scholarly journals Extending the Reading Performance of Low-Level Readers Through the Use of a Diagnostic Assessment Tool in Explicit Strategic Reading Instruction

2020 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Indah Welasasih Ludji
Keyword(s):  
Reading Instruction ◽  
Assessment Tool ◽  
Reading Performance ◽  
Diagnostic Assessment ◽  
Future Research ◽  
Control Group ◽  
Poor Reading ◽  
Low Level ◽  
Strategic Reading ◽  
Experimental Group

Explicit instruction of reading strategies has often been recommended to develop L2 or EFL learners with poor reading performance. This paper aims to examine how effective the approach is when it is combined with a diagnostic assessment tool, both on participants’ reading performance at literal and inferential levels, and participants’ attitudes towards reading. The experimental study involved two groups of 9 grade students in West Manggarai, East Nusa Tenggara who were identified as low-level readers. The findings reveal that while both control and experimental groups made significant progress in their reading performance, the experimental group yielded larger effect size than the control group. It is concluded that the use of diagnostic assessment tool was proven to be instrumental in extending the participants’ reading performance. Classroom implications and suggestions for future research are provided based on the aforementioned findings.

scholarly journals Text-Relevant Video Segments and Reading Comprehension of Culturally Unfamiliar Texts with Adult Speakers of English as a Second Language (ESL)

2021 ◽  
Vol 14 (10) ◽  
pp. 35
Author(s):  
Amirreza Karami ◽  
Freddie A. Bowles
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Information Processing ◽  
Mixed Methods ◽  
Quantitative Analysis ◽  
Pilot Study ◽  
Reading Instruction ◽  
Future Research ◽  
Control Group ◽  
Experimental Group

This pilot study is a mixed-methods sequential explanatory study that investigated the effects of watching text-relevant video segments supported by the Schematic Information-Processing (SIP) model of reading comprehension on reading comprehension of adult speakers of English as a Second Language (ESL) in terms of text familiarity and the retention of the content of a culturally unfamiliar text. Twenty homogeneous participants were randomly assigned to two groups: one control group and one experimental group. The results of the quantitative analysis showed that the experimental group outperformed the control group in both the immediate and delayed post-tests. Qualitative findings also highlight the effectiveness of implementing text-relevant video segments supported by the SIP model over traditional text-based reading instruction in terms of reading comprehension and retention of the content of the culturally unfamiliar passage. Limitations of the study and suggestions for future research are discussed in detail. 

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

scholarly journals Development of a sensory and perceptual assessment test for psychosis and schizophrenia

2020 ◽  
Author(s):  
Maria Lucia de Bustamante Simas ◽  
Ana Cristina Taunay C. A. Maranhão ◽  
Flora Silva Teixeira ◽  
Aline Mendes Lacerda ◽  
Carlos Henrique Resende Freire ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Size Perception ◽  
Psychotic Symptoms ◽  
Control Group ◽  
Salvador Dali ◽  
Ex Post ◽  
Perceptual Test ◽  
Quasi Experimental ◽  
Visual Size ◽  
Experimental Group

Results from the development of a novel sensory and perceptual test to assess the level of altered visual size perception in people with schizophrenia are presented. Here we compare the performances in a visual sensory and perceptual test between a control group and an experimental group of people diagnosed with schizophrenia. We have been using paintings by Salvador Dalí and Rorschach plates to assess images size perception. In this transversal, ex-post-fact and quasi-experimental study we show differences between EG (Experimental Group) and CG (Control Group). Schizophrenics in-patients as compared to controls perceived sizes about 1.3 fold greater than healthy volunteers (p=0.006), thus showing that size perception is altered in schizophrenia. Together with previous results, this particular sensory test for size perception seems to be a useful assessment tool to evaluate the degree and severity of psychotic symptoms in prodromal schizophrenic states, and neuropsychiatric patients in general. It may help prevent acute crisis with proper, and most likely, lower dosages of medication.

Design of a Web-Based Sentence Analysis System to Support EFL Reading Instruction

2015 ◽  
Vol 5 (2) ◽  
pp. 11-22
Author(s):  
Yea-Ru Tsai ◽  
Yukon Chang
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Engineering Students ◽  
Control Group ◽  
Web Based ◽  
Post Test ◽  
Comprehension Process ◽  
On Line ◽  
Analysis System ◽  
Experimental Group

The purpose of this study was to investigate the effects of an on-line Cumulative Sentence Analysis (CSA) instruction on university engineering students' English reading comprehension. Within the framework of CSA instruction, the reading comprehension process can be divided into six steps: identifying finite verbs, finding key words, separating clauses, identifying subjects and main verbs, adding words stepwise, and translating the sentence. The results showed that the experimental group achieved a higher level of reading comprehension performance following the instruction. Inter-group comparison also revealed that the experimental group significantly outperformed the control group in the post-test, while no difference was found between these groups in the pretest. The findings clearly demonstrated that on-line CSA instruction is an efficient and feasible approach to helping engineering students cope with their problems of reading English texts.

scholarly journals Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?

