Best Way to Improve Reading Comprehension Middle School

Reading is an interactive process in which readers construct a meaningful representation of a text using effective reading strategies. Effective reading strategies are considered as significant skills that have received the special focus on students' reading comprehension proficiency. In this paper, the researchers define the term reading and reading comprehension, explain the types of reading, declare models of reading process, state theories of reading comprehension, review the constructive strategies for reading comprehension, and finally mention findings of learners' reading strategies and their reading comprehension proficiency. The review of literature indicates that reading strategies play a significant role in improving the students' reading comprehension skill.

Discover the world'south research

• 20+ 1000000 members
• 135+ 1000000 publications
• 700k+ research projects

Bring together for gratuitous

Journal of Studies in Education

ISSN 2162-6952

2016, Vol. 6, No. ii

www.macrothink.ork/jse

229

How Can Students Improve Their Reading

Comprehension Skill?

Abbas PourhoseinGilakjani (Respective writer)

Department of English Language Translation

Islamic Azad University, Lahijan Branch, Lahijan, Iran

395, Contrary the EmamHosein Mosque, ValiyeAsr Street, Rudsar, Guilan, Iran

Tel: 98-142-623-2762 E-ma il: a_p_g48@yahoo.com

NarjesBanouSabouri

Department of Linguistics, Payame Noor University, Tehran, Islamic republic of iran

Received: March 23, 2016 A ccepted: May 31, 2016 Publisouthhed: Granda y 31, 2016

doi:10.5296/jse.v6i2.9201 URL: http:// dx.doi.org/x.5296/jse.v6i2.9201

Abstract

Reading is an interactive process in which readers construct a meaningful representation of a

text using constructive reading strategies. Effective reading strategies are considered as

significant skills that have received the special focus on stud ents' reading comprehension

proficiency. In this paper, the researchers ascertain the term reading and reading comprehension,

explain the types of reading, declare models of reading process, state theories of reading

comprehension, review the effective strategies for reading comprehension, and finally

mention findings of learners' reading strategies and their reading comprehension proficiency.

The review of literature indicates that reading strategies play a meaning function in improving

the students' reading comprehension skill.

Keywords: Reading Comprehension, Kinds, Thouodels, Theories, Strategies

Journal of Studies in Didactics

ISSN 2162-6952

2016, Vol. 6, No. 2

www.macrothink.org/jse

230

1. Definition of Reading

Anderson et al. (1985) defined reading equally the procedure of chiliadaking meaning from written texts. It

needs the harmony of a lot of related sources of information. According to Wixson, Peters,

Weber, and Roeber (1987), reading is the process of creating meaning that involves: (a) the

reader's existing knowledge; (b) the text data; and (c) the reading context. Grabe (1991

as cited in Alyousef 2005) defined reading every bit an interactive process between readers and texts

that event in reading fluency. Readers interact with texts as they attempt to extract pregnant and

there are unlike types of cognition: linguistic or systemic cognition (lesser-up

processing) and schematic knowledge (tiptop-down processing). Pourhosein Gilakjani and

Ahmadi (2011) stated that the principal goal of reading is to gain the correct bulletin from a text

that the writer intended for the reader to receive.

two. Definition of Reading Comprehension

According to RAND Reading Study Group (2002), comprehension is the process of eliciting

and making meaning through interaction and involvement with written language. McNamara

and Magliano (2009) emphasized that this process is a task of both reader and text factors that

happen within a larger social context. Duke (2003) stated that comprehension is a process in

which readers make meaning by interacting with text through the combination of prior

noesis and previous experience, data in the text, and the views of readers related to

the text.

Kintsch (1998) and van Dijk and Kintsch (1983) divers reading comprehension as the

procedure of creating thousandeaning from text. The purpose is to get an understanding of the text

rather than to acquire significant from individual words or sentences. The effect of reading

comprehension is the mental representation of a text meaning that is combined with the

readers' previous knowledge. This is chosen a mental model (Johnson-Laird, 1983) or a

situation model (Kintsch, 1998). This model defines what has been learned (RAND Reading

and Study Group, 2002). Keenan, Betjemann, and Olson (2008) expressed that reading

comprehension needs the successful expansion and arrangement of a fiftyot of fiftyoweastwardr-and

higher-level processes and skills. Accordingly, at that place are many sources for possible

comprehension pause and these sources are different based on thursdaye skill levels and historic period of

readers.

3. Kinds of Reading

At that place are two unlike kinds of reading. They are all-encompassing reading and intensive reading.

3.1 Extensive Reading

At that place are unlike definitions for extensive reading. Hedge (2003) described it as skimming

and scanning activities while Hafiz and Tudor (1989 every bit cited in Alyousef 2005) expressed

that exposing learners to large quantities of meaningful and fascinating materials and

activities volition accept a significant impact on the learners' knowledge of L2.A lot of researchers

take shown neat interest in extensive reading in the last yearsouthward. A three-month extensive

reading study was carried out by Hafiz and Tudor (1989 as cited in Alyousef 2005). The

Journal of Studies in Educational activity

ISSN 2162-6952

2016, Vol. 6, No. 2

world wide web.macrothink.org/jse

231

subjects of this study were Pakistani ESL learners in a U.k. school. The results obtained from

this research indicated a significant advancement in the performance of the experimental

subjects, peculiarly their writing skills. The subjects' improvement was somehow related to

exposure to many lexical, syntactic, and textual features in the reading materials and the

nature of the extensive reading materials.

Hedge (2003) declared that extensive reading differs based on learners' motivation and

School resources. A highly motivated and well-trained teacher can certainly select

appropriate materials and activities for their ain learners. Hedge (2003) stressed that because

extensive reading assists in due eastxpanding learners' reading skill, information technology should be incorporated into

the EFL/ESL programmes provided that the called texts are valid and classified. In addition,

all-encompassing reading helps learners to gain their independency through reading either in class or

at dwelling house.

Co-ordinate to Carrell and Eisterhold (1983 every bit cited in Alyousef 2005),extensive reading

activities tin be beneficial in aiding learners to become self-directed individuals who are

searching for meaning provided that they are based on student-selected texts that learners will

be interested in what they are reading. The procedure of choosing reading texts volition exist done

according to content, level of difficulty, and length. Hedge (two003) mentioned the benefits of

extensive reading as follows: Students can brand their linguistic communication proficiency, accelerate in their

reading skill, become thouore independent in their learning, acquire cultural knowledge, and

aggrandize confidence and incentive to continue their ain learning.

