Journal articles: '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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Wahyono, Edi. "Correlation between Students’ Cognitive Reading Strategies and Reading Comprehension." Jurnal Studi Guru dan Pembelajaran 2, no. 3 (October 29, 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 participants of the research. Data were collected by distributing questionnaires to get responses from students in term of Cognitive Reading Strategies. IELTS Reading Testing was used to get Students’ reading comprehension scores. The quantitative data were analyzed by correlation product moment. The results of the study shows that most of students usually use four cognitive reading strategies included in this research and cognitive reading strategies correlate significantly to students’ reading comprehension with p value of 0.00 and coefficient value of 0.61.

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

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

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Gersten, Russell. "Explicit instruction in reading comprehension strategies." European Journal of Psychology of Education 3, S1 (January 1988): 239. http://dx.doi.org/10.1007/bf03326372.

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Nurdianingsih, Fitri. "TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION." PROJECT (Professional Journal of English Education) 4, no. 2 (March 15, 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 strategies was adapted by the teachers with the materials, the syllabus and curriculum. Those strategies were effective in teaching reading comprehension because it can help student to comprehend the text and they could exchange their opinion with their friends. Keywords: teachers’ strategy, reading comprehension

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

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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 (September 1, 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 study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension.

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Kırmızı, Fatma Susar. "The relationship between reading comprehension strategies and reading attitudes." Education 3-13 39, no. 3 (June 2011): 289–303. http://dx.doi.org/10.1080/03004270903514320.

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Jaiswal, Preeti. "Enhancing Comprehension by Effectively Using Reading Strategies." English Language and Literature Studies 8, no. 4 (November 28, 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’ 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 studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.

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Ness, Molly. "Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies." Journal of Research in Childhood Education 25, no. 1 (January 2011): 98–117. http://dx.doi.org/10.1080/02568543.2010.531076.

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Feng, Qian, and Liping Chen. "A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1174. http://dx.doi.org/10.17507/jltr.0706.15.

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The ultimate purpose of Test for English Majors 4 (TEM-4) and International English Language Test System Academic (IELTS A) are to test students' English language application abilities. This paper made a comparative study between reading comprehension part in two tests. It points out that IELTS A, with its up-to-date and diversified types of writing, can reflect students’ real English level and ability to use English. IELTS reading requires that students adopt effective reading comprehension strategies to accurately and effectively extract the information and understand the meaning in the face of different types of English reading materials. Meanwhile, students can apply productive skills to use English language. It further puts forward 3 teaching methods of reading comprehension strategies: direct explanation, transactional method, interactive constructive method. It ends with factors teachers should take into consideration when teaching reading comprehension strategies. Three methods can be used in combination considering context of Chinese students’ English learning, teachers’ demonstration and effective group discussion and communication.

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Shakoor, Malik Abdul, Muhammad Ilyas Khan, and Muhammad Imran Iqbal Majoka. "Effect of Teaching Reading Strategies on the Students’ Reading Comprehension." Global Social Sciences Review IV, no. IV (December 30, 2019): 157–64. http://dx.doi.org/10.31703/gssr.2019(iv-iv).20.

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Reading is an important tool for getting access to information which provides a base to the learning process. Comprehension is a basic pre-requisite for reading to be meaningful. Various reading strategies have been associated with better reading comprehension. The current experimental study conducted in the Pakistani context explored the effect of teaching reading strategies on reading comprehension of students in the subject of English at the higher secondary school level. The experimental pretest-posttest equivalent research design was adopted to conduct the study. The sample consisted of 60 higher secondary school students of a private girls college in Mansehra, Pakistan. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the higher secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education and school leaders.

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Pourhosein Gilakjani, Abbas, and Narjes Banou Sabouri. "How Can Students Improve Their Reading Comprehension Skill?" Journal of Studies in Education 6, no. 2 (June 1, 2016): 229. http://dx.doi.org/10.5296/jse.v6i2.9201.

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Reading is an interactive process in which readers construct a meaningful representation of a text using effective reading strategies. Effective reading strategies are considered as significant skills that have received the special focus on students’ reading comprehension proficiency. In this paper, the researchers define the term reading and reading comprehension, explain the types of reading, declare models of reading process, state theories of reading comprehension, review the effective strategies for reading comprehension, and finally mention findings of learners’ reading strategies and their reading comprehension proficiency. The review of literature indicates that reading strategies play a significant role in improving the students’ reading comprehension skill.

