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Journal articles on the topic 'Levels of Reading Comprehension Questions'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Eda, Işır, and Uyar Yusuf. "Investigating Reading Comprehension Questions and Student-Generated Questions in Language Lessons in terms of Level." Education Quarterly Reviews 5, no. 4 (2022): 440–55. https://doi.org/10.31014/aior.1993.05.04.676.

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Reading comprehension questions scaffold deeper comprehension, help students to analyze texts, improve students’ thinking skills, and help them realize permanent and meaningful learning. By comparing reading comprehension questions used in Turkish lessons with student-generated comprehension questions in terms of level, this study aimed to determine question resources’ capacity to affect students’ questions. Using a multiple-case study research method, this study examined Turkish textbooks’ reading comprehension questions, teachers’ questions generated during less

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Adli, Nayer, and Asgar Mahmoudi. "Reading Comprehension Questions in EFL Textbooks and Learners’ Levels." Theory and Practice in Language Studies 7, no. 7 (2017): 590. http://dx.doi.org/10.17507/tpls.0707.14.

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This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the

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Surtantini, Rin. "Reading Comprehension Question Levels in Grade X English Students’ Book in Light of the Issues of Curriculum Policy in Indonesia." PAROLE: Journal of Linguistics and Education 9, no. 1 (2019): 44. http://dx.doi.org/10.14710/parole.v9i1.44-52.

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This article aims at finding out the reading comprehension-question levels as constructed for some chapters of English Students’ Book for Grade X published in 2017 by The Ministry of Education and Culture of Indonesia. The data were taken purposively and analyzed using Barrett’s taxonomy of reading comprehension to examine the levels of comprehension questions provided in the book. While higher-order thinking skills (HOTS) in Bloom’s taxonomy involve students to analyze, to evaluate, and to create, Barrett’s reading comprehension levels exhibit corresponding features, namely inferential compre

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Riry, Jholie Grace Imanuella, and Sophia Binnendyk. "Analyzing Reading Comprehension Questions in English Textbooks Using Barrett’s Taxonomy." MATAI: International Journal of Language Education 5, no. 2 (2025): 144–54. https://doi.org/10.30598/matail.v5i2.18343.

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This study analyzes reading comprehension questions in the English textbook “Bahasa Inggris Tingkat Lanjut” using Barrett’s Taxonomy. The objective is to categorize and evaluate the cognitive demands of these questions, providing insights into the effectiveness of the textbook in developing students' reading comprehension skills. Through a qualitative content analysis of the questions, the study identifies the distribution of questions across the five levels of Barrett’s Taxonomy: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. The findings revea

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Januarahman, Faishal, and Ade Romadhony. "Paraphrase Generation For Reading Comprehension." sinkron 8, no. 4 (2023): 2018–26. http://dx.doi.org/10.33395/sinkron.v8i4.12873.

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Reading comprehension is an assessment that tests readers understanding of a concept from the given text. The testing process is conducted by providing questions related to the content within the context of the text. The purpose of this research is to create new question variations from existing questions, and one of the methods to achieve this is by paraphrasing questions through the task of paraphrase generation. This can help ensure that readers have fully grasped a concept of a text. This study employs a traditional approach known as the thesaurus-based approach, in which the process invol

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Tangsakul, Pornpimon, Wachiraporn Kijpoonphol, Nguyen Duy Linh, and Lugsamee Nuamthanom Kimura. "USING BLOOM’S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 31–41. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2106.

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The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of re

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Pornpimon, Tangsakul, Kijpoonphol Wachiraporn, Duy Linh Nguyen, and Nuamthanom Kimura Lugsamee. "USING BLOOM'S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research - Granthaalayah 5, no. 7 (2017): 31–41. https://doi.org/10.5281/zenodo.826733.

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The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of re

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Sari, Intan Kumala, Sahuddin, and Yuni Budi Lestari. "The Analysis of Reading Comprehension Question Levels in English Textbook for Vocational High School Based on Revised Bloom's Taxonomy." Journal of English Education Forum (JEEF) 3, no. 2 (2023): 25–29. http://dx.doi.org/10.29303/jeef.v3i2.566.

