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Journal articles on the topic 'Reading for Comprehension'

Author: Grafiati

Published: 3 June 2025

Last updated: 13 July 2025

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O. Tinapay, Ariel, Rosenie Seno, Diana Lynn Fernandez, James Samillano, and Shiela L. Tirol. "Exploring Student Reading Comprehension and Parental Intervention: A Literature Review." International Multidisciplinary Research Journal 3, no. 4 (2021): 189–99. http://dx.doi.org/10.54476/iimrj220.

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This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.

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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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Abstract: 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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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 of reading strategies and reading comprehension and the unachieved grade level which failed to reject the hypothesis that there was no significant relationship of metacognitive reading strategies and reading comprehension for Global and Problem-Solving reading strategies. It recommended that future researchers should employ other reading comprehension proficiency tests to validate the result of the existing study and include intervention through the utilization of metacognitive reading strategies as the appropriate strategy to address reading comprehension.

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Hall, William S. "Reading comprehension." American Psychologist 44, no. 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

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Duffelmeyer, Frederick A., and Dale D. Baum. "Reading Comprehension." Academic Therapy 23, no. 1 (1987): 53–59. http://dx.doi.org/10.1177/105345128702300108.

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Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter, and Fanli Jia. "Reading comprehension." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

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Mamataliyeva, Sokina. "EVALUATION OF ENGLISH LANGUAGE LEARNERS' READING COMPREHENSION PROFICIENCY." Journal of Universal Science Research 2, no. 12 (2024): 244–53. https://doi.org/10.5281/zenodo.14569236.

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In this article, discussing the importance of evaluation in determining student‘ reading proficiency in higher education is the paper‘s primary objective. Assisting teachers in determining evaluation criteria and providing students with feedback on their progress in reading comprehension is another objective. The article also describes how assessment methods and evaluation standards are used to different reading comprehension skill levels. The research paper‘s final objective is to show teachers and students the advantages of formative assessment.

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Z, Zainurrahman. "The 3-2-1 Reading Comprehension Strategy: Students' Reading Comprehension Development and Students' Perception." Langua: Journal of Linguistics, Literature, and Language Education 3, no. 1 (2020): 9–29. https://doi.org/10.5281/zenodo.3735846.

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The 3-2-1 reading comprehension strategy is a new strategy and the study on the strategy is still rare at least in 2019. This strategy presents in the right time when the teacher needs to apply new strategy in the reading classroom. This research was conducted as an attempt to improve the students’ reading comprehension. Designed as a non-observation classroom action research, this research involved 36 students in a junior high school. There were two tests administered in the classroom, the pre-intervention and the post-intervention test. The intervention is conducted by doing three sessions of reading comprehension practice with the 3-2-1 strategy. The comparison of means between the tests by using paired sample t-test showed that there is a significant difference between the means where the post-intervention test mean is significantly higher than the pre-intervention test mean. This implies that the 3-2-1 reading comprehension strategy can be a good consideration for reading teachers. The students mentioned that this strategy has positive impacts on their reading practice and result. However, it is also captured that this strategy is only suitable for reading short text. This opens opportunity to the next researchers to conduct research on the use of 3-2-1 reading comprehension strategy on reading longer text.

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Mahyuddin, Yazirwan. "A DESCRIPTIVE STUDY ON THE PROBLEMS IN READING COMPREHENSION OF THE ELEVENTH GRADE OF STUDENTS OF SMA NEGERI 6 BANJARMASIN." JOURNAL OF ENGLISH TEACHING, APPLIED LINGUISTICS AND LITERATURES (JETALL) 2, no. 1 (2019): 39–47. https://doi.org/10.5281/zenodo.3526807.

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Reading is one of four skills that is learned school. Reading is a process of how we find information from what we see. Like the other skills, reading comprehension is not easy. Students often face many problems in reading comprehension because of their limited ability and vocabulary in understanding readings materials. The researcher interested in students problems in reading comprehension of eleventh grade of SMA Negeri 6 Banjarmasin in Academic year 2017/2018. The objective of study is to describe the problems faced by the students of eleventh grade of SMA Negeri 6 Banjarmasin in reading comprehension. The researcher used descriptive quantitative research as the type of research. The population of the research was 253 and the sample was 71 students. The technique sampling is cluster random sampling. The instruments used were test-retest and questionnaire. Based on the research result, the students had two problems. There are finding main idea and guessing meaning from context. The mayor problem is guessing meaning form context and the minor problem is finding the main idea. From questionnaire, students had a problem in finding main idea and guessing meaning from context.  Finally, it is suggested that for English teacher to improve reading skills and improve student’s vocabulary, word meaning, and knowledge about main idea in reading by providing more exercises in reading comprehension and active to find the meaning of the word that they found. The students should read English text not only in school but also read in outside school.

