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Journal articles on the topic 'Comprehension'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Mullins, Phil. "Comprehension and the ‘Comprehensive Entity’." Tradition and Discovery: The Polanyi Society Periodical 33, no. 3 (2006): 26–43. http://dx.doi.org/10.5840/traddisc2006/200733339.

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2

Noviana, Fajria, and Akhmad Saifudin. "Strategi Pembelajaran Mata Kuliah Pemahaman Wacana Bahasa Jepang (Dokkai) dengan Metode Komprehensif Terintegrasi." Japanese Research on Linguistics, Literature, and Culture 3, no. 1 (2020): 1–12. https://doi.org/10.33633/jr.v3i1.4473.

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Dokkai is a Japanese text reading comprehension course. In practice, students learning Japanese have difficulty understanding the contents of the text. This difficulty, in some cases, was caused not only by their weakness in understanding dokkai material, but also because of their lack of knowledge about how to learn dokkai. In order for the purpose of understanding reading to be achieved, learners must be able to optimize their knowledge and skills in reading such as good understanding of Japanese characters, vocabulary, grammatical mastery of Japanese, topics, and knowing dokkai learning met

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3

Fekete, Anett, and Zoltán Porkoláb. "A comprehensive review on software comprehension models." Annales Mathematicae et Informaticae 51 (2020): 103–11. http://dx.doi.org/10.33039/ami.2020.07.007.

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4

Muhammad, Fajri Hamdy. "The Effect of Using Digital Storytelling on Students' Reading Comprehension and Listening Comprehension." Journal of English and Arabic Language Teaching 8, no. 2 (2017): 112–23. https://doi.org/10.5281/zenodo.3952312.

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The purpose of this study was to find out the effect of using digital storytelling strategy on students' reading comprehension and listening comprehension. The design of this study was Quasi-Experimental with pretest and post-test. Thus, two classrooms containing the total of 60 students of level II at Language Development Center of UIN Suska Riau were selected as the sample based on their similar characteristics and were assigned into an experimental and a control group. In collecting the data, reading and listening tests as well as observations were utilized to assess participants’

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5

Shim, HyungSub, and Thomas J. Grabowski. "COMPREHENSION." CONTINUUM: Lifelong Learning in Neurology 16 (August 2010): 45–58. http://dx.doi.org/10.1212/01.con.0000368259.07921.b8.

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6

BOLLENBACH, CAROLYN. "Comprehension." Journal of Creative Behavior 20, no. 2 (1986): 89–92. http://dx.doi.org/10.1002/j.2162-6057.1986.tb00422.x.

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7

Maalej, Walid, Rebecca Tiarks, Tobias Roehm, and Rainer Koschke. "On the Comprehension of Program Comprehension." ACM Transactions on Software Engineering and Methodology 23, no. 4 (2014): 1–37. http://dx.doi.org/10.1145/2622669.

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8

Dela, Rosa Cloeyline, and Jeger Paragas. "Comprehension Skills of Elementary Learners: Basis for Development of Learning Interactive Reading Activities (LIRA)." Psychology and Education: A Multidisciplinary Journal 21, no. 9 (2024): 956–67. https://doi.org/10.5281/zenodo.12704329.

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This study assessed the reading comprehension skills of the Grade 6 Pupils during the School Year 2022-2023. It sought to answer the following questions which involved   the profile of the student-respondents in terms of age, sex, economic status, educational attainment of parents and their relationship to the parents and the teachers.  Also, the reading problems encountered by the Grade 6 learners and their level of reading comprehension skills of the students based on phonetic awareness, phonics, decoding, word identification, fluency, vocabulary and comprehension. Likewise, a

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9

Skinner, Christopher H., Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep, and Renee O. Hawkins. "The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates." Psychology in the Schools 46, no. 10 (2009): 1036–47. http://dx.doi.org/10.1002/pits.20442.

