Comprehension improvement through reading strategies

100 Páginas.This small-scale qualitative action research study analyzed the impact of using scaffolding with different reading strategies (making inferences, predicting, activating previous knowledge, making connections, highlight and visualizing) to assist participants in reading comprehension using readings from Key English Test. The study was conducted with A1 English level ninth graders according to the CEFR (Common European Framework of Reference for Languages) at two public schools in Bogotá, Colombia. Participants revealed difficulties with reading comprehension in English due to lack of vocabulary and reading skills. Data was collected through KET, surveys, students' and teachers' journals and was analyzed through the grounded theory method (Corbin & Strauss, 2008). The KET besides being an instrument in the investigation, served to provide material which guided the proposed lesson plans for this study supporting the application of the reading strategies taught because they provided an opportunity to use the scaffolding approach. Research results revealed that reading strategies taught through a scaffolding approach and familiarity with the structure of KET had a positive influence on the learners' reading comprehension skills. Specifically, they helped build students own path to read, understand a text main idea, locate specific information and overcome the lack of vocabulary. This study advances foreign language reading research by extending the understanding of how learners can develop reading comprehension skills and deal with lack of vocabulary while reading in a foreign language. It also offers meaningful lessons for teachers of first and second languages

The Effects of the Replication of an Experimental Reading and Thinking Strategies Curriculum on the Reading Comprehension and Metacognitive Skills of Third Grade Students

This study investigated the effectiveness of improving the reading comprehension of third grade students through the direct instruction of metacognitive strategies by teaching an experimental curriculum of Reading and Thinking Strategies (Paris, 1989). Awareness of strategy use was also addressed. Thirty third-grade students from a rural setting made up the control and experimental groups. The experimental group received twenty weeks of metacognitive strategy instruction taught twice a week. Cloze tests and strategy awareness tests were administered as pre and posttests to determine reading comprehension improvement. Results indicated that students instructed in metacognitive strategies improved their reading comprehension

Coupling Reading Strategies and Literary Texts: An Approach to Improving Reading

The present study aimed to explore the effect of reading comprehension strategy use and literature on the improvement of the reading ability of Iranian EFL learners. An analysis of the use of SQR3 (survey, question, read, recite, and review) and TPS (think, pair, and share) comprehension strategies in terms of the learners’ reading achievements was perused. Moreover, the differences between the reading of short stories as the source of teaching reading and adapted books were studied. The data were collected through a pretest-treatment-posttest design and were analyzed using t-tests and ANOVA. Results revealed that SQR3 and TPS groups outperformed the learners who did not receive any treatment. This indicated that merging reading strategies in reading short stores significantly improved the learners’ comprehension level. The study suggests that instructors should be aware of the learning opportunities that arise in literature-centered readings, provide learners with and instruct comprehension strategies, and accordingly enhance the experience of reading in a foreign language

The use of selection and organization strategies to improve second-grade students' reading comprehension of exposition text at SMAN 1 kebun tebu

The research was conducted to find out whether there is any significant improvement on students’ reading comprehension of analytical exposition text after the use selection and organization strategies. This research is quantitative research and used one group pretest-posttest design as the method. The subject of this research is 36 students at second grade of SMAN 1 Kebun Tebu in class XIIIS 3. Instruments that used in this research were reading test.The data were collect through paired samplet-test SPSS 16.The results of the research ,  there is significant improvement on student’s reading comprehension of analytical exposition text after the use selection and organization strategies. The results showed that the students’ mean score on the pre-test was 61.22 and the mean score on the post-test was 70.67

ENHANCING THAI EFL UNIVERSITY STUDENTS’ READING COMPREHENSION THROUGH A FLIPPED COOPERATIVE CLASSROOM

Reading skills are important not only for academic achievement but also for professional development. However, some Thai EFL university students have been found to have relatively low reading comprehension ability, even with those majoring in English. Major causes include lack of reading strategies, improper instructional method, and learning environment. Although providing reading strategies has commonly been used to improve reading comprehension, it is usually effective when providing suitable environments for learning and practicing. Therefore, an alternative instructional method needs to be used in order to provide enhancing learning environments for the maximum learning outcomes. In this study, a Flipped Cooperative Classroom Model (FCCM) is introduced. With this instructional approach, course inputs are learned through online before classroom, and the classroom time is used for more individual practice and group activities. Moreover, both online and classroom learning modes are supported by cooperative activities which help improve reading ability through the group learning process. The objective of this study was to investigate the effectiveness of the FCCM model. The study was implemented with a group of Thai EFL university English-majored students at Nakhon Ratchasima Rajabhat University, through a Reading Comprehension course. The effectiveness of the model was assessed by comparing reading comprehension between the experimental group, learning through the FCCM instructions, and the control group, who learned with conventional classroom. Opinions of students learning with the FCCM method were also investigated. The results showed significant improvement in reading comprehension of the experimental group in comparison to the other group, as well as positive opinions about learning experiences with FCCM.&nbsp

