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Journal articles on the topic 'Effect of reading on'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Faiq, Aseel Muhammad, and Bekhal Latif Muhealddin. "The Effect of Teaching Critical Reading Strategies on Kurdish EFL Learners Reading Comprehension." Journal of Zankoy Sulaimani Part (B - for Humanities) 20, no. 3 (January 30, 2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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2

Kırmızı, Fatma Susar. "The effect of creative reading and creative writing activities on creative reading achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 406–12. http://dx.doi.org/10.18844/prosoc.v4i1.2283.

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3

BAKI, Yasemin. "The Effect of Critical Reading Skills on the Evaluation Skills of the Creative Reading Process." Eurasian Journal of Educational Research 20, no. 88 (July 30, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.88.9.

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SÉNÉCHAL, MONIQUE. "The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary." Journal of Child Language 24, no. 1 (February 1997): 123–38. http://dx.doi.org/10.1017/s0305000996003005.

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The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items with the novel words. Listening to multiple readings of a storybook facilitated children's acquisition of expressive and receptive vocabulary, whereas answering questions during the multiple readings was more helpful to the acquisition of expressive than receptive vocabulary. These findings suggest that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.

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Xie, Honghao. "The Effect of Reading in Shaping Undergraduates‟ Academic Research To." International Journal of Languages, Literature and Linguistics 5, no. 2 (June 2019): 51–56. http://dx.doi.org/10.18178/ijlll.2019.5.2.203.

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전은실. "The Effect of Sustained Silent Reading on Reading Comprehension and Reading Speed." Journal of Research in Curriculum Instruction 19, no. 4 (December 2015): 1103–21. http://dx.doi.org/10.24231/rici.2015.19.4.1103.

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Ceyhan, Sumeyra, and Mustafa Yıldız. "The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency." lnternational Electronic Journal of Elementary Education 13, no. 4 (April 18, 2021): 421–31. http://dx.doi.org/10.26822/iejee.2021.201.

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Luyten, Hans, Jules Peschar, and Robert Coe. "Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England." American Educational Research Journal 45, no. 2 (June 2008): 319–42. http://dx.doi.org/10.3102/0002831207313345.

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This article reports the findings of an analysis into the effect of one year’s schooling for 15-year-olds in England on reading performance, reading engagement, and reading activities. The analyses were done on PISA 2000 data by applying a regression discontinuity approach within a multilevel framework. The effect of schooling is estimated as the difference between students from two consecutive grades minus the effect of age. A remarkably modest effect on reading performance was found, and no significant effects were found for the other two measures. The effect on reading performance was found to be somewhat stronger in schools with disadvantaged student populations.

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Martens, Vanessa E. G., and Peter F. de Jong. "Effects of repeated reading on the length effect in word and pseudoword reading." Journal of Research in Reading 31, no. 1 (February 2008): 40–54. http://dx.doi.org/10.1111/j.1467-9817.2007.00360.x.

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DURAN, Erol. "THE EFFECT OF ECHO READING METHOD TO FLUENCY READING." Ondokuz Mayis Univ. Egitim Fakultesi Volume 31 Issue 2, no. 31 (2012): 145–64. http://dx.doi.org/10.7822/egt85.

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Hidayat, Dadan. "The Effect of Speed Reading on Students’ Reading Comprehension." Journal of English Education Studies 2, no. 1 (May 30, 2019): 12–22. http://dx.doi.org/10.30653/005.201921.28.

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This research investigated the effect of speed reading on students’ reading comprehension. The writer used quantitative as the research method and used the quasi experiment as a research design. The writer used experimental class to imply the speed reading method and control group for the other technique in teaching reading. For collecting the data the writer gave the pre – test for experimental and control group, then administrated the treatment for experiment class , finally the researcher administrated the post – test to find out the improvement of speed reading method for the student . Based on the writer interpretation it is concluded that hypothesis is accepted.it is suggested that the teacher should imply the speed reading method in teaching reading because research finding proved that speed reading gave more improvement in reading comprehension that the other technique in teaching reading and the speed reading method was more interesting than conventional method.

