Problems of Reporting Socioeconomic Bias among Reading Scores and Standardized Reading Tests

1984 ◽  
Vol 58 (1) ◽  
pp. 181-182
Author(s):  
Lorraine Carswell ◽  
William F. White
Keyword(s):  
Reading Comprehension ◽  
Random Sample ◽  
Achievement Test ◽  
Reading Scores ◽  
Reading Tests ◽  
Lunch Program ◽  
Socioeconomic Bias ◽  
Grade 8

In Grade 8 from 270 students, a random sample of 60 students on federal lunch scored significantly lower on California Achievement Test—Reading Comprehension and Vocabulary and on Degree of Reading Power than 60 not on federal lunch program.

scholarly journals The Effect of Multipass Strategy and Students’ Attitude Toward Their Reading Comprehension at the Tenth Graders of SMAN 2 Lubuk Alung

2019 ◽  
Vol 6 (2) ◽  
pp. 107
Author(s):  
Desrimayuti Desrimayuti
Keyword(s):  
Reading Comprehension ◽  
Student Attitudes ◽  
Reading Scores ◽  
Experiment Research ◽  
Reading Tests ◽  
Negative Attitudes ◽  
Tenth Graders ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Academic Year

This study aims to determine the effect of multipass strategies and student attitudes on students' reading comprehension in historical recount texts. The design of this research is Quasi Experiment Research with a 2x2 factorial design. The population of this research is the students of class X SMAN 2 Lubuk Alung Academic Year 2018/2019. Reading tests and student attitude questionnaires were used as research instruments. Then, the research data were analyzed using the T-test formula and Two-Way ANOVA. The results of this study indicate that (1) students taught with multipass strategies have better reading scores than students taught with ordinary strategies, (2) students taught with multipass strategies with positive attitudes have better reading values than students taught with ordinary strategies, (3) students taught with multipass strategies with negative attitudes have better reading scores than students taught with common strategies, and (4) there is no interaction between the two teaching strategies (multipass strategies and ordinary strategies) and students 'attitudes towards students' reading comprehension.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective

2021 ◽  
pp. 136216882110115
Author(s):  
Ali Amjadi ◽  
Seyed Hassan Talebi
Keyword(s):  
Reading Comprehension ◽  
Rural Areas ◽  
Reading Strategies ◽  
Multiple Choice ◽  
Strategy Instruction ◽  
Teaching Reading ◽  
Social Emotional ◽  
Reading Tests ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was implemented to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it.

scholarly journals Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Raquel Serrano ◽  
Ana Pellicer-Sánchez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Negative Relationship ◽  
Auditory Input ◽  
Reading Tests ◽  
Textual Information ◽  
Multimodal Texts ◽  
Time Processing ◽  
Online Processing ◽  
Significant Negative Relationship

AbstractCombining reading with auditory input has been shown to be an effective way of supporting reading fluency and reading comprehension in a second language. Previous research has also shown that reading comprehension can be further supported by pictorial information. However, the studies conducted so far have mainly included adults or adolescents and have been based on post-reading tests that, although informative, do not contribute to our understanding of how learners’ processing of the several sources of input in multimodal texts changes with the presence of auditory input and the effect that potential differences could have on comprehension. The present study used eye-tracking to examine how young learners process the pictorial and textual information in a graded reader under reading only and reading-while-listening conditions. Results showed that readers spent more time processing the text in the reading only condition, while more time was spent processing the images in the reading-while-listening mode. Nevertheless, comprehension scores were similar for the readers in the two conditions. Additionally, our results suggested a significant (negative) relationship between the amount of time learners spent processing the text and comprehension scores in both modes.

scholarly journals Evaluating Students’ Achievement Test in Reading for Interpretation

2018 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Aisyah Aisyah
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Achievement Test ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
The Subject

Reading is one of the important subjects in learning foreign language. Based on the curriculum 2014 in English Department, reading has some series. In order to get satisfying result of students in reading comprehension, the lecturer should know about the students’ achievement in comprehending the text. By knowing students’ achievement in reading for interpretation, the lecturer will know what they will do for the next and what should the lecturer give more attention to. This research is aimed to know the students’ achievement in comprehending the text. The subject of this research is the first year students of English department.This research is expected to give contribution for some aspects. For the students, it is expected to give information and feedback to the students about their competence in reading. For the teacher, this research is expected to give information for the lecturer about the students’ error in comprehending the text.

Innovations in Blended-Learning

2014 ◽  
pp. 295-306
Author(s):  
Edith Gotesman ◽  
Miri Krisi
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Blended Learning ◽  
Computer Technology ◽  
English For Academic Purposes ◽  
Traditional Teaching ◽  
Students With Learning Disabilities ◽  
Reading Tests ◽  
Sample Group ◽  
E Learning

This research was born out of a necessity to accommodate students with learning disabilities who study English for Academic Purposes (EAP) at the Ashkelon Academic College in Israel. It was aimed at examining whether a convergence of traditional teaching and computer technology complemented by e-learning could assist students with Learning Disabilities (LD) to bypass their initial disadvantages when it came to studying English. Groups of LD students selected for study were given five regular and two guided reading tests to explore whether the use of blended learning improved the reading comprehension abilities of students in the sample group.

Longitudinal Study of Reading Scores of the Stanford Achievement Test

1982 ◽  
Vol 54 (2) ◽  
pp. 369-370 ◽  
Author(s):  
David E. Suddick ◽  
Charles L. Bowen
Keyword(s):  
Longitudinal Study ◽  
Achievement Test ◽  
Reading Scores ◽  
Retest Reliability ◽  
Stanford Achievement Test ◽  
Test Retest Reliability ◽  
Reliability Coefficients

A 2. 5-yr. longitudinal study of the reading scales of the Stanford Achievement Test confirmed the redundancy in its subtests. Strong and stable test-retest reliability coefficients were evident and supported the use of the Stanford total reading scale for longitudinal evaluations.

The Relationship Between Speech-Language Impairments and Reading Disabilities

1993 ◽  
Vol 36 (5) ◽  
pp. 948-958 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Disabilities ◽  
Language Impairments ◽  
Rapid Automatized Naming ◽  
Reading Tests ◽  
Standardized Measures ◽  
Language Tests ◽  
Written Word

A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

Comprehending Text and Comprehension Tests

1983 ◽  
Vol 13 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Estelle A. Doctor
Keyword(s):  
Reading Comprehension ◽  
Special Functions ◽  
Reading Test ◽  
Reading Tests ◽  
Comprehension Test ◽  
Different Types ◽  
The Relationship ◽  
Lexical Phonology ◽  
Comprehension Tests

Four different categories of reading tests are discussed with special attention to their relevance for reading comprehension. Diagnostic and phonic tests serve special functions, but pronunciation, or word tests are often assumed to be measures of comprehension. A detailed critique of one of these, the Schonell Graded Reading Test (R1) is presented and some explanations are suggested for the type of error usually made on this type of test. Several different types of comprehension tests exist, and these are discussed. A different comprehension test which distinguishes between the ability to comprehend material presented aurally and the ability to comprehend the same material in its printed form is presented. The relationship between pre- and post-lexical phonology is also discussed in relation to reading tests.

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