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Journal articles on the topic 'Level of reading comprehension'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Wijaya, M. Sayid. "READING SPEED LEVEL AND COMPREHENSION IN SECOND LANGUAGE READING." Pedagogy : Journal of English Language Teaching 6, no. 1 (2018): 77. http://dx.doi.org/10.32332/pedagogy.v6i1.1087.

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Fluent readers are characterized by their ability in comprehending reading text flawlessly. They need no such a significant delay to process either word recognition or world knowledge while putting some efforts to get the gist of the text. Thus, their reading speed would increase by the time their word recognition skill improved. This also implicates their reading comprehension as well since they are skillful enough to relate what they know about the text with the text itself. However, that condition happened differently to students who joined Reading for General Purposes class. Some students

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2

Rodriguez, Keren Grace. "Factors Affecting Reading Level, Comprehension Skills, and Academic Performance of Intermediate Pupils: Basis for Enhancement Plan." Psychology and Education: A Multidisciplinary Journal 33, no. 10 (2025): 1176–89. https://doi.org/10.70838/pemj.331007.

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This study entitled Factors Affecting Reading Level, Comprehension Skills, and Academic Performance of Intermediate Pupils: Basis for Enhancement Plan aimed to determine the factors that affect the reading and comprehension skills of the ninety-six intermediate pupils and their relationship to the pupils’ academic performance. It utilized descriptive research design. Data were collected using Phil-IRI Assessment Tool and a two-part researcher-made survey questionnaire which determined the profile of the respondents on sex, socio-economic status, and nutritional status, and measured the l

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Arellano, Angelo, Honey Mist Salvador, Mitchie Mae Barrios, et al. "Readify: Interactive e-story book to improve English reading comprehension skills." International Student Research Review 2, no. 1 (2025): 91–107. https://doi.org/10.53378/isrr.167.

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English reading comprehension is a core competency that underpins significant contribution to the advancement of academic skills in all subjects. This study determined the impact of interactive e-storybooks conceptualized as readily accessible digital stories to improve, foster, and yields reader’s comprehension (READIFY) enhancing Grade 5 learners’ English reading comprehension skills in a public elementary school in the Philippines during S.Y. 2024-2025. The study utilized a quantitative approach, collecting data from survey questionnaires and pre-test and post-test assessments. Statistical

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Batac, Jonathan. "METACOGNITIVE READING STRATEGIES AND READING COMPREHENSION OF GRADE 11 TECHNICAL-VOCATIONAL-LIVELIHOOD MODULAR DISTANCE LEARNERS." GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL 2, no. 1 (2024): 23. https://doi.org/10.5281/zenodo.10892977.

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This study set out to look into the relationship between metacognitive reading strategies and reading comprehension of Grade 11 Technical-Vocational-Livelihood modular distance learners of Pasay City East. A correlational research design was employed. The Metacognitive reading strategies served as the dependent variable while reading comprehension served as an independent variable. Random sampling was used to select the 116 respondents and MARSI R and McCall Crabbs Reading Proficiech test were the instruments. The findings of this study show a weak relationship between metacognitive awareness

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Minsyzbayeva, A. "FACTORS AFFECTING ACADEMIC READING COMPREHENSION OF HIGH SCHOOL STUDENTS." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 54 (April 19, 2023): 54–56. https://doi.org/10.5281/zenodo.7845575.

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This article is aimed at revealing the factors that affect the academic reading comprehension of high school students. There are objective (e.g. the limited amount of knowledge of high school students) and subjective factors (e.g. students of their background knowledge). The level of formation of academic reading is evidenced by the possession of different reading strategies. Students need to acquire effective strategies for academic reading, the structure of an academic text, and how to recognize discourse markers for a faster initial acquaintance with the material.

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Ybañez, Jr. Demetrio. "Students' Reading Practices and Comprehension in Urban and Rural Schools." Psychology and Education: A Multidisciplinary Journal 26, no. 1 (2024): 13–24. https://doi.org/10.5281/zenodo.13876029.