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Stokmans, Mia J. W. "Reading attitude and its effect on leisure time reading." Poetics 26, no. 4 (May 1999): 245–61. http://dx.doi.org/10.1016/s0304-422x(99)00005-4.

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Hidayat, Dadan, and Titi Dewi Rohati. "The Effect of Extensive Reading on Students Reading Comprehension." Wanastra: Jurnal Bahasa dan Sastra 12, no. 1 (March 4, 2020): 58–64. http://dx.doi.org/10.31294/w.v12i1.7519.

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This research investigated the effect of extensive reading on students reading comprehension. The writer used the quantitative as the researched method and the writer used the queasy experiment as the research design. For collecting the data the writer gave the test for experimental and control group. For experimental group the writer used the extensive reading method as the reading class room and the other method for the control group. After the post- test gave to both classes, the writer analyzed it by using SPPS 20 program to found out the improvement on student reading comprehension after extensive reading implied on reading classroom. Based on the finding and discussion. It can be concluded that hypothesis was accepted. It meant that there was effect on extensive reading on student reading comprehension. Based on the resulted of this research. The writer suggested the teacher to used extensive reading on reading process to improved student reading comprehension.

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Sinaga, Yanti Kristina, Herman Herman, and Putri Laura Siahaan. "The Effect of Partner Reading Strategy on Reading Comprehension." Journal of English Education and Teaching 4, no. 2 (June 3, 2020): 206–18. http://dx.doi.org/10.33369/jeet.4.2.206-218.

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This research is conducted in investigating whether Partner Reading Strategy affects on students’ Reading Comprehension ability in descriptive text. The problem of this research is “What is the effect of Partner Reading strategy significantly for students’ reading comprehension at grade eight of SMP N7 Pematangsiantar?”. To solve the problem of this research, the researchers used related theories ; Grellet (1997), Nunan (1991), Melanie and Paula (2008) and Patel, Jain (2008), Pammun (2017), Snow et al (2002), Dorn and Soffos (2005 ) and Grade (2014). This research was done in SMP N 7 Pematangsiantar. In this research, the researchers conducted an experimental quantitative research. The population of this research was the eight grade of SMP N 7Pematangsiantar The samples of this research were two classes, they were 62students The first class was 31 students of experimental class who had been taught by Partner Reading Strategy and the second was 31 students of control group who had been taught by conventional method. The instrument for collecting the data was 20 items of multiple choice test. The data were analyzed by using t-test formula in order to see whether Partner Reading Strategy significantly affect on students’ reading comprehension or not. The total score of pre-test in control group is 1065, mean 34.35 and the total score of post-test in control group is 1355, mean is 45,16, meanwhile the total score of pre-test in experimental group is1525, mean is 49.19 and the total score of post-test in experimental group is 2470, mean is79.67. The finding indicates that the value of t-test exceeds the value of t-table (8.77> 1,67), at the level of significant p = 0,05 and the degree freedom df= 60. The finding implies that the alternative hypo research is accepted. In other words, there is a significant effect of Partner Reading Strategy on the students reading comprehension.

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Lee, Jiyeon, and So Yoon Yoon. "The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities." Journal of Learning Disabilities 50, no. 2 (August 3, 2016): 213–24. http://dx.doi.org/10.1177/0022219415605194.

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The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for students with RD in K-12. The estimated overall Hedges’ g of the 39 independent effect sizes indicated the positive effects of RR on gains in reading fluency for students with RD, especially at the elementary grade level. The current findings also suggested that a combination of RR and a listening passage preview would be the most effective method for students with RD.

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Anwar, Ahmad Khoirul. "The Effect of Collaborative Strategic Reading Toward Students Reading Skill." Anglophile Journal 1, no. 1 (October 31, 2020): 21. http://dx.doi.org/10.51278/anglophile.v1i1.62.