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10

Mamataliyeva, Sokina. "EVALUATION OF ENGLISH LANGUAGE LEARNERS' READING COMPREHENSION PROFICIENCY." Journal of Universal Science Research 2, no. 12 (2024): 244–53. https://doi.org/10.5281/zenodo.14569236.

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In this article, discussing the importance of evaluation in determining student‘ reading proficiency in higher education is the paper‘s primary objective. Assisting teachers in determining evaluation criteria and providing students with feedback on their progress in reading comprehension is another objective. The article also describes how assessment methods and evaluation standards are used to different reading comprehension skill levels. The research paper‘s final objective is to show teachers and students the advantages of formative assessment.

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11

Chavan, Sonal G., and Dr. Meena Kute. "Reading Comprehension: A Strategy for Enhancing Academic Performance." Journal of Research & Development 16, no. 8 (2024): 48–50. https://doi.org/10.5281/zenodo.12705172.

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<strong>Abstract: </strong> Reading skill is a complex one, especially when it comes to reading comprehension. It requires special training, which is not provided by teachers in the class. Teachers focus on decoding and developing vocabulary. ESL students face more difficulties at higher levels as they are not able to comprehend unseen passages. Many researchers have proven that if teachers train students with various strategies related to reading comprehension, it will be helpful for the students to comprehend any reading material.

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12

Everett, Ruth. "Comprehension strategies." SecEd 2020, no. 3 (2020): 25. http://dx.doi.org/10.12968/sece.2020.3.25.

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13

Sadoski, Mark. "Comprehending Comprehension." Reading Research Quarterly 34, no. 4 (1999): 493–500. http://dx.doi.org/10.1598/rrq.34.4.6.

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14

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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15

Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for r

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16

Graesser, Arthur C., Keith K. Millis, and Rolf A. Zwaan. "DISCOURSE COMPREHENSION." Annual Review of Psychology 48, no. 1 (1997): 163–89. http://dx.doi.org/10.1146/annurev.psych.48.1.163.

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17

Warrington, Elizabeth K., and Lisa Cipolotti. "Word comprehension." Brain 119, no. 2 (1996): 611–25. http://dx.doi.org/10.1093/brain/119.2.611.

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18

Paul, Rhea. "Comprehension strategies." Topics in Language Disorders 10, no. 3 (1990): 63–75. http://dx.doi.org/10.1097/00011363-199006000-00007.

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19

Duffelmeyer, Frederick A., and Dale D. Baum. "Reading Comprehension." Academic Therapy 23, no. 1 (1987): 53–59. http://dx.doi.org/10.1177/105345128702300108.

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20

Trabasso, Torn. "Narrative comprehension." Journal of Pragmatics 30, no. 1 (1998): 125–30. http://dx.doi.org/10.1016/s0378-2166(98)00016-2.

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21

Leong, Elaine K. F., Michael T. Ewing, and Leyland F. Pitt. "E-comprehension." Industrial Marketing Management 31, no. 2 (2002): 125–31. http://dx.doi.org/10.1016/s0019-8501(01)00184-5.

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22

Kaiser, Meghann. "Catching comprehension." Families, Systems, & Health 25, no. 1 (2007): 132. http://dx.doi.org/10.1037/1091-7527.25.1.132.

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23

Buneman, Peter, Leonid Libkin, Dan Suciu, Val Tannen, and Limsoon Wong. "Comprehension syntax." ACM SIGMOD Record 23, no. 1 (1994): 87–96. http://dx.doi.org/10.1145/181550.181564.

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24

Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter, and Fanli Jia. "Reading comprehension." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status)

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25

Peters, Ellen. "Beyond Comprehension." Current Directions in Psychological Science 21, no. 1 (2012): 31–35. http://dx.doi.org/10.1177/0963721411429960.

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26

McConnell, John. "Joke comprehension." Lancet 342, no. 8875 (1993): 858. http://dx.doi.org/10.1016/0140-6736(93)92712-3.

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27

Simon, Jonathan A. "Indeterminate Comprehension." Thought: A Journal of Philosophy 3, no. 1 (2014): 39–48. http://dx.doi.org/10.1002/tht3.111.