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C, Emejidio, and Gepila Jr. "Context Clues and Reading Comprehension." International Journal of Psychosocial Rehabilitation 24, no. 04 (2020): 2735–46. http://dx.doi.org/10.37200/ijpr/v24i4/pr201381.

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Gundran, Marjorie. "The Effectiveness of Intensive Reading Approach." Psychology and Education: A Multidisciplinary Journal 23, no. 2 (2024): 227–40. https://doi.org/10.5281/zenodo.13241441.

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This study aimed to find out the effects of intensive reading approach on pupil’s reading comprehension in Tubigan Elementary School in Initao, Division of Misamis Oriental. Specifically, the study sought to describe the profile of the respondents in the study; to determine the performance of the Grade IV pupils in the pretest and posttest conducted to experimental and control group; discuss how the reading comprehension is enhanced through the intensive reading approach; disclose the significance difference between the performance of the Grade IV pupils exposed to intensive reading approach and to those who are in the traditional group; and discuss to what extent does intensive reading approach contribute to Grade IV pupils reading comprehension. This study applied the quasi-experimental research design.  Pretest was administrated before the conduct of the study while posttest was given at the end of the study. The difference of the test scores was compared using t-test. The study revealed a significant difference on the performance of the respondents when intensive reading approach was applied considering the difference of the pre-test and post-test results. This indicates that the application of intensive reading had a positive influence on the learners reading comprehension because their reading comprehension has actually improved significantly.

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Hồng Mai, Lê. "Reading comprehension strategy – ways to teach reading comprehension skills." Journal of Science, Educational Science 60, no. 2 (2015): 114–22. http://dx.doi.org/10.18173/2354-1075.2015-0037.

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Skinner, Christopher H., Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep, and Renee O. Hawkins. "The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates." Psychology in the Schools 46, no. 10 (2009): 1036–47. http://dx.doi.org/10.1002/pits.20442.

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Ngabut, Maria Novary. "READING THEORIES AND READING COMPREHENSION." Journal on English as a Foreign Language 5, no. 1 (2015): 25. http://dx.doi.org/10.23971/jefl.v5i1.89.

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In this article several reading theories in their relations to reading comprehension teachers and lecturers of English need to know are reviewed. At the theory level, three other Models of Reading, namely Bottom-Up, Top-Down, and Interactive are previously discussed to the Schema Theory. In reviewing the reading comprehension, the history of reading instruction, types and purposes of reading, and cognitive reading skills are discussed. Finally, it reviews six variables involved in the comprehension of English texts.Keywords: models of reading, schema theory, comprehension, background knowledge

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Janet, Paul, and P. Rajendra Karmarkar Prof. "Reading Comprehension and Reading Models." Reading Comprehension and Reading Models 3, no. 2 (2024): 7–11. https://doi.org/10.53413/IJTELL.2022.0232.

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Reading occupies a crucial role in shaping the futureof a nation. Reading opens doors to the treasure ofknowledge. In any language, comprehension is thecornerstone on which the superstructure ofexpression is built. Comprehension is the pliant sideof language learning. There are two aspects tocomprehension. It might result from the languagewhen it is spoken, or it might result from the readingof the written material. This paper discusses fivemodels of reading and their impact on readingcomprehension.

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Calamba, Emily A. "Enhancing Inferential Reading Comprehension Skills through Illustrated Reading Texts." International Journal of Research Publication and Reviews 5, no. 10 (2024): 2851–57. http://dx.doi.org/10.55248/gengpi.5.1024.2933.

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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, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.

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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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Napa-Rodríguez, Briceida Marilú. "reading habit in students' reading comprehension." International journal of linguistics, literature and culture 11, no. 2 (2025): 35–42. https://doi.org/10.21744/ijllc.v11n2.2501.

