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Artykuły w czasopismach na temat „Reading comprehension”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 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 p

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

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

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

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

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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 r

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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)

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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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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 co

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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 sess

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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 appr

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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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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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<p>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.</p><p><strong>Keywords:</strong><strong&gt

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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, a

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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 La

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

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

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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

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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 met

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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., Englis

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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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<strong>Abstract:</strong> <strong> </strong> 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 a

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

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

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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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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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<p>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

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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 eith

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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

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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

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

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

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

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

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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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Pei Yi, Fong, and Lay See Yeo. "Evaluating a Reading Comprehension Curriculum and Factors Predicting Reading Comprehension Performance." Asia Pacific Journal of Developmental Differences 11, no. 1 (2024): 195–223. https://doi.org/10.3850/s2345734124001952.

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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

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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): 160–73. http://dx.doi.org/10.53400/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-

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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

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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

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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 descripti

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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 b

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