scholarly journals La construcción de inferencias en la comprensión lectora: una investigación correlacional

2021 ◽  
Vol 39 (1) ◽  
pp. 167-188
Author(s):  
Itzi Paulina Medina Jiménez ◽  
Carlos González Di Pierro
Keyword(s):  
Reading Comprehension ◽  
Test Performance ◽  
First Language ◽  
Reading Level ◽  
Text Types ◽  
The Subject ◽  
Mental Operations ◽  
Two Phases ◽  
University Course ◽  
Representation Level

El objetivo del estudio consiste en identificar, a partir de una prueba de comprensión lectora off-line de dos tipos textuales, si existe correlación entre aprobar una materia de lectura (en español como lengua materna) en escolaridad superior (licenciatura) y una mejoría en la comprensión lectora respecto al nivel previo a la asignatura. El instrumento fue pilotado hasta llegar a su versión final, donde el texto técnico exige inferencias proposicionales y el texto humanístico requiere inferencias pragmáticas. El análisis de los resultados se realizó en dos fases: primero, se evaluó el nivel de comprensión lectora derivado de cada uno de los textos por separado y después fueron comparados ambos estratos para saber si los alumnos que aprobaron la asignatura tienen en realidad un nivel de comprensión más alto que quienes no la cursaron. La discusión reveló que no existe correlación entre el desempeño en la prueba técnica y el desempeño en la prueba humanística. Tampoco existe correlación entre aprobar la asignatura y el nivel de comprensión lectora, ni de un texto técnico ni de uno inferencial; de hecho, el nivel de comprensión lectora no presenta mejorías significativas. En conclusión, esto implica que, tras cursar una materia de comprensión lectora, los estudiantes siguen siendo incapaces de realizar las operaciones mentales necesarias para llegar hasta el nivel de representación que el tipo de texto exige tanto en el nivel proposicional como en el pragmático. This piece of research aims to identify if there is any correlation between passing a reading university course (with Spanish as a first language) and an improvement in reading comprehension, compared with the reading level obtained before attending the classes. After testing our reading comprehension tool among different pilot groups, we reach the final version, which has two different texts: the first one is a technical text, which requires readers to make propositional inferences, and the second one is a humanistic text, which requires readers to make pragmatic inferences. The analysis of the results was undertaken in two phases: first, we evaluated the reading comprehension level of each text, and second, we compared both levels to know if students who had passed had a higher reading comprehension level than students who had never taken this reading course. The discussion showed that there is not any correlation between technical test performance and humanistic test performance; neither is there a correlation between passing the subject and the level of reading comprehension. Moreover, reading comprehension did not show any significant improvement. In sum, after taking the entire course, students are still unable to perform the mental operations needed to reach the representation level (propositional or pragmatical) expected to comprehend both text types.

scholarly journals Do Test Formats in Reading Comprehension Affect Second-Language Students' Test Performance Differently?

2007 ◽  
Vol 25 (1) ◽  
pp. 65 ◽  
Author(s):  
Ying Zheng ◽  
Liying Cheng ◽  
Don A. Klinger
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Test Performance ◽  
Large Scale ◽  
First Language ◽  
Research Literature ◽  
Test Formats ◽  
Large Scale Testing ◽  
Language Students

Large-scale testing in English affects second-language students not only greatly but also differently than first-language learners. The research literature reports that confounding factors in such large-scale testing such as varying test formats may differentially affect the performance of students from diverse backgrounds. An investigation of test performance between ESL/ELD students and non- ESL/ELD students on the Ontario Secondary School Literacy Test (OSSLT) was performed to investigate whether test formats in reading comprehension affected the two groups differently. The results indicate that the overall pattern of difficulty levels on the three test formats were the same between ESL/ELD students and non-ESL/ELD students, except that ESL/ELD students performed substantially lower on each format and that more variability was found among ESL/ELD students. Further, discriminant analysis results indicated that only the multiplechoice questions obtained a significant discriminant coefficient in differentiating the two groups. The results suggest a lack of association between test formats and test performance.