3.two Intensive Reading

In this type of reading, learners read a page to detect the meaning and to be familiar with the

strategies of writing. Through this reading, students can get fundamental practice in

performing these strategies based on a series of materials. These strategies can be either

text-related or learner-related. The beginning involves recognition of text system and the

second involves strategies such as linguistic, schematic, and yardetacognitive strategies (Hedge,

2003).

Yang, Dai, and Gao (2012) expressed that intensive reading is useful to develop reading

comprehension. According to Waring (1997), intensive reading is very of import for learning

vocabulary and agreement how text is formed. Stahl (2003) found that at that place is relationship

betwixt intensive reading activities and linguistic communication proficiency. According to Paran (2003),

teachers need intensive reading to increase the three phases of learning chosen pre, during, and

post-reading for amend linguistic communication readiness, retention, and activation strategies. Pollar, Durodo,

Gonzalez, Simmons, Kwok, Taylor, Davis, and Simmons (2011) said that intensive reading is

considered equally a meaning instrument for improving reading comprehension.

iv. Models of Reading Process

At that place are 3 models for the second-language reading process: the bottom-up model, the

top-downward model, and the interactive model.

Journal of Studies in Didactics

ISSN 2162-6952

2016, Fiveol. 6, No. 2

www.macrothink.org/jse

232

4.1 The Bottom-upwardly Model

Carrell (1989 as cited in Ahmadi & Pourhosein Gilakjani 2012) shelp that the main focus of

this model is the smaller units of a text like letters, words, phrases, and sentences. The reader

reads all of the words in a phrase, or a judgement earlier understanding it. This model starts

with decoding the smallest linguistic units, especially phonemes, graphemes, and words and

then makes meaning from the smallest to the largest units. The reader uses his/her

background knowledge to the data that they notice into the texts. There are some

difficulties in this model. One of the drawbacks is that thursdaydue east reader is successful in reading

when he/she deciphers the linguistic units and understands the connexion betwixt words.

The reader is non able to keep in his/her memory the meaning of every word. The other

difficulty is that it is non possible to connect one discussion to the other words.

iv.two The Top–down Model

Goodman (1967 as cited in Ahmadi & Pourhosein Gilakjani 2012) stated reading equally a

"psycholinguistic guessing game" in which readers utilize their previous knowledge to relate

with a text and to connect these to new information found in thdue east text in society to sympathise it.

The readers do not read every word of a text but they focus on identifying the next words.

They try to gauge the significant of words or phrases. Readers begin forecasting from the title

of the reading text that permits them to restrict the scope of their reading. Then they assume

the message the writer wants to transfer and change their hypotheses based on what they read

in the text. Comprehension starts with higher levels of procedureing and continues to the

application of the lower levels (Nuttall, 1996 as cited in Ahmadi & Pourhosein Gilakjani

2012).

four.3The Interactive Model

Co-ordinate to Rumelhart (1977), Nunan (1990), and Grabe (1991),the effective reading needs

both summit-down and bottom-up decoding. L2 readers can employ top-down reading to brand upwardly for

deficits in bottom-upwards reading. To obtain significant, they utilize their schemata to make upwards for

the absenteeism of bottom-upward knowledge (equally cited in Ahmadi & Pourhosein Gilakjani

2012).According to Stanovich (1980 as cited in Ahmadi & Pourhosein Gilakjani 2012), this

model is based on information from diverse sources similar orthographic, lexical, syntactic,

semantic knowledge, and schemata. While readers are reading, decoding processes support

each other. If they do not understand texts, they should apply their previous knowledge to

help them. Readers who are dependent on summit-down model utilise textual signs and inferthe

meaning but they should brand up for deficiencies like weaknessesouth in word identification and

lack of effective bottom-up processing. This model results in the near effective processing of

texts. Teachers should find reading instructions according to this model to boost L2 readers'

skills. The mutual teaching method is a reading instruction that is based on the interactive

model. It involves four principal reading strategies.

5. Theories of Reading Comprehension

At that place are iii types of theories of reading comprehension. They are mental representations,

content literacy, and cerebral processes.

Journal of Studies in Teaching

ISSN 2162-6952

2016, Vol. 6, No. 2

world wide web.macrothink.org/jse

233

5.i Mental Representations

Van Oostendorp and Goldman (1998) expressed that when a reader is reading a text, he tin can

create a mental representation of the text that explains how the reader understands the text. A

lot of researches supported the gany levels of representation are included in constructing

significant. According to Kintsch (1998),when a reader is reading a text, three diverse levels of

mental representation are created. They are the surface component, the text-base of operations, and the

situation model.

Kintsch (1998) connected that when the words and phrases and not the meaning of the words

and phrases, are encoded in the mental representation, this is defined as the surface component

of mental representation. The text-base of operations indicates the meaning of the text and is composed of

those parts and connections that are arose from the text itself without increasing anything that

is not clearly identified in the text. A text-base can be made without whatever gemory of the

authentic words or phrases from the text. In a pure text-base of operations, the reader applies previous

noesis to create a more perfect and consequent mental representation.

Co-ordinate to Kintsch (1998), the state of affairs model is a structure that combines the text-base and

the related features of the reader's cognition. In order to create a text-base, some previous

knowledge is required but this knowledge is a more general one that is necessary for decoding

texts in general, while the previous knowledge in the formation of a situation model is more than

specific regarding the content of the text.

five.2 Content Literacy

Content literacy is the power to read, understand, and larn from texts from a particular matter.

There are three types of content literacy: full general literacy abilities, content-specific literacy

abilities, and previous noesis of content. The general and the content-specific literacy

abilities indicate some more cistronral type of knowledge that does not hinge on the detailed

content of a item text. This knowledge is applied to make a text-base in the mental

representation (McKenna & Robinson, 1990). Previous noesis of content is the knowledge

that is related to the content of a detail text and is applied to brand a situation model in the

mental representation. For example, it is not obvious that mathematics makes a necessity for

content-specific literacy abilities and the reading comprehension in mathematics hinges on

more general literacy abilities and previous cognition. Information technology can be stated that the symbolic

language in mathematics is the thouain cause for the need of content-specific literacy skills

(McKenna & Robinson, 1990).

