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comprehension</title> <meta name="description" content="Search results for: reading comprehension"> <meta name="keywords" content="reading comprehension"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reading comprehension"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1202</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reading comprehension</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1202</span> Salient Issues in Reading Comprehension Difficulties Faced by Primary School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Fernandez">Janet Fernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading is both for aesthetic and efferent purposes. In order for reading comprehension to take place, the reader needs to be able to make meaningful connections and enjoy the reading process. The notion of reading comprehension is discussed along with the plausible causes of poor reading comprehension abilities among primary school children. Among the major contributing causes are imaging, lack of schemata, selection of reading materials, and habits of the readers. Instruction methods are an integral part of making reading comprehension a meaningful experience, hence several models are presented for the classroom practitioner. Suggestions on how primary school children can improve their reading comprehension skills are offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=improve" title=" improve"> improve</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=meaningful%20strategies" title=" meaningful strategies"> meaningful strategies</a> </p> <a href="https://publications.waset.org/abstracts/12844/salient-issues-in-reading-comprehension-difficulties-faced-by-primary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1201</span> English Reading Preferences among Primary Pupils</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jezza%20Mae%20T.%20Francisco">Jezza Mae T. Francisco</a>, <a href="https://publications.waset.org/abstracts/search?q=Marianet%20R.%20Delos%20Santos"> Marianet R. Delos Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Crisjame%20C.%20Toribio"> Crisjame C. Toribio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to determine the reading preference for English enrichment and reading comprehension among primary students and the difference in the reading preference and comprehension for English enrichment among primary students. This study employed a Descriptive-Quantitative Correlational Research Design. This study yielded the following findings: (1) It reveals that primary students got fair on their reading comprehension, and (2) It shows that there is no significant relationship between the reading preference for English enrichment and reading comprehension of the students. It is safe to conclude that the students’ reading preference is growing evidently in various milieus. This can inform the English department curriculum planners to consider their students’ text preferences that interest them to maximize engagement within a dynamic interactive learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20preferences" title="reading preferences">reading preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20student" title=" primary student"> primary student</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20enrichment" title=" English enrichment"> English enrichment</a> </p> <a href="https://publications.waset.org/abstracts/153446/english-reading-preferences-among-primary-pupils" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1200</span> The Correlation between Self-Regulated Learning Strategies and Reading Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thu%20Ha">Nguyen Thu Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Vu%20Viet%20Phuong"> Vu Viet Phuong</a>, <a href="https://publications.waset.org/abstracts/search?q=Do%20Thi%20Tieu%20Yen"> Do Thi Tieu Yen</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thi%20Thanh%20Ha"> Nguyen Thi Thanh Ha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This semi-experimental research investigated the correlation between 42 English as a foreign language (EFL) sophomores' self-regulated learning strategies (SRL) use and their reading comprehension in the Vietnamese context. The analysis from TOEIC reading tests with SPSS 25.0 indicated that there are substantial differences between the post-test reading scores between the experimental group and the control group; therefore, SRL impacts the reading comprehension of EFL participants. Contrary to the alternative hypothesis, teaching learners SRL approaches had a statistically significant influence on reading comprehension. The findings may aid educators in teaching reading comprehension as an essential skill and in using SRL to improve reading comprehension and achievement and enhance reading comprehension aids for language students and instructors. They should equip educators with a variety of instructional strategies which assist academics in preparing learners for lifetime language study and independence. Moreover, the results might encourage educators, administrators, and policymakers to capitalize on the effects of teaching SRL strategies by providing EFL teachers with preparation programs and experiences that help them improve their teaching methods and strategies, especially when teaching reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=correlation" title="correlation">correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20proficiency" title=" reading proficiency"> reading proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20strategies" title=" self-regulated learning strategies"> self-regulated learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=SRL" title=" SRL"> SRL</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEIC%20reading%20comprehension" title=" TOEIC reading comprehension"> TOEIC reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/160434/the-correlation-between-self-regulated-learning-strategies-and-reading-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1199</span> Communicative Language Teaching Technique: A Neglected Approach in Reading Comprehension Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olumide%20Yusuf%20Jimoh">Olumide Yusuf Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading comprehension is an interactive and purposeful process of getting meaning from and bringing meaning to a text. Over the years, teachers of the English Language (in Nigeria) have been glued to the monotonous method of making students read comprehension passages silently and then answer the questions that follow such passages without making the reading session interactive. Hence, students often find such exercises monotonous and boring. Consequently, students' interest in language learning continues to dwindle, and this often affects their overall academic performance. Relying on Communicative Accommodation Theory therefore, the study employed the qualitative research design method to x-ray Communicative Language Teaching Approach (CLTA) in reading comprehension. Moreover, techniques such as the Genuinely Collaborative Reading Approach (GCRA), Jigsaw reading, Pre-reading, and Post-reading tasks were examined. The researcher submitted that effective reading comprehension could not be done passively. Students must respond to what they read; they must interact not only with the materials being read but also with one another and with the teacher; this can be achieved by developing communicative and interactive reading programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20reading%20approach" title="collaborative reading approach">collaborative reading approach</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20teaching" title=" communicative teaching"> communicative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20reading%20program" title=" interactive reading program"> interactive reading program</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-reading%20task" title=" pre-reading task"> pre-reading task</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/158012/communicative-language-teaching-technique-a-neglected-approach-in-reading-comprehension-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1198</span> The Impact of Text Modifications on Ethiopian Students’ Reading Comprehension and Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asefa%20Kenefergib">Asefa