scholarly journals Expository Text Structure: A Strategic Visual Representation in Enhancing the Reading Comprehension Skills of the Learners

2021 ◽  
pp. 104-114
Author(s):  
Patricia Mae Oteda ◽  
Argelle Kay Fabellon ◽  
Cathy Mae Dabi Toquero
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Visual Representation ◽  
Text Structure ◽  
Control Group ◽  
Basic Part ◽  
Comprehension Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

Expository Text Structure strategy addresses the informational structure of the text that provides students with a feasible way to analyze through a visual representation of the text which creates an understanding of the basic part of the expository text. This study was carried out through a quasi-experimental design or two group pre-test post-test designs to determine the effectiveness of the Expository Text Structure strategy on the reading comprehension of the students. The researchers developed a reading comprehension test to gather data and were analyzed using percentage rate, frequency count, percentage mean, and t-test for independent samples. Results revealed an increase in the result of the experimental group than the control group after the application of the intervention. Therefore, there was a difference in the reading comprehension level of the pupils in both groups. The change between pre-test and post-test scores of both groups was significantly different. Hence, the study concluded that the Expository Text Structure strategy was significantly effective in enhancing the reading comprehension skills of the students. This offers pedagogical implications such that the Expository Text strategy can be applied to increase the comprehension of the students.

scholarly journals The Effect of KWL and SQ3R Strategies on Developing Reading Comprehension Skills Among Eighth Graders in Gaza

2021 ◽  
Vol 29 (4) ◽  
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Average Score ◽  
Control Group ◽  
Study Results ◽  
Comprehension Skills ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Total Average

The current study aimed at investigating the effect of KWL and SQ3R strategies on Palestinian eighth graders' reading comprehension skills. To achieve the study goals, the researcher adopted the experimental approach on a sample of (119) female students from Al-Kuwait Secondary School at Rafah governorate for the academic year 2019-2020. The participants were divided into three equivalent groups. The researcher used a pre and post reading comprehension test to achieve the aims of the study. Results revealed there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first experimental group and the control group in favor of the first experimental group that learns by KWL strategy. Additionally, the study results showed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the second experimental group and the control group in favor of the second experimental group that learns by SQ3R strategy. Also, the study results revealed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first and second experimental groups in favor of the first experimental group. In the light of these results, the researcher introduced some recommendations such as designing some training courses for teachers to encourage them to use these strategies.

scholarly journals The Effectiveness of Differentiated Teaching Strategy in Developing Reading Comprehension Skills of Fourth Grade Students in the United Arab Emirates

2022 ◽  
Vol 12 (1) ◽  
pp. 17-27
Author(s):  
Nisreen A. Ma’youf ◽  
Ibtehal M. Aburezeq
Keyword(s):  
Reading Comprehension ◽  
United Arab Emirates ◽  
Teaching Strategy ◽  
Control Group ◽  
Comprehension Skills ◽  
Fourth Grade Students ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Differentiated Teaching

The aim of this study is to investigate the effectiveness of the differentiated teaching strategy in developing reading comprehension skills of fourth grade students in the United Arab Emirates. The study sample consisted of (49) male and female students, who were randomly distributed into an experimental group (23 students), and a control group (26 students). The experimental group was taught using the Differentiated Teaching strategy, and the control group was taught using the traditional method. To conduct the study and answer its questions, the researchers used the quasi-experimental approach and constructed a reading comprehension test. After the completion of the study, the post-test of reading comprehension skills was implemented; scores of the two groups were obtained; and the data were analyzed using the appropriate statistical methods. The results revealed that there were statistically significant differences in the post-test at the four levels (literal, deductive, critical, and creative) and reading skills in general between the scores of the two study groups in favor of the experimental group. This indicates that the Differentiated Teaching strategy had a positive impact on developing students' reading comprehension skills. In light of the results, a number of recommendations were drafted and presented.

scholarly journals The effect of conceptual change text structure on concept understanding and misconception reduction of dynamic electricity

2018 ◽  
Vol 42 ◽  
pp. 00075 ◽  
Author(s):  
Gde Parie Perdana ◽  
Ketut Suma ◽  
Ni Made Pujani
Keyword(s):  
Conceptual Change ◽  
Expository Text ◽  
Text Structure ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Conceptual Change Text ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigated the effect of conceptual change text on student understanding and misconception reduction of dynamic electricity concept. A quasi-experimental research with pre-test/post-test non-equivalent control group design was used. The subjects for this study consisted of 90 tenth-grade students. The three-tier test, the Dynamic Electricity Concept Test (DECT), was developed as pre-test and post-test to access the student conceptions. While the experimental group (n=45) received a conceptual change text, the control group (n=45) received an expository text. MANCOVA analysis was used to know the effect of conceptual change text structure on both dependent variables. The results of the study indicated that the student in the experimental group showed significantly higher understanding and higher misconceptions reduction compared to the students in the control group. Both groups had increased concept understanding and misconceptions reduction, however, the experimental group’s result was better than the control group.

scholarly journals The Effectiveness of The Cooperative Integrated Reading and Composition (CIRC) and Preview Question Read Reflect Recite Review (PQ4R) on Reading Comphrehension Skill

