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Journal articles on the topic 'Comparative and general Reading comprehension'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Vančo, Ildikó, and Viktória Gergelyová. "A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia." Hungarian Studies 34, no. 1 (2021): 120–32. http://dx.doi.org/10.1556/044.2020.00011.

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AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and su

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Andrusiak, V., and V. Kravchenko. "Comparative EEG analysis of learning effectiveness using paper books, e-books, and audio books." Bulletin of Taras Shevchenko National University of Kyiv. Series: Biology 74, no. 2 (2017): 39–46. http://dx.doi.org/10.17721/1728_2748.2017.74.39-46.

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In this work the peculiarities of reading comprehension from electronic, audio devices and hard copies were studied through comparative analysis of the learning accuracy and electrical activity of the brain when reading or listening to the text. Eighty students took part in the research. They were offered 2 passages of text from fiction and popular-scientific literature for reading, presented in a form of an e-book, MP3-format and in a printed copy. The level of comprehension and assimilation of the read material was checked by testing based on the content of the text immediately after reading

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3

Manset-Williamson, Genevieve, and Jason M. Nelson. "Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches." Learning Disability Quarterly 28, no. 1 (2005): 59–74. http://dx.doi.org/10.2307/4126973.

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In this study we compared the use of two supplemental balanced and strategic reading interventions that targeted the decoding, fluency, and reading comprehension of upperelementary and middle school students with reading disabilities (RD). All students had significant delays in decoding, fluency, comprehension, and language processing. Two comparable, intensive tutorial treatments differed only in the degree of explicitness of the comprehension strategy instruction. Overall, there was meaningful progress in students' reading decoding, fluency, and comprehension. Gains in formal measures of wor

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Tang, Qiaohui. "Analysis of English Multitext Reading Comprehension Model Based on Deep Belief Neural Network." Computational Intelligence and Neuroscience 2021 (September 15, 2021): 1–10. http://dx.doi.org/10.1155/2021/5100809.

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In order to solve the problems of low accuracy and low efficiency of answer prediction in machine reading comprehension, a multitext English reading comprehension model based on the deep belief neural network is proposed. Firstly, the paragraph selector in the multitext reading comprehension model is constructed. Secondly, the text reader is designed, and the deep belief neural network is introduced to predict the question answering probability. Finally, the popular English dataset of SQuAD is used for test analysis. The final results show that, after the comparative analysis of different lear

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Woo, Jeong-Han, Hwa-Sung Shin, Jong-Hoon Kim, and Min-Joo Kim. "A Comparative Study on the Characteristics and Relations of RAN, Reading Fluency and Reading Comprehension of Students with Reading Disabilities and General Students." Journal of Special Education & Rehabilitation Science 55, no. 4 (2016): 163–83. http://dx.doi.org/10.23944/isers.2016.09.55.4.9.

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Namaziandost, Ehsan, Fariba Rahimi Esfahani, and Arash Hashemifardnia. "The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners’ Reading Comprehension." SAGE Open 8, no. 4 (2018): 215824401881102. http://dx.doi.org/10.1177/2158244018811024.

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This study compared the effects of spacing and massed instructions on Iranian English as a foreign language (EFL) learners’ reading comprehension. To fulfill this objective, 50 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The intermediate selected participants were then randomly divided into two equal experimental groups; spacing group and massed group. Afterward, the researcher measured the participants’ English reading comprehension by administering a reading comprehension pretest. Then, five English texts from Active One Bo

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Šifrar Kalan, Marjana, and Andreja Trenc. "Relating reading comprehension in the Spanish as a foreign language national exam to the CEFR: some aspects of evaluation." Linguistica 54, no. 1 (2014): 309–23. http://dx.doi.org/10.4312/linguistica.54.1.309-323.

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The aim of the article is to present the results of a project which tried to relate the reading comprehension test in the Spanish as a foreign language national matura exam to the Common European Framework of Reference for Languages (CEFR). The CEFR and the evaluation guidelines (Council of Europe 2009) present reference points and standardization tools for establishing the correspondence between the knowledge required in the exam on the one hand and the levels of linguistic competence proposed by the CEFR on the other hand. Reading comprehension is analysed as a communicative process in forei

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Brunfaut, Tineke, Judit Kormos, Marije Michel, and Michael Ratajczak. "Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task." Language Testing 38, no. 3 (2021): 356–77. http://dx.doi.org/10.1177/0265532221991480.