5.3 Cognitive Processes

The awarding of syntactic and semantic rules together with the activation of more than particular

previous knowledge occurs automatically and unconsciously. Various cerebral processes are

more than or less conscious. Perception is defined as the highly automated and unconscious

processes. For instance, when we see a dog and directly know it as a dog; we are conscious of

the outcome of the process but there isn't any active and conscious thought processes for this

identification (Kintsch, 1992). Problem solving deals with active thinking when nosotros want to

remember the name of a person we see and know. Appropriately, when nosotros read a text without

Journal of Studies in Education

ISSN 2162-6952

2016, 5ol. half-dozen, No. ii

world wide web.macrothink.org/jse

234

having any difficulties in comprehending what we read, the process is related to perception

than problem solving because the process of comprehending is unconscious. This is

comprehension is located somewhere between perception and problem solving (Kintsch,

1992).

half-dozen. Effective Strategies for Reading Comprehension

In that location a lot of strategies for reading comprehension. These strategies are explained in detail in

this section.

half-dozen.1 Activating and Using Groundwork Cognition

In this strategy, readers activate their background knowledge and apply it to assistance them

comprehend what they are reading. This knowledge consists of individuals' experiences with

the world together with their concepts for how written text work, involving word recognition,

print concepts, give-and-take pregnant, and how the text is formed (Anderson & Pearson, 1984).

Schema theory is very important in comprehension process (Anderson & Pearson, 1984;

Anderson, Reynolds, Schallert, & Goetz, 1977).This theory is based on how people form and

activate their previous knowledge. This theory explains that as persons larn near the earth,

they create a serial of knowledge structures or schemas. These schemas develop and shift every bit

the persons learn new data through experience and reading. For instance, a kid's

schema for dog tin involve her or his comprehending of the family pet such as white, furry,

and fun. When the child gets more than experiences with a lot of domestic dogsouthward in unlike environments, the

dog schema develop and can exist improved. It tin can relate to other schema-kinds of dogs like

colors of dogs; foods that dogs eat; places where they stay whenorth the family is on vacation; and

dangerous dogs.

Cognitive scientists stated that successful readers permanently chronicle their prior knowledge to

the new knowledge they face in texts. Good readers activate their schema when they start

reading. The get-go schema impacts how readers comprehend and re deed to a text (Pichert &

Anderson, 1977).Schemas are specially significant to reading comprehension. When

learners have knowledge of a text's organization, this can assist them to sympathise better that

text (Armbruster, Anderson, & Ostertag, 1987).

6.2 Generating and Asking Questions

In this strategy, readers enquire themselves pertinent questions in reading the text. This strategy

assists readers to combine information, recognize main ideas, and summarize information.

Asking appropriate questions permits successful readers to concentrate on the most important

information of a text (Wood, Woloshyn, & Willoughby, 1995). Creating relevant questions

helps good readers to concentrate on difficulties with comprehension and to take the necessary

actions to solve those problems (Pressley, Symons, McGoldrick, & Snyder, 1995).

6.iii Making Inferences

Readers assess or draw conclusions from information in a text. In this strategy, writers do not

always provide full data well-nigh a topic, identify, personality, or happening. Instead, they

Journal of Studies in Education

ISSN 2162-6952

2016, 5ol. vi, No. 2

www.macrothink.oryard/jse

235

provide information that readers can utilize to read by making inferences that integrate

information of the text with their previous noesis. Through this process, readers can

improve their skills to make meaning. Being able to brand inferences is an important factor for

readers' successful reading (Anderson & Pearson, 1984; Hansen& Pearson, 1983).

vi.4 Predicting

In this strategy, readers are able to proceeds significant from a text past making educated guesses.

Successful readers apply forecasting to brand their existing knowledge to new information

from a text to obtain meaning from what they read. Before reading, readers may apply what

they know about a writer to forecast what a text will exist most. Thdue east title of a text can operate

memories of texts with the same content, permitting them to guess the content of a new text.

During reading, successful readersouthward tin make predictions about what will occur side by side, or what

opinions the writer will offer to support a discussion. Readers try to appraise these predictions

ceaselessly and alter any prediction that is not approved past the reading (Gillet, & Temple,

1994).

6.5 Summarizing

Readers combine data in a text to elaborate in their own words what the text is almost.

Summarizing is a significant strategy that allows readers to refellow member text chop-chop. In this

strategy, readers can be aware of text structure, of what is signorthificanortht inorth a teastward10t, and of howest

opinions are related to each other. Effective summarizing of explanatory text includes things

like condensing the steps in a scientific process, the steps of development of an fine art movement,

or the episodes that effect in certain of import historical happenings. Constructive summarizing of

narrative text includes things such as connecting happenings in a story line or recognizing the

elements that stimulate a character'south activities and conduct (Honig, Diamond, & Gutlohn,

2000).

6.6 Visualizing

Readers can make mental picture show of a text to cover processes they face during reading.

This skill shows that a reader perceives a text. Readers who form a mental image as they read

are better able to recall what they take read than those who do non image (Pressley,

1976).Visualizing is very important when information technology is used for narrative texts. When readers read

narrative texts, they can easily understand what is happening by visualizing the identify,

personalities, or operations of a program. It can also be used for the reading of expository texts.

Readers visualizing steps in a process or stages in a happening or forming an image that aid

them to recall some abstract ideas or significant names (Gambrell& Bales, 1986).

vi.vii Comprehension Monitoring

In this strategy, readers accept the ability to know when they comprehend what they read, when

they do non perceive, and to utilise suitable strategies to make better their understanding.

Successful readers know and bank check their thought processes equally they read. Strategies that

successful readers use to meliorate their understanding are called "fix-up" strategies. Particular

Journal of Studies in Pedagogy

ISSN 2162-6952

2016, Vol. 6, No. ii

www.macrothink.org/jse

236

repair strategies involve rereading, reading ahead, explaining the words by looking them up in

a, or request someone for assistance (Paris, Wasik, & Turner, 1991).

Successful readers try to use different strategies to make meaning equally they read. They practice non use

similar strategies; instead, they like to expand and practice those strategies that are beneficial to

them. Moreover, they are very flexible in the application of thursdayeir strategies, they change from

strategy to strategy, and they use various strategies with different types of texts (Paris, Wasik,

& Turner, 1991).The of import point here is that successful readers can brand good decisions

almost which strategies to apply and when to utilize them. A lot of students can gain from explicit

instruction that teaches them to utilize particular strategies for understanding a text. The other

betoken is that particular comprehension strategies can be taught and learned and that their

conscious use tin assist readers to ameliorate their comprehension (National Reading Panel,

2000).

vii. Previous Studies about the Relationship between Reading Strategies and Reading

Comprehension Skill

There is a positive relationship between learners' reading strategies and their reading

comprehension skill. Brookbank, Grover, Kullberg, and Strawser (1999) indicated that the

application of diverse reading strategies increased learners' reading comprehension

proficiency. Golinkoff (1975) testifyed that poor readers read different texts similarly and did

not try to learn through reading strategies. Ahmadi and Pourhossein (2012) represented that

reading strategy has a positive effect on the reading comprehension proficiency of readers.