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Yeshimbetova, Z., and Zh Kulekenova. "STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 70–72. http://dx.doi.org/10.51889/2020-4.1728-7804.13.

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The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

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Bejos, Karla. "Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 2 (July 2009): 45–53. http://dx.doi.org/10.1044/cds16.2.45.

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Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.

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Hock, Mike, and Daryl Mellard. "Reading Comprehension Strategies for Adult Literacy Outcomes." Journal of Adolescent & Adult Literacy 49, no. 3 (November 2005): 192–200. http://dx.doi.org/10.1598/jaal.49.3.3.

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Phillips, Linda M. "Young Readers' Inference Strategies in Reading Comprehension." Cognition and Instruction 5, no. 3 (September 1988): 193–222. http://dx.doi.org/10.1207/s1532690xci0503_1.

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Tregaskes, Mark R., and Delva Daines. "Effects of metacognitive strategies on reading comprehension." Reading Research and Instruction 29, no. 1 (September 1989): 52–60. http://dx.doi.org/10.1080/19388078909557996.

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Youngs, Suzette, and Frank Serafini. "Comprehension Strategies for Reading Historical Fiction Picturebooks." Reading Teacher 65, no. 2 (October 2011): 115–24. http://dx.doi.org/10.1002/trtr.01014.

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Sungatullina, Dilyana D., Ekaterina O. Zalyaeva, and Yuliya N. Gorelova. "Metacognitive awareness of TOEFL reading comprehension strategies." SHS Web of Conferences 26 (2016): 01046. http://dx.doi.org/10.1051/shsconf/20162601046.

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Dewi, Utami, and Maryati Salmiah. "STUDENTS’ READING STRATEGIES AT ENGLISH EDUCATIONAL DEPARTMENT." AL-ISHLAH: Jurnal Pendidikan 11, no. 1 (June 30, 2019): 126. http://dx.doi.org/10.35445/alishlah.v11i1.122.

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Reading comprehension is one of the skills that students must have to enrich their knowledge, especially university students. There are two kinds of reading strategies: Top – Down strategy and Bottom – Up Strategy. The aim of this research is to find information about students’ reading comprehension strategies that were applied by the students when they were given reading comprehension text. The research design was qualitative approach. The informants consisted of ten English educational department students, one reading subject lecturer and the head of English educational department. Interview and observation were the major sources of the data to find out the students’ strategies on reading comprehension. Based on those data, it was found that most of the students applied bottom – up strategies in reading comprehension texts

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Mihara, Kei. "Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension." TESL Canada Journal 28, no. 2 (June 21, 2011): 51. http://dx.doi.org/10.18806/tesl.v28i2.1072.

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This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students’ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lowerlevel students regardless of which pre-reading strategy they used.

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Olifant, Tilla, Madoda Cekiso, Naomi Boakye, and Nophawu Madikiza. "Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction." Journal for Language Teaching 54, no. 2 (March 29, 2021): 71–93. http://dx.doi.org/10.4314/jlt.v54i2.4.

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Since the purpose of reading is comprehension, the major goal of reading comprehension instruction is to help learners develop knowledge, skills, and strategies so that they become strategic readers who read for comprehension. Language teachers use reading comprehension strategies as an instruction tool to assist learners to develop into strategic readers. However, the range of strategies used by teachers is crucial. This paper presents classroom observations of reading comprehension strategy instruction used by four purposively selected English First Additional Language (FAL) teachers. The study was qualitative in nature and a case study design was chosen. The findings of the study reveal that teachers did not provide opportunity to support learners’ independent comprehension strategy use. Furthermore, the study has disclosed that the teachers’ inability to engage learners in reading comprehension strategies might signify the teachers’ lack of knowledge of how to incorporate reading comprehension strategies as an instructional tool during reading comprehension lessons. The authors recommend that the Department of Basic Education institute interventions to empower teachers on how to teach reading comprehension strategies.

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Peñafiel Arcos, Edison Boanerges. "Reading: An overview prior to reading comprehension." SATHIRI, no. 4 (June 20, 2018): 317. http://dx.doi.org/10.32645/13906925.256.

