The Differential Effects of Three Methods of Teaching on the Reading Comprehension and Vocabulary of Ninth Grade Students

Hafner, Lawrence E.; Palmer, Barbara C.

doi:10.1080/00220671.1980.10885277

Cited by 2 publications

(2 citation statements)

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“…Good readers identify group of words within the sentence that convey meaning (Hafner, Palmer, 1980). In their study titled The Differential Effects of Three Methods of Teaching on the Reading Comprehension and Vocabulary of Ninth Grade Students their purpose was to determine the differential effects of two methods of teaching reading comprehension and one method of teaching vocabulary on the reading comprehension achievement and vocabulary of ninth-grade students.…”

Section: In His Articlementioning

confidence: 99%

“…have all concurred that the background knowledge (schemata) in other words what the student brings to the classroom is essential for comprehension to take place. All the lessons used during the six (6) week treatment were adapted for ESL learners Hafner and Palmer (1980). in their study titled: The Different Effects of Three Methods of Teaching on the Reading Comprehension and Vocabulary of Ninth Grade…”

mentioning

confidence: 99%

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The Effect of a Kernel Sentence Combining Technique on the Reading Comprehension Levels of Basic English Students at UPR-Cayey

Luciano

2020

HOJ

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In Puerto Rico English is taught as a second language (ESL), and it is a compulsory subject from the elementary level all the way up to high school graduation, yet many college freshmen are classified as low English proficient (LEP), as evidenced by the results in their College Entrance and Examination Boards (CEEB).The purpose of this study was to investigate and analyze how the implementation of the Kernel-Sentence-Combining Technique (the treatment) helped Basic English students at UPR-Cayey to improve their reading comprehension levels. The participants were 44 first year students enrolled in Basic English (INGL 3101-02). There was an experimental (26 participants) as well as a control group (18 participants), the experimental group received a six-week treatment with the kernel-sentence-combining technique. The data were gathered with an instrument that included: a self-made reading comprehension test, a self-made maze-cloze test, and a self-made language proficiency test. The study followed a quantitative approach applying descriptive statistics to the data. The findings include that the Kernel-Sentence-Combining Technique helps students to improve their reading comprehension levels, and that the maze-cloze test is a better measuring instrument for assessing reading comprehension levels in ESL students.

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Section: In His Articlementioning

confidence: 99%

mentioning

confidence: 99%