The effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities

1996 ◽  
Vol 19 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Joseph R. Boyle
Keyword(s):  
Reading Comprehension ◽  
Standardized Tests ◽  
Grade Level ◽  
Cognitive Mapping ◽  
Control Group ◽  
Poor Reading ◽  
Mild Disabilities ◽  
Mapping Strategy ◽  
Below Grade Level ◽  
Inferential Comprehension

This study examined the effects of a cognitive mapping strategy on the literal and inferential reading comprehension of students with mild disabilities — learning disabilities (LD) and educable mental retardation (EMR). Thirty students with mild disabilities who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were matched on three variables (disability, grade, and reading achievement) and assigned to either an experimental or a control group. Through a strategy format, students in the experimental group were taught to independently create cognitive maps from reading passages. Students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures with below-grade level reading passages as well as on-grade level reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.

Diagnosis and correction of arithmetic underachievement

1963 ◽  
Vol 10 (1) ◽  
pp. 22-27
Author(s):  
Ramon Ross
Keyword(s):  
Standardized Tests ◽  
Grade Level ◽  
Sixth Grade ◽  
School Population ◽  
Development Of Competencies ◽  
Below Grade Level ◽  
Experience Difficulty

For most children the development of competencies in a quantitative world proceeds at an orderly pace. For a few, howover, growth does not occur in a normal fashion. Various studies have revealed that roughly 15 percent of sixth-grade pupils, for example, are one or more yeats below grade level in arithmetic as measured by standardized tests [4].* While the mentally deficient would account for a portion of this percent, there still remains a sizable portion of the school population who experience difficulty in one or more of the basic processes. These children require remediation, but prerequisite to that remediation is adequate diagnosis.

scholarly journals READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

2019 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Durratul Hikmah ◽  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Comprehension Skill ◽  
Mapping Strategy ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment.  The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

scholarly journals THE EFFECT OF CONCEPT MAPPING STRATEGY ON STUDENTS' READING COMPREHENSION AT MA ARRASYID TEMBILAHAN

2018 ◽  
Vol 2 (2) ◽  
pp. 83-100
Author(s):  
Syafrizal Syafrizal
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
T Test ◽  
Control Group ◽  
Test Procedures ◽  
Paired Sample ◽  
Mapping Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study is aimed at finding out the effect of concept mapping strategy on the students’ reading comprehension. The study was done through quasi-experimental design which involved pre-test and post-test procedures. There was a try out before administering the tests. Then,the pre-test was administered before giving treatments and the post-test was administered after the treatments. The data collection techniques were tests. The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by using concept mapping strategy as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (>0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading comprehension in the pre-test and in the post-test of the classes. There was also a significant difference on their reading comprehension before and after treatments in the experimental class. The value of eta square was 0.68 for their reading comprehension. In sum up, the the application of concept mapping gives positive effect toward the students’ reading comprehension.

scholarly journals The Effects of Mind Mapping (MP) and Pre-Questioning (PQ) on the Students’ Reading Comprehension

2015 ◽  
Vol 2 (2) ◽  
pp. 160-177
Author(s):  
M Maslakhatin
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
School Students ◽  
Mind Mapping ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Inferential Comprehension ◽  
Experimental Group ◽  
Literal Comprehension

This study was conducted to investigate the effects of mind mapping and pre-questioning on the students’ reading comprehension and on  the students’ reading comprehension levels: literal comprehension, inferential comprehension, evaluation, and appreciation. This study was a quasi-experimental design, which involved 52 senior high school students of the eleventh grade in Surabaya. Mind mapping was used for the experimental group and pre-questioning was for the control group. The instrument was 25 item reading comprehension test incorporating the four reading comprehension levels based on Barrett taxonomy.  Independent Sample t-test and Manova test were used to analyze the data, which results revealed that there was no significant difference between the students who received mind mapping and those who received pre-questioning in their overall reading comprehension and in their literal comprehension, evaluation, and appreciation level. However, there was a significant difference between the students who received mind mapping and those who received pre-questioning in their inferential comprehension. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3090

scholarly journals The Effect of Specificity of Reading Purposes on Children's Reading Achievement

1976 ◽  
Vol 8 (4) ◽  
pp. 405-413 ◽  
Author(s):  
Margaret B. Jones
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Grade Level ◽  
Sixth Grade ◽  
Experimental Conditions ◽  
Children's Reading ◽  
Below Grade Level ◽  
Children’S Reading

The effect of establishing purposes for reading upon reading comprehension was investigated. It was predicted that children's comprehension of prose material would be higher when purposes for reading were more precisely defined than simply asking children to read in order to be able to answer questions. This investigation attempted to replicate aspects of an earlier study (Rothkopf & Kaplan, 1972) and to extend other aspects of that study. Learning of intentional and incidental information was compared when purpose setting directions for reading were varied as to specificity. Children identified as reading at, above, or below the sixth grade level were assigned to one of three experimental conditions: “specific directions” which focused on single facts; “general directions” which focused on two or more facts; or a “read to be tested direction” which simply told children to read because they would be tested. Findings were: (a) significant differences in the performance of those reading at, above, and below grade level; (b) neither specific nor general reading directions appeared to affect performance; (c) purpose setting directions served to discriminate between intentional and incidental information only for above grade level readers.

scholarly journals THE EFFECT OF SEMANTIC MAPPING STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE NINTH GRADE STUDENTS OF SMP RAKSANA MEDAN

2017 ◽  
pp. 49-70
Author(s):  
Resniaty Situmorang
Keyword(s):  
Reading Comprehension ◽  
Conventional Method ◽  
Ninth Grade ◽  
T Test ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Mapping Strategy ◽  
Ninth Grade Students ◽  
Experimental Group

This research is aimed to investigate the effect of semantic mapping strategy on students’reading comprehension of narrative text and the significant different on readingcomprehension of narrative text between two groups: who are teach using semanticmapping strategy and those who are teach using conventional method. The design of thestudy is experimental study. The population of this study is the ninth grade students of SMPRaksana Medan in the academic year of 2014/2015. The number of the subjects is 60students. The data are obtained by administering reading test to the IX-1 as experimentalgroup and IX-2 as control group. The research is started by giving pre-test, treatment andpost-test to both experimental and control groups. The data of the test are analyzed by using t-test formula to know the difference of the students’ comprehension in reading narrative text between two groups. In the pre-test the mean score of the experimental group is 54 and the control group is 53.67. The result of post-test of the experimental group is 78.33 and the control group is 67.5. The result of the t-test of mean difference is 3.046 and t- table is 2.00 It means that t-value is higher than t-table (3.046 >2.00). The calculation revealed that the hypothesis about a significant difference on reading comprehension between students who are teach narrative text by using semantic mapping strategy and those who are taught by using conventional method is accepted. It can be concluded that Semantic Mapping Strategy worked effectively to help students increase their achievement in reading comprehension. It is suggested that teachers of English apply Semantic Mapping Strategy as one of the alternatives in teaching reading comprehension.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

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

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

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