scholarly journals The Impact of Cognitive and Metacognitive Strategies on Iranian EFL Bilingual versus Monolingual Learners Reading Comprehension ability

2014 ◽  
Vol 2 (1) ◽  
pp. 51-60
Author(s):  
Fatemeh Samadi ◽  
Mojtaba Maghsoudi ◽  
Fatemeh AzizMohammadi
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Reading Ability ◽  
Metacognitive Strategies ◽  
Meaningful Difference ◽  
School Students ◽  
Comprehension Ability ◽  
The Impact ◽  
Cognitive And Metacognitive Strategies ◽  
Reading Comprehension Ability

This study attempts to measure the effect of the implementation of cognitive and metacognitive reading strategies on reading ability of second year high school students who were bilinguals and monolinguals. In order to address these issues, a quantitative study was conducted on 193 EFL bilingual and monolingual students who were randomly selected from some high schools of Markazi province (Arak and Farahan ) . To meet the mentioned aims, subjects were given English proficiency test, reading comprehension test, cognitive and metacognitive strategies questionnaire By utilizing t-test and ANOVA revealed that there would be statistically significant differences between the above-mentioned subjects as follows: 1-There wasn't meaningful difference between female bilingual and female monolingual learners in using cognitive and metacognitive strategies . 2- There was meaningful difference between male bilingual and male monolingual learners in using cognitive and metacognitive strategies . 3- Gender didn't have significant effect on using cognitive and metacognitive strategies in EFL learners reading comprehension ability.

scholarly journals Applying Pedagogical Usability for Designing a Mobile Learning Application that Support Reading Comprehension

Proceedings ◽  
2019 ◽  
Vol 31 (1) ◽  
pp. 6
Author(s):  
Gustavo Zurita ◽  
Nelson Baloian ◽  
Sergio Peñafiel ◽  
Oscar Jerez
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Mobile Learning ◽  
Likert Scale ◽  
Added Value ◽  
School Students ◽  
12Th Grade ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The pedagogical usability is an important characteristic of applications that support learning as it relates to the added value students perceive while using it for learning. A good pedagogical usability means that an application has more chances to be accepted and used by the students thus raising the possibilities that students actually will learn with it. However important, this concept tends to be neglected by many authors. In this work we show how this concept can be applied to evaluate an application by presenting a real example of an application that has been re-designed to improve its usability, thus showing how pedagogical usability can be operationalized to be applied in general. The application shown in this work is called RedCoMulApp (Reading Collaborative Multiple-option Application) and its goal is to raise the reading comprehension ability of 12th grade high school students. In order to capture the pedagogical usability, we used 12 metrics to design a questionnaire with 26 questions to be answered with a 5-point Likert-scale, plus two open-ended questions to capture aspects that were positively valued, and those that should be improved. The results for the pedagogical usability allow us to validate that the design of the application was perceived by the students as pedagogically useful to learning about reading comprehension.

scholarly journals Cultural Background on Reading Comprehension in Junior High School

2017 ◽  
Vol 8 (2) ◽  
pp. 370 ◽  
Author(s):  
Xiaoling Yang
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Cultural Awareness ◽  
Reading Ability ◽  
Junior High ◽  
Cultural Background ◽  
School Students ◽  
The Impact

Reading ability is the important part of English learning and the close relationship between language and culture determines the significant impact of cultural background knowledge on reading comprehension. The cultivation of students' English cultural awareness and sensitivity of English culture should be paid attention at the beginning. In this paper, the impact of the cultural knowledge on reading comprehension here is emphasized. And how to improve the junior high school students' cultural background is also discussed further.

scholarly journals Correlation between Achievement Motivation and Reading Comprehension Ability through Science Literacy to High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 115
Author(s):  
Sri Wahyuni ◽  
Mieke Miarsyah ◽  
Adisyahputra Adisyahputra
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Correlation Coefficient ◽  
Achievement Motivation ◽  
Science Literacy ◽  
School Students ◽  
Comprehension Ability ◽  
Literacy Ability ◽  
Reading Comprehension Ability

