Relevant bibliographies by topics / Tools for teaching reading comprehension

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Tools for teaching reading comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Tools for teaching reading comprehension"

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Rojas Ugalde, Ana. "Using Authentic Materials to Teach Reading Comprehension." LETRAS, no. 44 (July 22, 2008): 75–92. http://dx.doi.org/10.15359/rl.2-44.4.

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Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.
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Sterzik, Angela Meyer, and Carol Fraser. "RC-MAPS: Bridging the Comprehension Gap in EAP Reading." TESL Canada Journal 29, no. 2 (August 23, 2012): 103. http://dx.doi.org/10.18806/tesl.v29i2.1103.

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In academic environments, reading is assigned not simply to transmit information; students are required to take the information, and based on the task set by the instructor, assess, analyze, and critique it on the basis of personal experiences, prior knowledge, and other readings (Grabe, 2009). Thus text-based comprehension (Kintsch, 1998) alone is not sufficient for academic success. Top-down processing is also required; this involves applying prior knowledge to define purpose(s), to make and verify hypotheses, and to infer and question content (Macaro & Erler, 2008; Urquhart & Weir, 1991). Although research has given teachers direction regarding the approach to use when providing strategy instruction in their classrooms, it has been left to teachers to develop the specific teaching tools required. In this article, I propose Reading Comprehension MAP for Situation-based comprehension (RC-MAPS): an instructional technique that provides teachers with an easily modified tool to assist in developing interpretative comprehension skills among second-language readers in academic environments through the strategy of questioning.
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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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Kaygısız, Çağrı. "Applied linguistics perspective in developing reading material." Pegem Eğitim ve Öğretim Dergisi 9, no. 4 (September 18, 2019): 1063–80. http://dx.doi.org/10.14527/pegegog.2019.034.

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Language teaching is a skill-based teaching aiming at the development of language skills and teaching tools are one of the important components of the teaching process in terms of the elements that will enable to increase the knowledge and experience related to the skill intended to be developed as the input source. Therefore, teaching tools should be designed in a way that allows access to the targeted development level, taking into account the nature of the intended skill area and the nature of language processing. As known, reading is a process of mental decoding, where many processes related to each other are performed simultaneously in order to gain access to the deep meaning of the text from the moment the interaction begins and this process is based on the background knowledge of the individual's experiences and the mechanics of the language components. Accordingly, for the development of reading skills, knowledge of phonological, semantic, morphological, and syntactic systems must be fully acquired, and these systems must function in integrated manner. In this respect, the teaching tools prepared for the purpose of developing reading skills should be designed in accordance with the principles of general training material’s development and taking into account the structure of the reading action itselft. In this sense, the aim of the study is to provide a theoretical perspective on the possible qualifications of the teaching tools that will be used for the development of reading skill, based on the studies of the field of applied linguistics related to the reading comprehension process.
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Puspita, Ryan Dwi, Susanti Agustina, Asep Deni Gustiana, and Duhita Savira Wardani. "The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students’ Reading Comprehension in Islamic Elementary School." Jurnal Pendidikan Islam 6, no. 2 (December 31, 2020): 127–44. http://dx.doi.org/10.15575/jpi.v6i2.8305.

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This study aims to examine the effect of using interactive compensatory model (ICM)-based integrated thematic learning tools to improve students’ reading comprehension of information text comprehension for fifth grade elementary school. This research was conducted in three stages. The first phase of the preliminary study included a literature study, field surveys and expert-validated initial product preparation. The second stage of development included limited trials and extensive trials through experimental methods. The third stage was product testing and socialization of the results to try out its efficacy. Data were obtained through observation, interviews, questionnaires and test (pre-test and post-test). This study used a sample of 504 grade fifth students in 12 elementary schools in Bandung Regency. The results of this study indicate that the use of ICM-based integrated thematic learning tools has a significant effect on students’ improvement for reading comprehension on information text for fifth grade elementary school. This is evidenced by the difference in students’ reading comprehension ability before and after learning using ICM-based integrated thematic learning tools. This research has implications for the ease with which teachers can achieve learning objectives with the support of teaching materials, media, worksheets and interesting and practical activities that can stimulate students to improve their reading comprehension skills.
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COLIBABA, Cintia, Anca COLIBABA, Irina GHEORGHIU, Anais COLIBABA, and Ovidiu URSA. "Improving Students’ Reading Comprehension Skills through the GOSCIENCE Project’s Methods." Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca. Horticulture 76, no. 2 (November 19, 2019): 193. http://dx.doi.org/10.15835/buasvmcn-hort:2018.0021.

