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Sample records for improve student comprehension

  1. Improving Students' Reading Comprehension in Descriptive Text Through Anticipation Guide

    OpenAIRE

    Nasution, Maya Puspita

    2014-01-01

    This study concerrns with improving students' reading comprehension in descriptive text through anticipation guide.The objective was to investigate improvement of students' reading comprehension by applying anticipation guide. This research was conducted by using action research method. The subject of the study was grade VII students of SMP SWASTA TAMAN HARAPAN MEDAN totalling to 30 students. They were taught reading comprehension by anticipation guide. The instruments for collecting data wer...

  2. Improving Students' Achievement in Reading Comprehension Through Think Pair Share Strategy

    OpenAIRE

    Handayani, Umami -

    2014-01-01

    This research is designed to improve the students' reading comprehension in English through Think Pair Share strategy. the objective of the research is to develop Think Pair Share to improve the students' reading comprehension. The research was conducted by using classroom action research. The finding showed that Think Pair Share strategy was successful in improving students' reading comprehension. The improvement couls be seen from the increase of students' reading scores. Besides, the fin...

  3. Improving Efl Students' Reading Comprehension And Students' Perception On Metacognitive Reading Strategies

    OpenAIRE

    Linda, Kristina; Regina; Sutapa,, Y. Gatot

    2015-01-01

    The aims of this study were improving EFL students' reading comprehension by using Metacognitive Reading Strategies and finding out the students' perceptions on Metacognitive Reading Strategies. The method of the research was a classroom action research. The research subjects were 29 students majoring in Accounting Program class 3 of Year-10. This research was conducted in three cycles to maximize the students' improvement in comprehending the text. The findings of data collecting revealed th...

  4. Using Appropriate Strategies to Improve Students' Comprehension ...

    African Journals Online (AJOL)

    Using Appropriate Strategies to Improve Students' Comprehension of Chemistry Texts: A Guide for Chemistry Teachers. ... African Research Review ... Unfortunately, contemporary research insight into science reading is lacking and science educators tend to focus on methods of teaching specific subject matter and ...

  5. Improving middle and high school students' comprehension of science texts

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    Brandi E. JOHNSON

    2011-11-01

    Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

  6. Improving middle and high school students' comprehension of science texts

    Directory of Open Access Journals (Sweden)

    Brandi E. Johnson

    2011-10-01

    Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

  7. Improving 4th Grade Primary School Students' Reading Comprehension Skills

    Science.gov (United States)

    Bulut, Aydin

    2017-01-01

    The aim of this study was to carry out action research to investigate reading comprehension skills when using the SQ3R reading comprehension strategy. To that end, this strategy was used for improving the reading comprehension skills of 7 primary school 4th grade students who had problems with these skills. An action plan was prepared for 3hours a…

  8. Method Improving Reading Comprehension In Primary Education Program Students

    Science.gov (United States)

    Rohana

    2018-01-01

    This study aims to determine the influence of reading comprehension skills of English for PGSD students through the application of SQ3R learning method. The type of this research is Pre-Experimental research because it is not yet a real experiment, there are external variables that influence the formation of a dependent variable, this is because there is no control variable and the sample is not chosen randomly. The research design is used is one-group pretest-post-test design involving one group that is an experimental group. In this design, the observation is done twice before and after the experiment. Observations made before the experiment (O1) are called pretests and the post-experimental observation (O2) is called posttest. The difference between O1 and O2 ie O2 - O1 is the effect of the treatment. The results showed that there was an improvement in reading comprehension skills of PGSD students in Class M.4.3 using SQ3R method, and better SQ3R enabling SQ3R to improve English comprehension skills.

  9. Drawing method can improve musculoskeletal anatomy comprehension in medical faculty student.

    Science.gov (United States)

    Joewono, Muliani; Karmaya, I Nyoman Mangku; Wirata, Gede; Yuliana; Widianti, I Gusti Ayu; Wardana, I Nyoman Gede

    2018-03-01

    The Chinese philosophy of Confucianism said "What I heard I forgot, what I see, I remember, what I do, I understand." During this time, most of the teaching and learning process relies on viewing and listening modalities only. As a result, much information does not last long in memory as well as the material understanding achieves became less deep. In studying anatomy science, drawing is one of effective important methods because it is an integration of ideas and knowledge of vision thereby increasing comprehension and learning motivation of college students. The purpose of this research is to know the musculoskeletal anatomy comprehension by drawing learning method in Medical Faculty student. This research uses observational analytic design with the cross-sectional design. Total sampling was done to the entire student of Physiotherapy Study Program in 2012, 2013, and 2014, Medical Faculty of Udayana University. The average value of musculoskeletal anatomy of the student in 2012, 2013, and 2014 sequentially are 31.67, 33.57, and 45.00, respectively. Normality test with Shapiro-Wilk and homogeneity with Levene's test showed normal results and homogeneous. One-way ANOVA test between groups showed a significant result that is 11.00 ( P drawing method can improve the musculoskeletal anatomy comprehension in Medical Faculty student.

  10. The Effects of Cooperative Learning on Improving English Pronunciation and Comprehension of Medical Students

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    Zeinab Sanaee Moghadam

    2013-12-01

    Full Text Available Introduction: Acquisition of intelligible English pronunciation and comprehension of medical texts has been considered as an important need for medical students. This can be improved by employing different methods and taking into consideration various learning styles of students. This study is an attempt to reveal the effect of cooperative learning on enhancing pronunciation and reading comprehension in students of medicine in Yasuj University of Medical Sciences. Methods: All 60 students of medicine in Yasuj University of Medical Sciences who enrolled in English for specific purposes 1st Feb 2013 took part in this quasi experimental study and were divided into two groups of thirties, according to the enrollment list. Cooperative learning was implemented with the experimental group dividing them into groups of five randomly, while the control group was taught with traditional method. Phonetic transcriptions were used along with passages taken from their book for the two groups. The data collected from three reading aloud tasks, scores of pretest, and midterm and final written examinations were analyzed using SPSS software, version19. Results: The results of the study showed that the experimental group outperformed the control group significantly (P<0.05 in all areas of reading aloud tests, pronunciation, and comprehension. Conclusion: It is concluded that cooperative learning significantly improves medical students’ pronunciation and comprehension. Teaching pronunciation and comprehension through cooperative learning yields better learning results for university students.

  11. Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes

    Science.gov (United States)

    Berkeley, Sheri; Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E.

    2011-01-01

    This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and…

  12. Using Anticipatory Reading Guides to Improve Elementary Students' Comprehension

    Science.gov (United States)

    Ortlieb, Evan

    2013-01-01

    One of the greatest challenges of an elementary school teacher is equipping students with comprehension strategies that transfer to all content areas. With stable levels of reading achievement over the last two decades in the United States, it is necessary that further research be conducted on methods of increasing students' comprehension…

  13. Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.

    Science.gov (United States)

    Griffiths, Gina G; Sohlberg, McKay Moore; Kirk, Cecilia; Fickas, Stephen; Biancarosa, Gina

    2016-01-01

    Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.

  14. Improving reading comprehension skills through the SCRATCH program

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    Erdal Papatga

    2016-09-01

    Full Text Available The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15-week process at an elementary school with middle socio-economic level in the Eskisehir province in the fall term of the 2015-2016 school year. The participants of the study were eight fourth graders who had problems in reading comprehension and were selected based on the criterion sampling method. Different data gathering tools were employed in different stages of the study. These were the Informal Reading Inventory, readability assessment rubric, participant selection form and identification forms for developmental level in reading comprehension for the quantitative data, and observation notes, a researcher diary, video recordings, teacher and student observation notes, and the projects the students prepared using the SCRATCH program for the qualitative data. In the study, the analysis of the quantitative data was done with correlation analysis, and Kendall W Test that shows inter-rater reliability. In addition, the identification forms for developmental level in reading comprehension were used to reveal the improvement in reading comprehension skills, and the Informal Reading Inventory was employed to score these forms. On the other hand, the qualitative data were analysed through the thematic analysis method, and MAXQDA was used for the analysis. As a result of the analyses, it was found that the reading level of the eight students who had problems in reading comprehension went up from the anxiety level to the instructional level in some forms, and even to the independent reading level in other forms; in other words, there was an improvement in the reading comprehension skills of all eight students.

  15. Improving reading comprehension through Reciprocal Teaching Method

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    Endang Komariah

    2015-10-01

    Full Text Available This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.

  16. Evidence-Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

    Science.gov (United States)

    Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C.

    2012-01-01

    Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores…

  17. Improving Listening Comprehension through a Whole-Schema Approach.

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    Ellermeyer, Deborah

    1993-01-01

    Examines the development of the schema, or cognitive structure, theory of reading comprehension. Advances a model for improving listening comprehension within the classroom through a teacher-facilitated approach which leads students to selecting and utilizing existing schema within a whole-language environment. (MDM)

  18. Strategies for Improving Non-Fiction Reading Comprehension.

    Science.gov (United States)

    Bell, Karen; Caspari, Amy

    This report describes a program for introducing students to strategies for improving their comprehension of non-fiction materials. The targeted population consisted of students of one third grade class in a small, middle class suburb, northwest of a large, midwestern city. Difficulty reading and comprehending non-fiction material was documented…

  19. The Effect of Mnemonic Vocabulary Instruction on Reading Comprehension of Students

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    Parima Fasih

    2018-05-01

    Full Text Available The present article was an investigation of mnemonic vocabulary teaching to improve reading comprehension in the EFL classrooms. A major problem with the most of the past researches was that they paid no or little attention to the effects of using mnemonic strategies to improve reading comprehension. The purpose of this paper was to investigate how key word mnemonic vocabulary teaching can improve reading comprehension of the students. To this end, 360 third grade senior high school students from 6 senior high schools of Zanjan were selected through multistage cluster random sampling method and based on Cambridge placement test (2010, 345 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on reading comprehension. In this article there were one control group (A, n=115, and two experimental groups (B, n=115; C, n=115 all of which were male and there were selected randomly by the researchers. During one month in four weeks, every week in two thirty-minute session, group B received direct vocabulary instruction and group C received key word mnemonic instruction. The quantitative component of this article was comprised of the Unit Cloze test. In order to test the effects of Mnemonic Vocabulary Teaching on reading comprehension, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved the reading comprehension of the students. The use of keyword mnemonics as a means to differentiate instruction is an educational implication that can assist teachers seeking better student achievement outcomes.

  20. The Implementation of Kagan’s Cooperative (Co-Op Technique to Improve Reading Comprehension of Junior High Students

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    Farid Helmi Setyawan

    2017-04-01

    Full Text Available Abstract: This study was aimed to investigate how Co-op technique can be implemented to improve reading comprehension of the eighth grade students of MTsN Ngawi who faced the problems in reading. The students did not comprehend the text and the score was low. The average score of reading test in preliminary study was 67 where as the average score of student’ success based on the minimum standard of students’ score is seventy (70. The design of this study was classroom action research. The technique applied in the research was Co-op technique. The result showed that the students reading average score significantly improved. In two cycle study, in the first test the students reading average score was 69.54, in the second test the students reading score was 76.15. It could be concluded that predetermined criteria of success had been achieved.

  1. IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE

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    Edi Santoso

    2015-10-01

    Full Text Available Abstract: The present study, entitled Improving Students’ Reading Comprehension through Interactive Read-Aloud, attempts to unlock problems found in teaching and reading comprehension through interactive read-aloud in a Senior High School of Sport (SMAN Olah Raga Lampung, in Metro. The findings revealed that students’ reading comprehension improved through interactive read-aloud. The improvement can be seen from the increase of test results, meaning construction, and motivation. The process of reading activities showed that the teacher’s gesture and body language, 20 questions, explain and guess activities were proven to help the students construct meaning from the given texts. In addition, interactive read-aloud is effective to boost students’ motivation to comprehend the texts.   Key words: Reading comprehension, interactive read-aloud.

  2. COLLABORATIVE STRATEGIC READING IMPLEMENTATION TO IMPROVE STUDENTS’ READING COMPREHENSION

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    Desy Olivia Riani

    2013-01-01

    Full Text Available This collaborative action research is aimed to find out whether or not the implementation of Collaborative Strategic Reading (CSR improves students' reading comprehension and also to identify students' attitude towards the implementation of CSR. CSR is reading strategy that employs four strategies namely Preview, Click and Clunk, Get the Gist and Wrap Up during students’ cooperative learning. A class of eleventh grade students of a public senior high school in Majalengka, West Java, Indonesia is participated as the participant of the study. The required data were collected through the use of questionnaire, observation checklist, and reading test. The data from the questionnaire indicated that 82% students had positive attitude toward the implementation of CSR. They feel that CSR improves their motivation in learning English and CSR brings more fun to the process of learning. Moreover, it was found from observation data that the students were actively participated during CSR implementation and they were motivated when comprehending a text by means CSR strategy. Finally, the study proved that CSR improved students’ reading comprehension. Students’ mean score of reading test in the beginning of the study was 67, meanwhile, after applying CSR as reading strategy, their mean scores improved to 88.

  3. Enhancing Reading Comprehension with Student-Centered iPad Applications

    Science.gov (United States)

    Moon, Andria L.; Wold, Cheryl M.; Francom, Gregory M.

    2017-01-01

    Reading comprehension, or understanding the author's message, is a critical component of teaching literacy (Hougen and Smartt 2012). Student-centered activities using the iPad with the goal of improving reading comprehension in a fifth-grade classroom were implemented for this action research study. University teacher candidates guided fifth-grade…

  4. Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

    Science.gov (United States)

    Hall, Colby; Barnes, Marcia A.

    2017-01-01

    Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

  5. Comprehensive Training of Engineering Students through Continuing Education

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    Miguel Reynoso Flores

    2014-01-01

    Full Text Available This paper addresses a priority for student training in general and particularly for future engineers. Although this issue has been frequently addressed in recent years, proposals are still insufficient for engineering students. This paper is aimed at theoretically and empirically demonstrating the potential of continuing education as one of the key areas that engineering schools have for the comprehensive training of students. Preliminary results of a research project commissioned by the School of Mechanical and Electrical Engineering (Facultad de Ingeniería Mecánica y Electrica-FIME of Universidad Autónoma de Nuevo León, Mexico, are presented to respond to the need to improve the learning process of students with a comprehensive approach. The research justification and some of the results obtained in the exploratory phase are also described.

  6. Promoting the Comprehension of Teachers and Students Using Young Adult Literature

    Science.gov (United States)

    Henderson, Shannon C.; Buskist, Connie

    2011-01-01

    Adolescents who struggle with reading most often encounter problems with comprehension, rather than the ability to read words. Comprehension is a dynamic process that requires the reader to use multiple strategies as meaning is constructed. To improve the reading comprehension of their students, teachers must be knowledgeable about what…

  7. IMPROVING STUDENTS’ READING COMPREHENSION BY USING MEDIA AT THE GRADE X3 OF SMA NEGERI I TAMBANG-KAMPAR

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    Kurniawan Kurniawan

    2017-07-01

    Full Text Available At the grade X3 of SMAN I Tambang, the researcher found that the students havelow reading comprehension. One of the factors was the students’ lack of vocabulary. Theaimed of this research was to identify whether media can better improve students’ readingcomprehension and to find out what factors can influence the improvement of students’reading comprehension at the tenth grade students of SMAN 1 Tambang. This research wasClassroom Action Research (CAR. It had been carried out since May to June 2011. It hadtwo cycles and consisted of four meetings in each cycles. The participants of this researchwere the students at class X3 of SMAN I Tambang. They consisted of 39 students. Theresearcher found that media can better improve students’ reading comprehension at the gradeX3 of SMA Negeri I Tambang-Kampar. In conclusion, media can help the students toimprove their reading comprehension. The finding of this research implies that the use ofmedia can be used to enhance the students’ reading comprehension in English reading class.Key Words: Improve, Reading Comprehension, Media, Pictures, and Video

  8. A practice course to cultivate students' comprehensive ability of photoelectricity

    Science.gov (United States)

    Lv, Yong; Liu, Yang; Niu, Chunhui; Liu, Lishuang

    2017-08-01

    After the studying of many theoretical courses, it's important and urgent for the students from specialty of optoelectronic information science and engineering to cultivate their comprehensive ability of photoelectricity. We set up a comprehensive practice course named "Integrated Design of Optoelectronic Information System" (IDOIS) for the purpose that students can integrate their knowledge of optics, electronics and computer programming to design, install and debug an optoelectronic system with independent functions. Eight years of practice shows that this practice course can train students' ability of analysis, design/development and debugging of photoelectric system, improve their ability in document retrieval, design proposal and summary report writing, teamwork, innovation consciousness and skill.

  9. The Implementation of Cooperative Integrated Reading and Composition (CIRC Method in Teaching Narrative Text to Improve Students’ Reading Comprehension at the Eleventh Grade Students of MAN 2 Model Makassar

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    Darmayanti Darmayanti

    2014-08-01

    Full Text Available This study is aimed to improve the reading comprehension of eleventh grade students at MAN 2 Model Makassar by using CIRC Method. CIRC Method is chosen to practice the communication in the target language. The research problems are: (1. Does the use of CIRC method improve reading comprehension of the eleventh grade students of MAN 2 Model Makassar? (2. Are the students interested in teaching Narrative text through CIRC method of the eleventh grade students of MAN 2 Model Makassar? The objectives of the research were (1 to find out whether or not the use of CIRC method can improve reading comprehension of the eleventh grade students of MAN 2 Model Makassar. (2 to find out the students’ interest toward teaching Narrative text through CIRC method. The research applied Quasi-experimental Design. The population of the research was the Eleventh Grade students of MAN 2 Model Makassar in academic year 2013/2014. The sample was IPS 2 as Experimental Group consisting of 33 students and IPA 2 as Control Group consisting of 37 students, with the total sample 70 students. The researcher used Cluster Random Sampling, two classes of the eleventh grade of MAN 2 Model Makassar were took as the experimental class and the control class. The experimental class taught by using CIRC Method while the control class taught by conventional learning method. The data were collected through reading tests namely Pre test and Post test, that were analyzed by using SPSS 20.0 version. The result of the data showed that there was significant difference between the students’ score who were taught CIRC method and non CIRC method. It proven by the mean score of the experimental group that was higher than control group in the post test. The result of the test indicated that using CIRC method significantly improved the students’ reading comprehension. Then, the questionnaires were analyzed by using Likert Scale that showed the students were interested in learning English

  10. University Students with Poor Reading Comprehension

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    Georgiou, George K.; Das, J. P.

    2015-01-01

    The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…

  11. USING OF READING, ENCODING, ANNOTATING, AND PONDERING (REAP TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research at Eighth Grade Students in MTSN 1 Kota Bengkulu in Academic years 2016

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    Fera Zasrianita

    2017-03-01

    Full Text Available Abstract The researcher found the problem at MTSN 1 in the city of  Bengkulu at grade VIII I that students got difficulty in comprehending reading texts, and in understanding meanings of words in paragraphs, and teachers techniques  made the students bored. Therefore, the purpose of the research is to improve students’ reading comprehension through REAP techniques. The subject of the research is the students of  grade VIII I consisting of 27 students, 14 female students and 13 male students. The instruments of the research are reading tets, observation sheetteacher and the students, interview guide and that for documentary study.  The results of the research show that the  REAP teachniques are effective in improving the students’ reading comprehension. The students got involved directly and were able to cooperate with their peers during the teaching-learning process. The research was conducted in two cycles an the test was administered at the end of each cycle. From the average mean scores, it could be seen that there was improvement of the the students’ reading ability. In cycle I, the mean score was 70.5 and in cycle 2, it was 78.7,and at the Post assessment, it was  82.2. It means that the students’ mean scores has reached the research target. Thus, it can be concluded that REAPtechniques can improve the students’ readng comprehension. Kata Kunci: REAP (Reading, Encoding, Annotating, and Pondering technique, Students’ reading comprehension

  12. IMPROVING THE STUDENTS’ READING COMPREHENSION ABILITY THROUGH SQ3R STRATEGY

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    Sabarun Sabarun

    2015-12-01

    Full Text Available The study is aimed at improving the students’ reading comprehension ability in reading English class using SQ3R strategy, which refers to a reading technique covering a five step system developed by Francis P Robinson. Each of the steps stands for Survey, Question, Read, Recite, and Review. The study employed Classroom Action Research design. The subjects of the study were four of third semester students of the English Department of Palangka Raya State Islamic College of 2009/ 2010 academic year. The study was carried out in two cycles by following the four steps of action research: planning, implementing, observing, and reflecting. Each cycle consisted of one meeting focusing pre-reading, whilst reading and post reading. The data of the study are taken from the results of observation checklists, field notes, and the students’ reading score. The result of the study showed that SQ3R strategy could improve the students’ reading comprehension ability. It could be seen from the improvement of the students’ reading scores. The students were actively involved in reading class and they were highly motivated to attend the SQ3R reading class. Keywords: improving, SQ3R strategy, reading comprehension ability

  13. Reading comprehension of deaf students in regular education.

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    Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

    2012-01-01

    To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

  14. Development and Validation of an Online Dynamic Assessment for Raising Students' Comprehension of Science Text

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    Wang, Jing-Ru; Chen, Shin-Feng

    2016-01-01

    This article reports on the development of an online dynamic approach for assessing and improving students' reading comprehension of science texts--the dynamic assessment for reading comprehension of science text (DARCST). The DARCST blended assessment and response-specific instruction into a holistic learning task for grades 5 and 6 students. The…

  15. Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

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    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

  16. How To Tutor Students with Reading Comprehension Problems.

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    Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn

    2002-01-01

    Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

  17. Improvement of Engineering Students' Communication Skills in English through Extensive Reading

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    Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

    The students' communication skills in English have improved after introducing Extensive Reading courses into the curriculum of Electrical and Electronic Engineering Department. The students' average TOEIC scores, which used to be far lower than the ones of students in other educational institutions, have increased in recent two years. The students who used to avoid learning English have welcomed extensive reading of graded readers for foreign learners and books for native children of English. This is because the extensive reading causes less stress and it is enjoyable. The students who have read more than 0.2 million words of English texts have faster reading speed and more confidence in reading. They seem to change their reading style from English-to-Japanese translation (and comprehension in Japanese) to direct comprehension in English. Their listening comprehension is also improved. Extensive reading is an effective educational method to improve English communication skills of engineering students, and it also becomes a useful method of continuous education for engineers in need of improving their skills.

  18. Improving Eleventh Graders’ Reading Comprehension Through Text Coding and Double Entry Organizer Reading Strategies

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    Rocío Mahecha

    2011-07-01

    Full Text Available In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students' needs, interests and level of English. To do it, we implemented two reading strategies: text coding and double entry organizer. We observed the students' attitudes during two lesson plans, compared their level of comprehension before and after using the reading strategies and asked them to self-evaluate their performance. At the end, we could see their improvement, how they enjoyed doing the activities and became more confident.

  19. Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance

    Science.gov (United States)

    Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.

    2015-01-01

    In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…

  20. [A new teaching mode improves the effect of comprehensive experimental teaching of genetics].

    Science.gov (United States)

    Fenghua, He; Jieqiang, Li; Biyan, Zhu; Feng, Gao

    2015-04-01

    To improve the research atmosphere in genetics experimental teaching and develop students' creativity in research, we carried out a reform in comprehensive experimental teaching which is one of important modules for genetics practice. In our new student-centered teaching mode, they chose research topics, performed experiments and took innovative approaches independently. With the open laboratory and technical platform in our experimental teaching center, students finished their experiments and were required to write a mini-research article. Comprehensive experimental teaching is a scientific research practice before they complete their thesis. Through this teaching practice, students' research skills in experimental design and operation, data analysis and results presentation, as well as their collaboration spirit and innovation consciousness are strengthened.

  1. The Effects of a Story-Mapping Procedure to Improve the Comprehension Skills of Expository Text Passages for Elementary Students with Learning Disabilities

    Science.gov (United States)

    Stagliano, Christina; Boon, Richard T.

    2009-01-01

    The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading…

  2. Hypertext comprehension of deaf and hard-of-hearing students and students with specific language impairment.

    Science.gov (United States)

    Blom, Helen; Segers, Eliane; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo

    2017-02-01

    This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory. We compared hypertext versus linear text comprehension in D/HH students and students with SLI versus younger students without language problems who had a similar level of decoding and vocabulary. The results demonstrated no difference in text comprehension between the hierarchically structured hypertext and the linear text. Text comprehension of D/HH students and students with SLI was comparable to that of the students without language problems. In addition, there was a similar positive predictive value of visuospatial and not verbal working memory on hypertext comprehension for all three groups. The findings implicate that educational settings can make use of hierarchically structured hypertexts as well as linear texts and that children can navigate in the digital world from young age on, even if language or working memory problems are present. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. [The development and effects of a comprehensive communication course for nursing students].

    Science.gov (United States)

    Kim, Sunah; Park, Jung-Hwa; Lee, Hyun-Hwa

    2004-06-01

    The purposes of this study were to: (a) develop a comprehensive communication course combined with a group program for improving communication skills; and (b) examine the effects of the comprehensive communication course on interpersonal communication, relationship change, self-esteem, and depression in nursing students. The experimental group consisted of 82 nursing students, and the control group, 108 nursing students. Both groups each took communication courses from March to June, 2002 and 2003. A group program for improving communication skills was conducted for each 8 subgroups of the experimental group for 90 minutes once a week during the 6 weeks, while the existing communication lecture was conducted for the control group. Both groups were post-tested after the intervention for verifying the difference of variables between the two groups, and the experimental group was also pre-tested for verifying the difference between before and after the treatment. Interpersonal communication score of the post-test in the experimental group was significantly higher than in the control group and the depression score of the post-test in the experimental group was significantly lower than in the control group. Interpersonal communication, relationship change and self-esteem scores were significantly increased and the depression score was significantly decreased in experimental group after the treatment. In conclusion, the comprehensive communication course that was developed in this study had positive effects on communication skills in nursing students.

