scholarly journals Expanding Eye Span and Motion Among EFL Senior Learners to Enhance Reading Speed

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Ayman Mohamed El-Esery
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Speed ◽  
Reading Test ◽  
Speed Reading ◽  
The Impact

The present study investigated the impact of manipulating electronic reader programs for developing EFL senior learners' reading speed and loud reading skills. 20 EFL senior participants from King, Marriott Academy, Alex., Egypt represented the sample of the study. The treatment proved to be effective in developing reading speed and loud reading skills. Results show that students attended the post reading test expanded their reading speed on normal by 45 words per minute (WPM) and loud reading skills by 20%. The study proved that there is no statistically significant correlation between speed reading and reading comprehension.

scholarly journals PENINGKATAN KETERAMPILAN MEMBACA CEPAT DENGAN TEKNIK SKIMMING

2019 ◽  
Vol 12 (01) ◽  
pp. 31-41
Author(s):  
Falina Noor Amalia
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Speed ◽  
Action Observation ◽  
Study Program ◽  
Speed Reading ◽  
Language And Literature ◽  
Student Reading ◽  
Data Collection Technique ◽  
Planning Action

A B S T R A C T This research is a CAR designed to improve speed reading skills with skimming techniques of second semester students in Indonesian Language and Literature Education Study Program FKIP UTP. The research design uses the Kemmis and Taggart models which consist of planning, action, observation, and reflection. The data collection technique of this research is in the form of observation and interviews. The level of success of this study is the reading speed of students reached 350 kpm with the percentage of reading comprehension of 70%. Based on the results, the average speed of student reading on pre-cycle is 153 kpm, in cycle I is 258 kpm, and in cycle II is 351 kpm. Furthermore, for the pre-cycle reading comprehension level is 37%, in the first cycle is 64%, and in the second cycle is 73%. Besides that, it was proven that positive changes occurred based on observations and interviews.      

scholarly journals Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

2021 ◽  
pp. 026553222199148
Author(s):  
Tineke Brunfaut ◽  
Judit Kormos ◽  
Marije Michel ◽  
Michael Ratajczak
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Grade Level ◽  
Reading Test ◽  
Reading Task ◽  
Young Learners ◽  
The Impact ◽  
Comprehension Accuracy

Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.

scholarly journals Development of reading comprehension with graphic organizers for students with dyslexia

2018 ◽  
Vol 8 (2) ◽  
pp. 105 ◽  
Author(s):  
Jacqueline Lopez ◽  
Johnny Campoverde
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Skills ◽  
Graphic Organizers ◽  
Theoretical Foundation ◽  
Students With Learning Disabilities ◽  
Scientific Content ◽  
Innovative Material ◽  
The Impact ◽  
Multiple Skills

The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process of students with learning disabilities (dyslexia). This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension accordance  with the level of English of each student. The theoretical foundation is constructed by the contents previously defined in the problem; with specific bibliography for the scientific content. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures.

Peripheral Vision Training in Reading Speed and Comprehension

1975 ◽  
Vol 41 (3) ◽  
pp. 761-762 ◽  
Author(s):  
A. Louise Sailor ◽  
Steve E. Ball
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Peripheral Vision ◽  
Reading Speed ◽  
Trained Group ◽  
Speed Reading ◽  
Group Reading ◽  
Experimental Group

Of two groups of 8 college students receiving 15.75 hr. of speed reading training, an experimental group was given an additional 2.25 hr. of peripheral vision training. Peripheral vision increased for both groups, but reading speed improved only in the trained group. Reading comprehension scores were not affected.

scholarly journals A Correlative Study of Reading Speed and Reading Comprehension of the Second Year Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Inna Naili Izzatul Laila Izzatul Laila
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Text Comprehension ◽  
Reading Speed ◽  
Sampling Technique ◽  
Reading Skill ◽  
Speed Reading ◽  
Second Year ◽  
Level Of Significance ◽  
Academic Year

This study is conducted to find out the profile of students’ speed reading skill and the students’ reading comprehension, as well as to prove if there is significant correlation between the students’ skill in reading speed and reading comprehension of students of SMP Islam Sultan Fattah Salatiga in the academic year of 2007/2008. The writer applies random sampling technique to take the sample (40) from the total of population of 81 students. Furthermore, the profile of students’ reading speed skill in the text comprehension is observed through applying reading speed limited by time. From such a test, the writer knows how many words produced by students every minute. The students’ reading comprehension, in addition, can be seen from the result of the answered of questions. The data is analyzed using correlative statistics. From the result, the writer finds that there is no correlation between reading speed and reading comprehension of the students. It is shown from the result r0=0,027 and rt=0,312 in the level of significance 5%. Then, there are many factors that influence reading speed and the comprehension as children weakness of vocabularies and the lack of concentration in reading. 

scholarly journals Reading Attitude and Its Influence on Students’ Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 193-204
Author(s):  
Semi Sukarni
Keyword(s):  
Reading Comprehension ◽  
Significant Influence ◽  
Reading Skills ◽  
English Education ◽  
Reading Test ◽  
Reading Attitude ◽  
Attitude Questionnaire ◽  
Scale Type ◽  
The Mean ◽  
R Value

