Education Commons^™

Jordanian Efl Sixth-Grade Students’ Attitudes Towards Using Gamification In Reading Comprehension اتجاهات طلاب الصف السادس الأردنیین متعلمي اللغة الانجليزية لغة أجنبية نحو استخدام الألعاب التحفيزية في فهم المقروء, Rami Ali Abu Sa’Aleek, Abdallah Ahmad Bani Abdel Rahman

Jordanian Educational Journal

Abstract:

This study investigated the Jordanian EFL sixth-grade students ’attitudes towards using gamification in reading comprehension lessons. The participants of the study were 35 students from a public school in Jordan. They studied reading comprehension activities through gamification. A questionnaire with 31-items was designed to explore students’ attitudes towards using gamification in reading comprehension lessons. The results indicated that the sixth-grade students had positive attitudes towards the use of gamification in reading comprehensionlessons.

ملخص:

بحيث هذه الدراسة في اتجاهات طلاب الصف السادس الأردنیین متعلمي اللغة الانجليزية لغة أجنبية نحو استخدام الألعاب التحفيزية في دروس فهم المقروء. بلغ عدد المشاركين في …

Predictive Values Of Factors Affecting Reading Comprehension Assessment, Taylor M. Grantham, Matthew Carter, Crystal C. Randolph, Gina M. Doepker

Literacy Practice and Research

The complex nature of reading comprehension makes it challenging to assess. Comprehension assessment results frequently do not directly indicate which skills should be addressed to remediate comprehension difficulties. The current study investigated which underlying skills are most related to a common reading comprehension test. The reading skills that were measured in this study include single-word reading accuracy, single-word reading fluency, textual reading fluency and accuracy, oral reading comprehension abilities, and silent reading comprehension abilities. The findings indicate that reading rate is associated with oral reading comprehension abilities and that word reading accuracy is important for oral reading comprehension abilities.

Effect Of Professional Learning Communities About Vocabulary Instruction On Student Achievement In Reading Comprehension In Rural Iowa, Danielle Hart

Master's Theses & Capstone Projects

The research question for this study is based on how a PLC of singletons can best affect student scores on reading comprehension by focusing on vocabulary instruction. For the purpose of this research, students who were considered High Risk of not ending the year on grade level were progress monitored biweekly to determine the effect size of two different forms of PLCs on vocabulary instruction. In the first round of PLCs, the teachers implemented the Frayer Model for vocabulary instruction into the first class of the day. The data was compared from before the intervention until the end of the …

Lessons Learned: Effective Reading Practices For The Struggling Reader, Maria M. Salaiz, Marie Simonsson, Velma D. Menchaca

Organization and School Leadership Faculty Publications and Presentations

This study investigated schools who received Reading First (RF) monies to determine if student reading achievement in kindergarten through second grade was a function of the funding earmarked for implementation of the RF practices. The researchers also examined a seven-year reading progress trend to observe changes in Texas Primary Reading Inventory (TPRI) composite means of 37 participating campuses by grade level and by assessment measure from 2006 to 2012. Multiple linear regression and one-way repeated measures outputs were used for evaluating the evidence. A longitudinal progress trend was used over a seven-year period. Both a linear regression and a repeated …

Evaluating The Impact Of Reciprocal Teaching Embedded Within A Web 2.0 Tool Upon Fifth-Grade Students’ Reading Comprehension During Integrated Readers’ Workshop At A Professional Development School, Aisja Jones

Theses and Dissertations

Historical data showed evidence of repeated poor performance on end-of-year (EOY) state tests (South Carolina Department of Education [SCDE], 2017, 2018, 2019). For this study, 12 fifth-grade students read expository text, employed reciprocal teaching strategies, collaborated face to face and online using a Web 2.0 tool during the reading workshop. The purpose of this action research was to evaluate the impact of reciprocal teaching embedded in the Wakelet Curation Tool, a Web 2.0 tool, on fifth-grade students’ reading for comprehension, reading attitudes, and perceptions of the innovation in an integrated reading class at an urban characteristic (Milner et al. 2018) …

Explicit Vocabulary Instruction For Fifth Graders’ Vocabulary Knowledge And Reading Comprehension: An Action Research Study, Tonia Bauer, Hengtao Tang

Journal of Educational Technology Development and Exchange (JETDE)

