Relevant bibliographies by topics / Factors affecting reading comprehension

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Academic literature on the topic 'Factors affecting reading comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Factors affecting reading comprehension"

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Yang, Xiaoling. "Study on Factors Affecting Learning Strategies in Reading Comprehension." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 586. http://dx.doi.org/10.17507/jltr.0703.21.

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This paper presents the literature on reading competence and analyzes the influence of factors on students’ strategy use. The necessity of integrating social and individual factors in the studies of learning strategy, especially individual factors affecting the improvement of reading competence is made explicit, and this is followed by the description of situational factors and individual factors such as motivation, age, sex, personality and so on.
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Kiew, Stephanie, and Parilah M. Shah. "Factors Affecting Reading Comprehension among Malaysian ESL Elementary Learners." Creative Education 11, no. 12 (2020): 2639–59. http://dx.doi.org/10.4236/ce.2020.1112196.

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Pourhosein Gilakjani, Abbas, and Narjes Banou Sabouri. "A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement." International Journal of English Linguistics 6, no. 5 (September 23, 2016): 180. http://dx.doi.org/10.5539/ijel.v6n5p180.

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<p>Reading comprehension is a significant skill that furthers the development of learners’ various academic tasks. It helps them decoding a text, analyzing, explaining, and expressing their own ideas about written materials. Learners should develop a strong ability to understand written materials to struggle with the academic tasks that their teachers deal with them. A primary objective of reading comprehension is to aid learners improve skills and comprehension of texts if they want to be skilled readers. In this review paper, the researchers define the term reading comprehension and reading strategies, elaborate previous findings about the relationship between reading strategies and reading comprehension skill, state factors affecting reading comprehension skill, explain the effective strategies for reading comprehension, and finally mention suggestions for improving reading comprehension skill. The findings of this review paper indicated that appropriate reading strategies play a vital role in improving EFL learners’ reading comprehension skill.</p>
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Kyung Ja Kim. "Factors affecting English reading comprehension of Korean middle school students." Jungang Journal of English Language and Literature 57, no. 1 (March 2015): 45–64. http://dx.doi.org/10.18853/jjell.2015.57.1.003.

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Montera Cadiong, Amado. "Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite." International Journal on Integrated Education 2, no. 5 (October 23, 2019): 44–53. http://dx.doi.org/10.31149/ijie.v2i5.134.

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This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically
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이영미. "Reading Comprehension and Factors Affecting the Reading Outcomes in School-Aged Children with Cochlear Implants." Journal of Special Children Education 15, no. 3 (September 2013): 67–79. http://dx.doi.org/10.21075/kacsn.2013.15.3.67.

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김재우. "A Study of factors affecting on Bible reading comprehension in Older Children." Journal of Christian Education in Korea ll, no. 55 (September 2018): 421–59. http://dx.doi.org/10.17968/jcek.2018..55.012.

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Suhita, Raheni, Herman J. Waluyo, and Budhi Setiawan. "Factors Affecting Writing Skill Using Computer Assisted Test (CAT) in Junior High School Students." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 447. http://dx.doi.org/10.14419/ijet.v7i2.13.18137.

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This study aimed to determine the factors affecting writing skill quality and the level of their contribution to help language teachers to formulate more effective strategies using CAT to enhance writing skill. The correlating factors discussed in this research were students’ reading comprehension skill, vocabulary mastery, and attitude toward language. The study applied quantitative approach with simple and multiple correlation and regression techniques. The samples of the study were 100 students taken using stratified random sampling technique from a population of 2000 junior high school students in Surakarta City. The data were collected using multiple choice test for students’ reading comprehension skills and vocabulary mastery, writing assignments, and questionnaires for their attitudes toward the Indonesian language. The findings showed that there are positive correlations between the independent variables, either individually or simultaneously, with writing skill. The individual contribution levels is 44.75% of reading comprehension skill, 27.70% of vocabulary mastery, and 28.5% of attitude toward language. As for the simultaneous correlation of the three determining factors make up to 45.16%. contribution level to writing skill quality. Thus it can be concluded that reading comprehension has the most contribution to writing skill compared to vocabulary mastery and attitude toward language. The identified levels of contribution can be taken into consideration in formulating teaching strategies and materials to enhance writing skill quality.
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Davey, Beth. "Factors Affecting the Difficulty of Reading Comprehension Items for Successful and Unsuccessful Readers." Journal of Experimental Education 56, no. 2 (January 1988): 67–76. http://dx.doi.org/10.1080/00220973.1988.10806468.