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This article aimed to improve student’s skill in reading an English text. It is used Collaborative Strategic Reading (CSR). This method consist of 4 steps those are : Preview, Click and Clunk, Get the Gist and Wrap Up with the purpose is improving students reading comprehension by working in the group. The research subject was 8 grade of SMP 1 Jogoroto. There were 18 males and 14 females in the sample of research. There were two cycle pretest and posttest, the pretest was done before the implementation of Collaborative strategic reading in the class and the posttest was done after the implementation of CSR technique in the class. The students reading skill before the teacher aplly the Collaborative strategic raeding was only 50% it because of the students not really know the pronounciation well but after the implementation of CSR technique in the class and the teacher aplly the steps in CSR technique well(preview, Click and clunk, get the gist and wrap up) the students reading skill was 100%. In term the student’s participation, the students actively answer the question from the exercise by working in a group and pay attention to the teachers’ explanation(feedback). Keywords: Collaborative Strategic Reading, Reading Comprehension, Reading Skill

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Shakoor, Malik Abdul, Muhammad Ilyas Khan, and Muhammad Imran Iqbal Majoka. "Effect of Teaching Reading Strategies on the Students’ Reading Comprehension." Global Social Sciences Review IV, no. IV (December 30, 2019): 157–64. http://dx.doi.org/10.31703/gssr.2019(iv-iv).20.

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Reading is an important tool for getting access to information which provides a base to the learning process. Comprehension is a basic pre-requisite for reading to be meaningful. Various reading strategies have been associated with better reading comprehension. The current experimental study conducted in the Pakistani context explored the effect of teaching reading strategies on reading comprehension of students in the subject of English at the higher secondary school level. The experimental pretest-posttest equivalent research design was adopted to conduct the study. The sample consisted of 60 higher secondary school students of a private girls college in Mansehra, Pakistan. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the higher secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education and school leaders.

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Sadeghi, Elahe, Akbar Afghari, and Gholam-Reza Zarei. "Shadow-Reading Effect on Reading Comprehension: Actualization of Interactive Reading Comprehension: (A Vygotskyan View!)." English Language Teaching 9, no. 3 (February 14, 2016): 130. http://dx.doi.org/10.5539/elt.v9n3p130.

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<p>Reading comprehension has been the main concern for second language learners and researchers. Today with rising interests towards Vygotskyan Sociocultural Theory (SCT), attempts have been made to insert Vygotskyan approach into Foreign/Second Language classrooms emphasizing the role of scaffolding and meaningful interactions to promote learners’ comprehension. Having this on mind, the current study used shadow-reading as a means of meaning internalization to see if it affects on reading comprehension. To this end, 52 junior EFL learners from two universities were randomly assigned to experimental and control groups. A pretest of reading comprehension including 4 reading passages with 20 Multiple Choice items was administered to the learners to see if they were at the similar level of reading comprehension. During 10 sessions, the learners were provided with shadow-reading strategy in which they were required to listen and repeat the passage in a well-disciplined imitative task and, then summarize what they had comprehended from the text. A reading comprehension post test was also administered at the end of the semester after 10 sessions of conducting shadowing. The data of the first and the last sessions was analysed. The findings of the study showed that shadow-reading has significantly influenced learners’ comprehension. The results also lent support to Vygotskyan theory in that using shadowing as a means of meaningful imitation and interaction facilitates comprehension among learners. The results also shed light on the way through which instructors try to promote learners’ comprehension. It seems that shadow reading due to its sociocultural traits can be used as an appropriate means of promoting reading comprehension all over the world.</p>

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Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0." Mimbar Sekolah Dasar 6, no. 2 (July 30, 2019): 160. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17397.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.

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20

Riza, Armilia. "TEACHING READING THROUGH SHARED READING STRATEGY." TELL-US JOURNAL 2, no. 2 (March 17, 2017): 78–84. http://dx.doi.org/10.22202/tus.2016.v2i2.1337.

