scholarly journals The Impact of Learning Software on Improving Reading Comprehension Skills

2020 ◽  
Vol 10 (3) ◽  
pp. 235-248
Author(s):  
Rina Azoulay ◽  
◽  
Esther David ◽  
Mireille Avigal ◽  
Dorit Hutzler
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Intelligent Tutoring System ◽  
Difficulty Level ◽  
School Students ◽  
Learning Gain ◽  
Academic Level ◽  
Comprehension Skills ◽  
The Impact ◽  
Reading Comprehension Skills

One of the challenges of an intelligent tutoring system (ITS) is adapting the difficulty level of the questions posed to the student to suit the student’s academic level. Our study examines the task of adjusting the system’s level of challenges to the level of the learner and addresses the questions of how best to do so and whether there is any benefit from such adjustment. To answer these questions, we developed reading comprehension courseware that includes three adaptive algorithms for adjusting the level of the questions presented to the students: the random selection algorithm, the Q-learning based algorithm, and the Bayesian inference algorithm. We conduct a real-world experiment in which real high school students used the courseware to improve their reading comprehension skills. In order to compare and evaluate the performance of the algorithms, the courseware used by each student utilized one of the three adaptive algorithm alternatives. Our results demonstrate that when considering all of the students, there was significant improvement (learning gain) using each of the methods.

scholarly journals Development and Validation of Learning Resource Materials in Upgrading Comprehension Skills of Senior High School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 153-161
Author(s):  
Reinel Lazaro Morelos
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Instructional Materials ◽  
School Students ◽  
Esl Teachers ◽  
Learning Resource ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Senior High School Students

This study sought to develop and evaluate learning resource material in upgrading reading comprehension skills of Grade 11 to meet the pressing need of Doňa Candelaria Meneses Duque National High School. The researcher utilized the descriptive survey method which uses questionnaires as the primary tools in gathering desired data information. There were two sets of questionnaire which were used in the study. The first questionnaire is the Reading Diagnostic Test while the second research instrument is the evaluation tool for the developed learning resource materials. The subjects of this study are in two groups: one hundred twenty three (123) randomly selected Grade 11 senior high school students at Doña Candelaria Meneses Duque National High School (DCMDNHS) at Bulakan, Bulacan during the school year 2017-2018; and five ESL teachers, who evaluated the resource materials. The data collected were encoded and entered into the matrix using the computer software of Microsoft Excel with the following statistical procedures: frequency distribution, percentage score, mean, total mean and standard deviation. Based on the results of the diagnostic test, the researcher developed the learning resource materials, and these were validated by five ESL teachers using a 5- point Likert Scale in terms of the following criteria: objectives, contents, vocabulary, usefulness and presentation. Generally, after the evaluation, the overall mean gained of the instructional materials is 4.72, interpreted as “Excellent”. This computed overall mean attests and suggests that the developed learning resource materials in reading are acceptable. The study recommends that the language teachers need to provide the students the means towards maximum growth in accordance with their reading ability. The teachers must help students acquire basic comprehension skills and strategies in sequential reading program designed to reinforce the skills and appreciation of previous skills acquired and to develop new skills that are needed. Likewise, it is also suggested that the administrators should conduct or sponsor programs and inservice trainings to ensure the necessary updated innovations on the preparation and development of instructional materials, particularly in reading comprehension skills. Further, future researchers should conduct a research-driven strategy that can improve the reading comprehension skills of the students.

scholarly journals Listening, Grammar and Reading Comprehension Skills of the Test of English as a Foreign Language: A Correlational Study

Humaniora ◽  
2017 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Jimmy Sapoetra
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
School Students ◽  
Comprehension Skills ◽  
Independent Variable ◽  
Reading Comprehension Skills ◽  
Senior High School Students

The article aimed to investigate whether there was a correlation among the language skills and components. The researcher took two language skills and one language component to be part of the research: listening, reading comprehension skills, and grammar mastery. In the research, there were several questions regarding the three variables of listening, reading, and grammar which were focusing on the correlation among the variables. The independent variable was grammar mastery (X) while the independent variables were listening comprehension (Y1) and reading comprehension (Y2). The data collection was taken from the population of Grade X Budi Luhur Senior High School students, Tangerang, with 40 students served as a sample. The research was conducted using the quantitative method with the help of statistical calculation of Pearson Product Moment Correlation to prove whether there was a significant correlation among the three variables. As a result, it is proven that there is no significant correlation between grammar mastery and both listening and reading skills while there is a quite strong correlation between listening and reading skills of the students.

scholarly journals A study on improving students’ reading comprehension using the Numbered Heads Together Technique

2015 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Rosnani Sahardin ◽  
Mukarramah Mukarramah ◽  
Anwar Hanafiah
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
High School Students ◽  
Cooperative Learning ◽  
Junior High School ◽  
School Students ◽  
Comprehension Skills ◽  
Post Test ◽  
The Mean ◽  
Reading Comprehension Skills

This study deals with improving the reading comprehension of junior high school students through the Numbered Heads Together (NHT) technique. The objective is to find out if cooperative learning using NHT can improve the reading comprehension of the students. The data for this research was obtained from a field study using an experimental research design at a middle school in Aceh Besar with a one group time series design. From the study, it was found that the students’ mean scores from the pre-test and the post-test were different. The mean score of the students’ post-test was higher than the pre-test scores. To find out if the two mean scores were significantly different, they were tested using the t-test statistical procedure.  The result showed that they were significantly different (df = 8, alpha 0.05, t-table 17.550 > 2.0452). This indicated that Ha was accepted and Ho was rejected as hypothesized. Thus, cooperative learning using the NHT technique can improve the reading comprehension skills of middle school students.