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Asih Wahyuningsih ◽  
Mivtha Citraningrum
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Study Program ◽  
Significance Level ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

This research aims to describe the effectiveness of the CIRC and PQ4R models on the reading comprehension skills of the fifth semester students of the PGSD study program. This study uses quasi-experimental design with pretest-posttest nonequivalent group design. This study used two experimental groups and one control group. The population of this study was the fifth semester students of PGSD Study Program. Sampling is done using a simple random sampling technique. To determine the effectiveness of learning CIRC and PQ4R, the data were analyzed using t-test and anava. The results of this study indicate that CIRC learning is effective in learning reading skills understanding of the fifth semester of PGSD Study Program with a significant level of 0.006 <0.05. PQ4R learning is effective in learning reading comprehension skills in students in the fifth grade of elementary school with a significant level showing 0,000 <0,05. The difference in CIRC and PQ4R learning is effective in reading skills. The fifth semester students of PGSD study program with a significance level of 0,000 <0,05. CIRC learning model, PQ4R, reading comprehension

scholarly journals Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes

2020 ◽  
Vol 13 (9) ◽  
pp. 50 ◽  
Author(s):  
Abdulaziz Ali Al-Qahtani
Keyword(s):  
Reading Comprehension ◽  
Attitude Scale ◽  
Control Group ◽  
Think Aloud ◽  
Control Group Design ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills ◽  
Experimental Group

The current study&#39;s objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners&#39; reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.

scholarly journals A shift in cloze procedure usage: A new tool for activating ZPD

2020 ◽  
Vol 9 (3) ◽  
pp. 646-656
Author(s):  
Parviz Ajideh ◽  
Ali Akbar Ansarin ◽  
Sorayya Mozaffarzadeh
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Proximal Development ◽  
Proficiency Levels ◽  
Comprehension Skills ◽  
Cloze Procedure ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.

scholarly journals Concept Mapping as a Reading Comprehension Tool

2020 ◽  
Vol 2 (5) ◽  
pp. 21-29
Author(s):  
Nicomedes S. Lumontad ◽  
Rex Argate ◽  
Ulysses B. Aparece
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Group ◽  
Research Subjects ◽  
Statistical Tool ◽  
Comprehension Skills ◽  
College Of Technology ◽  
Quasi Experimental ◽  
Reading Comprehension Skills

The main intent of this study was to find-out the effectiveness of the use of concept mapping in improving the reading comprehension skills of students, at Asian College of Technology. Based on the findings, a reading enhancement plan was proposed. The study utilized the Quasi-Experimental Method, with reading comprehension questions and concept maps. The research subjects were the forty education students. They were divided into two groups. One group served as the experimental group while the other group served as the control group. The researchers made reading comprehension questions on the three reading texts and concept maps to the two groups of respondents. Appropriate statistical tool was used to analyze the data collected and gathered. Concept mapping is proven to be helpful in improving the reading comprehension skills of the students. Through concept mapping, the students’ analytical, structural, and creative skills would be gradually enhanced making them better readers. A syllabus enrichment was proposed to utilize concept mapping as one of the essential teaching and reading strategies in developing the students’ reading comprehension skills.

scholarly journals The Effectiveness of PQ4R Strategy on the Development of Reading Comprehension Skills of the English Language Course among Second Intermediate Grade Students (Female Students): فاعلية استراتيجية (PQ4R) في تنمية مهارات الاستيعاب القرائي في مقرر اللغة الانجليزية لدى طالبات الصف الثاني متوسط في مدينة جدة

2021 ◽  
Vol 5 (8) ◽  
Author(s):  
Wazeera Farajallah Al sulami, Maysoon Abdelazeez Dakhiel
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Intermediate Grade ◽  
Study Results ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Independent Variable ◽  
And Control ◽  
Reading Comprehension Skills

The current study aimed at investigating the effectiveness of PQ4R Strategy in developing reading comprehension skills of the English Language Course among second intermediate grade students. The study adopted a quasi-experimental design employing two groups (experimental and control). The design included an independent variable (PQ4R Strategy) and a dependent variable (reading comprehension skills). The sample of the study consisted of 2nd Intermediate Grade Students from schools in Al kamel (N=47). The students were divided into two groups experimental and control. The experimental group (N=23) was taught the reading comprehension texts of the super Goal 3 book through PQ4R Strategy. The control group (N=24) was taught the same texts through the traditional method. To achieve the goal of the research, a guide was prepared for the teacher to implement the strategy and reading comprehension test designed by the researcher. Results revealed that PQ4R Strategy had a positive effect on the students' reading comprehension. In light of the study results, the researcher recommended the following: using PQ4R Strategy for developing reading comprehension skills of English language students’.

scholarly journals The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

2017 ◽  
Vol 7 (4) ◽  
pp. 35
Author(s):  
Ozgul Balci
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Learning Style ◽  
Self Efficacy ◽  
Control Group ◽  
Comprehension Skills ◽  
Language Classes ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study investigated the effects of learning-style based activities on students’ reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning-style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

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