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Reading practices provide the bases by which students build their reading skills, particularly reading comprehension. This study aimed to look into the level of students’ reading practices and their comprehension levels. This descriptive-correlational and comparative research was conducted at Pagadian City Science High School, Pagadian City as the urban school and Molave Vocational Technical School, Molave, Zamboanga del Sur as the rural school, during the school year 2018-2019. It utilized Grade 7 learners as research respondents. Findings revealed that students’ reading practices

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Ngabut, Maria Novary. "READING THEORIES AND READING COMPREHENSION." Journal on English as a Foreign Language 5, no. 1 (2015): 25. http://dx.doi.org/10.23971/jefl.v5i1.89.

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<p>In this article several reading theories in their relations to reading comprehension teachers and lecturers of English need to know are reviewed. At the theory level, three other Models of Reading, namely Bottom-Up, Top-Down, and Interactive are previously discussed to the Schema Theory. In reviewing the reading comprehension, the history of reading instruction, types and purposes of reading, and cognitive reading skills are discussed. Finally, it reviews six variables involved in the comprehension of English texts.</p><p><strong>Keywords:</strong><strong&gt

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

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

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Regina Mae B. Malate, Jovelyn G. Meredores, Jonna R. Palcone, Froilan V. Torrecampo, Jane M. Villareal, and Erlinda D. Tibus. "Students' Level of Reading Comprehension in Traditional and Remote Systems." Journal of Educational and Human Resource Development (JEHRD) 11 (December 31, 2023): 91–103. https://doi.org/10.61569/89qmc423.

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Reading comprehension translates into real-world abilities and critical thinking vital to succeed academically, professionally, and personally. This study measured the learners' reading comprehension level between traditional and remote systems in grade 9 students. This study used the comparative analysis research design to determine the relationship between students' reading comprehension levels in traditional and remote systems. The study was conducted through face to-face engagement while adhering to health protocols. The mean, percentage, and T-test were used to determine significant diffe

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Safitri, Nyimas Triyana, and Melati Melati. "EFL Learners’ Reading Comprehension Level: What Do They Portray?" Scope : Journal of English Language Teaching 7, no. 2 (2023): 247. http://dx.doi.org/10.30998/scope.v7i2.16359.

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<p>Levelling reading comprehension may help students learning and teacher course designing. This study attempts to portray the level of EFL reading comprehension in a public university in Jambi, Indonesia. The participants were 78 EFL learners who were registered in the academic year 2020-2021. The data were collected through administering a set of adapted reading test and calculated based on the indicator of the scoring system and criteria. These data were classified into each level of reading comprehension which is described in the form of percentage and presented through diagram and c

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Knott, Shawnee, and Shannon Tovey. "Increasing Below Level Readers Fluency and Comprehension." Georgia Journal of Literacy 43, no. 2 (2020): 14–39. http://dx.doi.org/10.56887/galiteracy.21.

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Year after year, students enter the classroom several grades below grade level yet are expected to perform as an on-grade level student. One of the major learning gaps, that is daunting to see in fourth grade, are students who are extremely below grade level in the area of reading. To an outsider, it may look as though it is only one subject. No big deal! Unfortunately, reading is the foundation to all content areas. A student who is not successful in reading will most likely have difficulties in other areas of learning. Reading provides the foundation of understanding and that foundation begi

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Adraque, Kylen Dae. "Learners' Reading Comprehension." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 277–87. https://doi.org/10.5281/zenodo.14740588.

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<strong>Abstract:</strong> <strong> </strong> Research on reading comprehension promises to provide valuable data that can drive improvements in teaching strategies, curriculum design, and policy-making, ultimately leading to enhanced academic success. In this premise, this study aimed to determine the reading comprehension levels of Grade 5 learners in a District under a medium-sized Division in Central Philippines during the Academic Year 2023-2024. Data needed for this descriptive study was taken from 236 respondents using a self-made instrument that has passed the stringent validity a

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Briones, Michelle, and Omar Hussien. "Learners' Attitudes toward Reading and their Level of Comprehension." Psychology and Education: A Multidisciplinary Journal 22, no. 10 (2024): 1248–59. https://doi.org/10.5281/zenodo.13208129.