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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 (May 29, 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 students’ 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, researcher collecting all the data in order to find deep information about how Indonesian EFL learners’ reading comprehension are through silent reading and reading aloud, its significance, and the factors that influence students’ reading comprehension score. The researcher took the samples in 34 students who divided into two groups; 17 students for silent group and 17 students for aloud group. The findings of this quantitative research indicated that there is no significance difference between reading aloud and silent reading regarding to Indonesian EFL learners reading comprehension competence and Reading Comprehension Factor (RCF) as the most factor that influence students’ reading comprehension score in silent group, while Reading Factor other than Comprehension (RFOC) as the most factor that influence students’ reading comprehension score in aloud group.
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Dissertations / Theses on the topic "Factors affecting reading comprehension"

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MacMartin, Morag I. "Factors affecting reading comprehension in primary pupils." Thesis, Open University, 1992. http://oro.open.ac.uk/57395/.

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This thesis addresses the problem of 8-11 year old pupils who, although appearing to read text fluently, frequently misunderstand it. This problem was studied through Scottish school-based research using classroom materials and subjects from natural class groups. Data were collected from language assignments in daily work programmes, with response material in either written or illustrated form. Nine feasibility studies and a main study involving eighty subjects were carried out. The effects of five variables, text, presentation mode, age, ability and geographic location, on the totals and types of miscomprehensions displayed by the subjects in directed and free-recall comprehension tasks were calculated. 'Errors' are considered to be divergences from the author's supposed meaning. It is found that the collected errors are not random but may be classified into groups. Ten types of error were identified as regularly occurring and the category system developed was validated by teachers and others involved in the field of education. The effects of the five variables on the numbers and categories of error collected and the interactions between these variables were subjected to statistical analysis. Text and presentation mode are found to be the factors having most effect on the quantity and type of error produced. This finding is at variance with the generally accepted assumption that age, ability and possibly environment are determinants of potential pupil achievement. Miscomprehensions are discovered to be widely distributed across the ability range but they may be concealed by pupils in their pursuit of acceptable responses. The progress expected with increasing age is not always evident. The value of the category system as a teaching tool in comprehension development across the curriculum and pupil age range is assessed and suggestions given for its use. Implications of the findings for pupil assessment procedures and classroom practice are also discussed.
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Boakye, Naomi Adjoa Nana Yeboah. "A socio-affective approach to improving students’ reading comprehension abilities." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25562.

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The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts have been made to assist students to develop their academic literacy levels – especially academic reading. However, most of these attempts are solely cognitive-oriented, even though there has been increasing acknowledgement of the relationship between socio-affective factors and students’ academic reading abilities. The purpose of this research was to explore a socio-affective approach to improving the reading abilities of first-year students at the University of Pretoria (UP). The following questions guided the research: (1) Is there a significant relationship between socio-affective factors and students’ academic reading abilities? (2) Which socio-affective factors best predict tertiary students’ academic reading abilities? (3) How can knowledge of socio-affective factors be used to design a more effective reading intervention? (4) How effective is a reading intervention programme that incorporates socio-affective factors? A mixed methods design was used for the study which was conducted in four phases. The first phase consisted of an exploratory study in the form of a questionnaire survey that elicited information on first-year UP students’ reading background, socio-affective reading levels and the use of reading strategies in relation to their reading proficiency levels, as determined by the Test for Academic Literacy Levels (TALL). ANOVA tests were used for the analysis of TALL results while a Cumulative Logit (regression) analysis was conducted to determine the socio-affective factors that best predict these students’ reading ability. ANOVA tests showed a robust relationship between students’ social and affective reading background on one hand, and their reading proficiency levels on the other. The regression analysis showed that self-efficacy was the best predictor of students’ reading ability, followed by intrinsic motivation. Based on the empirical results, and an adapted model of Guthrie and Wigfield (2000), an intervention programme that served as enrichment to the existing Academic Reading module, and aimed at improving the reading abilities of students by focussing on socio-affective issues in particular, was designed (as phase 2) and implemented (as phase 3) of the study. Two control groups and two intervention groups of At Risk and Low Risk students were used for the study. Questionnaires on affective reading levels and strategy use were administered before and after the intervention. In phase four, quantitative analysis using t-tests (independent and paired t-tests) with effect sizes were performed on the pre- and post-intervention questionnaire responses. Results showed significant improvements in affective levels for reading in the intervention groups compared to the control groups. In addition, qualitative data were collected via interviews on the socio-affective teaching techniques used for the intervention, and analysed qualitatively using content analysis. The results of the qualitative study were used to support the quantitative findings in terms of the measure in which the teaching approach contributed to the improvement in students’ socio-affective levels in reading, which according to research, correlates with students’ reading ability. Based on the findings, recommendations are made at the classroom and institutional levels. The significance of the study in terms of enriching theory and designing innovative support to improve students’ reading ability serve as a conclusion to the thesis.
Thesis (DPhil)--University of Pretoria, 2012.
Unit for Academic Literacy
Unrestricted
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Dittmar, Kristine L. "Factors affecting the alignment of grades and reading scores for third grade students on the Florida Comprehensive Assessment Test." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2732.