2016 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Abdulaziz Ali AL-Qahtani
Keyword(s):  
Middle School ◽  
Reading Instruction ◽  
Reading Skills ◽  
Skills Training ◽  
Target Language ◽  
Future Research ◽  
Reading Habits ◽  
School Students ◽  
Poor Reading ◽  
Reading Abilities

<p>The aim of the current study was to investigate the reasons behind Saudi learners’ poor reading skills. To this end, the objectives were to identify the reading habits of Saudi English as a Foreign Language (EFL) middle school learners, to understand the extent to which Saudi EFL middle school learners use reading comprehension skills and to explore the perceptions of learners, teachers and supervisors regarding Saudi EFL learners’ reading abilities. The study sample consisted of 90 Saudi EFL middle school students, eight EFL teachers and six supervisors. The students were surveyed and interviewed about their reading habits and use of reading skills, while the teachers and supervisors were interviewed to explore their perceptions about reading instruction in the Saudi context. The results revealed that most Saudi EFL students lack the necessary reading habits in L1 and L2. In addition, they rarely make use of important reading skills when they read English texts. This study identified “lack of exposure to target language”, “poor teaching skills and teacher training programs”, “little attention to comprehension and more attention to reading aloud”, “students’ lack of motivation”, “little emphasis on reading skills in textbooks”, “unfamiliar and unsuitable reading topics”, “lack of reading skills training for students”, “students’ limited vocabulary” and “lack of parental involvement” as the most important factors behind Saudi students’ poor reading abilities. The study concluded with important recommendations and suggestions for future research.</p>

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

2015 ◽  
Vol 6 ◽  
Author(s):  
Zoe Markopoulos ◽  
Michael E. Bernard
Keyword(s):  
Intervention Program ◽  
Self Report ◽  
Future Research ◽  
Control Group ◽  
Behaviour Therapy ◽  
Coping Responses ◽  
Emotional Coping ◽  
Self Report Data ◽  
Children's Coping ◽  
Experimental Group

This study evaluated the Bullying: The Power to Cope program (Bernard, 2012), which is designed to teach children the ideas espoused in the practice of rational emotive behaviour therapy (REBT) to employ in response to bullying. Self-report data were collected at pre- and post-test of children's cognitive, behavioural, and emotional coping responses to four written bullying vignettes. At pre-test, children's personal qualities of intrinsic resiliency were also measured. The sample consisted of 139 participants in Melbourne, Australia (n = 80 in the experimental group and n = 59 in the control group), aged from 10 to 14 years. Results indicated children in the experimental group improved in cognitive and emotional coping responses relative to children in the control group. Females showed greater improvement than males in coping responses to bullying as a consequence of the intervention. Entering levels of intrinsic resiliency did not moderate the effects of the intervention program on children's coping responses. The cognitive and emotional coping responses of females to bullying vignettes (pre-test) were significantly more negative and emotionally intense than males. The implications of these findings are discussed, as well as limitations and directions for future research.

Business English Vocabulary Learning With Mobile Phone

2014 ◽  
Vol 4 (2) ◽  
pp. 46-63 ◽  
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Ronghuai Huang
Keyword(s):  
Mobile Technology ◽  
Vocabulary Learning ◽  
Retention Rates ◽  
Future Research ◽  
Control Group ◽  
Business English ◽  
Vocabulary Retention ◽  
Print Material ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to explore whether the use of mobile technology could better enhance students' business English vocabulary learning than the employment of traditional print material. A group of sophomores (N=43) from a Chinese university in North China were randomly assigned to two groups: the experimental group (N=23), who worked on a given list of business vocabulary via SMS, and the control group (N=20), who studied the same list of vocabulary via paper print material. The results of the posttest reveal that the experimental group did significantly better than the control group. However, the results of the delayed test show that the two groups were not significantly different from each other in term of vocabulary retention rates. The study concludes that a blended use of mobile technology such as SMS and paper print material could better give rise to students' business English vocabulary learning. The limitations and suggestions for future research are also discussed.

Behaviour Treatment of Daytime Incontinence in Elderly Male and Female Patients

1986 ◽  
Vol 14 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Diana Chanfreau-Rona ◽  
Belinda Wylie ◽  
Stuart Bellwood
Keyword(s):  
Training Programme ◽  
Training Period ◽  
Control Group ◽  
Control Groups ◽  
Elderly Male ◽  
Severe Problem ◽  
Male And Female ◽  
Low Level ◽  
And Control ◽  
Experimental Group

This paper describes an attempt at retraining continence in elderly psychogeriatric patients using behavioural methods. Thirty patients across four wards were selected and divided equally into experimental and control groups. The experimental group underwent a training programme lasting a total of seven weeks whilst the control group continued with the usual nursing procedure.The results showed no significant differences in frequency of incontinence between the different groups at the end of the programme. However, there were indications that a continence training programme is more likely to be beneficial to those patients who have a low level of incontinence rather than those for whom incontinence is a more severe problem. For these patients, those in the experimental group showed increased levels of incontinence after the training period compared to the control group.

scholarly journals An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

2021 ◽  
Vol 14 (8) ◽  
pp. 30
Author(s):  
Omaima Al-Kiyumi ◽  
Fawzia Al Seyabi ◽  
Abdul Hamid Hassan
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Metacognitive Reading Strategies ◽  
Experimental Group

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students&rsquo; results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students&rsquo; performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners&rsquo; reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.

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