scholarly journals Reading Intervention Practice: Effects of Print and E-Dictionary Use

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Zawiah Ghazali ◽  
Hadina Habil
Keyword(s):  
Reading Comprehension ◽  
Reading Intervention ◽  
Limited English Proficiency ◽  
Intervention Program ◽  
Future Research ◽  
Test Results ◽  
Reading Habits ◽  
Comprehension Test ◽  
Comprehension Score ◽  
Dictionary Use

This study investigated reading intervention method using print and e-dictionary. In particular, the study examined the effects of print and e-dictionary usage on reading habits and reading comprehension of form sixth students in Johor. Respondents were students with low/limited English proficiency (LEP) in their second semester of sixth form program. Using a mixed method approach, data was gathered quantitatively and qualitatively. Questionnaires were utilised to collect information on students’ reading habits and reading attitudes. Reading comprehension test results were obtained from the school MUET panel examination record. The quantitative data was analysed using the SPSS software while the participants’ reading comprehension test results were analysed using Excel program. The participants’ writing reflection constituted the qualitative data. Findings show that the use of e-dictionary and print dictionary during a reading intervention program affected the reading habits and attitudes of the participants to a certain extent. The use of e-dictionary and print dictionary while reading act as an important factor in assisting LEP students to be better readers. However, there was no significant relationship between the use of e-dictionary and print dictionary and reading comprehension score. Several recommendations on intervention strategies for future research are made from the findings of this study.

scholarly journals Effects of working memory intervention on students with reading comprehension difficulties

Revista CEFAC ◽  
2019 ◽  
Vol 21 (4) ◽  
Author(s):  
Carolina Bernardi Novaes ◽  
Patrícia Aparecida Zuanetti ◽  
Marisa Tomoe Hebihara Fukuda
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Intervention Program ◽  
Statistical Tests ◽  
Academic Difficulties ◽  
Phonological Working Memory ◽  
Significance Level ◽  
Comprehension Difficulty ◽  
Comprehension Test ◽  
Sentence Reading

ABSTRACT Purpose: to investigate the effectiveness of a working memory-based intervention proposal for reading comprehension. Methods: 43 children divided into two groups according to their performance in a reading comprehension test - G1: children with reading comprehension difficulty; G2: children with no difficulties. All the children were evaluated regarding reading, writing, sentence reading comprehension, and phonological working memory - PWM (repetition of pseudo-words and digits). After this evaluation, children from G1 participated in an intervention program (15 meetings) that stimulated the PWM. Following the intervention, all the children were reevaluated. The results were compared intra- and intergroup, and pertinent statistical tests were applied, by adopting the significance level lower than 0.05%. Results: after the intervention program, the children of G1 showed a significant improvement in all tests. In the intergroup analysis, at the time of evaluation, G1 was different from G2 in reading, writing and reading comprehension. In the reevaluation, G1 equaled G2 in reading and got closer to G2 in writing and reading comprehension. Conclusion: PWM training brought benefits to children with academic difficulties. Thus, these strategies could be used in the classroom, aiming to promote learning.

scholarly journals A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia

2021 ◽  
Author(s):  
Ildikó Vančo ◽  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Age Groups ◽  
Reading Habits ◽  
School Students ◽  
Actual Performance ◽  
Comprehension Test ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Two Age Groups

AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and subjective opinions related to the assessment of reading comprehension skills were assessed. The second part was a reading comprehension test, which consisted of three sets of texts and questions adapted to the cognitive abilities of the two age groups.An analysis of the answers shows that there is no significant difference between the self-evaluation of students in the two countries regarding their reading comprehension skills. There is however a difference between the reading habits of Hungarian students in Hungary vs. in Slovakia in both age groups, and a significant difference between the results of the reading comprehension test in the groups of students from the two countries.

scholarly journals An Exploration of the Effects of Electronic Dictionaries on Iranian Intermediate EFL Learners’ Reading Comprehension

2015 ◽  
Vol 3 (2) ◽  
pp. 253-258
Author(s):  
Sara Tavakoli ◽  
Omid Akbari
Keyword(s):  
Reading Comprehension ◽  
Electronic Version ◽  
Future Research ◽  
Attitudes And Beliefs ◽  
Structured Interviews ◽  
Chi Square ◽  
Cd Rom ◽  
Efl Learners ◽  
Electronic Dictionary ◽  
Dictionary Use

