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>

Study on Word Association Knowledge and Reading Ability

2011 ◽  
Vol 109 ◽  
pp. 699-702
Author(s):  
Ting Mao
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Reading Ability ◽  
Word Association ◽  
Pearson Correlation ◽  
First Language ◽  
New Words ◽  
Comprehension Ability ◽  
Vocabulary Word ◽  
Reading Comprehension Ability

Improving reading comprehension ability has always been a big concern for the English learners. It is also one of the most important parameters to measure one’s English level. Research has found that many factors may influence the learners’ reading comprehension ability. In this paper one aspect of vocabulary, word association knowledge, has been proved to facilitate reading comprehension. Through Pearson Correlation and one-eay ANOVA analysis the authors found that word association knowledge had a significant influence on reading comprehension. New words cannot make any sense to the learner until they have been integrated into other knowledge that the learner has already acquired. The vocabulary students have already acquired is something like an associative network which is closely related to their prior experience of first language acquisition and their knowledge of the world. Therefore, both the width and depth of vocabulary should be integrated into English teaching.

scholarly journals Relationship between Fifth Grade Students’ Reading Interest and Reading Ability

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Siti Aisyah ◽  
Ratih Punamasari
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Fifth Grade ◽  
Research Approach ◽  
Fifth Grade Students ◽  
Comprehension Ability ◽  
Calculation Results ◽  
Reading Interest ◽  
Academic Year ◽  
Reading Comprehension Ability

The purpose of this study was to determine the relationship between reading interest and students' reading comprehension ability. Research approach using quantitative with correlational study method. The subjects of this study were students of class VA and VB at SD Negeri Karya Bhakti totaling 90 students. The sample was taken by 47 students, then this study was obtained using a five-scale questionnaire for the Reading Interest and Reading Comprehension Ability variables using tests. Therefore, from the data obtained, it was found that a moderate relationship between reading interest and reading comprehension ability was seen from the accumulated calculation results, which was 30% such as using the time to read books in the library, while 70% is influenced by other factors such as students who are motivated by the teacher to increase reading interest so that students can to read a comprehension and other factors are also influenced from outside of students, namely when doing tasks, students are guided and assisted by parents. . Based on the results of the research above, it can be concluded that there is a positive relationship between Reading Interest and Reading Comprehension Ability in class VA and VB students of SD Negeri Karya Bhakti Odd semester of the 2019/2020 academic year.

scholarly journals Using Online Short Stories to Improve the Reading Comprehension Ability

2018 ◽  
Vol 11 (2) ◽  
pp. 168
Author(s):  
Muhammad Lukman Syafii
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Eighth Graders ◽  
The Internet ◽  
Extensive Reading ◽  
Narrative Texts ◽  
Comprehension Ability ◽  
Many Sources ◽  
Reading Comprehension Ability

Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability

scholarly journals The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability

2018 ◽  
Vol 7 (3) ◽  
pp. 231 ◽  
Author(s):  
Nava Nourdad ◽  
Sanam Masoudi ◽  
Parisa Rahimali
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Ability ◽  
Higher Order Thinking ◽  
Study Groups ◽  
Higher Order ◽  
Language Teachers ◽  
Control Group ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

This quantitative and quasi-experimental study dealt with the effect of the teaching higher order thinking (HOT) on the reading comprehension ability of foreign language learners. Since reading ability plays a crucial role in learners’ education, it is language teachers’ mission to be aware of the useful and beneficial strategies to improve their students’ reading comprehension ability. Considering the fruitful results of applying HOT skills in education, the present study was conducted to investigate the effect of their instruction on students’ reading comprehension ability. To achieve the objectives of the study, a group of 236 male and female university students majoring in various fields but all taking General English course was selected by convenience sampling. They were randomly assigned into two groups of control and experimental. PET test was applied to homogenize the participants of the two study groups. The study followed pre-test, treatment, post-test design. While the experimental group followed a nine-session treatment on strategies of HOT, the control group was instructed through conventional method determined by the course book. The results of independent samples t-test revealed the positive effect of teaching HOT skills on improving reading comprehension ability of adult EFL learners. Pedagogical implications of these findings for language learners, language teachers, course book developers, and educational policy makers are discussed.

scholarly journals VISUALIZATION AND COMPREHENSION: Corroborating children’s reading ability

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Moriyanti Moriyanti ◽  
Hayatul Muna ◽  
Nyak Mutia Ismail
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Reading Ability ◽  
Main Idea ◽  
Quantitative Approach ◽  
Before And After ◽  
Comprehension Ability ◽  
The Mean ◽  
Main Instrument ◽  
Reading Comprehension Ability

This study aimed at finding out the influence of visualization on students’ reading comprehension ability. Quantitative approach was employed in carrying out this research. The data were collected through test as it was the main instrument of this study. The data analysis was carried out using manual statistics calculation to find out the mean score before and after the treatment. From the result, it was obtained that the most effect that visualization has is on the inferring; second, it is on details; then it is followed by main idea. The smallest influence is made on vocabulary. Thus, it can be concluded that visualization while reading can help students a lot in terms of inferring, details, and main idea.

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. 

scholarly journals Prediction of Reading Ability: A Cross-Validation Study of the Simple View of Reading

1997 ◽  
Vol 29 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Ru San Chen ◽  
Frank R. Vellutino
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Listening Comprehension ◽  
Developmental Reading ◽  
First Language ◽  
Simple View Of Reading ◽  
Simple View ◽  
Product Term ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The Simple View of Reading, as originally articulated by Gough and Tunmer (1986), proposes that reading comprehension ability can be predicted by the product term of two components: decoding and listening comprehension (R = D × L). Based on a longitudinal study evaluating developmental reading in bilingual children, Hoover and Gough (1990) reported results providing initial support for the model. The present study attempted to cross-validate the Simple View of Reading using a sample of children with English as their first language. Results support the idea that reading comprehension ability can be decomposed into decoding and listening comprehension abilities, but they do not support the assumption that all or most of the substantive variance in reading comprehension can be explained by the multiplicative combination of decoding and listening comprehension. They do, however, support a more complicated version of the model, which requires the inclusion of both the linear and the product terms in predicting reading comprehension from decoding and language comprehension (R = D + L + D × L).

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