This document summarizes a study that examined Nigerian secondary school students' attainment of the literal level of reading comprehension. Specifically, it looked at students' mean scores in reading for exact meaning, information, and gist. The study found that students scored higher in reading for exact meaning than for information or gist. It also found a significant difference between students' scores in reading for exact meaning versus information, and reading for exact meaning versus gist. The study recommends explicitly teaching students how to develop literal reading comprehension skills to help them acquire higher-level comprehension abilities.
The Correlation of Reading Comprehension Ability of Persian and English Langu...inventionjournals
This study investigated the relationship between the reading comprehension abilities in Persian (L1) and English (L2) of 109 Iranian EFL learners at intermediate proficiency levels. The participants completed standardized reading comprehension tests in both languages. Statistical analysis found no significant correlation between the learners' scores on the Persian and English tests. This suggests there is no significant relationship between the learners' reading comprehension abilities in their first and second languages. The study aimed to provide insight into how L1 abilities may or may not transfer to L2 reading comprehension to help inform EFL teaching practices.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS) on note-taking and comprehension of materials presented through an audio system. Two research questions and hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple random sampling procedure. Two instruments were used for data collection. One of the instruments was the Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved students’ note-taking competence as well as comprehension of the notes for both the male and female students and that there was no significant difference in performance based on gender. Recommendations included that students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for note-taking could be tailored towards correcting gender differences in achievement.
IMPROVING THE READING COMPREHENSION ABILITY BY APPLYING THE COOPERATIVE INTEG...IAEME Publication
Reading comprehension is a very important skill to support the student learning
process and is very useful when they are working on test questions. Apart from the
importance of understanding reading skills, there are still many students who have not
been able to master this skill well. This research is classroom action research (CAR)
by applying the Cooperative Integrated Reading and Composition (CIRC) learning
model because it has been proven to improve the students' reading comprehension
skills. This study was carried out with 2 cycles to find out how the implementation and
evaluation of learning to read comprehension of the CIRC type cooperative model that
can improve comprehension reading skills in class VII A students of SMP Negeri 1
Singkawang. The results of this study were analyzed by quantitative and qualitative
analysis. The results of this study cannot be generalized to other subjects. The
research results suggest further implementation of the CIRC model into different
subjects and problems..
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This document provides background information for a teacher study investigating how instruction in phonemic awareness affects decoding skills in readers with dyslexia. It begins with an introduction outlining the problem, purpose, and research question of the study. It then reviews related literature on phonemic awareness and decoding. Phonemic awareness is established as important for reading acquisition, and instruction should include activities to teach sound manipulation. Decoding relies on applying letter-sound knowledge to read words. The document discusses theories of reading development and challenges faced by students with dyslexia.
A Syntactic Analysis of Cambodian News Discourse on COVID-19 Outbreaks: Sentence Lengths and Structures as Predictors of Readability
Bunlot Khoy, Sotheara Suon & Bophan Khan,
Royal University of Phnom Penh, Cambodia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The Correlation of Reading Comprehension Ability of Persian and English Langu...inventionjournals
This study investigated the relationship between the reading comprehension abilities in Persian (L1) and English (L2) of 109 Iranian EFL learners at intermediate proficiency levels. The participants completed standardized reading comprehension tests in both languages. Statistical analysis found no significant correlation between the learners' scores on the Persian and English tests. This suggests there is no significant relationship between the learners' reading comprehension abilities in their first and second languages. The study aimed to provide insight into how L1 abilities may or may not transfer to L2 reading comprehension to help inform EFL teaching practices.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
This paper examined gender influence in the use of Mobile Phone Short Message Service (SMS) on note-taking and comprehension of materials presented through an audio system. Two research questions and hypotheses guided the study. The design of the study was quasi-experimental non-equivalent pretest and posttest. A sample of 400 subjects was drawn from the research population of 800 using stratified simple random sampling procedure. Two instruments were used for data collection. One of the instruments was the Audio- Taped Lecture (ATL) and the second was the Test for Assessing Comprehension (TAC). These instruments designed by the researcher were subjected to validate. Reliability coefficients of 0.88 and 0.81 were obtained for ATL and TAC respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The results of the study included that SMS style of writing improved students’ note-taking competence as well as comprehension of the notes for both the male and female students and that there was no significant difference in performance based on gender. Recommendations included that students be encouraged to use SMS writing styles for note-taking during lectures and that the use of SMS for note-taking could be tailored towards correcting gender differences in achievement.
IMPROVING THE READING COMPREHENSION ABILITY BY APPLYING THE COOPERATIVE INTEG...IAEME Publication
Reading comprehension is a very important skill to support the student learning
process and is very useful when they are working on test questions. Apart from the
importance of understanding reading skills, there are still many students who have not
been able to master this skill well. This research is classroom action research (CAR)
by applying the Cooperative Integrated Reading and Composition (CIRC) learning
model because it has been proven to improve the students' reading comprehension
skills. This study was carried out with 2 cycles to find out how the implementation and
evaluation of learning to read comprehension of the CIRC type cooperative model that
can improve comprehension reading skills in class VII A students of SMP Negeri 1
Singkawang. The results of this study were analyzed by quantitative and qualitative
analysis. The results of this study cannot be generalized to other subjects. The
research results suggest further implementation of the CIRC model into different
subjects and problems..
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This document provides background information for a teacher study investigating how instruction in phonemic awareness affects decoding skills in readers with dyslexia. It begins with an introduction outlining the problem, purpose, and research question of the study. It then reviews related literature on phonemic awareness and decoding. Phonemic awareness is established as important for reading acquisition, and instruction should include activities to teach sound manipulation. Decoding relies on applying letter-sound knowledge to read words. The document discusses theories of reading development and challenges faced by students with dyslexia.
A Syntactic Analysis of Cambodian News Discourse on COVID-19 Outbreaks: Sentence Lengths and Structures as Predictors of Readability
Bunlot Khoy, Sotheara Suon & Bophan Khan,
Royal University of Phnom Penh, Cambodia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
The document discusses key principles for developing literacy in early readers. It emphasizes the importance of understanding students' cognitive and non-cognitive needs through various assessments. The author developed a literacy unit on bats for three transitional readers using texts that addressed their needs. Strategies focused on vocabulary development and comprehension. Students showed growth in these areas, demonstrating the importance of selecting appropriate texts and instructional strategies matched to students' literacy levels and needs.
The effect of an online extensive reading instructional program on jordanian ...Alexander Decker
This study investigated the effect of an Online Extensive Reading (OER) instructional program on Jordanian secondary students' English proficiency. An experimental group participated in the OER program, while a control group did not. Testing found the experimental group scored significantly higher on writing, speaking, vocabulary, reading comprehension and listening. Student opinions from a questionnaire and interview were also positive about the OER program's impact on their English proficiency. The study aimed to contribute to improving English language teaching and learning in Jordan.
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).
