The Effects of Interactive Read-Alouds on the Reading Comprehension of Multicultural Students with Low Reading Achievement

2017 ◽  
Vol 56 (4) ◽  
pp. 79-103
Author(s):  
Seong Kyun Yu ◽  
Dong Young Chung
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Read Alouds ◽  
Multicultural Students

Cooperative Story Mapping

1997 ◽  
Vol 18 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Patricia G. Mathes ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Cooperative Learning ◽  
Reading Instruction ◽  
Narrative Text ◽  
Class Discussion ◽  
Story Grammar ◽  
Story Mapping ◽  
Comprehension Development ◽  
Broad Consensus

There is broad consensus that the ultimate goal of all reading instruction is to produce competent readers who comprehend what they read. This article describes one technique designed to promote greater reading comprehension development in students at various points along the reading achievement continuum. We call this technique cooperative story mapping. Cooperative story mapping combines the use of a story grammar strategy with cooperative learning procedures to create an activity in which all students are actively engaged in analyzing and discussing stories. Cooperative story mapping encourages students to interact with each other to share and extend their understanding of narrative text. This interaction is then expanded through whole class discussion. The result, we believe, is greater overall comprehension development.

scholarly journals COOPERATIVE LEARNING STAD TYPE METHOD TO IMPROVE THE STUDENTS READING ACHIEVEMENT

2012 ◽  
Vol 1 (2) ◽  
pp. 147
Author(s):  
Bahrun Amin
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Cooperative Learning ◽  
Word Reading ◽  
Main Idea ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Type Method ◽  
Academic Year

The objective of the research is to find out the improvement of the students’ reading achievement. It is done through cooperative learning STAD type method. It is a classroom action research at the first-grade students of SMP Kartika XX-3 Makassar. The research was conducted in two cycles in which every cycle consisted of four meetings. This research was held at the first year students of SMP KARTIKA XX-3 MAKASSAR. The subject of this research was class VII.B in 2011/2012 academic year. The students’ improvement in reading comprehension could be seen in their mean score namely 5,59 in D-test, 6,33 in cycle 1 and then it became 7,29 in cycle 11. The students’ literal reading comprehension dealing with the main idea and meaning of the word sentence in reading the text was 5, 65 in D-test 6, 44 in cycle 1 and it became 7, 65 in cycle 11. In D-test in the first meeting, the percentage of students’ activeness is 69%, and in the second meeting is 75%, and in the third meeting is 77% while in the last meeting is 82%. And then after the evaluation in the cycle II the improvement of the students’ reading comprehension. Key Word: Reading, STAD type.

The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Eka Kesumaningrum ◽  
Berlin Sibarani ◽  
Didik Santoso
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Teaching Methods ◽  
Significant Interaction ◽  
Learning Motivation ◽  
Narrative Writing ◽  
Writing Achievement ◽  
Teaching Reading ◽  
High Learning ◽  
Reading Methods

The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension.Keywords: Motivation; Reading Comprehension; Teaching Reading Methods

scholarly journals Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study

2021 ◽  
Author(s):  
◽  
Anita Titter
Keyword(s):  
Reading Comprehension ◽  
Mixed Methods ◽  
Reading Achievement ◽  
Cognitive Strategies ◽  
Reading Performance ◽  
Reciprocal Teaching ◽  
Post Intervention ◽  
Adolescent Students ◽  
Two Stages ◽  
Baseline Sample

<p>A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data from year 9 and 10 students (n = 175) and then investigating the effects of two stages of intervention on a treatment group (n = 22) and a comparison group (n = 16). The first stage of intervention used the instructional activity of reciprocal teaching to teach students cognitive strategies to improve reading comprehension. The second stage of the intervention combined on-going reciprocal teaching with attributional-retraining, aimed at to developing internal attributions for reading performance; specifically effort-related attributions rather than attributions focussing on ability. A baseline sample (which included the treatment and comparison samples as well as students from the wider year 9 and 10 cohort) completed a questionnaire about their attributions for their reading performance. There was no evidence of the hypothesised correlation between a measure of students’ incremental mindset (internal, unstable and controllable attribution) and standardised measures of reading comprehension. Analysis of the attribution data for the baseline sample showed evidence that internal and external attributions are not, as theorised, two ends of the same continuum, rather they are separate constructs, albeit negatively correlated. The treatment and comparison groups completed a standardised reading comprehension test and the attribution questionnaire at four time points: pre-intervention; between the two stages of intervention; post-intervention; and delayed post-intervention. A sub-sample of six students, representing a spectrum of reading achievement was interviewed to develop a better understanding of the responses provided in the questionnaire. The combined interventions had no significant effect on students’ attributions for their reading performance or on their reading comprehension achievement. Conversely, the first stage of the intervention, reciprocal teaching, did have a significant effect on the treatment group’s reading comprehension achievement immediately following the intervention and the group were observed eagerly participating in the activity with significantly increased engagement. The combined qualitative and quantitative data from the interventions provided evidence about the complexity of adolescents’ attributional beliefs. Students responded with a wide variety of beliefs that did not conform to the theorised pattern of attributional beliefs. The findings raise questions about how students form attributions for their successes and failures, in particular the direction of the causal relationship between achievement and attributional beliefs.</p>

scholarly journals Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study

2021 ◽  
Author(s):  
◽  
Anita Titter
Keyword(s):  
Reading Comprehension ◽  
Mixed Methods ◽  
Reading Achievement ◽  
Cognitive Strategies ◽  
Reading Performance ◽  
Reciprocal Teaching ◽  
Post Intervention ◽  
Adolescent Students ◽  
Two Stages ◽  
Baseline Sample