  4. Rethinking Student Services: Assessing and Improving Service Quality.

    Science.gov (United States)

    Zammuto, Raymond F.; And Others

    1996-01-01

    A study investigated the quality of services in four student enrollment services administrative sub-units (recruiting, admissions, records and registration, financial aid) at a public comprehensive university, using student and staff evaluations and program evaluations. Specific changes needed to improve service delivery are identified and…

  5. Effects of a Tree Diagram on Students' Comprehension of Main Ideas in an Expository Text with Multiple Themes.

    Science.gov (United States)

    Guri-Rozenblit, Sarah

    1989-01-01

    Examines the effect of a tree diagram on college students' comprehension of main ideas in a social sciences expository text. Concludes that the tree diagram significantly improved comprehension of main ideas and relations between elements, irrespective of the students' initial verbal and visual aptitudes. (RS)

  6. Improving Eighth Grade Students' Reading Comprehension through the Use of the Collision Plus Arts-Integrated Program

    Science.gov (United States)

    Knight, Taneka L.

    2016-01-01

    African American and Latino students attending Title I schools in the metropolitan Atlanta area were not reading on grade level. The majority of students are low performing readers and minimally met the reading comprehension requirements. The 2015 average 8th grade reading score for these students was 246 out of 500. This applied dissertation was…

  7. ASSESSMENT TECHNIQUES OF ENGLISH READING COMPREHENSION MEDIATED BY TECHNOLOGIES TO IMPROVE COLLEGE STUDENT’S ACHIEVEMENT.

    OpenAIRE

    Ochoa-Vásquez, Miguel A.; Ramírez-Montoya, María S.

    2016-01-01

    Improving reading comprehension skills is fundamental to those students willing to enroll in undergraduate studies. This sequential-explanatory mixed methods research design attempted to measure the impact that English reading comprehension assessment had on 96 college students’ school performance, after receiving a 15-hour instruction on reading evaluating techniques in technological-enriched environments. The data was collected through reading comprehension pre/post-tests and a semi-structu...

  8. Online Video Modules for Improvement in Student Learning

    Science.gov (United States)

    Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

    2016-01-01

    The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

  9. Hypertext comprehension of deaf and hard-of-hearing students and students with specific language impairment

    NARCIS (Netherlands)

    Blom, H.C.; Segers, P.C.J.; Hermans, D.; Knoors, H.E.T.; Verhoeven, L.T.W.

    2017-01-01

    This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory.

  10. Reading Journal as A Way to Improve Students’ Comprehension toward A Textbook Reading Material

    Directory of Open Access Journals (Sweden)

    Menik Winiharti

    2014-11-01

    Full Text Available Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.

  11. Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research.

    Science.gov (United States)

    Kim, Ae-Hwa; Vaughn, Sharon; Wanzek, Jeanne; Wei, Shangjin

    2004-01-01

    Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.

  12. A comprehensive medical student career development program improves medical student satisfaction with career planning.

    Science.gov (United States)

    Zink, Brian J; Hammoud, Maya M; Middleton, Eric; Moroney, Donney; Schigelone, Amy

    2007-01-01

    In 1999, the University of Michigan Medical School (UMMS) initiated a new career development program (CDP). The CDP incorporates the 4-phase career development model described by the Association of American Medical Colleges (AAMC) Careers in Medicine (CiM). The CDP offers self-assessment exercises with guidance from trained counselors for 1st- and 2nd-year medical students. Career exploration experiences include Career Seminar Series luncheons, shadow experiences with faculty, and a shadow program with second-year (M2) and fourth-year (M4) medical students. During the decision-making phase, students work with trained faculty career advisors (FCA). Mandatory sessions are held on career selection, preparing the residency application, interviewing, and program evaluation. During the implementation phase, students meet with deans or counselors to discuss residency application and matching. An "at-risk plan" assists students who may have difficulty matching. The CiM Web site is extensively used during the 4 stages. Data from the AAMC and UMMS Graduation Questionnaires (GQ) show significant improvements for UMMS students in overall satisfaction with career planning services and with faculty mentoring, career assessment activities, career information, and personnel availability. By 2003, UMMS students had significantly higher satisfaction in all measured areas of career planning services when compared with all other U.S. medical students.

  13. Changing Student Teachers' Views of Comprehension Instruction ...

    African Journals Online (AJOL)

    At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

  14. Relationship between Vocabulary Size and Reading Comprehension Levels of Malaysian Tertiary Students

    Directory of Open Access Journals (Sweden)

    Angelina Wan Lin Tan

    2018-01-01

    Full Text Available This study investigated the relationship between vocabulary size and reading comprehension performance among students in a tertiary institution in a Malaysian context and examined the vocabulary size required for students to achieve reading comprehension at various levels of proficiency. The research questions that guided this study were: 1 What is the vocabulary size of second year diploma students studying Mass Communication?; 2 What is the reading comprehension proficiency of second year diploma students studying Mass Communication?; and 3 What vocabulary size is required for different levels of reading comprehension proficiency? This study used the quantitative approach. The participants were 53 Malaysian second-year students at a private university college in Malaysia who were reading for their Diploma in Mass Communication. The instruments used were the Vocabulary Size Test and the IELTS Reading Test (Academic Module. The findings showed that the average vocabulary size of the students was just over 6000 word families and this vocabulary size was generally insufficient for adequate reading comprehension. Students needed an average vocabulary size of about 8000 word families to achieve adequate reading comprehension and about 10000 word families to achieve proficient reading comprehension. Based on the individual student’s performance, this study did not find a linear relationship between vocabulary size and reading comprehension performance, nor was there a threshold vocabulary size for adequate reading comprehension.

  15. Use of Meta-comprehensive Strategies to Strengthen Reading Comprehension in Second-Cycle Students from a Public School at Bogotá, Colombia

    Directory of Open Access Journals (Sweden)

    Bibian Alexandra Rodríguez Ribero

    2016-06-01

    Full Text Available This research inquired about the effect of a classroom intervention in metacomprehension strategies, specifically self-questioning, on reading comprehension improvement in third and fourth - graders. Reading comprehension was understood as a process that relates content, text and inferences, and is facilitated by metacomprehension or metacognitive processes applied to reading comprehension. The participants were third- and fourth-grade students: the intervention group (which had an initial assessment, and were submitted to classroom intervention in metacomprehension using self-questioning—implemented by the first three authors—, and had a final assessment, and the control group (which had initial assessment, the usual classroom work with other teachers, and final assessment. The Comprensión Lingüística Progresiva (clp, Alliende, Condemarín & Milicic, 2004—a reading comprehension test—and the students’ metacomprehensive strategies questionnaire were administered to students in both groups, in the initial and final assessments. This information was complemented with interview data from other teachers (different from the authors in order to know their perspective on reading comprehension underlying their reading teaching practices. Results showed a rise in reading comprehension tests scores and diversification in the use of metacomprehensive strategies only in the intervention group, and different conceptions of reading comprehension in other teachers, which had nothing to do with metacomprehension strategies.

  16. Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

    Science.gov (United States)

    Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

    2017-01-01

    Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

  17. The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001

    Science.gov (United States)

    Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

    2011-01-01

    Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…

  18. The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

    Science.gov (United States)

    Kocoglu, Deniz; Emiroglu, Oya Nuran

    2017-03-01

    Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

  19. Educational Leadership and Comprehensive Reform for Improving Equity and Access for All

    Directory of Open Access Journals (Sweden)

    Olcay Yavuz

    2016-10-01

    Full Text Available Disparities in college access for underrepresented urban students are one of the most urgent educational problems of America’s education system. In response to growing national concern, this longitudinal study investigated how school leaders worked collaboratively with key stakeholders to implement research-supported student services in order to improve college access for underrepresented urban students. The quantitative investigation showed that when educational leaders and key stakeholders worked collaboratively to deliver comprehensive student services, urban students in a high-poverty school district experienced measurable benefits in terms of their college enrolment. This study may be of particular value to policymakers, school leaders, and educators concerned with the low college access rates of students in urban schools, as well as to those who are seeking to understand what works better to prepare urban students for post-secondary education.

  20. Reading Comprehension Difficulties among French Students of the ...

    African Journals Online (AJOL)

    Reading Comprehension Difficulties among French Students of the University of Education, Winneba: ... The quality of work done depends so much on the level of understanding of the reading text by students. ... AJOL African Journals Online.

  1. Improving Second Grade Student's Reading Fluency and Comprehension Using Teacher-Guided iPad® App Instruction

    Science.gov (United States)

    Redcay, Jessica D.; Preston, Sean M.

    2016-01-01

    Purpose: This study aims to examine the differences in second grade students' reading fluency and comprehension scores when using varying levels of teacher-guided iPad® app instruction to determine effective reading practices. Design/methodology/approach: This study reports the results of the quasi-experimental pre-post study by providing…

  2. The Impact of Comprehensive School Nursing Services on Students' Academic Performance

    Directory of Open Access Journals (Sweden)

    Deniz Kocoglu

    2017-03-01

    Full Text Available Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students’ academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

  3. Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

    Science.gov (United States)

    O'Connor, Rollanda E.

    2018-01-01

    The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…

  4. The effect of listening comprehension skills on students ...

    African Journals Online (AJOL)

    This paper presents the report of a study that investigated the effects of listening comprehension skill training on students' performance in Oral English Test. To investigate the effects that the teaching of listening comprehension skills would have on the performance in Oral English test, 82 Senior Secondary School 2 ...

  5. Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability

    Science.gov (United States)

    Evmenova, Anya S.; Behrmann, Michael M.

    2014-01-01

    There is a great need for new innovative tools to integrate individuals with intellectual disability into educational experiences. This multiple baseline study examined the effects of various adaptations for improving factual and inferential comprehension of non-fiction videos by six postsecondary students with intellectual disability. Video…

  6. How restudy decisions affect overall comprehension for seventh-grade students.

    Science.gov (United States)

    Thiede, Keith W; Redford, Joshua S; Wiley, Jennifer; Griffin, Thomas D

    2017-12-01

    Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them. The Test-Based Restudy condition determined text selection using initial test performance - presenting the text with the lowest initial test performance for restudy, thereby circumventing potential problems associated with inaccurate monitoring and ineffective regulation. The Judgement-Based Restudy condition determined text selection using metacognitive judgements of comprehension - presenting the text with the lowest judgement of comprehension, thereby circumventing potential problems associated with ineffective regulation. Four hundred and eighty seventh-grade students participated. Students were randomly assigned to conditions in an experimental design. Gains in comprehension following restudy were larger for the Test-Based Restudy condition than for the Judgement-Based Restudy condition or the Participant's Choice condition. No differences in comprehension were seen between the Judgement-Based Restudy and Participant's Choice conditions. These results suggest seventh graders can systematically use their monitoring to make decisions about what to restudy. However, the results highlight how inaccurate monitoring is one reason why younger students fail to benefit from self-regulated study opportunities. © 2017 The British Psychological Society.

  7. Calibration of a reading comprehension test for Portuguese students

    Directory of Open Access Journals (Sweden)

    Irene Cadime

    2014-10-01

    Full Text Available Reading comprehension assessments are important for determining which students are performing below the expected levels for their grade's normative group. However, instruments measuring this competency should also be able to assess students' gains in reading comprehension as they move from one grade to the next. In this paper, we present the construction and calibration process of three vertically scaled test forms of an original reading comprehension test to assess second, third and fourth grade students. A sample of 843 students was used. Rasch model analyses were employed during the following three phases of this study: (a analysis of the items' pool, (b item selection for the test forms, and (c test forms' calibration. Results suggest that a one dimension structure underlies the data. Mean-square residuals (infit and outfit indicated that the data fitted the model. Thirty items were assigned to each test form, by selecting the most adequate items for each grade in terms of difficulty. The reliability coefficients for each test form were high. Limitations and potentialities of the developed test forms are discussed.

  8. Smart Strategy to Boost Students' Reading Comprehension

    OpenAIRE

    Sfafi'i, Muhammad Lukman

    2015-01-01

    Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking) strategy. ...

  9. The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students with Disabilities: A Systematic Review

    Science.gov (United States)

    Alzahrani, Turkey; Leko, Melinda

    2018-01-01

    The purposes of this review were to examine the effects of peer tutoring models on the reading comprehension performance of secondary students with disabilities and to provide evidence of the extent to which peer tutoring can be considered an evidence-based practice (EBP) for improving reading comprehension performance among secondary students…

  10. Helping Students Develop Listening Comprehension

    Directory of Open Access Journals (Sweden)

    Cárdenas Beltrán Melba Libia

    2000-08-01

    Full Text Available Listening practice is often neglected or handled inappropriately in the teachinglearning process. This poses problem because listening is an integral part of conversations. Oral skills without equally welldeveloped listening abilities are of little practical value. In this article, I will take a look at issues related to the area of listening that may be considered when guiding students toward developing listening comprehension.

  11. An Automatic Caption Filtering and Partial Hiding Approach to Improving the English Listening Comprehension of EFL Students

    Science.gov (United States)

    Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Chih-Kai

    2014-01-01

    Fostering the listening comprehension of English as Foreign Language (EFL) learners has been recognized as an important and challenging issue. Videos have been used as one of the English listening learning resources; however, without effective learning supports, EFL students are likely to encounter difficulties in comprehending the video content,…

  12. The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners

    Directory of Open Access Journals (Sweden)

    Amir Mohammadian

    2018-04-01

    Full Text Available With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar.  The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group. Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05.

  13. Predictive validity of the comprehensive basic science examination mean score for assessment of medical students' performance

    Directory of Open Access Journals (Sweden)

    Firouz Behboudi

    2002-04-01

    Full Text Available Background Medical education curriculum improvements can be achieved bye valuating students performance. Medical students have to pass two undergraduate comprehensive examinations, basic science and preinternship, in Iran. Purpose To measure validity of the students' mean score in comprehensive basic science exam (CBSE for predicting their performance in later curriculum phases. Methods This descriptive cross-sectional study was conducted on 95 (38 women and 55 men Guilan medical university students. Their admission to the university was 81% by regional quota and 12% by shaheed and other organizations' share. They first enrolled in 1994 and were able to pass CBS£ at first try. Data on gender, regional quota, and average grades of CBS£, PC, and CPIE were collected by a questionnaire. The calculations were done by SPSS package. Results The correlation coefficient between CBS£ and CPIE mean scores (0.65 was higher than correlation coefficient between CBS£ and PC mean scores (0.49. The predictive validity of CBS£ average grade was significant for students' performance in CPIE; however, the predictive validity of CBSE mean scores for students I pe1jormance in PC was lower. Conclusion he students' mean score in CBSE can be a good denominator for their further admission. We recommend further research to assess the predictive validity for each one of the basic courses. Keywords predictive validity, comprehensive basic exam

  14. THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS

    Directory of Open Access Journals (Sweden)

    David E. Proudfoot

    2016-06-01

    Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.

  15. The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension

    Science.gov (United States)

    Ahmad, Samah Zakareya

    2016-01-01

    The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students' listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after…

  16. The effects of linguistic modification on ESL students' comprehension of nursing course test items.

    Science.gov (United States)

    Bosher, Susan; Bowles, Melissa

    2008-01-01

    Recent research has indicated that language may be a source of construct-irrelevant variance for non-native speakers of English, or English as a second language (ESL) students, when they take exams. As a result, exams may not accurately measure knowledge of nursing content. One accommodation often used to level the playing field for ESL students is linguistic modification, a process by which the reading load of test items is reduced while the content and integrity of the item are maintained. Research on the effects of linguistic modification has been conducted on examinees in the K-12 population, but is just beginning in other areas. This study describes the collaborative process by which items from a pathophysiology exam were linguistically modified and subsequently evaluated for comprehensibility by ESL students. Findings indicate that in a majority of cases, modification improved examinees' comprehension of test items. Implications for test item writing and future research are discussed.

  17. An audience response system strategy to improve student motivation, attention, and feedback.

    Science.gov (United States)

    Cain, Jeff; Black, Esther P; Rohr, Jürgen

    2009-04-07

    To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency.

  18. The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia

    Science.gov (United States)

    Mihandoost, Zeinab; Elias, Habibah

    2011-01-01

    Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446

  19. Treating Speech Comprehensibility in Students with Down Syndrome

    Science.gov (United States)

    Yoder, Paul J.; Camarata, Stephen; Woynaroski, Tiffany

    2016-01-01

    Purpose: This study examined whether a particular type of therapy (Broad Target Speech Recasts, BTSR) was superior to a contrast treatment in facilitating speech comprehensibility in conversations of students with Down syndrome who began treatment with initially high verbal imitation. Method: We randomly assigned 51 5- to 12-year-old students to…

  20. A Diagnostic-Remediation Teaching System for Enhancing Elementary Students' Science Listening Comprehension

    Science.gov (United States)

    Lin, Sheau-Wen; Liu, Yu

    2017-01-01

    The purpose of this study was to explore elementary students' listening comprehension changes using a Web-based teaching system that can diagnose and remediate students' science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test,…

  1. Effect of Constructivist Teaching Method on Students' Achievement in French Listening Comprehension in Owerri North LGA of Imo State, Nigeria

    Science.gov (United States)

    Uwalaka, A. J.; Offorma, G. C.

    2015-01-01

    The study investigated the effect of constructivist teaching method on students' achievement in French listening comprehension in Owerri North Local Government Area of Imo State, Nigeria. Achievement in French listening comprehension over the years has been discouraging. The conventional method of teaching French Language has not improved the…

  2. Question answer relationship strategy increases reading comprehension among Kindergarten students

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    Leena Furtado

    2012-01-01

    Full Text Available The Question Answer Relationship (QAR strategy equips students with tools to successfully decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QAR’s "In the Book" and "In my Head" categories with similar questions for each of two popular Aesop’s fables. The challenges and outcomes are presented with special emphasis on teacher-preparation, teacher-reflections, and a hands-on, day-by-day project-implementation. An oral pre-test, after reading The Tortoise and the Hare, served as a baseline assessment for student-comprehension levels. The QAR strategy was then explicitly taught, with opportunities to practice the comprehension skills in small and large groups with parental assistance. Students overwhelmingly scored higher on the post-test reading comprehension after the read-aloud of The Jay and the Peacock with some receiving perfect scores.

  3. Production Practice During Language Learning Improves Comprehension.

    Science.gov (United States)

    Hopman, Elise W M; MacDonald, Maryellen C

    2018-04-01

    Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production-comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.

  4. Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

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    Tian Luo

    2017-07-01

    Full Text Available Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when

  5. Psychosocial student functioning in comprehensive dental clinic education: A qualitative study.

    Science.gov (United States)

    Moore, R

    2018-02-17

    The aims were to describe first-year clinical dental students' psychosocial experiences in a known well-functioning comprehensive clinic teaching group (F+Grp) and a known dysfunctional group (Dys-Grp) and, thus, discover and describe phenomena related to psychosocial functioning of students. These groups were compared and contrasted regarding negative stress symptoms, perfectionism and coping with stress. Eight female dental students (mean 26 years old), four in each group, were interviewed after the first clinical year about learning and emotional experiences. The students also rated their perceived stress using a 0-10 scale, where 0 is no stress, and 10 is highest stress. Qualitative analyses involved searching for recurring themes and discovery of categories of clinical and social functioning. All 8 students were revisited as dentists after 8 years and filled out a 15-item survey as longitudinal validation of their first-year clinical experiences and to estimate group consensus and informant accuracy. Both groups suffered from negative stress symptoms attributed to lack of time for clinical tasks, worries about work quality with confusion about their own expectations and worries about how others perceived them. Dys-Grp experienced higher negative stress and maladaptive perfectionism and described crying behaviours, withdrawal and unwillingness to cooperate with others. In contrast, students in F+Grp provided rich content about mutual cooperation related to social networking and positive support. The 8 subjects exhibited high internal consistency (α  =  .98) in their responses to the follow-up survey about their first year of clinic. The comprehensive care teaching clinic environment with students working in groups appeared to provide a possibility for students to support each other for improved stress coping. Unfortunately, the opposite also occurred. Positive, supportive teacher supervision of student challenges related to perfectionism and stress is

  6. QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks.

    Science.gov (United States)

    Berkeley, Sheri; Riccomini, Paul J

    2013-01-01

    Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.

  7. Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?

    Science.gov (United States)

    Wu, Jen-Yi; Tung, Yu-Neng; Hwang, Bi-Chi; Lin, Chen-Yung; Che-Di, Lee; Chang, Yung-Ta

    2014-01-01

    Various sequences for teaching genetics have been proposed. Three seventh-grade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students' reading comprehension of the three texts…

  8. Comparison of Reading Comprehension Skill of Students with Severe to Profound Hearing Impairment from Second up to Fifth Grade of Exceptional Schools with Normal Hearing Students

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    Maryam Jalalipour

    2016-03-01

    Full Text Available Background: Reading is known as one of the most important learning tools. Research results consistently have shown that even a mild hearing impairment could affect the reading skills. Due to the reported differences in reading comprehension skills between hearing impaired students and their normal hearing peers, this research was conducted to compare the differences between the two groups. The other aim was to find any changes in the reading ability of hearing impaired group during elementary school. Methods: This study is a cross-sectional (descriptive–analytic one in which reading comprehension ability of 91 students with severe and profound hearing impairment (33 girls and 58 boys from 2nd up to 5th grade of exceptional schools were compared with 50 2nd grade normal hearing students in Ahvaz, Iran. The first section of Diagnostic Reading Test (Shirazi – Nilipour, 2004 was used in this study. Then the mean reading scores of hearing impaired students in each grade was compared with control group using SPSS 13 with Mann Whitney test. Results: There was a significant difference between average scores of hearing impaired students (boys and girls in 2nd to 5th grade with normal hearing students of 2nd grade (P<0.001. Reading comprehension scores of students with hearing impairment in higher grades had improved slightly, but it was still lower than that of the normal hearing students in the 2nd grade. Conclusion: It appears that reading comprehension skill of students with significant hearing impairment near the end of elementary school years becomes weaker than normal hearing students in the second grade. Therefore, it is essential to find and resolve the underlying reasons of this condition by all professionals who work in the field of education and rehabilitation of these students.

  9. College Student Utilization of a Comprehensive Psychiatric Emergency Program

    Science.gov (United States)

    Mitchell, Sharon L.; Kader, Mahrin; Haggerty, Melinda Z.; Bakhai, Yogesh D.; Warren, Calvert G.

    2013-01-01

    The authors sought to identify college students at risk for experiencing a mental health crisis that warranted a psychiatric evaluation at a hospital and/or a psychiatric hospitalization. A retrospective chart review of college students evaluated at a comprehensive psychiatric emergency program during a 1-year period was conducted. Demographic…

  10. The Effects of Using Advance Organizers on Improving EFL Learners' Listening Comprehension: A Mixed Method Study

    Science.gov (United States)

    Jafari, Khadijeh; Hashim, Fatimah

    2012-01-01

    This study investigated the effects of using two types of written advance organizers, key sentences and key vocabulary, on the improvement of EFL learners' listening comprehension. 108 second year university students at the higher and lower listening proficiency levels were randomly assigned to one control group and two experimental groups. Prior…

  11. A Case Study of the Impact of Guided Reading Groups in Second Grade on Comprehension Improvement

    Science.gov (United States)

    Lorent Deegan, Chanin E.

    2010-01-01

    This study combined both qualitative and quantitative research to determine the impact of instructional practices on comprehension improvement in second grade Guided Reading groups. Four second grade teachers and their 73 students ages seven through eight years old participated in this study. Additionally, the study examined the effects of Guided…

  12. The Effects of Audiobooks on EFL Students' Listening Comprehension

    Science.gov (United States)

    Kartal, Galip; Simsek, Harun

    2017-01-01

    This study investigates the effects of audiobooks on listening comprehension skills of EFL Students, and their attitudes towards using audiobooks in a foreign language classroom. The participants are 66 first-year students of a state university in Turkey. The research follows a pre- post-test control group research design using quantitative and…

  13. Development of reading comprehension with graphic organizers for students with dyslexia

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    Jacqueline Lopez

    2018-04-01

    Full Text Available The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process of students with learning disabilities (dyslexia. This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension accordance  with the level of English of each student. The theoretical foundation is constructed by the contents previously defined in the problem; with specific bibliography for the scientific content. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures.

  14. Comparison of Different Levels of Reading Comprehension between Hearing-Impaired Loss and Normal-Hearing Students

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    Azam Sharifi

    2011-12-01

    Full Text Available Background and Aim: Reading skill is one of the most important necessities of students' learning in everyday life. This skill is referred to the ability of comprehension, comment and conclusion from texts and receiving the meaning of the massage which is composed. Educational development in any student has a direct relation with the ability of the comprehension. This study is designed to investigate the effects of hearing loss on reading comprehension in hearing-impaired students compared to normal-hearing ones.Methods: Seventeen hearing-impaired students in 4th year of primary exceptional schools in Karaj, Robatkarim and Shahriyar, Iran, were enrolled in this cross-sectional study. Seventeen normal-hearing students were randomly selected from ordinary schools next to exceptional ones as control group. They were compared for different levels of reading comprehension using the international standard booklet (PIRLS 2001. Results: There was a significant difference in performance between hearing-impaired and normal- hearing students in different levels of reading comprehension (p<0.05.Conclusion: Hearing loss has negative effects on different levels of reading comprehension, so in exceptional centers, reconsideration in educational planning in order to direct education from memorizing to comprehension and deeper layers of learning seems necessary.

  15. Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

    Science.gov (United States)

    Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

    2017-01-01

    Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

  16. Phonological Awareness and Listening Comprehension among Chinese English-Immersion Students

    Science.gov (United States)

    Li, Miao; Cheng, Liying; Kirby, John R.

