scholarly journals How Can Students Improve Their Reading Comprehension Skill?

2016 ◽  
Vol 6 (2) ◽  
pp. 229 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Process ◽  
Special Focus ◽  
Review Of Literature ◽  
Effective Strategies ◽  
Comprehension Skill ◽  
Effective Reading Strategies ◽  
Theories Of Reading ◽  
Models Of Reading

<p>Reading is an interactive process in which readers construct a meaningful representation of a text using effective reading strategies. Effective reading strategies are considered as significant skills that have received the special focus on students’ reading comprehension proficiency. In this paper, the researchers define the term reading and reading comprehension, explain the types of reading, declare models of reading process, state theories of reading comprehension, review the effective strategies for reading comprehension, and finally mention findings of learners’ reading strategies and their reading comprehension proficiency. The review of literature indicates that reading strategies play a significant role in improving the students’ reading comprehension skill.</p>

scholarly journals The Contributions of Reading Strategies and Reading Frequencies toward Students’ Reading Comprehension Skill in Higher Education

2019 ◽  
Vol 8 (6S3) ◽  
pp. 593-597
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skill ◽  
Scale Reading ◽  
Factors Affecting ◽  
Comprehension Skill ◽  
Correlational Design ◽  
Comprehension Skills ◽  
Research Findings ◽  
Reading Comprehension Skills

This study was conducted because of the low level of students’ reading skill. The reading strategies and the reading frequencies were assumed as the factors affecting students’ reading skill. The aim of this study was to describe and to analyze the contribution of reading strategies and reading frequencies toward students’ reading comprehension skill. This study used the quantitative method with the descriptive correlational design. The population was 3000 students who attended Bahasa Indonesia subject in Universitas Negeri Padang, and 353 students were taken as samples by using proportional stratified random sampling. The instruments of this study were reading strategies scale, reading frequencies scale and a reading comprehension test which has been valid and reliable. Based on research findings and discussion, the following can be concluded: (1) reading strategies contributed significance and positively to the students' comprehension reading skill which is 19.6% (R = 0.443 R2 = 0.196 and p = 0.000), i.e. reading strategies contributed directly toward the skills of reading comprehension. Therefore, the higher the reading strategies, the better the reading comprehension skills of the students; (2) reading strategies contributed significance toward the students' reading comprehension skills of 33.1% (R = 0.575 R2 = 0.331 and p = 0.000), i.e. reading frequencies contributed directly to reading comprehension skills. Therefore, the better the reading frequencies, the better the reading comprehension skills of the students; (3) reading strategies and the reading frequencies together contributed significance toward the students' reading comprehension skills of 33.2% (R = 0.575, R2 = 0.332 and p = 0.000), i.e. reading strategies and reading frequencies together contributed directly to the comprehension reading skill. Therefore, the higher the reading strategies and reading frequencies will be the better the reading comprehension skill of the students.

scholarly journals A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement

2016 ◽  
Vol 6 (5) ◽  
pp. 180 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Review Paper ◽  
Vital Role ◽  
Primary Objective ◽  
Academic Tasks ◽  
Factors Affecting ◽  
Efl Learners ◽  
Comprehension Skill ◽  
Written Materials

<p>Reading comprehension is a significant skill that furthers the development of learners’ various academic tasks. It helps them decoding a text, analyzing, explaining, and expressing their own ideas about written materials. Learners should develop a strong ability to understand written materials to struggle with the academic tasks that their teachers deal with them. A primary objective of reading comprehension is to aid learners improve skills and comprehension of texts if they want to be skilled readers. In this review paper, the researchers define the term reading comprehension and reading strategies, elaborate previous findings about the relationship between reading strategies and reading comprehension skill, state factors affecting reading comprehension skill, explain the effective strategies for reading comprehension, and finally mention suggestions for improving reading comprehension skill. The findings of this review paper indicated that appropriate reading strategies play a vital role in improving EFL learners’ reading comprehension skill.</p>

scholarly journals DEVELOPING CRITICAL READING SKILLS FOR INFORMATION AND ENJOYMENT

2018 ◽  
Vol 3 (2) ◽  
pp. 147-158
Author(s):  
Didi Sudrajat
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Process ◽  
Teaching Reading ◽  
Critical Reading ◽  
Review Of Literature ◽  
Comprehensive Plan ◽  
Teaching Principles ◽  
School Programs

 Critical reading has been the issue in teaching reading throughout school programs.  The main objective of the critical reading is to achieve comprehension using various reading techniques.  Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan.  The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading.  This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques.  

