scholarly journals The Effect of Supplementary Materials on Reading Comprehension Improvement of Iranian Female High School EFL Learners Based on Gaj and Khate Sefid Text books

2015 ◽  
Vol 6 (4) ◽  
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Efl Learners ◽  
Female High School

Effects of Music Information Load on a Reading Comprehension Task

1989 ◽  
Vol 69 (2) ◽  
pp. 531-534 ◽  
Author(s):  
Derrick M. Kiger
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Information Load ◽  
School Students ◽  
Comprehension Task ◽  
Female High School ◽  
Music Information ◽  
High Information

27 male and 27 female high school students read a passage of literature in the presence of silence, low information-load, or high information-load music. Comprehension was best in the first music condition, worst in the last condition.

scholarly journals The Effect Of Summarization On Intermediate EFL Learners Reading Comprehension And Their Performance On Display, Referential And Inferential Questions

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Zargham Ghabanchi ◽  
Fateme Haji Mirza
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategy ◽  
Control Group ◽  
Generative Learning ◽  
School Students ◽  
Efl Learners ◽  
Experimental Group

This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups - control and experimental – each given the same texts taught by one of the researchers during ten sessions. In the control group, learners automatically used their own self-preferred strategies; but the experimental group was taught how to summarize the paragraphs. Then all were post-tested on their achievement of the instructed texts. The results revealed that the use of summarization did not have a significant effect on the readers' performance on display and inferential questions. As for the referential questions, however, the results demonstrated a significant effect for the use of summarization.

Decoding Skills vs. Reading Fluency in Korean High School EFL Learners’ Reading Comprehension

2014 ◽  
Vol 69 (4) ◽  
pp. 123-143
Author(s):  
강유선 ◽  
Boram Moon ◽  
Yeoeun Park ◽  
허윤지
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Decoding Skills ◽  
Efl Learners

scholarly journals INTELLIGENCE QUOTIENT (IQ) AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

2017 ◽  
Vol 4 (1) ◽  
pp. 53-79
Author(s):  
Ary Setya B. Ningrum ◽  
Rohmat Agung Wibowo
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Correlation Coefficient ◽  
Intelligence Quotient ◽  
Significant Contribution ◽  
Writing Achievement ◽  
Efl Learners ◽  
Writing Test ◽  
Iq Test ◽  
Intelligent Quotient

This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students’ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement. Keywords: Intelligence Quotient (IQ), reading, writing

The Effect of Contextual Visual Aids on High School Students' Reading Comprehension

2016 ◽  
Vol 6 (9) ◽  
pp. 1827
Author(s):  
Nahid Majidi ◽  
Nader Assadi Aydinlu
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
Homogeneity Test ◽  
Visual Aids ◽  
School Students ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Iranian High School Students

The present study was an attempt to investigate the effect of contextual visual aids on Iranian high school students’ reading comprehension. To do so, a thorough review of the related literature was done and a quasi-experimental study was designed in which the participants were 96 female EFL learners at the intermediate level. These participants were chosen out of 140 learners through a homogeneity test. The selected participants were assigned to four groups; three experimental groups (pre-thematic, thematic and post-thematic) and one control group. The participants went through the procedure of pretest, treatment, and posttest. The data was collected by means of three tests: a PET test, a pretest and a posttest of reading comprehension. A one-way ANOVA was run to probe the research questions posed in this study. The findings revealed that contextual visual aids had a statistically significant effect on Iranian high school students' reading comprehension. The study findings also revealed that among the Contextual Visual Aids, pre-thematic aids had the highest effect on high school students’ reading comprehension. This was followed by thematic visual aids which had a moderate effect on this process. However, the post-thematic visual aids had slightly significant effect on high school students' reading comprehension.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

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