    2012-01-01

    This study investigates the relationship between English listening comprehension and English and Chinese phonological awareness (PA), and the cross-linguistic transfer of PA in 48 Grade 2 and 47 Grade 4 Chinese English-immersion students. The results of the study indicate a correlation between English PA and English listening comprehension.…

  17. Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

    Science.gov (United States)

    Rose, Dale Rennard

    2017-01-01

    The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

  18. IMPROVING THE STUDENTS‘ READING COMPREHENSION THROUGH KNOW-WANT-LEARN (KWL TECHNIQUE TO TEACH ANALYTICAL EXPOSITION ( Class Action Research

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    Meike Imelda Wachyu

    2017-12-01

    Full Text Available This study is aimed at finding out the impacts of the use of Know-Want-Learn technique in improving the reading comprehension to teach analytical exposition among eleventh grade students of SMA N 2 Indramayu in the academic year of 2017/2018. The study was action research in two research cycles. In the study, the researcher collaborated with the English teachers and the students. The data of this study were qualitative in nature supported by quantitative data. Qualitative data were obtained from the results of classroom observation and collaborators‘ discussion. Quantitative data were obtained from pre-test and post test results. The instruments for collecting the data were observation guides, interview guides, and the pre-test and posttest. The data were in the form of field notes, interview transcripts, and the scores of the students‘ pre-test and posttest. The results of the two cycles show that the use of Know-WantLearn technique is effective to improve the students‘ reading comprehension. It is supported by the qualitative data which show that (1 Know-Want-Learn technique can help the teacher to scaffold the students‘ comprehension of the text by focusing on the steps before, during, and after reading; (2 Know-Want-Learn technique can help the students to preview the text, assess what they have learned after reading, and motivate their interest in reading; (3 The kind of activities given such as preeteaching vocabulary, using skimming and scanning, using fix-up strategies, and guessing meaning can help the students to read the text efficiently.

  19. The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students

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    Ebru Kaya

    2015-12-01

    Full Text Available Reading is a part of our daily lives. It is performed both for pleasure and information. Reading skills are important for the individuals since they foster comprehension in reading. If the students do not have knowledge of reading skills, they cannot be expected to be successful readers. Thus, they cannot achieve the level of comprehension required to pass exams in their own departments. For this reason, reading skills should be taught in universities for the students to be able to cope with comprehension problems. This case study aims to find out whether or not reading skills has a role on the reading comprehension ability of Turkish EFL students. This study is both a qualitative and a quantitative study which lasted for a duration of 14 weeks. Two groups were selected (experimental and control among prep classes at Kahramanmaraş Sütçü Imam University. Both groups were administered a pre-test and questionnaire at the beginning of the study to find out if they were aware of reading skills. In addition, 10 students were chosen randomly for interview. During the study, reading skills were infused into the curriculum through designing lesson plans in accordance with the language content and topics for level C students, as determined by the Common European Language Framework. The lessons required the students to use reading skills before, during, and post reading. At the end of the study, the same questionnaire was re-administered. The students were given the post-test and then interviewed. The quantitative data were analyzed through descriptive statistics. The obtained data revealed that the students enhanced their comprehension ability provided that they were taught to use reading skills.

  20. Development of reading comprehension with graphic organizers for students with dyslexia

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    MSc. Jacqueline López

    2018-02-01

    Full Text Available The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process to students with learning disabilities (dyslexia. This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension according to the level of English of each student. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures. The theoretical foundation is constructed by the contents related to the variables defined in the problem; with specific bibliography according to the dimensions and indicators obtained from the matrix of operationalization of variables

  1. The using of readutainment as e-learning to improve students’ reading comprehension skill

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    Dwiastuty Nina

    2018-01-01

    Full Text Available Technology grows and has changed life styles in many aspects. It offers simplicity and practicality to human to switch the life easier from traditional to modern creativity. In the education context, the use of e-learning as a product of technology in the language learning is inevitable and has made language teachers find new teaching strategies. This action research aims to prove whether the innovation of Readutainment application as e-learning enables students to improve their reading comprehension skill. This application usage is to facilitate students to comprehend. English texts. The research object were private vocational students of grade XI taken from 6 of 12 vocational schools in the districts of Singaparna and Leuwisari, West Java. It uses a purposive random sampling by considering that all students are homogeneous in their cognitive levels. The method of this research is qualitative action based on students’ studying in the cloud classrooms in two cycle designs. The result shows that the use of Readutainment can improve students’ ability to comprehend English texts. It is proven that after being treated by using the Readutainment in two cycles, the average score increases from 68 to 70 in the first cycle and 75 in the second cycle.

  2. The Comparative Impacts of Using Lexical Glossing and Inferencing Strategies on Students' Reading Comprehension

    Science.gov (United States)

    Juliana

    2018-01-01

    The study compared the use of the lexical glossing and inferencing strategies that impact toward the students' reading comprehension. The objective of the study was to find out the effective strategy to use for enhancing the students' reading comprehension. The population of the study was 40 Informatics Systems students of Potensi Utama…

  3. Subject Comprehension and Critical Thinking: An Intervention for Subject Comprehension and Critical Thinking in Mixed-Academic-Ability University Students

    Science.gov (United States)

    Bellaera, Lauren; Debney, Lauren; Baker, Sara T.

    2016-01-01

    Subject comprehension and critical thinking are both key goals of higher education. However, while the former is, on the whole, successfully cultivated in undergraduate students, the latter is not. Few empirical studies have investigated the relationship between subject comprehension and critical thinking. In the present article we suggest that…

  4. Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students

    Science.gov (United States)

    Javed, Muhammad; Eng, Lin Siew; Mohamed, Abdul Rashid

    2015-01-01

    The study aims to develop a set of 6 Reading Comprehension Modules (RCMs) for Malaysian ESL teachers to facilitate different reading abilities of ESL students effectively. Different skill categories were selected for developing the RCMs. This article describes how and why diverse texts of varying length were adopted and adapted from various…

  5. Comprehension of marketing research textbooks among South African students: An investigation

    OpenAIRE

    Berndt, Adele; Petzer, Daniel; Wayland, Jane P.

    2014-01-01

    Reading is a skill people require in order to operate successfully in all spheres of life.  Mastering this skill is even more critical when pursuing academic studies. This study investigated the reading comprehension of final year undergraduate marketing students at a South African higher education institution (HEI) relating to their comprehension of marketing research textbooks. Two measurement instruments were used to test their reading comprehension. One instrument contained two passages f...

  6. Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension

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    Al Rasheed, Hana S. S.

    2014-01-01

    Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…

  7. The Correlation of Playing Role-playing Games and Students' Reading Comprehension of Narrative Text

    OpenAIRE

    Putra, Praditya

    2014-01-01

    This research investigates the correlation of playing Role-Playing Games and students' reading comprehension of narrative text. Thirty (30) ninth grade students who play Role-Playing Games participated in this study. Their frequency in playing Role-Playing Games and their ability in reading comprehension of narrative text are analyzed by using correlation research design. Correlation research design was used in this study in order to find out the tendency of relation between students' frequen...

  8. Improving Students’ Reading Comprehension Through Text Structure Tasks

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    Abdul Rohman

    2017-04-01

    Full Text Available Reading skill is one of the four main language skills taught in the classes of the English Department of Faculty of Education of Islamic University of Malang (FKIP Unisma. As the result of teaching reading had not achieved satisfactory result, the researcher conducted a study to find out how texts structure tasks can improve the students’ reading comprehension.            The method employed in this research was a classroom action research. It comprised four phases: planning, implementation, observation and reflection. The steps were adopted from Kemmis and Taggart’s action research model (1988. The subjects of the study were the four semester students of the English Department of FKIP Unisma in 2006 academic year. In the procedures and implementation process, one cycle consisting of four actions was done.            The instruments used in the study were observation sheets and test. The observation sheets were made two forms. One form of observation sheets was to observe the teacher in implementing the action and the other observation sheets were used to observe the students’ activities or reaction to the teachers’ activities during the learning-teaching process. The second instrument used was a test. It was to evaluate the effectiveness of the strategy used.After four actions were conducted, a test was given to the students. The test result showed that the students’ mean score was 75.88 and the lowest score the students obtained was 65. The researcher decided that no more cycle was needed for the study had met the criteria of success. The action was considered successful if the students’ mean score reached 75 or under the category of B+, and the lowest score the student obtain was not less than 65.00.

  9. Using interactive graphical and technological strategies for EFL reading comprehension: A case study involving engineering students

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    Julia Valeska Barraza

    2014-09-01

    Full Text Available This qualitative study engaged a group of engineering students in the use of interactive graphical and technological strategies called IGOs (interactive, graphic organisers software in order to improve their level of EFL reading comprehension. The learners were asked to use three different types of IGOs, causes and effects, a sequence of events and pros and cons. Data was gathered through an opinion’s survey with the intention of collecting and evaluating the students’ perceptions on the use of the IGOs software. Findings revealed that most of the learners answered positively. Students also expressed they wanted more opportunities to use this software; because they not only could improve their scores but also, they enjoyed the experience they had using the new strategies software.

  10. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in southwest China

    NARCIS (Netherlands)

    Chi, X.; Hawk, S.T.; Winter, S.; Meeus, W.H.J.

    2015-01-01

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward

  11. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in Southwest China

    NARCIS (Netherlands)

    Chi, Xinli; Hawk, Skyler T; Winter, Sam; Meeus, Wim

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward

  12. Improving participant comprehension in the informed consent process.

    Science.gov (United States)

    Cohn, Elizabeth; Larson, Elaine

    2007-01-01

    To critically analyze studies published within the past decade about participants' comprehension of informed consent in clinical research and to identify promising intervention strategies. Integrative review of literature. The Cumulative Index of Nursing and Allied Health Literature (CINAHL), PubMed, and the Cochrane Database of Systematic Reviews and Cochrane Central Register of Controlled Trials were searched. Inclusion criteria included studies (a) published between January 1, 1996 and January 1, 2007, (b) designed as descriptive or interventional studies of comprehension of informed consent for clinical research, (c) conducted in nonpsychiatric adult populations who were either patients or volunteer participants, (d) written in English, and (e) published in peer-reviewed journals. Of the 980 studies identified, 319 abstracts were screened, 154 studies were reviewed, and 23 met the inclusion criteria. Thirteen studies (57%) were descriptive, and 10 (43%) were interventional. Interventions tested included simplified written consent documents, multimedia approaches, and the use of a trained professional (consent educator) to assist in the consent process. Collectively, no single intervention strategy was consistently associated with improved comprehension. Studies also varied in regard to the definition of comprehension and the tools used to measure it. Despite increasing regulatory scrutiny, deficiencies still exist in participant comprehension of the research in which they participate, as well as differences in how comprehension is measured and assessed. No single intervention was identified as consistently successful for improving participant comprehension, and results indicated that any successful consent process should at a minimum include various communication modes and is likely to require one-to-one interaction with someone knowledgeable about the study.

  13. Strategies of moving image comprehension of students in primary and secondary education

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    Imre Szíjártó

    2015-06-01

    Full Text Available The research was based on a survey method of enquiry. We were looking for answers to the following questions: What strategies of moving image comprehension do participants use? Are there differences in social status in the level of comprehension of moving images? Are there differences between students whose education consists of the ‘moving image culture and media literacy’ module, and those whose does not? What typical levels of media literacy can be located amongst students? What tasks of development can we identify? According to the literature and our research findings, students’ strategies of moving image comprehension are formed by three components: the socio-cultural environment, the school, and those online social networks, which students frequently access – in classical terms this refers to the influence of peer groups. We have come up with logical connections at the intersection of the three areas, which posed as a vantage point in the development of our survey.

  14. Does reading strategy instruction improve students’ comprehension?

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    Oyetunji, Christianah Oluwatoyin

    2013-12-01

    Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.

  15. The Effect of Teaching Strategies and Curiosity on Students' Achievement in Reading Comprehension

    Science.gov (United States)

    Gurning, Busmin; Siregar, Aguslani

    2017-01-01

    The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…

  16. Improving Reading Comprehension Skills through the SCRATCH Program

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    Papatga, Erdal; Ersoy, Ali

    2016-01-01

    The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15- week process at an elementary school with middle socio-economic level…

  17. Reading Comprehension, Learning Styles, and Seventh Grade Students

    Science.gov (United States)

    Williams, Judy

    2010-01-01

    Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…

  18. Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

    Science.gov (United States)

    Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.

    2017-01-01

    Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

  19. Text Comprehension And roduction in University Students: Text Reformulation

    OpenAIRE

    Tittarelli, Ana María; Piacente, Irma Telma

    2006-01-01

    This paper sets out to report on findings about features of task-specific reformulation observed in university students in the middle stretch of the Psychology degree course (N=58) and in a reference group of students from the degree courses in Modern Languages, Spanish and Library Studies (N=33) from the National University of La Plata (Argentina). Three types of reformulation were modeled: summary reformulation, comprehensive and productive reformulation.The study was based on a corpus of 6...

  20. Text comprehension and production in university students: text reformulation

    OpenAIRE

    Tittarelli, Ana María; Piacente, Telma

    2006-01-01

    This paper sets out to report on findings about features of task-specific reformulation observed in university students in the middle stretch of the Psychology degree course (N=58) and in a reference group of students from the degree courses in Modern Languages, Spanish and Library Studies (N=33) from the National University of La Plata (Argentina). Three types of reformulation were modeled: summary reformulation, comprehensive and productive reformulation.The study was based on a corpus of 6...

  1. Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students' Voice.

    Science.gov (United States)

    Jones, Linda C.

    2003-01-01

    Extends Mayer's (1997, 2001) generative theory of multimedia learning and investigates under what conditions multimedia annotations can support listening comprehension in a second language. Highlights students' views on the effectiveness of multimedia annotations (visual and verbal) in assisting them in their comprehension and acquisition of…

  2. An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.

    Science.gov (United States)

    Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

    2015-08-01

    This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2000) predicted total scores on the Nelson-Denny Reading Test. College students with ABI are vulnerable to reading comprehension problems. Results align with other research suggesting that verbal attention and suppression problems may be contributing factors.

  3. On Strategies of Improving Junior High School Students' Oral English Ability

    Institute of Scientific and Technical Information of China (English)

    罗茜

    2015-01-01

    With the increasingly frequent international exchanges,English,as an international language,has been attached greater importance.The oral English ability of junior high school students plays an indispensable role in their everyday study and social interaction,and it is the present junior school study that can lay a solid foundation for their future study and life. Therefore,to comprehensively improve their oral English ability is in urgent need and of paramount significance.This paper focuses on analyzing the external and internal factors influencing the cultivation of junior high school students' oral English ability,and put forwards the corresponding cultivating strategies of the oral English ability of junior high school students.

  4. Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types

    Science.gov (United States)

    Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy

    2010-01-01

    The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…

  5. The Effects of 3D Immersion on CSL Students' Listening Comprehension

    Science.gov (United States)

    Lan, Yu-Ju; Liao, Chia-Ying

    2018-01-01

    The study aimed at enhancing Chinese as a second language (CSL) students' listening comprehension by using authentic contexts in Second Life (SL). Twenty-seven CSL students from 4 countries participated in the 6-week study. A within-subject design was adopted to confirm the effects of 3D immersive experiences on CSL students' listening…

  6. Investigating Student Choices in Performing Higher-Level Comprehension Tasks Using TED

    Science.gov (United States)

    Bianchi, Francesca; Marenzi, Ivana

    2016-01-01

    The current paper describes a first experiment in the use of TED talks and open tagging exercises to train higher-level comprehension skills, and of automatic logging of the student's actions to investigate the student choices while performing analytical tasks. The experiment took advantage of an interactive learning platform--LearnWeb--that…

  7. Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

    Science.gov (United States)

    McClellan, Jeffrey L.

    2011-01-01

    This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

  8. Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels than Students Using Traditional Print Books?

    Science.gov (United States)

    Wells, Casey L.

    2012-01-01

    The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…

  9. Reading Comprehension and Translation Performance of English Linguistics Students of Hung Vuong University: A Correlational Study

    Directory of Open Access Journals (Sweden)

    Cuc Thi Kim Pham

    2017-09-01

    Full Text Available The study aimed to correlate the reading comprehension and translation performance of English linguistic students, then inform some pedagogical implications for the teaching of reading comprehension in translation classes in order to enhance the translation quality performed by the students. To this end, 45 junior students of English linguistics specialization of Hung Vuong University, including 5 males and 40 females, aged from 20 to 22, were subject to a TOEFL reading comprehension test and a translation performance test (ATA guidelines, 2011. Data were analyzed using the Pearson Correlation, SPSS version 20.0. The coefficient correlation of students’ reading comprehension and their translation performance was noted 0.721 at the significant level of 0.01. It was found that the Reading comprehension was closely related to translation performance. Along the reading comprehension question types, translation performance was affected by the ability to determine gist and main ideas of the text, identify the vocabulary, infer the implied meanings and identify the writer’s style and attitudes. The results were discussed, and implications for teaching reading comprehension to enhance translation performance were presented.

  10. Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

    Science.gov (United States)

    Mokhtari, Kouider; Niederhauser, Dale S.

    2013-01-01

    In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

  11. A Correlational Study of a Reading Comprehension Program and Attrition Rates of ESL Nursing Students in Texas.

    Science.gov (United States)

    Donnell, Wendy M

    The purpose of this study was to examine the associations between English as a second language (ESL), a reading comprehension program, and attrition rates of nursing students. Higher attrition rates of ESL nursing students are an assumption, seemingly based on anecdotal evidence. Data reflecting ESL student attrition should be measured and analyzed so that students can be identified prior to attrition. A secondary analysis of a large database of 27 initial licensure programs in Texas was completed. Data analysis identified that ESL students who used a reading comprehension program were almost twice as likely to be off track or out of the program as ESL students who did not use the program. Nurse educators need to evaluate student profile characteristics in a comprehensive way when determining risk of attrition.

  12. Comprehension: The Key to Reading Success.

    Science.gov (United States)

    Chevalier, Kim; Del Santo, Jolene; Scheiner, Deb; Skok, Elly; Tucci, Leah Rae

    This report describes a program for using explicit instruction of reading strategies through the implementation of guided reading groups to improve student comprehension. The targeted population consisted of elementary school students in growing, middle class communities, located in northern Illinois. Evidence for the existence of a deficiency of…

  13. Journal writing in science: Effects on comprehension, interest, and critical reflection

    Directory of Open Access Journals (Sweden)

    Kristin Wäschle

    2015-06-01

    Full Text Available Writing-to-learn assignments typically foster deep comprehension of learning contents. Journal writing, in particular, promotes the application of learning strategies, which promote learners’ comprehension, interest in a topic and ability to critically reflect on learning contents. Against this background, we conducted two longitudinal field studies. In Study 1, twenty-one students wrote learning journal entries after their biology lessons. After the intervention period, they showed better scores in comprehension, interest and critical reflection than the control class, in which students (n=25 completed other homework assignments. Mediation analyses revealed a domino effect: Journal writing improved comprehension, which led to raised interest, which resulted in superior critical reflection. Study 2 further investigated the role of learners’ interest in improving critical reflection. Students in the experimental condition (n=13 received a personal-utility prompt in addition to cognitive and metacognitive prompts to support journal writing. In the control group (n=11, students only received cognitive and metacognitive prompts. The experimental group showed higher interest scores after the intervention period and a better quality of critical reflections on a bio-ethical issue than the control group. Together, these studies illustrate the potentials of journal writing for improving learners’ comprehension, their interest and ability to critically reflect on complex scientific issues.

  14. The Effectiveness of Electronic Text and Pictorial Graphic Organizers to Improve Comprehension Related to Functional Skills

    Science.gov (United States)

    Douglas, Karen H.; Ayres, Kevin M.; Langone, John; Bramlett, Virginia Bell

    2011-01-01

    This study evaluated the effects of a computer-based instructional program to assist three students with mild to moderate intellectual disabilities in using pictorial graphic organizers as aids for increasing comprehension of electronic text-based recipes. Student comprehension of recipes was measured by their ability to verbally retell recipe…

  15. Informed consent recall and comprehension in orthodontics: traditional vs improved readability and processability methods.

    Science.gov (United States)

    Kang, Edith Y; Fields, Henry W; Kiyak, Asuman; Beck, F Michael; Firestone, Allen R

    2009-10-01

    Low general and health literacy in the United States means informed consent documents are not well understood by most adults. Methods to improve recall and comprehension of informed consent have not been tested in orthodontics. The purposes of this study were to evaluate (1) recall and comprehension among patients and parents by using the American Association of Orthodontists' (AAO) informed consent form and new forms incorporating improved readability and processability; (2) the association between reading ability, anxiety, and sociodemographic variables and recall and comprehension; and (3) how various domains (treatment, risk, and responsibility) of information are affected by the forms. Three treatment groups (30 patient-parent pairs in each) received an orthodontic case presentation and either the AAO form, an improved readability form (MIC), or an improved readability and processability (pairing audio and visual cues) form (MIC + SS). Structured interviews were transcribed and coded to evaluate recall and comprehension. Significant relationships among patient-related variables and recall and comprehension explained little of the variance. The MIC + SS form significantly improved patient recall and parent recall and comprehension. Recall was better than comprehension, and parents performed better than patients. The MIC + SS form significantly improved patient treatment comprehension and risk recall and parent treatment recall and comprehension. Patients and parents both overestimated their understanding of the materials. Improving the readability of consent materials made little difference, but combining improved readability and processability benefited both patients' recall and parents' recall and comprehension compared with the AAO form.

  16. Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices

    Science.gov (United States)

    Ely, Emily; Alves, Kat D.; Dolenc, Nathan R.; Sebolt, Stephanie; Walton, Emily A.

    2018-01-01

    Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve…

  17. Reading Comprehension and Math Skills of Students in Basic Education in Mexico: 2000-2005

    Directory of Open Access Journals (Sweden)

    Eduardo Backhoff Escudero

    2010-05-01

    Full Text Available After the establishment of the National Institute for Educational Evaluation (INEE in 2002, society demanded to know whether the educational system had progressed during the last five years. In response, the INEE used the National Standards Tests for Mathematics and Reading Comprehension, applied by the Department of Evaluation of the Secretariat of Public Education (SEP in 2000, and again in 2005. The results showed that sixth graders in private, public, rural schools had made a significant advance in mathematics and reading comprehension. Indigenous Education had also advanced considerably in the latter subject. Among junior high schools, only those of the general category showed significant improvement on both tests. Regarding gender, women scored higher than men in reading comprehension, as contrasted with math. In terms of age, it was found that students of an age normal for their scholastic level performed better than those older. The explanations found in the results highlight the differences between the learning opportunities and cultural capital of the families of the different strata and modalities.

  18. Development of Listening Comprehension Tests with Narrative and Expository Texts for Portuguese Students.

    Science.gov (United States)

    Santos, Sandra; Viana, Fernanda Leopoldina; Ribeiro, Iolanda; Prieto, Gerardo; Brandão, Sara; Cadime, Irene

    2015-03-03

    This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field.

  19. Exploration on the matching between Optical Comprehensive Design Experiment and Washington Accord

    Science.gov (United States)

    Cao, Yiping; Chen, Wenjing; Zhang, Qican; Liu, Yuankun; Li, Dahai; Zhou, Xinzhi; Wei, Jun

    2017-08-01

    Common problems faced in optical comprehensive design experiment and going against the Washington Accord are pointed out. For resolving these problems, an instructional and innovative teaching scheme for Optics Comprehensive Design Experiment is proposed. We would like to understand the student that can improve the hands-on practical ability, theory knowledge understanding ability, complex problem solving ability, engineering application ability, cooperative ability after tracking and researching the student who have attended the class about Optical Comprehensive Design Experiment, We found that there are some problems on the course such as the experiment content vague, the student beginning less time, phase separation theory and engineering application, the experiment content lack of selectivity and so on. So we have made some improvements reference to the Washington Accord for the class teaching plan about Optical Comprehensive Design Experiment. This class must relevant to the engineering basic courses, professional foundation course and the major courses, so far as to the future study and work that which can play a role in inheriting and continuity to the students. The Optical Comprehensive Design Experiment teaching program requires students learning this course to have learnt basic courses like analog electronics technique, digital electronic technique, applied optics and computer and other related courses which students are required to comprehensively utilize. This teaching scheme contains six practical complex engineering problems which are respectively optical system design, light energy meter design, illuminometer design, material refractive index measuring system design, light intensity measuring system design and open design. Establishing the optional experiment and open experiment can provide students with a greater choice and enhance the students' creativity, vivid teaching experimental teachers and enriching contents of experiment can make the

  20. A predictive study of reading comprehension in third-grade Spanish students.

    Science.gov (United States)

    López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio

    2013-01-01

    The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.

  1. Passageless Comprehension on the "Nelson-Denny Reading Test": Well above Chance for University Students

    Science.gov (United States)

    Coleman, Chris; Lindstrom, Jennifer; Nelson, Jason; Lindstrom, William; Gregg, K. Noel

    2010-01-01

    The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk…

  2. The Effectiveness of Multimedia Application on Students Listening Comprehension

    Science.gov (United States)

    Pangaribuan, Tagor; Sinaga, Andromeda; Sipayung, Kammer Tuahman

    2017-01-01

    Listening comprehension is a complex skill particulaly in mastered by non-native speaker settings. This research aimed at finding out the effect of multimedia application on students' listening. The research design is experimental, with a t-test. The population is the sixth semester of HKBP Nommensen University at the academic year of 2016/2017,…

  3. The Psychology Department Model Advisement Procedure: A Comprehensive, Systematic Approach to Career Development Advisement

    Science.gov (United States)

    Howell-Carter, Marya; Nieman-Gonder, Jennifer; Pellegrino, Jennifer; Catapano, Brittani; Hutzel, Kimberly

    2016-01-01

    The MAP (Model Advisement Procedure) is a comprehensive, systematic approach to developmental student advisement. The MAP was implemented to improve advisement consistency, improve student preparation for internships/senior projects, increase career exploration, reduce career uncertainty, and, ultimately, improve student satisfaction with the…

  4. Enhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions

    Science.gov (United States)

    Garrett-Rucks, Paula; Howles, Les; Lake, William M.