<p>The research is to know the relationship between achievement motivation (X1), and reading comprehension ability (X2) with science literacy ability of high school students (Y). The data is all students of class X SMA Negeri 9 Jakarta. Based on data analysis can be known coefficient correlation between X1 with Y is 0,326 correlation coefficient between X2 with Y is 0,392 and correlation coefficient between X2and X1with Y is  0,601. The motivation of pace, and the ability to read the students understanding contribute 36,1% to the literacy ability of high school students.</p><p> </p><p><strong>Keywords: </strong>Achievement motivation, critical thinking, reading comprehension, science literacy</p>

scholarly journals Pengaruh Strategi KWL (Know, Want, Learned) Terhadap Kemampuan Membaca Pemahaman Peserta Didik Di Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 259
Author(s):  
Feby Inggriyani ◽  
Meli Sofi Aptiani
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Fifth Grade ◽  
Simple Linear Regression ◽  
School Students ◽  
Fifth Grade Students ◽  
Regression Test ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

This study aims to examine the effect of the KWL (Know, Want, Learned) strategy on the reading comprehension ability of fifth grade students of Muslimin Panyawungan 1 and 2. The techniques of research data collection are in the form of tests, observations and interviews. To test the hypothesis that there is an influence or not researchers use a simple linear regression formula. The results showed that the ability to read students 'understanding in the experimental class using the KWL (Know, Want, Learned) strategy was higher than the ability to read students' comprehension in the control class with conventional learning (expository strategy) so that there were differences. This is evidenced from the results of hypothesis testing obtained sig (2-tailed) value of 0.00 <0.05, which means that there are significant differences. Based on the results of the regression test also proves that the KWL (Know, Want, Learned) strategy influences the reading ability of elementary school students' understanding with the results of sig. 0.003 <0.05 so it can be concluded that the use of the KWL (Know, Want, Learned) strategy influences the students' reading comprehension ability in elementary school. 

Examining Mindset and Grit in Concurrent and Future Reading Comprehension: A Twin Study

2020 ◽  
Author(s):  
Kimberly M. Martinez ◽  
LaTasha R Holden ◽  
Sara Ann Hart ◽  
Jeanette Taylor
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Preliminary Test ◽  
Cognitive Factors ◽  
Potential Intervention ◽  
Comprehension Ability ◽  
Twin Method ◽  
Positive Correlations ◽  
Ability Measure ◽  
Reading Comprehension Ability

Non-cognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. We used a correlational and twin method design to preliminary test if mindset and grit could be potential intervention targets to increase reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals A Qualitative Study of Reading Comprehension: An Insight from Pakistani Context Bridging the Needs of Engineering Students

2016 ◽  
Vol 6 (2) ◽  
pp. 85
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin ◽  
Insaf Ali Simming ◽  
Ali Asgher Chandio
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Reading Ability ◽  
Engineering Students ◽  
Structured Interviews ◽  
Comprehension Instruction ◽  
Reading Comprehension Instruction ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

<p>This study aimed to investigate the teachers’ opinions in terms of reading comprehension instruction to the engineering students for bridging their difficulties in reading academic text in communication subject. The study was conducted in the four engineering departments of one university in Pakistan. Semi-structured interviews of 10 teachers were used as a qualitative instrument to collect data for this study to know the needs of engineering students in terms of reading comprehension. The data was analyzed through NVivo version 8 for interpretation of the results. This study provided the most promising findings to develop reading ability among engineering students. The findings revealed that teachers should use rereading text, text scanning, and text skimming strategies to develop reading comprehension ability of engineering students.</p>

scholarly journals Reading Strategies in Persian and English Languages and Their Influence on English Reading Comprehension Ability

2016 ◽  
Vol 6 (7) ◽  
pp. 159
Author(s):  
M. Rahim Bohlooli Niri
Keyword(s):  
Reading Comprehension ◽  
Short Circuit ◽  
Schema Theory ◽  
English Reading ◽  
Comprehension Ability ◽  
English Reading Comprehension ◽  
The Impact ◽  
The Relationship ◽  
Problem Versus ◽  
Reading Comprehension Ability

<p>The purpose of the present study is to investigate the relationship between successful readers’ strategies in Persian and English languages, and the impact of instruction of such strategies on English reading comprehension ability. The present study relies on Casanave’s (1998) expanded view of schema theory, the strategy schema, Goodman’s (1971) language transfer or linguistic independent hypothesis and Clarke’s idea of short-circuit or language ceiling hypothesis in ESL or EFL. This study also aims at finding an answer to the question of reading problem versus language problem, first raised by Alderson (1984, pp. 1-27) and then followed by Carrell (1991, pp. 159-179).</p>

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