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Reading question is one of the tools that can improve students’ critical thinking. In teaching and learning process, providing questions at the HOTS level really helps students to improve their comprehension. This study aims to analyze the category of cognitive levels in reading questions based on Revised Bloom’s Taxonomy in English textbook “forward an English” for 10th Grade Students of Vocational High School. It used descriptive qualitative research. The data of this study was all of reading comprehension questions found in the textbook. Based on the results, researcher found 202 reading co

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Iskakova, A., S. Sultanbekova, T. Kenshinbay, Sh. Abadildayeva, and U. Beknazarova. "EVALUATION OF 2022-2024 FINAL ATTESTATION KAZAKH QUESTIONS ACCORDING TO PISA READING PROFICIENCY LEVELS." Znanstvena misel journal, no. 91 (June 26, 2024): 67–76. https://doi.org/10.5281/zenodo.12541178.

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Reading is a language skill that an individual first learns at school and uses throughout life; It is a high-level skill that includes understanding, interpreting, criticizing and evaluating texts beyond seeing and voicing them. For this reason, it is aimed at raising students in primary education as individuals who question what they read from a critical perspective. International monitoring research such as PISA (Programme for International Student Assessment), which allows countries to see their situation in various academic skills and compare them with other countries, also plays an import

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Nabela Ramadea, Ngasbun Egar, and Fitri Yulianti. "BLOOM Vs BARRET: COMPARING READING COMPREHENSION TYPES." Language and Education Journal 8, no. 2 (2023): 128–45. http://dx.doi.org/10.52237/lej.v8i2.486.

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This study was done to know the types of Bloom's Taxonomy and Barrett's Taxonomy used in reading comprehension questions of summative assessment made by an English teacher at SMAN 2 Semarang and thedominant type of each taxonomy used. This study was conducted using descriptive qualitative with content analysis research design because its research focused on analyzing reading comprehension inside a summativeassessment made by an English teacher. This research focused on a passive observer who did not actively participate. The study aims to document findings. The data collected from the Bloom Ta

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Untailawan, Franklin. "Bloom's Taxonomy and Reading Comprehension in English Teaching: Evaluating Teacher's Questioning." SOSHUM : Jurnal Sosial dan Humaniora 13, no. 3 (2023): 306–17. http://dx.doi.org/10.31940/soshum.v13i3.306-317.

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This study investigates how high school English teachers in different locations (SMA Negeri 3 in Aru Island Regency and SMA Negeri 4 in central Maluku Regency) utilize Bloom’s taxonomy in their questions to improve students’ reading comprehension. Using qualitative methods such as observation, interviews, and documentation, the researcher reveals various question types employed by these teachers, ranging from literal to appreciation questions. Analyzing the questions through Bloom’s taxonomy, the study finds that while teachers cover cognitive levels from understanding to evaluation, questions

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Dieu Thuong, Nguyen. "RESEARCH ON THE RELATIONSHIP BETWEEN READING COMPREHENSION QUESTIONS, BLOOM’S TAXONOMY, AND CRITICAL THINKING COMPETENCE TO ADAPT TO THE PRACTICAL NEEDS OF TEACHING READING COMPREHENSION DEVELOPING CRITICAL THINKING: A CASE STUDY OF VIETNAM." International Journal of Education Humanities and Social Science 06, no. 03 (2023): 01–12. http://dx.doi.org/10.54922/ijehss.2023.0513.

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The General Education Program in Literature (2018) of Vietnam is oriented toward capacity development for learners. Meanwhile, critical thinking is still a new and difficult problem for Vietnamese teachers. According to the survey results, they do not understand or do not know how to comprehensively assess critical thinking, including assessing critical thinking capacity in teaching reading comprehension. Those teachers assess students' cognitive ability mainly through the system of reading comprehension questions according to Bloom's taxonomy. By qualitative research method, the article has d

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Wahyuni, Ketut Budi. "The Levels Of Questions Used In The English Textbook Entitled “Stop Bullying Now”For The Xi Grade Of Senior High School." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 2 (2021): 191. http://dx.doi.org/10.23887/jpbi.v9i2.34393.

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Reading comprehension in Indonesian students is very weak. It is proven by Pisa 2018, a result which states that from a comparison between science, mathematics, and reading comprehension, Indonesian students are ranked 74th in the sixth from bottom. This article aims to analyze the level of questions used in an English textbook entitled "Stop Bullying Now" for class XI SMA published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. This analysis uses Barrett's taxonomy to test reading comprehension. Questions in the book with content analysis of qualitative researc

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Stevani, Margaret, and Karisma Erikson Tarigan. "Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question." SALEE: Study of Applied Linguistics and English Education 4, no. 1 (2022): 1–18. http://dx.doi.org/10.35961/salee.v0i0.526.