Use of Cognitive and Axiological Approaches in the Development of Reading Comprehension Skills in High School Students

2019 ◽  
Vol 80 (1) ◽  
pp. 26-31
Author(s):  
Elena A. Ryabukhina
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Personal Development ◽  
Russian Language ◽  
School Students ◽  
Comprehension Skills ◽  
Intellectual Formation ◽  
Reading Comprehension Skills

This research is aimed at developing the approaches of the axiological linguistic methodology. The importance of cognitive and axiological methodological approaches for the teaching of the Russian language is considered. The possibility of using cognitive and axiological approaches in combination is investigated with respect to the enhancement of reading comprehension skills in high school students. To this end, the cognitive and axiological components manifested at different stages of textual activity are analysed. A technique for developing reading comprehension skills is presented, which involves the identification of various types of textual information and determination of their linguistic representation. The quality of the proposed reading comprehension activity was assessed by oral interpretative utterances produced by the students. The results of the research have confirmed the efficiency of applying cognitive and axiological approaches in combination for the personal development and intellectual formation of high school students.

scholarly journals The Effect of Using Wikis on the Students’ Reading Comprehension in Learning English

2021 ◽  
Vol 2 (1) ◽  
pp. 57-64
Author(s):  
Morteza Bakhtiarvand
Keyword(s):  
Reading Comprehension ◽  
Proficiency Test ◽  
Analysis Of Covariance ◽  
Difficulty Level ◽  
Semantic Meaning ◽  
Comprehension Skills ◽  
Post Test ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
Learning English

The aim of this study was to evaluate the impact of the use of wikis on the ability to understand semantic meaning of English. At the beginning of the study, a reading comprehension proficiency test was administered for two groups of students in order to determine the level of reading comprehension skills. Then the pre-test were given to the students of both control and experimental groups. After the pre-test, students in both groups for 6 weeks and every week for two hours were trained for learning English reading comprehension proficiency skills. The difference is that students in the control group were trained in traditional way and the students in experimental group were trained by using wikis. At the end of four weeks, the post test was administered for students in both groups. Four standard tools were used for data collection in this study. At first reading comprehension proficiency test was given to two groups in order to determine the level of reading comprehension skills. The second tool was a test that was used as pre-test, post-test and delayed post-test. The third instrument was reading comprehension texts that were selected from different sites of Wiki (e.g., Wikipedia, Wiki Facebook, wiki, wiki Dick, Wiki News) in both form of offline and online will be available to students. The fourth instrument was Systematic Functional Grammar (SFG) scale for difficulty level of texts (Shokrpour, 2004). The descriptive statistics indicators such as frequency, mean and standard deviation of scores and in the inferential part in order to examining the hypothesis, one-way analysis of covariance (ANCOVA) was used. The results showed that the use of wikis increase the ability to understand the semantic meaning of words

The impact of using divergent thinking strategies on reading comprehension

2021 ◽  
Vol 23 (10) ◽  
pp. 78-99
Author(s):  
A. Al Masri ◽  
T. Krishan ◽  
F. Al Talahin ◽  
S. Almassarweh
Keyword(s):  
Reading Comprehension ◽  
Divergent Thinking ◽  
Analysis Of Covariance ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Thinking Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
The Brain ◽  
Experimental Group

Introduction. Divergent thinking strategies are based on brain activity represented by a series of successive and branching questions related to a particular reading text. These strategies stimulate the minds of sixth graders to think of new stimuli such as finding a solution to a specific problem, or making a specific judgment, or predicting future events, which produces new and innovative solutions and achieves a deeper understanding of the target reading text.The present research aims to investigate the impact of divergent thinking strategies in developing reading comprehension skills among sixth-grade students in the English language.Methodology and research methods. The authors used the quasi-experimental approach. A pre-post design was used to identify the effect of employing divergent thinking strategies in developing reading comprehension skills. The study sample consisted of 136 students, who were selected purposefully and distributed into two groups: experimental and control groups. Students in experimental group were taught using divergent thinking strategies. Students in control group were taught in the usual way.Results and scientific novelty. The analysis of covariance (ANCOVA) found statistically significant differences between the two groups in favour of the experimental group in achievement. In addition, significant differences were found in the Motivation for Learning English between the two groups. It was found that divergent thinking strategies stimulate students’ thinking through various questions and allow them to look at their familiar knowledge with a new vision, to produce and generate new ideas with creative features.Practical significance. The current study is useful in determining the appropriate reading comprehension skills for students, and targeting them in developing these skills. This research also draws the attention of teachers to the importance of including strategies compatible with the brain, including divergent thinking strategies, when planning reading lessons. As for the educational supervisors, it puts in their hand’s strategies based on the theory of learning in the brain, including the divergent thinking strategies and how to employ them in reading lessons in order to develop reading comprehension. Moreover, these research materials can be employed by mentors in directing teachers to depart from the framework of traditional methods through the use of divergent thinking strategies in their classroom teaching practices.

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