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This study was aimed at looking at the effect of using Shared Reading Strategy toward reading ability of students of SMP N 1 IV Jurai Pesisir Selatan, West Sumatra. This study is based on the fact the poor ability of students to understand the monologue text. This study used pretest-posttest design given to the experimental and control groups. The results showed that the experimental group posttest result was higher than the control group. It showed that the Shared Reading Strategy gave significant effect toward students’ reading ability at SMP N 1 IV Jurai. This statement is supported by the results of t test with significant value of 2.26.

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김현진. "Effect of Rapid Reading on Reading Speed and Reading Comprehension Ability in Korean Language Learning." Bilingual Research ll, no. 48 (February 2012): 23–48. http://dx.doi.org/10.17296/korbil.2012..48.23.

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22

Yeganeh, Maryam Tafaroji. "Repeated Reading Effect on Reading Fluency and Reading Comprehension in Monolingual and Bilingual EFL Learners." Procedia - Social and Behavioral Sciences 70 (January 2013): 1778–86. http://dx.doi.org/10.1016/j.sbspro.2013.01.253.

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23

Satriani, Estika. "The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class." J-SHMIC : Journal of English for Academic 4, no. 2 (September 12, 2017): 37–47. http://dx.doi.org/10.25299/jshmic.2017.vol4(2).668.

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The students at the Second Semester of English Study Program of FKIP-UIR Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.

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Ufuoma Akpojotor, Rita, Josephine O. Chukwu, Esther Onyinye Ogboru, Victor Sunday Ezema, and Ngozi Chiagozie Okonkwo. "Effect of Synthetic Phonics Reading Strategy on Pupils Achievement in Reading." Journal of Engineering and Applied Sciences 14, no. 4 (November 10, 2019): 7414–19. http://dx.doi.org/10.36478/jeasci.2019.7414.7419.

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Yun, Jeehwan, and Yonghyo Park. "The Effect of Extensive Reading on Korean EFL Learners’ Reading Ability." Modern English Society 18, no. 2 (May 30, 2017): 161–82. http://dx.doi.org/10.18095/meeso.2017.18.2.08.

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Rama, Asri Nofa. "THE EFFECT OF AUTHENTIC READING MATERIAL TO ENHANCE STUDENTS' READING COMPREHENSION." Prosodi 14, no. 2 (October 4, 2020): 131–37. http://dx.doi.org/10.21107/prosodi.v14i2.8764.

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This study aimed to find out the extent to which authentic material enhance students’ reading comprehension. This study used quasi-experimental design that consists of experimental class and control class. In experimental class referred to the class that is given authentic material. While the control class referred to the class that is given the usual set of conditions or textbook. The study was carried out at Lakidende University of Unaaha and Sembilan belas November University with 60 undergraduates as the sample. Data were collected by using reading test. Moreover, the data were analyzed quantitatively and interpreted by using the software program of SPSS 24.0. This study found that Authentic reading material give a significant effect on students’ reading comprehension from pre-test to post-test revealed the significant difference (0.001 0.05) before and after the implementation of Authentic reading material.

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Marashi, Hamid, and Payam Rahmati. "The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety." International Journal of Research in English Education 2, no. 2 (June 1, 2017): 43–52. http://dx.doi.org/10.18869/acadpub.ijree.2.2.43.

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Sullivan, F. M., E. Watt, and T. S. Murray. "Effect of a Reading List on Reading Habits of General Practitioners." Family Practice 7, no. 1 (1990): 74. http://dx.doi.org/10.1093/fampra/7.1.74-a.

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Suárez-Fernández, Sara, and David Boto-García. "Unraveling the effect of extrinsic reading on reading with intrinsic motivation." Journal of Cultural Economics 43, no. 4 (August 22, 2019): 579–605. http://dx.doi.org/10.1007/s10824-019-09361-4.

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Valizadeh, Mohammadreza. "The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 74–80. http://dx.doi.org/10.34293/education.v9is1-may.4002.