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Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differ

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Hong, Huang-Yao, Leanne Ma, Pei-Yi Lin, and Karen Yuan-Hsuan Lee. "Advancing third graders’ reading comprehension through collaborative Knowledge Building: A comparative study in Taiwan." Computers & Education 157 (November 2020): 103962. http://dx.doi.org/10.1016/j.compedu.2020.103962.

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Agarwal, Nitin, Daniel P. Feghhi, Raghav Gupta, et al. "A comparative analysis of minimally invasive and open spine surgery patient education resources." Journal of Neurosurgery: Spine 21, no. 3 (2014): 468–74. http://dx.doi.org/10.3171/2014.5.spine13600.

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Object The Internet has become a widespread source for disseminating health information to large numbers of people. Such is the case for spine surgery as well. Given the complexity of spinal surgeries, an important point to consider is whether these resources are easily read and understood by most Americans. The average national reading grade level has been estimated to be at about the 7th grade. In the present study the authors strove to assess the readability of open spine surgery resources and minimally invasive spine surgery resources to offer suggestions to help improve the readability of

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Lalovic, Dejan, and Dusan Vejnovic. "Comparation and validation of reading span tasks." Psihologija 41, no. 2 (2008): 251–67. http://dx.doi.org/10.2298/psi0802251l.

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The aim of the present study was to compare two most widely employed versions of the reading span task in Serbian speaking population, with respect to the procedure and validity. First step was to compare psychometric properties of several measures of reading span, derived from each task version. Second step was to compare predictive validity of memory span and processing measures, for each task version. Two task versions proved to be parallel, with small discrepanciens, providing reliable and discriminative measures. The only exception was traditional reading span measure, which has not met a

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Wools, Saskia. "Evaluation of Validity and Validation by Means of the Argument-based Approach." CADMO, no. 1 (June 2010): 63–82. http://dx.doi.org/10.3280/cad2010-001007.

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Validity is the most important quality aspect of tests and assessments, but it is not clear how validity can be evaluated. This article presents a procedure for the evaluation of validity and validation which is an extension of the argument-based approach to validation. The evaluation consists of three criteria to evaluate the interpretive argument, the validity evidence provided, and the validity argument. This procedure is illustrated with an existing assessment: the driver performance assessment. The article concludes with recommendations for the application of the procedure. Keywords Compe

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Young, Jackie. "A study of print and computer-based reading to measure and compare rates of comprehension and retention." New Library World 115, no. 7/8 (2014): 376–93. http://dx.doi.org/10.1108/nlw-05-2014-0051.

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Purpose – This paper aims to observe, measure and record comparative cognitive processes in print and online to explain the differences, if any, in the readers’ information-gathering processes and their subsequent comprehension and retention of information. It also examined the strategies that readers adopt that differ from print when reading online. Standardized reading comprehension scores were also collected. The results indicated that the participants demonstrated functional equivalency in both media, but they had a preference for print. The linear individualistic mentality learned through

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Lee, Hyosun, Eunjin Seong, Wonil Choi, and Matthew W. Lowder. "Development and assessment of the Korean Author Recognition Test." Quarterly Journal of Experimental Psychology 72, no. 7 (2018): 1837–46. http://dx.doi.org/10.1177/1747021818814461.

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This research reports the development and evaluation of a Korean Author Recognition Test (KART), designed as a measure of print exposure among young adults. Based on the original, English-language version of the Author Recognition Test (ART), the KART demonstrates significant relationships with offline measures of language ability, as well as online measures of word recognition. In particular, KART scores were related to participants’ responses on the Comparative Reading Habits (CRH) checklist, suggesting that KART is a valid measure of print exposure. In addition, KART scores showed reliable

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Jamali Kivi, Parivash, Ehsan Namaziandost, Ebrahim Fakhri Alamdari, et al. "The Comparative Effects of Teacher Versus Peer-Scaffolding on EFL Learners’ Incidental Vocabulary Learning and Reading Comprehension: A Socio-Cultural Perspective." Journal of Psycholinguistic Research 50, no. 5 (2021): 1031–47. http://dx.doi.org/10.1007/s10936-021-09800-4.

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16

Hall, William S. "Reading comprehension." American Psychologist 44, no. 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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Feng, Qian, and Liping Chen. "A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension." Journal of Language Teaching and Research 7, no. 6 (2016): 1174. http://dx.doi.org/10.17507/jltr.0706.15.