This action research aimed to evaluate the impact that explicit vocabulary instruction delivered through Schoology had on the vocabulary knowledge and reading comprehension of fifth graders at an urban elementary school in the southeastern United States. A convergent mixed-method approach was applied. The vocabulary and reading comprehension scores and the learner experience survey accounted for the quantitative data. Furthermore, qualitative data gathered from semi-structured interviews were analyzed inductively. Findings show that students' vocabulary knowledge and reading comprehension significantly increased after receiving explicit vocabulary instruction, and results marked instruction regarding Latin and Greek roots as areas needing attention. For elementary educators, …

Assessing Reading: How Assessment Can Be Used To Target Teaching And Enhance Understanding Of Reading Comprehension, Sandra Knowles

2021-2030 ACER Research Conferences

The skills demonstrated by a proficient reader are not easy to untangle. Current research acknowledges that reading comprehension is a highly complex area of ability, one that needs to be understood as the coordination of several integrated processes. Using example test questions and data, this presentation explores how assessment can help us make sense of reading comprehension in a way that curricula and commonly used teaching strategies cannot. Assessment is evidence that informs us about the skills involved in the reading process, how they relate to each other, and how they develop in complexity. When assessment is understood in this …

Text Comprehension In Monolingual And Bilingual Adult Readers, Sharan K. Grewal, Deanna Friesen, Olivia Ward

Undergraduate Student Research Internships Conference

The present study examined whether University students who learned English as a second language differed from English monolingual students on their ability to detect inconsistent content in short informational texts about animals. Adults completed a self-paced reading task, performed text recalls, and completed a True/False test. Half of the texts contained information in the 5th sentence that contradicted the 2nd sentence’s information (inconsistent condition). The other half did not contain any contradictions (consistent condition). Participants also completed language and cognitive tasks as individual differences measures. Results revealed a significant interaction between language group and consistency, wherein monolingual adults spent more …

Perceptions Regarding Reading Comprehension And Self-Efficacy In Students With Autism Spectrum Disorder: An Embedded-Multiple Case Study, Kevin Charles Hogge

Doctoral Dissertations and Projects

The purpose of this embedded multiple case study was to explore perceptions of reading comprehension interventions in students with autism spectrum disorder (ASD) at public schools within the Commonwealth of Virginia and to discover common themes and strategies that help students with ASD. The sample pool consisted of approximately 62 students. The sample size included nine participants chosen through a purposeful sampling method relying on a maximum variation procedure. The research question focused on the lived experiences of students with ASD and their perceptions regarding reading comprehension and self-efficacy. The theory guiding this study was Bandura’s theory of self-efficacy; that …

Syntactic Complexity In Reading Comprehension: An Eye-Tracking Study Of Text Processing Among Bilinguals And Monolinguals, Guoqin Ding

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

For Chinese students, studying in a country with different cultural components and language structures is challenging. Compared to English, the Chinese prefers shorter and simple sentence structure and allows for two sentences to be stated side by side. Different sentence structures in Chinese may influence native-Chinese readers’ understanding of English sentences and even a whole text. This exploratory study examined whether there were any differences between English monolingual and Chinese-English children while reading varied English texts with simple or complex structures at different reading difficulty levels. This study explored the differences across texts and readers, as well as the possible …

Reading Comprehension Interventions For Students With Learning Disabilities Or Reading Difficulties In Grades 3-12: A Literature Review, 2006-2011, Jessica R. Scott

LC Journal of Special Education

The purpose of this review is to summarize recent scientific studies of various reading comprehension interventions for students with reading difficulties in grades 3-12 in order to provide a quick reference for administrators and educators who are interested in the latest research on reading comprehension interventions. Additionally, research findings are presented on how to increase the frequency of effective instruction of reading comprehension in the classroom.

Strategies For Helping Struggling Readers Comprehend Expository Text, Julie Beyer

LC Journal of Special Education

The purpose of this paper is threefold. First, it is to present the challenges that accompany comprehending expository texts for students who have learning disability. Second, it is to discuss the implication of these challenges for special educators. Third, it is to provide descriptions of pre-reading, during reading, and post-reading teaching strategies that educators can employ to develop comprehension strategies for expository texts used among students who are struggling to comprehend.