    2015-01-01

    This study extends current research about L2 hypermedia texts by investigating the combined use of audiovisual features including: (a) Contextualized images, (b) rollover translations, (c) cultural information, (d) audio explanations and (e) comprehension check exercises. Specifically, student perceptions of hypermedia readings compared to…

  5. Partnerships to Support Reading Comprehension for Students with Language Impairment

    Science.gov (United States)

    Ehren, Barbara J.

    2006-01-01

    Students with language impairment often experience serious and far-reaching effects of reading comprehension problems on their academic performance. The complexity of the problems and the characteristics of effective intervention necessitate a collaborative approach among general education teachers, special education teachers, and speech-language…

  6. Easy-to-read texts for students with intellectual disability: linguistic factors affecting comprehension.

    Science.gov (United States)

    Fajardo, Inmaculada; Ávila, Vicenta; Ferrer, Antonio; Tavares, Gema; Gómez, Marcos; Hernández, Ana

    2014-05-01

    The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to

  7. E-Readers and the Effects on Students' Reading Motivation, Attitude, and Comprehension

    Science.gov (United States)

    Long, Deanna

    2014-01-01

    The purpose of this study was to determine if the use of E-readers during guided reading instruction would affect students' reading motivation, attitude toward reading, and reading comprehension. The study utilized on a quasi-experimental mixed methods research design that involved 35 fifth grade students in two fifth grade reading classes. For 10…

  8. Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers

    Science.gov (United States)

    McMaster, Kristen L.; Espin, Christine A.; van den Broek, Paul

    2014-01-01

    Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention…

  9. Language-Related Values, Reading Amount, and Reading Comprehension in Students with Migration Backgrounds

    Science.gov (United States)

    El-Khechen, Wahiba; Ferdinand, Hanna D.; Steinmayr, Ricarda; McElvany, Nele

    2016-01-01

    Background: Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour--and, as a consequence, their performance. This is…

  10. Applying Language Learning Strategies in the Foreign Language Listening Comprehension: A Study of Islamic Senior High School Students

    Directory of Open Access Journals (Sweden)

    DIAN PERTIWI

    2018-05-01

    Full Text Available The main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. The population of this study was 138 eleventh grade students of Islamic Senior High School number 2 Palembang. The sample was all of eleventh grade students in social class. The total number of the student was 138. Since 16 students were absent, so the sample consisted of 122 students. To collect the data in order to measure the students’ language learning strategies and listening comprehension, SILL (strategy inventory in learning language and listening comprehension test from TOEFL Junior test were used in this study. The Pearson correlation was used in analyzing the data using SPSS 16. The result from questionnaire showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. The result from listening comprehension test showed that most of the students were in very poor level. Furthermore, there was no significant correlation between the two variables that can be seen from the correlation coefficient or r-obtained (-.011 was lower than r-table (0.1779 then the level of probability or sig. value (.902 was higher than .05. From the result, it can be concluded that there was no significant correlation between language learning strategies and listening comprehension of eleventh grade students of Islamic Senior High School number 2 Palembang.

  11. Using Anticipatory Reading Guides to Improve Elementary Students’ Comprehension

    Directory of Open Access Journals (Sweden)

    Evan Ortlieb

    2013-07-01

    Full Text Available One of the greatest challenges of an elementary school teacher is equipping students with comprehension strategies that transfer to all content areas. With stable levels of reading achievement over the last two decades in the United States, it is necessary that further research be conducted on methods of increasing students’ comprehension proficiencies. This experimental research study explores the use of an anticipatory reading guide with third grade struggling readers across multiple subject areas. Findings indicate that the experimental treatment group outperformed the control group by a statistically significant rate on both reading and content area measures, indicating that when struggling readers practice and use strategies to explicitly think what will be asked of them after reading the passage they perform at higher levels.

  12. Viewing Teaching Techniques in Enhancing Viewing Comprehension Skills of Undergraduate Students in Literature

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    Ruth Ortega-Dela Cruz

    2017-06-01

    Full Text Available In today’s generation of digital natives, students find it unexciting to sit down and read literary texts in its entirety. Thus, students nowadays hardly understand and appreciate literature as a subject. This calls for additional challenge to teachers who had been used to deliver their lessons or any subject matter in traditional ways. This study used descriptive-correlational research design to unveil the most effective viewing teaching techniques that will help develop the viewing comprehension skills of literature students in a tertiary level. Findings reveal how literature students perceive the use of movies or videos as a powerful viewing teaching technique. Result of chi-square test of independence indicates the viewing teaching techniques are not significantly related to students’ viewing comprehension. This suggests that no single teaching technique suits the learners’ interest and ability to learn. Therefore, teachers can make use of technology combined with other viewing techniques to ensure that students will find a love for literature that will help establish their academic success in the future.

  13. Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis

    Science.gov (United States)

    Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.

    2018-01-01

    Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at…

  14. The Use of Cooperative Learning Through Tai (Team Assisted Individualization In Reading Comprehension

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    Ermawati Zulikhatin Nuroh

    2018-04-01

    Full Text Available Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994. This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI can be the one of the model to teach reading comprehension.

  15. English Songs as an Effective Asset to Improve Listening Comprehension ability; Evidence from Iranian EFL Learners

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    Samira Rahbar

    2013-11-01

    Full Text Available The present study has made an attempt to investigate the effectiveness of using English songs and lyrics on improving the listening comprehension ability of adult EFL learners in Iran. The participants of the study were selected based on their results in an OPT exam. 40 students whose score fell between 1SD below and above the mean were randomly assigned to two groups of control and experimental. At the beginning of the study a pre-test was run and the results of the groups were compared. The results didn’t show any specific difference between the groups. Experimental group received treatment via listening practice by English songs for two months. By the end of the study a listening post-test was run and the result of the independent sample t-test showed a significant difference between the control and experimental group. The findings of the study indicated that listening to English songs can be an effective way to improve listening comprehension ability of EFL learners.

  16. The Effect of Graphic Novel Supplements on Reading Comprehension and Motivation in Secondary Students

    Science.gov (United States)

    Wood, Mara

    2015-01-01

    Graphic novels use visual literacy and multimodal learning two methods of teaching. Graphic novels also have a history of being motivating to students. This study aims to quantify the degree of influence graphic novels have on secondary student comprehension and motivation. Students were recruited from two classrooms taught by one twelfth-grade…

  17. The effect of a rehabilitation nursing intervention model on improving the comprehensive health status of patients with hand burns.

    Science.gov (United States)

    Li, Lin; Dai, Jia-Xi; Xu, Le; Huang, Zhen-Xia; Pan, Qiong; Zhang, Xi; Jiang, Mei-Yun; Chen, Zhao-Hong

    2017-06-01

    To observe the effect of a rehabilitation intervention on the comprehensive health status of patients with hand burns. Most studies of hand-burn patients have focused on functional recovery. There have been no studies involving a biological-psychological-social rehabilitation model of hand-burn patients. A randomized controlled design was used. Patients with hand burns were recruited to the study, and sixty patients participated. Participants were separated into two groups: (1) The rehabilitation intervention model group (n=30) completed the rehabilitation intervention model, which included the following measures: enhanced social support, intensive health education, comprehensive psychological intervention, and graded exercise. (2) The control group (n=30) completed routine treatment. Intervention lasted 5 weeks. Analysis of variance (ANOVA) and Student's t test were conducted. The rehabilitation intervention group had significantly better scores than the control group for comprehensive health, physical function, psychological function, social function, and general health. The differences between the index scores of the two groups were statistically significant. The rehabilitation intervention improved the comprehensive health status of patients with hand burns and has favorable clinical application. The comprehensive rehabilitation intervention model used here provides scientific guidance for medical staff aiming to improve the integrated health status of hand-burn patients and accelerate their recovery. What does this paper contribute to the wider global clinical community? Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  18. Making Good Choices: Districts Take the Lead. Comprehensive School Reform.

    Science.gov (United States)

    North Central Regional Educational Lab., Oak Brook, IL.

    Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by…

  19. The effect of comprehensive sexual education program on sexual health knowledge and sexual attitude among college students in Southwest China.

    Science.gov (United States)

    Chi, Xinli; Hawk, Skyler T; Winter, Sam; Meeus, Wim

    2015-03-01

    The purpose of this study was to evaluate whether a comprehensive sexual education program for college students in Southwest China (a) improved sexual health knowledge in reproduction, contraception, condom use, sexually transmitted diseases, and HIV; (b) increased accepting attitudes toward lesbian, gay, bisexual, and transsexual individuals; and (c) altered participants' attitudes toward premarital sex and monogamy. The program used diverse teaching methods, providing 6 sessions over a period of 9 weeks about sexual health knowledge and sexual attitudes to college students (age 18-26 years) in Southwest China. Sexual health knowledge and sexual attitudes of 80 comprehensive sexual education class students (education group) and 92 general mental health education class students (control group) were measured at baseline, the end of course (posttest), and 3 weeks after the end of course (follow-up). There were significant effects of the program on (a) sexual health knowledge, including reproductive health, contraception, condom use, and HIV/AIDS and (b) positive attitudes toward sexual minorities, although these changes may require further reinforcement. In contrast, the program did not alter students' attitudes about premarital sex or monogamy. The results are discussed in terms of recommendations of sex education in China and future directions for research. © 2013 APJPH.

  20. Promoting Information Systems Major to Undergraduate Students--A Comprehensive Investigation

    Science.gov (United States)

    Li, Lei; Zhang, Chi; Zheng, Guangzhi

    2014-01-01

    Weak enrollment growth has been a concern for many Information Systems (IS) programs in recent years although the IT/IS job market remains strong. Stimulating undergraduate students' interest to IS programs have been a challenge. In this paper, the researchers took a comprehensive approach to study how to effectively promote a Management…

  1. An Exploratory Study of NNES Graduate Students' Reading Comprehension of English Journal Articles

    Science.gov (United States)

    Chen, Kate Tzu-Ching

    2017-01-01

    The academic success of non-native English speaker (NNES) graduate students greatly relies on their ability to read and comprehend English journal articles (EJA). The purpose of this study was to identify NNES graduate students' comprehension difficulties and reading strategies when reading EJA. In addition, the study explored how the relationship…

  2. PROMOTING STUDENTS’ EXPLICIT INFORMATION SKILL IN READING COMPREHENSION THROUGH GRAPHIC ORGANIZERS

    Directory of Open Access Journals (Sweden)

    Syaifudin Latif Darmawan

    2013-10-01

    Full Text Available This research is carried out to (1 identify whether graphic organizers can improve students’ reading comprehension; and (2 to describe the classroom situation when graphic organizers are employed in instructional process of reading comprehension. The research is adminisitered in two cycles 2014 in the second grade of SMP Muhamadiyah Sekampung, Lampung Timur. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation, questionnaire, and research diary. Quantitative data are collected through test. To analyze qualitative data, the researcher used constant comparative method. It consists of four steps: (1 comparing incidents applicable to each category; (2 Integrating categories and their properties; (3 delimiting the theory; (4 Writing the theory. Meanwhile, to analyze quantitative data, the researcher employed descriptive statistic.    The result of the research shows that using graphic organizers can improve students’ reading comprehension and classroom situation. The improvement on students’ reading comprehension is students are able to find explicit information in a text. The improvement of the classroom situation; (a students come on time in the class (b students are more motivated to join the class (c Students pay more attention in the instructional process. In addition, the improvement also happens to the scores. The mean score increases from 57.56 in the pre-test, 63.34 in the formative test of cycle 1, and 69.56 in the post test of cycle 2

  3. A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

    Science.gov (United States)

    Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

    2015-01-01

    This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

  4. High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention.

    Science.gov (United States)

    Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B

    2015-01-01

    A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. © Hammill Institute on Disabilities 2014.

  5. Effects of Reciprocal Teaching Strategies on Reading Comprehension

    Science.gov (United States)

    Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

    2011-01-01

    Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form…

  6. Application of improved topsis method to comprehensive assessment of radiological environmental quality

    International Nuclear Information System (INIS)

    Shi Dongsheng; Di Yuming; Zhou Chunlin

    2007-01-01

    TOPSIS is a method for multiobjective decision-making, which can be applied to comprehensive assessment of radiological environmental quality. This paper introduces the principle of TOPSIS method and sets up the model of improved TOPSIS method, discusses the application of improved TOPSIS method to comprehensive assessment of radiological environmental quality. This method sufficiently makes use of the information of the optimal matrix. Analysis of practical examples using MATLAB program shows that it is objectively reasonable and feasible to comprehensively assess radiological environmental quality by improved TOPSIS method. This paper also provides the result of optimum number of sites and compares it with optimal index method based on TOPSIS method and traditional method. (authors)

  7. Identifying Engineering Students' English Sentence Reading Comprehension Errors: Applying a Data Mining Technique

    Science.gov (United States)

    Tsai, Yea-Ru; Ouyang, Chen-Sen; Chang, Yukon

    2016-01-01

    The purpose of this study is to propose a diagnostic approach to identify engineering students' English reading comprehension errors. Student data were collected during the process of reading texts of English for science and technology on a web-based cumulative sentence analysis system. For the analysis, the association-rule, data mining technique…

  8. Differences in Students' Reading Comprehension of International Financial Reporting Standards: A South African Case

    Science.gov (United States)

    Coetzee, Stephen A.; Janse van Rensburg, Cecile; Schmulian, Astrid

    2016-01-01

    This study explores differences in students' reading comprehension of International Financial Reporting Standards in a South African financial reporting class with a heterogeneous student cohort. Statistically significant differences were identified for prior academic performance, language of instruction, first language and enrolment in the…

  9. Effects of Comprehensive Technologies on the Improvement of Acidified Vineyard Soils

    Science.gov (United States)

    Jiang, Hongguo; Wang, Qiunan; Xu, Feng; Jin, Jun; Wang, Guoyu; Liu, Jianguo

    2018-01-01

    Soil acidification is an important factor that restricts the yield and quality of fruits. In this study, the comprehensive improving technologies were applied on the vineyards in which the soil pH is below 5.5. The technologies include application of soil conditioner, organic fertilizer and bacterial manure, and growth of green manure and natural grass. The results show that the comprehensive improving technologies can raise the pH of 0-15 cm soil layer by 0.5-0.8 unit and the pH of 15-30 cm soil layer by 0.3-0.6 unit. The soil bulk densities are decreased by 0.77-10.42%. The contents of organic matter, total N, available P and K in the soils are all increased. Therefore, the soil fertilities are improved. The yields of grape fruits are increased by 12.77-14.94%, and the contents of soluble solid in the grapes are raised by 7.01-9.55%, by the comprehensive measure of seaweed liquid silicon plus sheep manure plus growth of green manure. The comprehensive measure of soil conditioner Naduoli No. 1 plus bacterial manure plus natural grass increases the yields of grape by 7.67%, raises the content of soluble solid in the grape by 8.6%. But the effect of the comprehensive measure of unslaked lime plus sheep manure plus growth of green manure is not clear.

  10. Proactive and reactive effects of vigorous exercise on learning and vocabulary comprehension.

    Science.gov (United States)

    Salis, Andrea S

    2013-06-01

    College students (N = 90) were randomly assigned to participate in vigorous, moderate or no physical exercise and vocabulary recall and comprehension learning activities under varying conditions to assess whether or not increased intensities of exercise, performed either before a vocabulary recall and comprehension learning activity (i.e., proactive effect) or after a vocabulary recall and comprehension learning activity (i.e., reactive effect), would improve vocabulary recall and comprehension. The results demonstrated that performing exercise at a vigorous intensity before or after rehearsing for a vocabulary comprehension test improved test results.

  11. Spectrum of physics comprehension

    International Nuclear Information System (INIS)

    Blasiak, W; Godlewska, M; Rosiek, R; Wcislo, D

    2012-01-01

    The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured during a physics lecture on a prearranged scale of 1-10 with the use of a personal response system designed for the purpose of this experiment. Through the use of this tool, we obtained about 2000 computer records of students' declared comprehension of a 45 min lecture, which we named ‘the spectrum of comprehension’. In this paper, we present and analyse the correlation between students' declared comprehension of the content presented in the lecture and their final learning results. (paper)

  12. The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

    Science.gov (United States)

    Marron, Jill K.

    2017-01-01

    The purpose of this study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The research questions are: (1) What is the relationship between oral narrative production and reading comprehension of expository text in fifth-grade students?; (2) Which components of oral…

  13. Enhancing Islamic Students’ Reading Comprehension through Predict Organize Search Summarize Evaluate Strategy

    Directory of Open Access Journals (Sweden)

    Darmayenti Darmayenti

    2017-02-01

    Full Text Available This paper is a report of an experimental research project conducted in a reading comprehension course for first-year students of the Adab Faculty of the State Institute for Islamic Studies Imam Bonjol Padang, West Sumatera, Indonesia, during the academic year 2015/2016. The “Predict Organize Search Summarize Evaluate” (POSSE is one strategy that can enhance students’ comprehension in reading. Two classes of Arabic and History students chosen through cluster random sampling technique were used as the sample of the research. Reading tests were used to collect the data which was given to both of classes on pre-test and post-test. The result of the research showed that the implementation of Predict Organize Search Summarize Evaluate strategy gave a significant difference in term of the students-learning outcome between the students who were taught through POSSE strategy and by traditional one. The finding of the study showed that teaching reading by using POSSE strategy gave significant effect towards students’ reading comprehension. This strategy could improve the students’ reading component on finding topic. It can be concluded that using POSSE Strategy has improved Indonesian students’ reading comprehension. It is also recommended for English lecturers use POSSE strategy as one of teaching strategies for reading comprehension.

  14. Automated Student Model Improvement

    Science.gov (United States)

    Koedinger, Kenneth R.; McLaughlin, Elizabeth A.; Stamper, John C.

    2012-01-01

    Student modeling plays a critical role in developing and improving instruction and instructional technologies. We present a technique for automated improvement of student models that leverages the DataShop repository, crowd sourcing, and a version of the Learning Factors Analysis algorithm. We demonstrate this method on eleven educational…

  15. Utilizing Authentic Materials on Students' Listening Comprehension: Does It Have Any Influence?

    Science.gov (United States)

    Dewi, Resti Citra

    2018-01-01

    The purpose of this study was to investigate the influence of using authentic materials on EFL students' in listening comprehension. The participants of this study was the second year students of Junior High School in Indonesia, 2014/2015 academic year. The population of this study consisted of five parallel classes with the total number of the…

  16. Cross-gender Comparison of Metacognitive Strategies Utilized by Omani Students in Reading Comprehension Classes

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    Manizheh Alami

    2016-07-01

    Full Text Available Given the fact that English is the language of the latest technological and scientific developments, comprehending English texts has priority for students to gain the knowledge and skills they will need in the future. However, most Omani students are not efficient L2 readers and do not have sufficient competence in reading authentic English texts. There is a variety of factors that might affect Omani students’ ability to read and comprehend English texts effectively. To find out what factors are involved in Omani students’ reading comprehension, in the first place, it is necessary to know what strategies they employ in reading. To this end, the current study attempts  to explore Omani students reported use of reading strategies using ‘Metacognitive Awareness of Reading Strategies Inventory’ (MARSI developed by Mokhtari and Reichard (2002. The self-reported survey completed by 200 students (90 female and110 male who enrolled for Advanced Foundation program (level 4 at Salalah College of Technology (SCT. The results show that SCT students’ awareness of metacognitive strategies is at medium level (3.46. Furthermore, the comparison between two gender groups (Males Vs. Females shows that male students use metacognitive reading strategies moderately (3.28 while female students use them more frequently (3.64. The outcomes of the study contribute to the improvement of SCT students reading ability and can be used by teachers to teach students different strategies to build meaning of the reading material which is among the goals of any educational system.

  17. Using graphic organizers to enhance students' science vocabulary and comprehension of nonfiction science text

    Science.gov (United States)

    Buchanan, Edna

    The purpose of this research was to investigate the effectiveness of Frayer Model and the Hierarchical Organizer as a literacy strategy to improve ninth grade students' science vocabulary and comprehension of non-fictions text in Environmental Science course. The study implemented a sequential explanatory methodology design that included quantitative and qualitative instruments. The research sample consisted of one hundred and two (102) high school environmental science students entering the ninth grade for the first time. The two treatment groups each consisted of thirty-five (35) students, and the control group consisted of 32 students. Treatment group one used the Frayer Model; treatment group two used Hierarchical Organizer and the control group used the traditional teaching methods without the use of a graph organizer. The investigator taught both treatment groups and the control group to ensure reliability. The two treatment groups were taught using graphic organizers as the main lesson plan tool and the control group was taught using guided notes lecture with PowerPoint. A pretest and post-test were administered to each student. Student test scores were evaluated to determine whether knowledge gains differed between the treatment groups and the control group. It was found that the use of graphic organizer instruction was significantly better for student achievement when compared to the use of PowerPoint instruction and that there was much more interaction between student and teacher during the graphic organizer lessons. The delivery of the lesson by the use of graphic organizers seemed to promote more success than the use of the PowerPoint and lecture.

  18. Does Private Tutoring Improve Students' National College Entrance Exam Performance?--A Case Study from Jinan, China

    Science.gov (United States)

    Zhang, Yu

    2013-01-01

    With the increasing attention on improving student achievement, private tutoring has been expanding rapidly worldwide. However, the evidence on the effect of private tutoring is inconclusive for education researchers and policy makers. Employing a comprehensive dataset collected from China in 2010, this study tries to identify the effect of…

  19. DEVELOPMENT PERSONALITY/SOCIAL COMPETENCY OF SECONDARY HIGH SCHOOL STUDENTS TROUGH A COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM

    Directory of Open Access Journals (Sweden)

    Anwar Sutoyo

    2015-10-01

    Full Text Available Abstract The goal this research is to find the effectiveness of model guidance and counseling comprehensive program to develop the personality/ social competency of secondary high school students.This research uses method one group pretest and posttest design. In data collecting technique, this research was directly done through interview, documentation and assessment scale.The conclusions of the research are, The model of guidance and counseling comprehensive program that developed is effective to evolving the personality/ social competency of secondary high school students. Therefore it, counselor need to have leadership ability, create an collaboration atmospherebetweenstakeholders, and tecnology information mastered. Keywords: Comprehensive Program; Personality/ Social Competency 

  20. The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)

    Science.gov (United States)

    Goctu, Ramazan

    2016-01-01

    Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to…

  1. Color Comprehension and Color Categories among Blind Students: A Multi-Sensory Approach in Implementing Concrete Language to Include All Students in Advanced Writing Classes

    Science.gov (United States)

    Antarasena, Salinee

    2009-01-01

    This study investigates teaching methods regarding color comprehension and color categorization among blind students, as compared to their non-blind peers and whether they understand and represent the same color comprehension and color categories. Then after digit codes for color comprehension teaching and assistive technology for the blind had…

  2. Teacher’s comprehensive training strategy for improving didactics performance

    Directory of Open Access Journals (Sweden)

    Pozas, W. J

    2014-07-01

    Full Text Available The paper describes a Teacher’s comprehensive training strategy for improving didactics performance, together with its theoretical foundations. The strategy is structured into several dimensions related to teachers’ development (lesson planning, continuing education and research. It is organized into two phases and seven stages intended to improve leadership in the teaching-learning process. The finding are the expression of a comprehensive approach to school organization at Services Polytechnic School “Horacio Cobiellas Domínguez” resulting in teachers’ academic and scientific development and a significant growth of the staff scientific potentials manifested in scientific forum enrolment. The resulting impact should lead to a general use of the proposed strategy in the Polytechnic school web. Key words: professional performance, pedagogic professional performance, didactic professional performance, teachers’ developmental strategy

  3. Effectiveness of Word Solving: Integrating Morphological Problem-Solving within Comprehension Instruction for Middle School Students

    Science.gov (United States)

    Goodwin, Amanda P.

    2016-01-01

    This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or…

  4. Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

    Science.gov (United States)

    Hayati, R. S.

    2017-02-01

    This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.

  5. ANALYSIS OF BARRIERS IN LISTENING COMPREHENSION AMONG JUNIOR HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Setia Muljanto

    2012-12-01

    Full Text Available This research paper identifies barriers and difficulties in listening comprehension faced by junior high school students. The research questions were what barriers did students encounter and how did they used strategies to overcome those barriers. This study used a qualitative method and was a case study involving 40 students and one English teacher. The data were obtained by ways of conducting a test of listening taken from TOEIC test. The tests indicated that the results scores were not quite satisfactory. This is primarily caused by speech delivery of the native speaker which was too fast. This means that students faced listening barriers especially in processing information. The data also indicated that students were also nervous when doing the test as habitual barrier. Strategies used to overcome these barriers are by making students get used to listen and use English and making them familiar with certain contexts in real life.

  6. Spectrum of Physics Comprehension

    Science.gov (United States)

    Blasiak, W.; Godlewska, M.; Rosiek, R.; Wcislo, D.