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The purpose of this study was to know the nature of reading attitudes and the reading comprehension level of key stage 2 learners in a total of 135 of Tagpaco and Sinalac Elementary Schools. The reading comprehension questionnaire was adapted from Philippine Informal Reading (Phil-IRI)2018 stories on reading comprehension. The descriptive–correlational design with a modified adopted questionnaire as the main data gathering instrument. The data were analyzed using descriptive statistics and Pearson’s product-moment correlation tool in the context of the theories of Skinner’s,

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Napa-Rodríguez, Briceida Marilú. "reading habit in students' reading comprehension." International journal of linguistics, literature and culture 11, no. 2 (2025): 35–42. https://doi.org/10.21744/ijllc.v11n2.2501.

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The reading habit is related to cognitive and critical thinking skills that are essential for effective reading comprehension. The study aims to analyze the reading habit in reading comprehension, for this, the benefits of reading habits were identified, the strategies applied by teachers to strengthen reading comprehension were determined and the level of reading comprehension of the students was evaluated. A mixed approach, exploratory, inductive, and analytical, was used as a methodology, with survey, observation, and interview techniques to collect data from high school students and the La

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Lovely Joy Tombo Caparas, Janemary Baluran Pitogo, Charie Mae Refugido Crebillo, et al. "Familial catalysts: How parental involvement relates to the comprehension level of the primary grade learners." World Journal of Advanced Research and Reviews 26, no. 3 (2025): 2068–80. https://doi.org/10.30574/wjarr.2025.26.3.2278.

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This quantitative study investigated the influence of parental involvement on the reading comprehension of 106 primary grade learners (Grades 2-3) at Bagbaguin Elementary School in Bagbaguin, Pandi, Bulacan, Philippines. Employing a descriptive regression design, the research utilized a survey adapted from a research study to assess four dimensions of parental involvement: encouragement, reading activities, providing materials, and educational support. Learners' reading comprehension levels were measured using existing Modified Comprehensive Rapid Literacy Assessment (MCRLA) scores. Multiple l

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Adviento-Rodulfa, Cheryll, and May Rhea S. Lopez. "Paired Reading Strategy and Comprehension Level Among Grade 10 Students." World Journal of English Language 12, no. 1 (2021): 104. http://dx.doi.org/10.5430/wjel.v12n1p104.

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This study aimed to determine the effectiveness of paired – reading strategy in improving the reading comprehension of Grade ten learners. In this study, the subjects were profiled first about their age, sex, parents’ highest educational attainment, family income and availability of reading materials. Then, the subjects reading comprehension level was also determined before and after the exposure in paired – reading strategy.The subjects of this study are the Grade 10 – Ruby learners which are assigned as control group and Grade 10 – Jade learners which were assigned as experimental group. Bot

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Mark, De Guzman Fabella, and Malbog Abaoag Nimfa. "Intermediate grade school learners' sex, word recognition, and reading comprehension." World Journal of Advanced Research and Reviews 20, no. 3 (2023): 1346–56. https://doi.org/10.5281/zenodo.12775928.

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Unquestionable are the immeasurable benefits of reading to an individual's mental growth. Consequently, scholars have long established the importance of developing reading skills at the elementary level. Although reading is a recurrent research subject, the prevalence of reading difficulties among learners remains. This necessitates the use of periodic assessments of learners' reading proficiency to serve as the basis for remediation programs. In this study, the researchers used the descriptive correlational design to measure the reading level of pupils' using the Philippine Informal Reading I

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Francia, Arnilene, and Mikael Sandino Andrey. "Senior High School Learners' Reading Comprehension Level on Select Subtitled Movies." Psychology and Education: A Multidisciplinary Journal 19, no. 9 (2024): 970–87. https://doi.org/10.5281/zenodo.11194500.

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The Enhanced Basic Education Act of 2013 – R.A. No. 10533 (K to 12 Program) English Curriculum Guide 2013 noted that “the country aims for graduates who are communicatively competent and multi-literate and which learners have learned both meaning and accuracy of macro skills with the strategies and activities catered by the teachers. Gabinete emphasizes that English teachers should prioritize not only reading skills but also incorporate listening, speaking, viewing, and writing abilities in various aspects of curriculum planning, material preparation, assessment, integration, and i

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Exclamador, Catherine, and Emmanuel Alex Bercero. "Remedial Reading Strategy: An Enhancement for Reading Comprehension among Grade 2 Pupils." Psychology and Education: A Multidisciplinary Journal 28, no. 1 (2024): 25–30. https://doi.org/10.5281/zenodo.14183850.