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The reading habit is related to cognitive and critical thinking skills that are essential for effective reading comprehension. The study aims to analyze the reading habit in reading comprehension, for this, the benefits of reading habits were identified, the strategies applied by teachers to strengthen reading comprehension were determined and the level of reading comprehension of the students was evaluated. A mixed approach, exploratory, inductive, and analytical, was used as a methodology, with survey, observation, and interview techniques to collect data from high school students and the Language and Literature teacher. The results showed that the majority of students have no major interest in reading and have limited reading comprehension skills. Likewise, it was concluded that the reading habit favors reading comprehension because it increases fluency, expands vocabulary, and improves inferential and critical comprehension.

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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 comprehension abilities, retain information more effectively,and become more proficient in extracting meaning from written material.

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Arellano, Angelo, Honey Mist Salvador, Mitchie Mae Barrios, et al. "Readify: Interactive e-story book to improve English reading comprehension skills." International Student Research Review 2, no. 1 (2025): 91–107. https://doi.org/10.53378/isrr.167.

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English reading comprehension is a core competency that underpins significant contribution to the advancement of academic skills in all subjects. This study determined the impact of interactive e-storybooks conceptualized as readily accessible digital stories to improve, foster, and yields reader’s comprehension (READIFY) enhancing Grade 5 learners’ English reading comprehension skills in a public elementary school in the Philippines during S.Y. 2024-2025. The study utilized a quantitative approach, collecting data from survey questionnaires and pre-test and post-test assessments. Statistical tools such as mean and standard deviation were used to determine the material’s efficiency in improving the learners’ English reading comprehension skills. A T-test was employed to determine if there is a significant difference between the students’ level of English reading comprehension skills before and after the intervention. The findings showed that READIFY intervention led to significantly enhanced reading comprehension skills among Grade 5 pupils. Pre-test scores (81.2%) indicated an instructional level while post-test scores (64.7%) demonstrated an independent level, signifying a marked improvement in their ability to read and understand the material. The statistical evidence supports the program's efficacy and highlights its potential as a valuable tool for educators seeking to enhance language learning outcomes.

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Pang, May. "Developing reading comprehension." Educational Psychology 35, no. 1 (2014): 128–35. http://dx.doi.org/10.1080/01443410.2014.910979.

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Klingner, Janette K. "Assessing Reading Comprehension." Assessment for Effective Intervention 29, no. 4 (2004): 59–70. http://dx.doi.org/10.1177/073724770402900408.

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AKANBI, LINDA. "Rethinking Reading Comprehension." Teachers College Record: The Voice of Scholarship in Education 106, no. 12 (2004): 2312–15. http://dx.doi.org/10.1177/016146812004106122312.

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Venable, Gail Portnuff. "Improving Reading Comprehension." Topics in Language Disorders 24, no. 1 (2004): 92–93. http://dx.doi.org/10.1097/00011363-200401000-00009.

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Reed, Deborah K., Nathan Stevenson, and Brandon C. LeBeau. "Reading Comprehension Assessment." Elementary School Journal 120, no. 2 (2019): 300–318. http://dx.doi.org/10.1086/705784.

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Fletcher, Jack M. "Measuring Reading Comprehension." Scientific Studies of Reading 10, no. 3 (2006): 323–30. http://dx.doi.org/10.1207/s1532799xssr1003_7.

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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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Blaži Ostojić, Antonija. "Reading comprehension processes." Hrvatska revija za rehabilitacijska istraživanja 59, no. 1 (2023): 122–43. http://dx.doi.org/10.31299/hrri.59.1.8.

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Reading comprehension is a complex, multifaceted process in which a number of components are appropriately and often simultaneously activated. The importance of different background subprocesses, its complex nature, as well as the interconnection of various components has been demonstrated by various ‘models of reading and reading comprehension’. Based on these models, assessment methods and materials for reading comprehension are developed. However, the models and assessment materials developed so far are mostly derived from research on languages with non-transparent orthography (e.g., English). Therefore, the question arises regarding the extent to which they can or should be applied in languages with shallow, transparent orthography (e.g., Croatian) that have clear and consistent relationships between letters and sounds, as opposed to languages with deep orthography. The main aim of this study was to present a brief review of prominent reading comprehension models and their interconnections through specific levels of language processing (single word, sentence, discourse), as well as to discuss the methodological aspects of assessing reading comprehension processes arising from the presented theoretical models. Motivated by the fact that there is a lack of studies on models and assessment materials in languages with transparent orthography, the application of existing models and assessment methods will be discussed in the context of transparent orthography languages. This study provides comprehensive insights, based on theory, on the key elements to consider when developing an assessment method/tool for reading comprehension, both for research or diagnostic purposes

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Vazirakhon, Rustamovna Ochilova. "READING COMPREHENSION -- REREADING." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 11 (2022): 105–8. https://doi.org/10.5281/zenodo.7148755.

