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Maskanah, Siti. "Improving Reading and Writing Ability of Beginning With The Cooperative Integrated Reading and Composition Method." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (2020): 1177. http://dx.doi.org/10.20961/shes.v3i3.46310.
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<pre><em>Reading is an asset for someone to study books and find written information. Reading for a student is also an asset so that they can participate in learning activities. This study aims to improve reading and writing skills beginning with the Cooperative Integrated Reading and Composition (CIRC) learning method. Besides that, it can also improve the ability to read and write at the beginning. This study uses the Cooperative Integrated Reading Composition (CIRC) learning method, this method is one of the integrated cooperative learning methods of reading and writing, where students are divided into several groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts. This research is able to improve the ability to read and write at the beginning.</em></pre>
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Halizatul Fhathah, Qary, and Nuraeni . "PROMOTING STUDENTS' READING COMPREHENSION WITH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)." ENGLISH JOURNAL 14, no. 1 (2020): 36. http://dx.doi.org/10.32832/english.v14i1.3841.
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Cooperative Integrated Reading and Composition (CIRC) is one of cooperative learning method used in language teaching, specifically in high-level reading and writing. This method is designed to accommodate variety of student ability level with heterogeneous grouping or homogeneous grouping. CIRC aimed to develop students’ ability in comprehending the content of reading and fostering the ability to write the materials they read. The purposes of this research were to know how CIRC is implemented in classroom, and to know to what extent CIRC promote students’ reading comprehension. The researcher used classroom action research in conducting the research. The qualitative data was obtained from observation, interview, and documentation. The participants of the research were the 10th grade students of one senior high school in Bogor. The result of the research shows that CIRC can be implemented in two cycles and four meetings. The data shows that there are some competencies which indicates that CIRC promote students’ reading comprehension in cognitive activity, motivation activity, and affective activity. This study suggests the good atmosphere and used another text to be implemented in other classes using CIRC.
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Erlidawati and Syarfuni. "The Effect of Cooperative Integrated Reading and Composition on Reading Comprehension of IAIN Lhokseumawe, Indonesia." Advances in Language and Literary Studies 9, no. 4 (2018): 153. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.153.
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This study was conducted to investigate the effect of Cooperative Integrated and Composition (CIRC) in teaching reading comprehension to the third semester students of English departement at IAIN Lhokseumawe. The population of this study was all the students in the third semester and the samples are unit-1 and unit-2. The sample was chosen by using random sampling technique. The sample consists of 31 and 32 students. To obtain the data, the pre-test and the post-test were given to two groups; experimental group and control group. The instrument used to collect the data was a test. It was used to see learning achievement of students in reading comprehension. The mean score of experimental group was 81,45 by it was 76,09 of control group. Students’ reading ability in both groups was different as indicated by the t-test. The t-test result shows that the score is 2.210 while the result of t-table is 0,031 at the level of significance is 5% (α=0.05). Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Furthermore, the finding of this study showed that CIRC more effective in In enhancing the students’ reading comprehension. This study contributes to further implications for research on language learning strategies, material design and teacher education in English language teaching.
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Parmis, Annie A., Rose B. Bandalan, and Jade C. Clerigo. "Language Learning: Reading Comprehension, Motivation, Strategies, And Academic Achievement." Archives of Business Research 8, no. 6 (2020): 32–36. http://dx.doi.org/10.14738/abr.86.8324.
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This study was focused on language learning in terms of reading motivation and comprehension as well as with language learning strategies in relation to academic achievement of college students at the Visayas State University (VSU). The first set of respondents composed of forty-eight (48) Bachelor of Arts in English Language (AB-EL) students took a reading comprehension test and answered a reading motivation survey adopted from Wigfield and Guthrie (1997). The second set of respondents composed of thirty-one (31) Spch 11 (Speech Communication) students answered a survey on language learning strategies adopted from Oxford (1990). The study followed a descriptive survey design. Data were analyzed using descriptive statistics. Spearman's Rho was also used for correlation analyses. With regard to the reading motivation and comprehension of the AB-EL students, results showed that among the 11 aspects of the Motivation for Reading Questionnaire (MRQ), three of them emerged as having a significant relationship with reading comprehension. These are "challenge", "compliance" and "reading work avoidance". "Challenge" is positively correlated while "Compliance" and "Reading Work Avoidance" are negatively correlated to reading comprehension. This result implies that those who feel challenged while engaging in the reading selection have a higher level of reading comprehension. However, those who read because they are required to do so have a lower reading comprehension than those who read because they choose to do so. Also, those who tend to read to escape from work have a lower level of reading comprehension. Therefore, one's reading motivation can in a way affect his or her reading comprehension. Among the three factors that have a significant relationship with reading comprehension, "Compliance" is considered to be the most influential to students' reading comprehension. Therefore, reading to accomplish a requirement has a greater negative effect on the students' reading comprehension than reading to have an excuse to escape from work. It is disadvantageous because reading for the sake of completing or accomplishing a requirement or task is not the ideal expectation when someone reads for comprehension. Reading for comprehension embodies everything from meaning-making to experiential learning. Meanwhile, with regard to the language learning strategies in relation to the academic achievement of Spch 11 students, findings revealed that only Affective Strategies correlate with the students' academic achievement ("good" to "very good"). This implies that all the other language learning strategies covering Memory, Cognitive, Compensation, Metacognitive, and Social are independent to the respondents' academic achievement. Therefore, this study concludes that the affective factors have something to do with one's language learning strategy. Affective strategies tend to have a powerful influence on the techniques to help students control their emotions, attitude, motivation, and values, thus facilitating one's language learning.
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Kamdideh, Zahra, Reza Vaseghi, and Saeedeh Talatifard. "The Effects of 'Reciprocal Teaching of Reading' and 'Cooperative Integrated Reading and Composition' on the Reading Comprehension of Iranian EFL Intermediate Students." Theory and Practice in Language Studies 9, no. 9 (2019): 1111. http://dx.doi.org/10.17507/tpls.0909.06.
