Improving student reading comprehension through editorship

This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9–12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the AIMS Web Maze Test for 8th Grade Reading Prompts to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.

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THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING

Journal of Education and Teaching ◽

10.24014/jete.v2i2.10674 ◽

2021 ◽

Vol 2 (2) ◽

pp. 153

Author(s):

Nurmania Fitri

Keyword(s):

High School ◽

Reading Comprehension ◽

Significant Influence ◽

Junior High School ◽

Reading Strategies ◽

Junior High ◽

Second Grade ◽

Reading Habit ◽

Reading Habits ◽

Student Reading

The purpose of this study was to the influence reading habits and reading strategies on students reading comprehension at junior high school 1 in the district Benai-Kuansing.There were three questions contained in this study.Firstly,Is there any significant influence of reading habit on students’ reading comprehension in junior high school 1 Benai.Secondly, Is there any significant influence of reading strategies on students’ reading comprehension in junior high school 1 Benai.Thirdly, Is there any significant influence of reading habit and reading strategies on students’ reading comprehension in junior high school 1 Benai.This study used quantitative explanatory research. The subjects in this study are 70 students of the second grade students. Data collection techniques in this study used questionnaires and tests. The questionnaires in this study related to students' reading habits and students' reading strategies, while the tests related to student reading comprehension. The data obtained were analyzed using descriptive statistics, classic assumption tests, multiple regression tests and hypothesis testing.The results of this study indicate that, student reading habits (X1) have significant results of 0,685. Student reading strategies (X2) have significant results of 0.379. And student reading comprehension (Y) has a significance result of 0.818. Therefore, the researcher concludes that there is a positive and significant contribution of student reading habits and student reading strategies on student reading comprehension. Keywords:Reading Habit, Reading Strategies, Reading Comprehension.

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Analisis Kemampuan Membaca Siswa Pada Pembelajaran Reading Comprehension

Teknodika ◽

10.20961/teknodika.v16i2.34776 ◽

2018 ◽

Vol 16 (2) ◽

pp. 30

Author(s):

Musahrain Musahrain ◽

Nunuk Suryani ◽

Suharno Suharno

Keyword(s):

Reading Comprehension ◽

Student Motivation ◽

Average Score ◽

Learning Evaluation ◽

Analysis Technique ◽

Student Reading ◽

Data Collection Technique ◽

Internal And External Factors ◽

Score Range ◽

Maximum Utilization

This study aimed to determine the ability of students’ reading comprehension in grade XI SMA Negeri Kota Bima, the factors that affect the students’ reading comprehension comprehension, as well as obstacles and how to overcome them. The type of research used in this research was qualitative research using observation, interview and documentation study. The data collection technique involved 74 students of class XI in SMA Negeri Kota Bima as respondents. While for data analysis technique, the writer uses triangulation of data and sources. From this research, it resulted: (1) Based on the results of student learning evaluation conducted by teachers during the last 2 years, the average score obtained by students of 60, 28 of them got score with a high value ranges 70-100, and the remaining got 46 scores with a score range of 10-65; (2) Factors that may affect student reading comprehension were internal and external factors; (3) As for some obstacles encountered in this research were: (a) The use of instructional media by teachers was still lacking, (b) the utilization of facilities and infrastructure had not been maximized, (c) the learning resources were still lacking, (d) the student’ motivation was low, (4)The solutions offered were: (a) Maximum utilization of facilities and infrastructure, (b)the use texts in the form of local folklore, (d) using and develop innovative, lightweight, easy and repeatable media of learning.

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Tell Tale Increasing Skill: Increasing Indonesian Student Reading Comprehension Through Indonesian Folklore

Humaniora ◽

10.21512/humaniora.v7i4.3610 ◽

2016 ◽

Vol 7 (4) ◽

pp. 577

Author(s):

Endang Ernawati ◽

Retnowati Retnowati

Keyword(s):

Reading Comprehension ◽

Primary Students ◽

School Students ◽

Reading Material ◽

Library Research ◽

Comprehension Skills ◽

Reading Materials ◽

Student Reading ◽

Support Students ◽

Reading Comprehension Skills

The goals of the research were to compile a reading material that was able to measure the fifth year primary students’ comprehension to the Betawi folklore which represented Indonesian culture; the value found in the Betawi folklore, and to increase their writing skills based on the vocabulary in context assessment. A library research was applied by selecting the story suitable for primary school students, translating materials, simplifying the reading, and making reading exercise to develop student’s reading comprehension skills. Reading materials and exercises were focused to the fifth year primary students who have been learning English for more than three years. It can be concluded that the interesting reading materials can be compiled from the original Indonesian folklore entitled “The Old Sly Stork” to support students’ achievement in finding the story’s values, and students’ skills in writing based on the reading materials, value, and their daily life experiences.