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The use of Bloom’s taxonomy to form knowledge, comprehension, application, analysis, synthesis, evaluation, and creation in choosing the type of reading test was to consider the role of higher and lower-order thinking skills in reading comprehension questions in English textbooks. The conceptual aspects of the reader's mental and visual response to the purpose of reading comprehension needs were the ability to generate new thoughts, separate ideas into parts, and judge the values of ideas by using appropriate criteria based on the text. This research contributed to the following questions: (1)

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Alicia Nero, Corrin, and Norehan Zulkiply. "The Effects of Retrieval Practice Across Levels of Thinking and Retention Interval on Reading Comprehension." Asian Journal of University Education 17, no. 4 (2021): 288. http://dx.doi.org/10.24191/ajue.v17i4.16222.

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Abstract: The present study examined the effect of different types of retrieval practice on reading comprehension across levels of thinking and retention interval in a classroom setting. One hundred undergraduates divided into two retention interval groups (short- and long-retention interval) were asked to read a passage on a topic in Cognitive Psychology and were then required to engage in a retrieval practice learning strategy using the two types of question format (production test and recognition test) and different levels of thinking (lower-order thinking and higher-order thinking). A thre

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Coury Silveira, Carolina, Camila Domeniconi, and Elenice Hanna. "Uma Avaliação Alternativa de Compreensão de Leitura para Crianças." ACTA COMPORTAMENTALIA 27, no. 4 (2019): 423–35. http://dx.doi.org/10.32870/ac.v27i4.72024.

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To develop text comprehension assessments, based on stimuli control relations present during reading, enables to give support to program individualized teaching procedures to Elementary School students. The present study aimed to test an alternative text comprehension assessment from the Brazil Proof, called Reading and Writing Diagnostic (DLE-3) of different textual genres. This assessment has four categories of analysis considering the relationship between the excerpts of texts and the multiple-choice questions (reading), and five categories of analysis for the essay questions (writing). Thi

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Alnofal, Abdulaziz Ibrahim S. "Cognitive Levels in Saudi EFL Teachers’ and Textbook Questions." Journal of Language Teaching and Research 9, no. 4 (2018): 695. http://dx.doi.org/10.17507/jltr.0904.04.

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This study aimed to investigate the thinking levels of questions asked by EFL instructors for first year English Department students at Al-Imam Mohammad ibn Saud Islamic University (IMSIU).The study also aimed to analyze the cognitive levels of the comprehension questions demonstrated by the reading and writing textbook (Unlock, Reading and Writing 1) taught for first year English Department students at IMSIU. In addition, the study examined the extent to which the instructors’ questions and the book they taught differ in the proportions of lower- and higher- thinking level questions. The samp

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Nadalini, Andrea, Claudia Marzi, Marcello Ferro, Alessandra Cinini, Paola Cutugno, and Davide Chiarella. "Inferential Reading Skills in High School: A Study on Comprehension Profiles." Education Sciences 15, no. 6 (2025): 654. https://doi.org/10.3390/educsci15060654.

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Reading comprehension of connected texts is a key skill in high school education, yet students exhibit varying proficiency levels, particularly in inferential reasoning. This study investigates reading behavior by means of finger-tracking technique and question answering among Italian 10th, 11th, and 12th year high school students, analyzing their performance on different types of questions: synonymy and reference vs. inference-based questions. Despite similar reading times and lexical effects across grades, students’ accuracy in answering inferential questions reveals significant variability.

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Yude, Uswatun Hasanah, and Yetti Zainil. "EVALUATING TEACHER’S COMPETENCE IN DEVELOPING READING COMPREHENSION QUESTIONS BASED ON BARRETT’S TAXONOMY." English Review: Journal of English Education 12, no. 3 (2024): 1053–62. http://dx.doi.org/10.25134/erjee.v12i3.10296.