This paper investigated the level of the students’ reading attitude and examined its influence on their reading comprehension in undergradute program of English Education Muhammadiyah Purworejo University. Sixty two students participated in the study. Two types of instruments were used to collect the data, namely reading attitude questionnaire and reading test. The questionnaire is  in Likert-scale type with five responses in term of agreement with the score starts from 5 – 1. The reading test consists of 40 of multiple-choice type items assessing the students reading skills. Descriptive and inferensial statistics were used to analyze the data, including testing the linearity as the assumption of one set data. For doing the analyses, SPSS version 22 was used. The finding showed that the students’ reading attitude was high as the mean was 78.66 while, the reading comprehension is sufficient as the mean was 64.02. Reading attitude  had significant correlation toward reading comprehension as the r-value was 0.568. In addition, reading attitude  had positive and significant influence on students’ reading comprehension as the R-square= 0.322 with sig. 0.000. Reading attitude  influenced reading comprehension as much as 32.2%, while 67.8% was influenced by other  factors.

scholarly journals Impact of speed reading training on reading speeds and comprehension skills of secondary school students

2020 ◽  
Vol 15 (2) ◽  
pp. 184-193
Author(s):  
Erhan Durukan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Speed ◽  
Pearson Correlation ◽  
Process Data ◽  
School Students ◽  
Speed Reading ◽  
Comprehension Skills ◽  
8Th Grade ◽  
The Impact

The aim of this research is to study the impact of speed reading training on reading speeds and comprehension skills of secondary school students. The research has been conducted on 40 students receiving education at the level of secondary school 8th grade in Trabzon province. Experimental pattern with single group pretest–posttest was applied in the study. First of all, reading speeds and comprehension levels of the students were determined during the research, and then 20 hours of speed reading training was provided to the students every other day for 5 days. Before applying the last test after the training, 2 weeks of time was given to the students in order to repeat the exercises. Reading speed and comprehension levels of the students were detected with two separate texts and reading comprehension questions related to these texts at the start and finish of the process. Data were analysed with dependent/independent groups t-test and Pearson correlation coefficient on SPSS 20. Keywords: Comprehension level, reading speed, reading training, secondary school.

scholarly journals A Correlative Study of Reading Speed and Reading Comprehension of the Second Year Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008

2016 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Inna Naili Izzatul Laila
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Text Comprehension ◽  
Reading Speed ◽  
Sampling Technique ◽  
Reading Skill ◽  
Speed Reading ◽  
Second Year ◽  
Level Of Significance ◽  
Academic Year

This study is conducted to find out the profile of students’ speed reading skill and the students’ reading comprehension, as well as to prove if there is significant correlation between the students’ skill in reading speed and reading comprehension of students of SMP Islam Sultan Fattah Salatiga in the academic year of 2007/2008. The writer applies random sampling technique to take the sample (40) from the total of population of 81 students. Furthermore, the profile of students’ reading speed skill in the text comprehension is observed through applying reading speed limited by time. From such a test, the writer knows how many words produced by students every minute. The students’ reading comprehension, in addition, can be seen from the result of the answered of questions. The data is analyzed using correlative statistics. From the result, the writer finds that there is no correlation between reading speed and reading comprehension of the students. It is shown from the result r0=0,027 and rt=0,312 in the level of significance 5%. Then, there are many factors that influence reading speed and the comprehension as children weakness of vocabularies and the lack of concentration in reading.Keywords: Reading Speed; Reading Comprehension 

scholarly journals How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education

2017 ◽  
pp. 7-26
Author(s):  
Esther Nieto
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Mother Tongue ◽  
L1 And L2 ◽  
The Impact ◽  
Do So

In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attention.In this sense, this paper examines how CLIL programmes affect the development of reading comprehension in the mother tongue. To do so, the outcomes in a test of reading comprehension of CLIL (n = 1,119) and non-CLIL students (= 15,984) enrolled in the 2nd year of secondary education (13-14 years-old) were compared. The results indicated that the acquisition of literal reading comprehension and inferential reading comprehension in the mother tongue significantly benefit from CLIL, whereas no significant differences have been detected in critical reading comprehension. The reading skills most benefited by CLIL were global comprehension, lexical comprehension, understanding of space-time relationships, integration of extra-textual information, and identification of extra-textual relations.These data are explained by the critical importance of reading strategies to succeed in CLIL settings, and by the transfer of these strategies between L1 and L2 and vice versa. This hypothesis is supported by previous research on immersion programmes.

Double Literacy Effects on Language and Reading Skills in Italian–English Primary School Children

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Francesca Costa ◽  
Maria Teresa Guasti ◽  
Stefania Sharley
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Short Term Memory ◽  
Reading Speed ◽  
Primary School Children ◽  
Control Group ◽  
Short Term ◽  
Term Memory

Major concerns still surround literacy education in a foreign language during primary school. In this study, we aim to establish (1) whether bilinguals perform worse in Italian literacy tests than monolinguals; (2) whether literacy skills transfer from Italian to English. We tested 97 Italian–English bilingual first, third and fifth graders (attending two bilingual primary schools in Italy, with a simultaneous 50:50 immersion programme) and a control group of 40 monolingual Italian pupils in grades 1 and 3. All participants were tested in Italian, measuring the following skills: vocabulary, phonological awareness, reading proficiency and verbal short-term memory. Bilingual participants – who had been exposed to Italian since birth and to English within the first three years of their lives – were also tested on the same measures in English. The results showed that bilingual first graders outperformed their monolingual peers in verbal short-term memory, thus revealing a possible cognitive advantage in the early stage of literacy acquisition. Monolingual and bilingual firstand third graders did not differ in reading speed. The two groups made an almost similar number of errors, but the small difference turned out to be statistically significant. Bilingual subjects’ reading attainment was found to be within monolingual normal limits in both languages on all measures except for English reading comprehension, which, together with English vocabulary, was found to be below the English norm. Aside from reading comprehension, on all other measures bilingual children’s performance in Italian correlated with their performance in English, suggesting the presence of cross-linguistic transfer of language and reading skills. 

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