scholarly journals Application of Schema Theory in High School English Reading Comprehension

2018 ◽  
Vol 4 (2) ◽  
pp. 32
Author(s):  
Aijing Zhang
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Schema Theory ◽  
High School English ◽  
English Reading ◽  
English Reading Comprehension

scholarly journals Reading Strategies in Persian and English Languages and Their Influence on English Reading Comprehension Ability

2016 ◽  
Vol 6 (7) ◽  
pp. 159
Author(s):  
M. Rahim Bohlooli Niri
Keyword(s):  
Reading Comprehension ◽  
Short Circuit ◽  
Schema Theory ◽  
English Reading ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
The Impact ◽  
The Relationship ◽  
Problem Versus ◽  
Reading Comprehension Ability

<p>The purpose of the present study is to investigate the relationship between successful readers’ strategies in Persian and English languages, and the impact of instruction of such strategies on English reading comprehension ability. The present study relies on Casanave’s (1998) expanded view of schema theory, the strategy schema, Goodman’s (1971) language transfer or linguistic independent hypothesis and Clarke’s idea of short-circuit or language ceiling hypothesis in ESL or EFL. This study also aims at finding an answer to the question of reading problem versus language problem, first raised by Alderson (1984, pp. 1-27) and then followed by Carrell (1991, pp. 159-179).</p>

scholarly journals The Levels Of Questions Used In The English Textbook Entitled “Stop Bullying Now”For The Xi Grade Of Senior High School

2021 ◽  
Vol 9 (2) ◽  
pp. 191
Author(s):  
Ketut Budi Wahyuni
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Content Analysis ◽  
Reading Comprehension ◽  
Senior High School ◽  
Ministry Of Education ◽  
English Reading ◽  
English Reading Comprehension ◽  
The Republic ◽  
Learning English

Reading comprehension in Indonesian students is very weak. It is proven by Pisa 2018, a result which states that from a comparison between science, mathematics, and reading comprehension, Indonesian students are ranked 74th in the sixth from bottom. This article aims to analyze the level of questions used in an English textbook entitled "Stop Bullying Now" for class XI SMA published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. This analysis uses Barrett's taxonomy to test reading comprehension. Questions in the book with content analysis of qualitative research. Based on Barrett's taxonomy, there are five levels of reading comprehension questions: literal comprehension, reorganization, inferential, evaluation, and appreciation. The results showed that the level of literal understanding (7.45%), reorganization (0 %), inferential (39.36%), evaluation (36.17%), and appreciation (17.02%). This shows that the higher-level comprehension is dominant over lower-level comprehension, but the level is not evenly distributed in all texts. The results of this study can provide an overview of the level of reading comprehension questions used in the English textbook entitled "Stop Bullying Now," which is helpful for teachers as a guide in learning English reading comprehension.

scholarly journals Use of a Graphic Organiser as a Pedagogical Instrument for the Sustainable Development of EFL Learners’ English Reading Comprehension

2021 ◽  
Vol 13 (24) ◽  
pp. 13748
Author(s):  
Wenjuan Qi ◽  
Yuhong Jiang
Keyword(s):  
Sustainable Development ◽  
Reading Comprehension ◽  
Coding Theory ◽  
Reading Ability ◽  
Critical Role ◽  
Schema Theory ◽  
The Sustainable Development ◽  
Efl Learners ◽  
English Reading ◽  
English Reading Comprehension

As a visual teaching tool, a Graphic Organiser aids students by constructing and displaying a graphic of the text’s structure, improving students’ sustainable development in English reading comprehension. However, few studies have investigated sustainable development in English reading comprehension using Graphic Organisers, although they might play a critical role in this. Thus, by adopting the methods of quasi-experimentation, observation and interview, this paper aims to address the following two questions from the perspectives of Schema Theory and Dual Coding Theory: (1) What is the effect of Graphic Organisers implemented in English reading on English as a foreign language (EFL) learners’ sustainable development in English reading comprehension? Is it positive? (2) How do Graphic Organisers affect various groups of EFL learners’ sustainable development in English reading comprehension? One hundred students in an EFL school were chosen as research participants for this experiment, and the whole treatment lasted for three months. The results revealed that the application of Graphic Organisers improved EFL learners’ sustainable development in English reading comprehension overall. In addition, Graphic Organisers benefited EFL learners with a medium reading ability most in their sustainable development of English reading comprehension; Graphic Organisers also made a certain difference for students with low and high reading abilities.

scholarly journals Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students

2016 ◽  
Vol 6 (6) ◽  
pp. 488-491 ◽  
Author(s):  
Sombat Ramat ◽  
◽  
Nattapakal Kittisunthonphisarn ◽  
Kanokkarn Kittichartchaowalit ◽  
◽  
...  
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
School Students ◽  
English Reading ◽  
Instructional Module ◽  
English Reading Comprehension

scholarly journals The influence of Reader’s Theater on High School Students’ English Reading Comprehension-English Learning Anxiety and Learning Styles Perspective

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110615
Author(s):  
Chih-Cheng Lo ◽  
Shih-Yun Lu ◽  
Dou-Dou Cheng
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Learning Styles ◽  
Control Group ◽  
English Learning ◽  
Reader's Theater ◽  
Learning Anxiety ◽  
English Reading ◽  
English Reading Comprehension ◽  
Experimental Group

The study aimed to investigate the effects of Reader’s Theater on EFL learners’ English reading comprehension. The roles of English learning anxiety and learning styles in the RT instruction were also explored. Mixed methods research was conducted to collect and analyze quantitative and qualitative data. The subjects were 11 graders in a senior high school in New Taipei City. There were 25 students in the experimental group and 26 in the control group, and the total number of students was 51. Experiment group received RT instruction for 16 periods in 16 weeks, while the control group was distributed with the same scripts without RT instruction as outside reading. Reading tests based on scripts were adopted to examine the difference of learners’ reading comprehension with RT instruction intervention. Questionnaires of Foreign Language Classroom Anxiety and learning styles were conducted to realize the correlations among learners. To understand students’ views on RT instruction, 24 subjects from the experimental group received an interview. The results of the study indicated that most students thought RT helped improve their reading comprehension. In addition, most students regarded that RT decreased English learning anxiety. However, among the six stages of RT, Instant Reading was the stage that students felt most anxious because they were worried about others’ opinions. Finally, the study found that RT was a suitable platform for students with different learning styles. However, RT provided less time for students with visual modality to practice and learn best. It was suggested that instructors adopting RT instruction could use more pictures or graphic organizers.

Sign in / Sign up

Export Citation Format

Share Document