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The purpose of this study was to aid in understanding the relationship between current Reading report card grading practices and standards-based state standardized testing results in Reading and factors associated with the alignment of this relationship. Report card and Florida Comprehensive Assessment Test (FCAT) data for 2004 were collected for 1064 third grade students in nine schools of one feeder pattern in Florida's Miami-Dade County Public Schools. A Third Grade Teacher Questionnaire was administered to 48 Reading teachers. The questionnaire contained items relating to teachers' education, teaching experience, grading practices, and beliefs about the FCAT, instructional Reading activities, methods, and materials. Findings of this study support a strong relationship between report card grades and FCAT Reading achievement levels. However, individual school correlational analysis showed significant differences among schools' alignment measures. Higher teacher alignment between grades and FCAT levels was associated with teachers spending more time on individualized methods of Reading instruction and to teachers feeling there was not enough time to teach and help individual students. Lower teacher alignment of grades and achievement levels was associated with teachers taking homework into account in the final Reading grade. Teacher alignment of grades and achievement levels was not associated with teacher beliefs concerning the FCAT, instructional activities in Reading and Language Arts, the Reading program used, the model of delivery of the Reading program, instruction or type of instructional planning done by the teachers. This study highlights the need for further investigations related to determining additional teacher factors that may affect the alignment relationship between report card grades and standards-based state standardized testing results.
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Cates-Darnell, Denise Michelle. "Three key factors that influence reading comprehension." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2160.

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This study explores the factors that influence the ways in which intermediate students learn comprehension strategies. A substantial scholarship offers evidence of the success of three factors: the teacher, Support structures, and the efficacy of the specific comprehension strategies taught.
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Idemen, Tulin Baydar. "Mirror, mirror in the mind : a comparative study of two strategies affecting reading comprehension /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7729.

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Benetti, Idonezia Collodel. "Cognitive and affective factors affecting task difficulty in efl reading." reponame:Repositório Institucional da UFSC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77434.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
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O presente estudo tem por objetivo investigar, através de atividades, quatro diferentes tipos de operações mentais - Identificar, Deduzir, Definir e Reordenar, em três categorias da taxionomia de Bloom, com o propósito de: (1) descobrir a ordem de dificuldade destas operações no contexto do ensino de língua estrangeira, (2) verificar o que os alunos fazem enquanto trabalham em um exercício, e (3) avaliar o esforço cognitivo destes alunos. Todos as unidades de exercícios eram de padrão semelhante, consistindo de três elementos básicos: o Pré-exercício feito por toda a classe sob a orientação da pesquisadora, o Exercício I feito em duplas pelos participantes da pesquisa, e o Exercício II feito pelos alunos em duplas. O Pré- exercício e o Exercício I eram semelhantes, envolvendo a mesma situação, os mesmos fatos/tópicos e o mesmo processo cognitivo. Os Exercícios II mantiveram a mesma estrutura, porém apresentaram um tópico novo. O objetivo do Pré-exercício era providenciar um contexto onde os alunos pudessem trabalhar as dificuldades do Exercício I previamente, e assim permitir à pesquisadora reduzir o nível de difficuldade dos exercícios e dar assistência apropriada aos sujeitos para a execução do Exercício I. Ao término dos Exercícios I e II, foi passado um questionário para obter a opinião dos alunos sobre as dificuldades relacionadas a fatores tais como: Vocabulário, Familiaridade, Pré-Exercício e Português, uma tentativa de separar as dificuldades lingüísticas das dificuldades relacionadas às operações mentais. Como não foi possível estabelecer nenhuma hierarquia quanto ao grau de dificuldade dos exercícios e foram poucas as correlações obtidas entre as variáveis do questionário, estes fatos são, então, atribuídos a três principais fatores: a) várias operações mentais ocorrendo ao mesmo tempo, b) fatores inerentes a cada exercício e c) fatores afetivos.
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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.