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28

Liang, Lauren Aimonette, and Janice A. Dole. "Help With Teaching Reading Comprehension: Comprehension Instructional Frameworks." Reading Teacher 59, no. 8 (2006): 742–53. http://dx.doi.org/10.1598/rt.59.8.2.

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29

Kolić-Vehovec, Svjetlana, and Igor Bajšanski. "Comprehension monitoring and reading comprehension in bilingual students." Journal of Research in Reading 30, no. 2 (2007): 198–211. http://dx.doi.org/10.1111/j.1467-9817.2006.00319.x.

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30

Sariroh, Chilyatus. "A COMPREHENSIVE ABOUT THE PART OF SPEECH USING MIND MAPPING ATSTUDENTS OF2017A STKIP PGRI JOMBANG." JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN 5, no. 1 (2020): 87–94. http://dx.doi.org/10.51836/je.v5i1.117.

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We present an implementation about mind mapping learning of part of speech on direct explanation using mind mapping to the students. This research aims to share the knowledge about learning part of speech using mind mapping and also to know the students’ comprehension ability about it. So that student can understand its function of each part of speech by using simple learning of mind mapping. This study was carried out among 20 students ofSTKIP PGRI Jombang especially in English Department. This study was descriptive and applied qualitative research method. The results show that 25% student ha

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31

Reynolds, Matthew R., and Joshua J. Turek. "A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension." Journal of School Psychology 50, no. 6 (2012): 841–63. http://dx.doi.org/10.1016/j.jsp.2012.07.002.

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32

Mahyuddin, Yazirwan. "A DESCRIPTIVE STUDY ON THE PROBLEMS IN READING COMPREHENSION OF THE ELEVENTH GRADE OF STUDENTS OF SMA NEGERI 6 BANJARMASIN." JOURNAL OF ENGLISH TEACHING, APPLIED LINGUISTICS AND LITERATURES (JETALL) 2, no. 1 (2019): 39–47. https://doi.org/10.5281/zenodo.3526807.

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Reading is one of four skills that is learned school. Reading is a process of how we find information from what we see. Like the other skills, reading comprehension is not easy. Students often face many problems in reading comprehension because of their limited ability and vocabulary in understanding readings materials. The researcher interested in students problems in reading comprehension of eleventh grade of SMA Negeri 6 Banjarmasin in Academic year 2017/2018. The objective of study is to describe the problems faced by the students of eleventh grade of SMA Negeri 6 Banjarmasin in reading co

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33

Börekci, Rabia, and Aysun Yavuz. "Language Learners' Reading Comprehension Needs in The Turkish Context: A Comprehensive Needs Analysis." Journal of Language Research 9, no. 1 (2025): 129–53. https://doi.org/10.51726/jlr.1601811.

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This study investigated the reading comprehension needs of 8th-grade Turkish EFL learners in lower secondary education. A mixed-method design was employed in which data were gathered using needs analysis forms, environmental needs analysis checklists, and teacher interviews. Data were collected from 28 students and 23 teachers. The findings revealed that students' reading comprehension needs can be categorized into three primary areas: (1) reading skills and strategies, including the effective use of reading strategies, vocabulary development, and critical thinking skills; (2) language profici

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34

Dorothy Ebere, Adimora, Nwokenna Edith Nwakaego, and Ogbuanya Esther Obioma. "Effect of Comprehension Monitoring Strategy on Achievement of Low- Achieving Students in Reading Comprehension." International Journal of Scientific Research 3, no. 6 (2012): 118–22. http://dx.doi.org/10.15373/22778179/june2014/41.

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35

Felsenheimer, Anne, and Alexander M. Rapp. "Proverb comprehension in schizophrenia: A comprehensive review and meta-analysis." Comprehensive Psychiatry 129 (February 2024): 152444. http://dx.doi.org/10.1016/j.comppsych.2023.152444.