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The article is based on the GoScience project funded by the Erasmus+ programme. The project relies on the European context, where in spite of the development of science and technology fewer and fewer students follow a science career let alone one in agricultural sciences. As a result professors of science and their students from seven European countries have joined their efforts to identify innovative practices to motivate students to study and pursue a career in science. The aim of the project is to develop innovative tools for science teaching and learning which will make science education more appealing and empower students to take ownership of their learning. The article studies the main findings of the project’s research on methods and techniques used in teaching science and reading comprehension skills applied to scientific texts in foreign languages in Romania. The project’s research has identified a common conclusion: an effective reading comprehension instruction would bring about significant changes in students’ motivation to study science.
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Lumontad, Nicomedes S., Rex Argate, and Ulysses B. Aparece. "Concept Mapping as a Reading Comprehension Tool." International Journal of English Language Studies 2, no. 5 (December 30, 2020): 21–29. http://dx.doi.org/10.32996/ijels.2020.2.5.3.

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The main intent of this study was to find-out the effectiveness of the use of concept mapping in improving the reading comprehension skills of students, at Asian College of Technology. Based on the findings, a reading enhancement plan was proposed. The study utilized the Quasi-Experimental Method, with reading comprehension questions and concept maps. The research subjects were the forty education students. They were divided into two groups. One group served as the experimental group while the other group served as the control group. The researchers made reading comprehension questions on the three reading texts and concept maps to the two groups of respondents. Appropriate statistical tool was used to analyze the data collected and gathered. Concept mapping is proven to be helpful in improving the reading comprehension skills of the students. Through concept mapping, the students’ analytical, structural, and creative skills would be gradually enhanced making them better readers. A syllabus enrichment was proposed to utilize concept mapping as one of the essential teaching and reading strategies in developing the students’ reading comprehension skills.
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Ajideh, Parviz, Ali Akbar Ansarin, and Sorayya Mozaffarzadeh. "A shift in cloze procedure usage: A new tool for activating ZPD." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 646–56. http://dx.doi.org/10.17509/ijal.v9i3.23215.

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Of significant challenges encountered in the field of Foreign Language Acquisition (FLA) is finding efficient procedures to make learning more promising, and at the same time-independent. Along with these attempts, the present study tries to make a shift in the usage of the cloze procedure traditionally used for testing reading comprehension. Our aim was to find out whether using a cloze procedure prior to teaching reading comprehension skills prompts EFL students Zone of Proximal Development (ZPD) in learning reading comprehension skills across proficiency levels. To that end, applying quasi-experimental design, 380 B.S. students majoring in engineering were selected based on intact classes and randomly divided into control and experimental groups while their proficiency levels determined through their scores on the Cambridge Quick Placement Test. Then, the participants in the experimental group (N=190) received the prepared cloze procedure, whereas those in the control group received the same procedure for teaching reading skills except the cloze before instruction. Both groups received pre-test, post-test, and delayed post-tests. The obtained data were analyzed by SPSS using independent samples t-test to understand the differences between the groups. The results from the tests revealed that using instructional cloze procedure before teaching reading skills has significant effects on participants’ ZPD in all proficiency levels and can broaden their learning. The finding of the present study implies that instead of adhering to the traditional teaching principles and instruments, instructors can use innovative procedures and manipulate traditional methods and tools to facilitate and lengthen learning processes.
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Seifert, Susanne. "Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade." Technology, Knowledge and Learning 26, no. 2 (January 19, 2021): 383–405. http://dx.doi.org/10.1007/s10758-021-09490-w.

