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Journal articles on the topic 'Reading comprehension strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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

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Bakhtiyorovna, Bektosheva Durdonakhon. "EFFECTIVE STRATEGIES OF IMPROVING READING COMPREHENSION." American Journal of Philological Sciences 4, no. 6 (2024): 100–104. http://dx.doi.org/10.37547/ajps/volume04issue06-21.

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This article explores effective strategies for improving reading comprehension. Reading comprehension is crucial for academic success, professional advancement, and personal growth. The article begins by emphasizing the importance of reading comprehension and then provides an overview of various strategies for enhancing it. Additionally, the article provides exercises to enhance critical thinking skills, such as Socratic questioning, argument analysis, and evidence evaluation. By incorporating these strategies into their reading routine and practicing regularly, readers can improve their compr

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S, Uranchimeg. "Reading comprehension strategies." Mongolian Journal of Foreign Languages and Culture 17, no. 1 (2013): 208–11. http://dx.doi.org/10.22353/mjflc2013125.

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Chavan, Sonal G., and Dr. Meena Kute. "Reading Comprehension: A Strategy for Enhancing Academic Performance." Journal of Research & Development 16, no. 8 (2024): 48–50. https://doi.org/10.5281/zenodo.12705172.

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<strong>Abstract: </strong> Reading skill is a complex one, especially when it comes to reading comprehension. It requires special training, which is not provided by teachers in the class. Teachers focus on decoding and developing vocabulary. ESL students face more difficulties at higher levels as they are not able to comprehend unseen passages. Many researchers have proven that if teachers train students with various strategies related to reading comprehension, it will be helpful for the students to comprehend any reading material.

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Fazliddinovich, Mansurov O'lmas. "Strategies for Speed Reading and Improving Comprehension." American Journal Of Social Sciences And Humanity Research 5, no. 5 (2025): 179–80. https://doi.org/10.37547/ajsshr/volume05issue05-45.

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This article discusses key strategies that enhance reading speed while maintaining or improving comprehension. In the modern era of information overload, the ability to read efficiently is a critical academic and professional skill. Speed reading involves more than just reading quickly it requires a strategic approach to text that minimizes subvocalization, encourages visual chunking, and improves focus. The article also emphasizes the importance of comprehension as the ultimate goal of reading. Practical methods such as skimming, scanning, previewing, and summarizing are examined in detail to

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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation." Acta Universitatis Sapientiae, Philologica 10, no. 2 (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

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7

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

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

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Heydari, Asl Esmaeil, Abdolreza Pazhakh, and Bahman Gorjian. "The Measurement of Strategic Competence in Reading Comprehension Among Iranian EFL Learners." International Journal of Sciences Volume 3, no. 2014-04 (2014): 96–106. https://doi.org/10.5281/zenodo.3348681.

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This study considers the question of the measurement of strategic competence in reading comprehension among Iranian EFL learners. It is inspired from Bachman's (1990) conception of strategic competence as the learners' store of metacognitive strategies available for use in the completion of reading comprehension test. The further concern was to scrutinize the extent to which strategic competence affected the participants' test performance. 120 students - both male and female – were selected from Shayestegan high school in Izeh, TEFL students studying at Izeh Islamic Azad University and finally

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

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

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Dolba, Sammy, Louie Gula, and Jayrome Nunez. "Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School." Journal of Language and Literature Studies 2, no. 2 (2022): 62–74. http://dx.doi.org/10.36312/jolls.v2i2.874.

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The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, a

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Veronika, Kareva. "The Influence of the Reading Medium on Learning Efficacy." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND EDUCATION RESEARCH STUDIES 04, no. 01 (2024): 65–69. https://doi.org/10.5281/zenodo.10608487.

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Abstract : This paper outlines the differences between electronic and printed reading comprehension for English as a Foreign Language (EFL) students. It explores which sources EFL students prefer and the reasons behind that; whether the reading mode influences the comprehension of the material being read; and which reading strategies are applied to each reading mode. We hypothesize that comprehension is easier and more successful when reading from printed sources. The method includes an experiment with students from the English Language Teaching (ELT) Program at the South East European Univers

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D, D. "The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension." English Teachers Association in Korea 29, no. 4 (2023): 1–24. http://dx.doi.org/10.35828/etak.2023.29.4.1.