scholarly journals Schema Theory And L2 Reading Comprehension: Implications For Teaching

2006 ◽  
Vol 3 (7) ◽  
Author(s):  
Ahmad Al-Issa
Keyword(s):  
Reading Comprehension ◽  
First Language ◽  
Schema Theory ◽  
Classroom Teachers ◽  
Complete Understanding ◽  
L2 Reading ◽  
Interactive Process ◽  
The Third ◽  
The Subject ◽  
L2 Reading Comprehension

Reading is a multileveled and interactive process in which readers construct a meaningful representation of text using their schemata.  While it has been known for some time that both content and formal schemata are necessary for a complete understanding of written texts in a reader’s first language (L1), and has been suspected to be true in a reader’s second language (L2), it is still an area that has been generally ignored by both researchers and classroom teachers.  The purpose of this paper is threefold.  The first is to give a brief overview of some of the literature that deals with schema theory as part of a reader centered psycholinguistic processing model for both native and non-native readers.  The second goal is to show how familiarity with the subject matter (i.e., content schema) as one aspect of schema theory, affects L2 reading comprehension.  The third goal is to discuss the implications of schema theory in L2 classrooms.

TEACHING ENTREPRENEURSHIP THROUGH A CLIL APPROACH IN RUSSIAN TECHNICAL UNIVERSITIES

2018 ◽  
Vol 1 ◽  
pp. 328-341
Author(s):  
Yulia Lopukhova ◽  
Elena Makeeva
Keyword(s):  
Student Engagement ◽  
First Language ◽  
Target Language ◽  
Entrepreneurial Leadership ◽  
Teaching Techniques ◽  
Language Of Instruction ◽  
Course Content ◽  
Global Status ◽  
The Subject ◽  
University Course

In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the authors introduce a CLIL approach that would facilitate students' overall learning in entrepreneurship. By focusing rather on the content, students acquire the target language unconsciously. Learning a language through content does not only increase the students’ motivation but it also improves the students’ performances, both in language and content. This article demonstrates the possibility of combining the subject Entrepreneurial Leadership and CIL, and it intends to explore possible benefits and obstructions. During the research it became evident that the students’ interest in Entrepreneurial Leadership which was realized in the frame of Masters’ Programme “Entrepreneurs for Tomorrow” as well as their concentration increased, mainly due to the use of different teaching techniques employed and partly due to use of English as the language of instruction. Further issues raised in the field of CLIL Entrepreneurial Leadership will be discussed in the empirical part and in the curriculum analysis. 

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

Improving Students’ Achievement in Reading Comprehension Through Advance Organizer Strategy

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Tuti Andriani Siregar ◽  
Didik Santoso ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Key Words ◽  
Learning Process ◽  
Advance Organizer ◽  
Teaching Reading ◽  
Significant Progress ◽  
The Subject ◽  
Passing Grade

This study deals with the improvement of the students’ achievement in reading comprehension through advance organizer strategy. The objectives of this research were to improve the students’ achievement in reading comprehension as well as the process of learning reading comprehension by using advance organizer strategy.  The subject of the study was grade XI IPA 2 Madrasah Aliyah Negeri Binjai consisting of 33 students. The data of this study were obtained by using test, observation sheets and interview. This research was conducted in two cycles because in the pre-test (without treatment), the average of the students’ score was 59,24. In the first cycle test, it was 74,30. It is lower than the minimum passing grade, and if is viewed from the observation sheets, the situation of the learning process hasn’t met the criteria of the success. So the writer continued to the second cycle. There was a significant progress on the students’ achievement in reading comprehension in the second cycle, and the average of the students was 82,94. The students were more active and enthusiastic in following the lesson. Therefore, the teaching reading comprehension through advance organizer strategy can improve the students’ achievement in reading comprehension quantitatively and qualitatively. Key words:  improving, reading comprehension, advance organizer strategy.