Reading strategy ameliorated the reading skill of proficient and less proficient readers.

Readers applied unlike reading strategies and knew what, when, how, and why to use them

in their reading comprehension process.

Ahmadi and Pourhossein (2012) stated that learners who learn reading strategies attempt to

recognize the main point of a paragraph, to elaborate unclear words, phrases, or sentences,

and to summarize their reading. These strategies aid readers to solve their issues when

reading texts and appraise their planning and its event. Cziko (1980) stated that ESL/EFL lower

proficiency learners swivel on orthographic qualities of the text words while advanced

proficiency learners depend on syntactic, semantic, and discourse cudue eastdue south. According to Thousandu

(1994), good and weak learners were different in using strategies in reading comprehension.

Chia (2000) said that readers intended to use more local reading strategies than global

strategies. Parry (1996) expressed that her learners strongly applied bottom-up strategies than

top-downwardly strategies because it was related to their traditional approaches. The affect of

reading strategies on the learners' reading proficiency was investigated by Su (2001). The

results obtained from this report represented that readers' reading strategies are very useful to

make better their reading skill. A study was done about reading strategy preparation by Song

(1998).The findings indicated that reading strategy is one of t he powerful factors in

improving reading comprehension skill. The findings also revealed that foreign language

reading should incorporate explicit strategy training.

Journal of Studies in Instruction

ISSN 2162-6952

2016, Vol. 6, No. 2

www.macrothink.org/jse

237

8. Conclusions

The findings of this study showed that reading strategies accept a great impact on the students'

reading comprehension ability. Students are not just passive receivers of information but they

are active makers of meaning. Successful readers try to utilise numerous skills to grasp

meaning from the texts. Readers should be involved in the reading process by using unlike

strategies to monitor their meaning. This study emphasized the idea that comprehension

processes are influenced by a lot of strategies. All of these strategies work together to

construct the significant process easily and finer. Based on the findings of this study, it is

ended that reading materials and activities should be very attractive to students in order

to understand a text easily and they should be related to the southwardtudents' proficiency levels.

Teachers have a big responsibleness to motivate their students in reading these materials,

should be very sensitive to their learners' comprehension difficulties, and should assistance their

learners to change their views towards reading and take positiv e attitudes towards their

reading activities so that they can better understand the diffehire texts.

References

Ahmadi, Thousand. R., &PourhoseiinGilakjani, A. (2012). Reciprocal Teaching Strategies and Their

Impacts on English Reading Comprehension. Theory and Practice in Language Studies ,

two(ten), 2053-2060. http://dx.doi.org/ten.4304/tpls.two.10.2053-2060

Alyousef, H. S. (2005). TEACHING READING COMPREHENSION TO ESL/EastFL

LEARNERS. The Reading Matrix , 5 (two), 143-154.Retrieved from

http://world wide web.readingmatrix.com/articles/alyousef/article.pdf

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in

reading. In P. D. Pearson, R.Barr, Thousand. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading

enquiry (pp. 255–292). New York: Longman.Retrieved

fromhttp://hdl.handle.net/2142/31284

Anderson, R. C., Hiebert, E. H., Scott, J. A., & Westwardilkinson, I. A. G. (1985). Condign a Nation

of Readers. Washington, D. C.: Nationa50 Institute of Education.

Anderson, R. C., Reynolds, R. East., Schallert, D. Fifty., & Goetz, Eastward. T. (1977). Frameworks for

comprehending discourse. American Educational Inquiry Periodical , 14 , 367–382.

http://dx.doi.org/10.3102/00028312014004367

Armbruster, B. B., Anderson, T. H., &Ostertag, J. (1987). Does text structure/summarization

educational activity facilitate learning from expository text? Reading Inquiry Quarterl y, 22,

331–346. http://dx.doi.org/10.2307/747972

Brookbank, D., Grover, S., Kullberg, G., &Strawser, C. (1999). Improving student

accomplishment through organization of student learning. (ED 435094).

Cziko, G. A. (1980). Language competence and reading strategies: A comparison of showtime and

second language oral reading errors. Linguistic communication Learning , 30 , 101-116.

http://dx.doi.org/x.1111/j.1467-1770.1980.tb00153.x

Journal of Studies in Education

ISSN 2162-6952

2016, Vol. 6, No. 2

www.macrothink.oryard/jse

238

Duke, N. (2003). Comprehension didactics for informational text . Presentation at the annual

coming together of the Michigan Reading Association, Thou Rapids, MI.

Gambrell, L. B., & Bales, R. J. (1986). Mental imagery and the comprehension-monitoring

performance of fourth and fifth-grade poor readers. Reading Research Quarterly , 21,

454–464. http://dx.doi.org/10.2307/747616

Gillet, J. W., & Temple, C. (1994). Agreement reading problems: Cess and

instruction (fourth ed.). New York: Harper Collins.

Golinkoff, R. M. (1975). A comparison of reading comprehension processes in good and

poor comprehenders. Reading inquiry quarterly , xi , 623–659.

http://dx.doi.org/10.2307/747459

Gu, P. Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners .

Paper presented at the 28th TESOL Convention, Baltimore Doc. [ERIC ED 370 411]

Hansen, J., & Pearson, P. D. (1983). An instructional study: Improving the inferential

comprehension of quaternary form proficient and poor readers. Journal of Educational

Psychology,75(6), 821–829. http://d10.doi.org/x.1037/0022-0663.75.six.821

Hedge, T. (2003). Teaching and learning in the language classroom . United kingdom of great britain and northern ireland: OUP.

Honig, W., Diamond, 50., &Gutlohn, L. (Eds.). (2000). Teaching reading sourcebook for

kindergarten through eighth grade. Novato, CA: Arena Press; National Reading Panel.

Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in

the skills they assess: Differential dependence on decoding and oral comprehension. Scientific

Studies of Reading, 12 , 281-300. http://dx.doi.org/ten.1080/10888430802132279

Kintsch, West. (1992). A cerebral architecture for comprehension. In H. 50. Pick, P. van den

Broek& D. C. Knill (Eds.), Cognition: Conceptual and methodological issues, (pp. 143-163).

Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/10564-006

Kintsch, West. (1998). Comprehension: A epitome for knowledge. Cambridge, Uk: Cambridge

University Press.

McKenna, M. C. & Robinson, R. D. (1990). Content literacy: a definition and implications.