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This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The f

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

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Ndabeni, Mbongi. "Introduction Strategies for English Extracurricular Masterpieces." Journal of Educational Research and Policies 6, no. 11 (2024): 102–6. https://doi.org/10.53469/jerp.2024.06(11).23.

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Comprehension Passages: A Guide for English Teachers provides a comprehensive overview of strategies and methodologies to enhance reading comprehension among English language learners. It begins by emphasising the crucial role of reading comprehension in language learning and identifying the common challenges students face while dealing with comprehension passages. The article outlines the cognitive processes involved in reading comprehension, including the decoding of text and the integration of new information with existing knowledge, and discusses the common obstacles students encounter. Ke

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Sirmawan, Agustinus Balsnimandra Telaumbanua, Telaumbanua Sadieli, and Perangin-angin Esra. "The Effect of Metacognition and Reading Strategies Awareness on Reading Comprehension." International Journal of Social Science and Human Research 08, no. 02 (2025): 1032–39. https://doi.org/10.5281/zenodo.14892579.

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This study aims to explore the influence of metacognitive awareness and reading strategy awareness on the reading comprehension skills of senior high school students. A quantitative approach with a correlational method was used to explain the magnitude of the influence of the independent variables (metacognitive awareness and reading strategy awareness) and the dependent variable (reading comprehension skills). The students were 154 from six State Senior High Schools in Gunungsitoli City, North Sumatra. A questionnaire was used to obtain metacognitive and reading strategy awareness data. Meanw

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Yamasque Martínez, Erika Elizabeth, and Shalena Silvana Naranjo Andrade. "Intensive reading strategies in EFL reading comprehension improvement." Pacha. Revista de Estudios Contemporáneos del Sur Global 5, no. 13 (2023): e240240. http://dx.doi.org/10.46652/pacha.v5i13.240.

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This study aims to investigate the efficacy of using intensive reading strategies in improving reading comprehension in the EFL classroom. Because of the children’s poor reading comprehension, classroom exercises are devised. It is a quantitative research method with a quasi-experimental design. A survey is administered to two groups of students to assess their reading comprehension assessments. Following that, both the control and experimental groups complete a pre-test. The experimental group then participated in a classroom intervention that focused on using intensive reading tactics to inc

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ZENKI-DALIPI, Arbresha. "EFFECTIVE EARLY READING COMPREHENSION STRATEGIES." International Journal of Albanology - ALBANOLOGJIA 11, no. 21-22 (2024): 36–43. http://dx.doi.org/10.62792/ut.albanologjia.v11.i21-22.p2583.

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The avalanche of changes that constantly attack education imposes on us the indisputable need to change the way of reorganizing the structure of the lesson, they require new creative approaches according to the needs, interests, and possibilities of the students. Such opportunities allow devices with systematic and operational knowledge which will enable them to use them in different situations when solving problems in a creative way, specifically through the implementation of different strategies. The writing elaborates the effective strategies of reading comprehension as an integral didactic

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

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Martina Napratilora. "Strategies for Teaching Reading Comprehension." Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) 2, no. 1 (2024): 01–09. https://doi.org/10.69820/jeltlal.v2i1.123.

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Reading comprehension refers to getting meaning from what we have read from written information. Teaching reading comprehension is different from teaching reading. In reading comprehension, the readers do not read the text but also have to comprehend the reading passage. The educators use teaching and learning strategies but in teaching activities, they are confused about choosing an appropriate strategy for their students. Consequently, the students still feel bored, inactive, uninterested, and difficult to read passages. Therefore, the teachers have to create a better learning environment an

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21

Do, Thi Khac Binh. "THE EFFECTIVENESS OF USING READING ALOUD STRATEGIES TO IMPROVE EFL STUDENTS' READING COMPREHENSION: A CASE STUDY AT DONG NAI UNIVERSITY." Global Journal of Arts Humanity and Social Sciences 4, no. 10 (2024): 808–12. https://doi.org/10.5281/zenodo.13941525.