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Strong foundations in reading, writing, and speaking language are requirements for students. Sadly, some pupils are lagging behind in their literacy development. Being able to read and understand what is read is a necessary skill for being a full citizen in today’s information-driven environment. Learning to read well at a young age is essential for children’s growth and intellectual development as well as for them to succeed in school.

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Adraque, Kylen Dae. "Learners' Reading Comprehension." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 277–87. https://doi.org/10.5281/zenodo.14740588.

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Abstract:   Research on reading comprehension promises to provide valuable data that can drive improvements in teaching strategies, curriculum design, and policy-making, ultimately leading to enhanced academic success. In this premise, this study aimed to determine the reading comprehension levels of Grade 5 learners in a District under a medium-sized Division in Central Philippines during the Academic Year 2023-2024. Data needed for this descriptive study was taken from 236 respondents using a self-made instrument that has passed the stringent validity and reliability tests. Overall, the reading comprehension of Grade 5 learners was moderate. The ensuing analysis likewise showed a moderate reading comprehension level when respondents were grouped by sex at birth, residence, parents’ educational attainment, number of siblings, and combined family income. Subsequent analysis showed no significant difference in literal and inferential reading comprehension levels when Grade 5 learners were grouped according to sex at birth, residence, number of siblings, and combined family income, except when parents’ educational backgrounds grouped respondents. Additionally, no significant difference was found in the evaluative level when respondents were grouped according to sex at birth and number of siblings. A significant difference was found when grouped according to residence, parents’ educational attainment, and combined family income. The study result suggests the need for implementing targeted reading programs focused on learners’ critical reading skills while utilizing formative assessment tools in reading and to help promote a culture of reading.   Keywords: Evaluative, inferential, learners’ reading comprehension, literal

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王, 子奇. "Study on Reading Comprehension in Developmental Prosopagnosia—Taking Perceptual Reading Comprehension and Memory Reading Comprehension as Examples." Advances in Social Sciences 12, no. 10 (2023): 6116–23. http://dx.doi.org/10.12677/ass.2023.1210837.

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Noviana, Fajria, and Akhmad Saifudin. "Strategi Pembelajaran Mata Kuliah Pemahaman Wacana Bahasa Jepang (Dokkai) dengan Metode Komprehensif Terintegrasi." Japanese Research on Linguistics, Literature, and Culture 3, no. 1 (2020): 1–12. https://doi.org/10.33633/jr.v3i1.4473.

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Dokkai is a Japanese text reading comprehension course. In practice, students learning Japanese have difficulty understanding the contents of the text. This difficulty, in some cases, was caused not only by their weakness in understanding dokkai material, but also because of their lack of knowledge about how to learn dokkai. In order for the purpose of understanding reading to be achieved, learners must be able to optimize their knowledge and skills in reading such as good understanding of Japanese characters, vocabulary, grammatical mastery of Japanese, topics, and knowing dokkai learning methods and strategies. This can be achieved if the learning strategy can cover all the things needed in teaching dokkai. Through literature studies and surveys on the difficulties and desires of learners in teaching dokkai, this paper proposes a learning strategy called an integrated comprehensive learning strategy.

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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. Meanwhile, data on reading comprehension skills were obtained using a test instrument. The data were analyzed using inferential statistics, namely multiple linear regression based on SPSS for Windows version 26. The research findings show (1) metacognitive awareness does not have a positive and significant effect on students' reading comprehension skills, (2) reading strategy awareness contributes positively and significantly to students' reading comprehension skills, and (3) metacognitive awareness and reading strategy awareness simultaneously contribute positively and significantly to students' reading comprehension skills. Based on these findings, reading comprehension ability can be explained by the variables of metacognitive awareness and reading strategy awareness by 24.70%. At the same time, the remaining 75.30% is explained by other variables. The findings of this study help learn reading comprehension in high schools. In other words, teachers must foster awareness of metacognitive and reading strategies among students. Further research can be conducted using other research designs and methods.

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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. 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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Sadeghi, Elahe, Akbar Afghari, and Gholam-Reza Zarei. "Shadow-Reading Effect on Reading Comprehension: Actualization of Interactive Reading Comprehension: (A Vygotskyan View!)." English Language Teaching 9, no. 3 (2016): 130. http://dx.doi.org/10.5539/elt.v9n3p130.