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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade. Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.
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Leung, Yuen Fat. "A study of factors contributing to reading difficulty for Hong Kong students." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/84.

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Hancock, Holly Elizabeth. "Aging and inferencing ability : an examination of factors underlying text comprehension." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/29558.

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Morris, Barr Loretta J. "Person Factors Affecting Student Persistence in College Reading and Writing Remediation." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6846.

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The United States has the highest college attrition rate among industrialized nations. Community college students face a much higher risk, particularly those who lack requisite reading/writing skills. Using the theory of planned behavior and self-determination theory, this study explored the relationship between persistence in college for students in traditional or corequisite remediation. Person factors under study were frustration discomfort, academic motivation, and self-reported symptoms of adult attention-deficit hyperactivity disorder (ADHD). After 7 semesters, 72 adult student volunteers from the 2 remediation programs were recruited from 2 community colleges. They completed an online survey, which included a demographics questionnaire, the Frustration Discomfort Scale, the Academic Motivation Scale, and the Adult ADHD Self-Report Scale Symptom Checklist (ASRS-V1.1). Based on the results of Chi square, t-test, and MANOVA analyses (as appropriate per research question), type of remediation indicated a slight, albeit statistically nonsignificant effect on persistence. Persisters and nonpersisters did not differ on frustration discomfort nor academic motivation. However, persisters demonstrated significantly lower levels of adult self-reported ADHD symptoms than those who did not persist. The positive social change implications of this study include using the findings to promote early testing and diagnosis of ADHD, active monitoring of students in remediation, and proactive (i.e., intrusive) advising for students with this disability, in order to facilitate the best outcomes for their academic pursuits.
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Books on the topic "Factors affecting reading comprehension"

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Mathai, Sybil. Factors involved in the comprehension of speech: Speech rate, filtering, working memory and reading comprehension. Sudbury, Ont: Laurentian University, Department of Psychology, 1997.

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Nissan, Susan. An analysis of factors affecting the difficulty of dialogue items in TOEFL listening comprehension. Princeton, N.J: Educational Testing Service, 1996.

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Applebee, Arthur N. Who reads best?: Factors related to reading achievement in grades 3, 7, and 11. Princeton, N.J: National Assessment of Educational Progress, Educational Testing Service, 1988.

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Applebee, Arthur N. Who reads best?: Factors related to reading achievement in grades 3, 7, and 11. Princeton, N.J: Educational Testing Service, 1988.

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MacNeill, Kate. Reading the signs: A survey of factors affecting the future of work in Australia. Fitzroy, Vic: Brotherhood of St. Laurence, 1995.

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Shiotsu, Toshihiko. Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge: Cambridge University Press, 2010.

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Shiotsu, Toshihiko. Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge: Cambridge University Press, 2010.

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Factors affecting deaf students' reading and language. 1988.

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Helps, Alwyn Florence Franken. Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children. 2005.

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Thevenot, Catherine, and Pierre Barrouillet. Arithmetic Word Problem Solving and Mental Representations. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.043.

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Arithmetic word problem solving is considered as a testing ground of mathematical achievement, but remains the area of mathematics in which students experience the greatest difficulties. In this chapter, we review recent theoretical and empirical work that could shed light on these difficulties. We first describe the most frequently used classifications of word problems and assess their psychological relevance. Then, we present the main hypotheses concerning the nature of the representations involved in word problems. Some theories assume that problem solving relies on the instantiation of schemas abstracted from recurrently encountered problems of the same relational structure, whereas other theories propose that ad hoc transient mental representations are constructed for each problem encountered. A third part is devoted to the impact of individual differences in calculation, reading comprehension, and more general factors, such as working memory capacity. Finally, we address the issue of enhancing performance in word problem solving.
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Book chapters on the topic "Factors affecting reading comprehension"

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Liaskos, Sotirios, and Wisal Tambosi. "Factors Affecting Comprehension of Contribution Links in Goal Models: An Experiment." In Conceptual Modeling, 525–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33223-5_43.

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"Higher Order Factors in Comprehension Disability: Processes and Remediation." In Reading Comprehension Difficulties, 93–116. Routledge, 2013. http://dx.doi.org/10.4324/9780203053324-9.

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"Chapter 7. Reading Comprehension and the Relation of Home to School Factors." In Unfulfilled Expectations, 143–62. Harvard University Press, 1991. http://dx.doi.org/10.4159/harvard.9780674864481.c7.

