The Impact of Reading Ability and Vocabulary at Age 5 and Personal Environment Variables of Children on First Grade Reading Comprehension Ability and Vocabulary

This study attempts to measure the effect of the implementation of cognitive and metacognitive reading strategies on reading ability of second year high school students who were bilinguals and monolinguals. In order to address these issues, a quantitative study was conducted on 193 EFL bilingual and monolingual students who were randomly selected from some high schools of Markazi province (Arak and Farahan ) . To meet the mentioned aims, subjects were given English proficiency test, reading comprehension test, cognitive and metacognitive strategies questionnaire By utilizing t-test and ANOVA revealed that there would be statistically significant differences between the above-mentioned subjects as follows: 1-There wasn't meaningful difference between female bilingual and female monolingual learners in using cognitive and metacognitive strategies . 2- There was meaningful difference between male bilingual and male monolingual learners in using cognitive and metacognitive strategies . 3- Gender didn't have significant effect on using cognitive and metacognitive strategies in EFL learners reading comprehension ability.

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Examining Mindset and Grit in Concurrent and Future Reading Comprehension: A Twin Study

10.31234/osf.io/x7hbt ◽

2020 ◽

Author(s):

Kimberly M. Martinez ◽

LaTasha R Holden ◽

Sara Ann Hart ◽

Jeanette Taylor

Keyword(s):

Reading Comprehension ◽

Reading Ability ◽

Preliminary Test ◽

Cognitive Factors ◽

Potential Intervention ◽

Comprehension Ability ◽

Twin Method ◽

Positive Correlations ◽

Ability Measure ◽

Reading Comprehension Ability

Non-cognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. We used a correlational and twin method design to preliminary test if mindset and grit could be potential intervention targets to increase reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability.

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Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

English Language Teaching ◽

10.5539/elt.v9n3p153 ◽

2016 ◽

Vol 9 (3) ◽

pp. 153

Author(s):

Moslem Fatollahi

Keyword(s):

Reading Comprehension ◽

Reading Instruction ◽

Reading Ability ◽

Teaching And Learning ◽

Control Group ◽

Comprehension Ability ◽

Quasi Experimental ◽

Efl Students ◽

Iranian Context ◽

Reading Comprehension Ability

Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.

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A Qualitative Study of Reading Comprehension: An Insight from Pakistani Context Bridging the Needs of Engineering Students

International Journal of English Linguistics ◽

10.5539/ijel.v6n2p85 ◽

2016 ◽

Vol 6 (2) ◽

pp. 85

Author(s):

Mansoor Ahmed Channa ◽

Zaimuariffudin Shukri Nordin ◽

Insaf Ali Simming ◽

Ali Asgher Chandio

Keyword(s):

Reading Comprehension ◽

Qualitative Study ◽

Reading Ability ◽

Engineering Students ◽

Structured Interviews ◽

Comprehension Instruction ◽

Reading Comprehension Instruction ◽

Comprehension Ability ◽

Reading Comprehension Ability

This study aimed to investigate the teachers’ opinions in terms of reading comprehension instruction to the engineering students for bridging their difficulties in reading academic text in communication subject. The study was conducted in the four engineering departments of one university in Pakistan. Semi-structured interviews of 10 teachers were used as a qualitative instrument to collect data for this study to know the needs of engineering students in terms of reading comprehension. The data was analyzed through NVivo version 8 for interpretation of the results. This study provided the most promising findings to develop reading ability among engineering students. The findings revealed that teachers should use rereading text, text scanning, and text skimming strategies to develop reading comprehension ability of engineering students.

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Reading Strategies in Persian and English Languages and Their Influence on English Reading Comprehension Ability

International Journal of English Linguistics ◽

10.5539/ijel.v6n7p159 ◽

2016 ◽

Vol 6 (7) ◽

pp. 159

Author(s):

M. Rahim Bohlooli Niri

Keyword(s):

Reading Comprehension ◽

Short Circuit ◽

Schema Theory ◽

English Reading ◽

Comprehension Ability ◽

English Reading Comprehension ◽

The Impact ◽

The Relationship ◽

Problem Versus ◽

Reading Comprehension Ability

The purpose of the present study is to investigate the relationship between successful readers’ strategies in Persian and English languages, and the impact of instruction of such strategies on English reading comprehension ability. The present study relies on Casanave’s (1998) expanded view of schema theory, the strategy schema, Goodman’s (1971) language transfer or linguistic independent hypothesis and Clarke’s idea of short-circuit or language ceiling hypothesis in ESL or EFL. This study also aims at finding an answer to the question of reading problem versus language problem, first raised by Alderson (1984, pp. 1-27) and then followed by Carrell (1991, pp. 159-179).