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Reading comprehension has been the main concern for second language learners and researchers. Today with rising interests towards Vygotskyan Sociocultural Theory (SCT), attempts have been made to insert Vygotskyan approach into Foreign/Second Language classrooms emphasizing the role of scaffolding and meaningful interactions to promote learners’ comprehension. Having this on mind, the current study used shadow-reading as a means of meaning internalization to see if it affects on reading comprehension. To this end, 52 junior EFL learners from two universities were randomly assigned to experimental and control groups. A pretest of reading comprehension including 4 reading passages with 20 Multiple Choice items was administered to the learners to see if they were at the similar level of reading comprehension. During 10 sessions, the learners were provided with shadow-reading strategy in which they were required to listen and repeat the passage in a well-disciplined imitative task and, then summarize what they had comprehended from the text. A reading comprehension post test was also administered at the end of the semester after 10 sessions of conducting shadowing. The data of the first and the last sessions was analysed. The findings of the study showed that shadow-reading has significantly influenced learners’ comprehension. The results also lent support to Vygotskyan theory in that using shadowing as a means of meaningful imitation and interaction facilitates comprehension among learners. The results also shed light on the way through which instructors try to promote learners’ comprehension. It seems that shadow reading due to its sociocultural traits can be used as an appropriate means of promoting reading comprehension all over the world.

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O'Shea, Lawrence J., Paul T. Sindelar, and Dorothy J. O'Shea. "The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension." Journal of Reading Behavior 17, no. 2 (1985): 129–42. http://dx.doi.org/10.1080/10862968509547535.

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The failure of some researchers to find improved reading comprehension with increased fluency may result from the assumption that readers automatically shift attention to comprehension when fluency is established. Research on cuing readers to a purpose in reading suggests that a simple cue about comprehension may be sufficient to prompt this attentional shift. In this study, the effects of repeated readings and attentional cues on measures of reading fluency and comprehension were examined. Thirty third graders read separate passages one, three, and seven times following cues to attend to either reading rate or meaning. After the final reading of each passage, the students retold as much of the story as they could. Fluency and proportion of story propositions retold were analyzed in repeated measures analyses of variance. Significant main effects for both repeated readings and attentional cues were obtained on both dependent measures. Thus, both fluency and comprehension increased as the number of repeated readings increased. In addition, readers cued to fluency read faster but comprehended less than those cued to comprehension. These results suggest that increasing fluency is a less efficient means of improving comprehension than presenting cues about comprehension.

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Edwin, M. Tantalie. "Influence of Language Preference on Vocabulary Proficiency and Reading Comprehension of Selected Grade 10 Bilingual Students at MSU Sulu Laboratory High School." RA JOURNAL OF APPLIED RESEARCH 07, no. 12 (2021): 2726–40. https://doi.org/10.47191/rajar/v7i12.06.

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ABSTRACT: The primary purpose of this study is to determine the influence of language preference on bilingual student’s vocabulary and reading comprehension among selected Grade 10 students of the Mindanao State University- Sulu Laboratory High School.  The respondents were taken from Grade 10 classes with a total of ninety (99) student respondents. The data consisted of the scores of vocabulary proficiency test and reading comprehension test administered to the pupils. Furthermore, this study made use of a standardized test for vocabulary proficiency and reading comprehension. This study made use of the descriptive-quantitative research design to determine the influence of language preference on student’s vocabulary and reading comprehension among the bilingual Grade 10 students of the Mindanao State University-Sulu Laboratory High School. This study yielded the following findings: (1) Majority of the Grade 10 students of Mindanao State University-Sulu Laboratory High School prefer to use their vernacular language or lingua franca (L1), Bahasa Sug and English; (2) The level of vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (3) No significant relationship exists between language preference and vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; (4) The level of reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (5) There is no significant correlation between language preference and reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; and (6) There is no significant relationship between vocabulary proficiency and reading comprehension of bilingual Grade VI pupils. Based on the findings, it can be concluded that there is no significant relationship between language preference and vocabulary proficiency and likewise for language preference and reading comprehension of bilingual Grade 10 students. This only draws one conclusion that language preference of bilingual Grade 10 students does not influence the bilingual children’s vocabulary proficiency and reading comprehension. This finding invites possible evaluations and further studies of the Grade 10 curriculum, empowering English language, and pupil-related factor to determine the outlook of the pupils.                Based on the said findings, the researcher would like to recommend the following: (1) This study would help future researchers which will comprehensively assist the pupils for a more effective and relevant vocabulary and reading enhancement activity to advance their skills; (2) This study would aid future studies that will explore the factors regarding the influence of language preference on children’s vocabulary proficiency and reading comprehension; and (3) This study would serve as an appraisal of enhancing to advance the skills of the children on vocabulary proficiency and reading comprehension.