This research examined the L2 learners’ use of electronic dictionaries compared to printed dictionaries. Nowadays, with the advancement and growth of technology, there has been a shift of trend from traditional paper dictionaries to online and electronic dictionaries. In this study the learners’ questionnaire, a reading textbook, a paper dictionary, an electronic dictionary, a reading comprehension test, and the semi-structured interviews were employed as instruments. At first, two questionnaires and the semi-structured interviews were conducted to identify the attitudes and beliefs of EFL learners in relation to the effectiveness of paper and electronic dictionaries on Iranian intermediate EFL learners’ reading comprehension. TOEFL Reading Flash: The Quick Way to Build Reading Power by Milada Broukal (1997) was used as the reading textbook. The Seventh edition of the Oxford Advanced Learner’s Dictionary authored by Hornby (2005) was chosen as the paper dictionary. The other dictionary used in this study was an equivalent electronic version of Oxford Advanced Learner's Dictionary on a CD-ROM as the electronic dictionary. The Statistical Package for Social Sciences (SPSS, 20) was used in order to analyze required statistics. A series of paired-sample t tests were run to examine the learners' reading comprehension scores. In addition, a series of chi-square tests were run to analyze the questionnaires. As results showed, electronic dictionary use has positive effect on learners’ reading comprehension skills and also electronic dictionaries help learners’ vocabulary learning. The implications of the findings are discussed and suggestions are made for future research.

scholarly journals PENGARUH MUSIK KLASIK DAN PREFERENSI PRIBADI TERHADAP TEST ANXIETY DAN HASIL TES MEMBACA KOMPREHENSIF SISWA [THE EFFECT OF CLASSICAL MUSIC AND PERSONAL MUSIC PREFERENCE ON TEST ANXIETY AND READING COMPREHENSION TEST RESULTS]

2021 ◽  
Vol 1 (2) ◽  
pp. 86
Author(s):  
Andreas Sigit Pamungkas
Keyword(s):  
Reading Comprehension ◽  
Test Anxiety ◽  
Test Performance ◽  
Classical Music ◽  
Human Life ◽  
Anxiety Level ◽  
Test Results ◽  
Personal Preference ◽  
Comprehension Test ◽  
English Class

<p class="1eAbstract-text">Music is part of human life. Studies show that music influences psychological, cognitive, behavior, and emotion sides of human being. Research shows that music also influences students’ performance on reading comprehension test and test anxiety level. The purpose of this study is to investigate the effect of classical and personal preference music on students’ reading comprehension test performance and test anxiety level at grade XII SMAK 4 PENABUR Jakarta. The experiment design of this study is Pretest Posttest Non-Randomly Assigned Design. The students in experiment group get a treatment that is listening to classical music fifteen minutes before and while doing reading comprehension test. Students in another experiment group get a treatment that is listening personal preference music fifteen minutes before and while doing reading comprehension test in English class. Mean obtained from pretest and posttest of experiment class will be compared with mean from pretest and posttest of control class to explain whether or not they are statistically different. The study shows that classical and personal preference music influence students’ reading comprehension performance and test anxiety. Study also shows that there is negative correlation between students’ test anxiety and reading comprehension performance.</p>

scholarly journals STUDENTS’ READING AND LISTENING COMPREHENSION BASED ON THEIR LEARNING STYLES

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Titing Magfirah
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Listening Comprehension ◽  
P Value ◽  
Comprehension Test ◽  
Significant Difference ◽  
8Th Grade ◽  
Comprehension Score ◽  
Academic Year

This research aims to know whether there is significant difference of students’ reading and listening comprehension score based on their learning style; visual and auditory at 8th grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal comparative as the design of the study. The instruments of this study were learning style questionnaire, reading comprehension test and listening comprehension test. Further, it used Independent Sample T-Test to analyze the data from learning styles questionnaire, reading and listening comprehension score. Findings of the result reveal that there is no significant difference of students’ reading and listening comprehension score based on two groups learning styles; visual and auditory. The result showed sig. value is 0.592 and 0.594 for the reading comprehension based on two learning styles; visual and auditory, are greater than p-value (0.05), (0.592 and 0.594 >0.05). Similarly, the sig. value of two learning style groups in listening comprehension performance are the same, it is 0.954. Meaning that both sig. values are greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 is accepted and Ha is rejected. Clearly, from the result, it can be said that learning style was not the only one factor affecting students’ reading and listening comprehension score

The Effect of the use of SQ4R Strategy on Freshmen Students’ Reading Comprehension in Al-Balqa Applied University

2020 ◽  
Vol 12 (4) ◽  
pp. 531-545
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Future Research ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Group Design ◽  
Comprehension Test ◽  
Freshmen Students ◽  
Experimental Group

This study investigates the effect of the SQ4R strategy on English language reading comprehension for English freshmen students at Al-Balqa Applied University. The study employed pretest-postest control group design and the instrument of the study was a reading comprehension test. Eighty-nine EFL learners participated in the study at Ajloun College and were distributed into an experimental group of 45 students and a control group of 44students. To achieve the aim of the study, the researcher applied pre- and post-tests on both groups. The results showed the positivity of the SQ4R strategy in improving reading comprehension for the sample of the study. The study suggested several implications and recommendations for future research. Keywords: FL, SQ4R Strategy, Reading comprehension, Freshmen students, Balqa Applied University, Effect.

Sign in / Sign up

Export Citation Format

Share Document