Impact of Students’ Reading Preferences on Reading Achievement

Bouchamma, Yamina; Poulin, Vincent; Basque, Marc; Ruel, Catherine

doi:10.4236/ce.2013.48070

Cited by 7 publications

(6 citation statements)

References 29 publications

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“…It is possible that students with higher reading proficiency have more exposure to written texts and associated linguistic features. And because the sort of texts children read (or are encouraged to read) in and out of school tended to be narrative (e.g., mystery, fantasy, folk tale, fable, myth, fiction, comic book, graphic novel) or narrative-informational (e.g., the Magic School Bus series, historical fictions) and much less often expository informational (Bouchamma et al, 2013;Moss, 2008;Renaissance Learning, 2021), it is conceivable that students would rely more on the familiar resources of everyday registers in their meaning-making, with the consequence that their academic writing mirrors the linguistic patterns (i.e., clausal elaboration) associated with narration (cf., Beers &Nagy, 2011, andDurrant &Brenchley, 2019).…”

Section: Discussionmentioning

confidence: 99%

Genre and Register Features of Sixth-Grade Students’ Factual Writing

Fang

Gresser

Cao

et al. 2022

Written Communication

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Factual writing is a key macrogenre of American K-12 schooling that is also valued in workplace and society. This study examined the genre and register features of two subgenres of factual writing—biography and report—composed by 48 sixth-grade students in a curriculum unit on scientists and science-related careers aimed at developing students’ understanding of the nature of science. These texts were analyzed for a range of schematic, lexical, and grammatical features that instantiate the two target genres. Statistical and descriptive analyses revealed that the students demonstrated a fairly mature control over the schematic and lexical features that realize the purpose of either genre and relied heavily on the grammatical resources characteristic of everyday registers in constructing both genres. Additionally, there was a positive relationship between the students’ genre/register familiarity and the holistic quality of their writing, and the students’ reading proficiency was a significant predictor of their genre familiarity and holistic writing quality, but not their register understanding. These findings suggest that learning the grammatical resources characteristic of academic registers remains a major and potentially daunting task for many adolescents.

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Section: Discussionmentioning

confidence: 99%

Genre and Register Features of Sixth-Grade Students’ Factual Writing

Fang

Gresser

Cao

et al. 2022

Written Communication

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“…This is a sustained silent reading activity in which pupils are encouraged to bring their favourite book. Studies show that reading preference has a great impact on improving one's reading ability (Bouchamma et al, 2013;Nurhalimah, 2018;Safitri, 2020). To have a deeper experience, the pupils can share to class their learnings from the reading material they read.…”

Section: Methods On Improving Reading Comprehension: Suggested Sustai...mentioning

confidence: 99%

Silent and oral reading methods on improving English reading comprehension among generation alpha pupils

M. Mendoza,

Ortega-Dela Cruz

2024

J Child Edu Soc

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Reading comprehension enables each child to make meaning of the world. Therefore, it is important to develop this during the child’s primary years in school. Using ex post facto design, this study investigated the effects of reading methods on English reading comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines. The scores of pupils who read two comparable narrative passages in oral and silent were compared. Paired t-test results revealed a significant difference between oral reading and silent reading. Silent reading had a greater positive effect on the comprehension of the pupils. Likewise, it was the most preferred reading method among the respondents. Focus group discussion with English teachers' results suggested that silent reading was preferred specifically because it helps in understanding the story better, remembering words, and concentrating given its quiet and peaceful nature. It is recommended that teachers employ sustained silent reading classroom practices such as Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for Reading activities through the Four-pronged approach, and Drop Everything and Read time. These methods will help to support the reading needs and preference of the generation alpha pupils and to further strengthen the positive effects of silent reading on improving their reading comprehension.

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“…According to Bouchamma, Poulin, Basque, and Ruel (2013), girls were still believed to be much better than boys in reading achievement. In addition, Stoet and Geary (2013) stated that boys achieve low reading marks.…”

Section: Statement Of the Problemmentioning

confidence: 99%

EFL Omani Foundation Programme Students’ Attitudes Towards Reading in English and Their Knowledge of Reading Comprehension Strategies

Alabri

2024

BJE

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This study investigated the importance of reading in English for EFL Foundation Programme students at a private college university in Oman. It discussed the students' attitudes towards reading in English and their knowledge of reading comprehension strategies. The instruments used included a short questionnaire and a reading achievement test. They were handed to sixteen mixed-age and gender students from level one and sixteen mixed-age and gender students from level two. The findings of the study instruments' data showed that gender and English language proficiency had no statistically significant effect on the level of knowledge of reading comprehension strategies in English. They also revealed that age had no statistically significant effect on attitudes towards reading in English.Moreover, they showed no statistically significant correlation between the knowledge of reading comprehension strategies and attitudes toward reading in English. Although there were positive reading attitudes, students showed weak knowledge of reading comprehension strategies. The study recommends that EFL teachers develop their students' knowledge of reading comprehension strategies.

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Impact of Students’ Reading Preferences on Reading Achievement

Cited by 7 publications

References 29 publications

Genre and Register Features of Sixth-Grade Students’ Factual Writing

Genre and Register Features of Sixth-Grade Students’ Factual Writing

Silent and oral reading methods on improving English reading comprehension among generation alpha pupils

EFL Omani Foundation Programme Students’ Attitudes Towards Reading in English and Their Knowledge of Reading Comprehension Strategies

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