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The study attempted to determine the extent of teachers’ remedial reading program; the pupils’ reading comprehension level; and the relationship between teachers’ remedial reading program and pupils’ reading comprehension level. The Pearson-Product Moment Correlation was employed in conjunction with the descriptive-correlational research approach to determine the significant link between the teachers' remedial reading program and the students' reading comprehension. The amount of remedial reading that teachers did and the reading comprehension level of their students we

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Haenggi, Dieter, and Charles A. Perfetti. "Processing components of college‐level reading comprehension." Discourse Processes 17, no. 1 (1994): 83–104. http://dx.doi.org/10.1080/01638539409544860.

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Abellana, Losel Mae, and Jeneifer Nueva. "Fluency Development Approach on Students’ Reading Accuracy and Comprehension Level." Journal of Research in Education and Pedagogy 2, no. 3 (2025): 346–61. https://doi.org/10.70232/jrep.v2i3.69.

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Fluency Development approach (FDA), also called Fluency Development Lesson, is a useful approach to teaching reading fluency that involves modeling fluency reading, assisted reading, repeated reading, word study, performance reading, and home and school involvement. It assessed the reading accuracy level in Word Count Per Minute (WCPM) of students before and after exposure to FDA, identified the comprehension level of students before and after exposure to FDA, determined the significant difference in the reading accuracy level of the students before and after exposure to FDA, and ascertained t

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Hwang, Inkyung, and Byungmin Lee. "Textbook-based L2 Oral Reading Fluency of Lower-level 8th Grade EFL Students and Its Association with L2 Reading Comprehension." SNU Journal of Education Research 32, no. 2 (2023): 33–53. http://dx.doi.org/10.54346/sjer.2023.32.2.33.

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The present investigation endeavors to assess the L2 oral reading fluency and comprehension abilities of Korean EFL middle school students in the context of the Korean national curriculum. Sixty-one eighth-grade students participated in the study, which involved oral reading and comprehension tests using second-year middle school English materials. Informal reading assessments were also conducted to evaluate the students' English word reading accuracy, automaticity, and prosody, and L2 oral reading fluency was determined from these measures. The results showed that only 30% of the students wer

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Dechavez, Lady May, Lorelie Honesto, and Edgel Landas. "Metacognitive Reading Strategies in Relation to Reading Comprehension: Basis for Intervention." Psychology and Education: A Multidisciplinary Journal 32, no. 1 (2025): 41–53. https://doi.org/10.5281/zenodo.14848939.

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Reading comprehension is an essential skill vital for both academic achievement and lifelong learning (Hammad, 2023). It enables individuals to interpret written materials effectively, aiding them in overcoming classroom challenges and pursuing additional learning opportunities. Research has shown that metacognitive reading strategies, characterized by the deliberate awareness and regulation of cognitive processes while reading, can enhance comprehension (Serrano, 2020). This study determined the relationship between metacognitive reading strategies and reading comprehension among Grade 5 to G

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Zainurrahman, Nur Yusuf Fazri, and Sukyadi Didi. "Text readability: its impact on reading comprehension and reading time." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1422–32. https://doi.org/10.11591/edulearn.v18i4.21724.

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Recently, the readability of texts has become the focus of reading research because it is believed to have implications for reading comprehension, which is of utmost importance in the field of English as a foreign language (EFL), particularly in the teaching, learning and assessment of reading comprehension. Unfortunately, the influence of text readability on reading comprehension (and reading time) has not been well studied in the EFL context. Most text readability studies are conducted in medical contexts, but these studies are often limited in predicting readability scores for sample texts.

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

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

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Dunggo-an, Jay O., Annielaine S. Gulam, Ryan Chris J. Pantilgan, and Daisy Catubig. "Assessing the Level of Reading Comprehension and Reading Strategies Among Criminology Students." Journal of Education and Learning Reviews 2, no. 2 (2025): 21–34. https://doi.org/10.60027/jelr.2025.1356.