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AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.
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Gunobgunob-Mirasol, Rosalyn. "Vocabulary size, reading motivation, reading attitudes and reading comprehension performance among Filipino college learners of english." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 64. http://dx.doi.org/10.11591/ijere.v8i1.15335.

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<p>Reading is an indispensable tool in the academic world. Most, if not all, activities in varied collegiate courses entail the act of reading. There are many contributing factors that affect one’s ability to read and comprehend text materials effectively. Two of the many factors are the reader’s vocabulary size and their reading motivation. This study examined the relationship of the vocabulary size, reading strategies and the reading comprehension performance of college learners in a comprehensive university in the Philippines. A correlational analysis was employed to ascertain the relationship between the scores in the reading comprehension component of the course and the vocabulary levels tests by Nation [1]. The findings of this study hope to provide useful insights into the prediction of college learners’ reading performance and the teaching of vocabulary in the ESL context as well as the integration of learners’ reading <br /> motivation in the curriculum.</p>
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Dissertations / Theses on the topic "Tools for teaching reading comprehension"

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Nguyen, Luz Elena. "The use of reciprocal teaching as a mediational tool to enhance reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3278.

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The purpose of this project was to study how Reciprocal Teaching can best serve students in a third grade classroom for reading comprehension. A curriculum was developed to help the classroom teacher find a better way to teach reading comprehension using four important reading strategies: predicting, summarzing, clarifying and questioning. Several mediated tools were developed to enhance reading comprehension with clear explanations on how to implement Reciprocal Teaching with the current curriculum and California Standards on comprehension.
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Nabbing, Emelie. "”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30838.

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Läsförståelse är något som visats vara nödvändigt vid angripande av texter i samtliga ämnen av grundskolan (Alatalo, 2011). Trots dess betydelse har undersökning, utförd av Programme for International Student Assessment [PISA] 2012 (refererad i Skolverket, 2013) synliggjort hur svenska elevers läsförståelse sjunkit i jämförelse med tidigare år.   Syftet med studien är att undersöka hur sex lärare i årskurs 2 beskriver att lässtrategier används i undervisningen för att utveckla elevers läsförståelse. Studien tar sin utgångspunkt i det sociokulturella perspektivet, vilket gav utrymme att undersöka lärande och utveckling.  För att kunna ta del av lärarnas beskrivningar samlades materialet in i form av kvalitativa intervjuer. Resultatet har ordnats i fem teman, sammanhang i olika skolämnen, olika former av gemensamma sammanhang, individuella sammanhang, läraren som verktyg i undervisningen samt olika metoder, modeller och redskap som verktyg i undervisningen.   Slutsatsen är att lärarna beskriver att de undervisar i lässtrategier i fler olika sammanhang för att utveckla elevers läsförståelse, däremot framkommer det variation i hur de arbetar med det beroende på vilket sammanhang de undervisar i. Fortsättningsvis visar resultatet att lärarna använder flera olika typer av verktyg i undervisning med lässtrategier, verktygen lyfts fram som avgörande för att elever ska utveckla läsförståelse
Reading comprehension is something that has been shown to be necessary in processing text in all primary school subjects (Alatalo, 2011). Despite that importance, a survey conducted by the Programme for International Student Assessment [PISA] 2012 (referenced in Skolverket, 2013) shows that the reading comprehension of Swedish pupils has dropped, in comparison with previous investigations.   The purpose of this study is to examine how six teachers in second grade describe how reading strategies are used in teaching to develop pupils’ reading comprehension. The study is based on the sociocultural perspective, which gave space to do research about learning and developing. The material was gathered through qualitative interviews in order to take part of the teachers’ descriptions. The result has been organized in five themes; context in different subjects, different forms of joint connection, individual context and the teacher as a tool in teaching and different methods, models and gear as tools in teaching.   The conclusion is that the teachers describe that they are teaching reading strategies in different contexts to develop their students' reading comprehension. It also reveals that the variation in how they work with the reading strategies depends on the context in which they teach. Henceforth, the result shows that the teachers use several different types of tools in teaching reading strategies, tools that the teachers highlighted as crucial for students to develop reading comprehension.
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Dixon, Robyn. "What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003709.