Kenefergib</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawit%20Amogne"> Dawit Amogne</a>, <a href="https://publications.waset.org/abstracts/search?q=Yinager%20Teklesellassie"> Yinager Teklesellassie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A study investigated the effects of text modifications on reading comprehension and motivation among Ethiopian secondary school students. A total of 120 students participated, initially taking a reading comprehension pretest and completing a reading motivation questionnaire. Afterward, they were divided into three groups: control, simplified, and elaborated. Each group then took part in a reading comprehension posttest and another reading motivation questionnaire following an eight-week instructional intervention. Despite initial differences, both the simplified and elaborated text groups showed comparable levels of reading motivation and comprehension. The data were analyzed using SPSS version 25, with a one-way ANOVA used to assess the effectiveness of the modified texts in enhancing reading comprehension. The results indicated that the experimental groups performed significantly better on the posttest compared to the control group, suggesting that text modifications can positively influence students' comprehension skills. Furthermore, the impact of text modifications on student reading motivation was assessed using a one-way ANOVA. The findings revealed that both the elaborated and simplified text groups scored higher than the control group in various dimensions of reading motivation, including reading efficacy, curiosity, challenge, compliance, and reading work avoidance. However, the control and simplified groups had nearly similar mean scores in the dimension of reading competition. These results clearly demonstrate that modifying texts can enhance EFL learners' reading motivation and comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simplification" title="simplification">simplification</a>, <a href="https://publications.waset.org/abstracts/search?q=elaboration" title=" elaboration"> elaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20motivation" title=" reading motivation"> reading motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/187953/the-impact-of-text-modifications-on-ethiopian-students-reading-comprehension-and-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1197</span> Integrated Models of Reading Comprehension: Understanding to Impact Teaching—The Teacher’s Central Role</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sally%20A.%20Brown">Sally A. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last 30 years, researchers have developed models or frameworks to provide a more structured understanding of the reading comprehension process. Cognitive information processing models and social cognitive theories both provide frameworks to inform reading comprehension instruction. The purpose of this paper is to (a) provide an overview of the historical development of reading comprehension theory, (b) review the literature framed by cognitive information processing, social cognitive, and integrated reading comprehension theories, and (c) demonstrate how these frameworks inform instruction. As integrated models of reading can guide the interpretation of various factors related to student learning, an integrated framework designed by the researcher will be presented. Results indicated that features of cognitive processing and social cognitivism theory—represented in the integrated framework—highlight the importance of the role of the teacher. This model can aid teachers in not only improving reading comprehension instruction but in identifying areas of challenge for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=explicit%20instruction" title="explicit instruction">explicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20models%20of%20reading%20comprehension" title=" integrated models of reading comprehension"> integrated models of reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20role" title=" teacher’s role"> teacher’s role</a> </p> <a href="https://publications.waset.org/abstracts/160592/integrated-models-of-reading-comprehension-understanding-to-impact-teaching-the-teachers-central-role" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160592.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1196</span> The Effect of Metacognitive Think-Aloud Strategy on Form 1 Pupils’ Reading Comprehension Skills via DELIMa Platform </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatin%20Khairani%20Khairul%20%27Azam">Fatin Khairani Khairul 'Azam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading comprehension requires the formation of an articulate mental representation of the information in a text. It involves three interdepended elements—the reader, the text, and the activity, all situated into an extensive sociocultural context. Incorporating metacognitive think-aloud strategy into teaching reading comprehension would improve learners’ reading comprehension skills as it helps to monitor their thinking as they read. Furthermore, by integrating Digital Educational Learning Initiative Malaysia (DELIMa) platform in teaching reading comprehension, it can make the process interactive and fun. A quasi-experimental one-group pre-test post-test design was used to identify the effectiveness of using metacognitive think-aloud strategy via DELIMa platform in improving pupils’ reading comprehension performance and their perceptions towards reading comprehension. The participants of the study comprised 82 of form 1 pupils from a secondary school in Pasir Gudang, Johor, Malaysia. All participants were required to sit for pre-and post-tests to track their reading comprehension performance and perceptions. The findings revealed that incorporating metacognitive think-aloud strategy is an effective strategy in teaching reading comprehension as the performance of pupils in reading comprehension and their perceptions towards reading comprehension were improved during the post tests. It is hoped that the findings of the study would be useful to the teachers incorporating the same strategy in teaching to improve pupils' reading skills. It is suggested that future study should involve the motivation factor of the participants on incorporating think-aloud strategy into teaching reading comprehension as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DELIMa%20Platform" title="DELIMa Platform">DELIMa Platform</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%20Learners" title=" ESL Learners"> ESL Learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Metacognitive%20Strategy" title=" Metacognitive Strategy"> Metacognitive Strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=Pupils%27%20Perceptions" title=" Pupils' Perceptions"> Pupils' Perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=Reading%20Comprehension" title=" Reading Comprehension"> Reading Comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Think-Aloud%20Strategy" title=" Think-Aloud Strategy"> Think-Aloud Strategy</a> </p> <a href="https://publications.waset.org/abstracts/138292/the-effect-of-metacognitive-think-aloud-strategy-on-form-1-pupils-reading-comprehension-skills-via-delima-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1195</span> Using WebQuest for Developing English Reading Comprehension Skills for Preparatory Experimental School Students: Proposed Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Hamdy%20Abd-Al%20Hamid%20Seyam">Sarah Hamdy Abd-Al Hamid Seyam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed investigating the effect of using web quest on developing English reading comprehension skills for preparatory experimental school students. The descriptive design was adopted in the study. The tools of the study are represented in: a checklist for the English reading comprehension skills and a test of the English reading comprehension skills for the first year preparatory experimental school students. Results of the study were discussed in relation to various factors that affect the learning process. Finally the research presented applicable contributions according to using web quest in teaching English as a foreign language generally and improving reading comprehension in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=preparatory%20experimental%20schools" title=" preparatory experimental schools"> preparatory experimental