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Background and Aim: Reading comprehension is essential as it significantly impacts a student's life and serves as the foundation for learning. In Criminology, strong reading skills enable students to understand legal frameworks, engage with theoretical concepts, evaluate research, analyze policies, communicate effectively, and think critically about complex issues related to crime and justice. This study examines the levels of reading comprehension and the reading strategies used by Criminology students at a private college in Pagadian City during the 2024-2025 academic year. Materials and Met

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Smith, Kimberly G., and Anna E. Ryan. "Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia." American Journal of Speech-Language Pathology 29, no. 4 (2020): 2039–48. http://dx.doi.org/10.1044/2020_ajslp-19-00135.

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Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests–Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests–Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia–Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation

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D. Dariagan, Andy Bon, and Marien A. Laureto. "Module Readability, Reading Skills, and Reading Comprehension of Grade 8 Students." Journal of Contemporary Issues and Thought 12, no. 1 (2022): 24–41. http://dx.doi.org/10.37134/jcit.vol12.1.3.2022.

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This survey-correlational research aimed to determine the levels of readability of the grade eight English manual, reading skills, which constitute vocabulary and fluency, and the students’ reading comprehension of the grade eight students. The “standard” readability level of the grade 8 learners’ module indicates that the literary pieces and readings included in it are comprehensible. Grade 8 students are proficient readers; they have the skill in vocabulary and fluency. They can pronounce most of the words with accuracy and understand most of the English words and even give meaning to them.

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Viani, Anggun Octa, and Roswati Roswati. "AN ANALYSIS OF STUDENTS’ READING COMPREHENSION LEVEL AT NURUL FALAH SENIOR HIGH SCHOOL PEKANBARU." VISION 21, no. 1 (2025): 01. https://doi.org/10.30829/vis.v21i1.4237.

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<p>This study examines the reading comprehension levels of students at Nurul Falah Senior High School Pekanbaru, focusing on three distinct categories: literal, inferential, and critical comprehension. A quantitative descriptive approach was employed, utilizing a reading comprehension test as the primary instrument. The population included 110 students, with a simple random sampling method selecting 20% for the study. The analysis revealed that the average literal comprehension score was 87.27, categorized as very good, indicating strong performance at this level. For inferential compreh

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A Hasyim, Umar Al Faruq, Yeasy Agustina Sari, and Nurul Puspita. "Applying of Cooperative Integrated Reading and Composition (CIRC) Strategy on Students’ Reading Comprehension." Anglophile Journal 1, no. 1 (2020): 41. http://dx.doi.org/10.51278/anglophile.v1i1.80.

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The article was to analyse Cooperative Integrated Reading and Composition (CIRC) Strategy Effective on student’s reading comprehensio, especially in recount text. This research was conducted at tenth grade in second semester at tenth grade SMA 10 Bandar Lampung The design of this research was quantitative research. The subject of this research was 32 students at tenth grade of SMA 10 Bandar Lampung. The result of the research showed that the significant influence was clarified by the assumption of the level of the coefficients correlation between Cooperative Integrated Reading and Composition

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Mark, Kevin Astrero, G. Selmo Remedios, Mae V. Dumlao Jaya, et al. "Descriptive Analysis of Reading Comprehension Level of Grade 7 Students: Basis for a Reading Program." International Journal of Social Science and Education Research Studies 04, no. 07 (2024): 750–60. https://doi.org/10.5281/zenodo.12758241.

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Abstract : This study explored the reading comprehension level of the grade 7 students at the University of La Salette, Incorporated High School. It utilized a quantitative, descriptive research design to analyze the data from the CEM Reading Test Level 3 of three hundred sixty-eight (368) grade 7 students who served as the sample population of this study. The result revealed the students performed better in the content areas of scanning, point of view, and literal compared to the norm group. However, students were rated low average in the following content areas: synonyms, literal, inferentia

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Picardal, Jocelyn. "Reading Comprehension and Academic Performance of Grade 6 Learners: Towards a Reading Comprehension Program." Psychology and Education: A Multidisciplinary Journal 36, no. 5 (2025): 484–91. https://doi.org/10.70838/pemj.360501.