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The present study investigated the effects of Reciprocal Teaching of Reading (RTR) and Cooperative Integrated Reading and Composition (CIRC) on the reading comprehension of Iranian EFL intermediate students. After administering the Preliminary English Test (PET) to a total population of 53, this researcher selected an almost homogeneous group of 42 Iranian intermediate students and randomly assigned them to two groups of CIRC and RTR techniques – 21 students per group. Based on their scores, both classes were divided into 7 almost heterogeneous teams - three members each. Both groups received the same instruction for five weeks and the course lasted for 15 sessions of 90 minutes. Whereas the RTR group experienced their reading course via RTR, which emphasizes explicit teaching of reading strategies, the other group experienced their reading course through CIRC. Upon the end of the treatment, a PET was administered to both groups as post-test. The scores of the post-test were compared with those of the on pre-test. Results showed that RTR had a more significant effect on the improvement of reading comprehension of the participants. The factors that led to the results of the study and the pedagogical implications for EFL teachers, syllabus designers and materials developers are discussed. In addition, she suggests recommendations for further research.
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Thames, Dana G., Carolyn Reeves, Richard Kazelskis, et al. "Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers." Reading Psychology 29, no. 1 (2008): 86–115. http://dx.doi.org/10.1080/02702710701853625.
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Masadeh, Thouqan Saleem Yakoub. "Performance of Saudi English Language Teachers in Reading Comprehension Classes." SAGE Open 5, no. 4 (2015): 215824401562159. http://dx.doi.org/10.1177/2158244015621598.
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Lo, Chih-Cheng, Hsifu Wen, and Yi-Shuang Lin. "The Effect of Readers Theater on EFL Seventh-Graders’ Reading and Listening Comprehension." SAGE Open 11, no. 3 (2021): 215824402110383. http://dx.doi.org/10.1177/21582440211038388.
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While the effect of Readers Theater (RT) on English oral reading fluency has been extensively investigated, research on the effect of RT on adolescents’ English reading and listening comprehension was scant and yielded different results. This research aimed to explore how RT instruction influenced English as a Foreign Language (EFL) students, especially adolescents, in English reading and listening comprehension. This article conducted a 10-week quasi-experimental design involving two intact classes of 68 seventh-grade students from central Taiwan. The instruments included pretests and posttests of English reading and listening comprehension and nine students were interviewed for an in-depth analysis. The results revealed that the experimental group statistically significantly outperformed the control group on reading comprehension, but not on listening comprehension. Consequently, despite the advantages of RT instruction on reading comprehension stated in the article, interaction among learners in terms of listening comprehension is needed to be emphasized in the course when adopting the RT instruction.
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González-Valenzuela, María-José, and Isaias Martín-Ruíz. "Motivación de logro y lenguaje escrito en adolescentes españoles." Anales de Psicología 32, no. 2 (2016): 466. http://dx.doi.org/10.6018/analesps.32.2.201561.
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The relationship reading and writing with cognitive-linguistic factors is analyzed for most studies, being less frequent the studies related with motivation. This study analyse the relation of the motivation and writing composition and reading comprehension, in Spanish teenagers. The sample this formed by 203 subjects of 1º (<em>ME</em>=12.4, <em>DT</em>=1.28), 2º (<em>ME</em>=13.6, <em>DT</em>=1.02) y 3º (<em>ME</em>=14.2, <em>DT</em>=1.34) of compulsory secondary education, of class media sociocultural, with normal intellectual levels and without deficits physical, psychic or sensory. The students were evaluated in motivation in terms of frequency of thoughts about performance of academics tasks. The written composition was evaluated in terms of thematic progression, semantic, morphosyntactic and metacognition. And the reading comprehension evaluated in terms of selection and organization of ideas, semantic, morphosyntactic and metacognition. The design is transversal and we realised analysis of lineal regression. The results obtained indicate that the motivation explains 17% of the written composition and between 16 and 27% of the reading comprehension, according to the academic level. The relationship of motivation and written language in this ages and their potential impact on problems in written composition and reading comprehension in adolescence is emphasized.
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Hall, Colby, Sharon Vaughn, Marcia A. Barnes, Alicia A. Stewart, Christy R. Austin, and Greg Roberts. "The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties." Remedial and Special Education 41, no. 5 (2019): 259–70. http://dx.doi.org/10.1177/0741932518824983.
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Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers ( M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention ( n = 39) or to business-as-usual English language arts instruction ( n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the Gates-MacGinitie Reading Test Reading Comprehension subtest ( d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.
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Wexler, Jade, Devin M. Kearns, Christopher J. Lemons, et al. "Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms." Exceptional Children 84, no. 4 (2018): 384–402. http://dx.doi.org/10.1177/0014402918771543.
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This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time spent on literacy activities involved reading aloud or silently with no co-occurring literacy instruction that supports reading comprehension. Students with disabilities spent a majority of their time in whole-class instruction or working independently with little teacher interaction. Special education teachers spent most of their time supporting whole-class instruction led by the content-area teacher. Implications and directions for future research are provided.
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Vančo, Ildikó, and Viktória Gergelyová. "A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia." Hungarian Studies 34, no. 1 (2021): 120–32. http://dx.doi.org/10.1556/044.2020.00011.
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AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and subjective opinions related to the assessment of reading comprehension skills were assessed. The second part was a reading comprehension test, which consisted of three sets of texts and questions adapted to the cognitive abilities of the two age groups.An analysis of the answers shows that there is no significant difference between the self-evaluation of students in the two countries regarding their reading comprehension skills. There is however a difference between the reading habits of Hungarian students in Hungary vs. in Slovakia in both age groups, and a significant difference between the results of the reading comprehension test in the groups of students from the two countries.
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Tabatabaee-Yazdi, Mona. "Hierarchical Diagnostic Classification Modeling of Reading Comprehension." SAGE Open 10, no. 2 (2020): 215824402093106. http://dx.doi.org/10.1177/2158244020931068.