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Gutiérrez-Fresneda, Raúl. "Relationships in the Learning Process of Reading Comprehension in Spanish and English." In Advances in Educational Technologies and Instructional Design, 281–301. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch012.

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English is one of the most studied and used languages worldwide. The process of acquiring reading is a complex task that involves mastering a set of strategies aimed at assimilating written information by the reader. Different studies have shown that the process of understanding reading in the mother tongue has certain similarities with this same learning in English because in both situations semantic and contextual information is used, but there are also several authors who point out that there are distinctions between reading models in a first and second language. This chapter delves into these relationships, which focus on analysing the variables that most influence the learning of comprehensive capacity in Spanish and English. A quasi-experimental design of comparison between groups with pre-test and post-test measurements was used. The study involved 120 students aged between 8 and 9. The results indicate that there are a number of factors that are related in learning to read in Spanish and English.
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Norcross, John C., Thomas P. Hogan, Gerald P. Koocher, and Lauren A. Maggio. "Reading and Interpreting the Research." In Clinician's Guide to Evidence-Based Practices, 69–108. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190621933.003.0005.

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Evidence-based practice depends on research as its key source, and that research follows one of several designs. This chapter identifies commonly used research designs, terms used in their application, and the special strengths and weaknesses of each design. Designs include randomized clinical trials, quasi-experimental designs, surveys, and case study methods. Discussion of multivariate methods covers the important role of partial correlation and its applications in multiple regression, structural equation modeling, factor analysis (both exploratory and confirmatory), and mediator analysis. The chapter further details the role of the hypothesis in the designs, types of errors (I and II) affecting conclusions, and the role of power in statistical tests. Critical factors in drawing causal conclusions from the various designs receive special attention throughout.
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Abubaker, Azza A., and Joan Lu. "Conclusion and Future Work in E-Reading Context." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts, 262–67. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch014.

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This research is an attempt to examine the effect of reading processes on designing e-texts for children using Arabic script. In addition, it aims to develop a model for designing acceptance that will have the power to demonstrate acceptance and usage behaviour of the e-school text using a schoolbook for primary schools in Libya. Alternatively, dealing with the research problem led to the specification of the following research objectives, which were achieved through four inter- related surveys: to build an e-reading strategy for a schoolbook based on users' cognitive and behaviour processes, to define the typographical variables that affect reading Arabic texts from the screen such as font size, font type, background color, line length and text format from a literature survey, to provide a standard that can help keep children's concentration on the text, to create a guideline that could help designers when designing e-Arabic texts for children, to examine in-depth the challenges of reading Arabic e-texts, to study the efficiency of Arabic text reading and the factors impacting the efficiency of reading and comprehension, to understand children's behaviour when reading from a screen. The aim of this chapter is to discuss the study's contribution to knowledge and provide recommendations for future research.
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Snowling, Margaret J. "Dyslexia." In British Academy Lectures 2013-14. British Academy, 2015. http://dx.doi.org/10.5871/bacad/9780197265864.003.0003.

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Without the ability to read fluently with comprehension there is a downward spiral of poor educational achievement and career prospects. Dyslexia is therefore a major problem for society and a key question is whether it is possible to intervene early to ameliorate its impact. Studies following the development of children at family-risk of dyslexia reveal that it is associated with language delays and speech difficulties in the pre-school years before reading instruction begins. Literacy outcomes for children depend not only on the risk factors that predispose to reading difficulties but also on protective factors which mitigate the risk. Together current evidence places dyslexia on a continuum with other language learning impairments.
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Giridharan, Beena. "Education Research and Scholarship in an Intercultural Context." In Advances in Educational Marketing, Administration, and Leadership, 118–33. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1001-8.ch007.

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In this chapter, the research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting is presented. This study is an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and focuses on whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, and factors such as lexical representation, theoretical constructs in reading comprehension, and vocabulary processing in tertiary L2 learners, and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The nature of scholarship involved in this exercise is referenced and its relationship to research paradigms is discussed.
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Abubaker, Azza A., and Joan Lu. "Major Findings, Contributions, and Areas for Future Research." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts, 247–61. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch013.

