Inference Strategies to Improve Reading Comprehension of Challenging Texts

Attaprechakul, Damrong

doi:10.5539/elt.v6n3p82

Cited by 14 publications

(15 citation statements)

References 14 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The third was the study conducted by Attaprechakul (2013). This study aimed to explore inference strategies necessary to successfully read journal articles.…”

Section: Review Of Related Stdiesmentioning

confidence: 99%

Students’ Difficulties in Making Inference in Reading Narrative Passages at the Social Elevent Grade of Sman 1 Curup

Warnidah

Suwarno

Arono

2018

JOALL

View full text Add to dashboard Cite

This study aimed to find out the students’ difficulties in making inference in reading narrative passages in making inference in reading narrative passages. The population of this study included the eleventh graders of SMAN 1 Curup, and the students of XI SOS 4, which consisted of 34 students, became the research sample. For the instrument, the researcher used reading test which consisted of 40 questions and questionnaire which consisted of 30 items. The result showed that the students’ overall difficulty in making inference in reading narrative passages belonged to “moderate” category. It was proved by the students’ reading error mean score which was 47.5. The students’ highest difficulty was on inferences about the author’s attitude (5.88%, or “very high”).

show abstract

“…The third was the study conducted by Attaprechakul (2013). This study aimed to explore inference strategies necessary to successfully read journal articles.…”

Section: Review Of Related Stdiesmentioning

confidence: 99%

Students’ Difficulties in Making Inference in Reading Narrative Passages at the Social Elevent Grade of Sman 1 Curup

Warnidah

Suwarno

Arono

2018

JOALL

View full text Add to dashboard Cite

show abstract

“…On forming of learning independence involves student autonomy, learning methods emphasize activeness during learning activities unlike, KWL provide opportunities for students to organize and manage their own learning activities. Attaprechakul (2013), stated that KWL systematic steps help students become strategic learners. Wherein, the strategic learners are better able to organize their learning activities, reflect, and use metacognitive abilities well.…”

Section: Effect Of Interaction Between Kwl and Self-assessment On Leamentioning

confidence: 99%

Effect of KWL learning method (know-want-learn) and self-assessment on student learning independence vocational high school

Widiartini

Sudirtha

2019

ijssh

View full text Add to dashboard Cite

The study aims at determining the effect of know-want-learn learning method and self-assessment of learning independence. The research activities were conducted in the form of quasi-experimental using 2x2 factorial design. The study population was XI grade students of all majors in Singaraja vocational middle secondary school, totaling 282 people. The sample was taken using random sampling, namely students of product service, fashion and hospitality on 124 people. Research data of learning independence scores were collected using a questionnaire. Data were analyzed using two-way analysis of variance. The analysis results showed that (a) towards the students who were given self-assessment. The learning independence of students who take learning with the KWL method were higher than students who take learning with conventional methods, (b) towards the students who were given peer assessment, learning independence of students who take learning the KWL method was no different from students who take learning with conventional methods, and (c) there was an effect of the interaction between the KWL learning method and self assessment on learning independence.

show abstract

“…In Reading process, the three main factors -the learner's context knowledge, the information aroused by the text, and the reading circumstances together construct a meaningful discourse. Previous researches claim that in academic environment several reading and learning strategies including intensive reading and extensive reading [2], spaced repetition [7] and top-down and bottom-up processes [1] play vital role in students developing comprehension skills.…”

Section: Introductionmentioning

confidence: 99%

Using Psycholinguistic Features for the Classification of Comprehenders from Summary Speech Transcripts

Barnwal

Tiwary

2017

Intelligent Human Computer Interaction

View full text Add to dashboard Cite

Abstract. In education, some students lack language comprehension, language production and language acquisition skills. In this paper we extracted several psycholinguistics features broadly grouped into lexical and morphological complexity, syntactic complexity, production units, syntactic pattern density, referential cohesion, connectives, amounts of coordination, amounts of subordination, LSA, word information, and readability from students' summary speech transcripts. Using these CohMetrix features, comprehenders are classified into two groups: poor comprehender and proficient comprehender. It is concluded that a computational model can be implemented using a reduced set of features and the results can be used to help poor reading comprehenders for improving their cognitive reading skills.

show abstract

Inference Strategies to Improve Reading Comprehension of Challenging Texts

Cited by 14 publications

References 14 publications

Students’ Difficulties in Making Inference in Reading Narrative Passages at the Social Elevent Grade of Sman 1 Curup

Students’ Difficulties in Making Inference in Reading Narrative Passages at the Social Elevent Grade of Sman 1 Curup

Effect of KWL learning method (know-want-learn) and self-assessment on student learning independence vocational high school

Using Psycholinguistic Features for the Classification of Comprehenders from Summary Speech Transcripts

Contact Info

Product

Resources

About