Computer-Aided Response-To-Intervention For Reading Comprehension Based On Recommender System, Ming-Chi Liu, Wei-Yang Lin, Chia-Ling Tsai

Publications and Research

In 2019, New York State Education Department announced 54.6% of all students in grades 3 to 8 not meeting the standard of reading proficiency. Motivated by the need for a more efficient intervention model, we propose a recommender system to leverage the technology in machine learning to recommend suitable reading materials for effective intervention. The recommendation is based on the student's prior reading comprehension assessments and also assessments of other students at the same grade level using collaborative filtering. No other prior academic or demographic information of students is available. Two main challenges are lack of explicit ratings of reading …

Implementation Of Second Chance Reading, Peyton Paddock

Master's Theses & Capstone Projects

Students will struggle with reading, and it is harder on them when they have a reading disability. Providing support to these students can be critical in developing their reading comprehension and fluency skills. Second Chance Reading (SCR) is a great method of helping students receive the supports needed. Students with disabilities receive supports and accommodations. However, this does not mean that what they are receiving is what they need to be successful. A student reading faster but struggling to understand is just as bothersome as a student reading slower and struggling to understand. SCR helps students break down their reading …

Does Rap Increased Reading Comprehension Levels?, Crystal Hall

LC Journal of Special Education

The purpose of this research is to determine whether using a learning strategy will increase reading comprehension for students with mental retardation. The specific learning strategy implemented in the survey is called RAP. The researcher hopes that students will be able to generalize the strategy to other academic classes to aid in reading comprehension of course material.

Effective Reading Practices For Inclusive Classrooms, Andrew Block

Graduate Teacher Education

This paper examined research on what are best practices for teaching reading comprehension to students in an inclusive classroom. This topic is explored through research findings from multiple quantitative and qualitative studies which examined the effectiveness of structured reading instruction, explicitly taught reading strategies, student autonomy, and discussion and collaboration as best practices for improving reading comprehension skills. While research showed a variety of effective practices and strategies to increase reading comprehension among all students, the research also suggested the need for content area teachers to receive on-going professional development to consistently implement evidence-based practices throughout the course of the …

The Effect Of Stations And Centers Strategy On Jordanian Efl Tenth Grade Students’ Motivation In Reading Comprehension أثر استراتيجية المحطات والمراكز في دافعية طالبات الصف العاشر الأردنيات في الاستيعاب القرائي, Ream Khawaldeh', Prof. Abdallah Ahmad Baniabdelrahman, Dr. Khaled Al-Omari

Jordanian Educational Journal

ملخص:

هدفت هـذه الدراسـة إلـى استقصـاء أثـر التـدريس باسـتخدام استراتيجية المحطات والمراكز فـي تحسين مستوى دافعية طالبات الصف العاشر الأردنيات نحـو الاستيعاب القرائي. حيث قام الباحث باختيار المدرسة بشكل قصدي. وقد تكونت عينة الدراسة التي تم اختيارها عشوائيا من 80 طالبة. إذ قسمت العينة الى مجوعتين, مجموعة ضابطة مكونة من 40 طالبة ومجموعة تجريبية مكونة من 40 طالبة. وقد طُبّقت الاستبانة على المجموعة الضابطة التي تم تطبيق الاستراتيجية عليها. أظهرت نتائج الدراسة أن مستوى دافعية الطالبات نحو استخدام استراتيجية المحطات والمراكزفي حصص مهارات الاستيعاب القرائي كانت إيجابية ومرتفعة. وبالاعتماد على هذه النتائج, يوصي الباحثون باستخدام هذه الاستراتجية في تدريس مهارات …

The Effect Of A Reciprocal-Based Instructional Program On Ninth-Grade Students’ Reading Comprehension In Public Schools In Jordan أثر استخدام برنامج تدريسي قائم على التدريس التبادلي على مهارات الاستيعاب القرائي لدى طلبة الصف التاسع في المدارس الحكومية في الاردن, Mohammad Ahmad Al Jboor, Prof. Abdallah Ahmad Bani Abdelrahman

Jordanian Educational Journal

Abstract: This study aimed at investigating the effect of using a reciprocal-based instructional program on improving reading comprehension among ninth grade students in Jordan. The sample of the study consisted of 107 ninth grade male and female students in the academic year 2017/2018 in four schools in North West Badia Directorate of Education. Two classroom sections were chosen to represent the experimental groups and the other two were chosen to represent the control groups. The study followed a quasi-experimental design, where the experimental groups were taught reading comprehension using a reciprocal based instructional program and the control groups were taught …

