scholarly journals A study on the Effect of Telecollaboration through Social Networking on Reading Comprehension and Vocabulary Learning: The Case of Iranian Female High School EFL Learners

2021 ◽  
Vol 6 (2) ◽  
pp. 171
Author(s):  
Mahnaz Azad ◽  
Maryam Kamarei
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Social Networking ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Female High School

Effects of Music Information Load on a Reading Comprehension Task

1989 ◽  
Vol 69 (2) ◽  
pp. 531-534 ◽  
Author(s):  
Derrick M. Kiger
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Information Load ◽  
School Students ◽  
Comprehension Task ◽  
Female High School ◽  
Music Information ◽  
High Information

27 male and 27 female high school students read a passage of literature in the presence of silence, low information-load, or high information-load music. Comprehension was best in the first music condition, worst in the last condition.

scholarly journals The Effect Of Summarization On Intermediate EFL Learners Reading Comprehension And Their Performance On Display, Referential And Inferential Questions

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Zargham Ghabanchi ◽  
Fateme Haji Mirza
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategy ◽  
Control Group ◽  
Generative Learning ◽  
School Students ◽  
Efl Learners ◽  
Experimental Group

This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups - control and experimental – each given the same texts taught by one of the researchers during ten sessions. In the control group, learners automatically used their own self-preferred strategies; but the experimental group was taught how to summarize the paragraphs. Then all were post-tested on their achievement of the instructed texts. The results revealed that the use of summarization did not have a significant effect on the readers' performance on display and inferential questions. As for the referential questions, however, the results demonstrated a significant effect for the use of summarization.

Decoding Skills vs. Reading Fluency in Korean High School EFL Learners’ Reading Comprehension

2014 ◽  
Vol 69 (4) ◽  
pp. 123-143
Author(s):  
강유선 ◽  
Boram Moon ◽  
Yeoeun Park ◽  
허윤지
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Decoding Skills ◽  
Efl Learners

scholarly journals INTELLIGENCE QUOTIENT (IQ) AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

2017 ◽  
Vol 4 (1) ◽  
pp. 53-79
Author(s):  
Ary Setya B. Ningrum ◽  
Rohmat Agung Wibowo
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Correlation Coefficient ◽  
Intelligence Quotient ◽  
Significant Contribution ◽  
Writing Achievement ◽  
Efl Learners ◽  
Writing Test ◽  
Iq Test ◽  
Intelligent Quotient

This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students’ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement. Keywords: Intelligence Quotient (IQ), reading, writing

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