    2012-01-01

    The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…

  7. Effects of supported electronic text and explicit instruction on science comprehension by students with autism spectrum disorder

    Science.gov (United States)

    Knight, Victoria Floyd

    Supported electronic text (eText), or text that has been altered to increase access and provide support to learners, may promote comprehension of science content for students with disabilities. According to CAST, Book Builder(TM) uses supported eText to promote reading for meaning for all students. Although little research has been conducted in the area of supported eText for students with autism spectrum disorders (ASD), technology (e.g., computer assisted instruction) has been used for over 35 years to instruct students with ASD in academic areas. The purpose of this study was to evaluate the effects of a supported eText and explicit instruction on the science vocabulary and comprehension of four middle school students with ASD. Researchers used a multiple probe across participants design to evaluate the Book Builder (TM) program on measures of vocabulary, literal comprehension, and application questions. Results indicated a functional relation between the Book Builder(TM) and explicit instruction (i.e., model-lead-test, examples and non-examples, and referral to the definition) and the number of correct responses on the probe. In addition, students were able to generalize concepts to untrained exemplars. Finally, teachers and students validate the program as practical and useful.

  8. Comprehensive Adult Student Assessment Systems Braille Reading Assessment: An Exploratory Study

    Science.gov (United States)

    Posey, Virginia K.; Henderson, Barbara W.

    2012-01-01

    Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing…

  9. Comprehensive yogic breathing program improves quality of life in patients with diabetes

    Directory of Open Access Journals (Sweden)

    Viveka P Jyotsna

    2012-01-01

    Full Text Available Objective: To assess the effect of a comprehensive yogic breathing program on glycemic control and quality of life (QOL in patients with diabetes. Materials and Methods: This is a prospective randomized controlled intervention trial. Patients having HbA1c between 6 and 9% for at least 3 months with lifestyle modification and oral antidiabetic medication were included. They were followed-up and randomized at 6 months into two groups: one group receiving standard treatment of diabetes and the other group receiving standard treatment of diabetes and taught and told to regularly practice the comprehensive yogic breathing program (Sudarshan Kriya Yoga and Pranayam. Change in fasting and post-prandial blood sugars, glycated hemoglobin and QOL as assessed by the World Health Organization QOL WHOQOL BREF questionnaire were assessed. Results: There was a trend toward improvement in glycemic control in the group practicing the comprehensive yogic breathing program compared with the group following standard treatment alone, although this was not significant. There was significant improvement in physical, psychological and social domains and total QOL post-intervention in the group practicing the comprehensive yogic breathing program as compared with the group following standard treatment alone. Conclusion: There was significant improvement in the QOL and a non-significant trend toward improvement in glycemic control in the group practicing the comprehensive yogic breathing program compared with the group that was following standard treatment alone.

  10. A Study of Holistic and Subskill Instructional Approaches to Reading Comprehension.

    Science.gov (United States)

    Vacca, Richard T.

    1980-01-01

    In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

  11. Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction

    Directory of Open Access Journals (Sweden)

    Jerotijević-Tišma Danica

    2016-01-01

    Full Text Available The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010. However, we sought to expand the previous research by investigating the relationship between the students’ current level of L2 (target language vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language learners divided into experimental (n=27 and control group (n=30. The results of the pre- and post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.

  12. Novel approach to parental permission and child assent for research: improving comprehension.

    Science.gov (United States)

    O'Lonergan, Theresa A; Forster-Harwood, Jeri E

    2011-05-01

    The aim of this research was to test a multimedia permission/assent (P/A) process. The overall hypothesis was that children and their parents exposed to a multimedia P/A process would have better comprehension compared with those exposed to a text-based process. Traditional and multimedia P/A processes were created by using an innovative learning-objective approach. A total of 194 parent-child dyads (children aged 11-14 years) were enrolled: 24 dyads in a prestudy testing P/A components for preference and effect on comprehension and 170 dyads in a randomized trial of a multimedia or paper P/A process for a hypothetical study. Participants were predominantly white and were from a metropolitan area served by a tertiary care pediatric hospital and outpatient facility. Comprehension of 8 essential elements of the P/A process was assessed. The majority of prestudy subjects preferred the video version of the dual-energy radiograph absorptiometry description over the animated and paper versions combined (41 of 48 [85%]; P better overall comprehension compared with the paper P/A process (P = .0009), and there were highly significant differences in understanding of study procedures (P = .0002) and risks (P multimedia group had significantly better overall comprehension (P = .03). Multimedia approaches to the research P/A process may improve overall understanding of research participation for children and parents. Improved understanding of study-specific research components (rather than research rights) may improve overall comprehension.

  13. Identifying Information Focuses in Listening Comprehension

    Science.gov (United States)

    Zhang, Hong-yan

    2011-01-01

    The study explains the process of learners' listening comprehension within Halliday's information theory in functional grammar, including the skills of identifying focuses while listening in college English teaching. Identifying information focuses in listening is proved to improve the students' communicative listening ability by the means of a…

  14. Improving Student Behavior.

    Science.gov (United States)

    Green, Pamela; Gilbert, Janice T.

    This report describes a program for improving the behavior of seventh and eighth grade students with learning disabilities in a self-contained classroom setting. Analysis of probable causes revealed that students demonstrated a lack of problem-solving skills, showed a low frustration tolerance, and exhibited poor self-concepts. Two major…

  15. The Effects of Using WebQuests on Reading Comprehension Performance of Saudi EFL Students

    Science.gov (United States)

    Alshumaimeri, Yousif A.; Almasri, Meshail M.

    2012-01-01

    This paper is a report on the effects of using WebQuest on Saudi male EFL students reading comprehension performance. WebQuests expose students to several online resources and require them to gather information about a specific topic. The experimental group received traditional teaching plus WebQuests as supplementary activities. The control group…

  16. Using the Dictionary for Improving Adolescents’ Reading Comprehension of Short Scientific Texts

    Directory of Open Access Journals (Sweden)

    Becerra Cortés Ximena

    2013-10-01

    Full Text Available This paper reports on an innovative and action research project which focused on the use of the dictionary and the prior knowledge of Colombian high school students to improve their reading comprehension of short scientific texts. Data collection instruments included students’ work gathered during two workshops, field notes, and a questionnaire. Findings showed that searching in the dictionary and activating prior knowledge seem to facilitate the use of the text to answer reading comprehension questions. Students experienced less difficulty answering questions that required literal information than those that required establishing relationships among elements of the text. They equally valued the prior knowledge of the subject and the use of the dictionary in the resolution of science workshops in English.En este artículo se reporta un proyecto de innovación y de investigación acción centrado en el uso del diccionario y el conocimiento previo adquirido de estudiantes colombianos de secundaria para mejorar la comprensión lectora de textos científicos cortos. Los instrumentos de recolección de datos incluyen el trabajo realizado por los estudiantes durante dos talleres, notas de campo y un cuestionario. Los resultados mostraron que la consulta del diccionario y la activación de conocimientos previos parecen facilitar el uso del texto para responder preguntas de comprensión de lectura. Los estudiantes encontraron menor dificultad en la resolución de preguntas que requerían información literal que en aquellas que implicaban el establecimiento de relaciones entre los elementos del texto. Ellos valoran por igual el conocimiento previo y el uso del diccionario en la resolución de talleres de Ciencias en inglés.

  17. Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition

    Science.gov (United States)

    Allen, Kathleen D.; Hancock, Thomas E.

    2008-01-01

    This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and…

  18. Effects of a virtual platform in reading comprehension and vocabulary: An alternative to improve reading abilities in Elementary school

    Directory of Open Access Journals (Sweden)

    Cecilia Thorne

    2013-06-01

    Full Text Available Given, on the one hand, the poor results obtained by Peruvian children in the national and international reading assessments. And on the other hand, the increased investment intechnology for schools in the country, this study aimed to develop and test an online tool to improve reading comprehension. In order to do this, the reading comprehension strategies and vocabulary activities from the research-based digital environment ICON were adapted to design the platform LEO. A total of 88 fifth graders from urban middle-to-low-income private schools from Lima participated in this quasi-experimental study, which involved acontrol group and a treatment group that participated in a 12-week teacher-mediated digital intervention. All participants were administered reading and vocabulary assessments pre and post intervention. Results revealed that students who participated in the intervention achieved higher comprehension scores for narrative texts and higher vocabulary scores than those of the control group.

  19. A Correlation Study between EFL Strategic Listening and Listening Comprehension Skills among Secondary School Students

    Science.gov (United States)

    Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

    2011-01-01

    The present study was undertaken to investigate the correlation between EFL students strategic listening and their listening comprehension skills. Eighty secondary school students participated in this study. Participants' strategic listening was measured by a Strategic Listening Interview (SLI), a Strategic Listening Questionnaire (SLQ) and a…

  20. Using the Networked Peer Support Strategy to Enhance Reading Comprehension for Students with Various Thinking Styles

    Science.gov (United States)

    Lee, Chien I.; Chang, Chih C.

    2017-01-01

    How to enhance students' reading comprehension as well as reading interest is a currently serious problem for elementary school students. Students can learn various knowledge through reading, as a result of this reason, the advantage and disadvantage of reading ability could directly affect the learning efficiency. This study proposes networked…

  1. Comparison of the Effectiveness and Efficiency of Text Previewing and Preteaching Keywords as Small-Group Reading Comprehension Strategies with Middle-School Students

    Science.gov (United States)

    Burns, Matthew K.; Hodgson, Jennifer; Parker, David C.; Fremont, Kathryn

    2011-01-01

    Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small-group reading comprehension interventions.…

  2. Evaluation of attention training and metacognitive facilitation to improve reading comprehension in aphasia.

    Science.gov (United States)

    Lee, Jaime B; Moore Sohlberg, McKay

    2013-05-01

    This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia. A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process Training-3 (APT-3). The primary outcome measure was a maze reading task. Pre- and posttesting included attention and reading comprehension measures. Visual inspection of graphed performance data across conditions was used as the primary method of analysis. Treatment effect sizes were calculated for changes in reading comprehension probes from baseline to maintenance phases. Two of the study's 4 participants demonstrated improvements in maze reading, with corresponding effect sizes that were small in magnitude according to benchmarks for aphasia treatment research. All 4 participants made improvements on select standardized measures of attention. Interventions that include a metacognitive component with direct attention training may elicit improvements in participants' attention and allocation of resources. Maze passage reading is a repeated measure that appears sensitive to treatment-related changes in reading comprehension. Issues for future research related to measurement, candidacy, and clinical delivery are discussed.

  3. Development of Reading Comprehension Skills among Students with Intellectual Disabilities Using Technologically-Based Reading Programs

    Science.gov (United States)

    Macklin, Ella M.

    2016-01-01

    This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…

  4. The Impact of Electronic Mind Maps on Students' Reading Comprehension

    Science.gov (United States)

    Mohaidat, Mohammad Mahmoud Talal

    2018-01-01

    This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30)…

  5. Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students

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    DESMA YULISA

    2018-05-01

    Full Text Available The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997 and modified by Ho (2006 (as cited Golchi, 2012, and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.

  6. Essential conditions for the implementation of comprehensive school health to achieve changes in school culture and improvements in health behaviours of students

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    Kate E. Storey

    2016-11-01

    Full Text Available Abstract Background Comprehensive School Health (CSH is an internationally recognized framework that holistically addresses school health by transforming the school culture. It has been shown to be effective in enhancing health behaviours among students while also improving educational outcomes. Despite this effectiveness, there is a need to focus on how CSH is implemented. Previous studies have attempted to uncover the conditions necessary for successful operationalization, but none have described them in relation to a proven best practice model of implementation that has demonstrated positive changes to school culture and improvements in health behaviours. Methods The purpose of this research was to identify the essential conditions of CSH implementation utilizing secondary analysis of qualitative interview data, incorporating a multitude of stakeholder perspectives. This included inductive content analysis of teacher (n = 45, principal (n = 46, and school health facilitator (n = 34 viewpoints, all of whom were employed within successful CSH project schools in Alberta, Canada between 2008 and 2013. Results Many themes were identified, here called conditions, that were divided into two categories: ‘core conditions’ (students as change agents, school-specific autonomy, demonstrated administrative leadership, dedicated champion to engage school staff, community support, evidence, professional development and ‘contextual conditions’ (time, funding and project supports, readiness and prior community connectivity. Core conditions were defined as those conditions necessary for CSH to be successfully implemented, whereas contextual conditions had a great degree of influence on the ability for the core conditions to be obtained. Together, and in consideration of already established ‘process conditions’ developed by APPLE Schools (assess, vision, prioritize; develop and implement an action plan; monitor, evaluate, celebrate

  7. Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study

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    Sergio Lopera Medina

    2012-01-01

    Full Text Available Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension tests, teacher's field notes and self-reflection in class at the strategy instruction phase, and a learning perception questionnaire. Given that students improved in reading comprehension, it would seem that reading strategy instruction is indeed very useful. Also, it was noted that when students applied reading strategies, they became more self-confident and this in turn enhanced their motivation. Finally, when students applied the reading strategy approach, the use of dictionaries decreased considerably.

  8. THE EFFECT OF JIGSAW II TOWARD LEARNING MOTIVATION AND READING COMPREHENSION AT THE SECOND GRADE OF ENGLISH STUDENTS IN STKIP DHARMA BAKTI

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    eka melati

    2016-10-01

    Full Text Available In teaching Reading, learning motivation and reading comprehension are essential. Ideally, after students learn the reading skills, both of their learning motivation and reading comprehension are better than before. In fact, the students still face some problems in comprehending the text. The problems are: they got low score of reading comprehension, they are lack of motivation, they are lack of vocabulary mastery, their reading achievement is still low, and the lecturer always uses small group discussion method without any variation. The purpose of this research was to find out the effect of JIgsaw II on learning motivation and reading comprehension.This study was an experimental research. Poupulation of this research was the second grade students of English Department of STKIP Dharma Bakti Lubuk Alung academic year 2010/2011 who was totally 133 students. The sample was selected by cluster random technique. The instruments were questionnaire of learning motivation and test of reading comprehension. The data were analyzed manually by t-test formula.The result of this study were learning motivation of students who were taught by Jigsaw II was better than those who were taught by small group discussion; and reading comprehension of students who taught by Jigsaw II was better than those who taught by small group discussion. It concluded that Jigsaw II produced better result on learning motivation and reading comprehension. It was implied that Jigsaw II could be used as method of teaching reading for English students.Doi: 10.22216/jit.2014.v8i2.211 

  9. Supporting Student Differences in Listening Comprehension and Vocabulary Learning with Multimedia Annotations

    Science.gov (United States)

    Jones, Linda C.

    2009-01-01

    This article describes how effectively multimedia learning environments can assist second language (L2) students of different spatial and verbal abilities with listening comprehension and vocabulary learning. In particular, it explores how written and pictorial annotations interacted with high/low spatial and verbal ability learners and thus…

  10. Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL

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    Suyatman Suyatman

    2017-10-01

    Full Text Available Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1 students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2 the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3 the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4 the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

  11. D'oh! Using "The Simpsons" to Improve Student Response to Literature

    Science.gov (United States)

    Eikmeier, Ginger M.

    2008-01-01

    Students in Ginger M. Eikmeier's high school classes link themes and terms from their readings to episodes of "The Simpsons." Because students are already familiar with "The Simpsons," Eikmeier believes that using the show supports students' comprehension and retention by activating prior knowledge. Additionally, it shows students that she cares…

  12. The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills

    Science.gov (United States)

    Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

    2011-01-01

    The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

  13. Self-Questioning and Prose Comprehension: A Sample Case of ESL Reading.

    Science.gov (United States)

    Miciano, Remedios Z.

    2002-01-01

    Report on an experiment to discover if self-questioning as a reading strategy would help Filipino ESL students improve comprehension of English prose texts. Concludes that self-questioning as a strategy does not significantly affect comprehension despite the number and types of questions asked. (Contains 4 tables and 25 references.) (WFA)

  14. Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension

    Science.gov (United States)

    Hipfner-Boucher, Kathleen; Pasquarella, Adrian; Chen, Xi; Deacon, S. Hélène

    2016-01-01

    Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of…

  15. A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing.

    Science.gov (United States)

    Luckner, John L; Handley, C Michele

    2008-01-01

    The American Federation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension--constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional peer-reviewed journals related to reading comprehension and school-age students who are deaf or hard of hearing between 1963 and 2005. Fifty-two studies were identified and reviewed. The results were summarized in a table and reported descriptively. The most frequently researched reading comprehension teaching strategies were identified and discussed. The need for more research in this critical area was noted.

  16. The Effect of Reading Comprehension and Problem Solving Strategies on Classifying Elementary 4th Grade Students with High and Low Problem Solving Success

    Science.gov (United States)

    Ulu, Mustafa

    2017-01-01

    In this study, the effect of fluent reading (speed, reading accuracy percentage, prosodic reading), comprehension (literal comprehension, inferential comprehension) and problem solving strategies on classifying students with high and low problem solving success was researched. The sampling of the research is composed of 279 students at elementary…

  17. The Listening Comprehension Strategies Used by College Students to Cope with the Aural Problems in EFL Classes: An Analytical Study

    Science.gov (United States)

    Ghoneim, Nahed Mohamed Mahmoud

    2013-01-01

    The current study focused on the problems which students encounter while listening to the English language, the mental processes they activate in listening comprehension, and the strategies they use in different phases of comprehension. Also, it aimed to find out whether there were any differences between advanced and intermediate students in…

  18. Comprehensive review of an accelerated nursing program: a quality improvement project.

    Science.gov (United States)

    Nugent, Elinor; LaRocco, Susan

    2014-01-01

    Accelerated second-degree programs are designed to provide entry into baccalaureate nursing program for people who have achieved bachelor's degree in another field. These programs were often designed to respond to nursing shortages at local and national levels. Programs commonly use a cohort model and move students through an intensive structure combining classroom and clinical requirement with a 2-year period. The accelerated second-degree nursing program, Accelerated Entry Level to Nursing program at our small liberal arts college, was considered to be successful. The program had excellent graduation rates and National Council Licensure Examination for Registered Nurses pass rates, indicating that the program was preparing the graduate to thrive in the practice setting. The program had been in existence for more than 7 years, with highly competitive admissions and high student satisfaction. The objective of this study was to provide a quality improvement assessment process to capture quantitative and qualitative information about the graduates. This information would be used to inform our own nursing education department and would provide metrics and information for nurse leaders regarding the rigor of these programs and the potential of graduates. Continuous quality improvement is a vital component in nursing education as well as in the clinical setting. With this in mind, a comprehensive review was undertaken by the nursing faculty during the eighth year of the highly successful accelerated nursing program in a small liberal arts college. This quality improvement project was designed to review existing metrics and to collect additional data through survey and focus groups in order to capture experiences of the program graduates. Graduates of the accelerated program from 2005 to 2011 were included in this study. Faculty who teach in the program participated in focus groups. From 2005 to 2011, there have been a total of 196 graduates in 8 cohorts; 194 surveys

  19. Complexity of Choice: Teachers' and Students' Experiences Implementing a Choice-Based Comprehensive School Health Model

    Science.gov (United States)

    Sulz, Lauren; Gibbons, Sandra; Naylor, Patti-Jean; Wharf Higgins, Joan

    2016-01-01

    Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of…

  20. Youth Leadership Development: Perceptions and Preferences of Urban Students Enrolled in a Comprehensive Agriculture Program

    Science.gov (United States)

    Anderson, James C., II; Kim, Eunyoung

    2009-01-01

    This descriptive study explores the perceptions of and preferences for leadership development by students enrolled in a comprehensive urban agriculture program. A total of 284 students from the Chicago High School for Agricultural Sciences participated in the study. The results of the study showed that the average respondent was involved in a…

  1. E-Readers and the Effects on Students' Reading Motivation, Attitude and Comprehension during Guided Reading

    Science.gov (United States)

    Long, Deanna; Szabo, Susan

    2016-01-01

    This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…

  2. LOOKING AT THE LINK BETWEEN EMOTIONAL INTELLIGENCE AND READING COMPREHENSION AMONG SENIOR HIGH SCHOOL STUDENTS

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    M. Ahlan Firdaus

    2017-12-01

    Full Text Available The main purpose of the present study was to empirically investigate the possible correlation between students’ emotional inteligence and thier reading comprehension and students’ emotional intelligence influences their reading comprehension. The participants in the study were 53 the eleventh grade students of SMA Sandika Banyuasin which were selected from two classes consisting of science and social. Reading comprehension test was done to measure students’ reading comprehension by using TOEFL Junior reading comprehension section. Then, USMEQ-i by Yusoff (2010 was administered to the participants to measure their emotional intelligence. SPSS program was run using Pearson Product Moment formula and Regression Analysis to find out the correlation and the influence. The result showed that there was a postive significant correlation between students’ emotional intelligence and reading comprehension with r = .661.Then, there influenced of students’ emotional intelligence on thier reading comprehension with 43.7%.

  3. Translating advances in reading comprehension research to educational practice

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    Danielle S. McNamara

    2011-07-01

    Full Text Available The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is an important distinction between reading processes and products, as well as their causal relationship: processes lead to certain products. Hence, instructional approaches and strategies focusing on processes are needed to improve students’ reading performance (i.e., product. Third, inferences are a crucial component of skilled comprehension. Hence, children need scaffolding and remediation to learn to generate inferences, even when they know little about the text topic. Fourth, comprehension depends on a complex interaction between the reader, the characteristics of the text, and the instructional task, highlighting the need for careful selection of instructional materials for individual students and specific groups of students. Finally, educators may benefit from heightened awareness of the limitations and inadequacies of standardized reading comprehension assessments, as well as the multidimensionality of comprehension to better understand their students’ particular strengths and weaknesses.

  4. Translating advances in reading comprehension research to educational practice

    Directory of Open Access Journals (Sweden)

    Danielle S. McNAMARA

    2011-11-01

    Full Text Available The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decodingprocesses and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is an important distinction between readingprocesses and products, as well as their causal relationship: processes lead to certain products. Hence, instructional approaches and strategies focusing on processes are needed to improve students’reading performance (i.e., product. Third, inferences are a crucial component of skilled comprehension. Hence, children need scaffolding and remediation to learn to generate inferences, even when they know little about the text topic. Fourth, comprehension depends on a complex interaction between the reader, the characteristics of the text, and the instructional task, highlighting the need for careful selection of instructional materials for individual students and specific groups of students. Finally, educators may benefit from heightened awareness of the limitations and inadequacies of standardized reading comprehension assessments, as well as the multidimensionality of comprehension to better understand their students’ particular strengths and weaknesses.

  5. The effects of dictionary training on Turkish EFL students' reading comprehension and vocabulary learning

    OpenAIRE

    Altun, Arif

    1995-01-01

    Ankara : The Institute of Economic and Social Sciences of Bilkent Univ., 1995. Thesis (Master's) -- Bilkent University, 1995. Includes bibliographical references leaves 55-59 The present study investigated the effects of monolingual dictionary training on Turkish EFL students' reading comprehension and vocabulary learning. Thirty-seven intermediate-level Turkish EFL preparatory students in the Department of English Language Teaching at Mustafa Kemal University participated in this st...

  6. Promoting Tenth Graders’ Reading Comprehension of Academic Texts in the English Class

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    Claudia Quiroga Carrillo

    2010-10-01

    Full Text Available This article reports on an action research project conducted in a public school in Bogotá, Colombia, with tenth grade students. We decided to develop it because of the students' needs as well as the emphasis of the PEI (Proyecto Educativo Institucional = School Institutional Project, which is based on the requisite of improving reading comprehension. The project focused on the implementation of four lesson plans in which five reading strategies were applied. They were reading speed, non-text information, word attack skills, text attack and discursive strategies. Data collection was conducted by using observation, journals, interviews and questionnaires. These instruments provided information about the level of improvement in reading comprehension and evidenced advances in the students' performance when they read an academic text in English.

  7. The Effect of Note-Taking on University Students' Listening Comprehension of Lectures

    Science.gov (United States)

    Kiliçkaya, Ferit; Çokal Karadas, Derya

    2009-01-01

    The study investigated the effect of note-taking on comprehension of lectures by 44 undergraduate EFL students who are in the first year of their undergraduate level in the Department of Foreign Language Education in Middle East Technical University. The participants were divided into two groups, namely experimental and control groups. The…

  8. Effect of Focused Vocabulary Instruction on 7th Graders' Reading Comprehension

    Science.gov (United States)

    Horn, Mary; Feng, Jianhua

    2012-01-01

    This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…

  9. [Improving speech comprehension using a new cochlear implant speech processor].

    Science.gov (United States)

    Müller-Deile, J; Kortmann, T; Hoppe, U; Hessel, H; Morsnowski, A

    2009-06-01

    The aim of this multicenter clinical field study was to assess the benefits of the new Freedom 24 sound processor for cochlear implant (CI) users implanted with the Nucleus 24 cochlear implant system. The study included 48 postlingually profoundly deaf experienced CI users who demonstrated speech comprehension performance with their current speech processor on the Oldenburg sentence test (OLSA) in quiet conditions of at least 80% correct scores and who were able to perform adaptive speech threshold testing using the OLSA in noisy conditions. Following baseline measures of speech comprehension performance with their current speech processor, subjects were upgraded to the Freedom 24 speech processor. After a take-home trial period of at least 2 weeks, subject performance was evaluated by measuring the speech reception threshold with the Freiburg multisyllabic word test and speech intelligibility with the Freiburg monosyllabic word test at 50 dB and 70 dB in the sound field. The results demonstrated highly significant benefits for speech comprehension with the new speech processor. Significant benefits for speech comprehension were also demonstrated with the new speech processor when tested in competing background noise.In contrast, use of the Abbreviated Profile of Hearing Aid Benefit (APHAB) did not prove to be a suitably sensitive assessment tool for comparative subjective self-assessment of hearing benefits with each processor. Use of the preprocessing algorithm known as adaptive dynamic range optimization (ADRO) in the Freedom 24 led to additional improvements over the standard upgrade map for speech comprehension in quiet and showed equivalent performance in noise. Through use of the preprocessing beam-forming algorithm BEAM, subjects demonstrated a highly significant improved signal-to-noise ratio for speech comprehension thresholds (i.e., signal-to-noise ratio for 50% speech comprehension scores) when tested with an adaptive procedure using the Oldenburg

  10. Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?