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This study investigates the competence of English teachers in developing reading comprehension questions based on Barrett's Taxonomy in Senior High Schools in Padang. Given the importance of effective questioning in stimulating critical thinking and comprehension, this research aims to assess the levels and types of questions formulated by teachers. Using cluster random sampling, 12 English teachers from 6 schools were selected. The study employed a test instrument to evaluate teachers' abilities to create questions across Barrett's five levels: Literal Comprehension, Reorganization, Inferenti

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Ekalia, Yulian Juita, Ely Heldydiana Selamat, Fransiskus Jemadi, Maria Olga Jelimun, and Anjelus A. Setiawan. "Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions." English Education:Journal of English Teaching and Research 7, no. 1 (2022): 59–66. http://dx.doi.org/10.29407/jetar.v7i1.17823.

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Bloom's revised taxonomy is the most frequently utilized as an instrument for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment. It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this res

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Aynalem, Yihun Birhanu, and Alamirew Gebremariam Tesmand. "An Analysis of Reading Comprehension Sub-Skills in EFL Textbooks." Journal of Languages and Language Teaching 11, no. 4 (2023): 641. http://dx.doi.org/10.33394/jollt.v11i4.8695.

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The aim of this research was to investigate the reading comprehension sub-skills Ethiopian EFL textbooks teach in high schools. A descriptive case study was the design of the study, for it acknowledges the sociocultural viewpoint of reading instruction which is characterized by the roles culturally produced mediating artifacts (textbooks) have on students learning opportunities. To this end, reading comprehension questions were the data collected from grade eleven and grade twelve EFL textbooks which were selected drawing on the purposeful sampling technique. A checklist of comprehension sub-s

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Himawan, Riswanda, Triwati Rahayu, Muhammad Afnani Alfian, and Muhammad Alfian Hermawan. "Analysis of the Quality of Assessment Questions of Standardized Regional Assessment (ASPD) of Junior High School Reading Literacy : A Review Based on Barret's Taxonomy Cognitive Levels." Jurnal Paedagogy 12, no. 1 (2025): 208. https://doi.org/10.33394/jp.v12i1.13693.

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This study aims to analyze the quality of practice questions of Asessemen Standarisasi Penilaian Daerah (ASPD) Indonesian language junior high school in Bantul Regency, Yogyakarta in terms of the cognitive level of Barret's taxonomy. This research employed qualitative research. The data source of this research was the question document of Package A, which was adopted from MGMP Indonesian language junior high school in Bantul Regency. The theory used to analyze these questions was the theory of Barret's Taxonomy. The results of the analysis stated that there were 14 questions with literal compr

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Marzona, Yessy. "A Study on The Second Year Students’ Ability to Comprehend Reading Text Based on The Level of Comprehension Questions at SMAN 1 Sijunjung." Jurnal Ilmiah Pendidikan Scholastic 5, no. 1 (2021): 140–44. http://dx.doi.org/10.36057/jips.v5i1.455.

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This research was designed to describe the ability of the second year students to comprehend reading text according to the levels of question at SMAN 1 Sijunjung. To be more specific it aimed at describing students’ ability to comprehend reading text according to the levels of comprehension questions. This research was descriptive research. The population of this research was the second year students at SMAN 1 Sijunjung. The number of members of population was 165 students. The researcher took 80 students as the sample. In selecting sample, the researcher used stratified cluster random s

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Russell, Carolyn, Barbara Griesheim, and Nancy Lee. "Teachers Use IRIs to Help Struggling Readers." Georgia Journal of Literacy 37, no. 2 (2014): 13–17. http://dx.doi.org/10.56887/galiteracy.58.

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During the past few decades, an extraordinary amount of public attention has been given to controversies regarding how reading is being taught, is not being taught, or how it should be taught. To address reading concerns, publishers have developed commercial reading programs which provide teachers with materials on a variety of reading levels for use in the classroom. These materials allow teachers to match the reading levels of students with the appropriate reading books. Within a typical classroom, the reading ability of the students will range from below grade level to above grade level. In

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Pham, Anh Nguyet. "DEVELOPING A SYSTEM OF READING COMPREHENSION QUESTIONS FOR LITERARY TEXTS FOR 3RD GRADE STUDENTS IN VIETNAM." ISRG Journal of Multidisciplinary Studies (ISRGJMS) III, no. IV (2025): 1–5. https://doi.org/10.5281/zenodo.15117541.

