Chinese College Students’ English Reading Comprehension in Silent and Loud Reading-Mode

Yan, Jiang

doi:10.5539/elt.v8n4p24

Cited by 7 publications

(8 citation statements)

References 12 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Reading comprehension has been viewed as a way to capture meaning out of a text (Sadeghi, Afghari, Gholam, & Zarei, 2015). Jiang (2015) argues that it is not a simple task, and readers may have serious troubles in construction of meaning from a written text. Ability to read for comprehension is assumed to be based on students' cognitive, linguistic and social abilities.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, silent reading is claimed to include an imagery speech activity, and in this process the reader follows his / her inner voice (Bertolotti et al, 2012). Jiang (2015) states that readers can improve their overall competence in comprehension when they read silently. In addition, silent reading has been found to be more effective than reading aloud since it is faster (Mccallum et al, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, the student may skip difficult words and avoid focusing on key words which may be a reason for poorer comprehension (Mccallum et al, 2004). Furthermore, the teacher may have a difficulty to observe the student's reading behaviour since they may miss some important information when they read silently (Jiang, 2015). Another drawback to silent reading may be that the teacher may have no chance to know (of knowing) whether the student is actually reading the text or not (Hale et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Hazırlık Sınıfı Öğrencilerinin Sessiz Okumanın Okuduğunu Anlama Açısından Etkililiğine Yönelik Tutumları

Gürsoy

Şahın

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Reading comprehension is the gateway to acquire knowledge, therefore, it has attracted attention in academic environment. Silent reading is accepted as the major reading mode, and it is associated with the idea of reading for comprehension. In the related literature there exist contradictory studies on the efficiency of silent reading. Thus the present research investigates students' attitudes towards silent reading in terms of its effectiveness in reading comprehension, reading for pleasure, and concentration. The present study was conducted with 120 preparatory school students from different levels at a state university in Bursa. In the study, a mixed method research design was used. Quantitative data were gathered via a questionnaire and qualitative data were gathered via an interview from 12 participants for a deeper understanding of the students' attitudes towards the effectiveness of silent reading. According to the results, the participants have a moderately positive level of agreement that they can grasp the meaning easily and concentrate better while reading silently.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Hazırlık Sınıfı Öğrencilerinin Sessiz Okumanın Okuduğunu Anlama Açısından Etkililiğine Yönelik Tutumları

Gürsoy

Şahın

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…Students' reading competence is also a significant indicator of language proficiency. However, research (Ahmadi, Ismail, & Abdullah, 2013;Ari, 2015;Bell, 2004;Dickens & Meisinger, 2016;Douglas et al, 2016;Gorzycki et al, 2016;Jiang, 2015;Kwon & Linderholm, 2015;Mishra, 2014;Schuster, 2012;Shih , 2015;Springer, Wilson, & Dole, 2015;Wilson-Fowler & Apel, 2015) indicated that college students had difficulties in reading comprehension, reading interpretation, reading speed, critical and inferential reading, and word recognition, all of which affected reading competence. These research studies also showed that students with inadequate reading skills had problems not only in achieving their academic objectives, but also in performing cognitive tasks in real life.…”

Section: Introductionmentioning

confidence: 99%

A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

Madkour¹

2016

IJEL

View full text Add to dashboard Cite

This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students' reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teaching methodologies. The second phase was based on identifying the problems that affect students' English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students' weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35 students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students' reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students' reading skills. The test is designed by Board College in USA, which is a specialized agency in college students' exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text's purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students' proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern techno...

show abstract

“…Another intended pattern was silent reading and meaning construction, which was fostered during the while-reading stage. Research has pointed out that comprehension is fostered and enhanced when students read silently, as opposed to reading aloud (Hiebert & Daniel, 2018;Jiang, 2015;Mano & Guerin, 2018). What was also evident in the implementation class was that it was intended that pre-service teachers answer meaningful comprehension questions (e.g., summary completion, short answer questions, identifying paragraph purposes, etc.).…”

Section: Emerging Patterns Of Student Engagementmentioning

confidence: 99%

Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading

Phonekeo¹

View full text Add to dashboard Cite

<p>This study has two phases. Phase 1 aimed at: (1) investigating pre-service teachers’ prior experiences of reading and learning to read in English, (2a) exploring the current state of reading instruction, and (2b) finding out the extent to which a culture of thinking (CoT) was practiced when teaching reading in the Lao EFL pre-service teacher education context. A CoT is defined as “a place where a group’s collective as well as individual thinking is valued, visible, and actively promoted as the regular, day-to-day experience of all group members” (Ritchhart, Church, & Morrison, 2011, p. 219). In other words, a CoT is a place where a group of teachers, students, or people come together to conduct learning that benefits all group members and every member of the group is encouraged to interact, share ideas, and think about what is learned. To achieve Phase 1’s aims, an exploratory study was employed and a qualitative method was utilized to collect and analyze the data. Phase 1’s findings revealed that the Lao EFL pre-service teachers’ prior experiences of reading and learning to read were mostly a matter of learning discrete language features as opposed to meaning construction. The results also found that teachers paid considerable attention to discrete language items in the course of reading instruction rather than language proficiency and critical reading development. The findings also revealed that the CoT practice was not in place for teaching reading in Lao EFL pre-service education although it was acknowledged and recognized in the education and curriculum policy. The results of Phase 1 were used as baseline data for Phase 2, a classroom-based intervention. Phase 2 aimed at determining the extent to which the CoT implementation improved reading comprehension development, fostered learning engagement, and shaped perceptions of learning reading in Lao EFL pre-service teacher education. In order to accomplish the objectives of this phase, a quasi-experimental design was adopted, meaning that two intact classes of intermediate EFL pre-service teachers were recruited to participate in this phase. One of the classes was assigned to an experimental group while the other class was a comparison group. In terms of the intervention, thinking routines (e.g., Chalk Talk, Claim-Support-Question, and Connect-Extend-Challenge) were integrated into the three stages of reading instruction (pre-reading, while-reading, and post-reading). The data were collected through a pre-test, immediate post-test, delayed-test, direct classroom observations, a pre-post perception survey, and focus group interviews. They were analyzed using both quantitative and qualitative methods. An effect size analysis was also performed to supplement the t tests used in this phase. The findings revealed that the CoT implementation had a strong effect (d = 1.01) on reading comprehension development and there was a statistical significance between the two groups, t(59) = 3.894, p = .00 < .05. It also fostered interactive and meaningful learning engagement, and changed students’ perceptions towards learning reading. Drawing from the findings, it has been suggested that a CoT can be an option for EFL teachers to consider integrating into their classroom practices in order to foster deep and meaningful learning and shape students and teachers’ experiences of and attitudes toward learning and teaching English.</p>

show abstract

Chinese College Students’ English Reading Comprehension in Silent and Loud Reading-Mode

Cited by 7 publications

References 12 publications

Hazırlık Sınıfı Öğrencilerinin Sessiz Okumanın Okuduğunu Anlama Açısından Etkililiğine Yönelik Tutumları

Hazırlık Sınıfı Öğrencilerinin Sessiz Okumanın Okuduğunu Anlama Açısından Etkililiğine Yönelik Tutumları

A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading

Contact Info

Product

Resources

About