The document reviews previous research on note-taking strategies and their benefits. Longman et al (1999) found that summarizing information aids student understanding and memory of lectures. Bates (2000) found that note-taking supports learning by working together with reading strategies. Dhann (2001) confirmed that note-taking helps students remember material and aids reviewing for assignments. Pearce et al (2003) used summarizing as a helpful way to understand main ideas and details. Boch et al (2005) found note-taking fulfills functions of recording information and aiding reflection to build an external memory. Ruschhaupt (2010) and Velliaris (2010) concluded note-taking is beneficial for organizing points, concentration
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
Factors Affecting the Reading Comprehension Level of Grade VI Learners of Sel...SubmissionResearchpa
This document summarizes a study that examined factors affecting the reading comprehension levels of 6th grade students in selected schools in Tanza, Cavite, Philippines. The study found that:
1. The majority of students were at the instructional reading comprehension level based on test results.
2. Parent, home, learner, and teacher factors were all found to moderately affect student reading comprehension levels.
3. There was a weak relationship between parent factors and reading comprehension, and a negligible relationship between home, learner, and teacher factors and reading comprehension.
4. All factors considered were found to significantly affect 6th grade students' reading comprehension.
Igbo language needs analysis of non igbo university of nigeria post-graduate ...Alexander Decker
This study investigated the Igbo language needs of non-Igbo post-graduate students at the University of Nigeria through a needs analysis. A survey was conducted of 76 non-Igbo post-graduate students living in campus housing. The findings showed the various aspects of Igbo language the students need to effectively communicate. As Nigeria uses education to promote national unity, the study concluded it is important to understand students' Igbo language needs to design an effective curriculum. Recommendations were provided to better teach Igbo language as an alternate language to non-native speakers at the university.
6. vol 11 no 1 iwan fauzi_the effectiveness of skimming_77.92 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
Factors Responsible for Poor English Reading Comprehension at Secondary LevelBahram Kazemian
The present study shows factors responsible for poor English reading comprehension at secondary school level students. The purpose of this study is to explore those factors and to suggest remedies how to strengthen English reading comprehension of the students. English is the 2nd language of Pakistani students and Kachru (1996) places it in the outer circle. Test and interviews are conducted to get the data. Different factors like poor command of vocabulary, habit of cramming, no interest to learn creativity in reading but the sole goal is just to pass the examination which are found responsible for poor English reading comprehension. Motivation to learn reading can develop reading comprehension skill of students.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
This paper evaluates the linguistic and pedagogical skills of English language teachers in a multilingual milieu. The survey research method was adopted in this study. The target population for this study comprised teachers and students in public secondary schools in Ado-Ekiti. A total of one hundred teachers and one hundred students were drawn from three separate schools. A self-constructed questionnaire was carefully and specially designed to obtain the necessary data required for the execution of this study. Percentage and frequency counts were used to analyze the data. Findings revealed that language teachers evaluate pedagogical contents regularly. It showed that the aspects teachers evaluated most were the cognitive skills of grammar, followed by essay writing but it is surprising that teachers do not frequently evaluate affective skills of oral English, comprehension and dictation. Moreover, of all the linguistic skills, listening, speaking and observation were less frequently evaluated while reading and writing were averagely evaluated. Finally, findings revealed some constraints to the effective pedagogical evaluation to include large classes, non-challant attitude of students, inadequate facilities, wide syllabus, lack of motivation, incompetence and inadequate time. Based on the findings, it was recommended that regular exposure to educational opportunities where teachers could be made to learn innovative evaluative techniques should be made available in schools.
This document summarizes a research article from the TESOL International Journal that explores foreign language teachers' attitudes toward using immediate written recall protocols versus traditional item types for assessing reading comprehension. The study found that teachers who were properly trained believed recall protocols were superior because they provide insight into comprehension breakdowns to directly inform instruction. The document provides background on the history of reading comprehension research and assessments, noting that traditional discrete-point tests often result in misleading inferences about proficiency. It describes cognitive models of the reading process and debates around defining comprehension. Finally, it outlines research supporting the use of immediate written recall protocols as an alternative assessment framework.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
This document summarizes 10 research articles on teaching reading comprehension strategies. The articles discuss a variety of strategies such as activating prior knowledge, questioning, summarizing, self-monitoring, vocabulary instruction, and using graphic organizers. They also address the need for explicit instruction of strategies, integrating literacy instruction across subject areas, developing conceptual understanding, and scaffolding to help students apply strategies independently. Overall, the research highlighted effective comprehension instruction involves directly teaching reading strategies and ensuring students can select and apply strategies flexibly to improve understanding.
The document discusses how visual elements produce meaning in multimedia and multimodal texts. It covers various ways visuals operate, including through artists' work, websites, images in newspapers, and more. It explores concepts like visual critique, semiotics, and how elements like color, fonts and layouts carry meaning. In conclusion, it discusses how visual design is about more than decoration - it can create and manipulate meanings and virtual experiences.
This document provides guidance on answering "why" questions by identifying the cause and effect in sentences. It explains that the answer should identify the reason, starting with "Because" or "This is because." Examples are given of sentences showing the effect or current situation, conjunction indicating the reason, and the cause. The document also provides examples of answering why questions by identifying the appropriate cause from the information given.
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
The document discusses key principles for developing literacy in early readers. It emphasizes the importance of understanding students' cognitive and non-cognitive needs through various assessments. The author developed a literacy unit on bats for three transitional readers using texts that addressed their needs. Strategies focused on vocabulary development and comprehension. Students showed growth in these areas, demonstrating the importance of selecting appropriate texts and instructional strategies matched to students' literacy levels and needs.
The effect of an online extensive reading instructional program on jordanian ...Alexander Decker
This study investigated the effect of an Online Extensive Reading (OER) instructional program on Jordanian secondary students' English proficiency. An experimental group participated in the OER program, while a control group did not. Testing found the experimental group scored significantly higher on writing, speaking, vocabulary, reading comprehension and listening. Student opinions from a questionnaire and interview were also positive about the OER program's impact on their English proficiency. The study aimed to contribute to improving English language teaching and learning in Jordan.
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).
The document reviews previous research on note-taking strategies and their benefits. Longman et al (1999) found that summarizing information aids student understanding and memory of lectures. Bates (2000) found that note-taking supports learning by working together with reading strategies. Dhann (2001) confirmed that note-taking helps students remember material and aids reviewing for assignments. Pearce et al (2003) used summarizing as a helpful way to understand main ideas and details. Boch et al (2005) found note-taking fulfills functions of recording information and aiding reflection to build an external memory. Ruschhaupt (2010) and Velliaris (2010) concluded note-taking is beneficial for organizing points, concentration
This study is an assessment of teachersand pupils’perceptions use of digital pictures in teaching
reading fluency skills to primary three pupils in Sokoto metropolis, Sokoto state (Nigeria). The study employed
Mixed-design research method was employed where questionnaires and tests were administered only to both
teachers and pupils of experimental group. Two research questions were asked and answered using descriptive
statistics in form of frequency and mean. Questionnaires were used for data collection – one each for the
teacher and the pupils. The study found that both the teachers and the pupils were of the view that digital
pictures are recommendable tools for reading fluency instruction in the study area. Basedon these findings, the
study concluded that digital pictures are effective tools in teaching reading fluency skills to primary three pupils
in the study area. The study, therefore, recommends that, primary school teachers should be encouraged to use
digital pictures in their reading instructions.