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The Hierarchical Diagnostic Classification Model (HDCM) reflects on the sequences of the presentation of the essential materials and attributes to answer the items of a test correctly. In this study, a foreign language reading comprehension test was analyzed employing HDCM and the generalized deterministic-input, noisy and gate (G-DINA) model to determine and compare respondents’ mastery profiles in the test’s predefined skills and to illustrate the relationships among the attributes involved in the test to capture the influence of sequential teaching of materials on increasing the probability of getting an item a correct answer. Furthermore, Differential Item Functioning (DIF) analysis was applied to detect whether the test functions as a reason for the gender gap in participants’ achievement. Finally, classification consistency and accuracy indices are studied. The results showed that the G-DINA and one of the HDCMs fit the data well. However, although the results of HDCM showed the existence of attribute dependencies in the reading comprehension test, the relative fit indices highlight a significant difference between the G-DINA and HDCM, favoring G-DINA. Moreover, results indicate that there is a significant difference between males and females in six items in favor of females. Besides, classification consistency and accuracy indices specify that the Iranian University Entrance Examination holds a 71% chance of categorizing a randomly selected test taker consistently on two distinct test settings and a 78% likelihood of accurately classifying any randomly selected student into the true latent classes. As a result, it can be concluded that the Iranian University Entrance Examination can be considered as a valid and reliable test.
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Yaldi, Novri. "THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING." Journal of Education and Teaching 2, no. 2 (2021): 140. http://dx.doi.org/10.24014/jete.v2i2.11612.
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The research background was caused by the low learning outcomes of students in Indonesian language subjects in grade V SD Negeri 05 Patamuan. This is due to several problems including the teacher still dominantly using conventional models, which causes students to be lazy to read and understand reading content. One way that can be used to overcome this problem is to use the Cooperative Integrated Reading and Composition (Circ) model. The purpose of this lesson is to learn to understand a passage. The approach used is a qualitative and quantitative approach using an action research design. The research design includes (1) planning, (2) implementation, (3) observation, (4) reflection. This research was conducted in 2 cycles, each cycle consisting of two meetings, the subjects studied were 27 students of class V SDN 05 Patamuan. The research instrument used in this study was the teacher activity observation sheet in the learning process, student activity sheet, student learning result sheet and documentation. The research results from each cycle carried out showed an increase in student learning outcomes. If referring to the average percentage of student learning outcomes in the form of daily tests (UH), it increased by 70.37% in cycle I and 85% in cycle II. The researcher concludes that the implementation of Indonesian language learning through the use of the Cooperative Integrated Reading and Composition (Circ) model can improve Indonesian learning outcomes for fifth grade students of SD Negeri 05 Patamuan, Patamuan sub-district.
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Barton-Hulsey, Andrea, Rose A. Sevcik, and MaryAnn Romski. "Narrative Language and Reading Comprehension in Students With Mild Intellectual Disabilities." American Journal on Intellectual and Developmental Disabilities 122, no. 5 (2017): 392–408. http://dx.doi.org/10.1352/1944-7558-122.5.392.
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Abstract Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative language microstructure and relative strengths and weaknesses in narrative macrostructure. Students' narrative macrostructure accounted for significant variance in reading comprehension beyond what was accounted for by narrative microstructure (i.e., mean length of utterance in morphemes, number of different words, total utterances). This study provides considerations for measuring narrative quality when characterizing the functional language skills of students with mild levels of intellectual disability. Measurement tools that quantify the quality of language provide important information regarding targets of intervention beyond grammar and vocabulary.
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Lee, Hansol, and Jang Ho Lee. "Reassessment of sentence combining and decombining." English Teaching: Practice & Critique 16, no. 1 (2017): 55–71. http://dx.doi.org/10.1108/etpc-05-2016-0064.
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Purpose The purpose of this paper is to examine the effects of sentence combining (SC) and sentence decombining (SD) activities on fostering reading comprehension. As a widely used writing activity for enhancing syntactic fluency in English Language Arts (ELA) classes, SC requires learners to combine short sentences into longer and more complex sentences, while SD requires learners to break down a long sentence into the shortest grammatically allowable sentences. Design/methodology/approach This study assessed the effects of SD and SC in comparison with a control group on the improvement of reading comprehension ability among college students learning English as their second language (L2) in the context of a six-week English language learning program. Participants with overall intermediate English language proficiency were randomly assigned to one of three different conditions: SC, SD and control. Also, a subset of the participants was interviewed after the intervention. Findings The results showed that SD was more effective than SC or control condition in enhancing syntactic knowledge and reading comprehension, as measured by a standardized English proficiency test. Data obtained from post-study interviews further suggested that only SD was perceived by the participants as having enhanced their reading comprehension. Originality/value The present study provides a valuable addition to a body of research on sentence manipulation activities in ELA classes. For those L2 learners who have passed a pre-intermediate threshold level, SD appears to be more beneficial than SC in enhancing syntactic knowledge, which, in turn, appears to contribute to better reading comprehension.
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Ambulong, Ma Delia G., Jazziem M. Jumsali, Annie Vee M. Barnido, and Allan J. Abdurahman. "Communicative Reading Comprehension Competency Influences Written Composition Skills Performance of Faculty in English Discipline." World Journal of English Language 11, no. 2 (2021): 177. http://dx.doi.org/10.5430/wjel.v11n2p177.
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James Britton proposed three primary language functions, which researchers tested using faculty members from Tawi-Tawi Regional Agricultural College (TRAC), for communicative reading comprehension—transactional, expressive, and poetic. Tawi-Tawi has many schools with high literacy levels, which contributes to a better society and a more peaceful country. The results revealed that the gender of the respondents had no bearing on their level of communication competency, and no significant differences were found between male and female faculty members. Additionally, there was no significant relationship found between the socio-demographic profiles and teaching performance of the faculty members in the English discipline.
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Liman Kaban, Ayşegül, and Sirin Karadeniz. "Children’s Reading Comprehension and Motivation on Screen Versus on Paper." SAGE Open 11, no. 1 (2021): 215824402098884. http://dx.doi.org/10.1177/2158244020988849.
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The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.
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Knell, Ellen, and Shin Chi Fame Kao. "Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition." Journal of Immersion and Content-Based Language Education 8, no. 2 (2020): 230–56. http://dx.doi.org/10.1075/jicb.00009.kne.
