scholarly journals DISCOURSE STRUCTURE AND ITS IMPLICATION IN THE READING CLASSES

2018 ◽  
Vol 127 (6B) ◽  
pp. 39
Author(s):  
Đỗ Thị Xuân Dung ◽  
Trương Thái Chân
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Text Structure ◽  
Discourse Structure ◽  
Reading Teachers ◽  
College Reading ◽  
Language Classrooms ◽  
Awareness Raising ◽  
Textual Features ◽  
Structure Knowledge

<p>For years, EFL reading teachers and researchers have searched for effective methods to equip learners with efficient reading strategies, one of which concerns awareness-raising and exploration of discourse structures. That means making students meta-cognitively aware of strategies and techniques that promote reading comprehension in terms of the macro-level characteristics of the text. Research has pointed out indispensable roles of text structure knowledge in promoting an efficient strategy that enhances reading comprehension. This paper reports the results of a project on the proposed topic. Following the theoretical framework offered by researchers in the world, a pilot college reading course is carried out with deliberate instruction of discourse structures and discourse awareness-raising activities towards different text patterns, transitional words, frame markers, signaling languages… during one semester. The results demonstrated that metacognitive awareness of discourse structure and explicit teaching of textual features facilitate students’ reading comprehension. The implication has also been worked out to reinforce the possible application of discourse knowledge instruction in the tertiary language classrooms at a more metacognitive level. </p>

scholarly journals Helping Struggling Readers Comprehend Information Texts

2021 ◽  
pp. 50-59
Author(s):  
Elizabeth A. Lee
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Informational Text ◽  
Text Structure ◽  
Primary School Children ◽  
Instructional Intervention ◽  
Grade 5 ◽  
Post Test

This experimental study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the reading comprehension of struggling grade 5 students. Elementary (primary) school children are infrequently instructed in strategies for reading informational text, with its genre specific text structure although this is an essential component of information literacy. Two grade 5 classes were pre- and post- tested for reading comprehension. One class received instruction in collaborative strategy instruction for reading informational text. The post-test revealed that students in the experimental class achieved significantly better comprehension scores than the control class. This study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the comprehension of struggling fifth grade readers.

Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

2018 ◽  
Vol 40 (2) ◽  
pp. 323-349 ◽  
Author(s):  
CONNIE SUK-HAN HO ◽  
CATHY YUI-CHI FONG ◽  
MO ZHENG
Keyword(s):  
Reading Comprehension ◽  
Language Comprehension ◽  
Text Comprehension ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Text Structure ◽  
Writing Systems ◽  
Reading Vocabulary ◽  
Core Components ◽  
Structure Knowledge

ABSTRACTDecoding and language comprehension skills have been found to be the core components of reading comprehension across many writing systems. The present study examined the contributions of vocabulary and some discourse-level skills to reading comprehension in Chinese in addition to that of decoding. One hundred and seventeen Chinese second and third graders in Hong Kong were tested on decoding, vocabulary, discourse-level skills, and verbal working memory. Results of multiple regression analyses showed that the discourse-level skills contributed an additional 5% of variance to reading comprehension over decoding, vocabulary, and other control variables, and all factors accounted for a total of 70% variance in reading comprehension. Further path analysis showed that all the direct paths of word reading, vocabulary, text-structure knowledge, and topic knowledge to reading comprehension were significant. Vocabulary also contributed to reading comprehension through indirect paths to discourse-level knowledge. The present findings support the simple view of reading with elaborations on the language comprehension component, namely, (a) vocabulary is a foundational language skill for text comprehension through its role on discourse-level knowledge, and (b) some discourse-level knowledge also plays an important role in passage comprehension.

The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use

2021 ◽  
pp. 136216882110223
Author(s):  
Zhihong Xu ◽  
Kausalai (Kay) Wijekumar ◽  
Qing Wang ◽  
Robin Irey ◽  
Hua Liang
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Reading Strategies ◽  
Intervention Group ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Text Structure ◽  
Control Group ◽  
Control Group Design ◽  
Web Based

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students’ use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs’ reading comprehension ( β = 3.07, p < 0.001) with Cohen’s d = 0.43, as measured by the College English Test-4 (CET-4). Furthermore, we found that Chinese ELLs reported using more higher-order reading strategies ( p < 0.01) after the intervention and there was no significant change of reported reading strategy usage for the control group from pretest and post-test. However, the current study did not provide evidence that the change in use of reading strategies mediated the relationship between the intervention/control condition and Chinese ELLs’ reading comprehension.

scholarly journals TEACHING READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT TO THE ELEVENTH GRADE STUDENTS OF SMA IN MEDAN

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Sori Merianda Sigalingging ◽  
Berlin Sibarani ◽  
Sumarsih Sumarsih
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Key Words ◽  
Text Structure ◽  
Reading Process ◽  
Tape Recording ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Structure Knowledge ◽  
Academic Year

This study aimed at describing how the teachers teach reading comprehension of analytical exposition text to the eleventh grade students of SMA in Medan and revealing the underlying reasons of why they do that way. This study was conducted by using descriptive qualitative research design. The subjects of this study were two English teachers who taught at the eleventh grade students of two SMA in Medan they were: SMA Negeri 4 and SMA Negeri 12 in academic year 2016/2017. The data were the recorded utterances of the teachers and the students during the teaching reading process and the transcript of the interview which were collected by observing, tape recording, and interviewing and analysed by using Miles and Huberman technique. The findings of the study showed most of the teachers’ ways did not focusing on teaching reading comprehension but rather focusing on teaching the knowledge of genre because they did not provide the use of text structure knowledge which is considered as a help to enhance comprehension. All the underlying reasons of the teachers’ ways in teaching reading comprehension of analytical exposition text did not facilitate comprehension. It was due to the misperception of the concept of teaching reading comprehension. Key words: teaching, reading comprehension, analytical exposition 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 Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Deanna C. Friesen ◽  
Bailey Frid
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Text Analysis ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Strategy Use ◽  
Dominant Language ◽  
Analysis Strategies

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.

scholarly journals Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

scholarly journals Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension

2011 ◽  
Vol 28 (2) ◽  
pp. 51 ◽  
Author(s):  
Kei Mihara
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Reading Strategies ◽  
English Proficiency ◽  
Reading Strategy ◽  
Comprehension Question ◽  
Japanese University ◽  
Japanese Students ◽  
Esl Reading

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students’ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lowerlevel students regardless of which pre-reading strategy they used.

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