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This study examines the effectiveness of reading-aloud strategies in enhancing reading comprehension among second-year English major students at DNU. Using a qualitative approach, pre-test and post-test scores were analyzed alongside survey responses from 45 participants. The results revealed a significant improvement in reading comprehension within the experimental group that employed reading-aloud techniques, with a computed t-value of 2.921, exceeding the tabulated value of 2.046. Students reported high satisfaction with these strategies, indicating they not only improved reading performanc

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Manurung, Sulastri, Anita Ariyanti, Dewi Yana, Juwita Boneka Sinaga, and Adam Adam. "The Correlation between Reading Strategies and Reading Comprehension." CAHAYA PENDIDIKAN 9, no. 2 (2024): 221–31. http://dx.doi.org/10.33373/chypend.v9i2.5975.

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Indonesian students continue encounter difficulties when it comes to reading English academic materials as English is their foreign language. The study aims to explore the reading strategies employed by English as a Foreign Language (EFL) students in order to improve their reading comprehension and to determine whether a significant correlation exists between reading strategies and reading comprehension. The study involved 60 participants from one senior high school in Batam, Indonesia. The study utilized Survey of Reading Strategies (SORS) and reading comprehension test. The Kolmogorov-Smirno

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

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

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Mahusay, Bernadeth, and Vilma Arazo. "Teachers' Reading Strategies: Its Effect on Learners' Reading Performance." Psychology and Education: A Multidisciplinary Journal 26, no. 7 (2024): 704–14. https://doi.org/10.5281/zenodo.13936011.

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The study aimed to evaluate the reading strategies used by teachers and their effect on the reading performance of Grade 4 learners of Ubaldo D. Laya Memorial Central School, Division of Iligan City for School Year 2023-2024. The study employed descriptive-correlational research design to describe and test the significant relationship exists between teachers’ reading strategies and the reading performance of learners and the relationship between teachers’ reading strategies used and the reading performance of learners. The result revealed that the teachers primarily utilized remedi

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Sutiadika, Miranda, Indawan Syahri, and Mulyadi Mulyadi. "Exploring Students’ Learning Strategies and Teachers’ Teaching Strategies in English Reading Comprehension." Journal of Social Work and Science Education 4, no. 3 (2023): 687–95. http://dx.doi.org/10.52690/jswse.v4i3.608.

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In the early stages of collecting articles based on the variables contained in the title, namely exploring student learning strategies and teacher teaching strategies in reading comprehension in junior high schools. This study reviews and synthesizes existing research and literature on student learning strategies and teaching strategies in reading comprehension. This study examines research that investigates various types of learning strategies used by students, such as meta-cognitive strategies, memory strategies, compensation strategies, affective strategies, cognitive strategies, and social

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Wahyono, Edi. "Correlation between Students’ Cognitive Reading Strategies and Reading Comprehension." Jurnal Studi Guru dan Pembelajaran 2, no. 3 (2019): 256–63. http://dx.doi.org/10.30605/jsgp.2.3.2019.61.

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This research aims to 1) describe students’ responses toward cognitive reading strategies and their reading comprehension score; 2) find out the correlation between students’ cognitive reading strategies and their reading comprehension. The current research is quantitative in nature. The quantitative is intended to describe the responses of students to cognitive and reading strategies and to explain to what extent the correlation between students’ cognitive reading strategies and reading comprehension. The samples are the fourth semester students of English education as subjects or participant

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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 (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 wer

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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 (2017): 194–209. http://dx.doi.org/10.1080/10888438.2017.1278763.

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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (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 awa

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Aisah, Nur, and Lucky Rahayu Nurjamin. "METACOGNITIVE STRATEGIES IN STUDENT’S READING COMPREHENSION." English Education and Applied Linguistics Journal (EEAL Journal) 4, no. 1 (2021): 20–29. http://dx.doi.org/10.31980/eealjournal.v4i1.1103.

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The aim of this study is to find out the process of using metacognitive strategies applied by introvert student in reading comprehension. This study used qualitative research in terms of descriptive study. In collecting the data, there were two instruments applied; interview, especially semi-interview because it was to find out the problem naturally and not only focus on taking notes during the research and the second instrument was observation. The setting of this study was conducted in outdoor room and the participant was an introvert student of fifteen years old in non-formal education. The

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Brilliananda, Cindy Cindhana, and Setiawan Edi Wibowo. "Reading Strategies for Post-Pandemic Students' Reading Comprehension Skills." International Journal of Elementary Education 7, no. 2 (2023): 328–34. http://dx.doi.org/10.23887/ijee.v7i2.59783.

