scholarly journals Knowledge Acquisition Practices and Reading Comprehension Skills of the Learners in Hilongos South District, Leyte Division, Philippines

2020 ◽  
Vol 9 (3) ◽  
pp. 533
Author(s):  
Ginna F Tavera ◽  
Leomarich F Casinillo
Keyword(s):  
Reading Comprehension ◽  
Knowledge Acquisition ◽  
Prior Knowledge ◽  
Reading Level ◽  
Significant Relationships ◽  
Comprehension Skills ◽  
Correlational Method ◽  
Teachers And Parents ◽  
Descriptive Survey ◽  
Reading Comprehension Skills

The main purpose of this study was to determine the knowledge acquisition practices and reading comprehension of the learners in Hilongos South District, Leyte Division, Philippines. This study adopted the descriptive-survey and correlational method of research. This method tried to explore and describe the prevailing knowledge acquisition practices obtained in a particular place or situation; the reading level of the learners in terms of prior knowledge and vocabulary, and their reading comprehension as well as the extent of relationship among the variables was portrayed. The analysis and interpretation of the data led to the following findings: the knowledge acquisition practices of learners, teachers and parents were all very satisfactory, the learners had satisfactory prior knowledge and very satisfactory vocabulary level, the reading comprehension of the learner-respondents was very satisfactory. Furthermore, there were significant relationships between knowledge acquisition practices of learners and their prior knowledge, vocabulary and knowledge acquisition practices of teachers versus vocabulary level of the learners. There were also significant relationships between prior knowledge and vocabulary to the reading comprehension of the learners.

scholarly journals An Investigation of Factors Related to Change in Attitude toward Reading

1972 ◽  
Vol 5 (4) ◽  
pp. 266-272 ◽  
Author(s):  
C. Glennon Rowell
Keyword(s):  
Socioeconomic Status ◽  
Reading Comprehension ◽  
Word Identification ◽  
Control Group ◽  
Significant Relationships ◽  
Basic Word ◽  
Comprehension Skills ◽  
The Relationship ◽  
Reading Comprehension Skills ◽  
Experimental Group

This article describes a study conducted to determine the relationship between change in attitude toward reading and (1) achievement in the basic word identification, vocabulary, and reading comprehension skills, (2) sex, (3) socioeconomic status, and (4) age. While the students in the experimental group made significantly greater gains than the students in the control group in both change in attitude toward reading and achievement in most of the skills tested, statistically significant relationships were found in only four areas. These were between change in attitude toward reading and achievement in (1) recognition of words in isolation, (2) level of comprehension, (3) recognition of letter sounds, and (4) syllabication. No significant relationships were found between change in attitude toward reading and sex, socioeconomic status, and age of the students in the study.

scholarly journals The significance of developing reading skills in translator and language teacher training

2018 ◽  
Vol 5 (3) ◽  
pp. 155-164
Author(s):  
Gabriella Kovacs
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Strategy ◽  
Reading Level ◽  
First Year ◽  
Reading Habits ◽  
Language Teacher ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Test Correlation

In certain domains, such as translatingand language teaching, appropriate reading comprehension and interpretation of written texts is essential; therefore, in the training process for these professions, the development of reading skills and reading strategy awareness should not be neglected. The purpose of this study is to examine the reading habits and strategies of a group of Hungarian first year translation and interpretation students, most of whom are also language teacher trainees when working with texts written in English. Their reading strategy awareness is measured with an instrument; their reading comprehension performance is assessed with the help of the reading comprehension part of a standardised test; correlation is measured between their reading comprehension level and their ability to translate an English text into their native language. The results show that students’ reading comprehension skills are not always on the required level and their reading level significantly influences the ability to translate texts into Hungarian.   Keywords: Reading comprehension, reading strategies, reading for translation.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

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