Periodical of Reading, 34,184-186. http://dx.doi.org/10.1016/S0079-7421(09)51009-ii

McNamara, D.S., &Magliano, J. P. (2009). Towards a comprehensive model of

comprehension. In B. Rose (Ed.), The psychology of learning and motivation (pp.297-384).

New York, NY: Academic Press.

National Reading Panel. (2000). Pedagogy children to read: An evidence-based assessment of

the scientific research literature on reading and its implications for reading instruction.

Washington, DC: National Academy Press.

Paran, A. (2003). Intensive Reading EnglishTeaching Professional , 28,xl-48.Cambridge:

Cambridge University Press.

Periodical of Studies in Pedagogy

ISSN 2162-6952

2016, Fiveol. 6, No. 2

world wide web.macrothink.orm/jse

239

Paris, S. C., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R.

Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research

(Vol. two, pp. 609–640). New York: Longman.

Parry, K. (1996). Culture, literacy, and L2 reading. TESOL Quarterly, 30, 655-92.

ResearchBased Principles for Adult Basic Instruction Reading Instruction by The Partnerhsip

for Reading—NIFL, National Institute of Child Wellness and Development, U.S. Dept. of

Pedagogy, U.S. Dept. of Health and Man Services. http://dx.doi.org/10.2307/3587929

Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of

Educational Psychology, 69 (iv), 309–315. http://dten.doi.org/x.1037/0022-0663.69.four.309

Pollard-Durodola, Southward. D., Gonzalez, J. Eastward., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, Grand.

J.,

& Simmons, L. (2011). The furnishings of an intensive shared volume-reading intervention for

preschool children at risk for vocabulary delay. Infrequent Children , 77 (2), 161-183.

http://dx.doi.org/x.1177/001440291107700202

PourhoseinGilakjani, A., & Ahmadi, S. G. (2011). The Relationship betwixt L2 Reading

Comprehension and Schema Theory: A Thing of Text Familiarity. International Periodical of

Information and Education Technology, 1(ii), 142-149.

http://dx.doi.org/10.7763/IJIET.2011.V1.24

Pressley, G. M. (1976). Mental imagery helps eight-year-olds remember what they read.

Periodical of Educational Psychology, 68(3), 355–359.

http://dx.doi.org/10.1037/0022-0663.68.three.355

Pressley, M., Symons, Southward., McGoldrick, J. A., & Snyder, B. Fifty. (1995). Reading

comprehension strategies. In Thou.Pressley& V. E. Woloshyn (eds.), Cognitive strategy

education that really improves children'southward academic performance. Cambridge, MA:

Brookline Books.

RAND Reading Study Group. (2002). Reading for under-continuing: Toward a inquiry and

development program in reading comprehension. Santa Monica, CA: Office of Education

Research and Improvement.

Vocal, M. J. (1998). Teaching reading strategies in an ongoing EFL university reading

classroom. Asian Journal of English language Linguistic communication Pedagogy, viii (i), 41-54.

Stahl, K. A.D. (2003). The furnishings of 3 instructional methods on the reading comprehension

and content acquisition of novice readers.Paper presented at the meeting of the National

Reading Briefing, Scottsdale, AZ.

Su, C. (2001). Evaluation of reading skills applied in the start-year college English reading

class. Papers presented at the Tenth International Symposium on English Didactics. Taipei:

Crane.

Periodical of Studies in Education

ISSN 2162-6952

2016, Vol. 6, No. 2

www.macrothink.orthou/jse

240

Van Dijk, T. A., &Kintsch, W. (1983). Strategies of discourse comprehension. New York:

Bookish Press. http://dx.doi.org/ten.1177/1461445606059565

Waring, R. (1997). Graded and All-encompassing Reading–Questions and answers. The Language

Didactics on line. Available: http://jaH-publications. Ogr/tlt/files/ /79/may/Wa ring. Html.

Wixson, K., Peters, C., Weber, E., &Roeber, I. (1987).New directions in statewide reading

assessment. The Reading Teacher, twoscore (eight), 749-755.

Wood, E., Woloshyn, V. E., & Willoughby, T. (1995). Cerebral strategy instruction for

eye and high schools. Cambridge, MA: Brookline Books.

Yang, Due west., Dai, W.,&Gao, L. (2012). Intensive Reading and Necessity to Integrate Learning

Strategies. English language and Literature . 2 (one), 55-63.

http://dx.doi.orgrand/10.5539/ells.v2n1p112

... Reading is an interactive action that requires the readers to read in betwixt texts which after resulted in reading fluency and reading comprehension. According to Anderson et al. (1985, every bit cited in Pourhosein Gilakjani, andSabouri, 2016), reading can be defined as the process of readers deriving meaning based on the produced texts. Reading can exist categorized into two different kinds of reading which are known as extensive reading and intensive reading. ...

... Reading can be categorized into 2 dissimilar kinds of reading which are known as extensive reading and intensive reading. Hedge (2003, as cited in Pourhosein Gilakjani andSabouri, 2016) declared that extensive reading is highly influenced based on learners' motivation and material resources whereas intensive reading involves with the learners' purpose of reading a book which is to find the significant and to familiarize themselves with the strategies of writing (Pourhosein Gilakjani and Sabouri, 2016). On the other manus, reading comprehension as per defined by RAND Reading Written report Group (2002, as cited in Pourhosein Gilakjani andSabouri, 2016) is the process of synthesizing and processing meaning through the interaction and involvement betwixt the readers and written linguistic communication. ...

... Reading can be categorized into two different kinds of reading which are known as extensive reading and intensive reading. Hedge (2003, equally cited in Pourhosein Gilakjani andSabouri, 2016) declared that extensive reading is highly influenced based on learners' motivation and cloth resource whereas intensive reading involves with the learners' purpose of reading a book which is to notice the meaning and to familiarize themselves with the strategies of writing (Pourhosein Gilakjani and Sabouri, 2016). On the other hand, reading comprehension as per defined by RAND Reading Written report Group (2002, as cited in Pourhosein Gilakjani andSabouri, 2016) is the process of synthesizing and processing pregnant through the interaction and involvement between the readers and written language. ...