Factors Affecting the Reading Comprehension Level of Grade VI Learners of Sel...SubmissionResearchpa
This document summarizes a study that examined factors affecting the reading comprehension levels of 6th grade students in selected schools in Tanza, Cavite, Philippines. The study found that:
1. The majority of students were at the instructional reading comprehension level based on test results.
2. Parent, home, learner, and teacher factors were all found to moderately affect student reading comprehension levels.
3. There was a weak relationship between parent factors and reading comprehension, and a negligible relationship between home, learner, and teacher factors and reading comprehension.
4. All factors considered were found to significantly affect 6th grade students' reading comprehension.
Igbo language needs analysis of non igbo university of nigeria post-graduate ...Alexander Decker
This study investigated the Igbo language needs of non-Igbo post-graduate students at the University of Nigeria through a needs analysis. A survey was conducted of 76 non-Igbo post-graduate students living in campus housing. The findings showed the various aspects of Igbo language the students need to effectively communicate. As Nigeria uses education to promote national unity, the study concluded it is important to understand students' Igbo language needs to design an effective curriculum. Recommendations were provided to better teach Igbo language as an alternate language to non-native speakers at the university.
6. vol 11 no 1 iwan fauzi_the effectiveness of skimming_77.92 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
Factors Responsible for Poor English Reading Comprehension at Secondary LevelBahram Kazemian
The present study shows factors responsible for poor English reading comprehension at secondary school level students. The purpose of this study is to explore those factors and to suggest remedies how to strengthen English reading comprehension of the students. English is the 2nd language of Pakistani students and Kachru (1996) places it in the outer circle. Test and interviews are conducted to get the data. Different factors like poor command of vocabulary, habit of cramming, no interest to learn creativity in reading but the sole goal is just to pass the examination which are found responsible for poor English reading comprehension. Motivation to learn reading can develop reading comprehension skill of students.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
This paper evaluates the linguistic and pedagogical skills of English language teachers in a multilingual milieu. The survey research method was adopted in this study. The target population for this study comprised teachers and students in public secondary schools in Ado-Ekiti. A total of one hundred teachers and one hundred students were drawn from three separate schools. A self-constructed questionnaire was carefully and specially designed to obtain the necessary data required for the execution of this study. Percentage and frequency counts were used to analyze the data. Findings revealed that language teachers evaluate pedagogical contents regularly. It showed that the aspects teachers evaluated most were the cognitive skills of grammar, followed by essay writing but it is surprising that teachers do not frequently evaluate affective skills of oral English, comprehension and dictation. Moreover, of all the linguistic skills, listening, speaking and observation were less frequently evaluated while reading and writing were averagely evaluated. Finally, findings revealed some constraints to the effective pedagogical evaluation to include large classes, non-challant attitude of students, inadequate facilities, wide syllabus, lack of motivation, incompetence and inadequate time. Based on the findings, it was recommended that regular exposure to educational opportunities where teachers could be made to learn innovative evaluative techniques should be made available in schools.
This document summarizes a research article from the TESOL International Journal that explores foreign language teachers' attitudes toward using immediate written recall protocols versus traditional item types for assessing reading comprehension. The study found that teachers who were properly trained believed recall protocols were superior because they provide insight into comprehension breakdowns to directly inform instruction. The document provides background on the history of reading comprehension research and assessments, noting that traditional discrete-point tests often result in misleading inferences about proficiency. It describes cognitive models of the reading process and debates around defining comprehension. Finally, it outlines research supporting the use of immediate written recall protocols as an alternative assessment framework.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
This document summarizes 10 research articles on teaching reading comprehension strategies. The articles discuss a variety of strategies such as activating prior knowledge, questioning, summarizing, self-monitoring, vocabulary instruction, and using graphic organizers. They also address the need for explicit instruction of strategies, integrating literacy instruction across subject areas, developing conceptual understanding, and scaffolding to help students apply strategies independently. Overall, the research highlighted effective comprehension instruction involves directly teaching reading strategies and ensuring students can select and apply strategies flexibly to improve understanding.
The document discusses how visual elements produce meaning in multimedia and multimodal texts. It covers various ways visuals operate, including through artists' work, websites, images in newspapers, and more. It explores concepts like visual critique, semiotics, and how elements like color, fonts and layouts carry meaning. In conclusion, it discusses how visual design is about more than decoration - it can create and manipulate meanings and virtual experiences.
This document provides guidance on answering "why" questions by identifying the cause and effect in sentences. It explains that the answer should identify the reason, starting with "Because" or "This is because." Examples are given of sentences showing the effect or current situation, conjunction indicating the reason, and the cause. The document also provides examples of answering why questions by identifying the appropriate cause from the information given.
A hiker named Marco Lavoie went on a planned three-month solo trip in the Canadian wilderness. However, early into his trip, a bear attacked his camp and destroyed his food and canoe supplies. His German Shepherd dog chased the bear away but this left Lavoie stranded without any means of calling for help. After three days with no food, Lavoie was forced to kill and eat his beloved dog to survive. He then spent the next three months alone in the wilderness before finally being rescued in a severely weakened condition. Experts agreed that eating the dog was Lavoie's only choice to survive given the harsh conditions and lack of other food sources in the remote area.
This document discusses making inferences and provides strategies for doing so. It explains that making an inference involves using clues from text, pictures, or prior knowledge to draw a conclusion. Some strategies for making good inferences are using word/text clues, picture clues, defining unknown words, looking for emotions, using background knowledge, and asking questions. The document encourages practicing making inferences and provides examples to do so.
The document provides information and examples about how to answer language use questions on the comprehension paper. It discusses that these questions test understanding of word meanings and nuances in context. It then gives examples of language use questions from past papers. Finally, it defines and provides examples of three types of irony - verbal, dramatic, and situational irony - that may be tested in comprehension questions.
This document discusses making inferences from text. It explains that making an inference involves gathering clues, reasoning from evidence, and reading between the lines to reach conclusions about information that is not directly stated. It provides examples of comics where the reader must make inferences to understand jokes or situations by figuring out missing context not explicitly provided. The document encourages practicing making inferences when reading comics by explaining why things are funny or what information is not directly given.
The document provides tips for writing an effective narrative, including stating a clear thesis, including descriptive details to make the story vivid, answering basic questions like who, what, where, when to choose important details, using dialogue to move the story forward or reveal character personalities, and organizing events chronologically or out of order for interest. Visualizing the story in advance can help write a more compelling narrative.
The document provides tips for writing effective summaries, including identifying the main points of the text, expressing those points in a concise paragraph, selecting the key points while avoiding details and examples, using your own words by replacing words with synonyms and antonyms, and editing the summary by checking word count, mistakes, and consistent tense and perspective.
This document provides a review of common grammar and punctuation issues for a final exam, including subject-verb agreement, verb tense, sentence fragments, run-on sentences, word choice and spelling, pronoun problems, and uses of commas and other punctuation like apostrophes and quotation marks. Examples are given to illustrate incorrect and correct usage for each concept.
The document provides tips for writing an effective narrative or story. It recommends including an interesting plot and setting, stating a clear thesis, using descriptive details, answering basic questions about key events, incorporating dialogue, and organizing events chronologically or creatively. The narrative should have a purpose and illustrate a point. Writers are advised to visualize and plan their narrative before drafting to craft a compelling story.
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
The document discusses how to infer meaning from text by going beyond what is explicitly stated and considering clues like setting, character personalities and emotions, and author's motives. It emphasizes analyzing a text like a "word picture" by considering these contextual elements.
