Post-adjunct Reading Comprehension Questions and Meaning Construction: A Case of Gender Study

Abstract

Abstract-This article explicates on how the post-adjunct reading comprehension questions existing in the Iranian high school and pre-university English textbooks affect the comprehension of the related students. It further purports to see if there is a significant gender difference in the comprehension of reading texts by these student groups. To this end, 240 third-grade high school and pre-university students (equal number of male and female) participated in this investigation. The results demonstrated a significant superiority in the subjects' reading comprehension when they answered the texts with the post-adjunct reading comprehension questions, designed by the researchers for this purpose. The results also showed non-significant gender disparities in the comprehension of given texts.

Instruction in text-structure as a determinant of senior secondary school students’ achievement in English narrative text in Ido Local Government Area, Oyo State

“…This might be connected to the fact that instruction in text types is a gender friendly strategy that allows both male and female to benefit equally and maximally. This corroborates the findings of Shokouhi and Parvaresh (2010) who compared the effects of two different kinds of post-adjunct reading comprehension assessment on a group of high school and pre-university students of gender-neutral authentic and non-authentic expository texts found no significant difference in learners' comprehension of the texts. It also supports Yazdanpanah (2007) who found no significant difference in the overall reading ability of males and females in using genre-based instructional strategy.…”

Analysis of the effect of content familiarity and gender on english as a foreign language reading comprehension by spanish university students

“…Contrasting results are found in Shokouhi and Parvaresh (2010) who compared the effects of two different kinds of post-adjunct reading comprehension assessment on a group of high school and pre-university students of gender-neutral authentic and non-authentic expository texts. Among the results obtained, which showed higher-order adjunct questions to improve the subjects' reading comprehension as compared to factual questions, they also found that there were no significant gender differences in the comprehension of texts.…”