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Study on Word Association Knowledge and Reading Ability

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.109.699 ◽

2011 ◽

Vol 109 ◽

pp. 699-702

Author(s):

Ting Mao

Keyword(s):

Reading Comprehension ◽

English Learners ◽

Reading Ability ◽

Word Association ◽

Pearson Correlation ◽

First Language ◽

New Words ◽

Comprehension Ability ◽

Vocabulary Word ◽

Reading Comprehension Ability

Improving reading comprehension ability has always been a big concern for the English learners. It is also one of the most important parameters to measure one’s English level. Research has found that many factors may influence the learners’ reading comprehension ability. In this paper one aspect of vocabulary, word association knowledge, has been proved to facilitate reading comprehension. Through Pearson Correlation and one-eay ANOVA analysis the authors found that word association knowledge had a significant influence on reading comprehension. New words cannot make any sense to the learner until they have been integrated into other knowledge that the learner has already acquired. The vocabulary students have already acquired is something like an associative network which is closely related to their prior experience of first language acquisition and their knowledge of the world. Therefore, both the width and depth of vocabulary should be integrated into English teaching.

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Input Enhancement through Using Author’s Biography: The Impact on Iranian EFL Learners’ Reading Comprehension Ability across Gender

Journal of Language Teaching and Research ◽

10.17507/jltr.0702.17 ◽

2016 ◽

Vol 7 (2) ◽

pp. 370

Author(s):

Ayda Rahmani

Keyword(s):

Reading Comprehension ◽

Proficiency Test ◽

Control Male ◽

Control Female ◽

Efl Learners ◽

Input Enhancement ◽

Paired Samples ◽

Comprehension Ability ◽

The Impact ◽

Reading Comprehension Ability

This study aims to investigate whether enhancing input through author’s biography affect Iranian EFL learners’ reading comprehension ability across gender or not. To answer, a proficiency test of OPT was administered to a total of 120 male and female learners. Then 60 homogenous subjects, with the same English proficiency, were selected. The 60 participants were assigned into 4 groups randomly i.e. experimental male, experimental female, control male, control female. The study includes a pre-posttest design with 4 groups. The female and male experimental groups went through the treatment and finally the four groups were given a posttest. Finally, descriptive and inferential statistics (A paired- samples t-test and a two-way ANOVA) were applied to analyze the statistical data. The findings indicated that input enhancement through author’s biography does affect Iranian EFL learners’ reading comprehension ability and male participants outperformed female participants.

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Relationship between Fifth Grade Students’ Reading Interest and Reading Ability

JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) ◽

10.33578/jtlee.v4i1.7865 ◽

2021 ◽

Vol 4 (1) ◽

pp. 80

Author(s):

Siti Aisyah ◽

Ratih Punamasari

Keyword(s):

Reading Comprehension ◽

Reading Ability ◽

Fifth Grade ◽

Research Approach ◽

Fifth Grade Students ◽

Comprehension Ability ◽

Calculation Results ◽

Reading Interest ◽

Academic Year ◽

Reading Comprehension Ability

The purpose of this study was to determine the relationship between reading interest and students' reading comprehension ability. Research approach using quantitative with correlational study method. The subjects of this study were students of class VA and VB at SD Negeri Karya Bhakti totaling 90 students. The sample was taken by 47 students, then this study was obtained using a five-scale questionnaire for the Reading Interest and Reading Comprehension Ability variables using tests. Therefore, from the data obtained, it was found that a moderate relationship between reading interest and reading comprehension ability was seen from the accumulated calculation results, which was 30% such as using the time to read books in the library, while 70% is influenced by other factors such as students who are motivated by the teacher to increase reading interest so that students can to read a comprehension and other factors are also influenced from outside of students, namely when doing tasks, students are guided and assisted by parents. . Based on the results of the research above, it can be concluded that there is a positive relationship between Reading Interest and Reading Comprehension Ability in class VA and VB students of SD Negeri Karya Bhakti Odd semester of the 2019/2020 academic year.

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Using Online Short Stories to Improve the Reading Comprehension Ability

Register Journal ◽

10.18326/rgt.v11i2.168-191 ◽

2018 ◽

Vol 11 (2) ◽

pp. 168

Author(s):

Muhammad Lukman Syafii

Keyword(s):

Short Stories ◽

Reading Comprehension ◽

Reading Ability ◽

Eighth Graders ◽

The Internet ◽

Extensive Reading ◽

Narrative Texts ◽

Comprehension Ability ◽

Many Sources ◽

Reading Comprehension Ability

Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability

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