schools</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=WebQuest" title=" WebQuest"> WebQuest</a> </p> <a href="https://publications.waset.org/abstracts/37099/using-webquest-for-developing-english-reading-comprehension-skills-for-preparatory-experimental-school-students-proposed-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1194</span> The Development of Ability in Reading Comprehension Based on Metacognitive Strategies for Mattayom 3 Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanlaya%20Ratanasuphakarn">Kanlaya Ratanasuphakarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research on the development of ability in reading comprehension based on metacognitive strategies aimed to (1) improve the students’development of ability in reading comprehension based on metacognitive strategies, (2) evaluate the students’ satisfaction on using metacognitive strategies in learning as a tool developing the ability in reading comprehension. Forty-eight of Mattayom 3 students who have enrolled in the subject of research for learning development of semester 2 in 2013 were purposively selected as the research cohort. The research tools were lesson plans for reading comprehension, pre-posttest and satisfaction questionnaire that were approved as content validity and reliability (IOC=.66-1.00,0.967). The research found that the development of ability in reading comprehension of the research samples before using metacognitive strategies in learning activities was in the normal high level. Additionally, the research discovered that the students’ satisfaction of the research cohort after applying model in learning activities appeared to be high level of satisfaction on using metacognitive strategies in learning as a tool for the development of ability in reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20of%20ability" title="development of ability">development of ability</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/11167/the-development-of-ability-in-reading-comprehension-based-on-metacognitive-strategies-for-mattayom-3-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1193</span> Background Knowledge and Reading Comprehension in ELT Classes: A Pedagogical Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Davoud%20Ansari%20Kejal">Davoud Ansari Kejal</a>, <a href="https://publications.waset.org/abstracts/search?q=Meysam%20Sabour"> Meysam Sabour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For long, there has been a belief that a reader can easily comprehend a text if he is strong enough in vocabulary and grammatical knowledge but there was no account for the ability of understanding different subjects based on readers’ understanding of the surrounding world which is called world background knowledge. This paper attempts to investigate the reading comprehension process applying the schema theory as an influential factor in comprehending texts, in order to prove the important role of background knowledge in reading comprehension. Based on the discussion, some teaching methods are suggested for employing world background knowledge for an elaborated teaching of reading comprehension in an active learning environment in EFL classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=background%20knowledge" title="background knowledge">background knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=schema%20theory" title=" schema theory"> schema theory</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT%20classes" title=" ELT classes"> ELT classes</a> </p> <a href="https://publications.waset.org/abstracts/6277/background-knowledge-and-reading-comprehension-in-elt-classes-a-pedagogical-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6277.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1192</span> Developing the Skills of Reading Comprehension of Learners of English as a Second Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indu%20Gamage">Indu Gamage</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though commonly utilized as a language improvement technique, reading has not been fully employed by both language teachers and learners to develop reading comprehension skills in English as a second language. In a Sri Lankan context, this area has to be delved deep into as the learners’ show more propensity to analyze. Reading comprehension is an area that most language teachers and learners struggle with though it appears easy. Most ESL learners engage in reading tasks without being properly aware of the objective of doing reading comprehension. It is observed that when doing reading tasks, the language learners’ concern is more on the meanings of individual words than on the overall comprehension of the given text. The passiveness with which the ESL learners engage themselves in reading comprehension makes reading a tedious task for the learner thereby giving the learner a sense of disappointment at the end. Certain reading tasks take the form of translations. The active cognitive participation of the learner in the mode of using productive strategies for predicting, employing schemata and using contextual clues seems quite less. It was hypothesized that the learners’ lack of knowledge of the productive strategies of reading was the major obstacle that makes reading comprehension a tedious task for them. This study is based on a group of 30 tertiary students who read English only as a fundamental requirement for their degree. They belonged to the Faculty of Humanities and Social Sciences of the University of Ruhuna, Sri Lanka. Almost all learners hailed from areas where English was hardly utilized in their day to day conversations. The study is carried out in the mode of a questionnaire to check their opinions on reading and a test to check whether the learners are using productive strategies of reading when doing reading comprehension tasks. The test comprised reading questions covering major productive strategies for reading. Then the results were analyzed to see the degree of their active engagement in comprehending the text. The findings depicted the validity of the hypothesis as grounds behind the difficulties related to reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading" title="reading">reading</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20strategies" title=" reading strategies"> reading strategies</a> </p> <a href="https://publications.waset.org/abstracts/86226/developing-the-skills-of-reading-comprehension-of-learners-of-english-as-a-second-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1191</span> Effect of Self-Questioning Strategy on the Improvement of Reading Comprehension of ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Hamza">Muhammad Hamza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is based on the effect of self-questioning strategy on reading comprehension of second language learners at medium level. This research is conducted to find out the effects of self-questioning strategy and how self-questioning strategy helps English learners to improve their reading comprehension. In this research study the researcher has analyzed that how much self-questioning is effective in the field of learning second language and how much it helps second language learners to improve their reading comprehension. For this purpose, the researcher has studied different reading strategies, analyzed, collected data from certificate level class at NUML, Peshawar campus and then found out the effects of self-questioning strategy on reading comprehension of ESL learners. The researcher has randomly selected the participants from certificate class. The data was analyzed through pre-test and post-test and then in the final stage the results of both tests were compared. After the pre-test and post-test, the result of both pre-test and post-test indicated that if the learners start to use self-questioning strategy before reading a text, while reading a text and after reading a particular text there’ll be improvement in comprehension level of ESL learners. The present research has addressed the benefits of self-questioning strategy by taking two tests (pre and post-test).After the result of post-test it is revealed that the use of the self-questioning strategy has a significant effect on the readers’ comprehension thus, they can improve their reading comprehension by using self-questioning strategy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategy" title="strategy">strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-questioning" title=" self-questioning"> self-questioning</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=intermediate%20level%20ESL%20learner" title=" intermediate level ESL learner"> intermediate level ESL learner</a> </p> <a href="https://publications.waset.org/abstracts/177457/effect-of-self-questioning-strategy-on-the-improvement-of-reading-comprehension-of-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177457.