    Science.gov (United States)

    Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie

    2014-01-01

    Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…

  11. Examining Listening Previewing as a Classwide Strategy to Promote Reading Comprehension and Vocabulary

    Science.gov (United States)

    Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer

    2010-01-01

    Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…

  12. Psychosocial student functioning in comprehensive dental clinic education: A qualitative study

    DEFF Research Database (Denmark)

    Moore, Rod

    2018-01-01

    also rated their perceived stress using a 0-10 scale, where 0 is no stress, and 10 is highest stress. Qualitative analyses involved searching for recurring themes and discovery of categories of clinical and social functioning. All 8 students were revisited as dentists after 8 years and filled out a 15...... expectations and worries about how others perceived them. Dys-Grp experienced higher negative stress and maladaptive perfectionism and described crying behaviours, withdrawal and unwillingness to cooperate with others. In contrast, students in F+Grp provided rich content about mutual cooperation related...... to social networking and positive support. The 8 subjects exhibited high internal consistency (α = .98) in their responses to the follow-up survey about their first year of clinic. Conclusions: The comprehensive care teaching clinic environment with students working in groups appeared to provide...

  13. The Impact of Note Taking On the Improvement of Listening Comprehension of Iranian EFL Learners

    OpenAIRE

    Mohammad Zohrabi; Farzaneh Esfandyari

    2014-01-01

    Note taking is a popular and operative strategy which increases the students? ability to remember, comprehend, and keep the material in mind. Nowadays, it is very common for teachers to use the note taking strategy in EFL listening classes due to the fact that taking notes can help students catch the main points easily and in turn promote their listening comprehension effectively. However, it creates areas of concerns for some researchers about whether taking notes is effective for students t...

  14. Investigation of the Effectiveness of the Story-Map Method on Reading Comprehension Skills among Students with Mental Retardation

    Science.gov (United States)

    Isikdogan, Necla; Kargin, Tevhide

    2010-01-01

    The purpose of this study was to investigate the effectiveness of the story-map technique on reading comprehension skills among students with mild mental retardation. The research group consisted of 14 students with mild mental retardation. The students in the research group were chosen from students who attended to an elementary school and a…

  15. Effects of Wh-Question Graphic Organizers on Reading Comprehension Skills of Students with Autism Spectrum Disorders

    Science.gov (United States)

    Bethune, Keri S.; Wood,Charles L.

    2013-01-01

    Students with autism spectrum disorders often have difficulty with reading comprehension. This study used a delayed multiple baseline across participants design to evaluate the effects of graphic organizers on the accuracy of wh-questions answered following short passage reading. Participants were three elementary-age students with autism spectrum…

  16. ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use

    Science.gov (United States)

    Ciampa, Katia

    2012-01-01

    This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants' perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests,…

  17. Impact of Argumentation in the Chemistry Laboratory on Conceptual Comprehension of Turkish Students

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    Ali Riza Sekerci

    2014-11-01

    Full Text Available Aim of this research is to evaluate the impact of argumentation in the chemistry laboratory on conceptual comprehension of students. This research follows a triangulation design, categorized under mixed-method design variations, which include both qualitative and quantitative research designs. The research is conducted with 91 first grade university students studying in two different classes of the Department of Science Education, Kazım Karabekir Education Faculty at the Ataturk University, located in eastern Turkey. One class was randomly designated as the experimental group, with another as the control group. Research data was collected via a General Chemistry Laboratory Concept Test (GCLCT containing 33 items, a test containing ten open-ended items, a semi-structured interview form, and a written feedback form, all designed by the researchers. Data from the GCLCT were analyzed through predictive statistics method, while data from the open-ended questions, semi-structured interview and written feedback form were analyzed through the descriptive analysis method. It is concluded from this research, that there is statistically significant difference between the GCLC post-test averages of the experimental and control groups. It was found that when compared to the control group, the proportion of experimental group students who answered the GCLC post-test items correctly is higher. In addition to this, the proportion of students who demonstrated misconceptions were higher in the control group students compared to the experimental group. It is concluded by this research, that argumentation provides more effective results in terms of comprehension of fundamental chemistry concepts, when compared to a traditional approach.

  18. L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.

    Science.gov (United States)

    Duda, R.; Regent, O.

    The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

  19. Comprehensive self-control training benefits depressed college students: A six-month randomized controlled intervention trial.

    Science.gov (United States)

    Yang, Xueling; Zhao, Jiubo; Chen, Yu; Zu, Simeng; Zhao, Jingbo

    2018-01-15

    Depressive disorder was associated with dysfunctional self-regulation. The current study attempted to design and test a comprehensive self-control training (CSCT) program with an overall emphasis on behaviral activation in depressed Chinese college students. Participants included 74 students who had diagnosed with major depression, they were randomly assigned to one of the two groups: intervention group (n=37), and control group (n=37). The intervention participants received an eight-week CSCT and four-month follow-up consolidation program, as compared to the control group who received only pre-post-and-follow-up measurements. All participants measured Beck Depression Inventory (BDI-Ⅱ) and Self-control Scale (SCS) at three time points: baseline, post-training, and four-month follow-up. The dropout rates were 6 (8.1%) in the intervention group and 3 (4.1%) in the control group at the end of six-month intervention. The general linear model repeated measures analysis of variance revealed that comparing with the control group, the intervention group participants had more increase in their trait self-control score, at the meantime, their depressive symptoms had significantly improved. Univariate and logistic regression analyses revealed that participants with milder baseline depressive symptoms were more likely to benefit from CSCT interventions; depression improvement was also associated with the number of sessions attended. The main limitation was related to the small sample size which consisted of college students who were relatively young and well educated. The current study demonstrates that CSCT program could temporarily enhance self-control capacity as well as improve depressive symptoms; participants who are mildly to moderately depressed, and who could adhere to the training protocol are more likely to benefit from the intervention. Copyright © 2017 Elsevier B.V. All rights reserved.

  20. Exploring Reading Comprehension Needs of Iranian EAP Students of Health Information Management (HIM): A Triangulated Approach

    Science.gov (United States)

    Atai, Mahmood Reza; Nazari, Ogholgol

    2011-01-01

    Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts. This study attempted to assess target and present reading comprehension needs of EAP students of Health Information…

  1. A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies.

    Science.gov (United States)

    Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M

    2015-11-01

    Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Students with Attention Deficit Disorder Carrying out Tasks of Reading Comprehension and Text Production: A Comparative Study in 4th-Grade Students of Primary Education in Chile

    OpenAIRE

    Fabián Andrés Inostroza-Inostroza

    2017-01-01

    The present article aims to compare the performance in students with Attention Deficit Disorder to those who do not present it, in tasks of reading comprehension and text production carried out by students attending the fourth grade of primary education. This quantitative, non-experimental comparative study aims to provide evidence regarding the way in which this condition limits the learning outcomes in the tasks of comprehension and production of texts, language, and communication. One the ...

  3. Comprehension of texts in Digital Format versus Printed Texts and Self-Regulated Learning in University Students

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    Paula Gabriela Flores-Carrasco

    2016-12-01

    Full Text Available This article aims (1 to describe the levels of self-regulation and reading comprehension of scientific expository texts; (2 to establish the relationship between self-regulation and reading comprehension; and (3 to compare the performance in comprehension when the printed media (paper or digital media (computer is used. A quasi-experimental, quantitative, descriptive and correlative design was implemented. The sample was composed of 55 university students from four careers of Education; they were in 1st and 3rd year of study at a regional university of the Council of Rectors of Chilean Universities. Three measuring instruments were used: a questionnaire of self-regulated learning and two comprehension tests based on the understanding of Parodi’s (2005 assessment model. The implementation was made in two consecutive moments; first, the self-questionnaire; then, the tests for reading comprehension in both media. With the data obtained, statistical tests of variance, one-way ANOVA, Pearson’s correlation, and means comparison with Bruner and Munzel and U-Mann Whitney’s tests were calculated. In conclusion, and different from the initial statement, it was obtained that university students have an adequate level of self-regulation and low reading comprehension in both data, even the scores are relatively lower in digital data. In both data the output is inverse to the complexity of the questions. Between 1st and 3rd year, there is no increase either in the self-regulation or in reading comprehension; but, exceptionally, the career of Primary General Education specialist on Language and History did. There is a strong relationship between reading comprehension in printed media and self-regulation (ARATEX. The support does not affect reading comprehension, but individual reading skills of the subjects do. A competent reader will have similar performance in both reading supports.

  4. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    OpenAIRE

    Chang, Sandy

    2013-01-01

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as Engli...

  5. Comprehension instruction research-based best practices

    CERN Document Server

    Parris, Sheri R; Morrow, Lesley Mandel

    2015-01-01

    All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the gr

  6. Cable TV: Bringing Home Native Speaker to Increase Listening Comprehension of the Students of English Education Department Teacher Training and Education Faculty Muria Kudus University

    Directory of Open Access Journals (Sweden)

    Rismiyanto Nuraeningsih

    2016-07-01

    Full Text Available This study investigated the use of cable TV to increase listening comprehension of the students of English education department of Muria Kudus University. The aims were to find out: (1 the listening comprehension achievement of the students taught by using cable TV, (2 the students’ response towards the teaching of listening comprehension class by using cable TV, and (3 the students’ difficulties when being involved in the listening class taught by using cable TV are. A classroom action research was conducted with three cycles. The data was collected by using test, observation checklist, & a questionnaire. The subject consisted of 29 students joining Advanced Listening class. The findings show that: (a The listening comprehension achievement of the students taught by using cable TV in cycle I, II, & III is fair, (b The students have enthusiasm and seriousness and motivation in joining the class in all cycles, (c In cycle III the students’ difficulties when being involved in the listening comprehension class taught by using cable TV are more and more decreasing. Keywords: Cable TV, Listening Comprehension

  7. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

    Science.gov (United States)

    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  8. Using the Dictionary for Improving Adolescents' Reading Comprehension of Short Scientific Texts (Uso del diccionario para mejorar la comprensión lectora de textos científicos cortos en inglés con adolescentes)

    Science.gov (United States)

    Becerra Cortés, Ximena

    2013-01-01

    This paper reports on an innovative and action research project which focused on the use of the dictionary and the prior knowledge of Colombian high school students to improve their reading comprehension of short scientific texts. Data collection instruments included students' work gathered during two workshops, field notes, and a questionnaire.…

  9. The Design of a Theme-Based and Genre-Oriented Strategic Reading Course to Improve Students’ Reading Comprehension Skills at a Public School in Colombia

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    Fabián Padilla De La Cerda

    2016-04-01

    Full Text Available This paper reports the process of designing and partially implementing and evaluating a content-based and genre-oriented syllabus with a group of ninth graders at a public school in Barranquilla, Colombia. The syllabus sought to promote reading strategies in order to improve learners’ comprehension of natural science texts. The results of this intervention show that the use of academic texts with low achievers, who in turn can develop a good comprehension of different kind of texts, is possible if these students are aware of the structure of the texts they are reading and if they are provided with reading strategies that are appropriate for each genre.

  10. Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R)

    Science.gov (United States)

    Khusniyah, Nurul Lailatul; Lustyantie, Ninuk

    2017-01-01

    The aim of this study is to examine the effect of the survey, questions, read, record, recite, review (SQ4R) strategy of the reading comprehension ability students of 2nd semester. The research study was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and…

  11. Impact of Nursery Rhymes on Iranian EFL Learners’ Listening Comprehension Skill Improvement-A Study

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    Omid Pourkalhor

    2017-06-01

    Full Text Available The present study was an attempt to investigate the effect of nursery rhymes on the young language learners listening comprehension ability. To do so, 30 elementary learners were selected as the potential participants of the study. The learners’ perceptions about using nursery rhymes in teaching listening as well as teachers’ perceptions about teaching listening comprehension through nursery rhymes were taken into account. The listening pre- and post-tests and teachers and learners’ interviews were employed for data collection procedures. Quantitative as well as qualitative methodologies were adapted for data analysis. Findings showed that the young learners could improve their listening comprehension ability as a result of using nursery rhymes. Interview data also indicated that the learners’ perceptions about nursery rhymes were found to be positive since the rhymes provided an interesting atmosphere for the learners to improve their listening comprehension while benefiting from peer interaction and teacher’s support in the listening classroom. Teachers’ perceptions were also realistic regarding using nursery rhymes in teaching listening, especially for young learners. As to the implication side, finding can contribute to the positive application of nursery rhymes in paving the way for young learners to improve their listening comprehension ability.

  12. Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension.

    Science.gov (United States)

    Pedersen, Henriette Folkmann; Fusaroli, Riccardo; Lauridsen, Lene Louise; Parrila, Rauno

    2016-11-01

    The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  13. Individual differences in reading comprehension : A componential approach to eighth graders’ expository text comprehension

    NARCIS (Netherlands)

    Welie, C.J.M.

    2017-01-01

    Why do secondary school students differ in their text comprehension? This is an important question because many secondary school students are unable to achieve the level of text comprehension required to enable learning from their school book texts. This thesis contributes to answering this question

  14. The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties.

    Science.gov (United States)

    Wise, Justin C; Sevcik, Rose A; Morris, Robin D; Lovett, Maureen W; Wolf, Maryanne; Kuhn, Melanie; Meisinger, Beth; Schwanenflugel, Paula

    2010-07-01

    The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of connected text (ORFD), and (b) students who evidenced difficulties only with oral reading fluency of connected text (CTD). Participants (ORFD, n = 146 and CTD, n = 949) were second-grade students who were recruited for participation in different reading intervention studies. Data analyzed were from measures of nonsense-word oral reading fluency, real-word oral reading fluency, oral reading fluency of connected text, and reading comprehension that were collected at the pre-intervention time point. Correlational and path analyses indicated that real-word oral reading fluency was the strongest predictor of reading comprehension performance in both samples and across average and poor reading comprehension abilities. Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties.

  15. Comparing Effect of 'Summarizing', 'Question-Answer Relationship', and 'Syntactic Structure Identification' on the Reading Comprehension of Iranian EFL students

    Directory of Open Access Journals (Sweden)

    Fatemeh Hemmati

    2013-01-01

    Full Text Available This study aimed at comparing the effects of 'question-answer relationship strategy', 'summarizing', and 'syntactic structure identification training'on the reading comprehension of Iranian EFL learners. The participants were sixty (34 women and 26 men intermediate students who answered an English reading comprehension test consisting of three reading passages as the pretest. During the treatment, the students in the first group were supposed to summarize the passages. The subjects in the second group familiarized with the syntactic structure identification strategy and the ones in the third group were taught the question-answer relationship strategy. At the end of the treatment, an English reading comprehension test similar to the pretest was administered to the groups as a posttest. The results suggested that there is statistically significant difference between the reading comprehension abilities of the three classes. Furthermore the use of QAR strategy led to better comprehension of reading texts with syntactic structure training and summarizing between which there was no significant difference.

  16. FUNCTIONAL ANALYSIS OF FUTURE MUSIC ART TEACHERS’ TRAINING FOR SINGING ACTIVITY OF COMPREHENSIVE SCHOOL SENIOR STUDENTS

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    Ma Chen

    2017-04-01

    Full Text Available In the article the functional analysis of future music art teachers’ training for singing activity of comprehensive school senior students is depicted. This issue is very important because improving educators and musicians’ training contributes not only to professional selfactualisation, but also to young generation’s encouraging for thorough learning music art works and their creative development in the process of group music tuitions. Extracurricular singing activity also plays an important part. It reveals art images to students, enriching creativity experience, forms the spiritual world, develops independent thinking, awakens creativity. The author points out the main functions of future music art teachers’ training. They are system and value, information, communication, creative and transformative, projective functions. The special attention is paid to characterizing the features of each function. The author claims that system and value function relates to the necessity to analyze the results of the educational process that contributes to productive solving problems by students and main tasks of music training. Information function is a subject background of art music teachers’ and pedagogical activities. Communicative function is realized in a teacher’s ability to develop the student’ initiative to plan cooperative activities, to be able to distribute duties, to carry out instructions, to coordinate cooperative activities, to create special situations for the implementation of educational influence. The analysis of pedagogical and methodological literature shows that The creative and transformative function is manifested in the creative use of pedagogical and methodological ideas in specific pedagogical conditions. The projective function is thought to promote the most complete realization of content of comprehensive and art education. Functional analysis of students’ training of art faculties at pedagogical universities to

  17. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

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    María Dolores Guerra-Martín

    2017-07-01

    Full Text Available In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses. A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30, improving the information about courses (p < .001, d = 2.01, the information comprehension (p < .001, d = 0.85 and the strategies to improve academic performance (p < .001, d = 1.37. The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

  18. Effects of reading-oriented tasks on students' reading comprehension of geometry proof

    Science.gov (United States)

    Yang, Kai-Lin; Lin, Fou-Lai

    2012-06-01

    This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

  19. The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students

    Science.gov (United States)

    McCown, Margaret Averill

    2013-01-01

    This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular…

  20. Comprehensive nursing intervention to improve the ability of self-care behaviors of chronic hepatitis B

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    Sha YANG

    2013-12-01

    Full Text Available Objectives: To explore suitable long-term antiviral therapy and comprehensive nursing intervention to patients with chronic hepatitis B system. Methods: To treat 136 cases of chronic hepatitis B patients with comprehensive nursing intervention and to investigate their regular medication situation, bad habits, self-observation and illness review visits before the intervention and after one month, three months and six months. Results: Regular medication situation, bad habits, self-observation and illness review visits of the patients who were treated with comprehensive nursing intervention have improved, and differences were statistically significant (P <0.05.Conclusion: Comprehensive nursing intervention can improve compliance, rehabilitation, knowledge level and life quality of the hepatitis B patients who suffered from long-term medication treatment.

  1. SMART STRATEGY TO BOOST STUDENTS’ READING COMPREHENSION

    Directory of Open Access Journals (Sweden)

    Muhammad Lukman Syafi’i

    2015-05-01

    Full Text Available Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking strategy. This study is developing SMART strategy to boost the reading comprehension achievement of the ninth grade students. The research applies a collaborative classroom action research design in which the researcher and the collaborative teacher work together in preparing a suitable procedure of SMART strategy, designing the lesson plan, determining the criteria of success, implementing the action, observing, and doing reflection. The finding indicated that SMART strategy was successful to enhance students‘ motivation to be actively involved in the instructional process. The improvement on the students‘ participation was 75% in Cycle 1 and 87% in Cycle 2.

  2. Effects of Comprehensive, Multiple High-Risk Behaviors Prevention Program on High School Students

    Science.gov (United States)

    Collier, Crystal

    2013-01-01

    The purpose of this mixed methods study was to examine the effect of a multiple high-risk behaviors prevention program applied comprehensively throughout an entire school-system involving universal, selective, and indicated levels of students at a local private high school during a 4-year period. The prevention program was created based upon the…

  3. Exploring the Effects of Digital Note Taking on Student Comprehension of Science Texts

    Science.gov (United States)

    Horney, Mark A.; Anderson-Inman, Lynne; Terra, Fatima

    2009-01-01

    This study investigated the effects of text notes and voice notes on the comprehension of science texts by fifth grade students. The study was conducted to determine whether digital note taking was an effective reading strategy, and whether one form of digital note taking was more effective than the other. Results revealed that general education…

  4. A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

    Science.gov (United States)

    Roncke, Nancy

    This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

  5. Improving Marketing Students' Reading Comprehension with the SQ3R Method

    Science.gov (United States)

    Artis, Andrew B.

    2008-01-01

    For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent…

  6. Investigation of meta-linguistic and meta-cognitive intervention to improve comprehension of coordinating conjunctions

    OpenAIRE

    O'Shea, Sheila

    2013-01-01

    non-peer-reviewed Background: There is a limited evidence base available in the area of oral language comprehension for children with primary language comprehension difficulties, with existing research which demonstrates treatment effectiveness largely focusing on pre-school or older school age children. Objectives: This pilot study aims to investigate the efficacy of individually-tailored intervention and strategies to improve the oral comprehension skills of a child with primary langu...

  7. The Influence of Personalization of Online Texts on Elementary School Students' Reading Comprehension and Attitudes toward Reading

    Science.gov (United States)

    Ertem, Ihsan Seyit

    2013-01-01

    The purpose of this research was to examine the role of personalized and non-personalized online texts on elementary school fifth grade students' comprehension and their attitudes toward reading. Participants were 47 fifth-grade students from a rural elementary school in north Florida. The subjects were randomly assigned into two (personalized…

  8. Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic

    Science.gov (United States)

    Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan

    2014-01-01

    This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based text…

  9. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    Science.gov (United States)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  10. Analysis of students’ science motivation and nature of science comprehension in middle school

    Directory of Open Access Journals (Sweden)

    Azizul Ghofar Candra Wicaksono

    2018-03-01

    Full Text Available The purpose of this study was to explore the pattern of science motivation and nature of science (NoS and the relationship between science motivation and nature of science in middle school students located in Semarang, Central Java, Indonesia. The design of this study was survey followed by the correlation study to discover the relationship between science motivation level and nature of science comprehension. This research included 113 students as sample. The instrument used for data collection was SMQ and seven essay test from NoS indicator. This study revealed that the students had a median score of science motivation and the low score in nature of science comprehension. There were students’ science motivation and nature of science comprehension urgently need to be improved. It can be done by developing learning process and any support from school or family.

  11. Online Reading Comprehension Strategies among Fifth- and Sixth-Grade General and Special Education Students

    Science.gov (United States)

    Chen, Hsin-Yuan

    2010-01-01

    The present study targeted the online reading strategies of upper-elementary and middle school students with and without learning disabilities in the U.S. and in Taiwan. Several aspects of the comprehension process were studied, including: (1) Internet navigation strategies and behaviours, (2) sensitivity to the organisational structure of…

  12. Comprehension of Critical News Items as Expressed by College Students and Adults in Business, Industry, and Religion.

    Science.gov (United States)

    Adams, Effie Kaye; Scott, Elois M.

    College students were compared to adults for their reading comprehension of news items on two critical issues of national concern. The subjects were 109 adults and 97 college students who read ten short magazine articles on the Iran-United States hostage crisis and the U.S. energy problem. After reading the articles, the subjects' comprehension…

  13. DEVELOPMENT AND IMPROVEMENT OF BUSINESS HIGHER EDUCATION THROUGH IMPLEMENTATION OF STUDENTS LEARNING OUTCOMES ASSESSMENT PLAN (SLOAP

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    Zoran Ivanovski

    2013-03-01

    Full Text Available This study presents new vision how to upgrade business higher education at the Faculty of Economics at University of Tourism and Management in Skopje (UTMS. This paper is result of analyses of best practices of leading higher education institutions as well authors experience in higher education and business education and practice. The UTMS is orientated to introduce best practices and objective standards in order to offer high-quality business education for its students. UTMS has mission for permanent implementation of quality improvement measures as a way to achieve high professional and academic standards and become part of prosperous and respective Universities. In order to achieve this goal, UTMS plan to use additional measures, outcomes assessment as a way to measure institutional effectiveness, as well as effective technique for identifying where changes and improvements are necessary. UTMS has developed Students Learning Outcomes Assessment Plan (SLOAP as a way to reach this goal.Based on permanent analysis of students needs as well as business sector suggestions about desirable level of knowledge, skills and competence of the students from Faculty of Economics, gained from conducted evaluations, UTMS decide to make additional improvement and development of business education. This process have 4 phases: 1 evaluation of students attitude towards curricula and the instructors efficiency, 2preparation of the SLOAP (Student Learning Outcomes Assessment Plan document, 3 implementation of two direct measures from the SLOAP through assessment analysis and action planning, and 4 monitoring changes and improvements made as a result of action planning.The first phase was completed in spring semester 2012, as well as second one with development of Comprehensive Exam and Capstone Course as direct measures. Complete SLOAP also has indirect measures like student satisfaction inventory, course evaluations, alumni, and employers’ surveys, and a

  14. Replacing lecture with peer-led workshops improves student learning.

    Science.gov (United States)

    Preszler, Ralph W

    2009-01-01

    Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.

  15. Executive skills and reading comprehension a guide for educators

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    Cartwright, Kelly B

    2015-01-01

    How do K-12 students become self-regulated learners who actively deploy comprehension strategies to make meaning from texts? This cutting-edge guide is the first book to highlight the importance of executive skills for improving reading comprehension. Chapters review the research base for particular executive functions--such as planning, organization, cognitive flexibility, and impulse control--and present practical skills-building strategies for the classroom. Detailed examples show what each skill looks like in real readers, and sidebars draw explicit connections to the Common Core State Sta

  16. Improving STEM Student Learning Outcomes with GIS

    Science.gov (United States)

    Montgomery, W. W.

    2013-12-01

    Longitudinal data collection initiated a decade ago as part of a successful NSF-CCLI grant proposal has resulted in a large - and growing - sample (200+) of students who report on their perceptions of self-improvement in Technology, Critical Thinking, and Quantitative Reasoning proficiencies upon completion of an introductory (200-level) GIS course at New Jersey City University, a Hispanic-Serving and Minority Institution in Jersey City, NJ. Results from student satisfaction surveys indicate that, not surprisingly, 80% of respondents report improved confidence in Technology Literacy. Critical Thinking proficiency is judged to be significantly improved by 60% of respondents. On the other hand, Quantitative Reasoning proficiency confidence is improved in only 30% of students. This latter finding has prompted the instructor to search for more easily recognizable (to the student) ways of embedding quantitative reasoning into the course, as it is obvious to any GIS professional that there is an enormous amount of quantitative reasoning associated with this technology. A second post-course questionnaire asks students to rate themselves in these STEM proficiency areas using rubrics. Results mirror those from the self-satisfaction surveys. On a 5-point Likkert scale, students tend to see themselves improving about one letter grade on average in each proficiency area. The self-evaluation rubrics are reviewed by the instructor and are judged to be accurate for about 75% of the respondents.