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This thesis explores the efficacy of think-aloud protocols (TOLs), and the extent to which the TOL technique is able to reveal the nature of ESL reading interaction with expository prose. The investigation constituted a critical evaluation of current ESL TOL research, which was essentially a theoretical examination of emerging problems derived from an in-depth assessment of current ESL TOL studies. The theoretical examination was supplemented by the practical implementation of the technique in a case study research, utilising three verbal protocols obtained from ESL students at the University of Fort Hare. The close observation afforded by the evaluative case study research paradigm provided the writer - as participant observer - with a further means of judging the merit of TOLs, which corroborated findings from the theoretical evaluation, and enabled a consideration of unanticipated issues which emerged from the practical implementation of the technique. The conclusion was that TOLs seem to have a unique ability to identify aspects of the nature of ESL reading gained from an on-line assessment of reader interaction, provided that TOL research is conducted within certain methodological and analytic research constraints. The writer has proffered suggestions for future ESL TOL research, and feels that the combination of TOL research findings with other measures of reading comprehension could elucidate aspects of ESL comprehension, making a valuable contribution to ESL reading theory and practice.
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Sarasti, Israel A. Laney James Duke. "The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students' reading comprehension." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3919.

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Wisaijorn, Patareeya, and n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.

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The main purpose of this study was to examine the effects of strategy training in small group work on the reading comprehension of academic texts in English by Thai English as a Foreign Language (EFL) students. The strategy-training used was the Reciprocal Teaching Procedure (RTF) which focused on the four reading comprehension strategies: predicting, clarifying, questioning and summarizing. The research study was an experimental one using a single group design. The participants were thirty-four first year students enrolled in the English for Academic Purposes (EAP) program at a tertiary institution in the northeastern part of Thailand. Both quantitative and qualitative research methods were used. The pre-, post- and follow-up reading tests were employed for quantitative analysis. The students' performances were analyzed for statistically significant differences immediately at the end of the ten-week training and in the follow-up test eight weeks after the training. Qualitative data were collected from students' pre-, post- and follow-up questionnaires, checklists and journals, teacher's checklists and journal, and independent observer's checklists and field notes.
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Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.

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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
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Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.

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The purpose of the study was twofold. First, it describes two research-based instructional strategies that have been effective in increasing reading comprehension (reciprocal teaching and using readers' response journals). Second, a quasi-experimental research design was created to determine the educational impact of these two strategies on the reading comprehension levels of elementary-aged English Language Learners (ELLs). The data was collected from a low socioeconomic elementary school, specifically looking at a second grade classroom. The classroom demographic included eighteen students, ten of which were English Language Learners. Both informal and formal assessments were used to determine growth across time. The overall findings gleaned from the formal assessments revealed that the ELLs significantly increased their reading comprehension scores by 12%. Using both strategies has demonstrated not only the increase in reading comprehension with non-English speaking students but also with English-speaking students.
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Sarasti, Israel A. "The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3919/.

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Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students' comprehension of text. The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students' comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research designs. These studies have identified gaps in the literature to include the measurement of treatment fidelity and treatment acceptability, as well as the psychometric properties of the instruments used to measure daily reading comprehension growth. These gaps were investigated in this study. The purpose of this study was to investigate the effects of reciprocal teaching comprehension-monitoring with a group of fifteen 3rd grade students reading at grade level. Specifically, this study investigated the use of curriculum-based measurement maze probes (CBM-maze probes) to formatively assess the reading comprehension growth of the students. Additionally, this study implemented treatment integrity procedures and investigated the acceptability of reciprocal teaching and the CBM-maze probes through a treatment acceptability rating scale. A multiple baseline across groups with three phases (baseline, intervention, follow-up) was employed. Overall, visual analysis of the data suggested reciprocal teaching was an effective intervention in increasing reading comprehension abilities in students as measured by the CBM-maze probes. All three groups exhibited continual growth on the daily comprehension measures across all three phases. Implications for practice, cautions in interpreting the results, and future directions are discussed.
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Cheung, Sze-kei Karen, and 張思琪. "Enhancing students' reading comprehension throughpicture-book." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176699.

