Summarization Strategy Training and Reading Comprehension of Iranian ESP Learners

Zafarani, Pardis; Kabgani, Sajad

doi:10.1016/j.sbspro.2014.03.629

Cited by 12 publications

(12 citation statements)

References 13 publications

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“…Therefore, this strategy could be helpful for BIF students who tend to have a low working memory as it involves memorizing the content from each paragraph. As was shown in this study, the participant's text memory accuracy, the amount of information he was able to give in the oral retelling measurement and his ability to logically structure the information in the retelling all improved, which was in agreement with the conclusions in Zafarani and Kabgani (2014) that summarization increases a reader's awareness of information organization.…”

Section: Discussionsupporting

confidence: 89%

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Improving Reading Comprehension using Summarization Techniques for Students with Borderline Intellectual Functions

Ardininingsih¹,

Prianto²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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Students with borderline intellectual functioning (BIF) have below average cognitive abilities but are above the classification for intellectual disability. Generally, these students have low academic skills such as difficulties in comprehending reading material. Using a single-case study design, this study examined the effectiveness of summarization techniques on improving the reading comprehension skills of a student with BIF. More specifically, this study focused on improving the student's comprehension of expository texts by targeting inference comprehension when reading. This study was focused on one 12-year-old male BIF student who has difficulties reading. There were three stages in this study: pre-test, intervention, and post-test; for which the intervention stage employed a direct instruction technique whereby the participant was given texts and trained to summarize each paragraph while reading the passage. The participant was also provided with a visual organizer and a guidance card to support self-regulation while reading. Three measurements were used to assess the success of the intervention; a reading comprehension test, an oral retelling measurement, and a session effectiveness evaluation. The two post-tests were administered one day and one week after the intervention stage. The participant had 23.8% correct answers in the pre-test; however, he achieved 71.4% and 78.6% correct answers in the first and second post-tests and also had oral retelling improvements. During the pre-test, the participant's oral retelling score was 4/30, which increases in the first and second post-test to 18/30 and 23/30. In addition, the participant improved by the end of almost all sessions. Therefore, it was concluded that summarization techniques can be effective in improving student abilities in understanding expository texts. This study presented a strategy that could be employed by practitioners and teachers to improve reading comprehension skills in students with BIF. This study also outlines several factors that should be considered when developing summarization strategy interventions for BIF students.

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Section: Discussionsupporting

confidence: 89%

“…Previous studies have found that summarization technique training has increased the reader's memory of what they had read (Zafarani & Kabgani, 2014). Therefore, this strategy could be helpful for BIF students who tend to have a low working memory as it involves memorizing the content from each paragraph.…”

Section: Discussionmentioning

confidence: 99%

Improving Reading Comprehension using Summarization Techniques for Students with Borderline Intellectual Functions

Ardininingsih¹,

Prianto²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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“…Previous studies pointed out that mastery reading strategies often help students to understand the text better, for students who have difficulties in paying attention or focusing on something (Marzban, 2013). The research findings of Zafarani and Kabgani (2014) also showed that the use of various strategies in reading gave a meaningful contribution to understanding the text. It is in line with Mokhtari & Sheorey (2002) who stated that effective reading strategies will accomplish a better understanding of reading.…”

Section: Discussionmentioning

confidence: 83%

The Contribution of National Examination Score Indonesia Language in High School and Reading Strategies toward Students Reading Comprehension Skill in Universitas Negeri Padang

Amir¹

2018

Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018)

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This study was conducted because of the low level of students reading skill. The national examination score Indonesian Languange in high school and reading strategies were assumed as the factors affecting students reading skill. The aim of this study was to describe and to analyze the contribution of national examination score Indonesian Languange in high school and reading strategies toward students' reading comprehension skill. This study used the quantitative method with the descriptive correlational design. The population was 4996 students who attended Bahasa Indonesia subject in Universitas Negeri Padang, and 370 students were taken as samples by using proportional stratified random sampling. The instruments of this study was data reading comprehension test which has been valid and reliable. The result showed that: (1) there was not the contribution of national examination score Indonesian Languange in high school toward students reading comprehension skill; (2) there was the contribution of reading strategies toward students reading comprehension skill; (3) there was the contribution of national examination score Indonesian Languange in high school and reading strategies toward students reading comprehension skill.

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“…Students who did the timed reading activity became confident in their reading. The research findings of Zafarani and Kabgani (2014) also showed that the use of various strategies in reading gave a meaningful contribution to understanding the text. It is in line with Quinn, Nation, & Millet (2007).…”

Section: Discussionmentioning

confidence: 85%

The Effect of Reading Strategies and Speed Reading on Students’ Reading Comprehension Skill in Higher Education

Amir¹

2019

Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)

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The purpose of this research is to determine the effect of reading strategy and speed reading on students reading comprehension skill. The population were 4996 students. Further, 370 students were selected using the technique proportional stratified random sampling. The instrument of this study were a Likert scale questionnaire and reading comprehension. The data obtained have been analyzed by simple regresions and multiple regresions. The result was the effects reading strategies and speed reading on reading is and positive and significance in reading comprehensions skill.The results of this study show that (1) there is a effect contribution to the reading strategies toward reading comprehension skills by 24,2% (sig. 0,000), (2) there is a contribution of the speed reading toward reading comprehension skills by 30,7% (sig. 0,000, and (3) there is a contribution of the reading strategies and speed reading on the students' reading comprehension skills by 18,85% (sig. 0,000).

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Summarization Strategy Training and Reading Comprehension of Iranian ESP Learners

Cited by 12 publications

References 13 publications

Improving Reading Comprehension using Summarization Techniques for Students with Borderline Intellectual Functions

Improving Reading Comprehension using Summarization Techniques for Students with Borderline Intellectual Functions

The Contribution of National Examination Score Indonesia Language in High School and Reading Strategies toward Students Reading Comprehension Skill in Universitas Negeri Padang

The Effect of Reading Strategies and Speed Reading on Students’ Reading Comprehension Skill in Higher Education

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