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<em>For elementary school students, learning to read fluently and deeply understand literary texts not only helps them acquire knowledge effectively but also develops their ability to think independently, appreciate literature, and evaluate cultural and aesthetic values. Reading comprehension, especially of literary texts, requires students not only to recognize linguistic elements but also to analyze content, characters, contexts, and messages within the work. Developing this skill is not a simple process; it requires guidance and support from teachers, particularly through appropriate teachi

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Nur Fitria, Tira. "Non-EFL Students' Ability and Their Difficulties in Reading Comprehension Test." FLIP: Foreign Language Instruction Probe 2, no. 2 (2023): 58–67. http://dx.doi.org/10.54213/flip.v2i2.280.

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This research describes the non-EFL students’ ability and their difficulties in reading comprehension tests. This research is descriptive qualitative research. The analysis from Google Form response shows that the student’s average is 20.15 from 50 points, the students’ median is 18 from 50 points (correct answer) and the students’ range is between 9 (lowest score) reading texts up to 40 (highest score). The students’ problems in the reading test are about a number of questions, limited time in doing the test, unfamiliar and uninteresting topics of reading text, number of texts, number of para

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Cure, Goksel, and Serife Yucesoy-Ozkan. "Comparison of Two Interventions in Improving Comprehension of Students With Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 128, no. 2 (2023): 145–63. http://dx.doi.org/10.1352/1944-7558-128.2.145.

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Abstract The purpose of this study was to compare the relative effects of word reading and story component interventions in developing reading comprehension of narrative texts with four students with mild levels of intellectual disability. A multielement design was used in this study. The findings revealed that the story component intervention was more effective and efficient than the word reading intervention in developing students' reading comprehension of narrative texts, and also indicated that both interventions were significantly effective in enabling subjects to answer literal questions

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Abbasian, Marjan R., and Israa B. Azeez. "The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University." Cihan University-Erbil Journal of Humanities and Social Sciences 5, no. 1 (2021): 101–5. http://dx.doi.org/10.24086/cuejhss.v5n1y2021.pp101-105.

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Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary an

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Magliano, Joseph P., Stacey Todaro, Keith Millis, Katja Wiemer-Hastings, H. Joyce Kim, and Danielle S. McNamara. "Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training." Journal of Educational Computing Research 32, no. 2 (2005): 185–208. http://dx.doi.org/10.2190/1ln8-7bqe-8tn0-m91l.

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The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific texts and self-explained after each sentence. They also answered comprehension questions. Students showed improvement in the quality of their self-explanations and in the performance on the comprehension questionsasa function of both live and computer-based training. However, there were some differences in response to iSTART training as a function of reading skill. Specifically, less skilled readers i

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Hambali, Muslih, Soni Mirizon, and Nandang Heryana. "Difficulty Index and Cognitive Skills of English Textbook for Senior High School." Indonesian Journal of EFL and Linguistics 6, no. 1 (2021): 17. http://dx.doi.org/10.21462/ijefl.v6i1.331.

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This study explored the difficulty index, the terms for the category for reading text level, and cognitive levels of reading texts in the English textbook, Interlanguage, for Senior High School grade 12. The primary aim was to determine the extent to which the degree of the available different categories of reading text levels included the cognitive level of questions. Through the readability test formulas for difficulty index and a checklist based on revised Bloom Taxonomy for cognitive skills, 11 reading texts completed with 56 reading comprehension questions were analyzed. The result reveal

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Azmi, Aulia, and Noor Aisyah. "A CONTENT ANALYSIS OF THE READING COMPREHENSION QUESTIONS IN THE TEXTBOOK ENDORSED BY THE GOVERNMENT." Intensive Journal 6, no. 2 (2023): 1. http://dx.doi.org/10.31602/intensive.v6i2.8350.

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Material is a component of teaching to create a successful teaching and learning process. The purpose of this study is to describe the content of reading material in “Bahasa Inggris” textbook which endorsed by the government, especially the cognitive levels of the questions that follow the reading texts. This study used the qualitative research design. Meanwhile, the qualitative data of the research were cognitive level of questions that followed the reading texts. The researcher also used content analysis which was as one of the techniques used in qualitative research to collect and analyze t

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Syed Gul Muhammad Shah, Zahid Ali, and Nazir Ahmad. "Analytical study of Awareness of Metacognitive Reading Strategies and Reading Comprehension among College Students." Voyage Journal of Educational Studies 4, no. 1 (2024): 34–46. http://dx.doi.org/10.58622/vjes.v4i1.120.

