scholarly journals Development of reading comprehension strategies for the high school Icfes (Supérate) tests, eleventh grade

Sophia ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 31-47
Author(s):  
Alejandro Toro Criollo ◽  
Rosana Ramírez Toro
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Positive Performance ◽  
Post Test ◽  
First Time ◽  
The City ◽  
Teresa De Jesus

This article presents the results of an action research entitled “Development of Reading Comprehension Strategies for the high school Icfes (Supérate) tests, eleventh grade.” This pre-experimental research was carried out with a group of eleventh grade of the Santa Teresa de Jesús school in the city of Armenia, Quindío. The students had a poor level of comprehension of texts in English. This type of study requires a pre-test and a post-test, the former served as a means to evaluate the performance of the students in real tests, followed by a training course on more convenient reading strategies for the type of questions used in the high school Icfes (Supérate) tests, eleventh grade (ISG11, for its initials in Spanish)*. The post-test measured their performance after having finished their training in reading strategies. The purpose of this research was to improve their performance in the analysis of English texts, and to measure how training affects the performance of students in the ISG11 tests. It is concluded from this study that the reading workshops improved the students’ ability to understand readings as well as the degree of familiarity with the English section of the ISG11 tests. This research provides a guide to train students in how to answer this type of test. It was demonstrated that with the training in reading comprehension and recognition of the type of items present in the English session of the ISG11 tests, students are better prepared to overcome their difficulties. As a result of this, the students had a positive performance in the real ISG11 tests, raising for the first time in five years the level of English in the institution.

scholarly journals Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hamza Al-Jarrah ◽  
Nur Salina binti Ismail
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Conceptual Knowledge ◽  
Cultural Knowledge ◽  
Higher Learning ◽  
Comprehension Strategies ◽  
Efl Learners ◽  
Reading Comprehension Strategies ◽  
Reading Materials ◽  
Learning Institutions

A variety of reading strategies are required to comprehend reading materials. Without effective reading strategies, students mostly face reading comprehension difficulties. This study aims to investigate reading comprehension strategies among English foreign language (EFL) learners in higher learning institutions. The study employed qualitative method and 10 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were interviewed. Inductive thematic approach was used to analyze data. The findings indicates that the most commonly used reading strategies among the EFL learners are logical knowledge (under linguistic schema), formal construction (under formal schema), cultural knowledge (under cultural schema), and prior knowledge and conceptual knowledge (under content schema). This study concludes that reading strategies help the EFL learners in understanding English reading materials. To improve reading strategies for EFL learners, there is a need for collective effort of English language teachers, curriculum designers, educationists, education policy makers, and the EFL learners themselves.

scholarly journals STUDENTS’ READING STRATEGIES AT ENGLISH EDUCATIONAL DEPARTMENT

2019 ◽  
Vol 11 (1) ◽  
pp. 126
Author(s):  
Utami Dewi ◽  
Maryati Salmiah
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Research Design ◽  
Reading Strategies ◽  
Qualitative Approach ◽  
Comprehension Strategies ◽  
Top Down ◽  
Bottom Up ◽  
Reading Comprehension Strategies

Reading comprehension is one of the skills that students must have to enrich their knowledge, especially university students. There are two kinds of reading strategies: Top – Down strategy and Bottom – Up Strategy. The aim of this research is to find information about students’ reading comprehension strategies that were applied by the students when they were given reading comprehension text. The research design was qualitative approach. The informants consisted of ten English educational department students, one reading subject lecturer and the head of English educational department. Interview and observation were the major sources of the data to find out the students’ strategies on reading comprehension. Based on those data, it was found that most of the students applied bottom – up strategies in reading comprehension texts

scholarly journals The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 427-452
Author(s):  
Jaumer Andrés Quintana Aguilera ◽  
Daniela Restrepo Castro ◽  
Gonzalo Romero ◽  
Gustavo Adolfo Cárdenas Messa
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Ability ◽  
Poor Performance ◽  
Comprehension Strategies ◽  
Integrated Learning ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Observation Protocol ◽  
Reading Comprehension Skills

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.

scholarly journals Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

2021 ◽  
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

scholarly journals Reading Comprehension Strategies Used by Students in Different Grades at MA Darul Ishlah (Al-Azhaar Boarding School Lubuklinggau)