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Reading comprehension skills are vital for students' information acquisition in elementary schools. However, the facts on the ground show that since the COVID-19 pandemic, students' reading skills have decreased, which is quite concerning. Solutions are needed to prevent reading comprehension problems in elementary schools. One way is to implement learning strategies that involve active student participation. This study aims to analyze the differences in the effect of the DRTA and PQRST strategies on students' reading comprehension skills. This research is a quasi-experimental quantitative res

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Fitri Anna Zila and Ayu Rizky Septiana. "Student's Reading Comprehension as Related to Strategies Used in Reading." Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika 2, no. 4 (2024): 220–28. http://dx.doi.org/10.61132/arjuna.v2i4.1107.

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Reading strategies are important things that can affect students' reading comprehension. The use of appropriate strategies can improve reading skills well, while the use of inappropriate strategies can have an impact on poor comprehension. This study describes how students' reading comprehension as related to the strategies used by students using a qualitative method of case study type. Data were collected through interviews, questionnaires, observations, and student ability tests. The results of the analysis show that the right reading strategy can improve students' reading comprehension. Stu

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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 (2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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Nurdianingsih, Fitri. "TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION." PROJECT (Professional Journal of English Education) 4, no. 2 (2021): 285. http://dx.doi.org/10.22460/project.v4i2.p285-289.

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Abstract This study is aimed at portraying teacher’s strategies in teaching reading comprehension to students by involving an English teacher. In collecting the data, interview was conducted to identify the strategies of teaching reading comprehension. The result revealed that the strategies used by the teacher were understanding text, individual and group learning strategy, and QAR strategy. The result indicated that teachers need to be equipped by strategies in teaching reading comprehension in order to help the students to cope with the difficulties in learning English. The choice of strate

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

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

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Lailan Fadila, Sakinah Amaliyah Dalimunthe, and Nursakinah Siagian. "Strategies to Improve English Reading Comprehension." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 2, no. 3 (2024): 16–25. http://dx.doi.org/10.61132/fonologi.v2i3.774.

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This study explores strategies aimed at enhancing English reading comprehension. With the backdrop of a complex information era, where proficient reading skills are crucial for accessing and applying information, the study focuses on interactive reading techniques, vocabulary acquisition, prior knowledge activation, and reading fluency as key components. The research adopts a literature review approach, synthesizing findings from existing studies to identify effective strategies. The primary objective is to ascertain which methods best contribute to improved reading comprehension in educationa

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

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

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Börekci, Rabia, and Aysun Yavuz. "Language Learners' Reading Comprehension Needs in The Turkish Context: A Comprehensive Needs Analysis." Journal of Language Research 9, no. 1 (2025): 129–53. https://doi.org/10.51726/jlr.1601811.

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This study investigated the reading comprehension needs of 8th-grade Turkish EFL learners in lower secondary education. A mixed-method design was employed in which data were gathered using needs analysis forms, environmental needs analysis checklists, and teacher interviews. Data were collected from 28 students and 23 teachers. The findings revealed that students' reading comprehension needs can be categorized into three primary areas: (1) reading skills and strategies, including the effective use of reading strategies, vocabulary development, and critical thinking skills; (2) language profici

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Wulandari, Dwi, Manalullaili Manalullaili, and Hariana Amalia. "Teachers’ Strategies in Teaching Reading Comprehension." Jadila: Journal of Development and Innovation in Language and Literature Education 5, no. 1 (2025): 1–13. https://doi.org/10.52760/jadila.v5i1.788.

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Learning strategies are crucial for gaining proficiency in a foreign language, particularly for students who want to improve their reading skills. Sometimes, students experienced misunderstandings when digesting a text they had read. Teachers, as facilitators, must be able to choose the right strategies to teach reading in order to enhance students' thinking skills in comprehending English texts. This study aimed to determine the strategies used by English teachers in teaching reading comprehension and how they implemented these strategies. It was designed as a descriptive qualitative study. T

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Saori, Sopian, Pathul Indriana, and Hikmah Hikmah. "Teachers’ Strategies In Teaching Reading Comprehension." Academy of Education Journal 15, no. 1 (2024): 456–61. http://dx.doi.org/10.47200/aoej.v15i1.2224.

