scholarly journals The Relationship between Self-awareness and Learners’ Performance on Different Reading Comprehension Test Types among Iranian EFL Elementary Learners

2014 ◽  
Vol 4 (4) ◽  
Author(s):  
Mansureh Arabsarhangi ◽  
Iraj Noroozi
Keyword(s):  
Reading Comprehension ◽  
Self Awareness ◽  
Comprehension Test ◽  
The Relationship

scholarly journals HUBUNGAN PENGUASAAN MUFRADAT DAN TINGKAT PEMAHAMAN MEMBACA TEKS ASLI BAHASA ARAB MAHASISWA

2016 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Yusring Sanusi Baso ◽  
Faridah Rahman ◽  
Haeruddin Haeruddin ◽  
Najmuddin Abd Safa
Keyword(s):  
Reading Comprehension ◽  
Word Meaning ◽  
Word List ◽  
Arabic Literature ◽  
Unknown Word ◽  
Comprehension Test ◽  
Authentic Text ◽  
The Relationship

This research studied the relationship between vocabulary mastery and the level of comprehension in reading Arabic authentic text. This research investigated students’ lexical threshold to measure the level of comprehension on Arabic authentic text. The data were collected from 47 participants at Arabic literature department of Hasanuddin University. Three test instruments were given, they are Reading Comprehension Test (RCT) that students were asked to sign unknown word meaning in Arabic texts, answer the questions from texts given, and work on Lexical Coverage Test (LCT) to get accurate word list of unknown vocabularies. The result was obtained through applying regression and it showed that the level of reading comprehension was affected 68% by vocabulary mastery. Also, there were 32% of the students depend on the topic or variables out of the variable of vocabulary that was not measured in this research.

Comprehending Text and Comprehension Tests

1983 ◽  
Vol 13 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Estelle A. Doctor
Keyword(s):  
Reading Comprehension ◽  
Special Functions ◽  
Reading Test ◽  
Reading Tests ◽  
Comprehension Test ◽  
Different Types ◽  
The Relationship ◽  
Lexical Phonology ◽  
Comprehension Tests

Four different categories of reading tests are discussed with special attention to their relevance for reading comprehension. Diagnostic and phonic tests serve special functions, but pronunciation, or word tests are often assumed to be measures of comprehension. A detailed critique of one of these, the Schonell Graded Reading Test (R1) is presented and some explanations are suggested for the type of error usually made on this type of test. Several different types of comprehension tests exist, and these are discussed. A different comprehension test which distinguishes between the ability to comprehend material presented aurally and the ability to comprehend the same material in its printed form is presented. The relationship between pre- and post-lexical phonology is also discussed in relation to reading tests.

scholarly journals The Relationship between Personality Types and the Cognitive - Metacognitive Strategies

2018 ◽  
Vol 8 (2) ◽  
pp. 29 ◽  
Author(s):  
Nadia Soleimani ◽  
Morteza Nagahi ◽  
Mohammad Nagahisarchoghaei ◽  
Raed Jaradat
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Personality Type ◽  
Personality Types ◽  
Metacognitive Strategies ◽  
General View ◽  
Comprehension Test ◽  
Type Indicator ◽  
Efl Students ◽  
The Relationship

This study investigates the relationship between the personality type and cognitive-metacognitive strategies utilized by test-takers in reading comprehension tests. One hundred undergraduate Iranian English Foreign Learning (EFL) students participated in a reading comprehension test followed by a questionnaire and the Myers & Briggs Type Inventory. The questionnaire consisted of 30 cognitive-metacognitive items (Phakiti, 2003). These questions inquired about the thought process that occurred while completing the test. The 93-item Myers-Brigs Type Indicator (MBTI) questionnaire is a tool that provides individuals with a personality type. The study employed a quantitative data analysis where the input data was analyzed in two ways. First, descriptive statistics were used to describe the sample characteristics, and then a two-way ANOVA was calculated to obtain a general view of the relationship between the variables. The data analysis resulted in the identification of 14 personality types along with three groups of readers distinguished by their reading comprehension test scores as highly successful, moderately successful, or unsuccessful. However, the results suggested that there were no significant relationships between personality types of test-takers and the cognitive-metacognitive strategies utilized during a reading comprehension test. Using a 90 percent Confidence Interval (CI), there was meaningful interaction between the personality traits (Extroversion/Introversion and Judging/Perceiving) of Iranian EFL test-takers and their use of cognitive-metacognitive strategies.

scholarly journals Brain Hemisphericity and Saudi Students’ EFL Reading Comprehension

2021 ◽  
Vol 12 (2) ◽  
pp. 436-456
Author(s):  
Manar Almanea
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Main Idea ◽  
Learning And Teaching ◽  
Saudi Students ◽  
Visual Tool ◽  
Comprehension Test ◽  
Study Participants ◽  
The Relationship ◽  
Significant Superiority