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Selecting an optimal layout of academic text for display on screen was affected by several factors such as; type of material, subject or readers` age. In this study researcher assumed that each reading strategy requires a specific layout. Thus, the study starts with an understanding of the way that students interact with the text in both formats [electronic and paper]. Findings from this phase were linked with three common typography variables to provide standards for optimal design. In this chapter, the findings of this research are interpreted in the light of the theoretical perspective of the study by linking it with the objectives of the study already set out in chapter one. The first section is devoted to debating the outcomes related to the use of the Internet and eBooks by children at school and at home. This is identified as the first layer of the children's usability of online text, suggesting a further analysis of the children's experience of the e- text with a focus on the reading processes of the schoolbook in both versions [paper and online]. The third section is devoted to discussing the results related to readable Arabic font size and type. Section four is concerned with the findings from testing the effect of line length on reading speed and comprehension of Arabic text; whereas, the fifth section is devoted to debating the outcomes related to the new method for presenting Arabic texts.
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Webster, Dee, and Sally Knapp. "Communication disorders post-stroke." In Stroke in the Older Person, 213–30. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198747499.003.0013.

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‘Communication disorders after stroke’ examines the common communication disorders which occur post-stroke and their impact on all aspects of daily life for the older person. It describes impairments of language and speech: aphasia, dysarthria, and apraxia of speech, outlining the theoretical models underpinning assessment and treatment, with specific reference to auditory comprehension, reading, the production of spoken language and spelling. The International Classification of Functioning framework which guides the assessment and rehabilitation of communication disorders, and the methods used to assess breakdown of communication are detailed. The role of the speech and language therapist is explored. The impact of spontaneous recovery and the internal and external factors which impact on suitability for therapy are described. The role of collaborative goal setting is outlined and intervention approaches targeted at the level of the impairment and at increasing communicative activity and social and life participation are explored. The impact of digital literacy, health-related quality of life, and the challenges of the care home setting on the older population are also examined.
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Conference papers on the topic "Factors affecting reading comprehension"

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Fesi, Liziwe, Sive Makeleni, and Ntombozuko Duku. "FACTORS AFFECTING THE TEACHING OF READING COMPREHENSION: A CASE OF GRADE 3 ISIXHOSA HOME LANGUAGE LEARNERS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0158.

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Cheng, Shiwei, Zhiqiang Sun, Lingyun Sun, Kirsten Yee, and Anind K. Dey. "Gaze-Based Annotations for Reading Comprehension." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702123.2702271.

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Kobayashi, Jumpei, and Toshio Kawashima. "Paragraph-based Faded Text Facilitates Reading Comprehension." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300392.

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Yu, Yinshan, and Yan Qu. "Research on Environmental Factors Affecting RFID Reading Performance." In 2020 IEEE 5th Information Technology and Mechatronics Engineering Conference (ITOEC). IEEE, 2020. http://dx.doi.org/10.1109/itoec49072.2020.9141889.

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Mustadi, Ali, and Faisal Amri. "Factors Affecting Reading Interest of Elementary School Students." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.004.

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Schneegass, Christina, Thomas Kosch, Andrea Baumann, Marius Rusu, Mariam Hassib, and Heinrich Hussmann. "BrainCoDe: Electroencephalography-based Comprehension Detection during Reading and Listening." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376707.

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Liu, Wenfang, Haiyan Xie, and Chelsea Johnson. "The influencing factors and effects on comprehension of e-reading." In 2017 IEEE 2nd Information Technology, Networking, Electronic and Automation Control Conference (ITNEC). IEEE, 2017. http://dx.doi.org/10.1109/itnec.2017.8285094.

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Wang, Shang, and Erin Walker. "Providing Adaptive Feedback in Concept Mapping to Improve Reading Comprehension." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445554.

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Zheng, Hongyan, Liyang Han, and Jie Guo. "Evaluation of Factors Affecting the Efficacy of English Listening Comprehension Based on CALL." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5364806.

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Abdiyeva, Raziya, and Kadiyan Boobekova. "Psychological Factors Affecting Students Academic Performance in Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02254.

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The quality of human capital plays decisive role in the social and economic development of the country. Education and its quality are essential issue to government. In the learning process the students’ comprehension is important in achieving the determined goal. However there are various factors that affect the students’ performance as socio-demographic, economic and psychologic factors. This paper is aimed to investigate the effect of psychologic factors on academic achievements of students in higher education in the case of the Kyrgyz Turkish ‘Manas’ University. Psychological factors were analyzed using ordered probit model and data that was obtained in 2014 by conducting a questionnaire to 3133 students. According to the results psychological factors significantly affect academic performance of students.
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Reports on the topic "Factors affecting reading comprehension"

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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