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Relevant bibliographies by topics / Reading comprehension strategies

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Academic literature on the topic 'Reading comprehension strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Reading comprehension strategies"

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Sorrell, Adrian L. "Three Reading Comprehension Strategies." Academic Therapy 25, no. 3 (January 1990): 359–68. http://dx.doi.org/10.1177/105345129002500310.

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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation." Acta Universitatis Sapientiae, Philologica 10, no. 2 (November 1, 2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.

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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

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Yang, Yu-Fen. "Reading Strategies or Comprehension Monitoring Strategies?" Reading Psychology 27, no. 4 (September 2006): 313–43. http://dx.doi.org/10.1080/02702710600846852.

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

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Heejung Jung. "Investigating EFL reading strategies and reading comprehension." English Language Teaching 28, no. 4 (December 2016): 51–69. http://dx.doi.org/10.17936/pkelt.2016.28.4.003.

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Salmeron, Ladislao, Jose J. Canas, Walter Kintsch, and Inmaculada Fajardo. "Reading Strategies and Hypertext Comprehension." Discourse Processes 40, no. 3 (November 2005): 171–91. http://dx.doi.org/10.1207/s15326950dp4003_1.

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J.P.Vandhana, J. P. Vandhana, and Dr P. Nagaraj Dr.P.Nagaraj. "Effectiveness of Metacognitive Strategies Through Reading Comprehension of Higher Secondary Students." International Journal of Scientific Research 1, no. 7 (June 1, 2012): 94–95. http://dx.doi.org/10.15373/22778179/dec2012/37.

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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (December 23, 2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.

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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

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Muijselaar, Marloes M. L., Nicole M. Swart, Esther G. Steenbeek-Planting, Mienke Droop, Ludo Verhoeven, and Peter F. de Jong. "Developmental Relations Between Reading Comprehension and Reading Strategies." Scientific Studies of Reading 21, no. 3 (February 10, 2017): 194–209. http://dx.doi.org/10.1080/10888438.2017.1278763.

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

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

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Dissertations / Theses on the topic "Reading comprehension strategies"

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Baier, Rebecca J. "Reading comprehension and reading strategies." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.

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Du, Plooy Annelie. "Reading strategies for effective reading comprehension / Annelie du Plooy." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9959.

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Ineffective reading takes place if the reader does not understand what he reads. Therefore it is important for everybody to be able to make sense of what they read. Teachers often do not pay enough attention to the teaching of comprehension in schools. Reading comprehension is an aspect that has been the least adequately explained arid therefore it is the most difficult one to teach. Even students think of it as only another exercise of English and rush through it just to finish as soon as possible. Teachers hand back the exercises and give the correct answers without instructing students on how to improve their comprehension. By teaching students different reading strategies their proficiency in comprehension may improve. Most of the students are unaware of reading strategies and they don't know how to implement them in their comprehension.• This study offers an empirical investigation into the teaching of four specific reading strategies to students in an attempt to help them to improve their reading comprehension. The literature on language learning strategies and reading strategies, as well as the teaching and learning of reading strategies, is surveyed. The results of an empirical investigation into the teaching of four reading strategies (guessing the meaning of the word from the context, finding the main idea in a passage, making inferences and generalizing) indicate that, although there was only a marginal improvement in reading comprehension, it is clear that the teaching of reading strategies has enormous potential. English Second Language teachers may find it worth their while to implement the teaching of reading strategies to develop their students' proficiency in reading comprehension.
Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1996

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Frank, Ina, and Emma Åsälv. "Lässtrategier för läsförståelse : Reading strategies for reading comprehension." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39766.

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Den systematiska översikten presenterar vetenskaplig grundad kunskap om hur lässtrategier kan bidra till utvecklad läsförståelse för elever i F-3. Det är en sammanställning av vetenskapliga artiklar och studier inom utbildningsvetenskap. I början av kunskapsöversikten presenteras hur den systematiska sökningen strukturerats och hur urvalet gått till. Detta styrks genom två bifogade tabeller som visar vilka sökningar som gjorts och vilka artiklar som använts. I denna del överläggs även sökmetoderna transparant genom en metoddiskussion som kritiskt diskuterar sökmetoderna och valda källor. Resultatet som presenteras i kunskapsöversikten behandlar hur den sammanställda forskningen beskriver vad lässtrategier är och hur lässtrategier lägger grunden för läsares läsförståelse. Relationen mellan lässtrategier och läsförståelse beskrivs genom RAND-modellen som på ett tydligt sätt visar på den starka kopplingen som finns. Metakognitiva förmågor kopplat till självreglerat lärande sätts i kombination med det traditionella programmet Reciprocal Teaching som handlar om textsamtal och undervisning i grupp. Resultatet visar att kombinationen av både individuella och gemensamma förmågor ökar användningen av lässtrategier och således även läsförståelsen. I diskussion och slutsats framförhålls vikten av att yrkessamma lärare förstår kopplingen mellan lässtrategier och läsförståelsen, men också att det innebär utmaningar i dagens klassrum där elevgrupperna är stora till antal och sällan homogena i sin kunskapsutveckling.