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36

Z, Zainurrahman. "The 3-2-1 Reading Comprehension Strategy: Students' Reading Comprehension Development and Students' Perception." Langua: Journal of Linguistics, Literature, and Language Education 3, no. 1 (2020): 9–29. https://doi.org/10.5281/zenodo.3735846.

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The 3-2-1 reading comprehension strategy is a new strategy and the study on the strategy is still rare at least in 2019. This strategy presents in the right time when the teacher needs to apply new strategy in the reading classroom. This research was conducted as an attempt to improve the students’ reading comprehension. Designed as a non-observation classroom action research, this research involved 36 students in a junior high school. There were two tests administered in the classroom, the pre-intervention and the post-intervention test. The intervention is conducted by doing three sess

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37

Hồng Mai, Lê. "Reading comprehension strategy – ways to teach reading comprehension skills." Journal of Science, Educational Science 60, no. 2 (2015): 114–22. http://dx.doi.org/10.18173/2354-1075.2015-0037.

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38

Gill, Sharon Ruth. "The Comprehension Matrix: A Tool for Designing Comprehension Instruction." Reading Teacher 62, no. 2 (2008): 106–13. http://dx.doi.org/10.1598/rt.62.2.2.

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39

Dewitz, Peter, Eileen M. Carr, and Judythe P. Patberg. "Effects of Inference Training on Comprehension and Comprehension Monitoring." Reading Research Quarterly 22, no. 1 (1987): 99. http://dx.doi.org/10.2307/747723.

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40

Woolley, Gary. "A comprehension intervention for children with reading comprehension difficulties." Australian Journal of Learning Disabilities 12, no. 1 (2007): 43–50. http://dx.doi.org/10.1080/19404150709546829.

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41

McMunn Dooley, Caitlin, and Mona W. Matthews. "Emergent comprehension: Understanding comprehension development among young literacy learners." Journal of Early Childhood Literacy 9, no. 3 (2009): 269–94. http://dx.doi.org/10.1177/1468798409345110.

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42

C, Emejidio, and Gepila Jr. "Context Clues and Reading Comprehension." International Journal of Psychosocial Rehabilitation 24, no. 04 (2020): 2735–46. http://dx.doi.org/10.37200/ijpr/v24i4/pr201381.

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43

Haerunnisa, Haerunnisa. "Meningkatkan Reading Comprehension Skills Melalui Pendekatan Whole Language Pada Siswa Menengah Pertama." Bima Journal of Elementary Education 2, no. 1 (2024): 29–34. http://dx.doi.org/10.37630/bijee.v2i1.1527.

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This study explores the implementation of the Whole Language approach to enhance Reading Comprehension Skills among middle school students at SMPN I Bolo. Facing significant challenges in mastering comprehensive language skills, this research utilized a Classroom Action Research method conducted in two cycles, integrating interactive and holistic language learning activities. Initial observations showed that only 61.2% of students achieved the expected level of comprehension, which triggered the need for an integrated approach in teaching. Subsequent adjustments resulted in a substantial incre

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44

Edwin, M. Tantalie. "Influence of Language Preference on Vocabulary Proficiency and Reading Comprehension of Selected Grade 10 Bilingual Students at MSU Sulu Laboratory High School." RA JOURNAL OF APPLIED RESEARCH 07, no. 12 (2021): 2726–40. https://doi.org/10.47191/rajar/v7i12.06.

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ABSTRACT: The primary purpose of this study is to determine the influence of language preference on bilingual student’s vocabulary and reading comprehension among selected Grade 10 students of the Mindanao State University- Sulu Laboratory High School.  The respondents were taken from Grade 10 classes with a total of ninety (99) student respondents. The data consisted of the scores of vocabulary proficiency test and reading comprehension test administered to the pupils. Furthermore, this study made use of a standardized test for vocabulary proficiency and reading comprehension. This

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45

Adimora, Dorothy Ebere, Edith Nwakaego Nwokenna, and Monica Obiageli Omeje. "Application of Comprehension Monitoring Strategy for Achievement and Interest of Low- Achievers in Reading Comprehension." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 347–62. http://dx.doi.org/10.18844/gjhss.v3i3.1582.