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This study explored the relationship between reading comprehension skills and academic performance among Grade 6 learners, aiming to develop a reading comprehension program that enhances both skills and overall academic success. The study was conducted with 200 Grade 6 learners from a public school, examining various factors such as household income, parental education, and the types of reading materials learners engage with. The results showed a significant improvement in reading comprehension skills from the pretest to the posttest, with many students progressing from a "Frustration" level t

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

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

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Sittie, Ainnie Jar U. Abolais, A. Camal Norshida, M. Dimasangkay Janisah, et al. "Empowering the Parents of Struggling Readers: An Action Research in Developing Reading Comprehension Sikap Elementary School Learners through Parent Tutoring." INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH IN MULTIDISCIPLINARY EDUCATION 04, no. 02 (2025): 143–55. https://doi.org/10.5281/zenodo.14881249.

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Reading comprehension functions as an essential ability which forms the essential base needed for academic achievements alongside continuous educational development, enabling individuals to construct meaning, analyze texts, and engage with diverse perspectives. This action research aimed to enhance the reading comprehension skills of struggling primary school students at Sikap Elementary School through a parent tutoring program. The study addressed gaps in parental involvement by equipping parents with skills and tools to support their children’s literacy development. Key objectives incl

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Utto-Sulay, Norsarah. "Reading Strategies, Learning Styles, and Reading Comprehension in English of Senior High School Students in the Division of Sultan Kudarat." Psychology and Education: A Multidisciplinary Journal 26, no. 7 (2024): 770–81. https://doi.org/10.5281/zenodo.13941035.

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The study aimed to determine the extent of use of reading strategies, the learning styles manifested and the reading comprehension level in English of the senior high school students in the Division of Sultan Kudarat. Specifically, it ascertained the degree to which students apply reading strategies and learning styles (global, problem-solving, supportive, and global), the extent of learning style manifestation (active, reflective, sensing, intuitive, visual, verbal, sequential, and global), and the significant relationship between reading comprehension level and these manifestations. Using Sl

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Hasirul, Malangka. "Problems in Reading Comprehension among Bachelor of Arts in English Language Studies Students at Mindanao State University-Sulu." Psychology and Education: A Multidisciplinary Journal 20, no. 5 (2024): 517–25. https://doi.org/10.5281/zenodo.11443208.

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Descriptive quantitative research is used in this study to ascertain the extent of problems in reading comprehension encountered by Mindanao State University-Sulu students pursuing a bachelor's degree in Bachelor of Arts in English Language Studies in the academic year 2023-2024. Using one-way ANOVA, the weighted mean, the standard deviation, the t-test for independent samples, and Pearson's r correlation test. The study's conclusions are as follows: 1) Of the 100 respondents, the vast majority are female, between the ages of 20 and older, and primarily enrolled in their first or second year l

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Balansag, Juwilyn P. "Improving Reading Fluency among Frustration Level Readers of Grade 5 and 6 Pupils Through Repeated Reading Interventions." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 787–800. https://doi.org/10.47772/ijriss.2025.90400059.

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This action research investigated the impact of repeated reading interventions on Grade 5 and 6 frustration-level readers at Tipan Elementary School, addressing the need for effective strategies to improve reading fluency among students experiencing significant reading difficulties. The study aimed to determine how these interventions could enhance reading fluency and comprehension. The research utilized a mixed-method design, involving both quantitative and qualitative data collection techniques. A purposive sampling approach selected participants who were identified as frustration-level read

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Davis, Terry C., Joseph A. Bocchini, Doren Fredrickson, et al. "Parent Comprehension of Polio Vaccine Information Pamphlets." Pediatrics 97, no. 6 (1996): 804–10. http://dx.doi.org/10.1542/peds.97.6.804.

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Background. Medical information pamphlets often are written using language that requires a reading level higher than parents of many pediatric patients have achieved. Anecdotal reports suggest that many parents may not readily understand the federally mandated Public Health Service vaccine information pamphlets prepared by the Centers for Disease Control and Prevention (CDC) in 1991. The level at which the pamphlets need to be written for low-reading-level parents is undetermined, as is whether parents reading at higher levels will accept low-reading-level materials. Methods. To determine whet

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Astrero, Mark Kevin, and Jemerson L. Eugenio. "Efficacy of Peer-Assisted Reading Program in Improving Students’ Reading Comprehension Level." Journal of Advanced Research in Education 4, no. 3 (2025): 1–20. https://doi.org/10.56397/jare.2025.05.01.