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Moran, Renee Rice, LaShay Jennings, Stacey J. Fisher, and Edward J. Dwyer. "Engaging Strategies for Developing Reading Comprehension." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4689.

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Students can become more powerful readers by engaging in lively and interesting print experiences. Deep study of a topic such as The Westward Movement in a text set format can provide information and also enhance reading competencies. The authors propose that enjoyment of reading and related experiences is of paramount importance for developing competent and life-long readers.

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Gordon, Elizabeth S. "Successful reading comprehension strategies for beginner readers." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EGordon2007.pdf.

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Wibell-Kähr, Gustav, and Ek Filip Nilsson. "Analyzing the benefits of reading strategy instruction for reading comprehension in L2 English learners." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40266.

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This study investigates the potential benefits of reading strategy instruction in the English classroom in an L2 learner context. We examined the effects of reading strategy instruction on reading comprehension for L2 learners and investigated howreading strategies should be taught in the context of Swedish upper secondary school. To this end, six empirical studies were evaluated. We found that reading strategy instruction had a positive impact on reading comprehension in general, but that it was especially effective for certain student groups. Namely, intermediate learners benefitted more than other groups, while the weakest students improved the least in response to instruction. Furthermore, the research we examined suggests that it may be advantageous to focus on teaching a single strategy at a time. However, it is important to eventually expand students’ range ofstrategies long-term, since many pupils tend to over-rely on problem-solving strategies to the detriment of their progress in reading. Thus, emphasizing the less frequently used support strategies during instruction may help students read moreefficiently. Additionally, for reading strategies to best benefit learners, they should be taught in a clear, step-by-step manner. Finally, we argue that using aspects of Vygotsky’s sociocultural theory to inform lesson plans would greatly benefit students, especially those who are less proficient. Due to the lack of research in the increasingly heterogeneous Western world, future research should investigate how reading strategy instruction behaves in a multicultural context in the West.

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Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.

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The purpose of the study was twofold. First, it describes two research-based instructional strategies that have been effective in increasing reading comprehension (reciprocal teaching and using readers' response journals). Second, a quasi-experimental research design was created to determine the educational impact of these two strategies on the reading comprehension levels of elementary-aged English Language Learners (ELLs). The data was collected from a low socioeconomic elementary school, specifically looking at a second grade classroom. The classroom demographic included eighteen students, ten of which were English Language Learners. Both informal and formal assessments were used to determine growth across time. The overall findings gleaned from the formal assessments revealed that the ELLs significantly increased their reading comprehension scores by 12%. Using both strategies has demonstrated not only the increase in reading comprehension with non-English speaking students but also with English-speaking students.

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Cutright, Cathy Arlene (Legg). "The effect of text-to-self reading strategies on reading comprehension." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/786.

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Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self reading instruction and to compare the comprehension achievement of male and female students in 6th-grade reading and language-arts classes using guided reading of text-to-self instruction and guided reading using novels. The foundation of this study was based on constructivist theories including Dewey's pragmatist philosophy, Piaget's developmental theory, and Vygotsky's theory of zone of proximal development. Research questions focused on differences in reading comprehension scores between male and female students, using guided reading with text-to-self reading connections, and using guided reading using novels. The study involved a quantitative methodology using a pretest--posttest, quasiexperimental design. Two-way factorial analysis of covariance (ANCOVA) was used to compute the differences between the means of the experimental and control group students. The 2 independent variables were reading strategies and gender. The dependent variable was the 6th-grade WESTEST reading scores (converted to z--scores), and the covariate was the 5th-grade WESTEST reading scores (also converted to z-scores). Results indicated that 6th-grade male and female students in the text-to-self reading program had higher levels of reading comprehension, however only the females' gains were statistically significant suggesting that the problem of male literacy achievement is multifaceted. This study offers implications for positive social change by offering 1 strategy for parents, teachers, and policymakers to cognitively scaffold student reading comprehension while also offering a step toward better understanding male literacy underachievement.

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Chau, Kit Yee Kinna. "The reading strategies used by Hong Kong CMI senior form students and a reading package to develop reading strategies." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/343.

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Mildes, Karen K. "Becoming a reader : young children's word identification strategies /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7582.

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Books on the topic "Reading comprehension strategies"

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M, Goodman Yetta. Reading strategies: Focus on comprehension. 2nd ed. Katonah, N.Y: R.C. Owen Publishers, 1996.

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Hammond, W. Dorsey. Reading: Strategies for better comprehension. Springhouse, Pa: Springhouse Corp., 1987.

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Tierney, Robert J. Reading strategies and practices: A compendium. 5th ed. Boston: Allyn and Bacon, 2000.

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Action strategies for deepening comprehension. New York, N.Y: Scholastic Professional Books, 2002.

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Cheek, Earl H. Strategies for reading success. Columbus, Ohio: C.E. Merrill, 1985.