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46

Maquiso, Letecia, Glendale Arabani, Al-din Ismah, Tadzmahar Alsad, and Almina Ajihil. "Enhancing Reading Comprehension of Junior High Students of Batu-Batu National High School Thru 4rs Strategy." Psychology and Education: A Multidisciplinary Journal 27, no. 3 (2024): 335–41. https://doi.org/10.5281/zenodo.14013503.

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This study aimed to enhance the reading comprehension level of Grade 10 students using the 4R Strategy.  Framed after Richard Sagor’s  Four –Stage Model, this action research is designed to determine if there is an improvement in students’ reading comprehension after implementing the 4R Strategy. Through purposive sampling method, a total of forty students who belonged to frustration level readers participated in the study. They were then randomly assigned into control group and experimental group. 4R Strategy ( Read, Retell, React & Reflect) was employed, and a

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47

Bakhtiyorovna, Bektosheva Durdonakhon. "EFFECTIVE STRATEGIES OF IMPROVING READING COMPREHENSION." American Journal of Philological Sciences 4, no. 6 (2024): 100–104. http://dx.doi.org/10.37547/ajps/volume04issue06-21.

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This article explores effective strategies for improving reading comprehension. Reading comprehension is crucial for academic success, professional advancement, and personal growth. The article begins by emphasizing the importance of reading comprehension and then provides an overview of various strategies for enhancing it. Additionally, the article provides exercises to enhance critical thinking skills, such as Socratic questioning, argument analysis, and evidence evaluation. By incorporating these strategies into their reading routine and practicing regularly, readers can improve their compr

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48

D, D. "The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension." English Teachers Association in Korea 29, no. 4 (2023): 1–24. http://dx.doi.org/10.35828/etak.2023.29.4.1.

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This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The f

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49

Patra, Biswajit, Abhijit Guha, and Debiprasanna Mukherjee. "A study on reading comprehension ability in Bengali among standard IX students of North 24 Parganas, West Bengal: Related to location of school." Sikshachintan: A Journal of Education 8 (July 1, 2014): 187–92. https://doi.org/10.5281/zenodo.7781268.

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Reading comprehension is the procedure of making meaning from text. The goal, therefore, is to gain an overall understanding of what is described in the text rather than to get meaning from isolated words or sentences. The objectives of the study were to compare the reading comprehension ability between rural and urban students through two types of tests. Tests were administered on 520 samples from 10 schools (rural-5, urban-5) of North 24 Pgs. The collected data were analyzed by Mann- Whitney Test. The major findings were observed that in all sections urban students scored better than rural s

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50

Pamir, Ehsanullah. "Language and comprehension." International Journal of Multidisciplinary Research Configuration 1, no. 1 (2021): 15–19. http://dx.doi.org/10.52984/ijomrc1103.

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د ژبې د پېژندنې او تعريف په اړه داسې ویل شوي دي، ژبه د غږېزو سېمبولونو سيستم دی، چې دهغه په واسطه انسانان د يوې ډلې او ديوه کلتور د برخه والو په توګه متقابله پوهونه او راپوهونه سرته رسوي. د ژبې په اړه داسې هم ویل شوي دی: ژبه په واقعیت کې يوه ټولنيزه، اکتسابي او ثقافي پديده ده، نه عضوي، فطري او طبعي. دلته ټولنیز په دې مانا چې ژبه په ټولنه کې زده کيږي. هر څوک چې په هره ټولنه کې اوسېږي، دهمغه ټولنې ژبه زده کوي او د همغه ټولنې د وګړو په ژبه خبرې کوي. اکتسابي په دې مانا ده چې په ټولنه کې کسب کيږي. داسې هم ویلای شو کله چې موږ په ټولنه کې کوم کسب او کار زده کوو همداسې ژبه هم زده کولای شو، په طبعي توګ

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