Features of optative modality in Macedonian language (with emphasis on the functionalities of independent da-construction)

2020 ◽  
pp. 301-323
Author(s):  
Natalya I. Kikilo ◽  
Keyword(s):  
Detailed Analysis ◽  
Present Article ◽  
Literary Language ◽  
Natural Context ◽  
Wide Range ◽  
Verb Forms ◽  
Text Types ◽  
The Future ◽  
The Subject ◽  
Ritual Context

In the Macedonian literary language the analytic da-construction used in an independent clause has a wide range of possible modal meanings, the most common of which are imperative and optative. The present article offers a detailed analysis of the semantics and functions of the Macedonian optative da-construction based on fiction and journalistic texts. The first part of the article deals with the specificities of the optative as a category which primarily considers the subject of a wish. In accordance with the semantic characteristics of this category, optative constructions are used in those discourse text types where the speakers are explicitly designated (the most natural context for the optative is the dialogue). The analysis of the Macedonian material includes instances of atypical usage of the optative da-construction, in which the wish of the subject is not apparent and thereby produces new emotional tonalities perceptible to the reader of a fiction/journalistic text. The study describes Macedonian constructions involving two different verb forms: 1) present tense form (da + praes) and 2) imperfective form (da + impf). These constructions formally designate the hypothetical and counterfactual status of the optative situation, respectively. Thus, the examples in the analysis are ordered according to two types of constructions, which reflect the speaker’s view on the probability of the realisation of his/her wish. Unrealistic wishes can be communicated through the present da-construction, while the imperfective construction denotes situations in which the wish can be realised in the future. The second part of the article is devoted to performative optative da-constructions, which express formulas of speech etiquette, wishes and curses. The analysis demonstrates that these constructions lose their magical functions, when used outside of the ritual context, and begin to function as interjections.

Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests

2021 ◽  
pp. 026553222199113
Author(s):  
Sarah Sok ◽  
Hye Won Shin ◽  
Juhyun Do
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Test Performance ◽  
Test Taker ◽  
Phonological Working Memory ◽  
Young Learners ◽  
L2 Learners ◽  
L2 Listening ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

Reading, Encoding, Annotating, and Pondering Technique As Learning Process In Pandemic Era to Improve Reading Comprehension Stability or Students

2021 ◽  
Vol 2 (1) ◽  
pp. 47-58
Author(s):  
Ferri Susanto
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Qualitative Method ◽  
The Internet ◽  
School Based ◽  
Comprehension Ability ◽  
Field Notes ◽  
The Subject ◽  
Student Observation ◽  
Reading Comprehension Ability

The students' reading comprehension is very lowat the pandemic era, Theyare difficult to understand  the text, they don’t haveEnough English vocabulary, Many teachers/lecturer used  techniques that wereless precise in teaching reading, and the students got reading comprehension scores below the minimum completion criteria (KKM). This research aims to determine whether using Reading, Encoding, Annotating, and Pondering techhnique as Learning process in pandemic era to improve reading comprehension stability for students.This research is conducted by using descriptive qualitative method, which describe of students’s problem at pandemic era by zoom in the Internet after that, analyze the data which used percentage.The researcher also has done pre-assesment for supporting accurate data.The subjects of this research were 20 students, consisted 11 females and 9 males. The subject Instrument used in this research is reading comprehension test, researcher observation cheklits and field notes, student observation Cheklist and field notes, interview and documentation by zoom at the Internet. According to avarage results, the increasing for  students' reading comprehension ability on the pre-assessment  is the average student reaches, (55.14%), learning 1  (62.15%), learning 2  (70.14%), and learning 3 (75.65%)  avarage students’ score increase and got standardization of school. Based on the result in each levels which  there is  indeed REAP technique could increasing students’ reading comprehension text.

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