Sec3 english language_comprehension_in your own wordsAdrian Peeris
Answering "...in your own words..." presents a challenge to most students. These slides provide an approach to tackling this type of comprehension question at O' Level
This document provides guidance on how to answer "use your own words" comprehension questions. It discusses two types of such questions. For the first type, which asks you to explain something in your own words, you should find the answer in the passage, identify the key words, and rephrase them using synonyms or similar phrases. For the second type, which asks you to explain the meaning of a word or phrase, you should identify the key ideas, substitute synonyms or associated words, and consider what these words suggest in a complete sentence. The document emphasizes using your own words rather than lifting directly from the text and provides examples of how to approach each type of question.
Making inferences (definition, strategies, exercises)Javier Cárdenas
The document discusses making inferences when reading. It provides examples of inferring characters' feelings, motives, and the author's purpose. Readers must combine the written information with their own life experiences to infer deeper meaning. The document contains scenarios where the reader must infer details that are not explicitly stated, such as inferring a man is angry from his shouting or that someone was killed from seeing a bloody knife. It emphasizes that readers should view a text as a "word picture" and infer details about the setting, characters' personalities and emotions, and characters' motives from clues provided.
The passage discusses making inferences while reading. It provides examples of inferences readers can make about characters in short stories. These include inferring why a woman named Boori Ma hasn't slept in two nights based on contextual clues, and inferring the message an author wants to convey based on words and events described. The passage emphasizes that readers use their background knowledge and clues from the text to make logical assumptions about what is implied but not directly stated.
How do you answer questions related to visual text comprehension in the new O level English Language syllabus?
These are a few questions you can ask yourself when answering these questions. Use these slides to start questioning the visual text and from there, answer the questions regarding the information and images given.
O Level Visual Text - Common Questions and How to Answer ThemGoh Bang Rui
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These slides are used to explain the common questions for Visual Text (Section A under Paper 2) and provides examples to answer various types of questions for O Level English Language Examination in Singapore.
Students are introduced to the concept of Visual Text which consists of 5 marks. These 5 marks can be a difference your current grade and the next one and learning how to answer these questions will help you score for your next Visual Text assignment.
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Prediction involves guessing what will happen next in a story based on clues, while inference uses clues to draw conclusions about characters and events that may or may not be confirmed. When predicting, the reader focuses on what will occur in the future of the story. Inference allows readers to question why characters act in certain ways and speculate on other unanswered elements. Readers can practice both strategies by asking questions before, during, and after reading a text.
Developing Extensive Reading Strategies_ A Case Study of Ten Indonesian EFL L...Rudi Haryono
This study investigated the effects of an extensive reading program on 10 Indonesian EFL students over 12 weeks. The students faced various difficulties with extensive reading related to managing time, understanding new vocabulary, and maintaining interest or mood. However, they also perceived benefits including improved reading ability, larger vocabulary, increased motivation to read, and a more enjoyable reading experience. The findings provide insights into supporting students' extensive reading through addressing time management, selecting appropriately leveled materials, and cultivating positive reading habits and attitudes.
A study of the effect of home, school, and personal variables on students’ re...Alexander Decker
This study investigated the effects of home, school, and personal variables on 200 Nigerian secondary students' reading comprehension achievement. The study found that while all variables affected performance, home and school factors had a significant effect, whereas personal variables did not. It was concluded that considering the variables together would largely predict reading comprehension achievement. The study recommended that parents and teachers have important roles to play in improving students' English language comprehension skills.
A study of the effect of home, school, and personal variables on students’ re...Alexander Decker
This study investigated the effects of home, school, and personal variables on 200 Nigerian secondary students' reading comprehension achievement. The study found that while all variables affected performance, home and school factors had a significant effect, whereas personal variables did not. It was concluded that considering the variables together would largely predict reading comprehension achievement. The study recommended that parents and teachers have important roles to play in improving students' English language comprehension skills.
This study examines factors that impact reading comprehension for secondary students, including working memory, vocabulary, prior knowledge, word recognition, reading strategies, and motivation. There is no agreement on which factors are most important. The study aims to determine the relative importance of these factors and their relationship to student profiles to improve teaching practices and reading skills.
This document summarizes a research article that analyzes the ethical issues in select Nigerian children's fiction from a linguistic perspective. It discusses children's cognitive development stages according to Piaget and how this should inform the language used in children's literature. The research analyzes clausal elements and sentence structures in samples from three Nigerian children's books using Systemic Functional Linguistics as the theoretical framework. The goal is to identify common linguistic patterns and their functions to serve as a checklist for authors, publishers and teachers on appropriate language for children's literature.
This document summarizes a research article that analyzes the ethical issues in select Nigerian children's fiction from a linguistic perspective. It discusses children's cognitive development stages according to Piaget and how this should inform the language used in children's literature. The document also outlines the systemic functional linguistics framework that will be used to analyze language patterns in terms of clausal elements, sentence types, and their functions. Specific data will be drawn from 3 Nigerian children's books to identify the predominant sentence typology and clausal elements to determine how the language promotes simplicity and clarity for children.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The role of metacognitive awareness on language teaching and learning have
been confirmed by several studies, but the discussions of this topic in
Chinese as foreign language are limited. The aim of the present research was
to map metacognitive awareness profile of Chinese language learners. Total
respondent of this research was 80 Chinese language learners (38 males and
42 females) which comprise secondary students. Convenience sampling
technique was employed to select the respondents. Meanwhile, the
metacognitive awareness data were collected utilizing Junior Metacognitive
Inventory. The obtained data were analyzed using descriptive statistic. MannWhitney
U
Test
was
employed
to
investigate
the
significance
differences
of
metacognitive
awareness between male and female. The findings showed
that 46.25% of Chinese Language Learners have a good metacognitive
knowledge, 28.75% fair, 20% very good, 3.75% poor, and 1.25% very
lacking. The finding also showed that 40% students have good metacognitive
regulation, 36.25% fair, 15% very good, 7.50% poor, and 1.25% very
lacking. In addition, between male and female students have no significant
difference in knowledge of cognition. On the contrary, regulation of
cognition female learners (Mdn= 32.50) significantly (U= 551.000, p>0.05)
better compared to male (Mdn= 30).
The document summarizes a study that assessed the reading comprehension levels of junior high school students at Zosimo Magdadaro National High School. It discusses the background of the study, statement of the problem, significance of the study, scope and limitations. It also describes the methodology used, including the research design, subjects, instruments and data collection process. Key findings indicated a need for targeted interventions to improve reading comprehension skills. Recommendations included providing more reading exercises and materials, assessing students earlier, and developing instructional tools tailored to their levels.
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
Effect of fluency on reading comprehensionmizzyatie14
This document summarizes Beth Egmon's 2008 doctoral dissertation which examined the relationship between reading fluency and comprehension in first grade students. The study aimed to address a gap in research by determining if fluency is a predictor of comprehension for early readers. Egmon reviewed literature establishing the importance of fluency and comprehension. Her methodology involved collecting fluency and comprehension data from first grade students using a standardized assessment. The results provided insight into how fluency instruction can support comprehension development in first grade.
