EXPLORING READING COMPREHENSION SKILLS IN PAPER TEXT AND SCREEN TEXT

2020 ◽  
Vol 11 (1) ◽  
pp. 23-29
Author(s):  
Despina Vasileva ◽  
Keyword(s):  
Reading Comprehension ◽  
Comparative Study ◽  
Tracking System ◽  
Electronic Media ◽  
Electronic Text ◽  
Experimental Conditions ◽  
Gaze Tracking ◽  
Comprehension Skills ◽  
Reading Text ◽  
Reading Comprehension Skills

The article presents a comparative study of reading comprehension skills in students aged 12–13 years. The perception of text on paper and on electronic media is monitored. The experiment was performed under four experimental conditions – reading on paper (the time is not limited), reading on electronic text (the time is not limited), reading on electronic media with fast and slow slide exposition (the time is limited). In the first experimental condition a gaze tracking system (Eye Tracking) was used to trace the mechanism of text perception. In each of the experimental conditions the reading comprehension is monitored with a comprehension questionnaire. The results of the experiment show that when reading text up to one page there is no difference in the levels of reading comprehension on paper and on electronic text. Some features of the participants’ reading style were also traced, describing similar experiments conducted using a gaze tracking system.

scholarly journals The More, the Better? Effects of Multiple Modalities on EFL Listening and Reading Comprehension

STEM Journal ◽  
2021 ◽  
Vol 22 (3) ◽  
pp. 29-45
Author(s):  
Na-Young Kim
Keyword(s):  
Reading Comprehension ◽  
Fairy Tales ◽  
Listening Skills ◽  
Experimental Conditions ◽  
Significant Group ◽  
Significance Level ◽  
Modality Effects ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills

This study explores the effectiveness of multimedia modalities by comparing the effects of the use of different modality modes on EFL comprehension. The experiment was conducted during the 2020 academic year. The participants were 186 college EFL students who were selected from six intact classes at a university in Korea. They were divided into six groups at random and received the treatment depending on their experimental conditions: text-only (TO), audio-only (AO), text-picture (TP), audio-picture (AP), text-audio (TA), and text-audio-picture (TAP). For five weeks, all participants read, listened to, or both read and listened to the fairy tales with or without pictures in class. To test the modality effects, the TOEIC-based listening and reading pre- and post-tests were carried out. The whole data collected were analyzed with SPSS version 20 software. The study found that using different modalities in classes plays a beneficial role in increasing comprehension skills. TP, AP, and TA groups improved their listening skills while TO, TP, and TA groups increased their reading skills at a significance level of .05. Statistically significant group differences were also found based on experimental conditions in both listening and reading comprehension skills. Pedagogical implications and suggestions are discussed at the end.

scholarly journals Improving Student Reading Comprehension Through Question and Answer Relationships

2021 ◽  
Vol 2 (2) ◽  
pp. 15-28
Author(s):  
Hanny Kusuma
Keyword(s):  
Reading Comprehension ◽  
Process Information ◽  
Main Research ◽  
10Th Grade ◽  
Comprehension Skills ◽  
Question And Answer ◽  
Student Reading ◽  
Reading Text ◽  
Reading Comprehension Skills

Reading comprehension is the ability to process text, understand the purpose of the text and integrate with what the reader knows.  The ability of individuals to understand texts is influenced by their abilities and ability to process information. The method that researchers use in this study is the question and answer method in reading.  So the teacher asks students to read a text, then after that the teacher holds a question and answer session in accordance with the reading text. The main research goals of the study is improving students reading comprehension skills with question and answer method. The implementation is doing in the classroom. After doing research with all 10th grade students, SMA Muhammadiyah 5 Jakarta. This question and answer method can make students become more diligent in reading and understanding every reading and questions given by the teacher, and for teachers, asked to provide more material and methods that can make students become more active and effective in each reading subjects. The result of is some students understand this method. And there are also students who do not like this method, but more students are successful and like this method.

scholarly journals Post-comatose patients with minimal consciousness tend to preserve reading comprehension skills but neglect syntax and spelling

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Agnieszka Kwiatkowska ◽  
Michał Lech ◽  
Piotr Odya ◽  
Andrzej Czyżewski
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Reading Ability ◽  
Eye Tracker ◽  
Gaze Tracking ◽  
Written Text ◽  
Human Computer Interfaces ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Tracking Technology