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Reading comprehension is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. Another important component of reading comprehension is the activation of prior knowledge or making connections while reading. So, Readers must be able to draw from their experiences to apply what they are reading. If a student is not able to activate the schema necessary for a specific piece of text, his or her comprehension will be either distorted or greatly hindered. For decades, a great amount of studies have been done to investigate the influences of reading strategies on readers’ comprehension. It has no longer been considered as a static and passive process in decoding words and recoding meanings of individual words or phrases. Instead, reading comprehension has been deemed as an active, dynamic, and growing process of searching for interrelationships in a text. In this context, this research presents those fundamentals that readers bring to the text, the factors that affect reading, as well as the reading phases and their supportive strategies.

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Fitri, Nurmania. "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 (August 15, 2021): 153. http://dx.doi.org/10.24014/jete.v2i2.10674.

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The purpose of this study was to the influence reading habits and reading strategies on students reading comprehension at junior high school 1 in the district Benai-Kuansing.There were three questions contained in this study.Firstly,Is there any significant influence of reading habit on students’ reading comprehension in junior high school 1 Benai.Secondly, Is there any significant influence of reading strategies on students’ reading comprehension in junior high school 1 Benai.Thirdly, Is there any significant influence of reading habit and reading strategies on students’ reading comprehension in junior high school 1 Benai.This study used quantitative explanatory research. The subjects in this study are 70 students of the second grade students. Data collection techniques in this study used questionnaires and tests. The questionnaires in this study related to students' reading habits and students' reading strategies, while the tests related to student reading comprehension. The data obtained were analyzed using descriptive statistics, classic assumption tests, multiple regression tests and hypothesis testing.The results of this study indicate that, student reading habits (X1) have significant results of 0,685. Student reading strategies (X2) have significant results of 0.379. And student reading comprehension (Y) has a significance result of 0.818. Therefore, the researcher concludes that there is a positive and significant contribution of student reading habits and student reading strategies on student reading comprehension. Keywords:Reading Habit, Reading Strategies, Reading Comprehension.

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Wahyuni, Sri, Rosdiana Rosdiana, and Hanifar Mardhatillah. "TEACHING STRATEGIES: EFL STUDENTS’ RESPONSES TOWARD TEACHER STRATEGIES IN READING COMPREHENSION." Jurnal Ilmiah Teunuleh 1, no. 2 (December 28, 2020): 203–15. http://dx.doi.org/10.51612/teunuleh.v1i2.31.

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The purpose of this study is to find out the teacher strategies in teaching reading comprehension at the first-grade students at SMA Inshafuddin Banda Aceh. This research employed a descriptive qualitative method. The participants of this research is the first grade students of SMA Inshafuddin Banda Aceh that consist of 30 students. The instruments of collecting the data used in this study is a questionnaire. The objectives of this research were to know the students’ responses of the teacher strategies in teaching reading comprehension. In this research, the result revealed that that the students’ responses toward the teacher strategies in teaching reading comprehension it showed positive responses.

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Alharbi, Majed Abdulkareem. "Reading Strategies, Learning Styles and Reading Comprehension: A Correlation Study." Journal of Language Teaching and Research 6, no. 6 (November 7, 2015): 1257. http://dx.doi.org/10.17507/jltr.0606.13.

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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 (June 15, 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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Shehzad, Muhammad Waleed, Rida Ahmed, Shazma Razzaq, Amer Akhtar, and Md Kamrul Hasan. "Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 445–59. http://dx.doi.org/10.17509/ijal.v10i2.28616.

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Boredom is a well-researched concept in various contexts; nonetheless, there is scarceness of research related to the relationship of boredom with reading comprehension performance in EFL context. Therefore, this study intends to determine the connection between reading boredom and reading comprehension performance by employing reading boredom coping strategies as a mediator. A quantitative research approach, and a cross-sectional and correlational research design was employed to conduct this study. Questionnaires and a reading comprehension test were used to collect data from 306 Saudi EFL students. Findings indicated that reading boredom showed a significant but negative relationship with reading comprehension performance. Also, reading boredom was positively and significantly related to reading boredom coping strategies. Moreover, reading boredom coping strategies showed a positive and significant relationship with reading comprehension performance. Lastly, findings indicated that reading boredom coping strategies mediated the association between reading boredom and reading comprehension performance. On the basis of aforementioned findings, numerous recommendations for EFL students, teachers, and policymakers were offered.

