Giovenco ◽  
Katheryn A. Rentiers
Keyword(s):  
Reading Ability ◽  
Expository Texts ◽  
Fifth Grade ◽  
Comprehension Monitoring ◽  
Fifth Grade Students ◽  
Ability Levels ◽  
Instruction Effect ◽  
Self Instruction ◽  
Average Readers ◽  
Below Average Readers

The benefits of self-instruction training on the comprehension monitoring performances of below average and above average readers were examined. Fourth- and fifth-grade students were tested on their ability to detect between-sentence contradictions in short expository texts after receiving either three sessions of self-instruction or equivalent didactic instruction. Additionally, generalization was assessed on text passages different from those employed during training and on postreading monitoring measures. A significant self-instruction effect was found for both reading ability levels on all of these measures. Moreover, the below average readers performed at a level commensurate with their higher ability peers on the transfer measures. It was concluded that self-instruction training was successful in enhancing student's regulatory processing during reading.

scholarly journals The Influence of Self-Instruction on the Comprehension Monitoring Performance of Average and above Average Readers

1987 ◽  
Vol 19 (3) ◽  
pp. 303-317 ◽  
Author(s):  
Gloria E. Miller
Keyword(s):  
Reading Instruction ◽  
The Self ◽  
Strategy Training ◽  
Fifth Grade ◽  
Future Research ◽  
Comprehension Monitoring ◽  
Instruction Condition ◽  
Fifth Grade Students ◽  
Self Instruction ◽  
Average Readers

Fifth-grade students, classified as either above average or average readers, were tested on their ability to detect errors in short essays prior to, immediately after, and one week after receiving self-instruction or didactic instruction. In the self-instruction condition (SI), students were taught a self-verbalization routine composed of task-specific statements. Students in the control didactic condition (CD) received equivalent practice and instruction without active self-verbalization. After training, the performance of the SI above average readers was significantly greater than that of the CD above average readers. The average readers displayed a similar although nonsignificant trend favoring the self-instruction strategy training. The results suggest that self-instruction procedures may effectively promote increased comprehension monitoring during reading. Implications of SI for reading instruction and directions for future research are discussed.

Children's Monitoring of Another's Comprehension: Effects of Reading Ability and Context

1987 ◽  
Vol 31 (1) ◽  
pp. 73-85 ◽  
Author(s):  
John R. Kirby ◽  
Warwick R. Teasdale
Keyword(s):  
Empirical Study ◽  
Reading Ability ◽  
Comprehension Monitoring ◽  
Skilled Readers ◽  
Prior Context ◽  
Comprehension Skills ◽  
Average Readers ◽  
Below Average Readers

Previous research has shown that children do not monitor their own comprehension very well when reading. Theories have been advanced which emphasize the roles of capabilities and strategies in inhibiting monitoring; at least one crucial factor is that children often do not perceive that errors are possible in text. This paper describes the development of a task, the inserted cloze task, in which children are required to judge the correctness of another child's comprehension. This task elicits comprehension monitoring quite easily. An empirical study of above and below average readers in Years 3 and 4 is reported. Their performance indicates that use of prior context within the sentence poses little difficulty for either group of readers. However use of within-sentence following context is most likely in simple texts, and is the only measure which differentiates the better readers from the less able. These results demonstrate that comprehension can be elicited from even less skilled readers, but that the amount of context which must be considered is an important factor. A possible hierarchy of comprehension skills is discussed, and suggestions for the teaching of these skills are presented. It is concluded that the inserted cloze task would be useful in teaching comprehension monitoring.

The Effect of Prior Knowledge on the Question Answering of Good and Poor Readers

1983 ◽  
Vol 15 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Betty C. Holmes
Keyword(s):  
Prior Knowledge ◽  
Reading Ability ◽  
Question Answering ◽  
Reading Level ◽  
Poor Readers ◽  
Fifth Grade ◽  
Good Readers ◽  
Fifth Grade Students ◽  
New Information ◽  
Good And Poor Readers

The purpose of this investigation was to compare the question answering of good and poor readers when their prior knowledge for the answers to questions was determined before reading to be accurate, inaccurate, incomplete, or missing. Fifty-six fifth-grade students with equivalent I.Q.'s, but varying in reading ability and extent of general prior knowledge for the passage topics, participated in the study. Subjects read an expository passage written on their approximate instructional reading level. The results indicated that poor readers did not use prior knowledge to the same extent as did good readers. This was especially true when students were learning new information. The results also suggest that poor readers have difficulty answering text implicit questions even if they possess adequate prior knowledge for passage topics.