De Betekenis Van Recente Theorieen Van Het Leesproces Voor Voorbereidend en Aanvankelijk Leesonderwijs

1982 ◽  
Vol 13 ◽  
pp. 148-167
Author(s):  
Martin J.C. Mommers
Keyword(s):  
The Netherlands ◽  
Reading Process ◽  
Reading Curriculum ◽  
Top Down ◽  
Linguistic System ◽  
Interactive Models ◽  
Theories Of Reading ◽  
Initial Reading ◽  
Models Of Reading ◽  
Existing Data

In order to understand how children learn to read, it is useful to consider reading as a language process. Each word has its own characte-ristics. Words are fundamental constituents of the linguistic system. They are conceptualized as abstract units having several different identities: Orthographic, phonological, morphological, syntactic and semantic. One of the most important tasks facing the beginning reader is to amalgamate these different identities. During the last decades various models of reading have been developed: top-down, bottom-up and interactive models. Interactive models provide the best account of the existing data on the use of orthographic structure and sentence context. In the Netherlands the teaching of initial reading has been influenced by different theories of reading. The new edition (1980) of the reading curriculum which is most widely disseminated (in the Netherlands), "de structuurmethode", largely corresponds to an interactive model of the reading process.

Making Connections: A Metacognitive Teaching Strategy in Enhancing Students’ Reading Comprehension

2020 ◽  
Vol 5 (1) ◽  
pp. 49-61
Author(s):  
Louise Mariz Antoinette G. Nobles ◽  
Ruth Ortega-Dela Cruz
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Reading Strategies ◽  
Teaching Strategy ◽  
Group Discussion ◽  
Comprehension Skill ◽  
Good Reading ◽  
Metacognitive Teaching ◽  
High Level ◽  
Positive Effect

Reading comprehension skill is crucial for success beyond academic endeavor. However, even academic success can never be possible when a student does not understand the importance of developing good reading comprehension. Using one-group pretest–posttest research design, the study explored the effect of making connections as a metacognitive teaching strategy to enhance the students’ reading comprehension. Purposively selected college students were given assessments and intervention. Based on the data gathered from the pretest and posttest, findings revealed that application of metacognitive teaching strategy, making connections has a positive effect on enhancing the students’ level of reading comprehension as indicated by an increase from average to very high level. The six levels of reading comprehension which were the literal, inferential, appreciative, critique, and evaluative also showed improvement. Results of the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that students were unconsciously using Global reading, Problem-solving, and Support reading strategies. Focus group discussion revealed factors that affect the reading comprehension such as interest, teaching styles, and language. The study suggested the important role that educators play in maximizing the benefits of making connections and making use of any other metacognitive strategy towards developing higher level of comprehension leading to academic success.

scholarly journals Metacognitive Awareness of Using Reading Strategies by TESOL Postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University

2020 ◽  
Vol 10 (2) ◽  
pp. 157
Author(s):  
Nguyen Thi Thu Thuy
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Mixed Methods Research ◽  
Structured Interview ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Ho Chi Minh City ◽  
Reading Process ◽  
Open University ◽  
Text Content

Metacognitive awareness of reading strategies is significantly important for language learners at all levels, including TESOL postgraduates, as it can help them enhance their reading comprehension ability. However, if there is any one ignored or less frequently used strategy, reading comprehension definitely weakens. This study, therefore, aimed at investigating metacognitive awareness of using reading strategies by the TESOL postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University, Vietnam. The current study adopted features of a mixed-methods research design to collect data in depth and breadth. A sample of eighty-one TESOL postgraduates Intakes 11 and 12 was recruited for the current study. Their awareness and factuality of using metacognitive strategies in reading process was elucidated through two instruments of a thirty-eight-item questionnaire and a five-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that perils of using metacognitive strategies in reading process seemed to outweigh merits of this implementation. In addition, some metacognitive reading strategies were neglected by some TESOL postgraduates, that is, using context clues, guessing the text content, and critically analyzing and evaluating the text information (global group), discussing with others, self-questioning, and paraphrasing (support group). The study was closed by a brief conclusion of key findings.

scholarly journals Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh

2018 ◽  
Vol 3 (2) ◽  
pp. 204
Author(s):  
Tasnima Aktar ◽  
Ilias Ahmed
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Secondary Level ◽  
Strategy Use ◽  
Metacognitive Awareness ◽  
Partial Replication ◽  
Efl Learners ◽  
Future Studies ◽  
Effective Strategies

It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.

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