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Yasin, Zuriyani Md, and Mohamed Ismail Ahamad Shah. "THE INTERACTIVE ROLES OF LEXICAL KNOWLEDGE AND READING STRATEGIES ON READING COMPREHENSION PERFORMANCE." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 273. http://dx.doi.org/10.24200/jonus.vol4iss1pp273-299.

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This paper presents a study on the interactive roles of lexical knowledge and reading strategies on reading comprehension performance of ESL learners. It examines how the lexical knowledge or the reading strategies contribute to second language (L2) reading comprehension. It also investigates whether there is a relationship among the three main variables which are lexical knowledge, reading strategies and reading comprehension performance. The Survey of Reading Strategy (SORS), the Vocabulary Levels Test, a writing test and a reading comprehension test were administered to 70 students from the Public Administration Course through convenience sampling method. Descriptive statistics was used to describe the participants’ performance on the three tests and their reading strategies used as well as to assess the relationship between the three main variables of this study. On the whole, the participants reported using most of the reading strategies with high and moderate frequencies. Apart from that, it is found that, the students’ word mastery level is only 2,000 word families, which is far below the minimum level required for tertiary education. There is no correlation found between the reading strategies used and the reading comprehension achievement of the participants. On the other hand, a statistically significant relationship (r= .739, p<0.01) was found between the participants vocabulary size and reading comprehension performance. The findings of this study help both language teachers and students to acknowledge the roles of lexical knowledge and reading strategies in improving the L2 reading comprehension performance. Keywords: Global strategies, lexical knowledge, problem-solving strategies, reading strategies, support strategies. Cite as: Zuriyani, M. Y. & Mohamed Ismail, A. S. (2019). The interactive roles of lexical knowledge and reading strategies on reading comprehension performance. Journal of Nusantara Studies, 4(1), 273-299. http://dx.doi.org/10.24200/jonus.vol4iss1pp273-299

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Walker, Barbara J. "Right-Brained Strategies for Teaching Comprehension." Academic Therapy 21, no. 2 (November 1985): 133–41. http://dx.doi.org/10.1177/105345128502100201.

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Siregar, Nur Olivia, Rudi Afriazi, and Arasuli Arasuli. "THE CORRELATION BETWEEN READING STRATEGIES AND READING COMPREHENSION ACHIEVEMENT OF THE SIXTH SEMESTER IN ENGLISH EDUCATION STUDY PROGRAM OF BENGKULU UNIVERSITY." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (September 16, 2019): 122. http://dx.doi.org/10.25157/jall.v3i2.2540.

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This research is aimed at identifying student’s reading strategies used and students’s reading comprehension achievement. The research would like to find out whether or not there is any significant correlation between reading strategies and reading comprehension achievement at the sixth-semester students of English Education Study Program at Universitas BengkuluAcademic Year 2018/2019. The research was designed as a quantitative correlation method, the subject were 78 students and the instrument used for collecting the data were reading strategies questionnaire and reading test. The collected data were analyzed by SPSS 23. The result of this research revealed that there is a significant correlation between reading strategies and reading comprehension achievement because the correlation coefficient is 0.033 which is very weak correlation category. It seems that most of the students were not familiar to the strategies in reading comprehension therefore more understanding of strategies is needed until a reading comprehension problem is solved.Keywords: Correlation, Reading Strategies, Reading comprehension Achievement

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Valerozo, Rhealyn B., and Rischelle G. Aggabao. "Learning Process, Reading Strategies, and Comprehension in Culture-based Texts." International Journal of Linguistics, Literature and Translation 3, no. 5 (May 31, 2020): 103–12. http://dx.doi.org/10.32996/ijllt.2020.3.5.12.

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This study seeks to determine the learning process and reading strategies employed by grade 8 students in identifying their comprehension level by reading culture-based literary texts. The researchers made use of descriptive survey to describe the learning process and reading strategies of the respondents while correlational design was used to determine the relationship of learning process and reading strategies with reading comprehension of the respondents. The findings of the study revealed that grade 8 students are sometimes engaged in the learning process and sometimes employed different reading strategies while reading culture-based literary texts. Based on the comprehension test results, most of the respondents could hardly comprehend culture-based literary texts. Though there is no correlation that exists between learning processes and reading comprehension, students’ reading strategies have a significant relationship to their reading comprehension. Language teachers should provide appropriate literary texts and acquaint students on the use of different reading strategies to improve their critical thinking skills.

