Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

Dickens, Rachel H.; Meisinger, Elizabeth B.

doi:10.1080/02702711.2015.1055869

Cited by 14 publications

(15 citation statements)

References 29 publications

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“…The study replicated and extended the previous studies (e.g. Dickens & Meisinger, 2016;Hagaman et al 2016;Katims & Harris, 1997) by investigating whether or not fourth-grade students at a frustration-level reading were able to accurately comprehend expository texts during reading while controlling for reading skill. In addition, it emphasized the importance of cognitive strategy training to help frustration-level readers to maximize learning performance.…”

Section: Teaching Rap Paraphrasing Strategy For Frustration-level Reasupporting

confidence: 75%

Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study

Ilter

2017

iejee

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The purpose of this study was to investigate the effectiveness of "RAP" [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade students. All participants were selected on the basis of initial reading comprehension measures and consisted of three male students who were identified as being at a frustration-level reading. A multiple-probe design across participants was used. As a result, the participants showed significant improvements in the text recall and an enhancement their reading comprehension skills. Two of the participants were able to maintain their improvements and generalized each step of the strategy in the "RAP" to different content-area texts. The remaining participant made remarkable improvements with respect to the baseline phase, but did not maintain and generalize the strategy. Suggestions were made for improving future research investigating the effects of RAP paraphrasing strategy.

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Section: Teaching Rap Paraphrasing Strategy For Frustration-level Reasupporting

confidence: 75%

Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study

Ilter

2017

iejee

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“…Fluency has been described as the bridge between word recognition and comprehension in that fluency, or automatic reading, frees up cognitive resources from word decoding to processing meaning [12] Readers who attain automaticity in decoding, have sufficient prior knowledge, and are proficient in other contributing processes of comprehension are able to make meaning from the text with relative ease [13]. Scientific studies have demonstrated consistent and positive relationships between reading fluency and comprehension [14][15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

et al. 2020

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This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish.

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“…Students were unable to complete their academic tasks, which impeded their college success, consequently their future careers. Additional evidence from previous research (Boatman & Long, 2010;Dickens & Meisinger, 2016;Gruenbaum, 2012;Hendricks, 2013;Linderholm et al, 2014;Madkour, 2011;Springer et al, 2015;Tang, 2016) showed that ineffective instruction impacted students' reading ability and skills negatively. Hence, the present research focused on identifying the difficulties that freshmen students encountered in reading literary and scientific textbooks, and supplementary materials.…”

Section: Problem Statementmentioning

confidence: 84%

“…Loud reading helps students accelerate reading speed, which is essential for increasing time and quantity of reading. In this light, Dickens and Meisinger (2016) conducted a normative study using the Test of Word Reading Efficiency, and concluded that skills in word reading fluency improved through continuous loud reading practice. Eskenazi and Folk (2015) affirmed that loud, visual reading helped students to understand how the strategies of skimming and scanning are applied.…”

Section: Reading Modes: Loud Vs Silent Reading General Vs Inferentmentioning

confidence: 99%

“…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%

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

Madkour¹

2016

IJEL

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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...

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Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

Cited by 14 publications

References 29 publications

Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study

Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study

Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background

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

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