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This research investigates the effectiveness of the Peer-Assisted Reading Program (PARP) in improving reading comprehension for seventh-grade students. Initially, a pre-test was administered, and 65.79% of the students were categorized in the “Frustrational” reading level and had an average score of 10.42 (52.11%), unfortunately indicating comprehension difficulty. After the intervention, the post-test results indicated an average of 13.76 (68.82%), with 68.42% at the “Instructional” reading level and 18.42% at the “Independent” comprehension level. A paired sample t-test was conducted and ind

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Nurhayati and Geraldo Amelius Najoan. "Students’ Reading Habit and Their Reading Comprehension in Learning English." Indonesian Journal of Interdisciplinary Research in Science and Technology 1, no. 9 (2023): 805–22. http://dx.doi.org/10.55927/marcopolo.v1i9.6587.

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The purpose of this study is to find out the correlation between students’ reading habit in learning English and their reading comprehension in learning English and was used quantitative descriptive approach. The data was collected from 100 students of Grade VII students in SMP Negeri 1 Airmadidi. To answer the research questions, descriptive mean analysis and Pearson Product Coefficient Correlation were used. The findings revealed that the level of students’ reading habit was 3.30, indicating as moderate level. The level of students’ reading comprehension was 2.70, indicating as moderate leve

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Rahmawati, Aulia, Ida Rosmalina, and Hesti Wahyuni Anggraini. "Prosodic reading and reading comprehension in university." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (2020): 89. http://dx.doi.org/10.30659/e.5.1.89-108.

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This study was aimed at investigating the students’ English reading comprehension on the basis of the importance of prosodic reading in university level by first, measuring the levels of reading prosody and reading comprehension, characterizing the acoustic characteristics produced by the students, and at last associating the first variable to the second variable. Prosodic reading levels were measured by using Multidimensional Fluency Scale, containing four dimensions. To explore the six types of syntactically complex structures produced by the students orally, this study conducted a descripti

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Herdiana and Sirojul Munir. "Silent Reading Training Improves Reading Speed and Reading Comprehension." JPI (Jurnal Pendidikan Indonesia) 13, no. 4 (2024): 707–16. https://doi.org/10.23887/jpiundiksha.v13i4.82886.

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The speed reading and reading comprehension abilities of junior high school students are still far from ideal criteria. There are still many students who do not understand reading quickly and well. The aim of this study was to examine the effect of fast and silent reading skills training on students' reading speed and achievement at an early age. This research also seeks to explore the effectiveness of training interventions and their potential for students based on gender. The research method used in this research is quasi-experimental. The participants involved in this research were 350 juni

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HO, CONNIE SUK-HAN, CATHY YUI-CHI FONG, and MO ZHENG. "Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children." Applied Psycholinguistics 40, no. 2 (2018): 323–49. http://dx.doi.org/10.1017/s0142716418000590.

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ABSTRACTDecoding and language comprehension skills have been found to be the core components of reading comprehension across many writing systems. The present study examined the contributions of vocabulary and some discourse-level skills to reading comprehension in Chinese in addition to that of decoding. One hundred and seventeen Chinese second and third graders in Hong Kong were tested on decoding, vocabulary, discourse-level skills, and verbal working memory. Results of multiple regression analyses showed that the discourse-level skills contributed an additional 5% of variance to reading co

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Ana, Marie C. Diaz, and S. Villanueva Jasmin. "Instrumental popular music and students' reading comprehension: Basis for proposed reading remediation program." International Research Journal of Science, Technology, Education, and Management 2, no. 2 (2022): 242–54. https://doi.org/10.5281/zenodo.6973601.