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Yunita Antasari ◽  
Dedi Sofyan ◽  
Azwandi Azwandi
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Reading Strategies ◽  
Boarding School ◽  
First Grade ◽  
Reading Strategy ◽  
Read Aloud ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Level Of Use

This study aimed to find out and investigate the use of reading strategies used by students in different grades of MA Darul Ishlah (Al-Azhaar Boarding School Lubuklinggau). The study employed a mixed method (quantitative and qualitative). The total number of the participants in this study was 108 students which come from class X is 53 students, class XI is 25 students, and the last class XII is 30 students. The instruments of this research were questionnaire and interview. The data were analyzed by using percentage formula. The major findings are, first, all students in different grades were medium in level of use for all the strategies. Second, they only used some strategy in reading comprehension, because there are some strategy was difficult for them to apply in reading comprehension and the strategy was not teach explicitly. For instance, in the first grade students in global reading strategy rarely used memorized, read aloud, guessing, and summary. Meanwhile, While, the most frequently reading strategy used by students in different grade is global reading strategy, then following by problem-solving reading strategy and the last is support reading strategy.

Latin students’ bottom-up and top-down strategies for reading Latin literature and the impact of cross-linguistic influence

2018 ◽  
Vol 17 (2) ◽  
pp. 301-332 ◽  
Author(s):  
Rebecca M. Boyd
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Reading Strategies ◽  
English Language ◽  
Comprehension Strategies ◽  
Latin Literature ◽  
Top Down ◽  
School Students ◽  
Reading Comprehension Strategies ◽  
Language Research

AbstractIn an attempt to apply modern foreign language research and theory to the instruction of classical languages, this article describes the qualitative phase of a research study (Boyd, R. M. 2016.High school students’ comprehension strategies for reading Latin literature. Washington, D.C.: George Washington University doctoral dissertation.) on Latin reading comprehension strategies. First, there is a discussion of the linguistic factors that affect native English language readers of Latin, including cross-linguistic influence and negative syntactic transfer. Second, there is a review of the relevant literature on second language reading comprehension strategies, derived from empirically-tested reading strategies reported in modern second language research journals and described anecdotally in classics journals. Finally, there is a thorough description of the semi-structured interview that was conducted with twelve high school students to gather the Latin reading strategies they used during an authentic classroom reading comprehension assessment. Results showed that Latin students overall demonstrated a preference for bottom-up strategies when reading Latin, with limited transfer of top-down strategies due to insufficient Latin language proficiency. Students imposed English language patterns onto Latin texts, and negative English syntactic transfer hindered Latin reading comprehension.

scholarly journals Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

2021 ◽  
Vol 12 (1) ◽  
pp. 339-356
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

scholarly journals Estrategias de lectura ¿moda o necesidad académica? / Reading strategies ¿trend or academic necessity?

2015 ◽  
Vol 11 (21) ◽  
pp. 12-30
Author(s):  
Niris Caba ◽  
Raúl Yunén
Keyword(s):  
Reading Comprehension ◽  
Cognitive Processes ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
The Social ◽  
Teaching Learning ◽  
Critical Aspects

Resumen Se presenta una investigación donde los autores valoran las estrategias de comprensión lectora para la formación académica de comunicadores sociales en la PUCMM: estudio de caso de dos asignaturas. Los conceptos básicos en que se apoya la investigación son: la comprensión lectora y los puntos críticos de incomprensión lectora, la alfabetización académica, estrategias de lectura y estrategias didácticas. Las conclusiones se agrupan en tres aspectos: la lectura y procesos cognitivos; los estudiantes y su comprensión lectora; y el rol de los docentes en los procesos de enseñanza-aprendizaje de la lectura. AbstractThis article presents a case study of two subjects: an investigation in which the authors assessedthe reading comprehension strategies as a fundamental component for the Social communication curriculum in PUCMM. The basic concepts on which the research is based are: reading comprehension and its critical aspects for students, academic literacy, reading strategies and teaching strategies. The findings are grouped into three areas: Reading and cognitive processes;students and their reading comprehension; and the role of teachers in the teaching-learning processes of reading 

Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

2015 ◽  
Vol 37 ◽  
pp. 81-95 ◽  
Author(s):  
Carolyn A. Denton ◽  
Christopher A. Wolters ◽  
Mary J. York ◽  
Elizabeth Swanson ◽  
Paulina A. Kulesz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Reading Proficiency ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
And Gender
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