The Effects of Test Language and Mathematical Skills Assessed on the Scores of Bilingual Hispanic Students

1983 ◽  
Vol 14 (5) ◽  
pp. 318-324
Author(s):  
Maria M. Llabre ◽  
Gilberto Cuevas
Keyword(s):  
Reading Comprehension ◽  
Mathematics Achievement ◽  
Test Performance ◽  
Hispanic Students ◽  
Achievement Test ◽  
Mathematical Skills ◽  
English Reading ◽  
English Reading Comprehension ◽  
The Difference ◽  
Total Test

A sample of 408 bilingual Hispanic students in Grades 4 and 5 took the same mathematics achievement test in Spanish and in English, with the order counterbalanced within the sample. The students performed better when tested in English than in Spanish and when tested on concepts than on applications. The higher the level of English reading comprehension, the better the total test performance and the smaller the difference between concepts and applications scores.

scholarly journals THE EFFECT OF ACADEMIC SELF MANAGEMENT AND READING ANXIETY TO STUDENTS’ READING COMPREHENSION IN EFL CLASSROOM

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Eka Wilany ◽  
Desi Surlitasari Dewi
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Reading Test ◽  
Self Management ◽  
English Reading ◽  
Reading Anxiety ◽  
English Reading Comprehension ◽  
The Difference

The objectives of this research were to find out the interaction of academic self management and reading anxiety in English reading comprehension, the difference of students high and low reading anxiety in reading comprehension, the difference of reading comprehension students having higher academic self management have high and low reading anxiety and the difference between low academic self management that have high and low reading anxiety in reading comprehension. Expost facto was employed as the design of the study with Riau Kepulauan University as the population. To measure students reading anxiety and academic self management, it was used questionnaires. Furthermore, reading test was used for measuring the students’ reading comprehension. Data analysis used Two –Way ANAVA, then Tuckey Test. It was found that there was difference between high and low reading anxiety students in which  Qcount(3.47)> Q table (2.89). Then the interaction showed students academic self management and reading anxiety in reading comprehension, the score of Qcount bigger than Qtable (12,22>3,07). Next, high academic self management between high and low reading anxiety was found different. It was counted that Qcount (9.00)> Qtable (3.01). In contrast, there was no difference of reading comprehension between students low academic self management having and low reading anxiety. It was calculated that Qcount (-0.08)<Q table (3.01). Keywords: Academic Self Management, Anxiety, Reading Comprehension

scholarly journals The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension

2016 ◽  
Vol 9 (9) ◽  
pp. 18
Author(s):  
Rungruedee Chaemsai ◽  
Saowalak Rattanavich
Keyword(s):  
Reading Comprehension ◽  
Traditional Approach ◽  
Control Group ◽  
Ethical Awareness ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
Randomized Control ◽  
Directed Reading ◽  
Dependent Samples

<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>

scholarly journals DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

2021 ◽  
Vol 5 (1) ◽  
pp. 90-100
Author(s):  
Imam Munandar ◽  
Srimurni Srimurni
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Experimental Approach ◽  
Instructional Support ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading ◽  
Reading Activity

This research manages to analyze the effectiveness of  DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

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