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1190</span> Improving Reading Comprehension Skills of Elementary School Students through Cooperative Integrated Reading and Composition Model Using Padlet</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neneng%20Hayatul%20Milah">Neneng Hayatul Milah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The most important reading skill for students is comprehension. Understanding the reading text will have an impact on learning outcomes. However, reading comprehension instruction in Indonesian elementary schools is lacking. A more effective learning model is needed to enhance students' reading comprehension. This study aimed to evaluate the effectiveness of the CIRC (Cooperative Integrated Reading and Composition) model with Padlet integration in improving the reading comprehension skills of grade IV students in elementary schools in Cimahi City, Indonesia. This research methodology was quantitative with a pre-experiment research type and one group pretest-posttest research design. The sample of this study consisted of 30 students. The results of statistical analysis showed that there was a significant effect of using the CIRC learning model using Padlet on improving students' reading comprehension skills of narrative text. The mean score of students' pretest was 67.41, while the mean score of the posttest increased to 84.82. The paired sample t-test resulted in a t-count score of -13.706 with a significance score of <0.001, which is smaller than α = 0.05. This research is expected to provide useful insights for educational practitioners on how the use of the CIRC model using Padlet can improve the reading comprehension skills of elementary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension%20skills" title="reading comprehension skills">reading comprehension skills</a>, <a href="https://publications.waset.org/abstracts/search?q=CIRC" title=" CIRC"> CIRC</a>, <a href="https://publications.waset.org/abstracts/search?q=Padlet" title=" Padlet"> Padlet</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20text" title=" narrative text"> narrative text</a> </p> <a href="https://publications.waset.org/abstracts/190036/improving-reading-comprehension-skills-of-elementary-school-students-through-cooperative-integrated-reading-and-composition-model-using-padlet" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">32</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1189</span> Using 'Know, Want to Know, Learned' Strategy to Enhance the Seventh C Grade Students' Reading Comprehension Achievement at SMPN 1 Mumbulsari </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rofiq%20Badril%20Rizal%20M.%20Z.">Abdul Rofiq Badril Rizal M. Z.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading becomes one of the most important skills in teaching and learning English. The purpose of this research was to improve the students' active participation, and reading comprehension achievement by using Know, Want to Know, Learned (KWL) strategy. The research design was Classroom Action Research. The area and participants of this research were chosen by using purposive method. The data were collected by observation, a reading comprehension test, interview, and documentation. The results showed that there was significant improvement in Cycle 1 to Cycle 2 of the research. In cycle 1, the students’ active participation increased 49.77% from 28% to 77.77. In addition, in cycle 2, the students’ active participation also increased by 14.17% from 77.77% to 81.94%. The students’ reading comprehension achievement also increased by 52.14% from 25% to 77.14% in Cycle 1 and increased by 5.71% from 77.14% to 82.85% in cycle 2. It indicated that using Know, Want to Know, Learned (KWL) strategy could enhance the Seventh C grade students’ descriptive text reading comprehension achievement, and active participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20participation" title="active participation">active participation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20action%20research" title=" classroom action research"> classroom action research</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20folktales" title=" Indonesian folktales"> Indonesian folktales</a> </p> <a href="https://publications.waset.org/abstracts/114176/using-know-want-to-know-learned-strategy-to-enhance-the-seventh-c-grade-students-reading-comprehension-achievement-at-smpn-1-mumbulsari" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1188</span> Characteristics of an Impact on Reading Comprehension of Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judith%20Hanke">Judith Hanke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the rise of students with reading difficulties, a digital reading support was developed. The digital reading support focuses on reading comprehension of elementary school students. It consists of literary texts and reading exercises with diagnostics. To analyze the use of the reading packages an intervention study took place in 2023. For the methodology, an ABA-design was selected for the intervention study to examine the reading packages. The study was expedited from April 2023 until July 2023 and collected quantitative data of individuals, groups, and classes. It consisted of a survey group (N = 58) and a control group (N = 53). The pretest was conducted before the reading support intervention. The students of the survey group received reading support on their ability level to aid the individual student’s needs. At the beginning of the study characteristics of the students were collected. The characteristics included gender, age, repetition of a class, spoken language at home, German as a second language, and special support needs such as dyslexia; right after the intervention, the posttest was examined. At least three weeks after the intervention, the follow-up testing was administered. A standardized reading comprehension test was used for the three test times. The test consists of three subtests: word comprehension, sentence comprehension, and text comprehension. The focus of this paper is to determine which characteristics have an impact on reading comprehension of elementary school students. The students’ characteristics were correlated with the three test times through a Pearson correlation. The main findings are that age, repetition of a class, spoken language at home, German as a second language have an effect on reading comprehension. Interestingly gender and special support needs did not have a significant effect on the reading comprehension of the students. The significance of the study is to determine which characteristics have an impact on reading comprehension and then to assess how reading support can be modified to support the diverse students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20repetition" title="class repetition">class repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20support" title=" reading support"> reading support</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20language%20at%20home" title=" spoken language at home"> spoken language at home</a> </p> <a href="https://publications.waset.org/abstracts/188419/characteristics-of-an-impact-on-reading-comprehension-of-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1187</span> The Role of Vocabulary in Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Engku%20Haliza%20Engku%20Ibrahim">Engku Haliza Engku Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Isarji%20Sarudin"> Isarji Sarudin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ainon%20Jariah%20Muhamad"> Ainon Jariah Muhamad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is generally agreed that many factors contribute to one’s reading comprehension and there is consensus that vocabulary size one of the main factors. This study explores the relationship between second language learners’ vocabulary size and their reading comprehension scores. 