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The potential of music to aid reading performance has been the subject of research for many years. The present study aimed to investigate the effect of five music genres (Jazz, Pop, RNB, Rap, and Classical) on the reading comprehension of grade 9 junior high school students in the division of Angeles City. In line with this, the study conducted quasi-experimental pretest and posttest for students (N=40) within the span of 2 weeks. The pretest of each genre was taken without playing popular instrumental music in the background while the posttest was taken while the subjects listened to popular

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Casibual, Joseph P., and Julrem B. Nacua. "Correlation between Internet Literacy and Vocabulary Level." AsiaCALL Online Journal 13, no. 4 (2022): 44–54. http://dx.doi.org/10.54855/acoj.221344.

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In-depth research on reading comprehension receives less attention in basic education, despite the fact that the problem is just as critical, if not more so, in this pandemic era. This study aims to learn the dynamics of reading comprehension to draw a conclusion on the phenomenon. Terry (2022) observed a strong connection between vocabulary and reading comprehension. However, meager studies have correlated two variables – Internet Literacy (IV) and Vocabulary Level (DV) – with combined implications for Reading Comprehension. With the globalization of online learning, urban demography's visibi

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Hwang, Sanghyeon, and Youngmin Park. "Differences in inferential comprehension of high school students according to reading motivation level." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 6 (2023): 281–98. http://dx.doi.org/10.22251/jlcci.2023.23.6.281.

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Objectives The purpose of this study is to analyze the difference in high school students' inferential comprehension according to the level of reading motivation. Methods Reading motivation and inferential comprehension of 517 high school students were measured using reading motivation and inferential comprehension tests. Based on the response results, descriptive statistics and correlations were confirmed using Google's colab, and the effect size was calculated with Cohen's d. Results First, the correlation coefficient between reading motivation and inferential comprehension was .308, and the

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Sartika, Eka. "A Closer Look on Student-Teachers’ Attitudes, Habits, and Their Comprehension Achievement toward Reading of Tertiary Level." ENGLISH FRANCA : Academic Journal of English Language and Education 7, no. 1 (2023): 1. http://dx.doi.org/10.29240/ef.v7i1.7012.

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This study was aimed to find out (a) the existing phenomena of students’ reading attitudes, habit, and comprehension achievement, (b) whether or not there was significant correlation among the students’ reading attitudes, reading habits and their reading comprehension achievement, (c) whether or not there was contribution of students’ reading attitudes, reading habit and their reading comprehension achievement, (d) which variable gives the most contribution to the students’ reading comprehension achievement. The data were collected by distributing reading attitude and reading habit questionnai

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Riffo, Bernardo, Carlos Rojas, Andrea Helo, et al. "Reading Comprehension in Older Adults—Effects of Age, Educational Level, and Reading Habits." Journal of Intelligence 13, no. 1 (2024): 4. https://doi.org/10.3390/jintelligence13010004.

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Older adults in the third-age group (60–79 years) maintain reading comprehension skills similar to those of younger adults, but little is known about individuals in the fourth age (80+ years). This study investigates differences in reading comprehension in a between-group design. We evaluated a sample of 150 older adults, comprising 86 third-age and 64 fourth-age participants. We examined the influence of sex, cognitive functioning, formal education, self-perceived reading difficulties, and reading habits on their text comprehension abilities. The results show that fourth-age adults have a sig

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Jennymae, T. Manggasang1, and B. Belasoto2 Ma.Fe. "Level of Reading Comprehension Among Grade 11 Learners Basis for Instructional Material Development." International Journal of Social Science and Human Research 04, no. 09 (2021): 2333–41. https://doi.org/10.47191/ijsshr/v4-i9-09.

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This descriptive study aimed to determine the level of reading comprehension among 323 randomly selected Grade 11 learners from the academic and TVL tracks of Estancia National High School, through the use of a researcher-made instrument which had undergone validity and reliability test.  Result revealed that when taken as an entire group, the females, the academic track Grade 11 learners, those with post graduate parents were “good” in literal and interpretive levels while “fair” in evaluative level. The males, the TVL track Grade 11 learners, those with elementar

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Tudor, Ian. "Pre-reading format and learner proficiency level in L2 reading comprehension." Journal of Research in Reading 13, no. 2 (1990): 93–106. http://dx.doi.org/10.1111/j.1467-9817.1990.tb00327.x.

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