Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents

The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development for adolescents; (2) to find out the most effective technique for teaching reading skill for adolescents. This study was a quasi-experimental research with two experimental groups and one control group. The three variables used were PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The sample of this study were grade X Science 1, X Social 1 and X Social 2 who had homogenous reading level who were selected by using Cluster Random Sampling. The quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach 15.9% while the improvement using PQ4R was 19.25% 9 and using conventional technique was 9.28%. Therefore, it can be concluded that CSR was the most effective technique for teaching reading skills for adolescents compared to PQ4R and conventional techniques

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Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo-Croatian Learning French

Modern Language Journal ◽

10.1111/1540-4781.00197 ◽

2003 ◽

Vol 87 (3) ◽

pp. 391-403 ◽

Cited By ~ 18

Author(s):

Francois Pichette ◽

Norman Segalowitz ◽

Kathleen Connors

Keyword(s):

Reading Skills ◽

Skill Development ◽

Reading Skill ◽

L2 Reading ◽

Reading Skill Development

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Collaborative Strategic Reading (CSR): An Attractive Strategy for Teaching Reading Skill

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017) ◽

10.2991/icigr-17.2018.24 ◽

2018 ◽

Author(s):

Dian Novita

Keyword(s):

Reading Skill ◽

Teaching Reading ◽

Strategic Reading ◽

Collaborative Strategic Reading

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Analysing the reading skill development in first grade pupils with psychological developmental delay

Problems of Modern Education (Problemy Sovremennogo Obrazovaniya) ◽

10.31862/2218-8711-2020-4-128-134 ◽

2020 ◽

pp. 128-134

Author(s):

Valeriya N. Ostashkova ◽

Dmitry N. Kuzmin

Keyword(s):

Developmental Delay ◽

Reading Skills ◽

Skill Development ◽

First Grade ◽

Reading Skill ◽

School Year ◽

Reading Skill Development

The article presents a theoretical review of the reasons of disability to form the reading skills, and analyzes the results of the research into forming the reading skills in first grade pupils with psychological developmental delay at the end of the school year.

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

GENRE Journal of Applied Linguistics of FBS Unimed ◽

10.24114/genre.v4i1.4108 ◽

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

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Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective

Language Teaching Research ◽

10.1177/13621688211011501 ◽

2021 ◽

pp. 136216882110115

Author(s):

Ali Amjadi ◽

Seyed Hassan Talebi

Keyword(s):

Reading Comprehension ◽

Rural Areas ◽

Reading Strategies ◽

Multiple Choice ◽

Strategy Instruction ◽

Teaching Reading ◽

Social Emotional ◽

Reading Tests ◽

Strategic Reading ◽

Collaborative Strategic Reading

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was implemented to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it.

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The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

International Education Studies ◽

10.5539/ies.v12n1p128 ◽

2018 ◽

Vol 12 (1) ◽

pp. 128

Author(s):

Samer Al-Hammouri

Keyword(s):

Public Schools ◽

Reading Skills ◽

Reading Skill ◽

Achievement Test ◽

French Language ◽

Control Group ◽

Control Groups ◽

Significant Difference ◽

Post Test ◽

Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

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The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.h300119 ◽

2019 ◽

Vol 3 (20) ◽

Author(s):

Hanan Salam Hassan Alhayawat

Keyword(s):

English Language ◽

Skill Development ◽

Reading Skill ◽

The Self ◽

Analysis Of Covariance ◽

Significant Difference ◽

Tenth Grade ◽

Quasi Experimental ◽

Reading Skill Development ◽

Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan. To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.

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Exploring Teaching Techniques Used In Teaching Reading Comprehension By English Teachers At Madrasah Aliyah Pasangkayu

Syntax Literate ; Jurnal Ilmiah Indonesia ◽

10.36418/syntax-literate.v6i10.4360 ◽

2021 ◽

Vol 6 (10) ◽

pp. 4858

Author(s):

Aisyah Kahar Putri ◽

Rofiqoh Rofiqoh ◽

Mukrim Mukrim

Keyword(s):

Reading Comprehension ◽

Study Groups ◽

English Teachers ◽

Second Phase ◽

Teaching Reading ◽

Teaching Techniques ◽

Strategic Reading ◽

Teacher Needs ◽

Collaborative Strategic Reading ◽

Reading Text

This research was aimed at finding out the teaching techniques used in teaching reading comprehension by English teachers from four Madrasah Aliyah at Pasangkayu Regency. MAN Pasangkayu, MA DDI Pasangkayu, MA DDI Kasoloang and MA DDI Darul Ulum. This research applied mix method approach. The respondents of this research were 8 English teachers. The instrument for collecting the data was a questionnaire and interview. Quantitative data were collected and analyzed in the first phase of the research and qualitative data were collected in the second phase. The results reveal that the English teachers use several techniques in teaching reading comprehension such as Scanning Technique, Skimming Technique, SQ3R, Speed Reading, Detailed Reading Strategy, and Collaborative Strategic Reading. The result of the interview showed that the teachers tended to use the Scanning-Skimming technique and SQ3R compared to other techniques. According to them, the Scanning-Skimming technique were two techniques that were very effective for students to use when they did English exams, especially reading texts, they find it easier to get information from a reading text. Meanwhile, SQ3R is a technique that is very good for the benefit of reading intensively. The teachers at Madrasah Aliyah Pasangkayu Regency to upgrade in teaching reading are only some of them who have attended seminars/webinars or training from related agencies or schools. As for their efforts in improving their reading teaching skills, only a few of them were creative to learn independently to find references, hold study groups, review journals, and download videos about teaching reading techniques. Every teacher needs to be more creative for the learning process can be successful.

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