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The current study investigates first-year college students' awareness of metacognition reading strategies and their capacity to comprehend written content. The research focuses on first-year college students in the district of Shaheed Benazirabad, with data collected from 350 participants using a non-random sampling method, constituting approximately 23.33% of the targeted population. A cross-sectional survey was conducted using two instruments – MARSQ and a reading comprehension passage with literal, inferential, and evaluative multiple-choice questions. Data was processed using SPSS Version

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Kuşdemir, Yasemin, and Pınar Bulut. "The Relationship between Elementary School Students’ Reading Comprehension and Reading Motivation." Journal of Education and Training Studies 6, no. 12 (2018): 97. http://dx.doi.org/10.11114/jets.v6i12.3595.

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Reading is an important language skill whose main purpose is comprehension. In the reading process, visible symbols must be perceived and interpreted in the brain. Once the reading skill has been acquired, it can become a tool for having access to information, analyzing and interpreting it. All of these depend on the reading comprehension skill. Thus, evaluation of reading comprehension is one of the subjects to which great importance is attached. Particularly the evaluation of the level of students’ reading comprehension is a subject of great interest for many researchers. In this regard, the

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Zahra, Nurul Fatimah. "Teaching Reading Skills in Applying EUQP Method and Dealing with The Problem in SMP Plus Putra Indonesia." English Journal Antartika 1, no. 1 (2023): 08–15. http://dx.doi.org/10.70052/eja.v1i1.204.

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The research investigates the effectiveness and identifies the impact of utilizing the explanation, understanding, questions, and pronunciation (EUQP) strategy in teaching reading comprehension in descriptive and narrative texts. The research was conducted at SMP Plus Putra Indonesia for two months, using a descriptive and qualitative research design. Data collection involved interviews, analysis, and perception, while data analysis was conducted through topic examination and alignment with the research questions. The findings revealed that the utilization of the EUQP method led to an improvem

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Abiyyu, Muhammad Bagus, Abdul Muth’im, and Mohammad Yamin. "Difficult Aspects of Reading Comprehension Faced by Non-English Department of Vocational Students." Acitya: Journal of Teaching and Education 6, no. 2 (2024): 168–81. http://dx.doi.org/10.30650/ajte.v6i2.3948.

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Understanding and interpreting text is a fundamental skill for students across disciplines, not limited to those in the English Department. Proficiency in reading comprehension not only enhances vocabulary and writing abilities but also fosters overall academic growth. This research endeavors to pinpoint the primary challenges encountered by first-semester students at Politeknik Negeri Banjarmasin in comprehending written material. Employing a descriptive quantitative approach, the study aims to identify the most daunting aspects of reading comprehension. A reading comprehension assessment com

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Irawan, Lalu Ari, and Ramli Ahmad. "Reading Comprehension and Test-Taking Strategies of Different Achievement Levels." Journal of Foreign Language Teaching and Learning 9, no. 2 (2024): 180–200. http://dx.doi.org/10.18196/ftl.v9i2.22663.

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The complexity of the reading process, which poses significant challenges for EFL and ESL learners, underpins this research into effective strategies for both reading comprehension and answering English reading texts. This qualitative phenomenological research aimed to explore the strategies that students use during reading activities and while taking reading comprehension tests. The study involved four fourth-semester students, differentiated by gender and achievement levels: a high-achieving female, a low-achieving female, a high-achieving male, and a low-achieving male. The research identif

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JACOBBE, TIMOTHY, and ROBERT M. HORTON. "ELEMENTARY SCHOOL TEACHERS’ COMPREHENSION OF DATA DISPLAYS." STATISTICS EDUCATION RESEARCH JOURNAL 9, no. 1 (2010): 27–45. http://dx.doi.org/10.52041/serj.v9i1.386.

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This study investigated elementary school teachers’ comprehension of data displays. Assessment, interview, and observation data were analyzed to determine their level of comprehension. Results revealed that the teachers were proficient at “reading the data” and computation types of “reading between the data” questions, but were unsuccessful with questions that assessed higher levels of graphical comprehension. Many of the difficulties exhibited by the teachers appear to be attributable to a lack of exposure to the content. Implications for teacher preparation, professional development, and cur

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Sinurat, Lando Fortericho, and Nora Ronita Dewi. "ANALYSIS OF STUDENTS™ READING COMPREHENSION LEVELS ON RECOUNT TEXT OF X GRADE STUDENTS AT SMA NEGERI 15 MEDAN." GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed 12, no. 2 (2023): 65–71. https://doi.org/10.24114/gj.v12i2.48602.

