Word Recognition and Reading Skills to Improve Reading Comprehension

Abstract

This research aimed at showing the influence of word recognition, and using skimming and scanning skills to improve reading comprehension. Participants were a group of 15 students whose ages ranged from 14 to 16. They had problems in reading comprehension and vocabulary. This action research was conducted at a private language institute. The instruments to collect data were pre- and post-surveys, pre- post-tests, learning logs, skimming and scanning forms, and an interview. They provided quantitative and qualitative information. Results showed that there was a statistically significant improvement in parts of speech knowledge from the pre- to the post-test. The result was an average improvement of 28.2% in student performance. Cohen’s d was calculated with a result of 1.09 which means there is impact in learning. There was also a steady improvement in skimming and scanning which was exemplified by the ability to correctly complete a form after reading texts. Lastly, students’ perspectives were positive to this innovation. Therefore, it is advisable to apply the same innovation with other learners in order to compare results of improvement of reading comprehension and overall proficiency.

Word Recognition and Fluency Activities’ Effects on Reading Comprehension: An Iranian EFL Learners’ Experience

“…e data suggest that word recognition activities and fluency training improved the reading comprehension of Iranian EFL students. is is consistent with a significant body of research that has found that word recognition and fluency training improve reading comprehension (e.g., [9,54,58,68,74,84,89,90,[93][94][95][96][97][98]). However, Ribeiro et al (2016) had argued that reading fluency is the strongest predictor of reading comprehension, but this experiment provided evidence that fluency in reading is by no means a better practice than word recognition activities, at least at the preintermediate level of language proficiency.…”

“…Reading is regarded as a stepby-step process promoting the development of higher-order thinking abilities [9,39]. Decoding, comprehending, analyzing, and integrating the full concept of a passage are the main parts of reading [40,41].…”

“…Reading comprehension is a complicated construct involving many components, one being word recognition [6][7][8]. It is generally agreed upon that reading comprehension is enhanced if readers can rapidly recognize and retrieve words (e.g., [7,9]). Word recognition is critical for reading comprehension since students must accurately read the majority of the words in a text to understand what they read.…”

Philosophical Studies on Arabic Learning Problems of University Students

“…Considering that vocabulary is an important component of language, one cannot ignore the importance of the position of vocabulary in the four language skills [23]. Starting from the importance of vocabulary in language learning motivates Arabic language teachers to teach vocabulary and introduce it early [22], as well as practice it in the language process [24].…”

Meta-Analysis Study of Think-Pair-Share Strategy on English Language Teaching and Learning in Indonesia

“…According to the research data, the effect size of the application of the Think-Pair-Share strategy on students' reading skills in English teaching and learning is also in the high category with 1.67. Karademir and Ulucinar in Chamba and Avila (2021) considered reading as a step-by-step line of action with basic elements such as decoding the message, conceiving the message, analyzing it, and integrating the whole idea the text. The think-Pair-Share strategy actively encourages and motivate students in thinking, exploring, and sharing their opinion and ideas from reading activities.…”