scholarly journals INVESTIGATING READING COMPREHENSION PROCESSES IN ESP EDUCATION

2021 ◽  
Vol 18 (49) ◽  
pp. 91-105
Author(s):  
Maja Stanojević Gocić ◽  
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Strategic Behavior ◽  
Progress Monitoring ◽  
Text Processing ◽  
Main Idea ◽  
Schema Theory ◽  
Specific Information ◽  
World Knowledge ◽  
Specific Reading

Reading is regarded as a cognitive process of meaning construction, or an interactive process that comprises low-level processes of word recognition and high-level processing of ideas. Schema theory implies the meaning of а text is not embedded in the text itself; it is actually created in an active manner through interaction between the reader and the text, in which readers use their world knowledge to decode text meaning. Accordingly, readers bring their ideas, experience and previously gained knowledge into reading comprehension processes. The attainment of specific reading goals, including main idea comprehension and extracting specific information from the text, requires the employment of various reading strategies. In that sense, strategic behavior is deployed by proficient readers; it enables them to facilitate and improve text comprehension, which is the ultimate aim of the reading skill. 10 ESP students of the College of Applied Professional Studies in Vranje took part in this research as respondents. After completing their reading comprehension assignments, students reported on those tasks by virtue of think-aloud protocols. This type of research may provide an insight into specific problems students encounter during text processing activities, as well as strategies they employ to resolve them, which would facilitate the evaluation of reading performance and progress monitoring. The results imply that strategic training would enable ESP students to efficiently attain both general and specific reading goals.

scholarly journals Students’ Problems in Answering Reading Comprehension Question of Descriptive Text in The “Mandiri” Textbook Published by Erlangga at SMPN 1 Kepahiang

2020 ◽  
Vol 1 (2) ◽  
pp. 161-174
Author(s):  
Meri Diana ◽  
Syahrial Syahrial ◽  
Wisma Yunita
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Main Idea ◽  
Reading Test ◽  
Specific Information ◽  
Comprehension Question ◽  
Four Causes ◽  
Descriptive Method

This research aimed to find out the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published and the causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang. The design of this research was a descriptive quantitative research. This research was designed based on the problems identified and arranged to adjust the main purpose of the research, so that the researcher employed descriptive method. The researcher took 50 students as the sample of this research. The instruments of this study were reading test and interview guideline. The researcher used a reading test in multiple choice forms consisted of fourty numbers of questions included in Mandiri textbook published by Erlangga. Another instrument was an interview guideline. The interview guideline was arranged based on the result of the reading test to reconfirm the result of the reading test and to get an indepth data on the causes of students’ difficulties in reading comprehension. The findings of this research were; (1) the students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang were finding main idea, identifying specific information, inference, and vocabulary; (2) there were four causes of students’ problems in answering reading comprehension questions of descriptive text in the “Mandiri” textbook published by Erlangga at SMPN 1 Kepahiang; (a) finding main idea is rather complicated, the students need to read the text repeatly to find the main idea; (b) the students need to read from the beginning to finish this description so that they can get the information and answer the questions given; (c) to find inferences they must know the text well and clearly; (d) There are some words that they find difficult to understand and they have never met. They answered that there are some words which are not familiar to them.  

Short-term training on working memory updating and metacognition in primary school: The effect on reading comprehension

2019 ◽  
Vol 40 (6) ◽  
pp. 641-657
Author(s):  
Caterina Artuso ◽  
Barbara Carretti ◽  
Paola Palladino
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Text Processing ◽  
Transfer Effects ◽  
Memory Updating ◽  
Written Text ◽  
Effective Strategies ◽  
Text Structures ◽  
Working Memory Updating

This study analyzed the potential transfer effects on reading comprehension skills of two different training programs administered to 9- to 10-year-old children attending fourth grade classes. One training program was based on a working memory updating paradigm (i.e., words, digits, sentence and text updating working memory tasks). The other program was based on metacomprehension activities focused on text structures, genres, text sensitivity, and text comprehension strategies. Performance was compared pre and post training on running memory, text updating, and reading comprehension tasks. The results showed that significant gains were obtained in both text updating and reading comprehension tasks, with a far transfer effect for both types of training. Limited nearest transfer effects suggest that gains could be due to acquisition of effective strategies in both programs, with training suitable for improving written text processing; however, performance did not differ between programs.