<p>A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data from year 9 and 10 students (n = 175) and then investigating the effects of two stages of intervention on a treatment group (n = 22) and a comparison group (n = 16). The first stage of intervention used the instructional activity of reciprocal teaching to teach students cognitive strategies to improve reading comprehension. The second stage of the intervention combined on-going reciprocal teaching with attributional-retraining, aimed at to developing internal attributions for reading performance; specifically effort-related attributions rather than attributions focussing on ability. A baseline sample (which included the treatment and comparison samples as well as students from the wider year 9 and 10 cohort) completed a questionnaire about their attributions for their reading performance. There was no evidence of the hypothesised correlation between a measure of students’ incremental mindset (internal, unstable and controllable attribution) and standardised measures of reading comprehension. Analysis of the attribution data for the baseline sample showed evidence that internal and external attributions are not, as theorised, two ends of the same continuum, rather they are separate constructs, albeit negatively correlated. The treatment and comparison groups completed a standardised reading comprehension test and the attribution questionnaire at four time points: pre-intervention; between the two stages of intervention; post-intervention; and delayed post-intervention. A sub-sample of six students, representing a spectrum of reading achievement was interviewed to develop a better understanding of the responses provided in the questionnaire. The combined interventions had no significant effect on students’ attributions for their reading performance or on their reading comprehension achievement. Conversely, the first stage of the intervention, reciprocal teaching, did have a significant effect on the treatment group’s reading comprehension achievement immediately following the intervention and the group were observed eagerly participating in the activity with significantly increased engagement. The combined qualitative and quantitative data from the interventions provided evidence about the complexity of adolescents’ attributional beliefs. Students responded with a wide variety of beliefs that did not conform to the theorised pattern of attributional beliefs. The findings raise questions about how students form attributions for their successes and failures, in particular the direction of the causal relationship between achievement and attributional beliefs.</p>

scholarly journals THE EFFECTS OF USING COLLABORATIVE STRATEGIC READING ON READING COMPREHENSION SKILLS FOR NON-ENGLISH MAJORED COLLEGE STUDENTS / ẢNH HƯỞNG CỦA VIỆC SỬ DỤNG CHIẾN LƯỢC ĐỌC HỢP TÁC TRONG KỸ NĂNG ĐỌC HIỂU DÀNH CHO SINH VIÊN TRƯỜNG CAO ĐẲNG KHÔNG CHUYÊN TIẾNG ANH

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Mai Thi Chuong ◽  
Vo Thi Lien Huong
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Reading Achievement ◽  
Structured Interview ◽  
Strategic Reading ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Quasi Experimental ◽  
Written Test ◽  
Reading Comprehension Skills

This study aims to find the effects of using Collaborative Strategic Reading (CSR) on reading comprehension skills for non-English majored college students. It is related to (1) the effects after using CSR for non-English majored college students and (2) the experience sharing from teachers in the college for their students’ changes with CSR. This research type is experimental with reading comprehension tests. The data of this research is obtained by collecting results of pre-tests and posttests of 39 non-English majored college students in a college of Can Tho city. The meth odology of research is quasi experimental and the experience of 17 teachers about using CSR in teaching reading comprehension skills in questionnaire and 3 teachers for semi-structured interview. The techniques of collecting data are written test to find out the effects students on reading comprehension in college context. The test results showed that there is a significant different score between the experimental class and control class. The research finds the increasing of students’ reading comprehension results after being taught through Collaborative Strategic Reading (CSR) technique. Based on the results of tests, it will be found CSR technique has effects on reading comprehension skills better than without. It was shown that students reading achievement after given the treatment using Collaborative Strategic Reading (CSR) technique were higher than the students' reading achievement before they were given the treatment. Besides, interviews for teachers to find out how effective CSR in English teaching language successfully and improve students’ reading skills. They almost all chose agreements with the improvement when using CSR to increase their students’ reading comprehension skills and they had a positive attitude about using CSR as well as its effects on the students. They reported that their students could get more ideas and able to arrange them in their mind before. Their confidence in reading was increased and could use the other reading techniques more effectively such as skimming, scanning, guessing, and predicting. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>

scholarly journals BOOSTING STUDENTS’ READING COMPREHENSION THROUGH TEAM PAIR SOLO

Abjadia ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 89
Author(s):  
Istiadah Istiadah
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Achievement ◽  
Quantitative Data ◽  
Research Result ◽  
Research Subject ◽  
Comprehension Test ◽  
Classroom Action Research ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This research attempts to enhance the students’ achievement in reading comprehension through Team Pair Solo strategy. By employing classroom action research, this research was conducted in two cycles in which cycle I comprised four meetings and cycle II consisted of two meetings. 28 students of class X3 SMAN I Paciran were purposively selected to be the research subject. Their reading achievement was measured in the form of reading comprehension test (quantitative data). This research also employed diary notes, observation sheet and questionnaire showing that the Team Pair Solo strategy in the classroom was well-implemented. The results of the reading comprehension tests conducted in all cycles obtained better improvements. The students were active, interested and enthusiastic in reading. The research result delineated that Team Pair Solo strategy significantly improved students’ reading comprehension achievements.

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