The Relationship Between Students’ Reading Comprehension and Their Achievement in English

Hijazi, Dima

doi:10.17265/1539-8080/2018.03.002

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…On the other hand, the findings imply that high academic achievement is highly associated with higher reading skills performance as high achievers in both urban and rural settings scored higher results in the reading skill test. In line with this, many researchers such as Keskin [46], Yıldız [47], Kerubo [29], and Hijazi [48] disclosed that there was a statistically significant relationship between students' reading comprehension and their achievement in English since reading comprehension positively affects students' achievement. Besides, Sholihah [49] specifically highlights that urban students are interested much in reading the text related to academics like science and new technologies, for example, texts related to computers, Internet, and mobile phones, whereas the students of rural areas have tended to receive a text that is derived from the teacher only.…”

Section: Discussionmentioning

confidence: 83%

English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers

Bachore

2022

Education Research International

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The main objective of the study was to investigate the relationship between English language literacy skills and academic achievement between urban and rural secondary schools. The study employed a descriptive design. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The data were collected by administering a literacy skill test that contains reading and writing skill items. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers’ English language literacy skill performances. And the p -value was computed to determine the level of significance of the obtained mean difference. The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is < 0.05) in which urban high achievers outperform. Likewise, regarding the subcomponents of English literacy skills, a statistically significant mean difference (0.006, which is < 0.05) was obtained between urban and rural high achievers, which favored the urban ones. On the other hand, the study also confirmed that there was no statistically significant difference between the urban and rural low achievers in their language literacy skill mean scores.

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Section: Discussionmentioning

confidence: 83%

English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers

Bachore

2022

Education Research International

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“…Menaka and Jebaraj (2017), in their study, a conclusion was made on the correlation between the students' comprehension in reading and their achievement in English. Same to Hijazi (2018), it was found that reading comprehension positively affects English achievement. Hence, reading enrichment activities should be formulated to enhance the students' reading skills as this has a positive effect on their English grades.…”

Section: Language Skillsmentioning

confidence: 88%

Enriching students’ language skills for grade 8

Cerna

2023

Electronic. J. Edu. Soc. Econ. Tech.

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This study assessed the five language skills such as listening, speaking, reading, writing, and viewing and tested their significant relationship with the Grade 8 students’ Average English Grades at Guihulngan National High School-Poblacion, Negros Oriental, school year 2018-2019. Based on the findings, enrichment activities were proposed. The descriptive method was utilized in interpreting the data gathered from the rating sheets showing the students’ English grades, and the adapted questionnaire, testing the skills. Simple Percentage, Weighted Mean, MPS, and T-test were used as statistical tools. The Grade 8 students were Fairly Satisfactory in listening, speaking, and viewing, while they Did Not Meet Expectations in reading and writing. Overall, their performance level was Fairly Satisfactory. Additionally, it was disclosed that the majority or 48 percent of the respondents obtained the general average of Fairly Satisfactory. Moreover, the test of significance revealed that listening, speaking, viewing, and writing have a positive significant relationship with the students’ English grades. However, reading skill was found to have no significant relationship with the students’ grades though both variables possess a positive low correlation. Based on the findings, it can be said that the English Performance level of the Grade 8 students was far below the standard set by the Department of Education which an is Outstanding level, and that Grade in English was a determinant of the Performance level of the respondents. Thus, it is highly recommended that the output of this study be implemented.

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“…The mastery of both receptive and productive vocabulary knowledge is indeed essential for the young learners' academic success (Hijazi, 2018;Nation, 1993;Qian & Lin, 2019). Nevertheless, the teaching and learning of vocabulary is often untended in the field of applied linguistics (Alqahtani, 2015;Schmitt, 2010) as well as school syllabus (Folse & Briggs, 2004).…”

Section: Central Importance Of Esl Vocabulary In Language Learningmentioning

confidence: 99%

The Impact of Images in Enhancing the ESL Vocabulary Breadth of Malaysian Year 4 Students

Ying,

Ai Lin

2023

MJSSH

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The role of ESL vocabulary plays in language competence and literacy development is increasingly prevalent in language acquisition studies, especially so within the domain of second language acquisition research. In Malaysia, generally, the young learners face difficulties in their learning is due to their scarce vocabulary knowledge. This quasi-experimental study scrutinizes how the employment of images in Malaysian primary school level ESL classrooms via the adapted Picture Word Inductive Model (PWIM) effects on students’ ESL vocabulary breadth development. Both the experimental group (n=35) and control group (n=35) consisted of Malaysian national primary school Year 4 pupils. The vocabulary recall and retention of the two intact groups were collated. The data of the two groups were collected from pre-tests, post-tests, and delayed post-tests. These collected data were statistically analysed and assessed. The analysis shown that the Experimental group demonstrated higher recall and retention implying the efficacy of PWIM in enhancing the ESL vocabulary breadth knowledge recall and retention among Malaysian young learners. This study and its findings are of significance to shed light on the development of the ESL vocabulary research. Besides, there is a dearth of thorough study pertinent to the use of images for language learning, especially for the Malaysian primary level 2.

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The Relationship Between Students’ Reading Comprehension and Their Achievement in English

Cited by 5 publications

References 13 publications

English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers

English Language Literacy Skills and Academic Achievement of Urban and Rural Secondary Schools: The Case of High and Low Achievers

Enriching students’ language skills for grade 8

The Impact of Images in Enhancing the ESL Vocabulary Breadth of Malaysian Year 4 Students

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