The Effect of Schema Theory on Reading ComprehensionDhe Dhe Sulistio
This chapter introduces the background, research question, objectives, significance, limitations, and definitions of key terms for the study. The background discusses how reading is an active mental process that involves using both direct and implicit information. Three main reading models are described: bottom-up, top-down, and interactive. The research question aims to determine the effect of schema theory on reading comprehension for fourth semester students. The objective is to know if schema theory affects reading scores. The significance is that the results could help improve teaching techniques and student motivation. The study is limited to fourth semester students in one academic year. The hypothesis is that there will be a significant difference in reading scores between students who are given schema versus those who are not.
Reading is a pivotal skill for non-English department students as a vehicle to
update their knowledge. One of reading activity which is beneficial is
extensive reading. Several studies have proved the advantage of extensive
reading, but study regarding what reading material is read by students is
under explored. To fill this gap, this research aimed to uncover what nonEnglish
department
students
read
during
extensive
reading
program
and
why
they
chose that theme. The participants were Agroecotechnology students
(n=52). The data was collected from the reading log sheet and participant
interview. The reading log sheet was analyzed by the researcher to find the
theme of the text that students read. The interview was conducted in
Indonesian to make students at ease. After the interview, the transcript was
written and translated into English. The result shows that there are 32 types
of themes with various frequency distributions. Theme that students read is
mainly caused by their hobby, favorite idol, and a senior student who
influence them to read certain theme.
This document discusses improving reading comprehension for ESL learners online. It notes that second language readers face more challenges than first language readers due to limited linguistic knowledge and differences in cultural/social knowledge. The document reviews theories on top-down and bottom-up reading processes and the interactive approach. It also discusses strategies for teaching reading comprehension, including activating prior knowledge, allowing for sustained silent reading, and using visual representations and group discussions after reading.
Reading Strategies and Reading
comprehension in English among ESL school
students in Dubai, UAE – A Moderated
Mediation Regression Model
1
Sheeba Jojo,
2Channintorn Jittawiriyanukoon, 3Varughese Kizhakkacharuvil John
1Assumption University of Thailand, Bangkok 10240
2Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
3Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
Corresponding Author: Sheeba Jojo
Ph: +971 50 769 5778
Abstract: The purpose of the study was to find out the relationship between reading strategies and the Lexile score of
the online reading comprehension program ‘Literacy Pro’. It was hypothesized that the reading strategies adopted
by students and the same recommended by the teachers have a positive intervening effect on the Lexile scores. The
findings of the study were not completely supportive as hypothesized. The moderated mediation regression results
are not reflecting any significant improvement in the Lexile score of students through the intervention of reading
strategies adopted by the students and the training imparted to that effect by the teachers. The technology oriented
‘Literacy Pro’ is a multi-component reading skill development program. Reading comprehension is the product of
multiple skills and knowledge sources, and the struggling readers often experience difficulty in multiple reading
skills. The foundational skills such as word identification, vocabulary knowledge, and reading fluency in addition
to strategies are necessary to construct meaning of the text and reading comprehension. Teachers must promote
text discussions in the classroom, provide online quiz competitions to improve vocabulary, grammar, and
construction of the sentences of a given text in the online reading program. An attractive and motivating software
application shall be developed and integrated to ‘Literacy Pro’ for individual learning practices and reading
comprehension.
The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
The document discusses the effect of different listening activities (pre-listening, while-listening, and post-listening) on students' listening comprehension. It describes each type of activity and analyzes the results of a test administered to 30 students, which found that while-listening activities had the strongest positive impact on listening comprehension scores. Specifically, the group that listened to a text and questions twice during the activity scored highest on average. The document concludes that various listening activities can help improve EFL students' development of the important listening skill.
The assessment of positive effect on English reading habit, mini-research on ...Kum Visal
This literature review examines the impact of English reading habits on university students. It explores several hypotheses, including that increasing English reading can improve students' mindsets and performance, as well as graduation rates. The review identifies 4 research objectives: 1) determining the most influential factors behind improved results from increased English reading, 2) analyzing the importance of foreign language materials, 3) finding out students' English reading abilities and possibilities, and 4) identifying differences in knowledge gained from other sources. It also lists 4 research questions related to these objectives. The review then examines the background, strategies, and extensive knowledge of reading, as well as procedural reading approaches.
An Evaluation Of The Oral Reading Fluency Of 4Th Graders With Respect To Pros...Emma Burke
This study examined the oral reading fluency of 70 4th grade students in Turkey with respect to prosodic characteristics. The students' words correct per minute (WCPM) and prosodic reading skills were evaluated using a standardized scale. It was found that the students' average WCPM was within normal levels but 40% had problems with prosodic reading skills like expression, phrasing, and pace. Additionally, there was a positive correlation found between higher WCPM and stronger prosodic reading abilities. The study concluded that more emphasis should be placed on teaching prosodic reading skills in primary schools.
Most Common Oral Reading Miscues and Reading Comprehension level of Grade 7 L...VINCENTCAILING1
This is a basic research about the relationship of most common oral reading miscues and the reading comprehension level of Grade 7 Less proficient Readers
Similar to Literal level of student's comprehension in nigeria a means for growing a new generation african scholars (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
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Literal level of student's comprehension in nigeria a means for growing a new generation african scholars
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Literal Level of Student's Comprehension in Nigeria: A Means for
Growing a New Generation African Scholars
Wisdom I. Jude1 O. B. AJAYI2
1. Department of Curriculum and Teaching, College of Education,
Afaha Nsit, P.M.B. 1019, Etinan, Akwa Ibom State, Nigeria
2. Department of General Studies, Taraba State Polytechnic, Wukari
* E-mail of the corresponding author: wisppa@yahoo.com
Abstract
The concern of this study was to examine students’ attainment in literal level of reading comprehension under
reading for exact meaning, for information and for gist in a text. Two research questions and two hypotheses were
formulated to guide in the study. An expost-facto research design was also employed. The researcher used an adapted
Literal Reading Comprehension Test (LRCAT) for data collection. Out of a population of 1,803 SS2 students in Uyo
L.G.A, 109 students formed the sample by a stratified and a hart and draw simple random sampling technique.
Data collected were analyzed using the mean, standard deviation and paired dependent t-test.The mean score of
students in reading for exact meaning was higher than reading for information and gist. The major findings were that
with a df of 108 there is significant difference in students’ mean attainment scores in reading for exact meaning and
reading for information. Also, there is significant difference in students’ mean attainment scores of reading for exact
meaning and reading for gist. Based on the findings, it was recommended among others that, learners should
consciously be taught how to develop their literal reading comprehension in order to encourage the acquisition of
other comprehension levels at the senior secondary level, if comprehension must have been attained.
Keywords: Literal Reading Comprehension, Reading for Gist, Reading for Information
1. Introduction
In second language situation, the attainment of reading comprehension attainment has remained the ultimate desire
of any students, parents and society at large, for the realization of educational goals. Students’ level of reading
comprehension is the pivot to all other subjects, as it directly affected student attainment in the entire academic
process. Therefore, it becomes pertinent that students acquire reading skills for comprehension from literal,
inferential and evaluative levels.
However, the problem of low reading comprehension has led to poor academic attainment, which has resulted in
failure, frustration and drop out from schools. Consequently, it has led to examination malpractice which had
bedeviled the entire education system. Despite all measures to reverse the situation, the recent 2010/2011 results
released by West African Examination Council (WAEC) and National Examination Council (NECO) have left more
to be desired.