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Robberson, Pamela. Developing readers: Strategies for reading comprehension. Allen, Texas: Educational Bridge, LLC, 2009.

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1947-, Readence John E., and Dishner Ernest K. 1943-, eds. Reading strategies and practices: A compendium. 4th ed. Boston: Allyn and Bacon, 1995.

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1947-, Readence John E., and Dishner Ernest K. 1943-, eds. Reading strategies and practices: A compendium. 3rd ed. Boston: Allyn & Bacon, 1990.

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Widener, Sandra, and Kate Kinsella. Mathematics: Reading strategies. Upper Saddle River, N.J: Globe Fearon, 2001.

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Blachowicz, Camille L. Z. Reading comprehension: Strategies for independent learners. 2nd ed. New York: Guilford Press, 2008.

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Book chapters on the topic "Reading comprehension strategies"

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Bean, Kimberly M. "Reading Comprehension Strategies in Autism." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102414-1.

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Bean, Kimberly M. "Reading Comprehension Strategies in Autism." In Encyclopedia of Autism Spectrum Disorders, 3860–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102414.

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Gajria, Meenakshi, and Asha K. Jitendra. "Effective Strategies for Developing Reading Comprehension." In Literacy Studies, 119–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31235-4_8.

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Green, Joan L. "Technology and Strategies to Improve Reading Comprehension." In Assistive Technology in Special Education, 83–107. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233138-7.

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Peckham, Terry. "Detection of Cognitive Strategies in Reading Comprehension Tasks." In Intelligent Tutoring Systems, 585–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2_78.

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Dascalu, Mihai, Philippe Dessus, Maryse Bianco, and Stefan Trausan-Matu. "Are Automatically Identified Reading Strategies Reliable Predictors of Comprehension?" In Intelligent Tutoring Systems, 456–65. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_57.

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Cola, Sandra, Wilma Suárez, Mayorie Chimbo, and Ana Vera-de la Torre. "Self-monitoring Strategies to Enhance English Reading Comprehension Skills." In Educating Engineers for Future Industrial Revolutions, 702–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_68.

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Huang, Hsiu-Shuang, Shang-Liang Chen, Yea-Mei Leou, Ho-Chuan Huang, Ching-Yu Yeh, Yun-Yao Chen, Chun-Lien Chen, and Ya-Ying Tseng. "Effects of Print-Storybooks and E-Storybooks with Reading Comprehension Strategies on Fifth Graders’ Reading Comprehension Ability." In Lecture Notes in Computer Science, 570–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21619-0_69.

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Turcotte, Catherine, and Marie-Julie Godbout. "Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z." In From Reading-Writing Research to Practice, 1–11. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119610793.ch1.

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Flippo, Rona F., Kristin M. Gehsmann, and Juliet L. Halladay. "Assessing Comprehension, Cognitive Strategies, Vocabulary Knowledge, and the Affective Dimensions of Reading." In Assessing Readers, 83–128. 3rd ed. Third edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781315169606-5.

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Conference papers on the topic "Reading comprehension strategies"

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Ulker, Unal. "Reading Comprehension Strategies." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a37.

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Prameela Priadersini, B. S. "Improving Reading Comprehension Using Reading Strategies." In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.48.

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Sun, Kai, Dian Yu, Dong Yu, and Claire Cardie. "Improving Machine Reading Comprehension with General Reading Strategies." In Proceedings of the 2019 Conference of the North. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/n19-1270.

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Jing, Yimin, and Deyi Xiong. "Effective Strategies for Low-Resource Reading Comprehension." In 2020 International Conference on Asian Language Processing (IALP). IEEE, 2020. http://dx.doi.org/10.1109/ialp51396.2020.9310502.

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Jing, Yimin, and Deyi Xiong. "Effective Strategies for Low-Resource Reading Comprehension." In 2020 International Conference on Asian Language Processing (IALP). IEEE, 2020. http://dx.doi.org/10.1109/ialp51396.2020.9310502.

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Asmara, Nur Intan. "An Analysis of Cognitive Reading Strategies Used in Reading Comprehension." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.69.

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Muhaimin, Mr, Mr Suharsono, and Ahmad Munir. "Do Vocabulary Learning Strategies Correlate to Reading Comprehension." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.40.

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Gottumukkala, Ananth, Dheeru Dua, Sameer Singh, and Matt Gardner. "Dynamic Sampling Strategies for Multi-Task Reading Comprehension." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.86.

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Jemamus, Rofina, Hengki Wijaya, and Harmelia Tulak. "Use SOAPS Strategies to Improve the Reading Comprehension." In Proceedings of the 1st International Conference on Economics Engineering and Social Science, InCEESS 2020, 17-18 July, Bekasi, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2020.2303097.

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Chuhu, Svitlana. "THE ART OF READING: ENHANCING READING COMPREHENSION STRATEGIES IN THE ESP CLASSROOM." In 5th Arts & Humanities Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/ahc.2019.005.007.

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