scholarly journals When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension

2021 ◽  
Vol 12 ◽  
Author(s):  
Tova Michalsky
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Text Comprehension ◽  
Science Literacy ◽  
Self Regulation ◽  
Control Group ◽  
Optimal Timing ◽  
School Students ◽  
Scientific Texts ◽  
Action Stage

Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model (Introducing new concepts, Metamotivation questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) was embedded at three different phases of secondary students' engagement with scientific texts and exercises (before, during, or after) to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders (N = 202) in eight science classrooms received the same scientific texts and reading comprehension exercises in four groups. Three treatment groups received metamotivational scaffolding before (n = 52), during (n = 50), or after text engagement (n = 54). The control group (n = 46) received standard instructional methods with no metamotivational scaffolding. Pretests and posttests assessed science literacy, domain-specific microbiology knowledge, and metamotivation regulation. Intergroup differences were non-significant at pretest but significant at posttest. The “before” group significantly outperformed all other groups. The “after” group significantly outperformed the “during” group, and the control group scored lowest. Outcomes suggested delivery of metamotivational scaffolding as a potentially important means for promoting students' science literacy and effortful perseverance with challenging science tasks, especially at the reflection-before-action stage for looking ahead and also at the reflection-on-action stage for looking back. More theoretical and practical implications of this preliminary study were discussed to meet the growing challenges in science teaching schoolwork.

scholarly journals THE USE OF THINK-ALOUD STRATEGY TO IMPROVE STUDENTS READING COMPREHENSION: A STUDY OF SENIOR HIGH SCHOOL STUDENTS dalam Prosiding Konferensi Linguistik Tahunan Atma Jaya 15

2021 ◽  
Author(s):  
ekauliyantiputri
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Test Scores ◽  
Senior High School ◽  
Control Group ◽  
Research Approach ◽  
Think Aloud ◽  
School Students ◽  
Post Test

The study aims at investigating the use of think-aloud strategy on eleventh grade students in senior high school. The students are randomly assign to two groups: students in experimental group use think-aloud strategy as their reading strategies in narrative and informative English texts; whereas, students in the control group use regular reading intruction. It is expected that eleventh grade studens in senior high school who apply think-aloud strategy show better reading comprehension than students who do not apply the same strategy. The total of sample in this study are 20 students in the second semester. The study uses experimental as the research approach. The researcher employs pre-test , post test. The tests are made based on a chart that explains the types of comprehension questions developed by Day and Park (2005) which is related to the effort in improving the student’ reading comprehension. The researcher finds that there is a significant relationship between the use of think aloud and overall reading comprehension, inference, prediction, evaluation and personal response comprehension. In addition, the result of the analysis of the pre and post-test scores shows that there is a significant improvement in the students post-test scores in comparison with pre-test scores.

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.

scholarly journals ENFOQUES DE APRENDIZAJE, COMPRENSIÓN LECTORA Y AUTORREGULACIÓN: ÚLTIMOS HALLAZGOS

2016 ◽  
Vol 4 (1) ◽  
pp. 255
Author(s):  
Ana Belén García Berbén ◽  
Fernando Justicia Justicia ◽  
Francisco Cano García ◽  
Mª Carmen Pichardo Martínez
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Self Regulation ◽  
Point Of View ◽  
Learning Approaches ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
Quasi Experimental ◽  
Teaching Learning

Abstract.LEARNING APPROACHES, READING COMPREHENSION AND SELF-REGULATION: THE LATEST FOUNDTwo independent investigation lines, learning approaches and reading comprehension are related to reply to some difficulties that were found in high-school students. This paper attempts to show the findings in the study of the relations between: on one hand, a) reading comprehension (it is a process through students build a mental representation about the information in the text); b) previous knowledge and c) generation of questions; on the other hand, d) learning approaches (how they feel and deal with learning situations); e) self-regulation; f) academic achievement. 1.125 ninth-grade students from 28 schools of the metropolitan area of Granada took part in three studies (two with ex-post-facto design and one with a quasi-experimental design). Results from different studies showed relations between variables. In the conclusion, we indicate the mediator function of the questions and the importance of adopting a broad point of view about the comprehension in texts of sciences. Some implications about teaching-learning in sciences are mentioned.Keywords: learning approaches, reading comprehension, question generation, academic achievement.Resumen.Dos líneas de investigación independientes, enfoques de aprendizaje y comprensión lectora se relacionan para dar respuesta a algunas de las dificultades encontradas en los estudiantes de secundaria. El objetivo es presentar un resumen de los hallazgos obtenidos en el estudio de las relaciones entre: por una parte, a) comprensión lectora (proceso mediante el que los estudiantes construyen una representación mental de la información del texto); b) conocimiento previo y c) generación de preguntas; por otra parte, d) enfoques de aprendizaje (modo en que experimentan y abordan las situaciones de aprendizaje) e) autorregulación y f) rendimiento académico. Un total de 1.125 estudiantes de cuarto de secundaria, de 28 centros del área metropolitana de Granada, participaron en tres estudios (dos con diseños ex-post-facto y un tercero con diseño cuasi-experimental). Los resultados  de los diferentes estudios mostraron relaciones entre las variables. Se concluye enfatizando el papel mediador de las preguntas así como la importancia de adoptar un punto de vista amplio sobre la comprensión de los textos de ciencias. Y se mencionan algunas implicaciones para la enseñanza-aprendizaje de las ciencias.Palabras clave: enfoques de aprendizaje, comprensión lectora, generación de preguntas, rendimiento.