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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 findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

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Dela, Rosa Cloeyline, and Jeger Paragas. "Comprehension Skills of Elementary Learners: Basis for Development of Learning Interactive Reading Activities (LIRA)." Psychology and Education: A Multidisciplinary Journal 21, no. 9 (2024): 956–67. https://doi.org/10.5281/zenodo.12704329.

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This study assessed the reading comprehension skills of the Grade 6 Pupils during the School Year 2022-2023. It sought to answer the following questions which involved   the profile of the student-respondents in terms of age, sex, economic status, educational attainment of parents and their relationship to the parents and the teachers.  Also, the reading problems encountered by the Grade 6 learners and their level of reading comprehension skills of the students based on phonetic awareness, phonics, decoding, word identification, fluency, vocabulary and comprehension. Likewise, a significant relationship between the profile of the pupils and their reading comprehension skills was also determined. The program of activities can be adopted by the teachers to improve the reading comprehension skills of Grade 6 pupils served as output of the study. Findings showed that the Grade 6 learners are younger female-dominated learners with middle socio-economic status backgrounds whose parents neither finished secondary level nor degree holder and undergraduate units with either one or both parents are working. Further, learners in the division had supervision with their parents and had regular study habit.  The reading problems encountered by the Grade 6 learners are still developing with a focus on basic understanding and making meaning on fluency, vocabulary, background knowledge, comprehension strategies, lack of self-motivation, lack of background knowledge and inability to comprehend the texts were the foremost problem. Likewise, the reading comprehension ability of learners along vocabulary knowledge is developing. Further, the supervision of parents and good study habits influence the reading comprehension of learners. Additionally, these strategies could strengthen the comprehension ability of learners in school and at home. It is recommended in the study that the teachers should provide learners with specific resources or strategies aligned with their demographic background, e.g., culturally relevant texts for students from a specific background. Thus, an intervention of interactive materials shall be developed to address the concerns of Grade 6 learners in reading.

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Ahn, Hyobin, and Yusun Kang. "Reading Fluency and Listening Comprehension Abilities as Predictors of Reading Comprehension." English Teaching 71, no. 1 (2016): 3–24. http://dx.doi.org/10.15858/engtea.71.1.201603.3.

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Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0." Mimbar Sekolah Dasar 6, no. 2 (2019): 160. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17397.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students reading comprehension skills.

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Saraswati, Nais, and Mbarep Wicaksono. "ENHANCING READING FLUENCY AND COMPREHENSION IN ORAL READING THROUGH READING THEATRE." Journal of Research on Language Education 2, no. 2 (2021): 88. http://dx.doi.org/10.33365/jorle.v2i2.1107.

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Comprehension is the key of success reading. Researchers have shown that reading comprehension is improved when fluency increased. In order to construct the meaning of the text, instructional strategy which helps English language learners decode word until they fluently read and understand must be applied. This paper focuses on discussing the effects of using Readers Theatre as strategy to enhance English language learners fluency and comprehension in oral reading. It also provides the overview of the use of repeated reading. Readers Theater in particular, the role of fluency and comprehension in reading and the correlation about how fluency influences reading comprehension.

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qizi, Aliqulova Feruza O’ktam. "Improving Students Reading Comprehension Through Charles Dickens Works." European International Journal of Multidisciplinary Research and Management Studies 5, no. 3 (2025): 31–34. https://doi.org/10.55640/eijmrms-05-03-07.

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This article aims to thoroughly examine various issues related to enhancing students' reading comprehension skills through written texts. A key factor in improving these skills is providing students with engaging reading materials, such as comics, novels, short stories, and storytelling, which can capture their interest. Additionally, other aspects of reading development are worth exploring, including effective teaching methods, the advantages, and the challenges of using written texts in reading instruction. Achieving a high success rate in improving students' reading abilities is crucial to ensuring they gain valuable input for mastering or advancing their English skills. However, enhancing reading comprehension is a complex process that requires discussion to identify the most effective approach. One of the most effective ways to enhance students' comprehension skills is through exposure to classic literature. Among the many renowned authors, Charles Dickens stands out as an excellent choice for improving reading comprehension due to his rich language, vivid characterization, and complex themes. This article explores how Dickens’ works can be used as a tool to enhance students’ reading comprehension skills.