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This study is aimed at portraying teacher’s strategies in teaching reading comprehension to students by involving English teachers. The main purpose of the study was to describe the strategies used by english teachers and reveal the strength and weakness of the strategies. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of junior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research ins

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Nguyen, Thi Lan Phuong. "Teachers’ Strategies in Teaching Reading Comprehension." International Journal of Language Instruction 1, no. 1 (2022): 19–28. http://dx.doi.org/10.54855/ijli.22113.

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Previous studies have effectively demonstrated that teaching techniques for reading comprehension are crucial to the learning process and may have an impact on students' reading comprehension. To further investigate teachers' strategies in teaching reading comprehension and how their students reacted to such strategies at Hau Giang Community College. The current study adopted a qualitative study design with observation and interviews. The study's participants were taken from five English teachers who teach in HGCC with different experiences and degrees of background knowledge and 31 students i

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Jaiswal, Preeti. "Enhancing Comprehension by Effectively Using Reading Strategies." English Language and Literature Studies 8, no. 4 (2018): 14. http://dx.doi.org/10.5539/ells.v8n4p14.

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The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners&rsquo; and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studyin

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Amin, Fakhrurrazi M. "Teacher Strategies in Teaching Reading Comprehension." English Education : English Journal for Teaching and Learning 11, no. 02 (2023): 148–58. http://dx.doi.org/10.24952/ee.v11i02.10294.

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This research aims at finding out teacher strategy in teaching reading comprehension and students’ respond toward teacher strategy. The study applied qualitative approach. The research instruments were distributed to English tutor and students at Basic English Course (BEC) Langsa. The data were collected through observation, documentation and interview. The result indicates that there are several strategies applied by English tutor, they are scaffolding strategy, think Aloud strategy and SQ3R. Meanwhile, the students showed positive respond toward teacher strategies in teaching reading compreh

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Islamiah, Neneng, Yudha Aprizani, and Iwan Perdana. "EFL reading comprehension and reading strategies of different genders." Studies in English Language and Education 4, no. 2 (2017): 190. http://dx.doi.org/10.24815/siele.v4i2.6658.

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Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this

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Larroque, Caitano Sabrina, and Jessica Vega-Abarzúa. "Fostering reading habits: Challenges, strategies, and the role of the educational community." Revista Avante Educativo de Educación y Pedagogía 01, no. 01 (2025): 11–20. https://doi.org/10.5281/zenodo.14853060.

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This critical essay examines the development of reading comprehension skills in Chilean school education, focusing on fostering reading habits among students. It critically analyzes the challenges teachers face, the strategies they employ, and the role of the educational community in supporting reading development. By reviewing existing literature, educational policies, and personal experiences, the essay reflects on the limitations of current practices and explores the potential for more effective strategies. The essay argues that a collaborative approach, which includes the involvement of te

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Putra, Hendra Eka, and Nina Suzanne. "Students’ Strategies in Improving Their Reading Comprehension." Ta'dib 25, no. 1 (2022): 27. http://dx.doi.org/10.31958/jt.v25i1.5686.

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The problem of this research was that there was no clear information about students’ strategies in improving their reading comprehension. Therefore, a descriptive quantitative method was used to find out the students’ strategies in improving their reading comprehension. A questionnaire consisting of 10 questions was distributed English Education Department students of IAIN Batusangkar to collect research data. The questionnaire was distributed to them, and there were 37 students who gave their responses. The data were analyzed by using descriptive statistical analysis. Based on the research re

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Aminova, Zebo Pulatovna. "READING STRATEGIES IN COMPREHENSION AUTHENTIC CONTEXTS." Theoretical & Applied Science 94, no. 02 (2021): 326–28. http://dx.doi.org/10.15863/tas.2021.02.94.63.

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Sahu, Shantilata, and Abantika Kar. "Reading comprehension and information processing strategies." Journal of Research in Reading 17, no. 1 (1994): 3–18. http://dx.doi.org/10.1111/j.1467-9817.1994.tb00048.x.

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Aarnoutse, C., S. Brand-Gruwel, and R. Oduber. "Improving Reading Comprehension Strategies through Listening." Educational Studies 23, no. 2 (1997): 209–27. http://dx.doi.org/10.1080/0305569970230205.

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Zsigmond, István. "Writing Strategies for Fostering Reading Comprehension." Procedia - Social and Behavioral Sciences 180 (May 2015): 1698–703. http://dx.doi.org/10.1016/j.sbspro.2015.05.073.

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