Enhancing Reading Comprehension through Cognitive and Graphic Strategies: A Constructivism Approach

Yussof, Yusfarina Mohd; Jamian, Abdul Rasid; Roslan, Samsilah; Hamzah, Zaitul Azma Zainon; Kabilan, Muhammad Kamarul

doi:10.1016/j.sbspro.2012.11.018

Cited by 11 publications

(11 citation statements)

References 21 publications

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“…Through students' self-exploration and teacher's guiding role as the main elements in constructivism learning. [16] English reading comprehension is an interactive process between reader with the text, and reader and author's perspective. Rеaders' awаreness, mоnitоring and rеgulаting of these strategies while reading are called as metacognitive.…”

Section: B Discussionmentioning

confidence: 99%

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

Khusniyah¹

2020

Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)

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The purpose of this study was to find out the influence cognitive and metacognitive strategies and self-regulation on English reading comprehension learning. This study used a quantitative approach with experimental methods. It used a treatment pattern by level 2 x 2 design. The process of collecting data used questionnaires, tests, observations, and documentation. The data analysis technique is 2-way variant analysis. The results showed that students who have a good level of self-regulation, they do not have difficulty in learning and are in accordance with the implementation of metacognitive strategies. While students with low levels of self-regulation in learning are more suited using cognitive strategies. Metacognitive strategies build student's thinking more broadly in understanding the contents of reading texts and students who learn with cognitive strategies only follow the instructional set by the teacher.

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Section: B Discussionmentioning

confidence: 99%

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

Khusniyah¹

2020

Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)

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“…(Foltz, Gilliam & Kendall, 2000;Ashwell, 2000) In the present study some reading strategies (i.e. previewing, predicting, scanning, guessing word meaning, topic of paragraphs, using reference words and skimming) were applied as a device to help learners to improve learners' comprehension and to get mastery over their reading task (Yussof, Jamian, Roslan, Hamzah, & Kabilan, 2012;Gunning, 2008;Fauziah, 2008). So, different types of strategies should be used by teachers to become as a tool in classrooms to help learners in reading comprehension (Sakolrak, 2014).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Content Feedback and Reading Strategies on Reading Comprehension: Extroverted and Introverted Learners

Shabani¹,

Samarghandi²,

Bakhshi³

2016

IRE

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The current study aims to consider the effectiveness of content feedback (CF) along with reading strategies on L2 learners' reading comprehension ability based on the extrovert/introvert personality type. So, 35 pre-intermediate learners studying in a private language institute in Chaloos, Mazandaran, Iran participated in the study and were divided into experimental groups and control one. In order to answer the research question regarding the effectiveness of utilizing content feedback and reading strategies, eight treatment sessions were applied and the pre-post-and delayed post-tests were analyzed through SPSS software (version 20). The results revealed the positive effect of CF on the learners' reading comprehension ability and also the extroverted learners outperformed the introverted ones. In order to mention the implication side, the study suggests that teaching reading skill by using effective strategies along with content feedback can improve the learners' reading

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“…First of all, the constructivism principle was used to increase students' reading comprehension. This indicated that the implemented strategies increased the students' reading comprehension effectively compared to the conventional method (Yussof, 2012). Secondly, a new general science curriculum which reflects a constructivist view was introduced into the curriculum and that promoted a positive classroom learning environment (Kim et al, 1999).…”

Section: Constructed Knowledgementioning

confidence: 99%

An Introduction To Conventional Tensile Testing: Constructionism Approach For Constructivism Learning

Darko

Zadoroshnyj

2021

ESJ

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Constructivism learning theory recommends the act of allowing students to create knowledge through their experiences. Very often, it is difficult to build such an investigative framework within material science laboratory sessions that assist students in acquiring the knowledge. This paper focuses on the use of constructivism principles that was established by a constructionism process to allow students acquire cognitive knowledge through manual calculation and manipulation of measured data from a tensile testing experiment. Using a conventional tensile laboratory testing, undergraduate material science students succeeded in using their self-acquired skills to determine the toughness of the plastics, the elastic modulus, yield stress and strains, and the ultimate stresses from the measured graphs. The students were also able to describe the deformation mechanisms involved even though the focus was not on the accuracy of the results. This paper reinforces the need to involve constructivism principles in material science teaching that enhances the learner's knowledge acquisition.

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Enhancing Reading Comprehension through Cognitive and Graphic Strategies: A Constructivism Approach

Cited by 11 publications

References 21 publications

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

The Effect of Content Feedback and Reading Strategies on Reading Comprehension: Extroverted and Introverted Learners

An Introduction To Conventional Tensile Testing: Constructionism Approach For Constructivism Learning

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