scholarly journals Reading Ability and Strategies of Students in Coastal Area of Bengkulu

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Fernandita Gusweni Jayanti ◽  
Anggun Citra Sari Dewi
Keyword(s):  
Reading Comprehension ◽  
Coastal Area ◽  
Reading Strategies ◽  
Reading Ability ◽  
Main Idea ◽  
Reading Strategy ◽  
Qualitative Approach ◽  
Specific Information ◽  
Medium Frequency ◽  
Comprehension Test

The purpose of this study is to discuss students’ reading ability and the reading strategies they use when they read English texts. This study employs a descriptive-qualitative approach. The data were gained by using two instruments; a reading comprehension test and a questionnaire on reading strategy. The respondents of this research were 243 third year students from four senior high schools located in coastal area in Bengkulu city. The results of students’ reading comprehension test showed that the students’ reading ability is categorized as poor. This study also found that the students use reading strategies in medium frequency. It means that the students do not make use of reading strategies maximally. Furthermore, the analysis of the questionnaire also showed that the most frequently used strategies are finding the main idea of the text, guessing the meaning of difficult words and using background knowledge while reading, while the least frequently used strategies are looking at the text closely, finding specific information and interpreting graph, diagram and table. It is predicted that the students’ low reading ability was influenced by the way the students use reading strategy and the sociocultural factor of the students who live in coastal area.

scholarly journals Effects of an Intervention in Active Strategies for Text Comprehension and Recall

2002 ◽  
Vol 5 (2) ◽  
pp. 90-101 ◽  
Author(s):  
Mª Rosa Elosúa ◽  
Juan A. García-Madruga ◽  
Francisco Gutiérrez ◽  
Juan Luis Luque ◽  
Milagros Gárate
Keyword(s):  
Text Comprehension ◽  
Intervention Program ◽  
Text Processing ◽  
Main Idea ◽  
Developmental Differences ◽  
School Level ◽  
Reading Span ◽  
Processing Strategies ◽  
Dependent Variables ◽  
And Control

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.

Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties

2016 ◽  
Vol 50 (2) ◽  
pp. 128-142 ◽  
Author(s):  
Anna Potocki ◽  
Monique Sanchez ◽  
Jean Ecalle ◽  
Annie Magnan
Keyword(s):  
Reading Comprehension ◽  
Executive Functioning ◽  
Text Comprehension ◽  
Fifth Grade ◽  
Cognitive Profiles ◽  
Older Children ◽  
Written Text ◽  
Specific Reading ◽  
Poor Comprehenders

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes. The results demonstrated that while three aspects of executive functioning (working memory, planning, and inhibition processes) were significantly predictive of the performance on the inferential questions of the comprehension test, these factors did not predict the scores on the literal tasks of the test. In a second experiment, the linguistic and cognitive profiles of children in third/fifth and seventh/ninth grades with a specific reading comprehension deficit were examined. This analysis revealed that the deficits experienced by the less skilled comprehenders in both the linguistic and the executive domains could evolve over time. As a result, linguistic factors do not make it possible to distinguish between good and poor comprehenders among the group of older children, whereas the difficulties relating to executive processing remain stable over development. These findings are discussed in the context of the need to take account of the executive difficulties that characterize less skilled comprehenders of any age, especially for remediation purposes.

scholarly journals Effect of cognitive & metacognitive Strategy developing reading comprehension emphasizing students’ linguality

2022 ◽  
Author(s):  
Peyman Abbasi
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Text Comprehension ◽  
Language Skills ◽  
Reading Development ◽  
Main Idea ◽  
Metacognitive Strategy ◽  
Written Texts ◽  
Comprehension Ability ◽  
Main Ideas

Abstract Reading comprehension ability is potency of students to comprehend meaning of written texts, text details and main ideas. Furthermore, ability of reading comprehension activated learners to communicate with writers. To understand main ideas of written texts, help learners to be aware and to get particular messages from texts. Cognitive and metacognitive knowledges help readers to analyze, to summarize, to judge, and to distinguish main idea of reading texts and also more details about writer viewpoints to predicate and decision making to monitor text contents too. Monolingual students are those groups which must be aware about impacts of metacognitive strategy upon reading development and comprehension through to prepare and emanate bio feedbacks with teachers. Hence, monolingual groups have to be taught more than bilingual ones due to their low – proficiency levels and also their weak knowledge capacities about reading development strategies. Indeed, today understanding the effective strategies which help to learn language skills for all of scholars in TESOL domains is very significant, so every teacher that is aware about efficacy of those psychological strategies like cognitive and metacognitive or both; he or she is able to teach language skills particularly reading comprehension very conveniently and more productive language learning results. Without understanding reading strategy text comprehension to learn language skills is impossible.