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Abstract Although reading fluency instruction has been identified as an important literacy focus for English proficient students, little research has examined its role in foreign language settings, and it has not been studied in Chinese immersion education. The current research compared two seventh grade Chinese immersion classes. One class did repeated timed readings in student pairs, while the other class spent more time on comprehension activities. Both groups increased their correct Chinese characters per minute rates over the treatment period, but the repeated readings group outperformed the other group on reading fluency, character recognition, and reading comprehension measures. In addition, the students who engaged in repeated readings were better able to generalize reading fluency gains to new, but related, reading materials; they also reported more confidence and enjoyment when reading Chinese. Suggestions for integrating peer reading fluency procedures into language arts instruction are proposed.
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Marlisa Aini, Riska, Asnawi Muslem, and Bustami Usman. "LECTURERS’ STRATEGIES USED IN TEACHING ENGLISH READING COMPREHENSION: A CASE AT A PRIVATE COLLEGE IN ACEH." Humanities & Social Sciences Reviews 8, no. 3 (2020): 20–30. http://dx.doi.org/10.18510/hssr.2020.833.
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Purpose of the study: The objective of this study is to investigate lecturers’ strategies used in teaching reading comprehension course at English Education Department students of Bina Bangsa Getsempena, college Banda Aceh, Indonesia. In short, this study aimed to analyze the common strategies used by lecturers in teaching reading comprehension at a private college in Banda Aceh.
 Methodology: The current study used a qualitative approach to nature. The observation sheet with followed by using a camera to record was used as the instrument of the study. Two lecturers who taught reading comprehension subjects at the English Education Department of the college were selected as the subjects using a purposive sampling technique. The data collected were analyzed qualitatively through four major phases; coding, data reduction, data display, and conclusion. These teachers were also interviewed to investigate their problems faced while teaching reading comprehension.
 Main Findings: The study found that both lecturers who taught reading comprehension subjects used the same strategy. They used question & answer and cooperative learning or group discussion methods included; Cooperative Integrated Reading Composition (CIRC) and Think-Pair-Share technique. The study also reported that the students were more motivated in learning reading comprehension after being taught by using the strategies as compared with an individual strategy.
 Applications of this study: Through these strategies, students could share their idea and problems with their classmates. The lecturers also used media like projectors and pictures to help them in the teaching-learning process. These findings recommended that lecturers who taught reading comprehension should use interactive and cooperative strategies to enable students to learn more joyful and meaningful. 
 Novelty/Originality of this study: The current findings give the positive impact of students’ learning atmosphere and improve their motivation in learning reading comprehension. Using a cooperative strategy encourages students to work cooperatively and motivate them in learning as compared to the individual learning strategy used. Therefore, the benefit and novelty of this finding are to strengthen and support the theory of language learning that engaging students work cooperatively improves students’ desire to learn English.
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Poch, Apryl L., and Erica S. Lembke. "Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies." Intervention in School and Clinic 54, no. 2 (2018): 75–82. http://dx.doi.org/10.1177/1053451218765238.
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Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).
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Nippold, Marilyn A., Catherine Moran, and Ilsa E. Schwarz. "Idiom Understanding in Preadolescents: Synergy in Action." American Journal of Speech-Language Pathology 10, no. 2 (2001): 169–79. http://dx.doi.org/10.1044/1058-0360(2001/016).
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The present study was designed to examine how preadolescents gain an understanding of idioms. In particular, it examined the role of idiom familiarity in conjunction with students’ language-based academic abilities. The participants were 50 children (mean age 12 years 4 months) who attended a primary school in Christchurch, New Zealand. All students spoke standard New Zealand English and were considered by the school to be progressing normally. The results indicated that idiom understanding was closely associated with students’ familiarity with idioms and with their skills in reading and listening comprehension. Moreover, students who were good comprehenders of idioms outperformed their classmates who were poor comprehenders on all associated measures: idiom familiarity, reading comprehension, and listening comprehension. Guidelines for instruction in idiom understanding are offered for speech-language pathologists who work collaboratively with teachers in the regular classroom during language arts activities. The guidelines reflect the position that multiple factors, working in synergy, promote the understanding of idioms in youth.
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Swaran Singh, Charanjit Kaur, Eng Tek Ong, Tarsame Singh Masa Singh, Mahendaran Maniam, and Tunku Mohani Tunku Mohtar. "Exploring ESL learners' reading test taking strategies." Studies in English Language and Education 8, no. 1 (2021): 227–42. http://dx.doi.org/10.24815/siele.v8i1.18130.
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This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions.
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McElhone, Dot, F. Blake Tenore, and Dennis S. Davis. "How Teachers Mobilize and Transform Their Conceptualizations of Reading Comprehension Into Representations of Instructional Practice." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 232–47. http://dx.doi.org/10.1177/2381336917718502.
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This research examines the specialized knowledge of reading comprehension articulated by 12 middle school English language arts teachers sampled from three different regions of the United States and representing various levels of teaching experience. Using detailed interviews, concept mapping, and think aloud methods, we identified salient touchstones that characterize the teachers’ understandings of how and why readers interact with texts to construct meanings and change as readers. In this article, we present examples that illustrate the many ways that these understandings of comprehension were mobilized and transformed in their explanations of instructional practices.
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Kim, Young-Suk Grace, Cheahyung Park, and Younghee Park. "Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: an exploratory study." Reading and Writing 28, no. 5 (2015): 633–54. http://dx.doi.org/10.1007/s11145-015-9542-7.
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Namaziandost, Ehsan, Fariba Rahimi Esfahani, and Arash Hashemifardnia. "The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners’ Reading Comprehension." SAGE Open 8, no. 4 (2018): 215824401881102. http://dx.doi.org/10.1177/2158244018811024.