scholarly journals THE EFFECT OF PANEL DISCUSSION ON THE STUDENTS’ READING COMPREHENSION

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Syukri Iskandar ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Panel Discussion ◽  
Sampling Technique ◽  
Control Group ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
School Students ◽  
Test Items ◽  
National Examination

This study deals with the second year senior high school students’ in reading comprehension. The objective of the study was the investigation of the effect of Panel Discussion on the students’ in reading comprehension. The study was designed in experimental research. The population of this study was the 2015/2016 grade X students of SMA Swasta Dharmawangsa Medan. The total number of population of the study was 415 students which consist of 12 classes. The sample of the research was 60 students. The technique used for obtaining the sample was the cluster sampling technique. The sample classes were divided into two groups, namely the experimental group that was taught by applying Panel Discussion Technique, and the control group that was taught by applying classical Technique. The instrument for collecting data used objective test. The data were taken by administering the pre-test and post-test to both of experimental and control groups. The test was taken and selected from the National Examination test items that were related to the kind of narrative text. So, the validity and reliability of the test items were considered valid and reliable. The data were statistically analyzed by using t-test formula at the level of significance α (0.05) = 1.669 with the degree of freedom (df) = 65. It was found that the t-observed was higher than t-table (t-observed = 4.93 > t-table = 1.669; α = 0.05). It means that Panel Discussion Technique significantly affect the students’ achievement in reading comprehension.  Keywords: Reading Comprehension, Cluster Sampling, Panel      Discussion. 

scholarly journals The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 665 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Ehsan Namaziandost ◽  
Sajad Shafiee
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Experimental Group

This study investigated the effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. To this end, 50 Iranian pre-intermediate students were choosen and randomly assigned into two equal groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researchers put the respondents of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector. The students were required to read each text before coming the class and discuss it with their classmates. On the other hand, the control group was taught in the traditional classroom. Before teaching each text, the researchers provided background knowledge for the control group and after teaching each text, the students were required to answer some questions related to the text. The whole treatment lasted 8 sessions of 50 minutes. In the last session, the post-test of reading comprehension was administered. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.

The Effect of Contextual Visual Aids on High School Students' Reading Comprehension

2016 ◽  
Vol 6 (9) ◽  
pp. 1827
Author(s):  
Nahid Majidi ◽  
Nader Assadi Aydinlu
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
Homogeneity Test ◽  
Visual Aids ◽  
School Students ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Iranian High School Students

The present study was an attempt to investigate the effect of contextual visual aids on Iranian high school students’ reading comprehension. To do so, a thorough review of the related literature was done and a quasi-experimental study was designed in which the participants were 96 female EFL learners at the intermediate level. These participants were chosen out of 140 learners through a homogeneity test. The selected participants were assigned to four groups; three experimental groups (pre-thematic, thematic and post-thematic) and one control group. The participants went through the procedure of pretest, treatment, and posttest. The data was collected by means of three tests: a PET test, a pretest and a posttest of reading comprehension. A one-way ANOVA was run to probe the research questions posed in this study. The findings revealed that contextual visual aids had a statistically significant effect on Iranian high school students' reading comprehension. The study findings also revealed that among the Contextual Visual Aids, pre-thematic aids had the highest effect on high school students’ reading comprehension. This was followed by thematic visual aids which had a moderate effect on this process. However, the post-thematic visual aids had slightly significant effect on high school students' reading comprehension.

