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1
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Graphic and semantic organizers as cognitive strategies in reading instruction

100%
Olszak I.
Crossroads. A Journal of English Studies
|
2014
|
vol. 6
EN
The present article extends prior research on graphic and semantic organizers principally applied as a reading strategy. Visual representation of information in a text and graphic and semantic organizers refer to different approaches to reading from the traditional, linear text representation. Research demonstrates that powerful metacognitive strategies can be taught to help students monitor and improve their own reading comprehension. This study constitutes an attempt to shed light on the research evidence regarding the effectiveness of graphic and semantic organizers on text learning. As such, it highlights the nature of reading comprehension, various strategies applied in the process of teaching reading, and examples of graphic and semantic organizers for classroom applications.
2
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THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE

100%
Bataineh R. F., Mayyas M. B.
Teaching English with Technology
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2017
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vol. 17
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issue 3
35-49
EN
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
3
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Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

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Bataineh R. F., Al-Kofeiri Q. M.
Lublin Studies in Modern Languages and Literature
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2018
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vol. 42
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issue 2
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.  
FR
Le numéro contient uniquement les résumés en anglais.
RU
Том содержит аннотаций на английском языке.
4

„Rozterki” Jana Kochanowskiego i pewność siebie polonistów

100%
Bakuła K.
Kształcenie Językowe
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2013
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vol. 11 (21)
29 - 40
EN
The article is devoted to the understanding or misunderstanding of some of Jan Kochanowski’s works: Song IX from Book I, Song IX from Book II, Song XIX from Book II, especially of words like happiness, quandary, fiddle, honest possessions. The author has reviewed more than ten school textbooks from 1996–2008 and has established that they lack explanations of many important words and expressions, an omission that limits the understanding of these poetic works by pupils, students and teachers.
5
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Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia

100%
Murawska B.
Kwartalnik Pedagogiczny
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2019
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vol. 64(3 (253))
31-41
PL
Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.
6
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Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students

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Kendik-Gut J.
Theory and Practice of Second Language Acquisition
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2019
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vol. 5
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issue 2
59-74
EN
This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further  analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
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Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance

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Mokhtari K., Dimitrov D. M., Reichard C. A.
Studies in Second Language Learning and Teaching
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2018
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vol. 8
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issue 2
219-246
EN
In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.
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Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

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Brooks G., Clenton J., Fraser S.
Studies in Second Language Learning and Teaching
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2021
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vol. 11
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issue 3
351-376
EN
This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.
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Morphemic analysis increases vocabulary and improves comprehension

100%
Jarad N. I.
Glottodidactica
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2015
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vol. 42
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issue 2
31-43
EN
The present study explored the effects of explicit and systematic teaching of morphemic analysis on vocabulary learning and comprehension. The reading class taught by the researcher was purposely taught the most common (30) prefixes and the most common (30) roots. Following fourteen 50-minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic analysis skills, to derive meanings for new words that contained taught morphemic elements, and to comprehend text containing new words. The results indicated that (a) there was an immediate and delayed effect of morphemic analysis for lesson words, and (b) there was evidence that a morphemic approach improved students’ vocabulary and, consequently, their comprehension. The findings of this study provide support for the implementation of a morphemic approach for vocabulary instruction.
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Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej

100%
Przybyla O., Turek J.
Logopedia Silesiana
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2013
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issue Logoepdia Silesiana nr 2
24-50
EN
The authors discuss the results of research carried out to present reading skills of pupils in the primary school. Taking into account theoretical background, used to prepare the research methodology, the most significant factors contributing to the reading process are analyzed. There are two dimensions of reading skills that are involved in the research: decoding and reading comprehension of the text. The range of decoding provides the assessment of reading speed (treated as a number of words read within one minute), correctness of reading (perceived as proportion of the read word in a correct way compared to all read words per minute), and a type of mistakes made by children during reading.
11
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Experimental Verification of the Reading Comprehension Intervention for the German Language as L3

100%
Stranovská E., Ficzere A., Szabó E.
Journal of Education Culture and Society
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2022
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vol. 13
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issue 2
369-382
EN
Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
12
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Czuj w czas o sobie cny czytelniku Pieśni V Jana Kochanowskiego

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Bakuła K.
Dydaktyka Polonistyczna
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2020
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issue 6 (15)
175-183
EN
The article concerns the school reading of the Songs V, Eternal Disgrace of J. Kochanowski, which has been present in high school’s and technical school’s textbooks for decades. The critical moment is not understanding certain expressions, such as a „pitiful loot”, „to manage light people”, „we get in”, which leads to a weakening of the understanding of the entire piece. The author draws attention to the insufficient number of footnotes in the textbooks, not always correct, and therefore proposes to increase the linguistic and factual explanations, improve the existing ones, for which he used historical and contemporary dictionaries. He calls for readers’ vigilance, especially important in the case of old novels.
13
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The Impact of Metacognitive Strategies on Reading Comprehension in an Early Literacy Workshop