  17. THINKING ALOUD, TALKING, AND LEAThinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups Thinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups

    Directory of Open Access Journals (Sweden)

    Yael Bejanaro

    2008-04-01

    Full Text Available Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness. Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness.

  18. Explicit Instruction of Graphic Organizers as an Informational Text Reading Comprehension Strategy: Third-Grade Students' Strategies and Perceptions

    Science.gov (United States)

    Fealy, Erin Marie

    2010-01-01

    The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational text. An additional purpose was to investigate students' perceptions of using graphic organizers as a comprehension strategy. Using case study methodology, this study occurred…

  19. Recognizing the Effects of Comprehension Language Barriers and Adaptability Cultural Barriers on Selected First-Generation Undergraduate Vietnamese Students

    Science.gov (United States)

    Phan, Christian Phuoc-Lanh

    2009-01-01

    This investigation is about recognizing the effects of comprehension language barriers and adaptability cultural barriers on selected first-generation Vietnamese undergraduate students in the Puget Sound region of Washington State. Most Vietnamese students know little or no English before immigrating to the United States; as such, language and…

  20. Effects of an inconsistency-detection training aimed at improving comprehension monitoring in primary school children

    NARCIS (Netherlands)

    Wassenburg, S.I.; Bos, L.T.; de Koning, B.B.; van der Schoot, M.

    2015-01-01

    Grounded within the situation model framework, this study investigated the effectiveness of a reading comprehension strategy training aimed at improving children’s comprehension monitoring strategies. Sixty-four third and fourth graders received a 4-week training targeted at situation model

  1. The Effect of Illustrations on Second Graders' Reading Comprehension.

    Science.gov (United States)

    Parisi, Gina

    A study investigated whether text illustrations improve the reading comprehension of second graders. Subjects, 14 second-grade students, read five stories from a basal reader. The control group read each story with accompanying illustrations, while the experimental group was exposed to only the written version of the same stories. Questions based…

  2. The Effect of Three Kinds of Reading Strategies on EFL Learners’ Reading Comprehension and Gender Difference Using Think-aloud Protocol

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    Ali Fathi Karizak

    2016-09-01

    Full Text Available Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners’ reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control.  50 students (experimental group were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners’ reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.

  3. Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students

    Science.gov (United States)

    Garcia-Madruga, Juan A.; Elosua, Maria Rosa; Gil, Laura; Gomez-Veiga, Isabel; Vila, Jose Oscar; Orjales, Isabel; Contreras, Antonio; Rodriguez, Raquel; Melero, Maria Angeles; Duque, Gonzalo

    2013-01-01

    Reading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory's executive processes play a crucial role. In this article, a training program on working memory's executive processes to improve reading comprehension is presented and empirically tested in two…

  4. A Comprehensive Profile of Health Risk Behaviors Among Students at a Small Canadian University

    Science.gov (United States)

    Taylor, Jennifer P.; McCarthy, Mary Jean; Herbert, Rosemary J.; Smith, Philip B.

    2009-01-01

    Despite recent attention to health promotion and illness prevention, young people continue to engage in a variety of risk behaviors, which may negatively influence current and future health status. The purpose of this study was to create a comprehensive profile of health risk behaviors among undergraduate students at the University of Prince…

  5. Comparing comprehensive care and departmental clinical education models: students' perceptions at the University of Tennessee College of Dentistry.

    Science.gov (United States)

    Dehghan, Mojdeh; Harrison, Janet; Langham, Sue; Scarbecz, Mark; Amini, Mehdi

    2015-02-01

    In summer 2012, the University of Tennessee Health Science Center College of Dentistry transitioned from a departmental clinical education model to a comprehensive care/group leader model. The aim of this study was to investigate the perspectives of the fourth-year class of dental students who, because the transition took place during their training, had experienced treating patients under both educational models. To achieve this objective, a questionnaire was designed to assess the students' opinions on the efficiency of their effort, availability of specialty faculty, stress, collaboration with classmates, and availability of exposure to different practice styles and techniques under the two systems. The students were also given an opportunity to provide open-ended feedback on the shortcomings and advantages of the systems. The Class of 2013 had 81 students, 55 of whom participated in the survey for a response rate of 67.9%. The majority (86%) of the respondents preferred the comprehensive care model and reported feeling that, in it, they were able to accomplish more comprehensive dentistry with greater consistency of supervision from faculty in a more patient-centered environment than in the departmental model. However, 56 percent considered having the same group leader for two years a disadvantage and recommended rotation of at least one group leader every six months. The results of this survey can help this college and other dental schools that are seeking to optimize their educational model to best serve students' educational experience and the dental needs of their patient population.

  6. Improvement in Student Science Proficiency Through InSciEd Out

    Science.gov (United States)

    Sonju, James D.; Leicester, Jean E.; Hoody, Maggie; LaBounty, Thomas J.; Frimannsdottir, Katrin R.; Ekker, Stephen C.

    2012-01-01

    Abstract Integrated Science Education Outreach (InSciEd Out) is a collaboration formed between Mayo Clinic, Winona State University, and Rochester Public Schools (MN) with the shared vision of achieving excellence in science education. InSciEd Out employs an equitable partnership model between scientists, teachers, education researchers, and the community. Teams of teachers from all disciplines within a single school experience cutting-edge science using the zebrafish model system, as well as current pedagogical methods, during a summer internship at the Mayo Clinic. Within the internship, the teachers produce new curriculum that directly addresses opportunities for science education improvement at their own school. Zebrafish are introduced within the new curriculum to support a living model of the practice of science. Following partnership with the InSciEd Out program and 2 years of implementation in the classroom, teacher-interns from a K–8 public school reported access to local scientific technology and expertise they had not previously recognized. Teachers also reported improved integration of other disciplines into the scientific curriculum and a flow of concepts vertically from K through 8. Students more than doubled selection of an Honors science track in high school to nearly 90%. 98% of students who took the Minnesota Comprehensive Assessments in their 5th and 8th grade year (a span that includes 2 years of InSciEd Out) showed medium or high growth in science proficiency. These metrics indicate that cooperation between educators and scientists can result in positive change in student science proficiency and demonstrate that a higher expectation in science education can be achieved in US public schools. PMID:23244687

  7. Impact of multimodality in reading comprehension of narrative texts in English as a foreign language (EFL in undergraduate students

    Directory of Open Access Journals (Sweden)

    Fernando Vera Millalén

    2014-11-01

    Full Text Available This research seeks to compare the effect that monomodal and multimodal tests have on the reading comprehension level of English-written narrative texts that EFL learners achieve at a private Chilean university. For this purpose, a quasi-experiment was performed, using a monomodal reading comprehension test and another multimodal one, with intact groups. The experimental group took the multimodal format test, while the control group took the monomodal format test. The interest of this research focused on the need to integrate multimodal texts in L2 reading comprehension. The results endorse the hypothesis that students reach higher comprehension levels in multimodal reading comprehension tests.

  8. Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

    Science.gov (United States)

    Acat, M. Bahaddin; Demiral, Hilmi; Kaya, Mehmet Fatih

    2016-01-01

    The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is "Web Based Listening Scale". In the process of the study,…

  9. Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

    Directory of Open Access Journals (Sweden)

    M. Bahaddin Acat

    2016-01-01

    Full Text Available The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is “Web Based Listening Scale”. In the process of the study, it was investigated that the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note, the most popular and listened music genre. According to the results obtained that significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed the students used the web based system more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.

  10. Using Simple Manipulatives to Improve Student Comprehension of a Complex Biological Process: Protein Synthesis

    Science.gov (United States)

    Guzman, Karen; Bartlett, John

    2012-01-01

    Biological systems and living processes involve a complex interplay of biochemicals and macromolecular structures that can be challenging for undergraduate students to comprehend and, thus, misconceptions abound. Protein synthesis, or translation, is an example of a biological process for which students often hold many misconceptions. This article…

  11. Improving Student Writing: Methods You Can Use in Science and Engineering Classrooms

    Science.gov (United States)

    Hitt, S. J.; Bright, K.

    2013-12-01

    Many educators in the fields of science and engineering assure their students that writing is an important and necessary part of their work. According to David Lindsay, in Scientific Writing=Thinking in Words, 99% of scientists agree that writing is an integral part of their jobs. However, only 5% of those same scientists have ever had formal instruction in scientific writing, and those who are also educators may then feel unconfident in teaching this skill to their students (2). Additionally, making time for writing instruction in courses that are already full of technical content can cause it to be hastily and/or peremptorily included. These situations may be some of the contributing factors to the prevailing attitude of frustration that pervades the conversation about writing in science and engineering classrooms. This presentation provides a summary of past, present, and ongoing Writing Center research on effective writing tutoring in order to give science and engineering educators integrated approaches for working with student writers in their disciplines. From creating assignments, providing instruction, guiding revisions, facilitating peer review, and using assessments, we offer a comprehensive approach to getting your students motivated to improve their writing. Our new research study focuses on developing student writing resources and support in science and engineering institutions, with the goal of utilizing cross-disciplinary knowledge that can be used by the various constituencies responsible for improving the effectiveness of writing among student engineers and scientists. We will will draw upon recent findings in the study of the rhetoric and compositional pedagogy and apply them to the specific needs of the science and engineering classroom. The fields of communication, journalism, social sciences, rhetoric, technical writing, and philosophy of science have begun to integrate these findings into classroom practice, and we will show how these can also

  12. Getting to the point: attempting to improve juror comprehension of capital penalty phase instructions.

    Science.gov (United States)

    Smith, Amy E; Haney, Craig

    2011-10-01

    This research examined the effects of several versions of capital penalty phase instructions on juror comprehension. Study One documented the impact of California's recently implemented "plain language" instruction. It showed that although the new instruction has clear advantages over the previous version, significant comprehension problems remain. Study Two evaluated several modified instructions designed to enhance comprehension. Participants heard either a standard patterned instruction or one of two alternatives-a psycholinguistically improved instruction, or a "pinpoint" instruction using case-related facts to illustrate key terms-in a simulated death penalty sentencing phase. Persons who heard modified instructions demonstrated higher levels of comprehension on virtually every measure as compared to those in the standard instruction condition.

  13. Medical student mental health 3.0: improving student wellness through curricular changes.

    Science.gov (United States)

    Slavin, Stuart J; Schindler, Debra L; Chibnall, John T

    2014-04-01

    Medical education can have significant negative effects on the well-being of medical students. To date, efforts to improve student mental health have focused largely on improving access to mental health providers, reducing the stigma and other barriers to mental health treatment, and implementing ancillary wellness programs. Still, new and innovative models that build on these efforts by directly addressing the root causes of stress that lie within the curriculum itself are needed to properly promote student wellness. In this article, the authors present a new paradigm for improving medical student mental health, by describing an integrated, multifaceted, preclinical curricular change program implemented through the Office of Curricular Affairs at the Saint Louis University School of Medicine starting in the 2009-2010 academic year. The authors found that significant but efficient changes to course content, contact hours, scheduling, grading, electives, learning communities, and required resilience/mindfulness experiences were associated with significantly lower levels of depression symptoms, anxiety symptoms, and stress, and significantly higher levels of community cohesion, in medical students who participated in the expanded wellness program compared with those who preceded its implementation. The authors discuss the utility and relevance of such curricular changes as an overlooked component of change models for improving medical student mental health.

  14. Development of Comprehensive Competences with Information and Communication Technologies in Distance Learning Higher Education

    Directory of Open Access Journals (Sweden)

    Isabel Cristina Muñoz Vargas

    2015-09-01

    Full Text Available This study aimed to identify and implement educational strategies through the use of Information and Communication Technologies in order for students of distance learning (who belong to the academic degrees of Natural Sciences and Environmental Education at the University of Córdoba to develop comprehensive competences. We used the action research method divided in two cycles, with the participation of three teachers and 242 students. The data analysis of the first cycle established three analysis categories and designed four intervention strategies based on the scientific knowledge and the academic experience of the teachers. The results of the second cycle showed an improvement of the academic performance of the students in a comprehensive way.

  15. Increasing Student Interest and Comprehension of Production Planning and Control and Operations Performance Measurement Concepts Using a Production Line Game

    Science.gov (United States)

    Cox, James F., III; Walker, Edward D., II

    2005-01-01

    Production planning and control (PPC) systems and operations performance measures are topics that students generally find both boring and difficult to understand. In the article, the authors present a production line game that they have found to be an effective tool to increase student interest in the topics as well as student comprehension. The…

  16. USING QUESTION GENERATING TECHNIQUE IN TEACHING READING COMPREHENSION FOR THE THIRD SEMESTER STUDENTS AT ENGLISH STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF BENGKULU

    Directory of Open Access Journals (Sweden)

    Washlurachim Safitri Safitri

    2016-04-01

    Full Text Available The objective of this research was to find out Using Question Generating Technique Toward Students Reading Comprehension At The Third Semester Students At English Study Program Of Muhammadiyah University Of Bengkulu. The design of this research was Quasi experimental research. The subject of this research is students at the third semester of English study program. They were A class  that consist of 20 students and D class that consist of 20 students. In collecting data, the researcher used some steps; firstly the students were given a pre-test before the researcher applied Question Generating Technique. Then, the researcher did the treatment for three meetings to the experimental class, after that the researcher did post test to both classes. The last, the researcher analyzed the result of reading test by using criteria for the assessment. The final step was the researcher discussed and concluded the data. The result of this research showed that the tobt was  4,880. Whereas, the degree of freedom of post-test is 68, means that the ttable was 2.021. Based on the scores gained, it shows that tobt is higher than ttable (9,911>4,880. There is a significant difference between the post-test mean of the experimental and control class. The result also showed that the students’ comprehension in reading was significantly. In conclusion, the Question Generating Technique had been successfully gave positive effect to the students’ reading comprehension particularly in reading subject in English study program of University Muhammadiyah of Bengkulu.  Key Words : Question Generating Technique, Reading comprehension,

  17. The use of contextual cues to improve warning symbol comprehension: making the connection for older adults

    Science.gov (United States)

    Lesch, Mary F.; Powell, W. Ryan; Horrey, William J.; Wogalter, Michael S.

    2013-01-01

    This study teased apart the effects of comprehensibility and complexity on older adults' comprehension of warning symbols by manipulating the relevance of additional information in further refining the meaning of the symbol. Symbols were systematically altered such that increased visual complexity (in the form of contextual cues) resulted in increased comprehensibility. One hundred older adults, aged 50–71 years, were tested on their comprehension of these symbols before and after training. High comprehensibility–complexity symbols were found to be better understood than low- or medium-comprehensibility–complexity symbols and the effectiveness of the contextual cues varied as a function of training. Therefore, the nature of additional detail determines whether increased complexity is detrimental or beneficial to older adults' comprehension – if the additional details provide ‘cues to knowledge’, older adults' comprehension improves as a result of the increased complexity. However, some cues may require training in order to be effective. Practitioner Summary: Research suggests that older adults have greater difficulty in understanding more complex symbols. However, we found that when the complexity of symbols was increased through the addition of contextual cues, older adults' comprehension actually improved. Contextual cues aid older adults in making the connection between the symbol and its referent. PMID:23767856

  18. RESLanjut: The learning media for improve students understanding in embedded systems

    Science.gov (United States)

    Indrianto, Susanti, Meilia Nur Indah; Karina, Djunaidi

    2017-08-01

    The use of network in embedded system can be done with many kinds of network, with the use of mobile phones, bluetooths, modems, ethernet cards, wireless technology and so on. Using network in embedded system could help people to do remote controlling. On previous research, researchers found that many students have the ability to comprehend the basic concept of embedded system. They could also make embedded system tools but without network integration. And for that, a development is needed for the embedded system module. The embedded system practicum module design needs a prototype method in order to achieve the desired goal. The prototype method is often used in the real world. Or even, a prototype method is a part of products that consist of logic expression or external physical interface. The embedded system practicum module is meant to increase student comprehension of embedded system course, and also to encourage students to innovate on technology based tools. It is also meant to help teachers to teach the embedded system concept on the course. The student comprehension is hoped to increase with the use of practicum course.

  19. Comparison of Iranian Monolingual and Bilingual EFL Students' Listening Comprehension in Terms of Watching English Movie with Latinized Persian Subtitles

    Science.gov (United States)

    Yamchi, Roghayeh; Kumar, Vishal

    2016-01-01

    The main concern of the present study was to compare Iranian monolingual and bilingual EFL students' listening comprehension in terms of Latinized Persian subtitling of English movie to see whether there was a significant difference between monolinguals and bilinguals on immediate linguistic comprehension of the movie. Latinized Persian subtitling…

  20. The relationship between sun protection policies and practices in schools with primary-age students: the role of school demographics, policy comprehensiveness and SunSmart membership.

    Science.gov (United States)

    Dono, J; Ettridge, K A; Sharplin, G R; Wilson, C J

    2014-02-01

    Schools can implement evidence-based sun protection policies that guide practices to help protect children from harmful sun exposure. This national study assessed the relationship between the existence and comprehensiveness of written policies and the comprehensiveness of sun protection practices. The impact of school demographics on the strength of the relationship was also examined, as was the possibility that 'SunSmart' membership would have an additional impact on practices, beyond having any formal policy. In 2011-12, staff members of 1573 schools catering to primary-age students completed a self-administered survey about sun protection policies and practices (response rate of 57%). Results showed that schools with a written policy had more comprehensive practices than schools without a written policy. The relationship between having a written policy and sun protection practices was stronger for remote schools compared with metropolitan and regional schools, and for schools catering to both primary and secondary students compared with primary students only. In addition, policy comprehensiveness was associated with practice comprehensiveness, and SunSmart membership was indirectly related to practice comprehensiveness via policy comprehensiveness. These results indicate that written policies relate to practice comprehensiveness, but the strength of the association can vary according to the characteristics of the organization.

  1. The effect of task-based instruction on reading comprehension of Iranian EFL learners

    Directory of Open Access Journals (Sweden)

    Azizeh Chalak

    2015-02-01

    Full Text Available Developing reading comprehension ability is an important aspect in acquisition of a language. The present study focused on improving reading comprehension ability through Task-based Instruction (TBI. TBI is a methodology that develops from a focus on classroom tasks. The participants of the study were 135 Iranian female students at different levels selected from high schools in Isfahan, Iran, through a quasi-experimental design. The participants were divided into four groups, two control groups (CGs and two experimental groups (EGs. They received a pre-test, the instruction, and a post-test. The participants in EGs were taught through TBI, whereas CGs were exposed to a traditional method. The comparison between CGs and EGs were made through paired sample t-tests. The results revealed that the students in EGs outperformed CGs. The difference between the two grades was also investigated by independent sample t-test. The results showed that students at first-grade outperformed fourth-graders. The findings suggest that using flexible and interactive tasks in English classes improves reading comprehension ability of Iranian EFL learners. This study may have pedagogical implications for practitioners in the field and for syllabus designers to include appropriate tasks in English textbooks.

  2. The Design of a Theme-Based and Genre-Oriented Strategic Reading Course to Improve Students' Reading Comprehension Skills at a Public School in Colombia

    Science.gov (United States)

    Padilla De La Cerda, Fabián

    2016-01-01

    This paper reports the process of designing and partially implementing and evaluating a content-based and genre-oriented syllabus with a group of ninth graders at a public school in Barranquilla, Colombia. The syllabus sought to promote reading strategies in order to improve learners' comprehension of natural science texts. The results of this…

  3. Storyboards and Reading Comprehension of Literary Fiction in English

    Science.gov (United States)

    Molina Naar, José Mario

    2013-01-01

    This article reports on a study developed in order to help a group of six limited-proficient students of English (newcomers) to improve their reading comprehension of English novels by designing storyboards, a type of graphic organizer that condenses both images and scripts. The investigation was carried out in a public school in the state of…

  4. Comprehension and Time Expended for a Doctoral Student with a Learning Disability when Reading with and without an Accommodation

    Science.gov (United States)

    Tanners, Adam; McDougall, Dennis; Skouge, Jim; Narkon, Drue

    2012-01-01

    The purpose of this alternating treatment, single-case research study was to compare reading comprehension and time expended reading, of a doctoral student with learning disabilities, under two reading conditions. In condition one, the student used a self-discovered accommodation, that is, listening, on an iPod, to an audiobook version…

  5. The Effects of Promoting Educational Level on the Development of Reading Comprehension Levels in Hearing-Impaired Students

    Directory of Open Access Journals (Sweden)

    Mohammad Reza Sarmadi

    2011-09-01

    Full Text Available Background and Aim: Hearing-impaired students have some delays in learning language skills such as reading because of hearing loss. To study the effect of promoting educational level on the development of reading comprehension, the students of the 4th grade of elementary and last year guidance school were compared based on international test of reading literacy.Methods: The project was cross-sectional and the tool used was the international standard booklet of PIRLS 2001. Thirty-six students selected with moderately severe and severe hearing loss from the 4th grade of elementary and last year guidance school from Shahriar, Robatkarim, Karaj and Hashtgerd, Iran, exceptional schools. Comparative statistical analysis was performed using t-test.Results: The first level (focus on and retrieve explicity information showed a meaningful difference between the last year guidance school and the 4th grade of elementary students (p<0.05, but there were no significant differences in other levels, make straightforward information-interpret and integrate ideas-examine and evaluate content, (p> 0.05.Conclusion: Hearing-impaired students have difficulties in understanding in deep levels of reading despite promoting educational level. Thus, in making policies for special trainings, continuing the rehabilitation in guidance and high school levels to promote the complex levels of comprehension should be taken more into consideration.

  6. How to assess and improve children's reading comprehension?

    OpenAIRE

    Muijselaar, M.M.L.

    2016-01-01

    Reading comprehension is one of the most important skills children have to acquire during the final years of primary education. It is therefore unfortunate that many children have severe problems with a proper understanding of texts. To design methods that foster children’s reading comprehension, more information about the underlying skills and processes that are involved in reading comprehension is needed. Prerequisites for reading comprehension are the accurate and fast reading of single wo...

  7. Improving Student Engagement in Veterinary Business Studies.

    Science.gov (United States)

    Armitage-Chan, Elizabeth; Jackson, Elizabeth

    2018-01-01

    Improving Student Engagement in Veterinary Business StudiesIn a densely packed veterinary curriculum, students may find it particularly challenging to engage in the less overtly clinical subjects, yet pressure from industry and an increasingly competitive employment market necessitate improved veterinary student education in business and management skills. We describe a curriculum intervention (formative reflective assignment) that optimizes workplace learning opportunities and aims to provide better student scaffolding for their in-context business learning. Students were asked to analyze a business practice they experienced during a period of extra-mural studies (external work placement). Following return to the college, they were then instructed to discuss their findings in their study group, and produce a group reflection on their learning. To better understand student engagement in this area, we analyzed individual and group components of the assignment. Thematic analysis revealed evidence of various depths of student engagement, and provided indications of the behaviors they used when engaging at different levels. Interactive and social practices (discussing business strategies with veterinary employees and student peers) appeared to facilitate student engagement, assist the perception of relevance of these skills, and encourage integration with other curriculum elements such as communication skills and clinical problem solving.

  8. Are students' impressions of improved learning through active learning methods reflected by improved test scores?

    Science.gov (United States)

    Everly, Marcee C

    2013-02-01

    To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

  9. Evaluation of social media channel preference for student engagement improvement in universities using entropy and TOPSIS method

    Directory of Open Access Journals (Sweden)

    Meyliana Meyliana

    2015-11-01

    Full Text Available Purpose: To analyze students’ social media preference in order to improve student engagement with university by examining social media implementation quality in terms of information and service quality. Design/methodology/approach: Research methodology is started with the hierarchy creation of student engagement with university which then translated into questionnaire. This questionnaire was distributed to 58 universities in Jakarta (Indonesia’s capital. The questionnaire result was analyzed with entropy and TOPSIS method. Findings: In social media implementation quality, information quality is more important than service quality because in social media, a good information quality is really relevant with the usefulness and comprehensiveness of the information. On the other hand regarding service quality, the system availability will help students in their interaction process with university, on top of the service’s efficiency and fulfillment. This directly impacts the cooperation between students, active learning process, and students’ expectation. The social medias students preferred to improve student engagement with universities respectively are LINE, Facebook, Twitter, Wiki, Blog, Instagram, YouTube, Path, LinkedIn, and Podcast. Research limitations/implications: Social media’s role is not only to create student engagement in the learning process, but also other aspects included by Chickering & Gamson (1987. Practical implications: The Social CRM channel shift from electronic into social media shows that social media holds an important role for university since it eases up the communication between university and the students. The good social media management has been an issue that needs to be solved by university by creating a unit or delegate a person that can manage the social media correctly and quickly so the students feel that they get the good service they want. Originality/value: The other researches focus on observing

  10. KEMAMPUAN MAHASISWA DALAM MEMBUAT COMPREHENSION QUESTIONS

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    Pudiyono Pudiyono

    2016-10-01

    Full Text Available The aims of the research were to find out (a the level of the students’ ability in making comprehension questions, (b the students’ map of problems in making comprehension questions. The population of the research was all students joining Reading 4 academic year 2016, totaling to 30 students, while the sample was taken from all students. The result of data analysis showed that the average ability of the students, with score more than 70 reached 66.66%. In details, only 4 of the samples (13.33% got no wrong answers or an A. Those who got good achievement (B, considered as majority, amounted to 16 students (53.33%. The participants achieving enough grades (C reached 7 students or 23.33%. The last level achieved in this research was D with the number reaching 3 (10%. The map of problems laid on their inability in identifying between yes/no and WH questions, inverted sentence, choosing the right auxiliary and verbs and their spelling ability. Keyword: comprehension, questions, inversion, problem map, ability

  11. Comprehensive Education Portfolio with a Career Focus

    Science.gov (United States)

    Kruger, Evonne J.; Holtzman, Diane M.; Dagavarian, Debra A.

