How Can We Improve the Reading Skills and Habits of Secondary-School Students?

1955 ◽  
Vol 39 (210) ◽  
pp. 119-123
Author(s):  
Henry T. Hogg ◽  
Harold E. Perry
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Skills ◽  
School Students

scholarly journals Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills

2019 ◽  
Vol 12 (10) ◽  
pp. 60
Author(s):  
Samah Zakareya Ahmad
Keyword(s):  
Secondary School ◽  
Analysis Of Variance ◽  
Secondary School Students ◽  
Reading Skills ◽  
Control Group ◽  
Critical Reading ◽  
School Students ◽  
Before And After ◽  
The One ◽  
Experimental Group

This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students’ critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p>0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p

scholarly journals A research on fluent reading skills of secondary school students

2017 ◽  
Vol 8 (1) ◽  
pp. 91-118
Author(s):  
Mustafa Türkyılmaz
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Secondary School Students ◽  
Reading Skills ◽  
Positive Relationship ◽  
Reading Speed ◽  
School Students ◽  
Scale Reading ◽  
Fluent Reading ◽  
Facebook Addiction

The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.

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