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This study compared the effects of spacing and massed instructions on Iranian English as a foreign language (EFL) learners’ reading comprehension. To fulfill this objective, 50 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The intermediate selected participants were then randomly divided into two equal experimental groups; spacing group and massed group. Afterward, the researcher measured the participants’ English reading comprehension by administering a reading comprehension pretest. Then, five English texts from Active One Book were instructed to both experimental groups. In the massed class, each text was taught in an intensive 60-min session, whereas each text was taught to the spaced group in three short sessions (about 60 min in total). The first session lasted for 20 min; the second occurring 2 days after the initial session lasted 20 min; and the third session took 20 min and was held 2 days after the second session. After the instruction, a reading posttest was administered to the both groups and finally the data were analyzed by using paired and independent samples t tests. The obtained results indicated that there was a significant difference between the posttests of spacing and massed groups. The findings indicated that the spacing group significantly outperformed the massed group ( p < .05) on the posttest. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.
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Schroeders, Ulrich, Oliver Wilhelm, and Nina Bucholtz. "Reading, listening, and viewing comprehension in English as a foreign language: One or more constructs?" Intelligence 38, no. 6 (2010): 562–73. http://dx.doi.org/10.1016/j.intell.2010.09.003.
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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, et al. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.
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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.
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Thi Thu Huong, Pham. "An Application of a Three-phase Reading Comprehension Instructional Model in Teaching Language Arts at Vietnamese High Schools." American Journal of Educational Research 6, no. 5 (2018): 403–9. http://dx.doi.org/10.12691/education-6-5-6.
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Altakhaineh, Abdel Rahman Mitib, and Mona Kamal Ibrahim. "The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology." SAGE Open 9, no. 3 (2019): 215824401986149. http://dx.doi.org/10.1177/2158244019861497.
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This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.
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Bradford, Angela C., and Joyce L. Harris. "Cultural Knowledge in African American Children." Language, Speech, and Hearing Services in Schools 34, no. 1 (2003): 56–68. http://dx.doi.org/10.1044/0161-1461(2003/006).
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Purpose: This study sought to determine whether typically developing African American children’s culturally based mainstream and ethnocultural knowledge increased between grades four and six. Because a lack of mainstream cultural knowledge has been implicated in reduced reading comprehension among many African American children, this study also investigated the degree to which ethnocultural and mainstream cultural knowledge differed. Method: Fifty-eight African American children in grades four, five, and six responded to the Test of Core Knowledge (Bradford & Harris, 2000), a divergent task that required free associations about topics drawn from both mainstream and African American history, arts, and news events. Responses were audiotape-recorded, orthographically transcribed, and analyzed for accuracy and quantity of information. Results: Participants’ knowledge of both mainstream and African American cultural items increased significantly between grades four and five and their knowledge of history, news events, and African American arts increased significantly between grades four and six. Additionally, significant differences were found between grades five and six for mainstream and African American news events. Clinical Implications: This sample of African American children demonstrated mainstream cultural knowledge that often surpassed ethnocultural knowledge. Such broadbased mainstream cultural knowledge meets academic expectations and can be used to facilitate further development of language and reading comprehension skills. However, this finding also suggests the need for future investigations of the relationship between mainstream cultural knowledge and literacy, bicultural knowledge in African American children from lower socioeconomic status and/or more ethnocentric backgrounds, and bicultural knowledge in those children who have language and reading comprehension deficits.
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Hartig, Johannes, and Jana Höhler. "Representation of Competencies in Multidimensional IRT Models with Within-Item and Between-Item Multidimensionality." Zeitschrift für Psychologie / Journal of Psychology 216, no. 2 (2008): 89–101. http://dx.doi.org/10.1027/0044-3409.216.2.89.
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Multidimensional item response theory (MIRT) holds considerable promise for the development of psychometric models of competence. It provides an ideal foundation for modeling performance in complex domains, simultaneously taking into account multiple basic abilities. The aim of this paper is to illustrate the relations between a two-dimensional IRT model with between-item multidimensionality and a nested-factor model with within-item multidimensionality, and the different substantive meanings of the ability dimensions in the two models. Both models are applied to empirical data from a large-scale assessment of reading and listening comprehension in a foreign language. In the between-item model, performance in the reading and listening items is modeled by two separate dimensions. In the within-item model, one dimension represents the abilities common to both tests, and a second dimension represents abilities specific to listening comprehension. Distinct relations of external variables, such as gender and cognitive abilities, with ability scores demonstrate that the alternative models have substantively different implications.
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Calmer, Joseph, and William Straits. "Reading to Understand Anatomy." American Biology Teacher 76, no. 9 (2014): 622–25. http://dx.doi.org/10.1525/abt.2014.76.9.9.
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As a science teacher, I regularly use outside reading assignments (e.g., news articles) to help develop my students’ understanding of topics addressed in my anatomy class. However, I have found that in simply reading texts, students often fail to (1) understand the context of the science discussed, (2) make the connections between ideas represented in the reading and those presented in class, and (3) appreciate the science that is being discussed. To better support my students’ reading, I needed to structure their reading to direct them toward key ideas and prompt them to process the information deeply, to make connections between their readings and the concepts learned in class, and to understand the science content in context. To address these needs, and to help increase my students’ science comprehension and encourage their thinking while reading, I turned to a language arts strategy called Literature Circles. Here, I describe my use of this successful strategy and provide resources to support other teachers who want to employ outside readings and/or Literature Circles in their own teaching.
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Holke, Jacob. "Graffiti on the walls: an action research plan on how making authentic opportunities for student composition helps Latin 1 comprehension." Journal of Classics Teaching 20, no. 39 (2019): 101–4. http://dx.doi.org/10.1017/s2058631019000187.
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With the changes made in the new US Standards for Classical Language Learning, pedagogy needs to develop to better meet the updated standards for student learning. One of the major changes is that reading Latin is no longer the sole pursuit of a high school Latin class (Standards, 2017; Natoli, 2018). The new standards recognise that students learn in diverse ways and that students need to learn about and interact with the cultures they are studying.
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Magnusson, Camilla G., Astrid Roe, and Marte Blikstad‐Balas. "To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms." Reading Research Quarterly 54, no. 2 (2018): 187–212. http://dx.doi.org/10.1002/rrq.231.