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A ANALYZING THE LEVEL OF THE STUDENTS’ READINGCOMPREHENSION IN COMPREHENDING NARRATIVETEXT

ACITYA Journal of Teaching & Education ◽

10.30650/ajte.v2i2.1387 ◽

2020 ◽

Vol 2 (2) ◽

pp. 152-161

Author(s):

Mutakhirani Mustafa

Keyword(s):

Reading Comprehension ◽

Correct Answer ◽

Reading Test ◽

Book Reading ◽

Literal Interpretation ◽

Low Level ◽

Incorrect Answer ◽

Comprehension Test ◽

Student Reading ◽

Second Year

The research aimed at finding out the analyzing of students’ reading comprehension at the second year of SMU Negeri 4 Bulukumba Kab. Bulukumba. The findings of this research that the researcher known the ability of the students’ reading comprehension on level at the second year of SMA Negeri 4 Bulukumba to have “Low” level. Based on the finding indicated that the second year of students’ SMA Negeri 4 Bulukumba in answer or identifying reading comprehension test, there were 60% students got correct answer in ( answer with literal) and 40% students had incorrect answer. Then 40% students had correct answer in (Interpretation) and 60% students had incorrect answer. Then 30% students had correct answer in (Critical) and 70% students had incorrect answer. Then 35% students had correct answer in (Creative) and 65% students had incorrect answer. Based on the finding about the students competence on reading comprehension level, some problems or difficulties were faced by the second grade students of SMA Negeri 4 Bulukumba in analyzing reading test with correct answer which were answer with literal, interpretation, critical and creative. Based on the result of questionnaire of students, the researcher finds out some solution from the problem of the students in reading. The students are suggested to practice reading anything that they like, for example reading a article, reading, essay, reading a book, reading newspaper and reading novel every day. The students practice interpreting what has been reading in improving reading comprehension. Keywords: Student, Reading Comprehension, Level, Analyzing

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Cooperative Learning in Physical Education and Its Effects on Student Reading Comprehension Scores

The Physical Educator ◽

10.18666/tpe-2020-v77-i2-9200 ◽

2020 ◽

Vol 77 (2) ◽

pp. 294-312

Author(s):

Stephen Tiberi ◽

Ismael Flores Marti ◽

Michael K. Laughlin

Keyword(s):

Reading Comprehension ◽

Physical Education ◽

Cooperative Learning ◽

Student Reading

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Interactional Scaffolding for Reading Comprehension

Literacy Research Theory Method and Practice ◽

10.1177/2381336917718820 ◽

2017 ◽

Vol 66 (1) ◽

pp. 135-156 ◽

Cited By ~ 5

Author(s):

Dan Reynolds

Keyword(s):

Education Research ◽

Reading Comprehension ◽

Observational Studies ◽

Developmental Trajectories ◽

Future Research ◽

Search Process ◽

Iterative Search ◽

Research Designs ◽

Student Reading ◽

Mediational Means

Understanding how to support student reading comprehension has long been a goal for education research. Yet no existing literature review links interactional scaffolding, defined as the responsive in-person support an expert reader offers to a novice, and reading comprehension. This review employed theories of scaffolding and reading comprehension to establish a theoretical framework, used an iterative search process to account for the terminological diversity of research on interactional scaffolding, and coded the resulting 57 studies according to their research designs and findings. Conclusions about research designs indicate that the observational studies predominate with fewer experimental, mixed methods, and correlational studies. In addition, study populations are overwhelmingly in K–5 settings. Synthesizing the studies’ findings produced four themes: (a) diversity in taxonomies of scaffolding, (b) a focus on contingency, (c) ways contextual and mediational resources shape scaffolding, and (d) potential pitfalls when scaffolding does not go as planned. Suggestions for future research include addressing gaps in research designs, extending and refining existing scaffolding taxa, linking specific forms of scaffolding across contexts to reading outcomes, advancing understanding of the mediational means that underpin comprehension, and deepening knowledge of developmental trajectories for comprehension scaffolding.

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Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?

The American Biology Teacher ◽

10.1525/abt.2014.76.3.6 ◽

2014 ◽

Vol 76 (3) ◽

pp. 184-188

Author(s):

Jen-Yi Wu ◽

Yu-Neng Tung ◽

Bi-Chi Hwang ◽

Chen-Yung Lin ◽

Che-Di Lee ◽

...

Keyword(s):

Reading Comprehension ◽

Genetic Model ◽

Molecular Model ◽

Student Understanding ◽

Seventh Grade ◽

Biology Textbooks ◽

Student Reading

Various sequences for teaching genetics have been proposed. Three seventh-grade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students’ reading comprehension of the three texts that exhibit different knowledge arrangements. The results revealed that one particular knowledge arrangement (genetic materials, mitotic and meiotic models, genetic model, and molecular model) leads to the greatest reading comprehension of genetics. The differences are found in knowledge of mitotic and meiotic models. The results of this study are valuable for use in organizing instruction.

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