130 Malay pre-university students of a public university participated in this study. They were students of an intensive English language programme doing preparatory English courses to pursue bachelors degree in English. A quantitative research method was employed based on the Vocabulary Levels Test by Nation (1990) and the reading comprehension score of the in-house English Proficiency Test. A review of the literature indicates that a somewhat positive correlation is to be expected though findings of this study can only be explicated once the final analysis has been carried out. This is an ongoing study and it is anticipated that results of this research will be finalized in the near future. The findings will help provide beneficial implications for the prediction of reading comprehension performance. It also has implications for the teaching of vocabulary in the ESL context. A better understanding of the relationship between vocabulary size and reading comprehension scores will enhance teachers’ and students’ awareness of the importance of vocabulary acquisition in the L2 classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20size" title="vocabulary size">vocabulary size</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a> </p> <a href="https://publications.waset.org/abstracts/17236/the-role-of-vocabulary-in-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1186</span> The Effects of Consistently Reading Whole Novels on the Reading Comprehension of Adolescents with Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pierre%20Brocas">Pierre Brocas</a>, <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Rizos"> Konstantinos Rizos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to test the effects of introducing a consistent pace and volume of reading whole narratives on adolescents' reading comprehension with a diagnosis of autism spectrum disorder (ASD). The study was inspired by previous studies conducted on poorer adolescent readers in English schools. The setting was a Free Special Education Needs school in England. Nine male and one female student, between 11-13 years old, across two classrooms participated in the study. All students had a diagnosis of ASD, and all were classified as advanced learners. The classroom teachers introduced reading a whole challenging novel in 12 weeks with consistency as the independent variable. The study used a before-and-after design of testing the participants’ reading comprehension using standardised tests. The participants made a remarkable 1.8 years’ mean progress on the standardised tests of reading comprehension, with three participants making 4+ years progress. The researchers hypothesise that reading novels aloud and at a fast pace in each lesson, that are challenging but appropriate to the participants’ learning level, may have a beneficial effect on the reading comprehension of adolescents with learning difficulties, giving them a more engaged uninterrupted reading experience over a sustained period. However, more studies need to be conducted to test the independent variable across a bigger and more diverse population with a stronger design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=narratives" title=" narratives"> narratives</a> </p> <a href="https://publications.waset.org/abstracts/140371/the-effects-of-consistently-reading-whole-novels-on-the-reading-comprehension-of-adolescents-with-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1185</span> Analyzing the Effect of Multilingualism, Language 1, and Language 2 on Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judith%20Hanke">Judith Hanke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the increase of students with reading difficulties, digital reading support with diagnostics was developed to foster the individual student's reading comprehension. The digital reading support focused on the reading comprehension of elementary school students. The digital reading packages consist of literary texts with aligned reading exercises. The number of students with German as a second language is growing in Germany. Students with multilingualism, language 1, and language 2 learn German together in school. The research's focus is on determining whether and to what extent multilingualism, language 1, and language 2 affect reading comprehension. For the methodology, an ABA design was selected for the intervention study to examine the reading support. The study was expedited from April 2023 until July 2023 and collected quantitative data of individuals, groups, and classes. It comprised a survey group (N = 58) and a control group (N = 53). The quantitative data was collected from 3 classes of 3 teachers and 47 students for all three test times. To show differences between the groups, a standardized reading comprehension test was used for the three test times, pretest, posttest, and follow-up. The standardized test consists of three subtests regarding word comprehension, sentence comprehension, and text comprehension. The main findings include that students who spoke German as their first language had the best test scores. Interestingly, students with a different language had better testing scores than students with German as the first language and (an) other language/s. Also, the students with another language outperformed the native language speakers in one of the subtests of the post-testing. The variables of spoken language at home and German as a second language were also examined and correlated with the test results. One significant correlation was found between spoken language at home and the text comprehension test of the pretesting. Additionally, the variable German as a second language had multiple significant correlations in the pretest, posttest and follow-up. The study's significance is to understand the influence of several languages, language 1, and language 2, on reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title="multilingualism">multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%201" title=" language 1"> language 1</a>, <a href="https://publications.waset.org/abstracts/search?q=language%202" title=" language 2"> language 2</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a> </p> <a href="https://publications.waset.org/abstracts/188414/analyzing-the-effect-of-multilingualism-language-1-and-language-2-on-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1184</span> Examining Reading Comprehension Skills Based on Different Reading Comprehension Frameworks and Taxonomies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seval%20Kula-Kartal">Seval Kula-Kartal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing students’ reading comprehension skills is an aim that is difficult to accomplish and requires to follow long-term and systematic teaching and assessment processes. In these processes, teachers need tools to provide guidance to them on what reading comprehension is and which comprehension skills they should develop. Due to a lack of clear and evidence-based frameworks defining reading comprehension skills, especially in Turkiye, teachers and students mostly follow various processes in the classrooms without having an idea about what their comprehension goals are and what those goals mean. Since teachers and students do not have a clear view of comprehension targets, strengths, and weaknesses in students’ comprehension skills, the formative feedback processes cannot be managed in an effective way. It is believed that detecting and defining influential comprehension skills may provide guidance both to teachers and students during the feedback process. Therefore, in the current study, some of the reading comprehension frameworks that define comprehension skills operationally were examined. The aim of the study is to develop a simple and clear framework that can be used by teachers and students during their teaching, learning, assessment, and feedback processes. The current study is qualitative research in which documents related to reading comprehension skills were analyzed. Therefore, the study group consisted of recourses and frameworks which made big contributions to theoretical and operational definitions of reading comprehension. A content analysis was conducted on the resources included in the study group. To determine the validity of the themes and sub-categories revealed as the result of content analysis, three educational assessment experts were asked to examine the content analysis results. The Fleiss’ Cappa coefficient revealed that there is consistency among themes and categories defined by three different experts. The content analysis of the reading comprehension frameworks revealed that comprehension skills could be examined under four different themes. The first and second themes focus on understanding information given explicitly or implicitly within a text. The third theme includes skills used by the readers to make connections between their personal knowledge and the information given in the text. Lastly, the fourth theme focus on skills used by readers to examine the text with a critical view. The results suggested that fundamental reading comprehension skills can be examined under four themes. Teachers are recommended to use these themes in their reading comprehension teaching and assessment processes. Acknowledgment: This research is supported by Pamukkale University Scientific Research Unit within the project, whose title is Developing A Reading Comprehension Rubric. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title="reading comprehension">reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=assessing%20reading%20comprehension" title=" assessing reading comprehension"> assessing reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension%20taxonomies" title=" comprehension taxonomies"> comprehension taxonomies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20assessment" title=" educational assessment"> educational assessment</a> </p> <a href="https://publications.waset.org/abstracts/164588/examining-reading-comprehension-skills-based-on-different-reading-comprehension-frameworks-and-taxonomies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164588.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1183</span> Teachers and Learners Perceptions on the Impact of Different Test Procedures on Reading: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahloul%20Amel">Bahloul Amel </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim of this research was to investigate the perspectives of English language teachers and learners on the effect of test techniques on reading comprehension, test performance and assessment. The research has also aimed at finding the differences between teacher and learner perspectives, specifying the test techniques which have the highest effect, investigating the other factors affecting reading comprehension, and comparing the results with the similar studies. In order to achieve these objectives, perspectives and findings of different researchers were reviewed, two different questionnaires were prepared to collect data for the perspectives of teachers and learners, the questionnaires were applied to 26 learners and 8 teachers from the University of Batna (Algeria), and quantitative and qualitative data analysis of the results were done. The results and analysis of the results show that different test techniques affect reading comprehension, test performance and assessment at different percentages rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title="reading comprehension">reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20assessment" title=" reading assessment"> reading assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20performance" title=" test performance"> test performance</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20techniques" title=" test techniques "> test techniques </a> </p> <a href="https://publications.waset.org/abstracts/16254/teachers-and-learners-perceptions-on-the-impact-of-different-test-procedures-on-reading-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16254.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1182</span> The Comparative Effect of Neuro-Linguistic Programming (NLP), Critical Thinking and a Combination of Both On EFL Learners' Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Khabiri">Mona Khabiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahimeh%20Farahani"> Fahimeh Farahani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was an attempt to investigate the comparative effect of teaching NLP, critical thinking, and a combination of NLP and critical thinking on EFL learners' reading comprehension. To fulfill the purpose of this study, a group of 82 female and male intermediate EFL learners at a Language School in Iran took a piloted sample PET as a proficiency test and 63 of them were selected as homogenous learners and were randomly assigned to three experimental groups. Within a treatment process of 10 sessions the teacher/researcher provided the participants of each group with handouts, explanations, practices, homework, and questionnaires on techniques of NLP, critical thinking, and a combination of both. During these 10 sessions, 10 same reading comprehension texts extracted from the multi-skill course book suggested by the language school where thought to the participants of each experimental group using skills and strategies of NLP, critical thinking, and a combination of both. On the eleventh session, the participants sat for a reading posttest. The results of one-way ANOVA showed no significant difference among the three groups in terms of reading comprehension. Justifications and implications for the findings of the study and suggestions for further research are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuro-linguistic%20programming%20%28NLP%29" title="neuro-linguistic programming (NLP)">neuro-linguistic programming (NLP)</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension "> reading comprehension </a> </p> <a href="https://publications.waset.org/abstracts/22530/the-comparative-effect-of-neuro-linguistic-programming-nlp-critical-thinking-and-a-combination-of-both-on-efl-learners-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22530.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1181</span> Investigating the Effect of Juncture on Comprehension among Adult Learners of English in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Uba">Emmanuel Uba</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwasegun%20Omidiora"> Oluwasegun Omidiora</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugenia%20Abiodun-Eniayekan"> Eugenia Abiodun-Eniayekan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of phonology on reading comprehension is long established in the literature. However, the vast majority of studies on the relationship between phonology and reading or comprehension among adults involve investigating the role of intonation, stress, and segmental knowledge on understanding texts. Not much attention is paid to junctural observation and its effect on the interpretation of texts. This study, therefore, presents a preliminary case-study investigation of the effect of juncture on comprehension of texts among adult Nigerian learners of English. Eighty adult learners of English in Nigeria were presented with fifteen seemingly ambiguous sentences to interpret. The sentences were structured in a way that pausing at different points would produce different interpretations. The results reveal that wrong application of pause is capable of affecting comprehension even when other phonological factors such as stress and intonation are observed properly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehension" title="comprehension">comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=juncture" title=" juncture"> juncture</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a> </p> <a href="https://publications.waset.org/abstracts/70551/investigating-the-effect-of-juncture-on-comprehension-among-adult-learners-of-english-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1180</span> Foreign Language Reading Comprehenmsion and the Linguistic Intervention Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Hvozd%C3%ADkov%C3%A1">Silvia Hvozdíková</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Stranovsk%C3%A1"> Eva Stranovská</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to discuss the results of the research conducted during the period of two semesters paying attention to selected factors of foreign language reading comprehension through the means of Linguistic Intervention Program. The Linguistic Intervention Program was designed for the purpose of the current research. It refers to such method of foreign language teaching which emphasized active social learning, creative drama strategies, self-directed learning. The research sample consisted of 360 respondents, foreign language learners ranging from 13 – 17 years of age. Specifically designed questionnaire and a standardized foreign language reading comprehension tests were applied to serve the purpose. The outcomes of the research recorded significant results towards significant relationship between selected elements of the Linguistic Intervention Program and the academic achievements in the factors of reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20intervention%20program" title=" linguistic intervention program"> linguistic intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/122732/foreign-language-reading-comprehenmsion-and-the-linguistic-intervention-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122732.