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et al., Jalilova Miray Rustambekovna. "Methods Of Teaching English Language Vocabulary To The First-Year Uzbek Students." Psychology and Education Journal 58, no. 1 (2021): 18–27. http://dx.doi.org/10.17762/pae.v58i1.651.
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Assimilation is the ability to use or recognize vocabulary fluently in speech. Possession or mastery means knowing the level of skill. Simple cognition refers to the ability to memorize the meaning of a word or to recognize its form. The consequence of knowing is mastery, that is, the use of a unit of language in speech. Vocabulary control is done through direct speech activities, not through special inquiries. When speaking on a topic, reading / listening comprehension creates sufficient conditions to test the student's lexical skills.Despite the fact that the goal of studying a foreign language lexicon was to conduct speech, working on lexical units during the period of acquaintance (Presentation, Presentation) and exercise (training, activation) was the primary task, when going to the stage of application, speech serves as the primary, and lexical as the engine, that is, “building material”. Consequently, it is natural for lexical skills to be included in the composition of speech skills.
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Cologon, Kathy, Linda Cupples, and Shirley Wyver. "Effects of Targeted Reading Instruction on Phonological Awareness and Phonic Decoding in Children with Down Syndrome." American Journal on Intellectual and Developmental Disabilities 116, no. 2 (2011): 111–29. http://dx.doi.org/10.1352/1944-7558-116.2.111.
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Abstract This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.
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Dooley, Caitlin McMunn, and Lori Czop Assaf. "Contexts Matter: Two Teachers' Language Arts Instruction in this High-stakes Era." Journal of Literacy Research 41, no. 3 (2009): 354–91. http://dx.doi.org/10.1080/10862960903133743.
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This retrospective cross-case analysis compares two fourth-grade language arts teachers' beliefs and practices as they respond to an influx of high-stakes tests, including district-mandated benchmark testing systems. One teacher works in a suburban school, the other in an urban school. Results from the study show that the teachers' beliefs about literacy instruction are somewhat similar. Both teachers believed that creating a text-rich atmosphere engages students' interests, social interactions around texts aid comprehension, and “best practices” such as guided reading and literature discussions are useful methods. Both teachers harshly criticized the continuous barrage of tests in their district (between 10 and 17 district-mandated benchmark assessments per nine-month school year). However, their practices differed dramatically and created inequitable educational opportunities. Students in the suburban setting spent more time socially constructing knowledge about texts, themes, and topics while students in the urban school spent more time individually practicing the skills necessary to achieve understanding of a text's inherent meaning. Results from the study suggest that research on the influence of high-stakes assessments should go beyond surveys or interview statements of knowledge and should investigate teachers' practices in contexts where evidence of inequity may present itself.
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Asy'ari, Moh Hasyim. "Pengembangan Materi Ajar Berbasis Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro'ah di MTs Tanwirul Islam." KABILAH : Journal of Social Community 3, no. 1 (2018): 81–87. http://dx.doi.org/10.35127/kbl.v3i1.3273.
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Abstrak:
 Topik penelitian ini adalah “Pengembangan Materi Berbasis Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah di MTs Tanwirul Islam”. MTs Tanwirul Islam menetapkan pembelajaran keterampilan Qiro’ah pada hari Selasa jam 2 dan 3. Dalam penerapannya MTs Tanwirul Islam menghadapi beberapa permasalahan, di antaranya: 1.Model pembelajaran yang digunakan guru di dalam kelas kurang efektif seperti model pempelajaran ceramah sehingga tidak adanya keikut sertaan siswa dalam proses pembelajaran yang menyebabkan siswa merasa bosan dan pembelajarannya menjadi tidak efektif, 2.Materi ajar untuk kemahiran berbicara bahasa Arab yang digunakan selama ini masih bersifat konvesional. Dan penulis mencoba memecahkan permasalahan ini dengan Cooperative Integrated Reading and Composition (CIRC). Karena Cooperative Integrated Reading and Composition (CIRC) adalah model pembelajaran yang efektik dan memudahkan siswa untuk memahami teks qiroah.. Adapun tujuan dari penelitian ini adalah: 1.Untuk memahami cara mengembangkan Materi Ajar dengan Asas Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah, 2.Untuk memahami karakteristik Materi Ajar dengan Asas Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah, 3.Untuk memahami sejauh mana efektivitas Materi Ajar dengan Asas Cooperative Integrated Reading and Composition (CIRC) untuk Keterampilan Qiro’ah. Dalam penulisan jurnal ini peneliti menggunakan metode penelitian dan pengembangan. Yaitu, sebuah metode yang digunakan untuk menghasilkan produk tertentu dan menguji efektivitas produk. Untuk menyelesaikan penelitian ini peneliti menggunakan langkah-langkah penelitian dan pengembangan dari Borg dan Gall. Hasil penelitian ini adalah sebagai berikut: 1.Penelitian ini terselesaikan dengan langkah-langkah berikut: penelitian pendahuluan, pengumpulan data, desain produk, validasi ahli, revisi produk, uji produk kelompok kecil, revisi produk, uji efektivitas, penyempurnaan produk akhir, dan diseminasi, 2.Adapun karakteristik dari buku ajar ini adalah: nama buku “Ayo Belajar Bahasa Arab”. Buku ini terdiri dari kosa kata, teks bacaan, evaluasi, tata bahasa serta permainan bahasa, 3.Hasil dari Asymp.sig.(2tailed) bernilai 0,001 karena nilai 0,001 lebih kecil dari <0,05 maka disimpulkan Ha diterima, artinya ada perbedaan yang signifikan antara pre-test dan Post-tes. yang artinya materi ajar yang dikembangkan memiliki pengaruh yang sangat besar (signifikan) atau sangat efektif untuk keberhasilan pembelajaran Qiro’ah.