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是次研究為了討論繪本教學能否提升學生的閱讀能力，學生在閱讀繪本，透過觀察圖畫推測故事情節。配合閱讀策略，提問不同層次的閱讀問題，引導學生理解故事內容。 研究對象來自研究者任教小學，是三年級學生。研究開始時，研究對象要先作答閱讀測試作為前測。研究者便設計相關的繪本教學，並與研究對象一起閱讀繪本教材及進行不同層次的閱讀活動，讓研究對象對繪本故事內容進行推測、解釋、評鑑。教學後，研究對象要完閱讀測試作為後測。最後收集數據及教學資料進行分析。 根據數據分析，研究者發現以下兩項結論： 1. 繪本教學能提升學生的閱讀理解能力。 2. 繪本教學能有效地讓學生在閱讀中推測故事情節。 The purpose of this study is to discuss the effect of the picture book teaching approach, which can help the student increase the ability of reading comprehension. The students’ reading comprehension and the student responses to story reading were explored. The student responses to reading picture books and to reading strategies were investigated. The participants in this study were thirty-five Primary 3 students from the researcher’s school. First, the participants answered the pre-test of reading comprehension. Second, the researcher and participants read the picture book together. The researcher also asked the different level of comprehension questions about the picture book. The participants were guessing the content, finding information, understanding words and solving the problem. After the two learning cycles, the participants took the post-test of reading comprehension. Finally, the data was collected, computed and analyzed by the researcher. Based on the data analyses, the findings of the study are summarized as follows: 1. The Picture Book Approach was improving students’ reading comprehension. 2. The Picture Book Approach had a positive effect on the student responses to perception of reading.
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Ng, Mei-ha Helen. "The reciprocal teaching approach : a case study reflecting on readers' needs in developing reading comprehension ability and insights into teaching methods /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161008.

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Books on the topic "Tools for teaching reading comprehension"

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López, Juan. School tools. Johnson City, Tenn: National Geographic School Pub. and Hampton-Brown, 2011.

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National Geographic Society (U.S.). Special Publications Division and Hampton-Brown Company, eds. School tools. Johnson City, Tenn: National Geographic School Pub. and Hampton-Brown, 2011.

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Jeffs, C. Frameworks: Tools for developing organizational and processing skills. [Belleville, Ont.]: Hastings County Board of Education, 1992.

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Moore, Joe Ellen. Reading comprehension. Edited by Evans Marilyn and Robinson Don ill. Monterey, CA: Evan-Moor Corp., 1998.

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Teaching reading comprehension processes. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1991.

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Teaching reading comprehension processes. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Block, Cathy Collins. Teaching comprehension: The comprehension process approach. Boston: Pearson/A and B, 2004.

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Baumann, James F. Teaching main idea comprehension. Newark, Del: International Reading Association, 1986.

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Schechet, Tucker Linda, Welsh Cathleen G, and Globe Book Company, eds. Globe reading comprehension program. Englewood Cliffs, N.J: Globe Book Company, 1988.

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Goldenberg, Phyllis. Globe reading comprehension program. Englewood Cliffs, N.J: Globe Book Company, 1988.

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Book chapters on the topic "Tools for teaching reading comprehension"

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Grabe, William, and Fredricka L. Stoller. "How Reading Comprehension Works." In Teaching English to Second Language Learners in Academic Contexts, 9–27. Title: Teaching English to second language learners in academic contexts : reading, writing, listening, and speaking / Jonathan M. Newton, Dana R. Ferris, Christine C. M. Goh, [and two others]. Description: New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-3.