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The aim of this research is to find out the students™ reading comprehension proficiency in each levels of reading comprehension. This research was designed as a descriptive study. The data was obtained from the results of students™ answers to reading comprehension questions. The subjects of this study were the tenth grade students of SMA Negeri 15 Medan. The levels of reading comprehension were based on Barrett Taxonomy (Clymer, 1968). The results of this research showed that the students were properly proficient within the literal comprehension (98%), reorganization (95%), and inferential com

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NICOLAS, VERONICA. "Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English." Journal of World Englishes and Educational Practices 3, no. 4 (2021): 01–05. http://dx.doi.org/10.32996/jweep.2021.3.4.1.

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Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension quest

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Parveen, Nair, and Ehsan Mohd Said Nur. "The Effect of Graphic Organizer (KWL Chart) on Young Learners' Reading Comprehension in an ESL Setting." International Journal of Management and Humanities (IJMH) 4, no. 8 (2020): 43–53. https://doi.org/10.35940/ijmh.H0768.044820.

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KWL is a pre-reading strategy used to improve reading comprehension. This paper aims to discover the effectiveness of the Know-Want-Learn (KWL) strategy in improving year-4 pupils’ reading comprehension is one of the elements assessed in the UPSR Examination in Malaysia. This study reports quasi-experimental research on the use of a KWL chart (graphic organizer) on year 4 pupils’ reading comprehension in an ESL setting. Thirty pupils were chosen using purposive sampling in a primary school at Kuala Lumpur. The test was conducted with 30 ESL pupils of the same age group. A pretest o

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Rahimpour, Massoud, Mohaddeseh Hodaei, and Davoud Amini. "Pre-Reading Activities and Iranian EFL Learner’s Performance in Reading Comprehension." Studies in English Language Teaching 1, no. 1 (2013): 147. http://dx.doi.org/10.22158/selt.v1n1p147.

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The present study is an attempt to investigate the impact of two different types of pre-reading activities<br />of 1: glossary of unknown vocabulary items and 2:content related support on EFL learners’<br />performance on reading comprehension across low proficiency (LP) and high proficiency (HP) levels.<br />80 language learners with an age range of 18-28(male and female) participated in this study. Each<br />level consisted of two experimental groups. One experimental group received glossary of unknown<br />vocabulary items while the other group received content

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Huang, Tsui-Feng, Sheng-Chieh Chou, and Anna Liao. "Schema theory's immediate impact on college students' Chinese reading comprehension." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3535–43. https://doi.org/10.11591/ijere.v13i5.28898.

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Studies show that there is an increase of college students who prefer reading short summaries rather than long complex texts containing knowledge or theory. Thus, this study focuses on improving first-year students’ reading comprehension in Chinese courses by observing the effectiveness of teaching reading lessons in Chinese courses with the curriculum designed based on “schema theory”. The selected reading materials are extensive texts with certain knowledge or theories. For evaluation purposes, the reading test questions uses the same measure of reading proficiency levels o

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Yalcin, Gulistan, Banu Altunay, and Onur Emre Kocaoz. "Determining the Reading Comprehension Levels of Students Who are Braille-Readers on Informative Texts." International Journal on Social and Education Sciences 5, no. 4 (2023): 893–910. http://dx.doi.org/10.46328/ijonses.636.

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The purpose of this study was to determine the reading comprehension levels of middle school students who are braille readers in informational texts and to examine whether they differ in terms of certain variables. 23 of the participants were male and 16 were female; 11 of them were attending 6th grade, 18 were attending 7th grade, 10 were attending 8th grade. The data of the study were collected through the 'Reading Comprehension Achievement Test', which was prepared by the researchers and included 24 open-ended questions. The data were analyzed using descriptive statistics analysis and one-w

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Cotton, Andres, Pedro Benedetti, and Valeria Abusamra. "Reading Comprehension on Smartphones, A Comparison with Computers." Cuadernos de Lingüística Hispánica, no. 41 (November 16, 2023): 1–18. http://dx.doi.org/10.19053/0121053x.n41.2023.16032.