AbstractModern eye tracking technology provides a means for communication with patients suffering from disorders of consciousness (DoC) or remaining in locked-in-state. However, being able to use an eye tracker for controlling text-based contents by such patients requires preserved reading ability in the first place. To our knowledge, this aspect, although of great social importance, so far has seemed to be neglected. In the paper, we presented the possibility of using an eye-tracking technology for assessing reading comprehension skills in post-comatose patients with minimal consciousness. We prepared various syllable-, word- and sentence-based tasks, controlled by gaze, used for assessing the reading comprehension skills. The obtained results showed that people with minimal consciousness preserved the reading comprehension skills, in most cases to a high extent, but had difficulties with recognizing errors in the written text. The ability to maintain attention during performing the tasks was in statistically significant correlation with motivation, and that one was in a statistically significant correlation with the reading ability. The results indicate that post-comatose patients with minimal consciousness can read words and sentences, hence some useful hints may be provided for the development of gaze tracking-based human-computer interfaces for these people.

scholarly journals STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS

2020 ◽  
Vol 74 (4) ◽  
pp. 70-72
Author(s):  
Z. Yeshimbetova ◽  
◽  
Zh. Kulekenova ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Foreign Language Reading ◽  
Comprehension Skills ◽  
Reading Text ◽  
Reading Comprehension Skills

The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

scholarly journals Evaluation of learning activities in the English language book for the first grade secondary in the Kingdom of Saudi Arabia in the light of reading comprehension skills: تقويم نشاطات التعلم بكتاب اللغة الإنجليزية للصف الأول الثانوي في المملكة العربية السعودية في ضوء مهارات الفهم القرائي

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Abrar bint Abdulaziz bin Abdulrahman Al-Abdali ◽  
Hanadi bint Halil bin Fahd Al - Rashidi
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
First Grade ◽  
Kingdom Of Saudi Arabia ◽  
Verbal Skills ◽  
Comprehension Skills ◽  
Reading Text ◽  
Evaluation Of Learning ◽  
Reading Comprehension Skills ◽  
Initial List

The objective of the research was to identify reading comprehension skills in reading text exercises and to measure the availability of these skills related to the following levels: (literal, deductive, critical, tactful and creative) in these exercises. To achieve this goal, An initial list of reading comprehension skills and a card for content analysis, and verified their reliability and consistency. The list of reading comprehension skills in its final form consisted of (25) skills. The results of the study showed that reading comprehension skills obtained an unbalanced ratio in the literal text training. The level of verbal skills attained the highest level of availability (59.7%), while the training lacked all the skills related to the level of tactile understanding. The remaining skills were taken into account (25.2%), critical level skills (11.8%), and creative level skills (3.4%). In the light of the results of the research, a proposed scenario for literacy training was presented, which contributes to the treatment of shortcomings

scholarly journals The Examination of the 4th Graders’ Reading Comprehension Skills in Terms of the Sentiments Given in Reading Texts

2018 ◽  
Vol 7 (4) ◽  
pp. 317
Author(s):  
Esra Çetin ◽  
Sabri Sidekli
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Personal Information ◽  
Achievement Test ◽  
Male Students ◽  
Student Groups ◽  
Comprehension Skills ◽  
Reading Text ◽  
Reading Comprehension Skills ◽  
Reading Texts

<p>This study aims to investigate reading comprehension skills of the 4<sup>th</sup> graders in terms of the sentiments given in the reading text and to reveal that whether there is a meaningful difference for reading comprehension skills of different student groups or not.</p><p>The sampling of the study has been selected randomly and it has been limited in primary schools in Muğla, Turkey. The sampling has been covered totally 387 4<sup>th</sup> graders, 209 of them have been female and 178 of them have been male students. The data collection instruments in the study have been determined as a personal information form and an achievement test on reading comprehension skills in terms of sentiments given in the reading texts. The answers of the students for the achievement test have been analyzed via percentage, frequency and arithmetic mean.</p>According to the findings of the study; For the sentiments given in the reading texts, in line, the mostly understandable sentiments are happiness, fear and sadness. Additionally, there was a mean difference in terms of the level of reading comprehension skills. The students were mostly aware of texts containing happiness, and they understood sorrow in texts at least.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

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