Reading Comprehension Intervention Program for Teachers from 3rd Grade’ Students

Capellini, Simone Aparecida; Pinto, Cataryne de Almeida Rodrigues; Cunha, Vera Lúcia Orlandi

doi:10.1016/j.sbspro.2015.01.756

Cited by 8 publications

(10 citation statements)

References 14 publications

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“…Our results corroborate those found by Wilawan (2011) and Sánchez et al (2012), who reported effects of an explicit instructional procedure on main idea comprehension (incorporating selection, generalization, and integration macrorules) and the knowledge of the thematic progression and basic structural organization. The GIII (5th grade) results obtained in the present study are in agreement with those reported in the aforementioned studies, which showed that the students submitted to the program training had better performance on the expository texts.…”

Section: Discussionsupporting

confidence: 92%

Informative intervention programs to reading comprehension: Development and implementation

Cunha

Capellini

2017

Estud. psicol. (Campinas)

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The objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students' reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies. Keywords

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Section: Discussionsupporting

confidence: 92%

Informative intervention programs to reading comprehension: Development and implementation

Cunha

Capellini

2017

Estud. psicol. (Campinas)

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“…Readers Theatre (Myrset [19]) is another way role play can be used in the classroom for students to practice oral interpretation, expression, vocabulary development, and overall reading comprehension, as well as improve fluency. Capellini, Pinto & Cunha [20] states that role play in teaching and learning genre could improve students' comprehension. Vaish also [21] found improved self-concept after using role play to improve reading comprehension.…”

Section: Role Play In Reading Comprehensionmentioning

confidence: 99%

Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

Thuraisingam¹

2017

IJECS

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This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils' interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils' interest and comprehension in reading.

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“…Outras investigações comparam a compreensão leitora em textos narrativos e expositivos (e.g., BARETA et al, 2009;BAŞTUĞ, 2014;CADIME et al, 2017;CAPELLINI, 2015;ÇAKIR, 2008;MCNAMARA, OZURU;FLOYD, 2011;WOLFE, 2005). Baştuğ (2014), por exemplo, comparou, por meio do teste de Cloze, as habilidades de compreensão de leitura em alunos de 4º e 5º anos, observando que os participantes tinham um melhor desempenho no texto narrativo que no expositivo.…”

Section: Introductionunclassified

Compreensão de texto argumentativo em crianças

2019

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O presente estudo teve por objetivo investigar a habilidade de crianças em compreender textos argumentativos a partir do estabelecimento de inferências de diferentes tipos: causais, de estado e de previsão. Crianças (8 e 9 anos) foram individualmente solicitadas a ler um texto argumentativo segmentado em cinco partes. Imediatamente, após a leitura de cada parte, eram feitas perguntas inferenciais acerca do texto e perguntas de explicação em que a criança tinha que justificar as respostas dadas. Os dados foram analisados em função do número de respostas corretas e a partir de uma análise qualitativa acerca da natureza das dificuldades apresentadas. Observou-se que as crianças de ambos os grupos etários não tinham dificuldades com as inferências causais e que as crianças de 8 anos tinham dificuldades em relação às inferências de previsão.

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Reading Comprehension Intervention Program for Teachers from 3rd Grade’ Students

Cited by 8 publications

References 14 publications

Informative intervention programs to reading comprehension: Development and implementation

Informative intervention programs to reading comprehension: Development and implementation

Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons

Compreensão de texto argumentativo em crianças

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