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This study aims to compare the effects of smartphones and computers on reading comprehension of both narrative and expository texts among adults of differentages and educational levels. To do so, a reading task followed by multiple-choice questions was designed, and 2391 volunteers participated; their educational levels,ages, and reading devices were recorded. Of these, 1510 worked with narrative text and 881 with expository text. Our analyses included descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and simple and multiple regressions. Results indicate that while smartphones yiel

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Hedrick, Wanda B., and James W. Cunningham. "The Relationship between Wide Reading and Listening Comprehension of Written Language." Journal of Reading Behavior 27, no. 3 (1995): 425–38. http://dx.doi.org/10.1080/10862969509547890.

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This study was the first to examine the relationship between wide reading and listening comprehension in the first language. It answered two questions concerning this relationship. First, higher levels of wide reading were associated with stronger listening comprehension ability. Second, there was indirect evidence to suggest that wide readers may be increasing their listening comprehension ability. One hundred and twenty fourth graders were measured on general language ability, estimated amount of wide reading, and reading-related language ability. A hierarchical regression logic was used to

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Susanti, Rizky Mega. "Evaluating the Reading Section of English National Standardized School Exams (USBN): (A Field Study in SMK NU Ungaran)." Language Circle: Journal of Language and Literature 14, no. 1 (2019): 67–76. http://dx.doi.org/10.15294/lc.v14i1.21172.

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With regard to the role of English in Indonesia that is mainly used for academic purpose, it is important to sharpen the two skills, reading and writing, more than the other two skills, listening and speaking. Based on that fact, this study focuses on reading skills, especially in reading comprehension skills. Reading comprehension skill is closely related to literacy levels that nowadays considered important by educational institution. The data was taken from reading comprehension questions in English USBN question sheet and the students’ answer sheets. The participants are students of XII gr

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Landa, Katrina G., and Patricia M. Barbetta. "The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities." Journal of International Special Needs Education 20, no. 1 (2017): 1–13. http://dx.doi.org/10.9782/2159-4341-20.1.1.

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Abstract A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In baseline, participants read a passage aloud once, while during repeated readings, they read a passage 3 times. In the repeated readings condition, participants read more words correctly per minute, made fewer reading errors, and answered more literal

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Huang, Tsui-Feng, Sheng-Chieh Chou, and Anna Liao. "Schema theory’s immediate impact on college students’ Chinese reading comprehension." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3535. http://dx.doi.org/10.11591/ijere.v13i5.28898.

Full text

Abstract:

Studies show that there is an increase of college students who prefer reading short summaries rather than long complex texts containing knowledge or theory. Thus, this study focuses on improving first-year students’ reading comprehension in Chinese courses by observing the effectiveness of teaching reading lessons in Chinese courses with the curriculum designed based on “schema theory”. The selected reading materials are extensive texts with certain knowledge or theories. For evaluation purposes, the reading test questions uses the same measure of reading proficiency levels of program for inte

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Azzahara, Gia Arya, Bachtiar Bachtiar, and Ruminda Ruminda. "The Impact of Directed Reading Thinking Activity Strategy in Increasing Students’ Reading Motivation and Learning Achievement." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 873–80. http://dx.doi.org/10.33487/edumaspul.v8i1.7730.

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This study aims to explore the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy in enhancing students' reading motivation and learning outcomes. Conducted using a mixed-methods approach, it involved 27 ninth-grade students at the Al-Gazali Islamic Boarding School. The study meticulously examines how the DRTA strategy, which encourages students to make predictions, pose questions, and enhance their comprehension through engaged reading, impacts their motivation to read and their levels of reading comprehension. By integrating both quantitative and qualitative research met

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Al-Hasnawi, Dr Mersal Abdulhameed Oudah, Dr Hamid Shihab Hamid Hussein, and Dr Haider Mohamed Hana. "The Effectiveness of Quranic Argument Method on the Fifth Grade Students Reading Comprehension." International Journal of Early Childhood Special Education 14, no. 1 (2022): 161–71. http://dx.doi.org/10.9756/int-jecse/v14i1.221021.

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The aim of the study is to identify the effectiveness of Quranic argument method on the fifth grade students reading comprehension. The researchers used the experimental design with partial control for the experimental group and the control group. The number of the research sample members was (74) male and female students distributed between two sections (A, B), with (37) male and female students for each of the experimental group and the same for the control group. Levels of reading comprehension (literal, explanatory, critical, tasteful, and creative). It consisted of (28) items distributed

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