scholarly journals THE EFFECTIVENESS OF RECIPROCAL TEACHING AS READING COMPREHENSION INTERVENTION: A SYSTEMATIC REVIEW

2021 ◽  
Vol 6 (2) ◽  
pp. 156-184
Author(s):  
Ting Pick Dew ◽  
Suyansah Swanto ◽  
Vincent Pang
Keyword(s):  
Systematic Review ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Relevant Literature ◽  
Reciprocal Teaching ◽  
Comprehensive Search ◽  
Meta Analyses ◽  
Esl Learners ◽  
Comprehension Intervention

Background and Purpose: This paper presents a comprehensive review of the research on reading comprehension interventions for ESL learners. Although numerous reviews have reported the effectiveness of reciprocal teaching in improving reading outcomes, only few reviews focused on the use of these strategies in ESL contexts. Hence, this review identified, evaluated and synthesized relevant literature in search of the effectiveness of reciprocal teaching and the features that are associated with improved reading comprehension outcomes.   Methodology: Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a thorough search was performed on five major databases using the search terms “reciprocal teaching” or “reciprocal reading” and “reading comprehension” or “text comprehension”.   Findings: The comprehensive search resulted in a total of 18 articles. The analysis coded these articles  into eight main themes with four main themes concentrated on the features of the reciprocal teaching interventions: (a) purposes, (b) learning environment, (c) comprehension-monitoring, and (d) scaffolding, and another four main themes on the outcomes of the interventions: (e) results, (f) comprehension outcome measures, (g) reading strategies, and (h) conceptual change.   Contributions: Conclusively, reciprocal teaching fulfilled the key features of effective intervention as significant gains were mostly observed in the research using reciprocal teaching as intervention. The versatility of reciprocal teaching makes the technique adaptable to learners of varying backgrounds, ages and levels of education.   Keywords: reciprocal teaching, reading strategies, interventions, ESL learners, comprehension.   Cite as: Dew, T. P., Swanto, S., & Pang, V. (2021). The effectiveness of reciprocal teaching as reading comprehension intervention: A systematic review.  Journal of Nusantara Studies, 6(2), 156-184. http://dx.doi.org/10.24200/jonus.vol6iss2pp156-184

scholarly journals Augmented Reality, Virtual Reality and Artificial Intelligence in Orthopedic Surgery: A Systematic Review

2021 ◽  
Vol 11 (7) ◽  
pp. 3253
Author(s):  
Umile Giuseppe Longo ◽  
Sergio De Salvatore ◽  
Vincenzo Candela ◽  
Giuliano Zollo ◽  
Giovanni Calabrese ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Systematic Review ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Orthopaedic Surgery ◽  
Resident Training ◽  
Comprehensive Search ◽  
Virtual And Augmented Reality ◽  
Orthopaedic Training ◽  
Meta Analyses

Background: The application of virtual and augmented reality technologies to orthopaedic surgery training and practice aims to increase the safety and accuracy of procedures and reducing complications and costs. The purpose of this systematic review is to summarise the present literature on this topic while providing a detailed analysis of current flaws and benefits. Methods: A comprehensive search on the PubMed, Cochrane, CINAHL, and Embase database was conducted from inception to February 2021. The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines were used to improve the reporting of the review. The Cochrane Risk of Bias Tool and the Methodological Index for Non-Randomized Studies (MINORS) was used to assess the quality and potential bias of the included randomized and non-randomized control trials, respectively. Results: Virtual reality has been proven revolutionary for both resident training and preoperative planning. Thanks to augmented reality, orthopaedic surgeons could carry out procedures faster and more accurately, improving overall safety. Artificial intelligence (AI) is a promising technology with limitless potential, but, nowadays, its use in orthopaedic surgery is limited to preoperative diagnosis. Conclusions: Extended reality technologies have the potential to reform orthopaedic training and practice, providing an opportunity for unidirectional growth towards a patient-centred approach.

scholarly journals The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuanke Sun ◽  
Jindao Wang ◽  
Yang Dong ◽  
Haoyuan Zheng ◽  
Jie Yang ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Empirical Studies ◽  
First Language ◽  
Reading Strategy ◽  
Correlation Effect ◽  
Independent Effect ◽  
Strategy Model

This study synthesized the correlation between reading strategy and reading comprehension of four categories based on Weinstein and Mayer's reading strategy model. The current meta-analysis obtained 57 effect sizes that represented 21,548 readers, and all selected materials came from empirical studies published from 1998 to 2019. Results showed that reading strategies in all the four categories had a similar correlation effect size with reading comprehension. The correlation between monitoring strategy and reading comprehension was significantly larger in first language scripts than second language scripts. Affective strategy and elaboration strategy had an independent effect on reading comprehension, which was not significantly moderated by selected moderators. Results suggested that the reading strategies of all the four categories may have a similar contribution to text comprehension activities.