 
 
 Kata Kunci: Pengajaran, kemahiran membaca, Cooperative Integrated Reading and Composition (CIRC)
 
 Abstract:
 
 The topic of this research is “Development of Teaching Materials with Cooperative Integrated Reading and Composition (CIRC) Principles for Reading Comprehension in MTs Tanwirul Islam. MTs Tanwirul Islam establishes reading literacy learning on Tuesday at 2 and 3 hours. In its implementation MTs Tanwirul Islam faces several problems, among them: 1.when Arabic teacher teaching materials qiroah is not good because the instructional model used by teachers in the class is not as effective as the lecture model so that the absence of student participation in the learning process so that students feel bored and Learning becomes ineffective, 2.The teaching materials for Arabic speaking skills used so far are still conventional. And the author tries to solve this problem with Cooperative Integrated Reading and Composition (CIRC). Because the Cooperative Integrated Reading and Composite (CIRC) is an effective learning model and allows students to understand the text of qiroah .. The purpose of this study are: 1.To understand how to develop Teaching Materials with Cooperative Integrated Reading and Composition (CIRC) Principles for Proficiency Read, 2.To understand the characteristics of the Teaching Material with the Cooperative Integrated Reading and Composition (CIRC) Principles for Reading Proficiency, 3.To understand the extent of the effectiveness of the Teaching Material with the Cooperative Integrated Reading and Composition (CIRC) Principles for Reading Proficiency. In this journal writing researcher use research and development method. That is, a method used to produce a particular product and test its effectiveness. And to complete this research the researchers used the research and development steps of Borg and Gall. And the results of this study are as follows: 1.This study is completed by the following steps: preliminary research, data collection, product design, expert validation, product revision, small product group test, product revision, effectiveness test, final product refinement, and Dissemination. 2.The characteristics of this textbook are: the name "Let's Learn Arabic". This book consists of vocabulary, text reading, evaluation, tarkib and language game. 3. The result of Asymp.sig. (2tailed) is 0.001 because the value of 0.001 is less than <0.05 then it is concluded Ha is accepted, it means there is a significant difference between pre-test and Post-test. Which means that the developed textbook has a very large (significant) or very effective effect on the success of learning reading
 
 Keywords: Teaching, reading comprehension, Cooperative Integrated Reading and Composition (CIRC).
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Shulman, David. "Reading and re-reading the Vasu-caritramu." Indian Economic & Social History Review 56, no. 3 (2019): 339–60. http://dx.doi.org/10.1177/0019464619852441.
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Bhaṭṭumūrti’s mid-sixteenth-century masterpiece, Vasu-caritramu, is a tour de force of linguistic and poetic experimentation. Its complex verses, many of them paronomastic (śliṣṭa), require decoding by the adept listener of reader; but such decoding never exhausts their expressive potential, much of which depends upon powerful sonic, musical and rhythmic effects. This essay attempts to reconstruct the (lost) protocols of reading for this complex work, including the pervasive links to earlier intertexts, the magic of combining syllables to work upon both the world and the reader’s mind, and the focus on conspicuous themes such as the processes of perception (always informed by language) and the domain of the natural world seen as rule-bound and autonomous. These features appear to belong to a specific Rāyalasīma sensibility evident not only in poetry but also in graphic arts such as the great temples of Lepakshi and Tadipatri. We find them operative throughout the second wave of Telugu prabandha composition, for example, in Piṅgaḷi Sūranna’s narrative novel, the Kaḷāpūrṇodayamu, also composed in Rāyalasīma.
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Baig, Sana, Fareeha Javed, Aishah Siddiquah, and Afifa Khanam. "A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan." SAGE Open 11, no. 2 (2021): 215824402110231. http://dx.doi.org/10.1177/21582440211023159.
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The present study analyzes the English textbook of Grade 8 published by Punjab Textbook Board in Pakistan in the light of student learning outcomes (SLOs) of four competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language of the latest English curriculum in Pakistan. Competency (C), standards (S), benchmarks (B), and SLOs are the parameters given in the National Curriculum. A semi-structured checklist was developed by the researchers, validated by three experts from the relevant field, and improved in the light of experts’ opinion and pilot study findings. To evaluate the textbook competencies and their SLOs, the evidence was sought from the textbook, and remarks were given in the last column (remarks/analysis) of the checklist. The results revealed that the textbook understudy focuses on reading comprehension only. There is thus a dire need to incorporate thinking skills, writing skills, oral/aural communication skills, and formal and lexical aspects of language in the textbook.
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Jenkins, Joseph R., Mark Jewell, Norma Leicester, Rollanda E. O'Connor, Linda M. Jenkins, and Nina M. Troutner. "Accommodations for Individual Differences without Classroom Ability Groups: An Experiment in School Restructuring." Exceptional Children 60, no. 4 (1994): 344–58. http://dx.doi.org/10.1177/001440299406000406.
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This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in reading ability. The approach featured Cooperative Integrated Reading and Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some students, and classroom-based instruction from compensatory and special education teachers. Students in regular, remedial, and special education were included in an experimental and a control school. We found significant effects on reading vocabulary, total reading, and language scores in favor of the experimental school; but on several other measures, including behavior ratings, we did not detect treatment effects.
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Alqahtani, Saleh Mohammad Ali. "Investigating the relationship between the foreign language reading anxiety and reading proficiency: a case study of preparatory year students at the University of Jeddah." Revista Tempos e Espaços em Educação 13, no. 32 (2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14858.
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This study is an in-depth analysis on the association between the anxiety experienced known as Foreign Language Reading Anxiety (FLRA) and the proficiency in reading exhibited by the preparatory year students. The Saudi learners from the science and arts stream and the gender were also considered as the moderator variables for this study. A mixed group of 84 students from both the genders of the preparatory year studying English at the Institution of Languages from the University of Jeddah were considered as the variables for this research. The participants were measured on as 20-item Likert-style Foreign Language Reading Anxiety Scale and examined by undergoing a 20-item proficiency test in reading a comprehension and a demographic questionnaire. The data was analyzed by applying The Pearson product moment correlation, t-Test, and descriptive analysis. The results indicated that the anxiety level while reading had varied values from moderate to high most of the respondents in the test were found to be in the moderate anxiety group. In addition, a notable negative relationship was found to be existing between the FLRA and the reading proficiency. The association existing between the foreign language reading anxiety and the group field was identified in this study. Analyzing the concept considering the gender, the female students were identified to experience more anxiety compared to the male students involved in the study. The findings of this study are advantageous to the language teachers and the curriculum planners too. It enables them to decrease the deteriorating and weakening factors in the classroom and thereby improve the reading ability of the language learners’. Reducing the reading anxiety amongst the learners can be achieved by exposing the language learners to understandable reading texts and familiarize them with cultural texts. This in turn develops the learners’ self-confidence and motivates them to be better readers.