Using KWL (Know Want Learn) Reading Strategy to Teach Reading Comprehension: A Case in One Public Senior High School in Palembang

KWL reading strategy is one of the strategies to improve the ability of comprehending reading text, especially expository texts. The study was conducted to find out whether or not there was a significant difference in the students’ reading achievement in comprehending expository texts between the students who were taught by using KWL Reading Strategy and those who were not. It used one of the quasi-experimental designs--pretest-posttest non-equivalent control group design. There were 79 students of SMA N 4 Palembang participating in this study. In selecting the sample, purposive sampling technique was used. The data were gathered through the use of reading comprehension test. T-test analyses namely paired sample t-test and independent sample test were applied to examine the hypotheses. The results of t-test revealed that there was significant improvement in students’ reading comprehension after the intervention. KWL reading strategies helped students to comprehend the expository text and gave a positive influence to the students’ improvement. Furthermore, teachers could apply this strategy as a variation in teaching reading in his/her class to avoid students’ boredom

USING VIDEO SUBTITLES TO IMPROVE STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXTS

AbstractThe purpose of this research was to improve reading comprehension in narrative texts to the ninth grader at SMPN 1 Singkawang. The researcher applied four strategies taken from Westwood: carefully viewing and overviewing what to be read, self questioning, selectively reading and summarizing. These strategies were implemented through three sequences; pre-viewing, while viewing and post viewing. The study showed that the use of video subtitles gave positive implication which effected on learning improvement. A set of sequences in video subtitles assisted the students in understanding the text, interpreting words, and improve their vocabularies. The students’ attitude towards their reading comprehension have improved, which was shown engaged actively during the learning process and their responses towards the strategy used. Moreover, the students also improved their score. Thus, it indicated that the learning process have run well and have increased individual performance. Keywords: Video Subtitles, Reading Comprehension, and Narrative Texts

Teachers’ Teaching Style in Teaching Reading Comprehension Using Concept Mapping Strategy at SMAS in Meureudu

The objective of this study is to see the Teacher Teaching Style in Teaching Reading Comprehension by Using Concept mapping Strategy at two SMAs in MEUREUDU. This study was conducted in two schools namely at SMA 1 MEUREUDU and SMA 2 MEUREUDU. And, this research used Observation sheet and interview guide to analyze the teachers‟ teaching style in teaching reading comprehension by applying the concept mapping. The teaching style both of schools exactly has the differences which the teacher of SMA 1 MEUREUDU used projector and paper as media instruction and created work in group for students. While the teacher of SMA 2 MEUREUDU used paper as a medium construction by grouping the students in pairs. The findings of this study showed that the strategies used by the teachers both of schools can improve reading skills of student through concept mapping strategy based on the teaching style both of teachers. The success is indicated by the students‟ improvement in reading scores and in the improvement of joyful learning interaction. The students enjoyed learning reading using concept mapping and found the concept mapping as helpful way to expand their comprehension, and the results showed that concept mapping strategy has a positive effect on reading comprehension in students. All the students got above the passing score 60. To conclude, the concept mapping can improve students‟ comprehension in reading skill. Therefore, it can be solution for those who get difficulties in dealing with reading skill

Skimming and Scanning reading strategies through the implementation of flipped learning for the development of reading comprehension in English as a foreign language

105 PáginasReading comprehension plays a significant role in foreign language learning and in the academic and professional life of some people according their careers. Previous research has been conducted on how to improve reading comprehension through different strategies and in different contexts, but little attention has been given to the teaching of scanning and skimming reading strategies through the implementation of flipped learning approach. Furthermore, this study focuses on populations mainly in Colombia and little or no research has been previously published. This paper reports on an action research project with fifth grade students in a private school in Bogotá, Colombia. The participants are nineteen female Colombian students, aged 9 to 11. Data collection instruments included a teachers’ journal and three focus groups, reading tests and participants’ artifacts to collect information on the contribution of the teaching of scanning and skimming reading strategies through flipped learning on the improvement of reading comprehension. The results revealed that scanning and skimming reading strategies through flipped learning had a positive influence on the learners’ reading comprehension; specifically, they could understand the main idea and extract specific information from a text