scholarly journals Effects of Graded Reading on Middle School Students’ Reading Comprehension

2019 ◽  
Vol 9 (3) ◽  
pp. 39
Author(s):  
Yiyang Zou ◽  
Shaoyun Long
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Reading Ability ◽  
Quantitative Research ◽  
Reading Level ◽  
Reading Attitude ◽  
School Students ◽  
Quantitative Research Methods ◽  
Reading Materials

Reading is a key and focus in the process of students’ English learning (Chen & Jiang, 2010). Research shows that graded reading materials based on students’ reading ability will help students to improve their reading level step by step (Stern & Dich, 2017). The paper here explores the effects on middle school students’ reading comprehension so as to find whether graded reading can cultivate students’ positive reading attitude and improve their reading level or not, using qualitative and quantitative research methods. Results reveal that because of the rich content and active class atmosphere, graded reading is conductive to arouse students’ reading interest and cultivate their positive reading attitude, and the graded reading materials adapted to students’ current reading ability can reduce students’ anxiety, improve their reading level effectively as well. In conclusion, graded reading has certain guiding significance for middle school English reading teaching.

Effects of the Instruction in Inferring Meanings From Context on the Comprehension of Middle School Students at Frustration Reading Level

2018 ◽  
Vol 198 (3) ◽  
pp. 225-239 ◽  
Author(s):  
Ilhan Ilter
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Reading Level ◽  
Tier 2 ◽  
School Students ◽  
Comprehension Score ◽  
Rti Model

The purpose of this study was to examine the effects of the context clue instruction program to infer meaning from context as a way to enhance reading comprehension. Participants were fifth-grade middle school students (four boys) who were at a frustration reading level (initial comprehension score range = 40%-48%) at their grade level. In addition, one student served as a control participant and did not any receive instruction in this study. A multiple-baseline across-students design was used. All the instruction for the three experimental participants was one on one using the direct instruction method. Maintenance of treatment effects was probed at 2, 4, and 6 weeks following the intervention for Participants 1, 2, and 3, respectively. The results demonstrated that the instructional program produced increases in all three experimental participants’ comprehension scores to above 70% (range = 75%-82%) as measured by the short-answer questions; thus, they found they achieved an instructional level score in their comprehension after the instruction. The social validity results confirmed that participants enjoyed the intervention, and had a better understanding of what they read through individual experience on the strategy of learning from context. The information gained from this study suggested that a strategy instruction concerning the use of context clues may be a useful component (Tier 2 setting) of response to intervention (RTI) model for students who struggle with reading comprehension.

scholarly journals Opinions of Stakeholders about Evaluation of Middle-School Turkish and English Curriculum Dimensions

2019 ◽  
Vol 8 (4) ◽  
pp. 13
Author(s):  
İsmail Gelen ◽  
Esra Aliş
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Quantitative Research ◽  
School Students ◽  
Quantitative Research Methods ◽  
English Curriculum ◽  
Descriptive Research ◽  
Research Survey ◽  
Class Level ◽  
Different Dimensions

The purpose of the research is to describe the problems in the program evaluation field according to curriculum'sfour different dimensions, to search if the problems differ significantly according to students’ class level andteachers’, administrators’/inspectors’ seniority. The research used one of the quantitative research methods, the fieldsurvey model, which is descriptive research. The population of the research is Samsun city, and the target populationof the research is middle-school students, teachers of Turkish and English branches, inspectors and administratorsworking at secondary schools in Samsun city’s districts Atakum, Bafra, Canik and İlkadım. The research sampleconsists of middle-school students, teachers of Turkish and English branches, inspectors and administrators workingat middle-schools in these districts, chosen with stratified sampling, a random sampling method. In the research,“Survey of Defining Problems about Curriculum Dimensions” is completed by the students, teachers andinspectors/administrators. When the participants’ problems about the curriculum dimensions are examined, it isrevealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality,scientificness and actuality of the dimensions of curriculum. It is concluded that students’ issues with programevaluation differ according to their class levels whereas the inspectors’/administrators’ problems with programevaluation do not differ significantly according to their seniority.

scholarly journals The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia

2020 ◽  
Vol 9 (26) ◽  
pp. 158-166
Author(s):  
Abdullah Mohammed Alsubaie
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Differentiated Instruction ◽  
Arabic Language ◽  
T Test ◽  
Multiple Intelligence ◽  
Anova Analysis ◽  
School Students

Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.

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