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This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners’ in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,based on the results of the Oxford Quick Placement Test. The whole treatment/control period lasted for 20 sessions during 10 weeks on a Reading course. The experimental group (n = 26) received instruction in reading strategies (i.e., previewing, finding the main idea, scanning, identifying examples, identifying definitions, identifying time and sequence words, reading numerical tables, making inferences, reading statistical tables, distinguishing fact from opinion) and the control group (n = 25) received instruction based on traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).Data were collected via a reading proficiency test. The result of the independent samples t-test showed that the experimental group significantly outperformed the control one.

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31

Koerich Rondon, Tatiana, and Lêda Maria Braga Tomitch. "EFFECT OF DIFFERENT PRE-READING ACTIVITIES ON PRE-INTERMEDIATE AND ADVANCED EFL STUDENTS’ READING COMPREHENSION." Revista (Con)Textos Linguísticos 14, no. 29 (December 30, 2020): 719–38. http://dx.doi.org/10.47456/cl.v14i29.32230.

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This study aimed at investigating the effects of two pre-reading activities, namely Contextual Redefinition and Graphic Organizer, on the reading comprehension of pre-intermediate and advanced Brazilian EFL students. Based on Schema Theory (RUMELHART, 1980; ANDERSON; PEARSON, 1998), both pre-reading activities were expected to have a positive effect on students’ reading comprehension. Using a repeated-measures design, participants’ reading comprehension was tested via written free recall and comprehension questions. Quantitative analysis revealed that treatment with the pre-reading activity Contextual Redefinition weakened pre-intermediate students’ reading comprehension. Contrastingly, it had a positive effect on advanced students’ reading comprehension as measured by comprehension questions. In turn, the Graphic Organizer had a positive effect on pre-intermediate students’ reading comprehension whereas it decreased advanced students’ reading comprehension as measured by written free recall and had no effect when measured by comprehension questions.

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Olson, Kristen, Jolene D. Smyth, and Antje Kirchner. "The Effect of Question Characteristics on Question Reading Behaviors in Telephone Surveys." Journal of Survey Statistics and Methodology 8, no. 4 (July 13, 2019): 636–66. http://dx.doi.org/10.1093/jssam/smz031.

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Abstract Asking questions fluently, exactly as worded, and at a reasonable pace is a fundamental part of a survey interviewer’s role. Doing so allows the question to be asked as intended by the researcher and may decrease the risk of measurement error and contribute to rapport. Despite the central importance placed on reading questions exactly as worded, interviewers commonly misread questions, and it is not always clear why. Thus, understanding the risk of measurement error requires understanding how different interviewers, respondents, and question features may trigger question reading problems. In this article, we evaluate the effects of question features on question asking behaviors, controlling for interviewer and respondent characteristics. We also examine how question asking behaviors are related to question-asking time. Using two nationally representative telephone surveys in the United States, we find that longer questions and questions with transition statements are less likely to be read exactly and fluently, that questions with higher reading levels and parentheticals are less likely to be read exactly across both surveys and that disfluent readings decrease as interviewers gain experience across the field period. Other question characteristics vary in their associations with the outcomes across the two surveys. We also find that inexact and disfluent question readings are longer, but read at a faster pace, than exact and fluent question reading. We conclude with implications for interviewer training and questionnaire design.

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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 (November 14, 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 comprehension across the year. The development-level by modality interaction was significant. Early elementary students benefited from oral reading in terms of comprehension, whereas equivalent comprehension was observed for late elementary students across modalities. No other two- or three-way interactions were significant. Results from this study suggest that reading modality is an important variable to consider for researchers and educators who are interested in the construct of reading comprehension.

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TAVSANCIL, Ezel, Ozen YILDIRIM, and Safiye BILICAN DEMIR. "Direct and Indirect Effects of Learning Strategies and Reading Enjoyment on PISA 2009 Reading Performance." Eurasian Journal of Educational Research 19, no. 82 (August 9, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.82.9.