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1179</span> Effects of Computer-Mediated Dictionaries on Reading Comprehension and Vocabulary Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Amin%20Mekheimer">Mohamed Amin Mekheimer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the effects of paper-based monolingual, pop-up and type-in electronic dictionaries on improving reading comprehension and incidental vocabulary acquisition and retention in an EFL context. It tapped into how computer-mediated dictionaries may have facilitated/impeded reading comprehension and vocabulary acquisition. Findings showed differential effects produced by the three treatments compared with the control group. Specifically, it revealed that the pop-up dictionary condition had the shortest average vocabulary searching time, vocabulary and text reading time, yet with less than the type-in dictionary group but more than the book dictionary group in terms of frequent dictionary 'look-ups' (p<.0001). In addition, ANOVA analyses also showed that text reading time differed significantly across all four treatments, and so did reading comprehension. Vocabulary acquisition was reported as enhanced in the three treatments rather than in the control group, but still with insignificant differences across the three treatments, yet with more differential effects in favour of the pop-up condition. Data also assert that participants preferred the pop-up e-dictionary more than the type-in and paper-based groups. Explanations of the findings vis-à-vis the cognitive load theory were presented. Pedagogical implications and suggestions for further research were forwarded at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-mediated%20dictionaries" title="computer-mediated dictionaries">computer-mediated dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=type-in%20dictionaries" title=" type-in dictionaries"> type-in dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=pop-up%20dictionaries" title=" pop-up dictionaries"> pop-up dictionaries</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/15403/effects-of-computer-mediated-dictionaries-on-reading-comprehension-and-vocabulary-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1178</span> Reading in Multiple Arabic's: Effects of Diglossia and Orthography</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aula%20Khatteb%20Abu-Liel">Aula Khatteb Abu-Liel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effects of diglossia and orthography on reading in Arabic, manipulating reading in Spoken Arabic (SA), using Arabizi, in which it is written using Latin letters on computers/phones, and the two forms of the conventional written form Modern Standard Arabic (MSA): vowelled (shallow) and unvowelled (deep). 77 skilled readers in 8th grade performed oral reading of single words and narrative and expository texts, and silent reading comprehension of both genres of text. Oral reading and comprehension revealed different patterns. Single words and texts were read faster and more accurately in unvoweled MSA, slowest and least accurately in vowelled MSA, and in-between in Arabizi. Comprehension was highest for vowelled MSA. Narrative texts were better than expository texts in Arabizi with the opposite pattern in MSA. The results suggest that frequency of the type of texts and the way in which phonology is encoded affect skilled reading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabize" title=" Arabize"> Arabize</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20communication" title=" computer mediated communication"> computer mediated communication</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20standard%20Arabic" title=" modern standard Arabic"> modern standard Arabic</a> </p> <a href="https://publications.waset.org/abstracts/136207/reading-in-multiple-arabics-effects-of-diglossia-and-orthography" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1177</span> Reading Literacy and Methods of Improving Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Joke%C5%A1ov%C3%A1"> Andrea Jokešová</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Kozlov%C3%A1"> Eva Kozlová</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Mat%C4%9Bjov%C3%A1"> Helena Matějová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents results of a research team from Faculty of Education, University of Hradec Králové in the Czech Republic. It introduces with the most reading methods used in the 1<sup>st</sup> classes of a primary school and presents results of a pilot research focused on mastering reading techniques and the quality of reading comprehension of pupils in the first half of a school year during training in teaching reading by an analytic-synthetic method and by a genetic method. These methods of practicing reading skills are the most used ones in the Czech Republic. During the school year 2015/16 there has been a measurement made of two groups of pupils of the 1<sup>st</sup> year and monitoring of quantitative and qualitative parameters of reading pupils’ outputs by several methods. Both of these methods are based on different theoretical basis and each of them has a specific educational and methodical procedure. This contribution represents results during a piloting project and draws pilot conclusions which will be verified in the subsequent broader research at the end of the school year of the first class of primary school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytic-synthetic%20method%20of%20reading" title="analytic-synthetic method of reading">analytic-synthetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20method%20of%20reading" title=" genetic method of reading"> genetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20literacy" title=" reading literacy"> reading literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20methods" title=" reading methods"> reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20speed" title=" reading speed"> reading speed</a> </p> <a href="https://publications.waset.org/abstracts/48214/reading-literacy-and-methods-of-improving-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1176</span> Reading Strategy Instruction in Secondary Schools in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leijun%20Zhang">Leijun Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading literacy has become a powerful tool for academic success and an essential goal of education. The ability to read is not only fundamental for pupils’ academic success but also a prerequisite for successful participation in today’s vastly expanding multi-literate textual environment. It is also important to recognize that, in many educational settings, students are expected to learn a foreign/second language for successful participation in the increasingly globalized world. Therefore, it is crucial to help learners become skilled foreign-language readers. Research indicates that students’ reading comprehension can be significantly improved through explicit instruction of multiple reading strategies. Despite the wealth of research on how to enhance learners’ reading comprehension achievement by identifying an enormous range of reading strategies and techniques for assisting students in comprehending specific texts, relatively scattered studies have centered on whether these reading comprehension strategies and techniques are used in classrooms, especially in Chinese academic settings. Given the central role of ‘the teacher’ in reading instruction, the study investigates the degree of importance that EFL teachers attach to reading comprehension strategies and their classroom employment of those strategies in secondary schools in China. It also explores