scholarly journals Der geschlechtsspezifische Zugriff auf Lesestrategien - Ergebnisse einer Untersuchung im Rahmen unterrichtsdidaktischer Forschung

2013 ◽  
Vol 21 (4) ◽  
Author(s):  
Doris Grütz
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Empirical Research ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Silent Reading ◽  
Classroom Teaching ◽  
Text Understanding ◽  
Emotional Dimensions ◽  
Hierarchic Model

Do girls read differently from boys? This contribution presents a study on the empirical research in classroom teaching following an overview on the findings from research on reading which concerns above all the motivational and emotional dimensions of reading. A research was carried out on 1450 pupils of the 4th year of primary school to find out which reading strategies normally applied in the classroom lead to a successful text comprehension in girls and which in boys. The pattern of the research is based on the cognitive-psychological, hierarchic model of text understanding according to Dijk/Klintsch (1983), which considers the process of reading comprehension as interactional and constructive. Two important results of the study are that in the case of girls certain types of readers develop, whereas with boys it is above all the silent reading of a text which leads to the best reading results.

Associations between anger and chronic primary pain: a systematic review and meta-analysis

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomonori Adachi ◽  
Keiko Yamada ◽  
Haruo Fujino ◽  
Kiyoka Enomoto ◽  
Masahiko Shibata
Keyword(s):  
Systematic Review ◽  
Methodological Quality ◽  
Negative Emotion ◽  
Data Extraction ◽  
Meta Analysis ◽  
Perceived Injustice ◽  
Qualitative Synthesis ◽  
Action Tendency ◽  
Comprehensive Search ◽  
Meta Analyses

Abstract Objectives Anger is a negative emotion characterized by antagonism toward someone or something, is rooted in an appraisal or attribution of wrongdoing, and is accompanied by an action tendency to undo the wrongdoing. Anger is prevalent in individuals with chronic pain, especially those with chronic primary pain. The associations between anger and pain-related outcomes (e.g., pain intensity, disability) have been examined in previous studies. However, to our knowledge, no systematic review or meta-analysis has summarized the findings of anger-pain associations through a focus on chronic primary pain. Hence, we sought to summarize the findings on the associations of anger-related variables with pain and disability in individuals with chronic primary pain. Methods All studies reporting at least one association between anger-related variables and the two pain-related outcomes in individuals with chronic primary pain were eligible. We searched electronic databases using keywords relevant to anger and chronic primary pain. Multiple reviewers independently screened for study eligibility, data extraction, and methodological quality assessment. Results Thirty-eight studies were included in this systematic review, of which 20 provided data for meta-analyses (2,682 participants with chronic primary pain). Of the included studies, 68.4% had a medium methodological quality. Evidence showed mixed results in the qualitative synthesis. Most anger-related variables had significant positive pooled correlations with small to moderate effect sizes for pain and disability. Conclusions Through a comprehensive search, we identified several key anger-related variables associated with pain-related outcomes. In particular, associations with perceived injustice were substantial.

scholarly journals Systematic Review of Member's Participation in the Co-operative Governance: What has been Studied

2021 ◽  
Vol 10 (6) ◽  
pp. 135-140
Author(s):  
Mokhtaruddin Buang* ◽  
Keyword(s):  
Systematic Review ◽  
Web Of Science ◽  
Research Trend ◽  
Future Research ◽  
Board Members ◽  
Development Programs ◽  
Prisma Statement ◽  
Member Participation ◽  
Comprehensive Search ◽  
Meta Analyses

Co-operatives are seen as an essential economic platform for supporting development programs, and its viability is depending on members' active participation in co-operative governance. Since member participation in co-operative governance is fundamental to the organization's survival, it is necessary to review and synthesize studies from the last ten years in order to enhance our understanding of the components of member participation in co-operative governance. Following the “PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)” technique, a comprehensive search of the Scopus and Web of Science databases discovered 13 relevant papers that match to the study objectives. An examination of the articles revealed two major aspects: the "supporter" who attends general meetings and the "believer" who serves on a board or committee, with these two themes forming a total of seven sub-themes. This study contributes significantly by providing an overview of the research trend in terms of member participation in cooperative governance. Second, the elements of member participation that have been studied are highlighted in this systematic review. The findings revealed that the majority of the studies focused mainly on members' participation in annual general meetings ("supporter"), with ten studies indicating that research on the participation of members serving on the board is still inadequate. Some recommendations for future research are provided to examine other elements of member participation, particularly their participation as the board members.

scholarly journals The Metacognitive Strategic Knowledge of Seven Successful Chinese L1 Readers at a North American University: A Qualitative Study

2012 ◽  
pp. 392-406
Author(s):  
Alex Poole
Keyword(s):  
North American ◽  
Reading Strategies ◽  
Text Comprehension ◽  
The United States ◽  
Strategy Use ◽  
Future Research ◽  
Strategic Knowledge ◽  
American University ◽  
Individual Strategies ◽  
Esl Learners

