A Study on the Development of Inferential Comprehension Ability Assessment for the Diagnosis of Reading Comprehension Difficulties in Middle School Students

2020 ◽  
Vol 54 ◽  
pp. 103-133
Author(s):  
Yeong-Mi Choi ◽  
Young-Min Park
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
School Students ◽  
Comprehension Ability ◽  
Inferential Comprehension

scholarly journals The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia

2020 ◽  
Vol 9 (26) ◽  
pp. 158-166
Author(s):  
Abdullah Mohammed Alsubaie
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Differentiated Instruction ◽  
Arabic Language ◽  
T Test ◽  
Multiple Intelligence ◽  
Anova Analysis ◽  
School Students

Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.

Effects of the Instruction in Inferring Meanings From Context on the Comprehension of Middle School Students at Frustration Reading Level

2018 ◽  
Vol 198 (3) ◽  
pp. 225-239 ◽  
Author(s):  
Ilhan Ilter
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Reading Level ◽  
Tier 2 ◽  
School Students ◽  
Comprehension Score ◽  
Rti Model

The purpose of this study was to examine the effects of the context clue instruction program to infer meaning from context as a way to enhance reading comprehension. Participants were fifth-grade middle school students (four boys) who were at a frustration reading level (initial comprehension score range = 40%-48%) at their grade level. In addition, one student served as a control participant and did not any receive instruction in this study. A multiple-baseline across-students design was used. All the instruction for the three experimental participants was one on one using the direct instruction method. Maintenance of treatment effects was probed at 2, 4, and 6 weeks following the intervention for Participants 1, 2, and 3, respectively. The results demonstrated that the instructional program produced increases in all three experimental participants’ comprehension scores to above 70% (range = 75%-82%) as measured by the short-answer questions; thus, they found they achieved an instructional level score in their comprehension after the instruction. The social validity results confirmed that participants enjoyed the intervention, and had a better understanding of what they read through individual experience on the strategy of learning from context. The information gained from this study suggested that a strategy instruction concerning the use of context clues may be a useful component (Tier 2 setting) of response to intervention (RTI) model for students who struggle with reading comprehension.

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