Development of reading comprehension from middle childhood to adolescence

2013 ◽  
Vol 16 (2) ◽  
pp. 208-240 ◽  
Author(s):  
Dafna Kaplan
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Middle Childhood ◽  
Text Comprehension ◽  
Expository Texts ◽  
Integrative Approach ◽  
School Students ◽  
Adult Participants ◽  
Different Types ◽  
The Impact

The study considers the impact of cognitive development and discourse-based factors on the ability to understand different types of written texts from middle childhood across adolescence. Reading comprehension was examined by responses to four types of questions — literal, inferential, integrative, and metatextual — based on narrative and expository texts assigned to monolingual Hebrew speakers at four age-schooling levels (4th, 7th, 11th graders, and adults). Distributional analyses revealed higher scores on comprehension of narrative compared with expository texts in the two younger groups, with comprehension continuing to improve in both genres up to 11th grade and responses of high-school students close to those of the adult participants. Qualitative evaluations of responses to the different types of questions revealed progression from a superficial grasp of basic information to in-depth interpretation of the text as a whole, with more advanced reading comprehension manifested by the ability to combine an integrative approach to text comprehension with attention to specific details and to process information from diverse points of view.

scholarly journals Examining the Impact of Teaching Strategies and Reading Habits on Students’ Reading Comprehension

2020 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Husni Mubarok ◽  
Nina Sofiana
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Teaching Strategies ◽  
Junior High School ◽  
Control Group ◽  
Reading Habit ◽  
Reading Habits ◽  
School Students ◽  
Post Test ◽  
The Impact

This study investigated the impact of two teaching strategies of cooperative learning; Teams Games Tournaments (TGT) and Student Team Achievement Divisions (STAD) on reading comprehension achievement of Junior High School students with different reading habits. After 34 students in experimental and control class did a pre-test, they were treated by using TGT and STAD. The students were also assigned into two group reading habits; high and low. The experimental group received treatment of TGT whereas the control group was treated by STAD. Then, a post-test was administered, and its results were analyzed through two-way ANOVA. The results revealed that TGT and STAD are effective in improving students’ reading comprehension where F ratio (28.846) ˃ F table (3.99), but on the other side, students’ reading habit, both high and low, cannot affect students' reading comprehension. It was also concluded that there was no interaction effect between teaching strategies and reading habits on students’ reading comprehension.Keywords: teaching strategies, TGT, STAD, reading habit.

scholarly journals The Effect of Mnemonic Vocabulary Instruction on Reading Comprehension of Students

2018 ◽  
Vol 7 (3) ◽  
pp. 49
Author(s):  
Parima Fasih ◽  
Siros Izadpanah ◽  
Ali Shahnavaz
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Vocabulary Instruction ◽  
Placement Test ◽  
Control Group ◽  
School Students ◽  
Key Word ◽  
Quasi Experimental ◽  
Keyword Mnemonics ◽  
Group B

The present article was an investigation of mnemonic vocabulary teaching to improve reading comprehension in the EFL classrooms. A major problem with the most of the past researches was that they paid no or little attention to the effects of using mnemonic strategies to improve reading comprehension. The purpose of this paper was to investigate how key word mnemonic vocabulary teaching can improve reading comprehension of the students. To this end, 360 third grade senior high school students from 6 senior high schools of Zanjan were selected through multistage cluster random sampling method and based on Cambridge placement test (2010), 345 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on reading comprehension. In this article there were one control group (A, n=115), and two experimental groups (B, n=115; C, n=115) all of which were male and there were selected randomly by the researchers. During one month in four weeks, every week in two thirty-minute session, group B received direct vocabulary instruction and group C received key word mnemonic instruction. The quantitative component of this article was comprised of the Unit Cloze test. In order to test the effects of Mnemonic Vocabulary Teaching on reading comprehension, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved the reading comprehension of the students. The use of keyword mnemonics as a means to differentiate instruction is an educational implication that can assist teachers seeking better student achievement outcomes.

scholarly journals Correlation between Achievement Motivation and Reading Comprehension Ability through Science Literacy to High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 115
Author(s):  
Sri Wahyuni ◽  
Mieke Miarsyah ◽  
Adisyahputra Adisyahputra
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Correlation Coefficient ◽  
Achievement Motivation ◽  
Science Literacy ◽  
School Students ◽  
Comprehension Ability ◽  
Literacy Ability ◽  
Reading Comprehension Ability

<p>The research is to know the relationship between achievement motivation (X1), and reading comprehension ability (X2) with science literacy ability of high school students (Y). The data is all students of class X SMA Negeri 9 Jakarta. Based on data analysis can be known coefficient correlation between X1 with Y is 0,326 correlation coefficient between X2 with Y is 0,392 and correlation coefficient between X2and X1with Y is  0,601. The motivation of pace, and the ability to read the students understanding contribute 36,1% to the literacy ability of high school students.</p><p> </p><p><strong>Keywords: </strong>Achievement motivation, critical thinking, reading comprehension, science literacy</p>

Sign in / Sign up

Export Citation Format

Share Document