Moreover, the basic factor has remained that students cannot comprehend the concepts they read to the point of recall
and application. Thus, students’ level and type of understanding of texts varies. This is dependent on the students’
independent reading level and their background or experience that interplays with the coded message in any text
(Oyetunde, 2002). Hence, level of comprehension has to do with the students’ level of reasoning and meaningful
interpretation of written symbols during the reading process. During reading comprehension, the readers’ ability to
read and recognize the form and supporting points of an argument; to grasp details; to recast using their own senses,
complex ideas presented in a given text is very important.
By implication, literal comprehension is technically a basic form of reading comprehension involving understanding
those facts and descriptions that are explicitly stated, not alluded to or inferred in the text. Students need to develop
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this comprehension skill because it creates a grasp of literal information and establishes a foundation for the
assimilation of more complex reading skills.To support this view, Goff (2010) asserts that literal comprehension is a
process that involves reading to understand the surface meaning or identifying information explicitly stated within a
passage. It could also be referred to as thinking within the text. Nevertheless, at this level of reading comprehension,
students’ ability to identify exact meaning of vocabulary used in the passage (reading for exact meaning at the word
and sentence level), read for information (understanding the central point the author is trying to get across) as well as
their ability to give a paraphrase or summary of what they understand from the text, among other factors that come to
play.
In line with this view, Onukaogu (2003) asserts that reading occurs during interplay of visual and non-visual
elements which are grammatical constituents of the written text and background or experience of the reader. This
also includes the understanding of language as used in the text, reading skills and the reader’s familiarity with
concepts presented in the text. Comprehension according to Ngwoke (2006) implies showing understanding of a
reading text. The pattern of comprehension of a reading text is evident in the readers’ ability to respond correctly to
the issues raised in the text in question form. Therefore, comprehension is operationally defined as the ability to
respond correctly to questions derived through ‘wh’-questions transformations on the syntactic structure of given
passages.
Based on the foregoing, reading and comprehension are inseparable as students can never be interested in reading
what they cannot understand. In this regard, reading and comprehension have come to operate as one concept due to
their synonymous relationship. Therefore, comprehension as a by- product of reading does not occur in the absence
of reading neither is reading meaningful without understanding (Ngwoke, 2007). Literal comprehension deals with
and does not go beyond facts and details. Tests items used to assess literal comprehension include the ‘wh’ questions
like ‘what’, ‘when’, and ‘where’ (Huggins 2009). Thus mastering this component of reading development means
being able to understand literally what the author said.
2. Statement of the Problem
In most times, in Nigerian secondary schools reading problems abound. Apart from the relative lack of interest and
poor reading habits among students, there is adequate evidence to prove that students simply do not comprehend
what they read in and outside the classroom. The reading challenges at this level are enormous, as reading cannot be
attained without comprehension. Students are faced with the trouble of reading and comprehension task in content
area as well as in English language which is very demanding, especially in second language situation like ours. This
situation has continued to be a source of worry and embarrassment to both educational stakeholders and the nation as
a whole, as students who have gone through twelve years of schooling continue to lag behind in their performances
in most academic subjects at the end of secondary education.
However, as a backdrop, the situation has bred more vices like examination malpractice. This incompetence
displayed depends on the level of reading comprehension students attain, whether it corresponds with the required
comprehension level for such a class. Their low literal comprehension level is evident in students’ inability to read
for exact meaning, for information and for gist in a given text. Therefore, it becomes pertinent to ascertain the
attainment of students at the initial or literal level of reading comprehension urgently, if the educational system in
Akwa Ibom State is to be sanitized.,
3. Purpose of the Study
The study was to determine the mean attainment score of SS2 students in reading for exact meaning, information and
gist in literal level of reading comprehension.
4. Research Questions
* What is the difference in the mean attainment scores of student between reading for exact meaning and reading
for information in literal reading comprehension?
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* What is the difference in the mean attainment scores of students between reading for exact meaning and reading for
gist in literal reading comprehension?
5. Hypotheses : The following hypotheses were formulated to guide in the study:
* There is no significant difference in the mean attainment scores of students in reading for exact meaning and
reading for information.
* There is no significant difference in the mean attainment scores of students in reading for exact meaning and
reading for gist.
This study is premised on cognitive psychology by Barlett and Schema. Cognitive psychology is the study of
the structures and components for processing information. Students organize information into goals and sub
goals in a fraction of a second and achieve remarkable results (Ellist, Kratochwill, Cook and Travers, 2000).
According to Barlett and Kinsch (1954) a study on memory was conducted in 1932. He presented exotic stories
to his research participants and then asked them to recall the stories at different times. The title was “the war of
the ghosts.”When the listeners or readers were asked to tell or rewrite the story, most readers imposed an order
and organization on it that are frameworks that modify incoming data so that they ‘fit’ a person’s experiences
and perception (Phye & Andie, 1986). They are the basis of memory and result from our previous experiences,
which we organize in an individual manner. The organization of information in at the heart of the concept of
schema. Thus, Barlett believed organization is important on three levels.
According to Chapman (1974), the hierarchical theory, postulates that the literal reading comprehension process can
be divided into separate skills that are distinguishably different from each other and which are hierarchically related
with the application of the simpler skills providing knowledge which serves as input for the application of the more
complex.
However, operationally focus shall be on reading for exact meaning of words, for information and for gist. In
agreement, Goff (2010) stipulated that the components of literal comprehension are context, facts and sequence. To
comprehend a text literally, the reader has to integrate these three components, understanding context as the whole
picture created by the relation between facts, facts as a key information provided in the text and sequence as a
process over time. These components combine in the reader’s mind to create comprehension.
This is based on the reason that, according to Tizon (2009) reading for exact meaning of vocabulary in context is an
aspect of literal comprehension which deals with readers’ knowledge of vocabulary in context. Here the reader can
understand meaning of words or phrases through the use of context clues like synonyms, antonyms, examples, prior
knowledge, substitution and inference.
Reading for information or the main idea is the central point the author is trying to get across. It is easy to identify
because the author explicitly states it at the beginning of the passage or in the concluding paragraph. The passage
could be written to inform or entertain readers.
However, abilities to differentiate supporting ideas (summary) entails extracting facts, ideas, or descriptions that
further explain or support the main idea of a reading passage. A reader’s ability to differentiate it from the main idea,
enables him to summarize. Thus, to achieve reading comprehension the reader employs skills such as identifying the
main idea of a passage, summarizing the context of a text, generating questions about the information in the text and
looking for clues that answer those questions ( Neufeld 2006 & Mercurio 2005).
Moreover, reading attainment at the higher level of comprehension usually builds on reading ability at each of the
proceeding lower levels (literal, inferential and evaluative). In this study, emphasis is on the subdivisions at the
literal level of comprehension. Many studies have been carried out to elicit reading comprehension of students. Some
of the studies were those of Akabogu (2002) which investigated the effect of contextual clue exposure to English
registers on SS2 students’ achievement in reading comprehension. The research was carried on the assumption that
students have difficulty in comprehending passages as a result of unfamiliar content and registers.