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Li, Xuekui, Lei Chen, Yi Shi, and Ping Cui. "Learning Parameter Analysis for Machine Reading Comprehension." In Simulation Tools and Techniques, 485–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72792-5_39.

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Andre, Thomas. "Processes in Reading Comprehension and the Teaching of Comprehension." In Historical Foundations of Educational Psychology, 259–96. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_13.

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Chválová, Katarína, and Eva Stranovská. "Teaching Reading Comprehension in a Creative Way." In Second Language Learning and Teaching, 85–103. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04978-2_6.

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McLaughlin, Maureen, and Glenn DeVoogd. "Reading Comprehension, Critical Understanding: Research-based Practice." In Handbook of Research on Teaching the English Language Arts, 85–109. Fourth edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-4.

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Munro, John. "Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching." In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy, 197–212. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8864-3_9.

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Taylor, Alan, John R. Stevens, and J. William Asher. "6. The effects of Explicit Reading Strategy Training on L2 reading comprehension." In Synthesizing Research on Language Learning and Teaching, 213–44. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.13.11tay.

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Holliday, William G., and Stephen D. Cain. "Teaching Science Reading Comprehension: A Realistic, Research-Based Approach." In Second International Handbook of Science Education, 1405–17. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_90.

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Van den Branden, Kris. "Negotiation of meaning in the classroom: Does it enhance reading comprehension?" In Language Learning & Language Teaching, 149–69. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lllt.23.10van.

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Freeman, Diana. "Reading Comprehension Questions: The Distribution of Different Types in Global EFL Textbooks." In English Language Teaching Textbooks, 72–110. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_3.

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Conference papers on the topic "Tools for teaching reading comprehension"

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Prieto Sanz, Helena. "Do text discussions improve the academic skills of students of HE? Andorra University case." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11211.

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Abstract:
Reading is a core competency in learning processes of higher education as a tool for accessing discipline-specific knowledge. The aim of this case study is to analyse the impact of text group discussions on the academic skills of students at the Universitat d’Andorra (UdA). Qualitative techniques -non-participant observation, interviews and discussion groups- were applied to UdA students and faculty. Five student groups belonging to the Bachelor of Teaching and Learning (BTL), Bachelor of Computer Science (BCS) and Bachelor of Business Administration (BBA) were studied. After processing the data with Atlas.ti, the first results were obtained. Evidences of a positive impact on the academic skills are identified. Firstly, both students and faculty indicated an improvement of the text comprehension mainly because of the peer interactions. Improvement of the critical and analitycal attitude, the own speech as well as the metacognitive learning are also highlighted as areas on which dialogic reading has positive impact.
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Azmi, Aulia. "Teaching Reading Comprehension By Using Pictures." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298382.

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Monteiro da Silva, Sérgio Luis. "ARE WE TEACHING OR TESTING READING COMPREHENSION?" In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1909.

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Firdaus, Afif Fuad, Yusuf Hamzah, and Fitriani Nurhalimah. "Cohesion Analysis on Texts for Reading Comprehension." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218600780084.

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Okubo, Kiichiro, Kazunori Sato, Yuichi Wada, Kazuyuki Asai, Shunichi Kubo, and Tatsuya Horita. "Study of Manga Reading Comprehension and Teaching Methods for Manga Reading." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00048.

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Oktavia, Diana, and Dina Fitriana. "Developing Students' Reading Comprehension Skill through Reciprocal Teaching Strategy." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.5.

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Fitriyah, Ima. "Students’ Reading Comprehension: Between the Effectiveness of Interactive Approach, Reading Habit and Self-Actualization." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.009.

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Sariah, Siti, Predari Siswayani, Nanang Kosim, and Rahendra Maya. "The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216702650272.

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Ardiansyah, Welly, and Murwani Ujihanti. "Reading Comprehension Achievement and Vocabulary Mastery through Social Constructivist Strategies." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217803280338.

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Dudová, Katarína, and Renáta Hlavatá. "METHODS AND PRINCIPLES OF TEACHING READING COMPREHENSION IN SLOVAK PRIMERS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0506.

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