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The ultimate purpose of Test for English Majors 4 (TEM-4) and International English Language Test System Academic (IELTS A) are to test students' English language application abilities. This paper made a comparative study between reading comprehension part in two tests. It points out that IELTS A, with its up-to-date and diversified types of writing, can reflect students’ real English level and ability to use English. IELTS reading requires that students adopt effective reading comprehension strategies to accurately and effectively extract the information and understand the meaning in the face

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Aisiah, Iis Nur, and Ratna Andhika Mahaputri. "Comparing Reading Comprehension Competence through Reading Aloud and Silent Reading among Indonesian EFL Learners in Senior High School." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (2019): 24. http://dx.doi.org/10.33603/perspective.v7i1.1816.

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Reading skill has its own modes; two of them are reading aloud and silent reading. Reading aloud and silent reading modes are interrelated with each other and affecting students' reading comprehension competence. The most EFL studentsâ€™ common problems in the school is they do not know the appropriate techniques or modes applied in reading comprehension, therefore their reading comprehension results cannot be maximized. The researcher used quantitative research method and comparative study research design in conducting the research process. By using Reading Comprehension Test and interview, r

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Klingner, Janette K. "Assessing Reading Comprehension." Assessment for Effective Intervention 29, no. 4 (2004): 59–70. http://dx.doi.org/10.1177/073724770402900408.

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20

Muliawati, Ida. "Reading comprehension achievement: A comparative study between science and social science students." Studies in English Language and Education 4, no. 1 (2017): 92. http://dx.doi.org/10.24815/siele.v4i1.7007.

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This study was aimed at finding different achievements in reading comprehension between the science and social science students at a senior high school in Banda Aceh. It was also aimed at finding factors that influenced their achievements by using a comparative study involving 40 second grade (year 11) students of the school. The instruments used for this study were a reading comprehension test and a questionnaire searching for answers about language attitude, intelligence and motivation of the students towards the English subject. The result from the t-test was 3.67 which were higher than t-t

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Islamiah, Neneng, Yudha Aprizani, and Iwan Perdana. "EFL reading comprehension and reading strategies of different genders." Studies in English Language and Education 4, no. 2 (2017): 190. http://dx.doi.org/10.24815/siele.v4i2.6658.

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Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this

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Juliana. "The Comparative Impacts of Using Lexical Glossing and Inferencing Strategies on Students’ Reading Comprehension." Advances in Language and Literary Studies 9, no. 1 (2018): 1. http://dx.doi.org/10.7575/aiac.alls.v.9n.1p.1.

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The study compared the use of the lexical glossing and inferencing strategies that impact toward the students’ reading comprehension. The objective of the study was to find out the effective strategy to use for enhancing the students’ reading comprehension. The population of the study was 40 Informatics Systems students of Potensi Utama University. The data collection was used written test by comparing the scores results after giving the treatment. The written test was conducted to identify students’ reading comprehension performance toward the use of lexical glossing and inferencing strategie

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Tampubolon, Apricia, and Nelson Balisar Panjaitan. "A Comparative Study between TPS and LRD Strategy to Enhance Students’ Reading Comprehension." Acuity : Journal of English Language Pedagogy, Literature and Culture 4, no. 2 (2019): 128–52. http://dx.doi.org/10.35974/acuity.v4i2.1041.

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The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by L

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Silvia, Resi. "A COMPARATIVE STUDY OF SUBTITLE VIDEO AND PICTURE SERIES ON STUDENTS’ READING COMPREHENSION OF PROCEDURE TEXT AT HEALTH STUDENTS OF UNIVERSITY OF ADIWANGSA JAMBI." JURNAL INOVASI EDUKASI 1, no. 2 (2019): 79–87. http://dx.doi.org/10.35141/jie.v1i2.557.

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The current study aimed to compare between using subtitle video and picture series in teaching and learning process towards health students‘ reading comprehension. The research was carried out in 2018-2019 academic year in University of Adiwangsa Jambi, Indonesia. Purposive sampling technique was used to select the sample. One class was selected as sample from first year of nursing program. Totally 36 students were divided into two groups (one experimental group and one control group). Then, a pre-test of reading comprehension was administered to assess the students’ reading comprehension. The

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Nieto, Esther. "How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education." Investigaciones Sobre Lectura, no. 8 (July 31, 2017): 7–26. http://dx.doi.org/10.37132/isl.v0i8.214.

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In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attentio

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Nieto, Esther. "How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education." Investigaciones Sobre Lectura, no. 8 (July 31, 2017): 7–26. http://dx.doi.org/10.24310/revistaisl.vi8.10990.