the efficiency of reading strategy instruction on pupils’ reading comprehension performance. As a mix-method study, the analysis drew on data from a quantitative survey and interviews with seven teachers. The study revealed that the EFL teachers had positive attitudes toward the use of cognitive strategies despite their insufficient knowledge about and limited attention to the metacognitive strategies and supporting strategies. Regarding the selection of reading strategies for instruction, the mandated curriculum and high-stakes examinations, text features and demands, teaching preparation programs and their own EFL reading experiences were the major criteria in their responses, while few teachers took into account the learner needs in their choice of reading strategies. Although many teachers agreed upon the efficiency of reading strategy instruction in developing students’ reading comprehension competence, three challenges were identified in their implementation of the strategy instruction. The study provides some insights into reading strategy instruction in EFL contexts and proposes implications for curriculum innovation, teacher professional development, and reading instruction research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension%20strategies" title="reading comprehension strategies">reading comprehension strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20reading%20instruction" title=" EFL reading instruction"> EFL reading instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20cognition" title=" language teacher cognition"> language teacher cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/156207/reading-strategy-instruction-in-secondary-schools-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1175</span> Using Metacognitive Strategies in Reading Comprehension by EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a> </p> <a href="https://publications.waset.org/abstracts/41179/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1174</span> Developing Second Language Learners’ Reading Comprehension through Content and Language Integrated Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaine%20Gulozer">Kaine Gulozer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A strong methodological conception in the practice of teaching, content, and language integrated learning (CLIL) is adapted to boost efficiency in the second language (L2) instruction with a range of proficiency levels. This study aims to investigate whether the incorporation of two different mediums of meaningful CLIL reading activities (in-school and out-of-school settings) influence L2 students’ development of comprehension skills differently. CLIL based instructional methodology was adopted and total of 50 preparatory year students (N=50, 25 students for each proficiency level) from two distinct language proficiency learners (elementary and intermediate) majoring in engineering faculties were recruited for the study. Both qualitative and quantitative methods through a post-test design were adopted. Data were collected through a questionnaire, a reading comprehension test and a semi-structured interview addressed to the two proficiency groups. The results show that both settings in relation to the development of reading comprehension are beneficial, whereas the impact of the reading activities conducted in school settings was higher at the elementary language level of students than that of the one conducted out-of-class settings based on the reported interview results. This study suggests that the incorporation of meaningful CLIL reading activities in both settings for both proficiency levels could create students’ self-awareness of their language learning process and the sense of ownership in successful improvements of field-specific reading comprehension. Further potential suggestions and implications of the study were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title="content and language integrated learning">content and language integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=in-school%20setting" title=" in-school setting"> in-school setting</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=out-of-school%20setting" title=" out-of-school setting"> out-of-school setting</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/101657/developing-second-language-learners-reading-comprehension-through-content-and-language-integrated-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1173</span> Investigating Reading Comprehension Proficiency and Self-Efficacy among Algerian EFL Students within Collaborative Strategic Reading Approach and Attributional Feedback Intervention </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nezha%20Badi">Nezha Badi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has been shown in the literature that Algerian university students suffer from low levels of reading comprehension proficiency, which hinder their overall proficiency in English. This low level is mainly related to the methodology of teaching reading which is employed by the teacher in the classroom (a teacher-centered environment), as well as students’ poor sense of self-efficacy to undertake reading comprehension activities. Arguably, what is needed is an approach necessary for enhancing students’ self-beliefs about their abilities to deal with different reading comprehension activities. This can be done by providing them with opportunities to take responsibility for their own learning (learners’ autonomy). As a result of learning autonomy, learners’ beliefs about their abilities to deal with certain language tasks may increase, and hence, their language learning ability. Therefore, this experimental research study attempts to assess the extent to which an integrated approach combining one particular reading approach known as ‘collaborative strategic reading’ (CSR), and teacher’s attributional feedback (on students’ reading performance and strategy use) can improve the reading comprehension skill and the sense of self-efficacy of EFL Algerian university students. It also seeks to examine students’ main reasons for their successful or unsuccessful achievements in reading comprehension activities, and whether students’ attributions for their reading comprehension outcomes can be modified after exposure to the instruction. To obtain the data, different tools including a reading comprehension test, questionnaires, an observation, an interview, and learning logs were used with 105 second year Algerian EFL university students. The sample of the study was divided into three groups; one control group (with no treatment), one experimental group (CSR group) who received a CSR instruction, and a second intervention group (CSR Plus group) who received teacher’s attribution feedback in addition to the CSR intervention. Students in the CSR Plus group received the same experiment as the CSR group using the same tools, except that they were asked to keep learning logs, for which teacher’s feedback on reading performance and strategy use was provided. The results of this study indicate that the CSR and the attributional feedback intervention was effective in improving students’ reading comprehension proficiency and sense of self-efficacy. However, there was not a significant change in students’ adaptive and maladaptive attributions for their success and failure d from the pre-test to the post-test phase. Analysis of the perception questionnaire, the interview, and the learning logs shows that students have positive perceptions about the CSR and the attributional feedback instruction. Based on the findings, this study, therefore, seeks to provide EFL teachers in general and Algerian EFL university teachers in particular with pedagogical implications on how to teach reading comprehension to their students to help them achieve well and feel more self-efficacious in reading comprehension activities, and in English language learning more generally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attributions" title="attributions">attributions</a>, <a href="https://publications.waset.org/abstracts/search?q=attributional%20feedback" title=" attributional feedback"> attributional feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20strategic%20reading" title=" collaborative strategic reading"> collaborative strategic reading</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a 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