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Pourhosein Gilakjani, Abbas, and Narjes Banou Sabouri. "A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement." International Journal of English Linguistics 6, no. 5 (September 23, 2016): 180. http://dx.doi.org/10.5539/ijel.v6n5p180.

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Reading comprehension is a significant skill that furthers the development of learners’ various academic tasks. It helps them decoding a text, analyzing, explaining, and expressing their own ideas about written materials. Learners should develop a strong ability to understand written materials to struggle with the academic tasks that their teachers deal with them. A primary objective of reading comprehension is to aid learners improve skills and comprehension of texts if they want to be skilled readers. In this review paper, the researchers define the term reading comprehension and reading strategies, elaborate previous findings about the relationship between reading strategies and reading comprehension skill, state factors affecting reading comprehension skill, explain the effective strategies for reading comprehension, and finally mention suggestions for improving reading comprehension skill. The findings of this review paper indicated that appropriate reading strategies play a vital role in improving EFL learners’ reading comprehension skill.

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Huang, Sha. "A qualitative case study of CSL learners’ reading strategies." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 2 (December 31, 2018): 131–62. http://dx.doi.org/10.1075/csl.17024.hua.

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Abstract Reading is a challenging task for Chinese as a second language (CSL) learners. Research has shown that effective use of strategies helps to enhance reading comprehension. However, studies about the reading strategies of CSL learners are extremely limited, and even fewer studies focus on how CSL readers use reading strategies to facilitate comprehension when reading a Chinese text. This case study addressed this gap by conducting an in-depth analysis of how three CSL readers used strategies to enhance their comprehension. Through think-aloud and recall protocols, close observations, and interviews, this study identified 26 comprehension strategies used by these readers during the reading process. It also reported the strategies commonly used by these readers to enhance reading comprehension effectively, such as using context to decode words, monitoring, identifying important information, and skipping unimportant parts. This article presents the study’s findings and their implications.

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Meniado, Joel C. "Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students." English Language Teaching 9, no. 3 (February 13, 2016): 117. http://dx.doi.org/10.5539/elt.v9n3p117.

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Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading motivation, and reading comprehension performance. Prior to finding out relationships, the study tried to ascertain the level of awareness and use of metacognitive reading strategies of the respondents when they read English academic texts, their level of motivation and reading interests, and their overall reading performance. Using descriptive survey and descriptive correlational methods with 60 randomly selected Saudi college-level EFL students in an all-male government-owned industrial college in Saudi Arabia, the study found out that the respondents moderately use the different metacognitive reading strategies when reading academic texts. Of the three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used. It was also revealed that the respondents have high motivation to read. They particularly prefer to read humor/comic books. On the level of reading comprehension performance, the respondents performed below average. Using t-test, the study reveals that there is no correlation between metacognitive reading strategies and reading comprehension. There is also no correlation between reading interest/motivation and reading comprehension. However, there is positive correlation between reading strategies and reading motivation. The findings of this study interestingly contradict previous findings of most studies, thus invites more thorough investigation along the same line of inquiry.

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Rouhi, Afsar, Manoochehr Jafarigohar, Seyyed Mohammad Alavi, and Yadollah Hosseini Asgarabadi. "Task Difficulty of Macro-Genres and Reading Strategies and Reading Comprehension." International Journal of Asian Social Science 5, no. 11 (2015): 656–77. http://dx.doi.org/10.18488/journal.1/2015.5.11/1.11.656.677.

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Stanojevic-Gocic, Maja. "Reading strategies used for text comprehension in ESP." Nasledje, Kragujevac 13, no. 35 (2016): 137–50. http://dx.doi.org/10.5937/naslkg1635137s.

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Limpangog, Ester V. "Pre-passage Questions as Pre-Reading Comprehension Strategies." International Journal of English Literature and Social Sciences 2, no. 5 (2017): 124–26. http://dx.doi.org/10.24001/ijels.2.5.14.

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Journal articles on the topic 'Reading comprehension strategies'

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