scholarly journals Relationship between Fifth Grade Students’ Reading Interest and Reading Ability

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Siti Aisyah ◽  
Ratih Punamasari
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Fifth Grade ◽  
Research Approach ◽  
Fifth Grade Students ◽  
Comprehension Ability ◽  
Calculation Results ◽  
Reading Interest ◽  
Academic Year ◽  
Reading Comprehension Ability

The purpose of this study was to determine the relationship between reading interest and students' reading comprehension ability. Research approach using quantitative with correlational study method. The subjects of this study were students of class VA and VB at SD Negeri Karya Bhakti totaling 90 students. The sample was taken by 47 students, then this study was obtained using a five-scale questionnaire for the Reading Interest and Reading Comprehension Ability variables using tests. Therefore, from the data obtained, it was found that a moderate relationship between reading interest and reading comprehension ability was seen from the accumulated calculation results, which was 30% such as using the time to read books in the library, while 70% is influenced by other factors such as students who are motivated by the teacher to increase reading interest so that students can to read a comprehension and other factors are also influenced from outside of students, namely when doing tasks, students are guided and assisted by parents. . Based on the results of the research above, it can be concluded that there is a positive relationship between Reading Interest and Reading Comprehension Ability in class VA and VB students of SD Negeri Karya Bhakti Odd semester of the 2019/2020 academic year.

scholarly journals Use of Conjunctions in Expository Texts by Skilled and Less Skilled Readers

1985 ◽  
Vol 17 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Esther Geva ◽  
Ellen Bouchard Ryan
Keyword(s):  
Expository Text ◽  
Linguistic Knowledge ◽  
Expository Texts ◽  
Reading Levels ◽  
And Control ◽  
Average Readers ◽  
Implicit Condition ◽  
Shed Light ◽  
Below Average Readers ◽  
Selection Of

The present study was designed to shed light on whether some of the problems that average and below average readers have in comprehending expository texts stem primarily from lack of familiarity with conjunctions or a tendency to ignore these markers. On the basis of Gates-MacGinitie reading comprehension scores, 93 students in grades 5 and 7 were classified into high, medium, and low reading levels. All students read short expository texts under four conjunction manipulation conditions and answered comprehension questions. The conjunction manipulations within the texts were designed for examination of the roles of analyzed linguistic knowledge and cognitive control in comprehension. Analyses indicated that all groups benefited from the highlighting of explicit conjunctions. The comprehension of interpropositional relationships by average and below average readers was enhanced when explicit conjunctions were available, relative to an implicit condition. Furthermore, the deep processing manipulation (conjunction multiple-choice cloze) actually hindered, rather than facilitated, comprehension for all students. Data on appropriate selection of conjunctions in this condition revealed less knowledge of these important cohesive indicators among average and below average readers than above average readers. Together with the comprehension findings, we conclude that average and below average readers exhibit problems with both knowledge of conjunctions and control over their use in comprehending expository text.

Amount of Verbal Information and Ear-Differences in 5- and 6-Year-Old Boys and Girls

1976 ◽  
Vol 43 (1) ◽  
pp. 31-39 ◽  
Author(s):  
H. John Van Duyne ◽  
Bruno J. D'Alonzo ◽  
David Scanlan
Keyword(s):  
Reading Ability ◽  
Motor Task ◽  
Brain Lateralization ◽  
Verbal Information ◽  
Verbal Instructions ◽  
Reading Abilities ◽  
Task Conditions ◽  
Average Readers ◽  
Below Average Readers ◽  
Better Than

Two experiments were performed. The first was to determine the effects of varying the amount of information in verbal instructions presented monaurally on differences between ears and sexes in 5-yr.-old boys and girls. Verbal instructions were given for the performance of a visual-motor task. The results indicated that the amount of verbal information affects ear-asymmetry in girls and not boys. The second experiment was performed to determine the effects of varying the amount of verbal information in verbal instructions presented monaurally on differences between ears, sexes, and reading ability of 6-yr.-old boys and girls. The findings indicated that above average readers performed better than below average readers. Ear-asymmetry was observed across sex and reading abilities for sentences containing 7 and 8 stimulus attributes. No ear-asymmetry was observed in sentences containing 9 stimulus attributes. The results appear to support the progressive lateralization hypothesis which states that ear-asymmetry is dependent on task conditions. The results also support sex differences in the development of brain lateralization.

