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Journal articles on the topic 'Strategies for reading comprehension'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

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

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2

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

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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills

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3

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

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4

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

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5

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

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6

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

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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 (2012): 94–95. http://dx.doi.org/10.15373/22778179/dec2012/37.

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8

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

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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not awa

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9

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

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10

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

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Abstract Effective readers consciously or unconsciously use reading strategies to help them process information on what they read. All readers can benefit from reading strategy instruction but, empirical research on which strategies are effective is lacking. Less is known about reading strategy effectiveness in a second language (L2). This meta-analysis of 46 L2 reading strategy studies analysed ten reading strategies, also in combination with a range of pedagogical approaches, and found an overall mean effect size of 0.91, underscoring the benefits of multi strategy teaching. Effect sizes wer

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11

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

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

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12

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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13

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

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14

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

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15

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

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16

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

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

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

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18

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

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

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

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20

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

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

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21

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

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22

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 (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

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23

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 (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 6

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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 (2016): 229. http://dx.doi.org/10.5296/jse.v6i2.9201.

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<p>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 strategi

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25

Yeshimbetova, Z., and Zh Kulekenova. "STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS." BULLETIN Series of Philological Sciences 74, no. 4 (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 wh

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26

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 (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

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27

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

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28

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

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29

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

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30

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

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31

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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32

Dewi, Utami, and Maryati Salmiah. "STUDENTS’ READING STRATEGIES AT ENGLISH EDUCATIONAL DEPARTMENT." AL-ISHLAH: Jurnal Pendidikan 11, no. 1 (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

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33

Mihara, Kei. "Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension." TESL Canada Journal 28, no. 2 (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-

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34

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 (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 st

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35

Suswanti, Hermi. "IMPROVING STUDENTS’ READING COMPREHENSION OF PROCEDURE TEXTS BY USING COLLABORATIVE STRATEGIC READING." TELL-US Journal 7, no. 1 (2021): 59–79. http://dx.doi.org/10.22202/tus.2021.v7i1.4809.

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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 de

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37

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 (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

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38

Wahyuni, Sri, Rosdiana Rosdiana, and Hanifar Mardhatillah. "TEACHING STRATEGIES: EFL STUDENTS’ RESPONSES TOWARD TEACHER STRATEGIES IN READING COMPREHENSION." Jurnal Ilmiah Teunuleh 1, no. 2 (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 stude

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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 (2015): 1257. http://dx.doi.org/10.17507/jltr.0606.13.

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40

Parmis, Annie A., Rose B. Bandalan, and Jade C. Clerigo. "Language Learning: Reading Comprehension, Motivation, Strategies, And Academic Achievement." Archives of Business Research 8, no. 6 (2020): 32–36. http://dx.doi.org/10.14738/abr.86.8324.

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This study was focused on language learning in terms of reading motivation and comprehension as well as with language learning strategies in relation to academic achievement of college students at the Visayas State University (VSU). The first set of respondents composed of forty-eight (48) Bachelor of Arts in English Language (AB-EL) students took a reading comprehension test and answered a reading motivation survey adopted from Wigfield and Guthrie (1997). The second set of respondents composed of thirty-one (31) Spch 11 (Speech Communication) students answered a survey on language learning s

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41

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 (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 st

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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 (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

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Walker, Barbara J. "Right-Brained Strategies for Teaching Comprehension." Academic Therapy 21, no. 2 (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 (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

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45

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 (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 r

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46

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 (2016): 180. http://dx.doi.org/10.5539/ijel.v6n5p180.

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<p>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 re

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47

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 (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, an

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48

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

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<p>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 lev

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49

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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50

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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