• Mohd Hafizul Ismail
• Siti Nur Dina Haji Mohd Ali

The increasing number of Covid-nineteen positive cases in Malaysia forced the regime to impose the Movement Command Order (MCO). The MCO demands undergraduate students in the International Islamic University of Malaysia, Kulliyyah of Management and Tourism (IIUM-KLM) to stay at abode while continuing to larn using the Remote Teaching and Learning mode. This report aimed to appraise the IIUM-KLM Korean Linguistic communication (KL) students' readiness on a transition from face-to-face learning to full-calibration online learning. An online questionnaire was used to gather information from 100 KL students using quantitative-based research. There are five dimensions to assess online learning readiness (OLR) namely: computer/internet self-efficacy; self-directed learning; learner command; motivation of learning; and online communication self-efficacy. The results revealed that a majority of KL students were prepare for online learning with computer/internet self-efficacy as the most meaning dimension of OLR. Information technology was learned that students were confident with their ability to search for any information on the internet and perform basic functions of Microsoft Office in their studies. Hence, the written report contributes to a key understanding of the students' experiences transitioning from face up-to-face learning to full-scale online learning during the COVID-19 pandemic, besides as exploring the online learning readiness in linguistic communication learning

... Therefore, advisable reading strategies are helpful for learners to repair deficits in their understanding of the text and to enhance their learning performance [7]. With regard to EFL learning, reading comprehension in English language is a basic and essential skill for students, since reading is the first footstep towards promoting students' conquering and commutation of information [viii][nine][x]. Deficiency in English as a Foreign Language (EFL) reading comprehension is a major problem for most students in the development of their EFL skills [11]. ...

... A widely accepted definition is the cognitive process of transforming texts, graphics, and other multimodal stimuli into information to understand [54]. In improver, scholars accept pointed out that information technology is necessary to consider the ubiquities of EFL reading comprehension in comparison with the female parent language, namely, prior literacy experience in the reading procedure, limited sophistication, and dual-linguistic communication involvement [seven,9]. In the past decades, researchers have explored the introduction of different technologies to enhance EFL reading comprehension, including computer-based [55], mobile devicesupported [56], and AR-assisted [57] learning environments. ...

• Zhiqiang Wang
• Yu Guo
• Yan Wang
• Chenchen Liu

As is indicated past the United Nation's Sustainable Development Goal 4, it is crucial to accept admission to inclusive and quality education for all. For English as a Foreign Language (EFL) learners, reading English is a bones skill for learners to acquire and commutation information and to have lifelong learning experiences. To provide a vivid EFL learning environment, a visual prompt scaffolding-based VR (VPS-VR) approach was proposed to heighten students' reading comprehension skills. To investigate the effectiveness of the proposed approach, an experiment was conducted in an English language reading course at a Chinese academy. Students from experimental group A (Northward = 31) learned with the VPS-VR approach, experimental group B (N = 32) learned with the virtual reality (VR) approach, and the control group learned with the traditional didactics (TI) approach. The results revealed the positive effects of the VPS-VR approach on students' EFL reading comprehension, learning motivation, and English language learning anxiety. Furthermore, it was as well establish that experimental students' lower-level skills of reading comprehension, such equally information location and text comprehension, were significantly improved, rather than the higher-level skills of reflection and evaluation. Fifteen students participated in interviews, and their learning experience and engineering acceptance are also discussed.

... They tend to be creative in applying strategies. (Pourhosein Gilakjani & Sabouri, 2016). Though keeping a record is not considered helpful, evaluating performance, every bit the tertiary activity, is taken as a helpful activity for students. ...

• Ratih Laily Nurjanah

This report addresses the gaps shown by researches related to importance of reading strategies to create the generation of independent academy students that can be started by implementing cocky-regulated learning strategy with its 3 phases guided with proper instructions from lecturer so students are kept working on rail while edifice their reading comprehension skill. Related to the SRL phases, it is important to get students' perception on the strategy so lecturer can decide which phase needs more attention. The objectives of this report are; to observe students' perception on each stage of self-regulated learning strategy and which phase of cocky-regulated learning strategy is the easiest to follow by students. It is a qualitative research with airtight-questions questionnaire distributed to students after applying the cocky-regulated learning phases on reading comprehension activeness. fifteen of 20 students agreed that time-allotment helps them to finish the tasks on time in Forethought and Planning stage. 12 students disagreed that writing the journal regularly in Monitoring stage could help them cull which strategy worked all-time for them. The get-go half could not decide whether they can go their strengths and weaknesses by evaluating their performance in Reflection phase and the other half agreed on the statement. 20 students agreed that the Forethought and Planning phase was easy to follow. 15 students disagreed that Performance Monitoring was easy to follow. 13 students strongly disagreed that this phase was easy. The Forethought and Planning Phase of SRL was the easiest to follow.

... Dengan mampu memahami teks, siswa dapat dengan mudah mensintesis ide dan menerapkannya saat membuat sesuatu. Metode yang meningkatkan pemahaman membaca siswa termasuk mengaktifkan dan menggunakan pengetahuan latar belakang, menghasilkan dan mengajukan pertanyaan, membuat kesimpulan, meringkas, dan memvisualisasikan (Gilakjani & Sabouri, 2016). ...

• Ulfiani Mabruroh

p> An aging gild has acquired several health and social problems in Nippon. Therefore, in order to overcome the current problems and to preclude future problems, Japan has embarked on a human-centered transformation, namely Society five.0 which is experienced not but domestically merely as well worldwide. This change requires anybody, especially the younger generation to gear up themselves to survive and fifty-fifty lead it. There is a set of skills that must be mastered by students to achieve these goals, namely advice, leadership, reading comprehension, and marvel. This newspaper aims to draw methods for developing these skills in elementary schoolhouse students. The conclusion states that some of the methods really complement each other, meaning that they tin can be applied interchangeably in a school setting. </p

... Co-ordinate to the 2013 revised curriculum, students must master four skills while learning English: listening, speaking, reading, and writing. Reading is done to translate the text to get data (Pourhosein Gilakjani & Sabouri, 2016). One of the reading activities carried out by students is reading comprehension (Dewi et al., 2020). ...

• Heni Rochimah
• Suyitno Muslim

Reading comprehension is an activeness to build people'southward agreement through texts past combining information obtained through texts with their knowledge and experience. Students face problems in reading comprehension, such as difficulty answering questions related to descriptive text, not being able to read the entire text, and confusing new vocabulary. This report aimed to determine how students perceive and improve reading comprehension after using Kahoot! Games as learning media for reading comprehension on description text at Country Junior High School in Cilacap. This study uses an experimental sequential mix method with a qualitative descriptive method as the first club followed by a pre-experimental method using a one-group pretest-posttest design. Based on the results of the study, information technology was found that students' perceptions of using Kahoot! Games tend to be positive, students observe learning fun, increase focus and circumspection, eliminate boredom, and motivate students to read the unabridged text. Furthermore, at that place was an increase in students' reading ability as indicated by the paired-sample t-examination results where the sig value. the count obtained was 0.002 0.05, and the count obtained was vi.837 table 2.776. Supported past an 18% increase in the boilerplate pupil training results from 66.4 to 81.