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Hrbáčková K., Švec V.
The New Educational Review
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2005
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vol. 5
69-78
EN
This preliminary study investigates metacognitive strategies displayed by young children and their impact on increasing reading comprehension during their involvement in a reading intervention programme from February to July 2004. The purpose of this study is (a) to explore the nature of existing metacognitive experience in the second, third and fourth grade classrooms and (b) to determine whether children who had participated in an early literacy workshop demonstrate reading comprehension achievement. To document and reflect metacognitive awareness of reading strategies students engaged in a literacy workshop. The teacher in this workshop provides instrumental support to student’s awareness and regulation comprehension strategies before, during and after reading. This metacognitive intervention was observed and videotaped by the research assistant and compared with reading achievement.
14
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A COMPARISON OF THE EFFECT OF TEXTUAL, AUDIO AND TEXTUAL-PICTORIAL AND AUDIO–PICTORIAL ANNOTATIONS ON ENHANCING READING COMPREHENSION AMONG IRANIAN EFL LEARNERS

88%
Karbalaei A., Zare A.
Teaching English with Technology
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2019
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vol. 19
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issue 3
40-67
EN
This study aimed to investigate the interaction between L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in the study were selected from four intact classes consisting of 100 students studying English at intermediate level in Kish Institute of Science & technology (olom va fonon), in Iran. After they were given a reading comprehension text, the four experimental groups were given the same reading comprehension texts with different annotations. Then, they were asked to take the same reading test as posttest. The results of the study demonstrated that text-only and audio-only were more effective than other kinds of annotation. The results suggested that providing the new words whether in audio or text annotation during reading comprehension can help students to comprehend reading in an effective way. Educational implications suggest that provision of different kinds of glosses is beneficial for L2 students although they need some scaffolding for utilizing glosses in a beneficial way.
15

Wpływ tytułu na zakres i trwałość przyswajanej wiedzy z tekstów edukacyjnych

88%
Iluk J.
Kształcenie Językowe
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2013
|
vol. 11 (21)
11 - 27
EN
There are many factors that influence the scope and assimilation of knowledge that textbooks contain. Among the most important ones there are strategic places, the content of which contributes to the contextualization of utterance and on which the attention of the audience is focused. The position of text opening, that is the title or initial sentence, can be mentioned among them. The influence of the form of headlines and the contents on the effectiveness of the acquisition of knowledge from the texts is a result of cognitive processes, activated during the process of reading. It appears from the results of the research, that the application of full-thematic titles improves the effects of working with text. Headlines of that type control the cognitive energy in a better way and initiate more adequate cognitive schemata that allow for a more complete integration of received information. The influence of the title brings expected results, when it is reinforced by a suitable method of working with the text.
16

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

88%
Chavez J. N., Martinez J., Pienta R. S.
Journal of Pedagogy
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2015
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vol. 6
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issue 1
95-121
EN
The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.
17
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E-texts or p-texts? Evidence from reading comprehension tasks for Polish teenage learners of English

88%
Gąsior K. E.
Lublin Studies in Modern Languages and Literature
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2019
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vol. 43
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issue 4
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
Research investigating differences between reading comprehension of electronic and paper texts has so far provided conflicting evidence. Thus, the present paper aims to examine the impact of the text source on the quality of reading comprehension of Polish intermediate learners of English. In a pre-test the participants representing a similar level of this subskill were selected and divided into two groups. In the study proper, the control group read a paper version of the text while the treatment group did it using a computer screen. Although the participants’ results were better in the case of e-texts than of p-texts, these differences were not statistically significant.
FR
L'article contient uniquement les résumés en anglais.
18
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Intervention in teaching reading in a foreign language:

88%
Gadušová Z., Pavlíková M., Havettová R.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 1
297-313
EN
Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
19
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Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language

88%
Kan R. T. Y., Murphy V. A.
Studies in Second Language Learning and Teaching
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2020
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vol. 10
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issue 3
579-605
EN
Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
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Text topic interest, willingness to read and the level of reading comprehension among adults – the role of gender and education level

88%
Charzyńska E.
The New Educational Review
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2015
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vol. 39
84-95
EN
The aim of the study was to examine the relations between variables connected with the reader (interest in the text topic and willingness to read it) and the level of reading comprehension among adults, after controlling for text difficulty. The study involved 1549 users of Polish aged from 18 to 87. Open-ended questions were used to measure reading comprehension. It was proved that the model taking into account variables related to the reader better predicted reading comprehension than the model only taking into account text difficulty. Moderation analysis showed a little stronger relation between text topic interest and reading comprehension in the group of women than in the group of men. It was also noted that among adults with lower levels of education text topic interest and willingness to read it were more strongly related to the level of comprehension than among better educated people. The discussion focuses on the role of psychological factors in reading comprehension.
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