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In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attentio

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HUDA, RAHMAT. "COMPARATIVE STUDY BETWEEN JIGSAW TECHNIQUE AND COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) IN READING COMPREHENSION." LINGUISTIK : Jurnal Bahasa dan Sastra 4, no. 1 (2019): 1. http://dx.doi.org/10.31604/linguistik.v4i1.1-8.

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AbstractThe aim of this research was to compare Jigsaw technique and Cooperative Integrated Reading and Composition (CIRC) in reading comprehension of the VIII grade at SMP Negeri 1 Muarasipongi. This research conducted by quantitative method and it was an experimental type. The population of the research were the grade VIII students that consist of 247 students. But the writer only took 64 students as sample of this research as random sampling. The total number of sample divided into two groups; they were 32 students as an experimental group and 32 students as a control group. The data conduc

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Coyne, Jennifer, and Nancy Ewald Jackson. "Comprehending Reading Comprehension Failures?" Contemporary Psychology: A Journal of Reviews 43, no. 2 (1998): 133–34. http://dx.doi.org/10.1037/001519.

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Singer, Murray. "Validation in Reading Comprehension." Current Directions in Psychological Science 22, no. 5 (2013): 361–66. http://dx.doi.org/10.1177/0963721413495236.

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Nugrahayu, Rizky. "A COMPARATIVE STUDY ON THE EFFECT OF USING PQ4R AND ETR STRATEGIES ON STUDENTS’ READING COMPREHENSION AT SMP PLUS TERPADU PEKANBARU." Journal of Education and Teaching 2, no. 1 (2021): 22. http://dx.doi.org/10.24014/jete.v2i1.8384.

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The aim of this study is to investigate the comparison of Preview, Question, Read, Reflect, Recite and Review (PQ4R) and Experience-Text-Relationship (ETR) strategies on Students’ Reading Comprehension. The research design was quasi-experimental by comparing two strategies, and two experimental groups with pre-test and post-test design. This research involves 64 participants which consisted of 32 students from experimental group 1 and experimental group 2 at SMP Plus Terpadu Pekanbaru. There were 3 research questions with 3 hypothesis proposed in this research in order to identify the signific

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Robinson, Melissa F., Elizabeth B. Meisinger, and Rachel E. Joyner. "The Influence of Oral Versus Silent Reading on Reading Comprehension in Students With Reading Disabilities." Learning Disability Quarterly 42, no. 2 (2018): 105–16. http://dx.doi.org/10.1177/0731948718806665.

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This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading ( N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on comprehension. Significant main effects were found for reading modality and time on comprehension, but the main effect for developmental level was not significant. Students understood more of what was read orally than silently and showed improved comprehensio

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Singh, Dharmendra K., Mauricio Calviño, Elizabeth K. Brauer, et al. "The Tomato Kinome and the Tomato Kinase Library ORFeome: Novel Resources for the Study of Kinases and Signal Transduction in Tomato and Solanaceae Species." Molecular Plant-Microbe Interactions® 27, no. 1 (2014): 7–17. http://dx.doi.org/10.1094/mpmi-08-13-0218-ta.

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Protein kinase–driven phosphorylation constitutes the core of cellular signaling. Kinase components of signal transduction pathways are often targeted for inactivation by pathogens. The study of kinases and immune signal transduction in the model crop tomato (Solanum lycopersicum) would benefit from the availability of community-wide resources for large scale and systems-level experimentation. Here, we defined the tomato kinome and performed a comprehensive comparative analysis of the tomato kinome and 15 other plant species. We constructed a tomato kinase library (TOKN 1.0) of over 300 full-l

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Anggiasari, Nurul Ariffa, Muh Asrori, and Teguh Sarosa. "Comparative Study Between Using Cooperative Learning Model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to Teach Students’ Reading Comprehension." English Education 6, no. 3 (2018): 367. http://dx.doi.org/10.20961/eed.v6i3.35903.

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<p>Mastering reading comprehension is a must for language learners. Without mastering reading comprehension students aren’t able to grasp the message on their written form of learning material. Yet, reading comprehension oftenly considered to be difficult by students. This may caused by teacher’s method of teaching that doesn’t effective. This article compare between the use of Cooperative Learning method model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to teach studentsz reading comprehension. Here describe there is significant difference in reading comprehension

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Siagian, Sylvania Walanda, and Caroline Victorine Katemba. "COMPARATIVE STUDY BETWEEN THINK ALOUD AND VISUAL IMAGERY IN ENHANCING STUDENTSâ€™ READING COMPREHENSION." Acuity : Journal of English Language Pedagogy, Literature and Culture 1, no. 2 (2016): 36–51. http://dx.doi.org/10.35974/acuity.v1i2.602.