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35

Barber, Horacio A., Nuria Doñamayor, Marta Kutas, and Thomas Münte. "Parafoveal N400 effect during sentence reading." Neuroscience Letters 479, no. 2 (July 2010): 152–56. http://dx.doi.org/10.1016/j.neulet.2010.05.053.

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36

Kazumi, TAKANO, and TANII Junichi. "Effect of reading a massage book." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 2PM131. http://dx.doi.org/10.4992/pacjpa.75.0_2pm131.

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37

Yapp, Deborah June, Rick de Graaff, and Huub van den Bergh. "Improving second language reading comprehension through reading strategies." Journal of Second Language Studies 4, no. 1 (April 16, 2021): 154–92. http://dx.doi.org/10.1075/jsls.19013.yap.

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Abstract Effective readers consciously or unconsciously use reading strategies to help them process information on what they read. All readers can benefit from reading strategy instruction but, empirical research on which strategies are effective is lacking. Less is known about reading strategy effectiveness in a second language (L2). This meta-analysis of 46 L2 reading strategy studies analysed ten reading strategies, also in combination with a range of pedagogical approaches, and found an overall mean effect size of 0.91, underscoring the benefits of multi strategy teaching. Effect sizes were calculated for each strategy, as well as the combination of strategy with approach, instructor type, intervention duration and type of test used. Some strategies were more effective than others. Also, differences in effect sizes are dependent on the approach used. Some pedagogical approaches are effective for some strategies but not with all. We recommend further research in L2 reading strategy interventions and instruction.

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Mubarok, Husni, and Nina Sofiana. "Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students’ Reading Ability." Lingua Cultura 11, no. 2 (November 30, 2017): 121. http://dx.doi.org/10.21512/lc.v11i2.1824.

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This study examined the effect of Cooperative Integrated Reading and Composition (CIRC) and reading motivation on students’ reading ability. The design of the study was the factorial design of experimental research. The research was conducted on one state junior high school in Jepara Municipality under the Ministry of National Education. The independentvariable of this research was teaching strategies which were classified into two; those who used CIRC as the experimental group and those who used conventional teaching strategy as the control group; while reading motivation, as the moderator variable, was classified into high and low motivation. Students’ reading ability was considered as a dependent variable. This research used 68 students as respondents selected through simple random sampling. The research was analyzed by using multifactor analysis of variance (two-way ANOVA). The research reveals that teaching strategies differ significantly from one another in their effect on the students’ reading ability. The students with high motivation perform better in their reading ability than low-motivation students, regardless of the teaching strategy used. Nevertheless, there is no significant interactioneffect of teaching strategy and reading motivation on students’ reading ability. It means that the effect of teaching strategy on the students’ reading ability does not depend on the students’ reading motivation where F-test (3,326) is lower than (<) F-table 3,99. at 0,05 significance level.

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Bergmann, Michael, and Johanna Bristle. "Reading Fast, Reading Slow: The Effect of Interviewers’ Speed in Reading Introductory Texts on Response Behavior." Journal of Survey Statistics and Methodology 8, no. 2 (March 21, 2019): 325–51. http://dx.doi.org/10.1093/jssam/smy027.

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Abstract Guidelines for interviewers frequently include instructions to read question texts exactly as they are worded. Deviations from these guidelines on standardized interviewing might affect the comparability of survey answers and impair the quality of data. This paper contributes to the literature on interviewer behavior by analyzing how interviewers change their reading behavior during fieldwork and whether this behavioral change influences the response behavior of survey respondents. We use item-level paradata from the Survey of Health, Ageing and Retirement in Europe (SHARE) to measure interviewers’ reading times and focus our analyses on introductory questions that do not require an immediate response by the respondent. In contrast to prior research, this focus enables us to disentangle the reading times of interviewers from the response times of respondents. Based on fixed effects regression, our results show systematic changes in interviewers’ reading times of introductory items: First, reading times significantly decrease over the survey’s field period, even after controlling for relevant respondent characteristics and specific aspects of the interview situation. Second, a cross-national comparison, including fourteen European countries plus Israel, reveals that the decrease is uniform in almost all countries, suggesting its generalizability across different cultural contexts. Third, the decrease in reading times influences response behavior to varying degrees. Response behavior is affected if introductions contain relevant information for understanding or fulfilling the required task and especially if the response refers to within-survey requests. On the basis of these findings, we discuss the possible consequences for questionnaire design, interviewer training, and fieldwork monitoring.