Choosing the best career is vital and needs a long procedure and serious planning for the students to make the right conclusion. This descriptive study investigated the attitude towards career decision-making of the 302 senior high school students of Gingoog City Comprehensive National High School, Gingoog City, Misamis Oriental. Factors such as sex, grade level, and socioeconomic status were focused on determine their influence on students' career decisions. The researchers utilized mean, frequency, and percentage, T-examination, and F-test/ANOVA, Scheffe Mail Hoc Testing, and Multiple Comparisons to organize the information in the study. The results reveal that parents stand as the nearly prominent factor in students' career decisions. Likewise, males and females vary in their career option such that males are more decisive in their career decision-making than females. Further, students who have lower family unit incomes tend to be more fixed in their career choice than those whose families earn high salaries. It was recommended that school guidance counselors provide counseling for students to be more enlightened of the possible courses they pursue and the factors that influence them equally delineated in this report. Moreover, the parents let their children decide on the courses they desire to pursue in their 3rd educational activity and the profession they carry out in the future.

• Afrida Muarifa
• Ngatman Ngatman
• Ratna Hidayah

p>The research aimed to determine the effect of reading comprehension skills on the power to solve math word bug and to determine the contribution of reading comprehension skills on the power to solve math discussion issues to fourth grade students of public elementary schools in Kebumen Sub-district in academic year of 2020/2021. The research was a quantitative research with regression method. The population were all fourth grade students in Kebumen Sub-district. The samples were 324 fourth grade. Sampling method was probability sampling technique. The information collection technique used tests. The results showed that there was a positive and significant event between reading comprehension skills on the ability to solve math word problems to fourth class students of public elementary schools in Kebumen Sub-district in academic yr of 2020/2021. The value of conclusion coefficient (R Square) was 0.214. The reading comprehension skills contributed 21.3% on the ability to solve math discussion problems and the remaining 78.7% was influenced by other factors. Penelitian ini bertujuan untuk mengetahui adanya pengaruh kemampuan membaca pemahaman terhadap kemampuan menyelesaikan soal cerita matematika dan mengetahui besarnya sumbangan kemampuan membaca pemahaman terhadap kemampuan menyelesaikan soal cerita matematika siswa kelas IV SD Negeri se-Kecamatan Kebumen Tahun Ajaran 2020/2021. Penelitian ini merupakan penelitian kuantitatif dengan metode regresi. Populasi penelitian ini adalah seluruh siswa kelas IV SDN se-Kecamatan Kebumen. Sampel pada penelitian ini berjumlah 324 siswa yang dipilih secara acak dengan teknik probability sampling. Teknik pengumpulan information yang digunakan dalam penelitian ini berupa tes. Hasil penelitian ini menunjukkan terdapat pengaruh positif dan signifikan antara kemampuan membaca pemahaman terhadap kemampuan menyelesaikan soal cerita matematika siswa kelas Four SDN se-Kecamatan Kebumen tahun ajaran 2020/2021 dengan nilai (R Foursquare) sebesar 0,214. Kemampuan membaca pemahaman memberikan sumbangan terhadap kemampuan menyelesaikan soal cerita matematika sebesar 21,three % dan sisanya sebesar 78,7 % dipengaruhi oleh faktor lain. </div

• Putu Santi Oktarina
• Ni Kadek Tia Wiat Wilantari

Reading has a very meaning upshot towards individuals' life. English in Republic of indonesia every bit a foreign language, so there are many possibilities which the English language language students become difficulties in understading reading text. EFL young learners are besides still struggling to overcome their reading problems. This research was conducted to find out the EFL children'due south reading problem. The data were nerveless through questionnare and explained descriptively. The questionnare consists of 10 questions which is made based on the rubric of reading. The respondents of this enquiry were the 20 students from the fourth grade. The results of the enquiry that the EFL children's reading problem are students seldom pay attention to punctuation in reading English language, students always have difficulty to distinguish the pronunciation of words in English, students always need a long time to understand the reading text in English, students never look for the master idea of the reading text which they read, students take poor reading addiction because they unusual read in English language or seldom read in English, students seldom even never understand the grammer structures in English when reading, students never fifty-fifty seldom pay attending to the grade or the content of the reading text which they read, students never use any strategies in reading English, students lack of vocabulary when reading English and so that they need a dictionary to comprehend the reading text in English, and students do not like or not interested reading English because they are seldom reading in English language. Thus, the questionnare show the EFL children' reading problem.

Xxx physical didactics students and 30 music didactics students read a passage that could be given either a prison pause or a wrestling interpretation, and some other passage that could exist understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in gratis recall showed hitting relationships to the subject field's background. These results indicate that loftier-level schemata provide the interpretative framework for comprehending discourse. The fact that about subjects gave each passage i distinct interpretation or some other and reported being unaware of other perspectives while reading suggest that schemata tin cause a person to see a message in a sure fashion, without even because alternative interpretations.

This report examined the effects of an intensive shared book-reading intervention on the vocabulary evolution of preschool children who were at risk for vocabulary delay. The participants were 125 children, who the researchers stratified by classroom and randomly assigned to one of two shared volume-reading conditions (i.e., the experimental, Words of Oral Reading and Language Development [Earth] intervention; or typical practice). Results on researcher-developed measures showed statistically and practically significant effects for the Earth intervention with no differential furnishings for children with higher versus lower entry-level vocabulary knowledge. The researchers detected no statistically significant differences on standardized measures. Results suggest that a combination of instructional factors may be necessary to raise the efficacy of shared volume reading for children with early vocabulary difficulties.

• Weidong Yang
• Weiping Dai
• Lijia Gao

For years great emphasis has been placed on Intensive Reading (IR) form. IR has dominated English curriculum in the teacher-dominated class, students practice nothing but only read, listen, write, interpret, imitate, memorize. IR has incurred criticisms which point out disadvantages stemming from IR approach. A number of learning strategies, presumably relevant to IR course in Chinese context, are suggested for Chinese teachers of English. They may integrate pedagogy on the use of the suggested learning strategies with regular classroom activities.

