Dissertations reading comprehension quantitative
At the end of the study, the control group received the same reading strategy instruction and amount of instructional time that was received by the experimental group during the study.
Thus, it is necessary to provide learners with a reading strategy instruction which focuses on teaching reading strategies that can help them become strategic readers. The Systematic Evaluations conducted by the Department of Education, provincial Departments of Education as well as international bodies, show that learners in South African schools performed poorly when tested for their ability to read at age-appropriate levels National Reading Strategy This test was also used as a pre-test and a post-test.
Dissertations reading comprehension quantitative
According to Nel, Dreyer and Kopper , many South African students enter higher education underprepared for the reading demands that are placed upon them. Strategic reading, according to Alfassi requires that learners intentionally engage in planned actions under their control, in the manner that proficient readers do when they encounter difficulty in comprehending a text. A quasi-experimental pre-test and post-test control group design was used. To be published. This kind of research approach usually involves collecting and converting data into numerical form so that statistical calculations can be made and conclusions drawn. This test was used as a pre-test and a post-test. Considering that the subjects were not provided with the correct answers after the pre-test, even were they to remember how they had answered a question the first time, they had no way of knowing whether that answer was correct. Systematic Evaluations conducted recently on the reading performance of learners in South Africa showed no improvement. At the end of the study, the control group received the same reading strategy instruction and amount of instructional time that was received by the experimental group during the study.
The subjects were in two intact classes in order to prevent disruption to the normal teaching routine at the school. Teacher modelling. What does the reading comprehension and reading strategy use profile of the Grade11 ESL learners portray?
A quasi-experimental pre-test and post-test control group design was used in this study. The quantitative research approach was suitable for this study as its design was quasi- experimental, it analysed data through statistics and had a treatment group that was used to measure the impact of the reading strategies instruction.
Three comprehension groups were examined: 1 children with poor comprehension in the absence of word reading difficulties, 2 children with poor word reading and poor comprehension, and 3 children with good word reading and comprehension abilities.
Thus, the current study seeks to examine the effect of reading strategies instruction in order to inform instructional practice in reading comprehension.
Action research on reading problems
The t-test is one type of inferential statistics. The results of this study indicate that 1 learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and 2 explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. In addition, Van Keer states that even when children do not use effective comprehension strategies on their own, explicit reading strategies instruction is a feasible tool for teaching learners to apply them successfully. This study examined the cognitive aspects of reading comprehension among L1 and ESL speakers in the seventh grade. The paper is not available in DUO awaiting publishing. Preschool predictors of later reading comprehension ability: A systematic review. Thus, learners who read without comprehending what they read have fewer chances of succeeding academically than learners who read with comprehension. The major disadvantage of this technique is that researchers have no idea how representative the information collected about the sample is to the population as a whole. Thus, it is necessary to provide learners with a reading strategy instruction which focuses on teaching reading strategies that can help them become strategic readers. In this way, students could see the necessity of reading strategy use, as well as the link to their reading comprehension. In the literature review the benefits of training learners to be strategic readers has been highlighted. The students in the intervention group received an week intervention that focused on word knowledge, while the students in the control group received the usual instruction. Similar prevalence of reading comprehension subgroups was found for ESL and L1 students, with under 2 percent of students classified as reading disabled.
The literature on strategy instruction has shown that there are two different approaches to teaching reading strategies.
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