Using Co-Teaching In Developing Reading Skills Among Female Students With Learning Disabilities And Their Regular Peers, Maha Hamad Alsheeha Phd

International Journal for Research in Education

The purpose of this study was to investigate the effect of using co- teaching on developing reading skills for students with learning disabilities and their regular peers on a sample of fourth grade students at primary school in Riyadh. The subjects for this study were (74) female students distributed into two groups (control and experimental), each group consisting of (30) regular students and (7) students with learning disability. A pre and post-test was applied to both groups to measure their achievement in the reading skills: reading accuracy, speed and comprehension. The two groups were taught (40) lessons, each session lasting …

Fostering College Students’ Fact-Checking Skills: Three Studies Assessing Lateral Reading Instruction In A General Education Course, Jessica E. Brodsky

Dissertations, Theses, and Capstone Projects

While online information is abundant and easily accessible, its quality varies widely. Fact-checkers evaluate online information by reading laterally, i.e., opening a new browser tab to research sources and verify claims. This dissertation consisted of three studies that used course outcomes assessment data to examine the impact of a lateral reading curriculum on college students’ fact-checking skills. The curriculum was first implemented in Fall 2018 as part of a general education civics course. It has been taught every semester since then, though the content and format of implementation have changed. Data used in the current studies were collected during the …

The Study Of Morphological Awareness For English Learners, Jane Beeninga

Dissertations, Theses, and Projects

English Learner (EL) students in American schools are becoming increasingly common, but there does not seem to be enough support for these students. This is causing EL students to fall behind in content areas such as reading (Richards-Tutor et al., 2016). The purpose of this study was to investigate what barriers are keeping EL students from succeeding in reading. After identifying a need for vocabulary instruction, the researcher will be conducting a morphological awareness intervention to improve EL students’ ability to figure out unknown words. Morphological awareness is the understanding of a word’s smaller units such as prefixes, suffixes, and …

The Effect Of Explicit Vocabulary Instruction On Elementary Students’ Vocabulary Knowledge And Reading Comprehension: An Action Research Study, Tonia Bauer

Theses and Dissertations

Reading comprehension seems to be a significant challenge for rising fifth graders with limited vocabulary knowledge. A possible solution is to provide them with explicit vocabulary instruction which may positively impact their reading comprehension. This action research aimed to evaluate the effect of implementing explicit vocabulary instruction delivered through Schoology on fifth graders’ vocabulary knowledge and reading comprehension at an urban elementary school in the southeastern United States. This study also sought to analyze students’ perceptions of the usefulness of the online vocabulary learning modules. A convergent mixed-method approach was applied to answer the research questions. The quantitative data (e.g., …

The Role Of Word Knowledge In Error Detection: A Challenge To The Broken-Error-Monitor Account Of Dyslexia, Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, Benjamin Rickles

Faculty Peer-Reviewed Publications

Dyslexic children often fail to correct errors while reading aloud, and dyslexic adolescents and adults exhibit lower amplitudes of the error-related negativity (ERN)—the neural response to errors—than typical readers during silent reading. Past researchers therefore suggested that dyslexia may arise from a faulty error-detection mechanism that interferes with orthographic learning and text comprehension. An alternative possibility is that comprehension difficulty in dyslexics is primarily a downstream effect of low-quality lexical representations—that is, poor word knowledge. On this view the attenuated ERN in dyslexics is a byproduct, rather than a source, of underdeveloped orthographic knowledge. Because the second view implies a …

Teachers’ Perceptions Regarding Implementing Student-Centered Instructional Practices In Reading Comprehension, Gloria Nnenna Edeh-Okwuosah

Walden Dissertations and Doctoral Studies

The problem addressed in this study was that the English as foreign language teachers in five government elementary schools were not consistently instructing in a manner that contributed to a student-centered learning environment when teaching reading comprehension. The purpose of this basic qualitative study was to explore the perceptions of English as foreign language teachers in the five government elementary schools regarding implementing student-centered instructional strategies when teaching reading comprehension. Weimer’s learner-centered teaching served as the conceptual framework. The research questions focused on English as foreign language teachers’ perceptions regarding implementing student-centered practices when teaching reading comprehension. Data were collected …