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The purpose of this study is to find out whether Think Aloud and Visual Imagery have significant difference in enhancing studentsâ€™ reading comprehension. This study used comparative design, test the comprehension of the students through pre-test, treatment, and post-test. This research was done to 32 students of class 8F in Visual Imagery group; they were given passage to read and draw the image created in her mind on the paper; and 29 students of class 8E in Think Aloud group; the teacher and students think aloud the answers to the questions that were found in the text. The study was done i

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Akef, Kourosh, and Maryam Kherad Ranjbar. "The Comparative Impact of Reading Comprehension and Translation Practices on EFL Learners’ Grammar Achievement." Journal of Studies in Education 5, no. 4 (2015): 51. http://dx.doi.org/10.5296/jse.v5i4.8321.

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<p>This study focused on the comparative impact of teaching reading comprehension and translation practice on EFL learners’ grammar achievement since previous studies have not directly dealt with the respective subject. In this study the total number of learners was 60 students attending in Poyandegan Rahe Kish institute. The current study utilized quantitative research methods to explore the implications of reading comprehension and translation by comparing their success rates in terms of grammar. Sixty participants out of 120 after going through a proficiency test for homogenization an

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Trabasso, Tom. "Comprehension Processes in Reading." Language and Speech 34, no. 2 (1991): 195–200. http://dx.doi.org/10.1177/002383099103400204.

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Vasileva, Despina. "EXPLORING READING COMPREHENSION SKILLS IN PAPER TEXT AND SCREEN TEXT." Education and Technologies Journal 11, no. 1 (2020): 23–29. http://dx.doi.org/10.26883/2010.201.2157.

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The article presents a comparative study of reading comprehension skills in students aged 12–13 years. The perception of text on paper and on electronic media is monitored. The experiment was performed under four experimental conditions – reading on paper (the time is not limited), reading on electronic text (the time is not limited), reading on electronic media with fast and slow slide exposition (the time is limited). In the first experimental condition a gaze tracking system (Eye Tracking) was used to trace the mechanism of text perception. In each of the experimental conditions the reading

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Perkins, Kyle. "Assessing Reading." Annual Review of Applied Linguistics 18 (March 1998): 208–18. http://dx.doi.org/10.1017/s026719050000355x.

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The fields of reading comprehension per se and second language reading comprehension are vast indeed, and an attempt to survey them will, of necessity, be attenuated in a chapter of this size. As a consequence, I will limit my discussion to six areas: 1) general comments concerning areas of interest in reading research and assessment, 2) the adaptation of a suitable first-language reading comprehension model for second-language assessment, 3) the reliance on a top-down model of reading comprehension, 4) the validity of multiple-choice reading comprehension tests, 5) research on behavioral anch

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주재환. "A Comparative Study on Korean Reading Comprehension by Adjusting Vocabulary Levels." Journal of Korean Language Education 29, no. 4 (2018): 201–23. http://dx.doi.org/10.18209/iakle.2018.29.4.201.

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冷, 楠. "TOEFL iBT and GRE Reading Comprehension Text Complexity: A Comparative Study." Overseas English Testing: Pedagogy and Research 02, no. 03 (2020): 149–56. http://dx.doi.org/10.12677/oetpr.2020.23014.

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Onwuegbuzie, Anthony J., and Kathleen M. T. Collins. "Reading Comprehension among Graduate Students." Psychological Reports 90, no. 3 (2002): 879–82. http://dx.doi.org/10.2466/pr0.2002.90.3.879.

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The present purpose was to examine graduate students' reading comprehension and reading vocabulary by comparing their scores on a standardized reading test with scores obtained by a large normative sample of undergraduates. Participants were 59 graduate students from various disciplines, enrolled in three sections of an introductory educational research course at a southeastern university. These students were administered the Nelson-Denny Reading Test–Form G. Analysis showed these students had higher scores on the reading comprehension portion than did the normative sample of 5,000 undergradua

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Tudor, Ian. "A comparative study of the effect of two pre-reading formats on L2 reading comprehension." RELC Journal 19, no. 2 (1988): 71–86. http://dx.doi.org/10.1177/003368828801900206.

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O’Connor, Rollanda E. "Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?" Journal of Learning Disabilities 51, no. 2 (2017): 124–36. http://dx.doi.org/10.1177/0022219417691835.

