Help With Teaching Reading Comprehension: Comprehension Instructional Frameworks

Liang, Lauren Aimonette; Dole, Janice A.

doi:10.1598/rt.59.8.2

Cited by 41 publications

(35 citation statements)

References 17 publications

(16 reference statements)

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“…Although reading researchers have paid much attention to comprehension instruction in recent years (Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009;Pearson, 2009), elementary school teachers, in America as well as in Europe, still seem unsure about how to teach reading comprehension and often test rather than teach comprehension by just concentrating on asking students questions about text content after reading (Liang & Dole, 2006;van Keer, 2005). This also characterizes the situation in Norwegian schools, despite an explicit emphasis on the teaching of reading comprehension strategies in the national curriculum, which is the mandatory framework for teaching and learning goals in all classrooms (Norwegian Ministry of Education and Research, 2006).…”

Section: Introductionmentioning

confidence: 99%

Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms

Andreassen¹,

Bråten²

2011

Learning and Instruction

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Section: Introductionmentioning

confidence: 99%

Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms

Andreassen¹,

Bråten²

2011

Learning and Instruction

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“…Furthermore, Saudi teachers particularly should be aware of the importance of teaching reading as one of two receptive skills, by which learners can understand what is going around them. Liang and Dole (2006) stress such a fact. The study states that despite the many reports about the importance of comprehension, many teachers are still not well competent of how to do so.…”

Section: Importance Of the Studymentioning

confidence: 91%

Performance of Saudi English Language Teachers in Reading Comprehension Classes

Masadeh

2015

Sage Open

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The study identified how Saudi schoolteachers perceive reading and comprehension. It also investigated the effect of teachers' willingness and lesson presentation on learners' achievement. A descriptive approach was used, and the sample consisted of 56 teachers. The lesson plan in Broughton et al.'s study was adopted as a model lesson plan. Respondents' responses revealed their poor awareness of the most important activities that facilitate or hinder comprehension. Furthermore, teachers' willingness and readiness to teach reading were not sufficient to yield competent teachers. It concluded that students were not given sufficient time and assigned to cleverly chosen roles to better understand the text. Teachers, however, should reconsider their daily lesson plans through which reading lessons are executed, taking into account students' culture, interests, feelings, and so forth. Finally, other researchers were recommended to investigate the differences in students' achievement levels due to the adoption of the lesson plan proposed by Broughton et al.

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“…Second, the majority of reading instruction is testoriented. Teachers often devote a great amount of time to testing students' reading comprehension rather than teaching reading strategies (Liang & Dole, 2006;van Keer, 2005). Consequently, most college students struggle or fail to comprehend their English textbooks.…”

Section: Introductionmentioning

confidence: 99%

Implementing online question generation to foster reading comprehension

Yeh

Lai

2012

AJET

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Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation. This study aims to investigate how the question generation processes improve students' reading comprehension, using an online question generation system including the organisation, composition and peer assessment modules. 19 out of 106 non-English major college students were recruited as participants. They were required to complete question generation tasks in the organisation, composition and peer assessment modules. Students' scores on the pre-and post-tests, action logs in the online question generation system, and interview transcripts were collected and analysed. In a micro view, results of this study indicated that college students who showed more progress in reading comprehension demonstrated similar question generation patterns. In the organisation module, those who made more progress had a higher frequency of adding new vocabulary, sentences, and main ideas and editing their previously organised information. In the composition module, they had a higher frequency in reviewing the previously organised information from a text to generate questions and in editing the organised information. In the peer assessment module, those who showed more progress were much more active in viewing peers' questions, providing comments on peers' questions, reading and responding to peers' comments on the questions. In a macro view, the intensive engagement and the actions of editing to retrieve the organised information to compose the online questions and reviewing peers' questions online were found to be critical factors for enhancing students' reading comprehension.

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Help With Teaching Reading Comprehension: Comprehension Instructional Frameworks

Cited by 41 publications

References 17 publications

Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms

Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms

Performance of Saudi English Language Teachers in Reading Comprehension Classes

Implementing online question generation to foster reading comprehension

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