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Doǧanay Bilgi, Arzu. "Evaluating the effect of parent reading interventions on improving reading fluency of students with reading difficulties." Behavioral Interventions 35, no. 2 (January 21, 2020): 217–33. http://dx.doi.org/10.1002/bin.1708.

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YILDIRIM, Sefa, and Yusuf SÖYLEMEZ. "The Effect of Performing Reading Activities with Critical Reading Questions on Critical Thinking and Reading Skills." Asian Journal of Education and Training 4, no. 4 (December 21, 2018): 326–35. http://dx.doi.org/10.20448/journal.522.2018.44.326.335.

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The 21st century individual should be able to access information and critically evaluate and interpret it. What creates this obligation is the information bombing and political and commercial perception management brought about by virtual networks, the media and globalization. Therefore, critical thinking and its sub-component, critical reading, are becoming more and more important because they are the assistants of the individual who has to distinguish right from wrong and the truth from propaganda in life and texts. The aim of this study is to reveal the effect of performing reading activities with critical reading questions developed by the researchers on critical thinking and reading skills, and to pave the way for further research in this area. Study sample consisted of 232 students of Ağrı Ibrahim Çeçen University in the academic year of 2016-2017. Participants were recruited using random sampling technique. This was a mixed design study. The qualitative dimension of the study was based on a screening model. Data were collected using document review and interview methods, and were analyzed using content analysis. The quantitative dimension of the study was based on a quasi-experimental model. Data were collected using a Critical Thinking Self-Evaluation Form and a Critical Reading Scale (pre-test-post-test) before and after a 7-week application. Data were analyzed using a statistical software package. T-test and ANOVA were used for analysis. Results show that reading activities with critical reading questions have a statistically significant effect on students’ critical thinking and reading skills. Qualitative data also support these results.

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Khalaf, Omar Nasralla. "The Effect of Teaching Critical Reading Strategies on Iraqi EFL Learners’ Vocabulary Achievement." Journal of Zankoy Sulaimani Part (B - for Humanities) 16, no. 3 (January 30, 2000): 321–42. http://dx.doi.org/10.17656/jzsb.10493.

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Assi, Amal. "THE EFFECT OF SOME MATERIALS ON FUNNEL VISCOSITY READING IN WATER BASE MUD." Iraqi Geological Journal 53, no. 1E (July 1, 2020): 32–46. http://dx.doi.org/10.46717/igj.53.1e.3ry-2020.07.03.

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WEN, Hongbo, Kaili LIANG, and Xianwei LIU. "Effect of family environment on reading ability: The mediating effects of reading engagement and reading interest among junior high school students." Acta Psychologica Sinica 48, no. 3 (2016): 248. http://dx.doi.org/10.3724/sp.j.1041.2016.00248.

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Rachmativani, Zennytra, and Supeno Supeno. "THE EFFECTS OF READING HABIT AND GRAMMAR MASTERY TOWARDS STUDENT'S READING COMPREHENSION." INFERENCE: Journal of English Language Teaching 3, no. 2 (July 1, 2020): 159. http://dx.doi.org/10.30998/inference.v3i2.5993.