scholarly journals The Use Of Read, Cover, Remember and Retell Strategy On Students’ English Reading Comprehension

2020 ◽  
Vol 9 (1) ◽  
pp. 82
Author(s):  
Wieke Wido Wati
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Research Finding ◽  
Main Idea ◽  
Reading Test ◽  
Control Group ◽  
Specific Information ◽  
English Reading ◽  
Quasi Experimental ◽  
English Reading Comprehension

This research was aimed to find out whether there was significant effect of using read, cover, remember and retell (RCRR) strategy on students’ English reading comprehension. The design was a quasi-experimental research. The sample consisted of 60 students; 30 students for experiment group and 30 students for control group. The instrument was reading test which comprised 30 multiple choice (4 options) question with r=0,86 .The research finding were as follows; 1). RCRR strategy affected students’ reading comprehension in whole reading comprehension RCRR strategy affected students’ reading comprehension in various aspect of reading comprehension, 2). RCRR strategy affected the students’ reading comprehension in the aspect of finding main idea, 3).RCRR strategy affected the students’ reading comprehension in the aspect of making inference, 4).RCRR strategy affected the students’ reading comprehension in the aspect of understanding vocabulary and determining reference. However, RCRR strategy did not affect the students’ reading comprehension in the aspect of identifying specific information. Further study is recommended for medical school.

Op weg Naar een Diagnostische Toets Leesvaardigheid Engels

2003 ◽  
Vol 69 ◽  
pp. 105-115
Author(s):  
Anke Hulsker
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Diagnostic Test ◽  
Vocabulary Knowledge ◽  
World Knowledge ◽  
Literature Study ◽  
Implicit Information ◽  
Foreign Language Reading ◽  
Specific Reading ◽  
General Test

Foreign-language reading occupies a major place in Dutch secondary education and the diagnosis of specific reading comprehension problems is important to help students improve their reading. Therefore, it is interesting to see if and how these problems can be identified by means of a diagnostic test. On the basis of a literature study, seven factors were hypothesised to contribute to FL reading comprehension problems: vocabulary knowledge, syntax knowledge, understanding explicit information, understanding implicit information, understanding relations and structure, world knowledge and monitoring skills. These factors were tested in an experimental diagnostic test that was administered to 449 students, together with a general test of FL reading comprehension. The results show that linguistic factors such as vocabulary knowledge and syntax knowledge are strongly related to FL reading comprehension, whereas non-linguistic factors such as world knowledge and monitoring skills are only weakly related. The study also shows that individual students' reading problems are due to different combinations of factors.

Teaching Children to Identify the Main Idea of Expository Texts

1986 ◽  
Vol 53 (2) ◽  
pp. 163-168 ◽  
Author(s):  
Joanna P. Williams
Keyword(s):  
Reading Comprehension ◽  
Text Processing ◽  
Main Idea ◽  
Learning Disabled ◽  
Research Literature ◽  
Instructional Program ◽  
Instructional Materials ◽  
Small Scale ◽  
Definition Of ◽  
General Topic

Finding the main idea, a basic reading comprehension skill, often causes great difficulties for children. There is little consensus as to the definition of main idea, even in the research literature, and this has led to ineffective instructional design. This article describes the findings of a series of studies based on the Kintsch and van Dijk text-processing model. It defines main idea in terms of van Dijk's general topic and specific topic of discourse. The studies focus on the effects of text factors that can serve as cues to what is important in the text. These studies were the basis for the development of an instructional program on finding the main idea that was targeted for learning disabled students. The program is described. A small-scale evaluation of the program was conducted, in which eleven-year-old learning disabled children who worked through the program showed significant improvement in their ability to write sentences containing the main idea of short paragraphs. The program could serve as a beginning step in the development of instructional materials in reading comprehension for learning disabled and other mildly handicapped children.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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