• Roberta Michnick Golinkoff

Reviews selected studies in the area of reading comprehension in order to characterize the differential strategies that skilled and less skilled comprehenders apply. The research reviewed is organized into 3 wide components: ane) decoding, ii) assessing the meaning of single printed words, and 3) text organization processes or obtaining meaning from larger stretches of text. Results from diverse studies advise that proficient and poor comprehenders differ primarily in the offset and tertiary components. Speculations are offered on the interrelationships between these components and their upshot on reading comprehension processes./// [French] Passe en revue certaines ÉTUDES choisies dans le domaine de la compréhension en lecture afin de caractériser les diverses stratégies qu'utilisent des lecteurs plus ou moins habiles. La recherche qui a été revue s'organise sous 3 grandes rubriques: 1) déchiffrage, 2) compréhension du sens de mots imprimés isolés et three) procédé de l'organisation des textes, ou moyen par lequel on obtient le sens de passages de lecture d'une certaine densité. Le résultat de plusieurs études suggère que la principale différence qui existe entre les lecteurs qui comprennent un texte et ceux qui le comprennent moins bien découle des difficultés qu'ils éprouvent dans la lère et dans la 3ème catégorie. On présente des spéculations sur le rapport qui existe entre ces iii catégories et sur 50'effet de chacune d'elles sur le procédé de la compréhension en lecture./// [Spanish] Se revisa una selection de estudios en el área de comprensión de lectura con objeto de caracterizar las estrategias diferenciales empleadas por comprendedores hábiles y menos hábiles. Las investigaciones revisadas se organizan en tres amplios componentes: one) decodificación, 2) acceso al sentido de palabras impresas individuales, 3) procesos de organización del texto o captacion del sentido de tramos más extensos del texto. Los resultados de varios estudios sugieren que buenos y malos entendedores difieren primordialmente en el primer y tercer componente. Se proponen teorías sobre las interrelaciones entre esos componentes y su efecto en los procesos de comprensión de lectura.

• Kate Parry

This article examines the relationship between cultural membership and individual linguistic communication learning behavior, a human relationship that has so far been addressed importantly through questionnaire research aimed at documenting the learning styles of unlike cultural groups. Because such an approach does not illuminate the mechanisms by which culture influences learning, this article suggests an alternative approach that focuses on a narrower range of behavior—namely, L2 reading strategies—and a defined set of cultural practices having to do with literacy. The article reviews briefly the inquiry on these two areas and and so presents data on the strategies for English academic reading tasks used by two quite different groups of students: secondary school students in northern Nigeria and university graduates in Mainland china. The strategies that the two groups of students used were strikingly departure whereas the Nigerian students showed a marked preference for top-down methods of solving comprehension bug, the Chinese students reported a potent trend to employ lesser-up ones. These differing strategies are then related to the different linguistic communication backgrounds of the two groups of students and to their dissimilar experiences of literacy. The commodity concludes that cultural background is an important cistron in the germination of individual reading strategies only that this fact should non atomic number 82 to a unproblematic cultural determinism; individual variation must ever be best-selling, and and so must the fact that both individuals and cultures may alter in the very process of L2 learning.

• Linda Gambrell
• Red J. Bales

The purpose of this report was to investigate the effects of mental imagery upon the comprehension-monitoring performance of poor readers. 60-ii quaternary-form and 62 5th-grade poor readers were randomly assigned to 2 treatments: imagery instructions or general instructions. Subjects read two passages, one containing an explicit inconsistency and 1 containing an implicit inconsistency. Following silent reading of each passage, the subjects responded to a ten-item instrument designed to arm-twist information apropos their awareness of the inconsistency embedded in the text. The subjects who received instructions to induce mental imagery identified both explicit and implicit inconsistencies in text significantly more oft than did the subjects in the command grouping. The results are interpreted as support of the use of mental imagery as a comprehension-monitoring strategy. /// [French] Par cette recherche, on a voulu étudier les effets de la représentation mentale sur la compréhension contrôlant la performance de lecteurs faibles. Soixante-deux élèves de quatrième année et 62 de cinquième, tous faibles en lecture, ont été soumis au hasard à l'une de ces weather condition: enseignement général et enseignement de la représentation mentale. Les sujets ont lu deux passages; l'united nations contenait une incohérence explicite et fifty'autre une incohérence implicite. Suite à une lecture silencieuse de chaque passage, les sujets ont dû répondre à 10 questions permettant de constater leur perception de 50'incohérence dissimulée dans le texte. Les sujets ayant reçu les directives incitant à la représentation mentale ont repéré les incohérences tant implicites qu'explicites beaucoup plus souvent que les élèves du groupe contrôle. Ces résultats soutiennent l'emploi de la représentation mentale comme stratégie de compréhension en lecture. /// [Spanish] Este estudio investigó los efectos de la imaginación visual en el monitoreo de la ejecución en la comprensión en malos lectores. Sesenta y dos malos estudiantes de cuatro grado y 62 de quinto grado fueron asignados al azar a uno de dos tratamientos: imaginación visual e instrucciones generales. Los sujetos leyeron dos pasajes, uno que contenía una inconsistencia explícita, y otro conteniendo una inconsistencia implícita. Después de la lectura en silencio de cada pasaje los sujetos respondieron a un instrumento de x items diseñado para obtener información al respecto de su entendimiento de la inconsistencia embebida en el texto. Los sujetos que recibieron instrucciones para inducir imaginación visual identificaron ambas inconsistencias, explícita e implícita, en el texto, significativamente con mayor frecuencia que los sujetos del grupo control. Estos resultados apoyan el uso de la imaginación visual como una estrategia de monitoreo en la comprensión. /// [German] Diese studie untersuchte die Auswirkungen von geistiger Bildersprache auf die Verständnis-Ueberwachung schwacher Leser. Je zweiundsechzig schwache Leser aus dem vierten und fünften Schuljahr wurden zwei Untersuchungen unterworfen: bildliche und allgemeine Verhaltungsmaßregeln. Dice Versuchspersonen lasen zwei Abschnitte, von denen einer einen deutlichen Widerspruch, der andere einen undeutlichen Widerspruch enthielt. Nach einem stummen Lesen beider Abschnitte beantworteten dice Versuchspersonen einen 10-Fragen Fragebogen, der Data über ihr Verständnis dieser Widersprüche innerhalb des Textes liefern sollte. Dice Versuchspersonen, die Instruktionen zum Heraufbeschwören von geistiger Bildersprache erhalten hatten, konnten die deutlichen sowie die undeutlichen Widersprüche bedeutend öfter herausfinden als die Personen in der Kontroll-Gruppe. Diese Resultate sind so gedeutet worden, daß man sie als eine Unterstützung der Strategie ansieht, die geistige Bildersprache zur Verständnis-Ueberwachung benutzt.

grimmcatertion.blogspot.com

Source: https://www.researchgate.net/publication/303742915_How_Can_Students_Improve_Their_Reading_Comprehension_Skill