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The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337 students with reading difficulties in second and fourth grade (61% eligible for special education; 80% with a diagnosis of LD in the area of reading) and 150 typical readers from the same general education classes. LOESS (LOcal regrESSion) plots (logisti

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Pekasa, Nathaniel Nickander Pramuditha, Fen Tih, and Julia Windy Gunadi. "PENGARUH SEDUHAN RIMPANG KUNYIT KUNING (Curcuma longa Linn.) TERHADAP PEMAHAMAN BACAAN." JURNAL ILMU FAAL OLAHRAGA INDONESIA 4, no. 1 (2021): 22. http://dx.doi.org/10.51671/jifo.v4i1.95.

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Increasing globalization makes humans need the knowledge to compete globally. One way to increase knowledge is by reading. Reading comprehension is the process of interpreting a reading in order to gain a thorough knowledge of the passage. Therefore it is necessary to consume beverages to improve energy and cognitive function. In this study, the researcher used yellow turmeric rhizome steeping as an enhancer of cognitive function. The objective of this research was to determine the effect of consuming yellow turmeric rhizome steeping on the cognitive function which is reading comprehension. Th

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Manifold, Julie A. Y., and Bruce E. Murdoch. "Speech Breathing in Young Adults." Journal of Speech, Language, and Hearing Research 36, no. 4 (1993): 657–71. http://dx.doi.org/10.1044/jshr.3604.657.

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Chest wall kinematic records were obtained from 60 healthy young adults aged 18 to 23 years using a strain-gauge belt pneumograph transduction system. Recordings were taken with the subjects seated in an upright position for measurement of general respiratory function and speech breathing. The 30 males and 30 females also underwent analysis of body type and spirometric assessment. The present study aimed to investigate normative variations in speech breathing kinematics as a function of body type. Measurements of lung volume levels were referenced to two kinematic respiratory points (the 0% li

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Vasheghani Farahani, Mehrdad, Omid Rezaei, and Milad Masoomzadeh. "Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students." Journal of Applied Research in Higher Education 11, no. 4 (2019): 844–62. http://dx.doi.org/10.1108/jarhe-12-2018-0262.

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Purpose This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level. Design/methodology/approach The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative gro

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Haling, Linda, and Rebecca Spears. "Utilizing Retrospective Miscue Analysis Strategies With Fifth Grade Readers: Focus on Comprehension." LEARNing Landscapes 8, no. 2 (2015): 189–211. http://dx.doi.org/10.36510/learnland.v8i2.704.

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The purpose of this action research endeavor was to change the culture of an accuracy view of reading to one of comprehension in a fifth grade classroom. The goal was to establish a common vocabulary and to revalue the process of reading. A constant comparative method of data analysis was used throughout the study to observe changes in students’ view of reading and use of miscue vocabulary. By the end of this study, students actively monitored comprehension, rather than trying to produce an oral reading event with 100% word accuracy.

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Nosratinia, Mania, and Elham Mohammadi. "The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension." International Journal of Applied Linguistics and English Literature 6, no. 3 (2017): 158. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.158.

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This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS) and Collaborative Strategic Reading (CSR) on English as a Foreign Language (EFL) learners' Reading Comprehension (RC). The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24); they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002) model, and the other experimental group received training in CSR based on

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Nosratinia, Mania, and Negin Hooshmand Fateh. "The Comparative Effect of Collaborative Strategic Reading and Content-Based Instruction on EFL Learners' Reading Comprehension." International Journal of Applied Linguistics and English Literature 6, no. 6 (2017): 165. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.165.

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The present study was an attempt to compare the effect of teaching Collaborative Strategic Reading (CSR) and Content-Based Instruction (CBI) on the reading comprehension of English as a Foreign Language (EFL) learners. To fullfill this objective, a group of 90 intermediate female EFL learners, within the age range of 17 to 19, took a piloted sample of the PET as a pre-treatment proficiency test. Sixty of them were selected as homogeneous learners and were randomly divided into two experimental groups of CSR and CBI. The CSR group receieved CSR strategy training based on Klingner, Vaughan, and

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Arthy. V, Arthy V., and Dr P. Nagaraj Dr.P Nagaraj. "Enhancing Reading Comprehension Skills through Small Group Interaction Techniques: A Comparative Study." International Journal of Scientific Research 1, no. 5 (2012): 75–76. http://dx.doi.org/10.15373/22778179/oct2012/26.

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