The present study is concerned with the relationship between brain hemisphericity and the reading comprehension of adult Saudi EFL learners. The tendency to rely on one side of the brain over the other can affect the degree of success in learning a foreign language as well as the appropriateness of learning and teaching strategies. A total of 122 Saudi university-level participated in the study. The first part of the study examines whether or not there are significant differences between the performance of right-brained learners, left-brained learners, whole-brained learners, whole-brained learners favoring right mode, and whole-brained learners favoring left mode in an EFL reading comprehension test. The EFL reading comprehension includes main idea questions, inferential questions, literal-meaning questions and text-bound questions. The Hemispheric Mode Indicator® is used to determine hemispheric preference of the participants. Findings revealed significant superiority of the performance of left-brained learners as compared to right-brained learners and whole-brained learners favoring right mode. This result suggests that even in a foreign language learned after childhood, the left-hemisphere seems to control brain activities dealing with language. In the second part of the study, participants were trained to use a visual tool (Mind Mapping ®) to summarize the information of the reading passage before answering a parallel reading comprehension test. Whole-brained learners favoring right mode, and right-brained learners were the two groups who benefited the most from the visual tool. This result was expected since the visual tool activates some right hemispheric functions. It is concluded that learners with different modes of hemisphericity learn in different ways.

scholarly journals Brain Hemisphericity and Saudi Students’ EFL Reading Comprehension

2021 ◽  
Author(s):  
Manar Almanea
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Main Idea ◽  
Learning And Teaching ◽  
Saudi Students ◽  
Visual Tool ◽  
Comprehension Test ◽  
Study Participants ◽  
The Relationship ◽  
Significant Superiority

The present study is concerned with the relationship between brain hemisphericity and the reading comprehension of adult Saudi EFL learners. The tendency to rely on one side of the brain over the other can affect the degree of success in learning a foreign language as well as the appropriateness of learning and teaching strategies. A total of 122 Saudi university-level participated in the study. The first part of the study examines whether or not there are significant differences between the performance of right-brained learners, left-brained learners, whole-brained learners, whole-brained learners favoring right mode, and whole-brained learners favoring left mode in an EFL reading comprehension test. The EFL reading comprehension includes main idea questions, inferential questions, literal-meaning questions and text-bound questions. The Hemispheric Mode Indicator® is used to determine hemispheric preference of the participants. Findings revealed significant superiority of the performance of left-brained learners as compared to right-brained learners and whole-brained learners favoring right mode. This result suggests that even in a foreign language learned after childhood, the left-hemisphere seems to control brain activities dealing with language. In the second part of the study, participants were trained to use a visual tool (Mind Mapping ®) to summarize the information of the reading passage before answering a parallel reading comprehension test. Whole-brained learners favoring right mode, and right-brained learners were the two groups who benefited the most from the visual tool. This result was expected since the visual tool activates some right hemispheric functions. It is concluded that learners with different modes of hemisphericity learn in different ways.

Adolescent Language: Models, Assessment, and Links to Reading

2019 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Jamie Tock
Keyword(s):  
Reading Comprehension ◽  
Bifactor Model ◽  
Language Models ◽  
Multiple Group ◽  
Global Factor ◽  
Eighth Grade Students ◽  
Key Aspects ◽  
Future Work ◽  
The Relationship ◽  
Best Fit

Various models have highlighted the complexity of language. Building on foundational ideas regarding three key aspects of language, our study contributes to the literature by 1) exploring broader conceptions of morphology, vocabulary, and syntax, 2) operationalizing this theoretical model into a gamified, standardized, computer-adaptive assessment of language for fifth to eighth grade students entitled Monster, PI, and 3) uncovering further evidence regarding the relationship between language and standardized reading comprehension via this assessment. Multiple-group item response theory (IRT) across grades show that morphology was best fit by a bifactor model of task specific factors along with a global factor related to each skill. Vocabulary was best fit by a bifactor model that identifies performance overall and on specific words. Syntax, though, was best fit by a unidimensional model. Next, Monster, PI produced reliable scores suggesting language can be assessed efficiently and precisely for students via this model. Lastly, performance on Monster, PI explained more than 50% of variance in standardized reading, suggesting operationalizing language via Monster, PI can provide meaningful understandings of the relationship between language and reading comprehension. Specifically, considering just a subset of a construct, like identification of units of meaning, explained significantly less variance in reading comprehension. This highlights the importance of considering these broader constructs. Implications indicate that future work should consider a model of language where component areas are considered broadly and contributions to reading comprehension are explored via general performance on components as well as skill level performance.

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