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The aim of this research are to find: 1) The effects of Reading Habit and Grammar Mastery jointly Towards Student’s Reading Comprehension. 2) The Effects of Reading Habit Towards Student’s Reading Comprehension. 3) TheEffects of Grammar Mastery Towards Student’s Reading Comprehension. The method used is survey method. The instruments were used multiple choice and questioner. Total samples of this research followed by 75 students with a cluster simple random technique. The result showed: 1)There are significant effects of reading habit and grammar mastery jointly towards the student’s reading comprehension. This is proved by the value of sig.0.000<0.05 and F<sub>observed</sub>=52.564. 2) There is a significant effect of reading habit towards student’s reading comprehension. This is proved by the This is proved by the value of sig.0.000<0.05 and t<sub>observed</sub>=7.620. 3)There is significant effect of the grammar mastery towards student’s reading comprehension significantly. This is proved by the This is proved by the value of sig.0.000<0.05 and t<sub>observed</sub> = 6.100.

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Ratnaningsih, Paskalina Widiastuti, and Catharina Clara. "THE EFFECT OF VOCABULARY TOWARDS WRITING SKILL WITH READING SKILL AS MODERATING EFFECT." JOALL (Journal of Applied Linguistics and Literature) 6, no. 2 (August 3, 2021): 228–45. http://dx.doi.org/10.33369/joall.v6i2.13670.

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Vocabulary is one of the English components that need to be mastered for acquiring writing and reading. Writing needs various vocabularies to build different sentences. Reading needs understanding of different meaning of vocabularies based on the context in the sentence. Hence, vocabulary is important in English language learning to support writing and reading. Regarding the importance of vocabulary, writing, and reading, the aim of this research is to test the effect of vocabulary mastery towards writing ability in English. It is also to test moderating effect of reading ability in strengthening or weakening the relation. This study used moderated regression analysis (MRA). Then, this research used the test as research instrument. The instruments had been valid and also reliable. Classical assumption tests were used before the research analysis. The samples were Management students of semester four and six. Descriptive analysis towards each variable is used to know students’ ability in English. To analyze the effect of independent variables towards dependent variable, it used linear regression analysis. To analyze moderating effect, it used moderating regression analysis. From this research result, it was proved that vocabulary had positive significant effect towards writing skill. Reading skill moderated the relation of vocabulary towards writing skill. Further research can focus on experimental research of vocabulary, writing, and reading.

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Mizuta, Shigehisa. "On the effect of hysteresis effect on reading speed." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 3PM—095–3PM—095. http://dx.doi.org/10.4992/pacjpa.82.0_3pm-095.

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Yu, Jinhong. "Analysis of Critical Reading Strategies and Its Effect on College English Reading." Theory and Practice in Language Studies 5, no. 1 (January 26, 2015): 134. http://dx.doi.org/10.17507/tpls.0501.18.

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Tamah, Siti. "The Effect of Collaborative Strategic Reading on Grade Six Students’ Reading Achievement." IJEE (Indonesian Journal of English Education) 2, no. 1 (June 25, 2015): 17–27. http://dx.doi.org/10.15408/ijee.v2i1.1501.

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One of the language skills to master by Indonesian EFL learners is reading. In order to assist learners comprehend reading texts, teachers are challenged to apply various teaching strategies. As this paper focuses on teaching reading, two teaching strategies dealing with reading instruction are compared. To be specific, in this paper the writers conduct a study to find the difference between Collaborative Strategic Reading (CSR) and teacher-centered teaching strategy (by applying skimming and scanning). This study was a quasi experimental, which was conducted upon the sixth graders of an elementary school. The finding showed that reading achievements of the students who are taught using CSR and teacher-centered teaching strategy are not significantly different. Nevertheless, this study using Cohen’s d formula finds that CSR gave a small effect on students’ reading achievement.

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Lee, Hyo-Jin, Hee-Hwa Oh, and Kyoung-Ho Choi. "Meta analysis on the effect of reading development program on reading comprehension." Journal of the Korean Data and Information Science Society 23, no. 3 (May 31, 2012): 447–55. http://dx.doi.org/10.7465/jkdi.2012.23.3.447.

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