The researcher adopted quasi experimental design. Eight public secondary schools were selected from the urban and
rural areas of Enugu, using the stratified random sampling technique. Two intact classes randomly selected and
assigned to experimental and control groups. A total of two hundred and sixty students comprising of 133 male and
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Vol 3, No 7, 2012
female students from urban and rural schools form the treatment group. The control group consisted of 127 male and
female students from urban and rural areas. The treatment group was taught reading comprehension using contextual
clue exposure to English registers. On the other hand, the control group was taught same content using conventional
method of background knowledge of text. Data was collected using a Reading Comprehension Achievement Test
(RCAT). The data was analyzed using mean, standard deviation and Analysis of Co-Variance (ANCOVA). The result
of the study revealed that contextual clue exposure to English registers significantly enhanced students’ achievement
in reading comprehension than the conventional method of background knowledge of text.
Also a research designed to find out what reading strategies secondary school students use when processing print was
conducted by Oyetunde (2002) in Jos. Cloze test was used for data collection from 282 senior secondary two (SS2)
students drawn from five schools in the study area. The four cloze passages consisted of one expository and one
narrative passage at the readability level of the grade tested while the other two passages were at two readability
levels below the grade. In the result, the percentages of students for whom all the passages were on frustration level
were extremely high. The result also indicated that students performed better on higher level expository text than the
lower text. This is an indication that the FOG readability index failed to predict accurately the relative difficulty of
the passages for the students tested.
However, evidence proved that students who read the passages at both frustration and instructional levels were
stronger in their ability to use semantic clues than ability to use syntactic clues. Again, students for whom the
passages were on frustration level were limited in their ability to use information between and within sentences. The
finding revealed that poor reading strategies of the students was due to language background, lack of adequate
control over English and poor instructional practice in schools. This is the ‘crux of the matter’ as students at the
tertiary institution reading comprehension can barely exceed the literal level of reading comprehension.
A similar research by Ogundipe (2004) was carried out in a Nigerian polytechnic. It also identified some of the
reading problems of the learners which are associated with the language of their learning. To also determine their
reading levels (literal, inferential and creative), the result analysis showed their performances were low and quite
insufficient for learning at higher institution.
Other researchers have carried out studies on literal comprehension. For instance a study conducted by Luke (1984)
to find out the relationship among the levels of achievement in literal and inferential reading comprehension skills
and the cognitive functions of analytic field approach cognitive styles. A population of 305 sixth-grade students was
selected from two Dade County, Florida. The respondents were given petriel reading comprehension test. Based on
their reading scores a sample of 48 students were assigned to four sample reading comprehension groups of low
literal-low inferential, high literal-low inferential, low literal-high inferential and high literal-high inferential. The
respondents were given three cognitive instruments. The data collected were analyzed by means of t-test,
discriminate function analyzes, and Cohen Kappa. The hypotheses in the directional form, were tested at the 0.05
level.
These two discriminating variables were measuring significantly different discriminating dimensions for each
comparison and had little shared variance. Common thinking processes were found in both the cognitive functions
which were exhibited in the types of concept attainment strategies and conceptual tempos, and the reading
comprehension skills. Thus, the stronger discriminative power between certain reading comprehension groups gave
possible clues about the relationships between literal and inferential comprehension processes.
Tizon (2009) in Philippines, a study on reading competencies of the 2nd years high school students of Diplog City
Division: Basis for strategic reading programme. The study was conducted to find out levels of reading
comprehension skills for the 2nd for high school students of Diplog City Division for S.Y. 2008 – 2009. significant
difference on the level of reading comprehension skills of the student when grouped according to sex, educational
attainment, and type and exposure to varied media were also determined. A teacher made test was used for data
collection. Statistical tools like percentage weighted means and F-test (ANNOVA) were sued to answer the objective
of this investigation. Results showed that of the three levels of reading comprehension, application and integration
obtained the highest weighted mean of 56.02 with a verbal interpretation of poor whereas in the critical level the
students obtained only a weighted mean of 39.43 with a verbal interpretation of very poor. All together the reading
comprehension level of the students had a grand mean of 50.39 with a verbal interpretation of poor. Finally, there
was no significant difference found in the level of reading comprehension skills when grouped accordingly. This is
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Vol 3, No 7, 2012
why students’ comprehension level must be taken into consideration by consciously teaching them skill that will
develop their early enough.
Lerpattaramanat (2010) studied on developing reading skills through the use of real-life reading activities. Using
sample purposive random sampling 23 students study in 7th-grade at Muany Chumpomwittava high school in
Thailand. The study was carried out for 18 periods in the second semester. The findings were that real-life reading
text designed by the reading for gist is effective 81.9684. 92 as criteria the effectiveness index of the real life reading
text equals 0.8502 it showed that after studying the scores increased (85.02%) the achievement test studying is
significant at (0.01).
6. Method
The research design adopted was ex-post facto. This was used because the researcher attempts to align some existing
effect to one variable as causative agents. The population consisted of all 1,803 Senior Secondary Two (SS2) public
school students in Uyo local government area of Akwa Ibom State. Current record in the State Secondary School
Board shows that there is estimated population of 1,803 SS2 students in the 11 public secondary schools in the area
of study. A stratified random sampling technique was employed to select schools in Uyo LGA. Schools were selected
on the ratio of 4:1 (four schools from urban and rural areas each ) using hart and draw simple random sampling
technique as each of the urban and rural area has at least not less than 4 public secondary schools. Therefore, 8
schools were used and due to inequality of SS2 population in each school, 15 students from each school population
formed the sample size of 120.
An adapted Literal Reading Comprehension Attainment Test (LRCAT) was used for data collection. The
comprehension passages were extracted and adapted to suit the students’ class and background. Sources were
Azikiwe (1998) and Ranjimanikum (2003). Twelve questions were developed for the three passages of LRCAT.
Respondents were required to answer 5 questions which tested their ability to read for exact meaning, 5 questions
tested their ability to read for information and 2 questions tested for the gist or summary of the passage. Face and
content validity of the instrument was done by three professionals in the area of study. The reliability of the
instrument was determined using test-retest method with a reliability index of 0.72, which was administered to 20
SS2 students who did not form the sample size of the study. The data was treated using Pearson’s product moment.
After the validation of instrument, 12 items survived out of the twelve sent out
The instrument was administered to 120 SS2 students, although with a mortality rate of 11, the total data collected
was from 109 respondents. The researcher was assisted by English Language teachers from the schools under study.
The respondents were required to fill in the required written reasoning responses respectively. Hence, the data was
analyzed statistically using dependent t-test.
7. Results
The dependent t-test analysis of mean achievement scores of students exposed to reading for exact meaning and
reading for information in literal reading comprehension. Data collected were analyzed based on the hypotheses in
the study.
Research Question
What is the difference in the mean attainment scores of student between reading for exact meaning and reading for
information in literal reading comprehension?
Table 1: Mean attainment scores between reading for exact meaning and for information
Variables N X (Mean) SD Mean Difference
Reading for exact meaning attainment of students 109 3.6514 1.54785
2.8991
Reading for information attainment of students 109 .7523 1.27043
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Table 1 indicates that mean difference in the attainment scores of students in reading for exact is 2.8991 higher than
their attainment in reading for information.
Hypothesis One: There is no significant difference in the mean achievement scores of students in reading for exact
meaning and reading for information.