scholarly journals THE INFLUENCE OF SEX TOWARD THE COMPREHENSION READING ABILITY OF CLASS V STUDENTS IN THE ELEMENTARY SCHOOL OF PANJER VILLAGE

2019 ◽  
Vol 1 (2) ◽  
pp. 123
Author(s):  
Dwi Pungky Ari Sandhi ◽  
Diyani Ayu Karimizzah ◽  
Diah Monitasari ◽  
Suhartono Suhartono
Keyword(s):  
Primary Schools ◽  
Reading Ability ◽  
Female Students ◽  
Male Students ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
Comprehension Ability ◽  
Correlational Method ◽  
Reading Comprehension Ability

<p><em>Reading is a skill needed to get knowledge. To understand the contents of a reading, it is necessary to have comprehension reading ability. Faktors that influence the reading comprehension ability are physiological, intellectual, environmental and psychological faktors. Physiological faktors include physical health, neurological consizderations and sex. The focus of this research  is on the influence of sex. This research uses a correlational method in which the populations used are fifth grade students of primary schools in Panjer village, Kebumen district with a sample of 4 classes from 4 elementary schools. The results of this research indicate that female students have better comprehension reading ability than male students.</em></p>

scholarly journals Pengaruh Strategi KWL (Know, Want, Learned) Terhadap Kemampuan Membaca Pemahaman Peserta Didik Di Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 259
Author(s):  
Feby Inggriyani ◽  
Meli Sofi Aptiani
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Fifth Grade ◽  
Simple Linear Regression ◽  
School Students ◽  
Fifth Grade Students ◽  
Regression Test ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

This study aims to examine the effect of the KWL (Know, Want, Learned) strategy on the reading comprehension ability of fifth grade students of Muslimin Panyawungan 1 and 2. The techniques of research data collection are in the form of tests, observations and interviews. To test the hypothesis that there is an influence or not researchers use a simple linear regression formula. The results showed that the ability to read students 'understanding in the experimental class using the KWL (Know, Want, Learned) strategy was higher than the ability to read students' comprehension in the control class with conventional learning (expository strategy) so that there were differences. This is evidenced from the results of hypothesis testing obtained sig (2-tailed) value of 0.00 <0.05, which means that there are significant differences. Based on the results of the regression test also proves that the KWL (Know, Want, Learned) strategy influences the reading ability of elementary school students' understanding with the results of sig. 0.003 <0.05 so it can be concluded that the use of the KWL (Know, Want, Learned) strategy influences the students' reading comprehension ability in elementary school. 

scholarly journals ANALYZING STUDENTS’ READING ABILITY TO COMPREHEND TEXTS AT GRADE V OF GROUP I OF ELEMENTARY SCHOOLS AT DISTRICTS TAMPAN PEKANBARU

2021 ◽  
Vol 5 (5) ◽  
pp. 1252
Author(s):  
Azri Muzhar
Keyword(s):  
Elementary Schools ◽  
Reading Ability ◽  
Main Idea ◽  
Fifth Grade ◽  
Multiple Choice Questions ◽  
Fifth Grade Students ◽  
Group I ◽  
Comprehension Ability ◽  
Reading Text ◽  
Reading Comprehension Ability

This was a descriptive quantitative study. The purpose of this study was to determine the reading comprehension ability of fifth grade students of Group I of Elementary Schools, Kecamatan Tampan, Pekanbaru. The data were collected through a test in the form of multiple choice questions, totaling 50 items. The validity of the research was performed by experts. The samples in this study were 343 students coming from 5 schools, namely SDN 37 Pekanbaru, SDN 147 Pekanbaru, SDN 192 Pekanbaru, SDN 188 Pekanbaru, and SDI Brilliant Pekanbaru. The results showed that the average indicator of understanding the meaning of the word was 61.34 with sufficient category, the indicator for understanding the content in the paragraph was 61.72 with sufficient category, the indicator of determining the main idea was 64.72 with sufficient category, the indicator in the correct order of sentences was 63.09 with sufficient category, and the indicator of concluding the reading text was 62.36 with enough category.

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