Investigating the Trends of Teaching Reading Comprehension Skills at Primary Schools

This study explored lived academic experiences of primary school teachers in teaching reading. It attempted to find out whether primary school English teachers were aware of different thinking and comprehension strategies like cognitive, metacognitive and comprehension strategies: predicting, visualizing, making connections and summarizing. Purposive sampling technique was employed to specify the participants. To collect the required data, focus group discussion and classroom observation were used. Seven experienced primary school English teachers were involved in the study: two of the teachers participated in the classroom observations, whereas the five teachers participated in the Focus Group Discussion. The data collected through FGD were audio-recorded and later transcribed for analysis. The data were analyzed based on grounded theory using open, selective and substantiate coding. The results of the analysis indicated teachers gave little attention to thinking or thought-based teaching of reading comprehension. The teaching focused on textual comprehension instead of research-proved thinking strategies.

Idiolect and Identity: Fourth Grade Students’ Translanguaging, Comprehension, and Self-Identity

The practice of translanguaging offers emergent bilinguals the opportunity to access their full linguistic repertoire. This qualitative study uses the lenses of dynamic bilingualism and idiolect, or one’s own unique language patterns, to explore emergent bilinguals’ translanguaging and reading comprehension strategies during a reading think-aloud, as well as the ways that language factors into the construction of self-identity. Data collected from a think-aloud show that the five fourth-grade students used language flexibly when reading and comprehending the texts that were presented in both Spanish and English. The participants, in follow-up interviews, also explained ways that they use translanguaging strategies when communicating with different audiences and how their identity as bilinguals positions them as mediators of their own language use. These findings support the conclusion that when students’ idiolects are supported and encouraged, they are able to develop positive self-identities.

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia

The use of adequate reading comprehension strategies is important to read efficiently. Students with dyslexia not only read slower and less accurately, they also use fewer reading comprehension strategies. To compensate for their decoding problems, they often receive audio-support (narration written text). However, audio-support linearly guides readers from beginning to end through texts, possibly hindering the use of reading comprehension strategies in expository texts and negatively impacting reading time and reading comprehension performance. We examined to what extent audio-support affects reading comprehension strategies, reading times, and reading comprehension performance in 21 secondary school students with dyslexia and 22 typically developing controls. Participants were provided with three types of assignments (summarizing, open-ended questions, statement questions) in each condition (written text with and without audio-support). SMI RED-500 eye tracker captured eye movements during reading. The standard deviation of the weighted fixation duration times on the three paragraphs was considered indicative of the disparity of readers’ attention within the text. Following a discrimination based on experts’ reading behavior and hand-coded validation, these scores visualized whether students used the intensive reading strategy (reading whole text) or selective reading strategy (focusing on part of the text). In open-ended assignments, students divided their attention more over the whole text instead of focusing on one specific part when audio was added. In addition, audio-support increased reading time in students with and without dyslexia in most tasks, while in neither of the tasks audio-support affected reading comprehension performance. Audio-support impacts reading comprehension strategy and reading time in all students.

https://www.ijherjournal.com/journaldetail/strategic-behaviour-in-the-service-of-comprehension-of-texts-in-frensh-as-foreign-language_120#:~:text=STRATEGIC%20BEHAVIOUR%20IN%20THE%20SERVICE%20OF%20COMPREHENSION%20OF%20TEXTS%20IN%20FRENSH%20AS%20FOREIGN%20LANGUAGE

This article proposes to emphasize the importance of strategies in the construction of meaning by reading in French as a foreign language. To this end, we have chosen to use the data collected as part of the «French language improvement» course for 3rd year students with a Bachelor’s degree in Translation at Badji Mokhtar University in Annaba. Our doctoral research aims to describe the strategies of understanding by these adult readers while trying to verify how they proceed to overcome their difficulties‎. Keywords: Reading, Frensh As Foreign Language, Comprehension, Strategies, Text.

Four Comprehension Strategies of Reciprocal Teaching Enhancing Students' Achievement in Reading Comprehension

This study aims at finding out four comprehension strategies of reciprocal teaching enhancing students’ achievement in reading comprehension. To achieve the aims of the study, null hypotheses have been put on after being subjected to experiment. Fifth stage of secondary school (female) students' in the city center of Masin, during the second term of the academic year 2017-2018. The sample of the study consists of (64) subjects, (32) students represent the experimental group, and (32) students represent the control group. While the control group has been taught by using " English for Iraq ‘5th preparatory SB, the experimental group has been taught by using four comprehension strategies of Reciprocal method. The researchers taught both the experimental group as well as the control group. The result of study shows that there is a statistically significant difference between the mean scores of the development of the experimental group taught by “Four Comprehension strategies of reciprocal method” of the pretest and the posttest.

The Use of Listening Comprehension Strategies in Distance Language Education

This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

Children’s text comprehension

This paper first considers what is meant by good reading comprehension and makes a distinction between the product of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are considered.

Exploring Effective Reading Comprehension Strategies Taught in a Madarasa-cum-School in Karachi

Reading is one of the most essential academic skills that students need in order to carry out their studies at university level. Therefore, the present study aimed to explore the effective reading strategies taught in a madrasa-cum-school. The study was qualitative in nature and used a case study design. In this connection, 10 teachers of a madrasa-cum-school were selected as a sample of the population. They were interviewed for 30 to 40 minutes. The interviews were transcribed, and then analysed through thematic analysis. The findings of the research show that the teachers were familiar with the reading comprehension strategies, such as implying, inferring, predicting, making predictions; and they were applying these strategies successfully while teaching reading comprehension.

Reading Comprehension Strategies Used by Students in Different Grades at MA Darul Ishlah (Al-Azhaar Boarding School Lubuklinggau)

This study aimed to find out and investigate the use of reading strategies used by students in different grades of MA Darul Ishlah (Al-Azhaar Boarding School Lubuklinggau). The study employed a mixed method (quantitative and qualitative). The total number of the participants in this study was 108 students which come from class X is 53 students, class XI is 25 students, and the last class XII is 30 students. The instruments of this research were questionnaire and interview. The data were analyzed by using percentage formula. The major findings are, first, all students in different grades were medium in level of use for all the strategies. Second, they only used some strategy in reading comprehension, because there are some strategy was difficult for them to apply in reading comprehension and the strategy was not teach explicitly. For instance, in the first grade students in global reading strategy rarely used memorized, read aloud, guessing, and summary. Meanwhile, While, the most frequently reading strategy used by students in different grade is global reading strategy, then following by problem-solving reading strategy and the last is support reading strategy.