Table 2: Paired samples t-test analysis of the difference between reading for exact meaning and reading for
information
Variables N X(means) SD std t df Sig(2-tailed)
Error
mean
Reading for exact meaning attainment 109 3.6514 1.54785 .15374
of students
18.735 108 .000
Reading for information attainment of 109 .7523 1.27043 .12169
students
S = Significant at 0.05 level (from 0.05 - .00 is significant); df 108
The result shown in table 2 indicates that the mean of reading for exact meaning is significantly higher than that of
reading for information. By implication SS2 students scored higher in their attainment on questions relating to reading
for exact meaning than they did in questions relating to reading for information. Also, the analysis shows a p-value of
.000 which is less than 0.05 therefore the null hypothesis is rejected
Research Question 2
What is the difference in the men attainment scores of student between reading for exact meaning and reading for gist
in literal reading comprehension?
Table 3: Meaning attainment scores between reading for exact meaning and reading for gist
Variables N X (Mean) SD Mean Difference
Reading for exact meaning attainment of students 109 3.6514 1.54785
3.1009
Reading for gist attainment of students 109 .5505 .81065
The mean scores of attainment in reading for exact meaning is 3.1009 higher than .5505 of reading forgist.
Hypothesis Two: There is no significant difference in the mean achievement scores of students in reading for exact
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7. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
meaning and reading for gist.
Table 3: Paired samples t-test analysis of the difference between reading for exact meaning and reading for gist.
Variables N X(means) SD std Error t df Sig(2-tailed)
mean
Reading for exact 109 3.6514 1.54785 .14826
meaning attainment of
students
21.999 108 .000
Reading for gist 109 .5505 .81065 .07865
attainment of students
S= Significant at 0.05 level
Table 3 reveals that the mean (X) for reading for exact meaning is significantly higher than the mean of reading for gist.
For as student to give a gist of a passage then he should possess the ability to understand the sequence as well as the
main idea in the passage. In addition, he should be interacting successfully enough to retell the story in a paraphrased
form called summary. This places a demand on a higher level of reading skill than reading for information. The mean
scores seem to be retrogressing as it moves towards a higher level of reading skills. Thus, the null hypothesis is rejected
and the alternate hypothesis which stated that ‘there is a significant difference in the mean achievement scores of
students in reading for exact meaning and reading for gist’ is upheld.
8. Discussion of Findings
The concern of this study has been on students’ attainment in literal comprehension level. The findings revealed that
difference in students’ attainment in reading for exact meaning, reading for information and reading for gist in a text is
significant. Based on research question one, the scores of students between reading for exact meaning and reading for
information is significant by 2.8991. Whereas, in research question 2, the difference in mean attainment scores in
reading for exact meaning and reading for gist is highly significant at 3.1009. This is an indication that students’
attainment scores from questions designed for reading for exact meaning was higher than those questions designed for
reading for information.. Also, the attainment of reading for exact meaning was higher than attainment in reading for
gist.
However, the poor rate of mean difference in score reading for gist and exact meaning is significantly higher. This
reveals that students scored too low on questions for reading for gist than question which reading for information and
reading for exact meaning. Consequently, the SS 2 students are bound to perform poorly in most academic subjects
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Vol 3, No 7, 2012
because they have poor literal reading comprehension level which does not match the senior secondary curriculum
challenge. Furthermore, based on the hypotheses, it is deduced that there is significant difference in attainment scores
of students’ in reading for exact meaning and reading for information. This finding is however in agreement with the
earlier findings of Oyetunde (2002) and Akabogu (2002) which in their independent studies showed that students’ slow
reading rate and poor level of comprehension are among serious reading problems faced by senior secondary students.
This is revealed as at SS2 class majority of students can only attain reading for exact meaning in literal reading
comprehension level. By implication, the level of their comprehension cannot match the academic requirement at this
level. Hence, the poor academic achievement often recorded in final examinations. Although, Horner, (1988) was able
to improve the reading proficiency of his respondents at literal level of reading for exact meaning (meaning of words
and sentences) and reading for information through the over use of glossary, the reason must have been that the study
was on first language situation unlike the second language situation in Nigeria. In addition, the reason is that the
students with well developed reading skills in the area of word and sentence recognition which as asserted by Obanya
(2001) and Jude (2008) entails merely associating words and sentences with sound with the use of visual perception,
attention and non-technical vocabulary. Consequently, they have not really been able to read along the lines to get the
main idea of the passage approximately. The poor reading skills results in poor attainment in the use of elementary
technical vocabulary which hampered full comprehension of the passage. This affirms earlier findings by Luke (1984).
Tizon (2009) and Lertpattaramanat (2010) showing the relationship between the levels of reading comprehension as
well as between ready for exact meaning and for gist respectively. Students first learn to read and understand texts that
are story – like in nature that facilitate their learning to read. Thus, across the years of school they progressively shift
from reading a story – like text to causal text which is reading for information (Akhondi, Makyeri & Samad, 2011;
Gillet, Temple & Crawford, 2004). Hence, the need to improve students’ reading literal skills.
Conclusion
The importance of ascertaining students’ level of comprehension as a measure in enhancing their reading
comprehension cannot be over emphasized. This is because it takes more than competence in reading for exact
meaning, information and gist which entails associating words and sentences with sounds to attain comprehension.
Hence, the findings that there is significant difference in the mean attainment scores of students in reading for exact and
reading for information. Also, there is significant difference in the mean attainment scores of students in reading for
exact meaning and reading for gist. The high attainment in reading for exact meaning alone cannot take the students to
the level of literal comprehension talk less of other levels of comprehension that can ensure ultimate comprehension of
content presented at this level of education.
Recommendations
The development of literal level of reading comprehension should start from primary school so that as students
approach senior secondary school they must have developed the inferential and evaluative reading comprehension
levels. Reading materials used should be such that would consciously develop students’ literal reading comprehension
level. In addition, schools should ascertain the readability level of students, before recommending appropriate texts for
use in the classroom.
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Vol 3, No 7, 2012
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About the authors:
Wisdom Inibehe Jude , is a lecturer in College of Education Ahaha Nsit and currently on a doctoral thesis titled :
Effect of Electronic and Non electronic mediaon Vocabulary Achievement of students in Akwa Ibom State Nigeria.
Her B. Ed. (Special Education/English) was from University of Calabar, Calabar Nigeria and M. ED. Was on
Curriculum Studies/ Language Education from the University of Uyo , Uyo A kwa Ibom Nigeria. Her Ph. D
programme is in Benue State University Makurdi, She is a member of many professional organization including
ERNWACA and RAN. She has to her credit, thirteen articles published in reputable journals inside and outside
Nigeria.
Ajayi, Owolabi Badmus was born on 21st August, 1964 to the family of Chief Ajayi, Badmus Ayinde. He hails from
Ido- Osun in Egbedore Local Government Area of Osun State in Nigeria. He was educated at the University of Ilorin,
Nigeria from where he bagged his first degree in English Language and Education in 1991. His M.A. was in General
Linguistics from Benue State University in 2004.He is currently on his PhD in Language Education at the Benue
State University. He is currently teaching at the Taraba State Polytechnic, Suntai as a principal lecturer in
General Studies Department. He is married with children.
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