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Moir, Taryn. "The psychology within models of reading comprehension and the educational psychologist’s role in taking theory into practice." Educational and Child Psychology 36, no. 3 (2019): 52–64. http://dx.doi.org/10.53841/bpsecp.2019.36.3.52.

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Aim:This position paper illustrates prominent theories of reading comprehension and considers how these models have informed reading instruction within the classroom. It then considers how reading comprehension can be supported by educational psychologists (EPs).Methods:This paper presents five sociocultural models of reading comprehension. These models are discussed and used to inform EPs’ understanding of effective reading comprehension instruction.Findings:Metacognitive and sociocultural models provide clues that can enhance EPs’ understanding of what potentially makes the reading process break down and how reading can be supported within the classroom.Limitations:There are many models of reading comprehension; a comprehensive study of all would not be feasible within the scope of this paper.Discussion/Conclusions:This study offers seven recommendations regarding reading instruction and how EPs can support schools.Keywords:reading comprehension; metacognition; research into practice; reading models; reading instruction

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Rahmawati, Aulia, Ida Rosmalina, and Hesti Wahyuni Anggraini. "Prosodic reading and reading comprehension in university." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (2020): 89. http://dx.doi.org/10.30659/e.5.1.89-108.

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This study was aimed at investigating the students’ English reading comprehension on the basis of the importance of prosodic reading in university level by first, measuring the levels of reading prosody and reading comprehension, characterizing the acoustic characteristics produced by the students, and at last associating the first variable to the second variable. Prosodic reading levels were measured by using Multidimensional Fluency Scale, containing four dimensions. To explore the six types of syntactically complex structures produced by the students orally, this study conducted a descriptive analysis, only focused on some features. The findings showed that the students experienced moderate level of reading prosody and reading comprehension. Also, it could be reported that a significant correlation was found between the two variables. The study reported that prosodic reading contributed to reading comprehension with r-obtained .538. A thorough analysis explained that some other related predictors influenced students’ comprehension, like difficulties in recognizing the vocabulary, lack of knowledge to review the four types of sentences, and the length of the passage. Among four dimensions, only pace and expression & volume did contribute to reading comprehension much. Different pause structures produced by the students and the native speakers were clearly identified. This was shown as many students had a long pause and sound hesitate due to their inability to decode the words. Moreover, most of them could not comprehend the sentence structure of the text, when to pause, which words were needed to be stressed, and the intonation used. As a result, they read in a two-three phrases and declined to notice where the endings of sentences and clauses were definitely stated. These results confirmed that pause structure commits as a pivotal factor in determining students’ reading comprehension.

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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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Suyanto, Edi, Siti Samhati, Nenden Lilis Aisyah, and Bayu Antrakusuma. "Reading comprehension studies in the last decade: global trends and future direction of Indonesia language researches." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3544. http://dx.doi.org/10.11591/ijere.v13i5.27662.

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The publication trend related to reading comprehension studies in the last decade has sharply grown. Nevertheless, studies offering comprehensive bibliometric and bibliographic reviews related to reading comprehension studies have not been conducted nor also found in the journal or conference proceeding. The purpose of this study is to present a bibliographic and bibliometric review of the numerous documents studying reading comprehension skills. A bibliometric analysis was performed to carry out this study whereby 1,681 eligible documents from the Scopus database published from 2013 to 2022 were used as research materials. Results showed that in 2013-2022, the publication trend of reading comprehension studies slightly increased while the citation trend on the documents regarding reading comprehension skills tended to fall sharply. Additionally, at least there were several major emerging themes of reading comprehension studies such as methodology, language, educational level, reading disability, reading intervention, reading comprehension predictor, and moderating factor of reading comprehension. This study implies that researchers in the field of Indonesian language education can focus on the utilization of Indonesian textbooks in investigating learners’ reading comprehension skills, develop innovative and effective reading interventions to enhance learners’ reading comprehension skills, and explore some other moderating factors of reading comprehension skills such as ethnicity, culture, geographical location, and textbook topic.

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