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Bosma, Evelyn, and Leticia Pablos. "Switching direction modulates the engagement of cognitive control in bilingual reading comprehension: An ERP study." Journal of Neurolinguistics 55 (August 2020): 100894. http://dx.doi.org/10.1016/j.jneuroling.2020.100894.
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Stortelder, M., C. de Graauw, and T. J. M. van Els. "Nederlands Leren Met De Edittraining." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 82–88. http://dx.doi.org/10.1075/ttwia.33.11sto.
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At the Institute of Applied Social Sciences in Nijmegen a computer based language training programme is being developed and experimentally evaluated in secondary schools. The programme called Edittraining, is based on the principle of the editing-test. This editing-test is a test of general language competence and consists of a reading text in which randomly chosen words have been randomly inserted; the number of the 'intruders1 is about 12 per cent of the original number of words. The main task is to delete these intruders. To execute the task not only lexical but also grammatical competence is needed. The four main components of the programme are: a set of 12 reading texts processed as editing tasks, grammatical feedback supplied with various text elements, a students' grammar, and a lexicon. In experiments executed in secondary schools empirical data have been obtained on the effectiveness of the programme. The main hypothesis is that learning by Edittraining leads to improvement of language proficiency. The specific hypotheses pertain to the improvement of general language competence, reading competence, grammatical compe-tence and knowledge of grammatical concepts. The design chosen was a pre- and post-test design, with experimental and control groups. The pre-tests used were a cloze-test and a grammatical knowledge test; the post-tests were the same cloze-test, a parallel version of the grammatical knowledge test, a multiple choice test for reading comprehension, and a grammatical skill test. The results of a covariance-analysis showed a positive significant effect for the experimental group on the cloze-test, on a subtest of the grammatical knowlegde test called 'concepts' and on a subtest of the grammatical skill test called 'composition of noun and preposition groups'. Most of the grammar subtests turned out to be rather easy for these pupils. Analyses for subgroups, with less than or equal to 60 or 80% correct on the pre-test, did not greatly alter the results except for the cloze-test. For the group with less than or equal to 50% correct on the pre-test of the cloze-test, the effect of the Edittraining was a little stronger than for the group as a whole. We can conclude that learning by Edittraining leads to a significant improvement of general language proficiency and of some grammar subskills but not of reading comprehension and the other grammar subskills that were tested. Other specific hypotheses concerning special versions of the programme such as working in groups or individually, positive versus neutral feedback, and feedback following each separate part or the whole of the text, showed no clear results.
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Anderson, Abigail. "On Screen: Writing, Images and What It Means to Be a Reader." LEARNing Landscapes 3, no. 1 (2009): 157–69. http://dx.doi.org/10.36510/learnland.v3i1.323.
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The majority of English Language Arts curricula in North America, if not worldwide, draw on traditional literary texts as their core content. By contrast, the confluence of image and written word on contemporary texts—including the literary—and the impact this evolution has on our comprehension of the changing face of literacy is one of the most compelling issues in contemporary pedagogy. It seems clear that the rise of the new media and its range of textual genres challenge prevailing views about what it means to be a reader and how reading is taught in our schools. Since word and image demand different reading paths and strategies, how can teachers begin to re-vision their pedagogical practices while taking an active role in addressing the literacy needs of their elementary and secondary students?
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DeDe, Gayle, and Denis Kelleher. "Effects of animacy and sentence type on silent reading comprehension in aphasia: An eye-tracking study." Journal of Neurolinguistics 57 (February 2021): 100950. http://dx.doi.org/10.1016/j.jneuroling.2020.100950.
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Åsberg, Jakob, Marika Carlsson, Ann-Marie Oderstam, and Carmela Miniscalco. "Reading comprehension among typically developing Swedish-speaking 10–12-year-olds: Examining subgroups differentiated in terms of language and decoding skills." Logopedics Phoniatrics Vocology 35, no. 4 (2010): 189–93. http://dx.doi.org/10.3109/14015439.2010.491518.
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Darwesh, Aso Mohammad, Mazen Ismaeel Ghareb, and Shaahin Karimi. "Towards a Serious Game for Kurdish Language Learning." Journal of University of Human Development 1, no. 3 (2015): 376. http://dx.doi.org/10.21928/juhd.v1n3y2015.pp376-384.
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Language learning is a set of techniques and methods used together to teach fundamentals of a language, including writing, reading, listening and comprehension. Usually begins by teaching letters. The purpose of this research was to initiate a scientific approach using serious games in order to discover a proper way to learn Kurdish language by writing approach. We studied related fields i.e. level of using technology with elementary school students, the method of teaching Kurdish language in the Kurdistan educational system and the students' enthusiasm for gaming. The outcome of the field-study shows there is a big gap between the current state and capacity of technology and serious game. Serious game is a composition of entertainment game with learning methods to help learning easy. We make the hypothesis that the game encourages pupils to learn rapidly. We aimed to prove a method that students start language learning by writing. In addition, there was no any serious game for learning Kurdish which it has two different alphabets and four main dialects. In this paper, we worked on Arami[1] alphabets and south dialect (Sorani). We created an algorithm and a prototype to test our hypothesis. Our prototype is simple and easy to use, but at the same time it is dynamic that a teacher or parent can generate different game. A user might have a profile and result saves in a database. It helps supervisors to assess progress of learning and diagnosis of mistakes.
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Caesar, Lena G., and Marie Kerins. "Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions." Language, Speech, and Hearing Services in Schools 51, no. 3 (2020): 807–20. http://dx.doi.org/10.1044/2020_lshss-19-00063.
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Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.