This study examined the metacognitive strategic knowledge possessed by Chinese and Taiwanese ESL learners (N=7) studying at a North American university. Specifically, it sought to discover the factors that influence their decisions about whether or not to use reading strategies. However, instead of analyzing participants’ use of individual strategies, it looked at the common themes which influenced their overall strategy use. In order to do so, participants first filled out a 30-item quantitative survey called the Survey of Reading Strategies (SORS) (Mokhtari & Sheorey, 2002). They then wrote justifications for their responses to each item. The results showed that time, memory, and text comprehension influenced participants’ strategy selection. In addition, the content of the text and its length and difficulty also influenced strategy use. Finally, learners avoided certain strategies because they simply did not like them. Pedagogical implications for Chinese L1 students planning to study at the university level in the United States or other majority English-speaking countries are discussed, as are areas for future research.

scholarly journals Algorithmic approach to the lymphatic leak after vascular reconstruction: a systematic review

2021 ◽  
Vol 48 (4) ◽  
pp. 404-409
Author(s):  
Peter John Nicksic ◽  
Kevin Michael Condit ◽  
Harry Siva Nayar ◽  
Brett Foster Michelotti
Keyword(s):  
Systematic Review ◽  
Conservative Management ◽  
Relevant Literature ◽  
Muscle Flap ◽  
Vascular Reconstruction ◽  
Consensus Guidelines ◽  
Exclusion Criteria ◽  
Groin Dissection ◽  
Algorithmic Approach ◽  
Meta Analyses

Background To date, there are no consensus guidelines for management of lymphatic leak in groin vascular reconstruction patients. The goal of this study is to review the relevant literature to determine alternatives for treatment and to design an evidence-based algorithm to minimize cost and morbidity and maximize efficacy.Methods A systematic review of the literature was conducted per Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Two independent reviewers applied agreed-upon inclusion and exclusion criteria to eligible records. Studies that included patients who underwent groin dissection for oncologic diagnoses and level 5 data were excluded. Interventions were then categorized by efficacy using predetermined criteria.Results Our search yielded 333 records, of which eight studies were included. In four studies, the success of lymphatic ligation ranged from 75% to 100%, with average days to resolution ranging from 0 to 9. Conservative management in the form of elevation, compression, and bedrest may prolong time to resolution of lymphatic leak (14–24 days) and therefore cost.Conclusions The majority of patients should be offered early operative intervention in the form of lymphatic ligation with or without a primary muscle flap. If the patient is not an operative candidate, a trial of conservative management should be attempted before other nonsurgical interventions.

scholarly journals ASSESSING THE SELF-PERCEIVED USE OF READING STRATEGIES IN ESL READING COMPREHENSION: A NEEDS ANALYSIS

2021 ◽  
Vol 6 (43) ◽  
pp. 189-204
Author(s):  
Pick Dew Ting ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din ◽  
Kamsilawati Kamlum
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Descriptive Analysis ◽  
Current Status ◽  
Support Strategies ◽  
Esl Reading ◽  
Reading Comprehension Instruction ◽  
Metacognitive Reading Strategies ◽  
Great Appreciation ◽  
Esl Learners

Despite great appreciation on the important roles played by metacognitive reading strategies in the attainment of comprehension, heightened prevalence of reading difficulties is depicted among Malaysian learners. Therefore, this study aimed at investigating the current status of self-perceived use of metacognitive reading strategies among the ESL learners in six secondary schools in one of the districts in Sabah. Utilizing an adapted version of Revised Metacognitive Awareness of Reading Strategy Inventory (MARSI-R), data was obtained from 274 ESL learners in the same district. Descriptive analysis was used to determine the mean scores of three sub reading strategies, namely global reading strategies, problem-solving strategies and support strategies. The findings revealed that despite being aware of the use of metacognitive reading strategies, little emphasis was given on optimizing the use of global reading and support strategies, resulting in only medium usage of these two strategies. Therefore, it may be concluded that the findings implied the need to develop a reading comprehension module that incorporates the use of metacognitive reading strategies within reading comprehension instruction to facilitate Malaysian ESL learners to improve their reading comprehension.

scholarly journals Enhancing Comprehension by Effectively Using Reading Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 14
Author(s):  
Preeti Jaiswal
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Quantitative Data ◽  
English Language ◽  
Metacognitive Awareness ◽  
Comprehension Test ◽  
Foundation Program ◽  
Metacognitive Reading Strategies ◽  
University Of Bahrain ◽  
Esl Learners

The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners’ and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.

How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses

2019 ◽  
Vol 70 (1) ◽  
pp. 747-770 ◽  
Author(s):  
Andy P. Siddaway ◽  
Alex M. Wood ◽  
Larry V. Hedges
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Best Practice ◽  
Meta Analysis ◽  
Research Question ◽  
Subject Area ◽  
Replication Crisis ◽  
Comprehensive Search ◽  
High Level ◽  
Meta Analyses

Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis.

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