Is the Whole Greater Than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades

2016 ◽  
Vol 20 (6) ◽  
pp. 436-454 ◽  
Author(s):  
Michael J. Kieffer ◽  
Yaacov Petscher ◽  
C. Patrick Proctor ◽  
Rebecca D. Silverman
Keyword(s):  
Reading Comprehension ◽  
Language Comprehension ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Comprehension Skills

Screening in the Upper Elementary Grades: Identifying Fourth-Grade Students At-Risk for Failing the State Reading Assessment

2018 ◽  
Vol 44 (3) ◽  
pp. 160-172 ◽  
Author(s):  
Shawn C. Kent ◽  
Jeanne Wanzek ◽  
Joonmo Yun
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Classification Accuracy ◽  
Reading Assessment ◽  
Fourth Grade ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Cut Scores ◽  
Students At Risk ◽  
Word Level

This study examined the predictive validity and classification accuracy of individual- and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students was assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of fourth grade. For individual measures, a group-administered reading comprehension test exhibited the highest classification accuracy (74%–80%) for both outcomes though no screener demonstrated optimal sensitivity and specificity levels. Using a multivariate approach, logistic regression results revealed minimal to no increase in classification accuracy over the single comprehension measure. Receiver operating characteristic (ROC) curve analyses determined local cut scores to maintain sensitivity constant at .90, which resulted in a large number of false positives. The implications and limitations of these findings for screening at the upper elementary level are discussed.

scholarly journals TASK-BASED LANGUAGE TEACHING (TBLT) APPROACH: IMPLICATIONS ON READING COMPREHENSION

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Achmad Taqlidul Chair Fachruddin
Keyword(s):  
Reading Comprehension ◽  
Experimental Method ◽  
Language Comprehension ◽  
Reading Ability ◽  
Language Teaching ◽  
Teaching Reading ◽  
Classroom Situation ◽  
Reading Tests ◽  
Comprehension Skills ◽  
Quasi Experimental

Task-based language teaching (TBLT) has exceedingly been written in many research reports but research examining the impacts of TBLT on student’s reading comprehension remains limited. Recent studies indicate that TBLT is promoting real communication or the exchange of meanings rather than forms. The reading intention is to excerpt meaning from text by developing the literal, inferential and extrapolative comprehension of readers, and this depends upon both decoding and language comprehension skills. Recently there has been growing interest in developing students’ ability to read comprehensibly in a classroom situation. One way to develop students’ reading ability is by committing Task-Based Language Teaching in teaching reading. This article explores the impacts of TBLT on three levels of students’ reading comprehension, literal, inferential and extrapolative comprehension. This research employed the quasi-experimental method involving fifth-semester students of Sekolah Tinggi Ilmu Kesehatan Panakukang Makassar. The instruments were reading tests and questionnaires. The data from reading tests were used to figure out the effect of TBLT on students’ reading comprehension (literal, inferential, and extrapolative comprehension) by using a t-test while the data from questionnaires were to figure out the students’ motivation. The findings revealed that TBLT has an impact on students reading comprehension. Sequentially, the most evolving level of comprehension was inferential, extrapolative, literal comprehension. Moreover, the result of a questionnaire displayed that the students who were taught through TBLT became more motivated to read in the domain of reading efficacy, reading curiosity, and reading challenge motivation

Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities

2016 ◽  
Vol 52 (5) ◽  
pp. 279-286
Author(s):  
Colby Hall ◽  
Marcia A. Barnes
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Elementary Students ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Step Process ◽  
Comprehension Skill ◽  
Knowledge Based ◽  
Students With Ld

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.

A Clinical Study of Twenty-seven Children Exhibiting Functional Hearing Loss

1981 ◽  
Vol 12 (1) ◽  
pp. 26-35 ◽  
Author(s):  
Donald L. McCanna ◽  
Giacinto DeLapa
Keyword(s):  
Hearing Loss ◽  
Clinical Study ◽  
Early Identification ◽  
Behavioral Responses ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Ability Level ◽  
Hearing Problem

This report reviews 27 cases of children exhibiting functional hearing loss. The study reveals that most students were in the upper elementary grades and were predominantly females. These subjects were functioning below their ability level in school and were usually in conflict with school, home, or peers. Tests used were selected on the basis of their helping to provide early identification. The subjects' oral and behavioral responses are presented, as well as ways of resolving the hearing problem. Some helpful counseling techniques are also presented.

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.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

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