scholarly journals The effectiveness of educational structural factors and text design on students’ reading comprehension

2021 ◽  
Vol 8 (3) ◽  
pp. 98-103
Author(s):  
Samira Faradji Safar ◽  
Atefeh Ferdosipour
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Random Sampling ◽  
Clear Understanding ◽  
Structural Factors ◽  
Scientific Text ◽  
Text Type ◽  
Text Design ◽  
Text Organization ◽  
Educational Variables

The purpose of this study is to investigate and compare the effectiveness of educational variables in the scientific text on the reading comprehension of Islamic Azad University students. The sample group consisted of students studying in the East Tehran branch, 360 of whom were selected by random sampling. To make the text, a raw text unfamiliar and unrelated to the subjects of the students was used, and then, according to the objectives of the project, educational variables were used for each project. One-way analysis of variance was used to analyze the data. The findings of this study did not confirm the effectiveness of text type on students' reading comprehension. The result was not in line with previous findings and research. The study recommends that people dealing with psychology and education should have a clear understanding of the learning process Keywords: Text, educational variable, reading comprehension, text organization, university students  

scholarly journals Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension

2011 ◽  
Vol 28 (2) ◽  
pp. 51 ◽  
Author(s):  
Kei Mihara
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Reading Strategies ◽  
English Proficiency ◽  
Reading Strategy ◽  
Comprehension Question ◽  
Japanese University ◽  
Japanese Students ◽  
Esl Reading

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students’ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lowerlevel students regardless of which pre-reading strategy they used.

scholarly journals The influence of vocabulary mastery and reading comprehension of argumentation writing skills

2019 ◽  
Vol 1 (1) ◽  
pp. 85-91
Author(s):  
Royan Nur Fahmi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Random Sampling ◽  
Writing Skills ◽  
Sampling Technique ◽  
Regression Equation ◽  
Essay Writing ◽  
Test Instrument ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

This study aims to determine the effect of variable vocabulary and reading comprehension skills of argument essay writing. Method used is the method of survey with a sample of students of 40 students were taken by random sampling technique from Tunas High School Jaka Sampurna in Bekasi. Data collection using the validated test instrument. Regression equation Y ̂=1,079+0,385X_1 wich means that if the students vocabulary mastery is ignoed, then the ability to write arguments for 1,079. Every adding one point to the vocabulary it will add the ability to write the argument of 0,385 point. Regression equation Y ̂=1,079+0,355X_2 whic means that if reading comprehension is ignored, then the argument of 1,079 skill writing, meaning the reading comprehension is ignored then the ability to write arguments. For each additional 1,079 points in reading comprehension, reading comprehension will add 0,353 points. It can be concluden that the vocabulary and reading comprehension together affect 23,4% of the writing skills of argumentation percent of the value. (koef determinate R2 = 0,234 with the value of the test F = 5,665.

scholarly journals The Teaching of Reading in Senior Secondary School

2019 ◽  
Vol 1 (2) ◽  
pp. 42-49
Author(s):  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Reading Strategies ◽  
Clear Understanding ◽  
Senior Secondary School ◽  
Teaching Of Reading ◽  
Comprehension Process ◽  
Instructional Settings ◽  
Senior Secondary

Reading English is an important skill that students need to learn. The teaching of reading in secondary school will help student to get a purpose for reading, focus on what they are learning, think actively as they read, monitor their comprehension, and review content and relate what they have learned to what they already know. In order to apply the strategies effectively in new instructional settings, teachers must have a clear understanding of the reading comprehension process and the natural reading strategies that commonly applied by our students. By knowing this, they can select and demonstrate appropriate reading strategies that their students need in reading the text.

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