    2013-01-01

    There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over…

  12. Improving reading comprehension in reading and listening settings: the effect of two training programmes focusing on metacognition and working memory.

    Science.gov (United States)

    Carretti, Barbara; Caldarola, Nadia; Tencati, Chiara; Cornoldi, Cesare

    2014-06-01

    Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent study by Clarke et al. (2010, Psychol. Sci., 21, 1106), a programme based on verbal language could also be effective. The study examined the feasibility of improving text comprehension in school children by comparing the efficacy of two training programmes, both involving metacognition and WM, but one based on listening comprehension, the other on reading comprehension. The study involved a sample of 159 pupils attending eight classes in the fourth and fifth grades (age range 9-11 years). The listening and reading programmes focused on the same abilities/processes strictly related to text comprehension, and particularly metacognitive knowledge and control, WM (per se and in terms of integrating information in a text). The training programmes were implemented by school teachers as part of the class's normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in an active control group that completed standard text comprehension activities. Our results showed that both the training programmes focusing on specific text comprehension skills were effective in improving the children's achievement, but training in reading comprehension generated greater gains than the listening comprehension programme. Our study suggests that activities focusing specifically on metacognition and WM could foster text comprehension, but the potential benefit is influenced by the training modality, that is, the Reading group obtained greater and longer-lasting improvements than the Active control or

  13. Comprehensive care improves physical recovery of hip-fractured elderly Taiwanese patients with poor nutritional status.

    Science.gov (United States)

    Liu, Hsin-Yun; Tseng, Ming-Yueh; Li, Hsiao-Juan; Wu, Chi-Chuan; Cheng, Huey-Shinn; Yang, Ching-Tzu; Chou, Shih-Wei; Chen, Ching-Yen; Shyu, Yea-Ing L

    2014-06-01

    The effects of nutritional management among other intervention components have not been examined for hip-fractured elderly persons with poor nutritional status. Accordingly, this study explored the intervention effects of an in-home program using a comprehensive care model that included a nutrition-management component on recovery of hip-fractured older persons with poor nutritional status at hospital discharge. A secondary analysis of data from a randomized controlled trial with 24-month follow-up. A 3000-bed medical center in northern Taiwan. Subjects were included only if they had "poor nutritional status" at hospital discharge, including those at risk for malnutrition or malnourished. The subsample included 80 subjects with poor nutritional status in the comprehensive care group, 87 in the interdisciplinary care group, and 85 in the usual care group. The 3 care models were usual care, interdisciplinary care, and comprehensive care. Usual care provided no in-home care, interdisciplinary care provided 4 months of in-home rehabilitation, and comprehensive care included management of depressive symptoms, falls, and nutrition as well as 1 year of in-home rehabilitation. Data were collected on nutritional status and physical functions, including range of motion, muscle power, proprioception, balance and functional independence, and analyzed using a generalized estimating equation approach. We also compared patients' baseline characteristics: demographic characteristics, type of surgery, comorbidities, length of hospital stay, cognitive function, and depression. Patients with poor nutritional status who received comprehensive care were 1.67 times (95% confidence interval 1.06-2.61) more likely to recover their nutritional status than those who received interdisciplinary and usual care. Furthermore, the comprehensive care model improved the functional independence and balance of patients who recovered their nutritional status over the first year following discharge

  14. THE EXPLICIT COMPREHENSION-STRATEGY INSTRUCTION: QUESTION-ANSWER RELATIONSHIP VS SELF-QUESTIONING

    Directory of Open Access Journals (Sweden)

    Lalu Thohir

    2017-12-01

    Full Text Available This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR and Self-Questioning (SQ strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of three classes of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehension strategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction. On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions.

  15. Three Ways to Improve Student Presentations

    Science.gov (United States)

    Metcalf, Amy; Layton, Margaret V.; Goslin, Trina L.

    2016-01-01

    Twenty-first-century students are adept at using technology, which means that incorporating appropriate technology into the classroom can excite and engage students and improve oral production and fluency, which Rossiter, Derwing, Manimtim, and Thomson (2010) have identified as missing from many language classrooms. Therefore, academic…

  16. Reading Comprehension and Phonics Research: Review of Correlational Analyses with Deaf and Hard-of-Hearing Students

    Science.gov (United States)

    Luft, Pamela

    2018-01-01

    This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes…

  17. Medical students' perception of objective structured clinical examination: a feedback for process improvement.

    Science.gov (United States)

    Nasir, Abdulrasheed A; Yusuf, Ayodeji S; Abdur-Rahman, Lukman O; Babalola, Olasunkanmi M; Adeyeye, Ademola A; Popoola, Ademola A; Adeniran, James O

    2014-01-01

    Medical educators have always been desirous of the best methods for formative and summative evaluation of trainees. The Objective Structured Clinical Examination (OSCE) is an approach for student assessment in which aspects of clinical competence are evaluated in a comprehensive, consistent, and structured manner with close attention to the objectivity of the process. Though popular in most medical schools globally, its use in Nigeria medical schools appears limited. This study was conceived to explore students' perception about the acceptability of OSCE process and to provide feedback to be used to improve the assessment technique. A cross-sectional survey was conducted on final-year medical students, who participated in the final MBBS surgery examination in June 2011. A 19-item self-administered structured questionnaire was employed to obtain relevant data on demographics of respondents and questions evaluating the OSCE stations in terms of the quality of instructions and organization, learning opportunities, authenticity and transparency of the process, and usefulness of the OSCE as an assessment instrument compared with other formats. Students' responses were based on a 5-point Likert scales ranging from strongly disagree to strongly agree. The data were analyzed using SPSS, version 15 (SPSS, Inc, Chicago, IL). The study took place at the University of Ilorin, College of Health Science. A total of 187 final-year medical students were enrolled in to the survey. Of 187 eligible students, 151 completed the self-administered questionnaire representing 80.7% response rate. A total of 61 (40.4%) students felt that it was easy to understand written instructions at the OSCE stations. In total, 106 (70.2%) students felt that the time allocated to each station was adequate. A total of 89 (58.9%) students agreed that the OSCE accurately measured their knowledge and skill, and 85 (56.3%) reported that OSCE enhanced their communication skill. Of the respondents, 80 (53

  18. The Impact of Question-Answer Relationships on Thai Reading Comprehension of Economically Disadvantaged Students: A Mixed Methods Study in Thailand

    Science.gov (United States)

    Mongkolrat, Raveema

    2017-01-01

    Thailand's education has not succeeded in meeting the Ministry of Education Thailand's goals for Thai language. The problem manifests in students' substandard Thai reading comprehension. Results of the Thailand's standardized national test showed that students, especially those with economical disadvantages, have performed poorly in Thai reading…

  19. The 3R study strategy to improve text retention and text comprehension

    NARCIS (Netherlands)

    Reijners, Pauline; Kester, Liesbeth; Wetzels, Sandra; Kirschner, Paul A.

    2013-01-01

    Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2013, 27 August). The 3R study strategy to improve text retention and text comprehension. In B. Klein (Chair), Effective Learning Strategies and their Usage in Self-regulated Training Programs and Computer-Based Learning.

  20. A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status.

    Science.gov (United States)

    Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

    2015-01-01

    Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students' academic performance in the comprehensive basic sciences examination. According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination.

  1. The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers.

    Science.gov (United States)

    Swanson, H Lee; O'Connor, Rollanda

    2009-01-01

    The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with untreated dysfluent and fluent readers on posttest measures of fluency, word identification, vocabulary, and reading comprehension. Three main findings emerged: (a) The influence of WM on text comprehension was not related to fluency training, (b) dysfluent readers in the continuous-reading condition had higher posttest scores than dysfluent readers in the other conditions on measures of text comprehension but not on vocabulary, and (c) individual differences in WM better predicted posttest comprehension performance than word-attack skills. In general, the results suggested that although continuous reading increased comprehension, fluency practice did not compensate for WM demands. The results were interpreted within a model that viewed reading comprehension processes as competing for a limited supply of WM resources that operate independent of fluency.

  2. Echoic Memory Interference and Comprehension in a Foreign Language.

    Science.gov (United States)

    Greenberg, Seth N.; Roscoe, Suzanne

    1988-01-01

    Study of echoic memory interference among students in college introductory Spanish and German courses revealed that students with weaker listening comprehension skills depended more upon vulnerable sensory codes in echoic memory, while students with stronger comprehension relied on stable higher-order codes. (Author/CB)

  3. Effect of Inclusion versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

    Science.gov (United States)

    Awada, Ghada M.; Gutiérrez-Colón, Mar

    2017-01-01

    This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the…

  4. Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines

    Science.gov (United States)

    Pattanasri, N.; Mukunoki, M.; Minoh, M.

    2012-01-01

    Comprehension assessment is an essential tool in classroom learning. However, the judgment often relies on experience of an instructor who makes observation of students' behavior during the lessons. We argue that students should report their own comprehension explicitly in a classroom. With students' comprehension made available at the slide…

  5. Cardiac autonomic function in patients with diabetes improves with practice of comprehensive yogic breathing program

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    Viveka P Jyotsna

    2013-01-01

    Full Text Available Background: The aim of this study was to observe the effect comprehensive yogic breathing (Sudarshan Kriya Yoga [SKY] and Pranayam had on cardiac autonomic functions in patients with diabetes. Materials and Methods: This is a prospective randomized controlled intervention trial. Cardiac autonomic functions were assessed in 64 diabetics. Patients were randomized into two groups, one group receiving standard therapy for diabetes and the other group receiving standard therapy for diabetes and comprehensive yogic breathing program. Standard therapy included dietary advice, brisk walking for 45 min daily, and administration of oral antidiabetic drugs. Comprehensive yogic breathing program was introduced to the participants through a course of 12 h spread over 3 days. It was an interactive session in which SKY, a rhythmic cyclical breathing, preceded by Pranayam is taught under the guidance of a certified teacher. Cardiac autonomic function tests were done before and after 6 months of intervention. Results: In the intervention group, after practicing the breathing techniques for 6 months, the improvement in sympathetic functions was statistically significant (P 0.04. The change in sympathetic functions in the standard therapy group was not significant (P 0.75.Parasympathetic functions did not show any significant change in either group. When both parasympathetic and sympathetic cardiac autonomic functions were considered, there was a trend toward improvement in patients following comprehensive yogic breathing program (P 0.06. In the standard therapy group, no change in cardiac autonomic functions was noted (P 0.99. Conclusion: Cardiac autonomic functions improved in patients with diabetes on standard treatment who followed the comprehensive yogic breathing program compared to patients who were on standard therapy alone.

  6. The office of student wellness: innovating to improve student mental health.

    Science.gov (United States)

    Seritan, Andreea L; Rai, Gurmeet; Servis, Mark; Pomeroy, Claire

    2015-02-01

    Despite increasing mental health needs among medical students, few models for effective preventive student wellness programs exist. This paper describes a novel approach developed at the University of California (UC) Davis School of Medicine: the Office of Student Wellness (OSW). Improved access and mental health service utilization have been documented, with over half of all students receiving support and clinical care. UC Davis student satisfaction mean scores on the Association of American Medical Colleges Graduation Questionnaire wellness questions have reached or exceeded national average over the last 4 years, since the OSW was founded. This program may serve as a blueprint for other medical schools in developing effective student wellness programs.

  7. Relationships among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

    Science.gov (United States)

    Gase, Lauren N.; Gomez, Louis M.; Kuo, Tony; Glenn, Beth A.; Inkelas, Moira; Ponce, Ninez A.

    2017-01-01

    Background: School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they…

  8. Looking at CIRC through Quantitative Lenses: Can It Improve the Reading Comprehension of Filipino ESL Learners?

    Science.gov (United States)

    Gonzales, Wilkinson Daniel Wong; Torres, Patrisha Lliane

    2015-01-01

    Several pressing issues in reading instruction have prompted educators world-wide to conduct researches on how to best improve reading comprehension skills. Although there is a wealth of reading comprehension researches done with EFL learners and native English speakers, there seems to be limited published studies conducted in the Philippine ESL…

  9. Using the Delphi questionnaire technique to create a reading comprehension resource guide for middle school science teachers

    Science.gov (United States)

    Wegner, Molly F.

    As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.

  10. Effectiveness of a quality improvement curriculum for medical students

    Directory of Open Access Journals (Sweden)

    Kimberly M. Tartaglia

    2015-05-01

    Full Text Available Introduction: As health systems find ways to improve quality of care, medical training programs are finding opportunities to prepare learners on principles of quality improvement (QI. The impact of QI curricula for medical students as measured by student learning is not well delineated. The aim of this study is to evaluate the effectiveness of a QI curriculum for senior medical students as measured by student knowledge and skills. Methods: This study was an observational study that involved a self-assessment and post-test Quality Improvement Knowledge Application Tool (QIKAT for intervention and control students. A QI curriculum consisting of online modules, live discussions, independent readings and reflective writing, and participation in a mentored QI project was offered to fourth-year medical students completing an honor's elective (intervention group. Senior medical students who received the standard QI curriculum only were recruited as controls. Results: A total of 22 intervention students and 12 control students completed the self-assessment and QIKAT. At baseline, there was no difference between groups in self-reported prior exposure to QI principles. Students in the intervention group reported more comfort with their skills in QI overall and in 9 of the 12 domains (p<0.05. Additionally, intervention students performed better in each of the three case scenarios (p<0.01. Discussion: A brief QI curriculum for senior medical students results in improved comfort and knowledge with QI principles. The strengths of our curriculum include effective use of classroom time and faculty mentorship with reliance on pre-existing online modules and written resources. Additionally, the curriculum is easily expandable to larger groups of students and transferable to other institutions.

  11. The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Shawnem Kadkhodaee

    2015-05-01

    Full Text Available Reading comprehension is one of the most important skills, especially in the EFL context. One way to improve reading comprehension is through strategy use. The present study aimed at investigating the effect of question-generation strategy on learners' reading comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET as the pre- and post-tests. The students in the experimental group A generated text-based reading comprehension questions individually, and in the experimental group B  in groups of three but the learners in the control group answered the reading comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperformed the experimental group A, who employed individual- question generation strategy and the control group in the reading comprehension post-test. The findings can have some implications for EFL teachers and syllabus designers.

  12. The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

    Directory of Open Access Journals (Sweden)

    Gara B Field

    2009-03-01

    Full Text Available Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185 and grades 6 8 (n = 198 were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001, significantly higher growth in oral reading fluency (p = .016, and significantly higher growth in social studies achievement (p = .013 than those students who did not participate in Renzulli Learning.

  13. A Qualitative Study to Improve the Student Learning Experience

    Science.gov (United States)

    Jastania, Raid A.; Balata, Gehan F.; Abd El-Hady, Mohamed I. S.; Gouda, Ahmad; Abd El-Wahab, Mohamad; Mohamad, Abeer S.; Ibrahim, Nashwa M.; Beshr, Eman; Mahdi, Abeer Y.; Mousa, Rabab; Tag, Batool F.; Hisham, Hadeel; El-Sofiani, Ibtehal

    2017-01-01

    Purpose: For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define--measure--analyse--improve--control (DMAIC) methodology, to improve students' satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.…

  14. The level of social relations comprehension and its impact on text comprehension in individuals with autistic spectrum disorder

    Directory of Open Access Journals (Sweden)

    Hana Sotáková

    2016-10-01

    Full Text Available Background The study was carried out within the research “Reading comprehension – typical development and its risks”. The article contains data from a component study focused on 4th grade students with autism spectrum disorder (ASD who were incorporated into a group of readers with reading comprehension development risks. The main aim was to establish whether variable results in children’s reading and comprehension tests relate to the level of understanding of social relations. Participants and procedure We tested 20 students with ASD in two phases: T1 and T2. Each phase consisted of 2 individual sessions. Under the leadership of a research assistant, during each of these sessions a student would carry out the test focused on general intellectual skills, language skills, reading, and reading comprehension. For students with autistic spectrum disorder the Strange Stories test was added in order to ascertain the level of social relations understanding. Results The results in reading and reading comprehension tests among students with ASD varied significantly. Based on a correlation analysis it was found that the Strange Stories results substantially correlate with tests focused on reading, text comprehension and language skill levels. Conclusions Our research proved the following: the Strange Stories test results show that the level to which an individual is able to understand social relations and social behavior is significantly related to his/her ability to comprehend a text. Consequently, this can influence his/her learning skills as well as the quality of life in society. Cultivation of social abilities, social communication and understanding of social situations and relations is therefore necessary for compensation of autistic spectrum disorder expressions.

  15. Improving Students' Understanding of Quantum Measurement

    International Nuclear Information System (INIS)

    Zhu Guangtian; Singh, Chandralekha

    2010-01-01

    We describe the difficulties advanced undergraduate and graduate students have with quantum measurement. To reduce these difficulties, we have developed research-based learning tools such as the Quantum Interactive Learning Tutorial (QuILT) and peer instruction tools. A preliminary evaluation shows that these learning tools are effective in improving students' understanding of concepts related to quantum measurement.

  16. Improving Eleventh Graders' Reading Comprehension through Text Coding and Double Entry Organizer Reading Strategies (Mejoramiento de la comprensión lectora de estudiantes de grado once mediante las estrategias de lectura de codificación de texto y organizador de doble entrada)

    Science.gov (United States)

    Mahecha, Rocío; Urrego, Stella; Lozano, Erika

    2011-01-01

    In this article we report on an innovation project developed with a group of eleventh graders at a public school in Bogotá. Its aim was to encourage students to improve reading comprehension of texts in English. It was conducted taking into account students' needs, interests and level of English. To do it, we implemented two reading strategies:…

  17. University of Michigan Comprehensive Cancer Center opportunities for improvement project.

    Science.gov (United States)

    Breslin, Tara M; Waldinger, Marcy; Silver, Samuel M

    2014-02-01

    The University of Michigan Comprehensive Cancer Center (UMCCC) Opportunities for Improvement project involved a detailed patient-level medical record review, feedback to medical providers and clinical leadership, and discussion of potential predictors of discordant or delayed care. The medical record review revealed that reasons for discordant or delayed care were well documented by clinical providers, and medical comorbidity was the most common predisposing factor. Another common theme was the difficulty in obtaining treatment records for patients who received a portion of their care outside UMCCC. The project provided a valuable opportunity to examine established processes of care and data collection and consider how the newly implemented electronic health record might support future efforts aimed at improving efficiency and communication among providers.

  18. Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

    Science.gov (United States)

    Leopold, Claudia; Leutner, Detlev

    2015-01-01

    In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…

  19. Providing Comprehensive Educational Opportunity to Low Income Students. Part 5: A Proposal for Essential Standards and Resources. A Report of the Task Force on Comprehensive Educational Opportunity

    Science.gov (United States)

    Rebell, Michael A.; Wolff, Jessica R.

    2011-01-01

    This fifth in a five part series, states that, if comprehensive educational opportunity is conceived as a right, then the state must commit to providing it and must develop a policy infrastructure to assure broad access, uniform quality, regularized funding, and firm accountability strictures to ensure all students a meaningful opportunity to…

  20. Television Literacy: Comprehension of Program Content Using Closed Captions for the Deaf.

    Science.gov (United States)

    Lewis, Margaret S. Jelinek; Jackson, Dorothy W.

    2001-01-01

    This study assessed deaf and hearing students' comprehension of captions with and without visuals/video. Results indicate that reading grade level is highly correlated with caption comprehension test scores. Comprehension of the deaf students was consistently below that of hearing students. The captioned video produced significantly better…

  1. Urgency of increasing the quantity and quality of student creativity program

    Science.gov (United States)

    Sarmini; Prasetya, Ketut; Nadiroh, Ulin

    2018-01-01

    Student creativity is very important to improve the quality and quantity. The purpose of this paper is to identify the quality and quantity of the Student Creativity Program. The method in this research is exploratory study. The subjects taken are the leaders of deans and vice deans at the State University of Surabaya. Data collection techniques used are kusioner. The result of this research is creativity program in student is very important. Not only improve the quality and quantity of creativity, but also affect the image of the institution. It is necessary to have written rules on the regulations on the Student Creativity Program and to take a comprehensive and comprehensive approach, and to organize the budget is the main thing.

  2. A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

    Science.gov (United States)

    Bhavsar, Suketu

    2015-08-01

    I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging

  3. Improving Pharmacy Student Communication Outcomes Using Standardized Patients.

    Science.gov (United States)

    Gillette, Chris; Rudolph, Michael; Rockich-Winston, Nicole; Stanton, Robert; Anderson, H Glenn

    2017-08-01

    Objective. To examine whether standardized patient encounters led to an improvement in a student pharmacist-patient communication assessment compared to traditional active-learning activities within a classroom setting. Methods. A quasi-experimental study was conducted with second-year pharmacy students in a drug information and communication skills course. Student patient communication skills were assessed using high-stakes communication assessment. Results. Two hundred and twenty students' data were included. Students were significantly more likely to have higher scores on the communication assessment when they had higher undergraduate GPAs, were female, and taught using standardized patients. Similarly, students were significantly more likely to pass the assessment on the first attempt when they were female and when they were taught using standardized patients. Conclusion. Incorporating standardized patients within a communication course resulted in improved scores as well as first-time pass rates on a communication assessment than when using different methods of active learning.

  4. Visuospatial training improves elementary students' mathematics performance.

    Science.gov (United States)

    Lowrie, Tom; Logan, Tracy; Ramful, Ajay

    2017-06-01

    Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.

  5. Effect of the SQ4R Technique on the Reading Comprehension of Elementary School 4th Grade Elementary School Students

    Science.gov (United States)

    Basar, Murat; Gürbüz, Mehmet

    2017-01-01

    The aim of this study is to examine the effect of SQ4R (Survey, Question, Read, Reflect, Recite, Review) technique of the reading comprehension ability of elementary school 4th grade students. The sampling was constituted by 57 students from two different branches of the Ataturk Elementary School in the center of Usak region during the 2nd…

  6. A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status

    Science.gov (United States)

    Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

    2015-01-01

    Background: Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. Materials and Methods: The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. Results: The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students’ academic performance in the comprehensive basic sciences examination. Conclusion: According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination. PMID:26430693

  7. Associating Animations with Concrete Models to Enhance Students' Comprehension of Different Visual Representations in Organic Chemistry

    Science.gov (United States)

    Al-Balushi, Sulaiman M.; Al-Hajri, Sheikha H.

    2014-01-01

    The purpose of the current study is to explore the impact of associating animations with concrete models on eleventh-grade students' comprehension of different visual representations in organic chemistry. The study used a post-test control group quasi-experimental design. The experimental group (N = 28) used concrete models, submicroscopic…

  8. The Matters in Teaching Reading Comprehension to EFL Students

    Directory of Open Access Journals (Sweden)

    Yuliana Natsir

    2016-03-01

    Full Text Available The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012 that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

  9. Using Mind Maps to Improve Medical Student Performance in a Pharmacology Course at Kunming Medical University.

    Science.gov (United States)

    Ying, Guo; Jianping, Xie; Haiyun, Luo; Xia, Li; Jianyu, Yang; Qun, Xuan; Jianyun, Yu

    2017-07-01

    To determine whether students using mind maps would improve their performance in a final examination at the end of lecture-based pharmacology course. Aquasi-experimental study. Kunming Medical University, from September 2014 to January 2015. One hundred and twenty-two (122) third year undergraduate medical students, starting a 48-hour lecturebased pharmacology course, volunteered to use mind maps as one of their study strategies (intervention group), while the remaining 100 students in the class continued to use their usual study strategies (control group) over the duration of the course. The performance of both groups in the final course examination was compared. Students in the intervention group also completed a questionnaire on the usefulness of mind maps during the course and in preparation for the final examination. The students' performance of intervention group was superior to performance of the control group in all parts of a multi-modal final examination. For the multiple choice questions and comprehensive scores, average marks of 45.97 ±7.22 and 68.07 ±12.77, respectively were acquired by the control group, and 51.77 ±4.95 (pcontrol group, and were all significantly higher at 8.00 (4.00) (p=0.024), 10.00 (2.00) (pmind maps helped them to prepare more efficiently for the final exam; 90.91% believed that mind maps helped them to better understand all of pharmacology. Ninety-one percent also thought that mind maps would help them to better understand other disciplines, and 86.36% students would like the lecturers to utilize mind mapping as an alternative to conventional teaching formats, such as the use of Power Point. The addition of mind maps to students' study of pharmacology at Kunming Medical University improved their performance in all aspects of a multi-modal final examination.

  10. How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension

    Directory of Open Access Journals (Sweden)

    Liliana Ballesteros Muñoz

    2014-04-01

    Full Text Available This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.

  11. Fostering Fifth Graders’ Reading Comprehension through the use of Intensive Reading in Physical Science

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    Alethia Paola Bogoya González

    2011-09-01

    Full Text Available Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in sciences hould be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.

  12. Students’ Reading Comprehension Performance with Emotional Literacy-Based Strategy Intervention

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    Yusfarina Mohd Yussof

    2013-07-01

    Full Text Available An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students’ performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS, which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method.The students’ reading comprehension performance was measured using the Reading Comprehension Test (RCT. The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student’s Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret’s Taxonomy.

  13. Does Year 12 French Improve Proficiency? Student Views and Student Performance.

    Science.gov (United States)

    Martin, Anne L.

    1994-01-01

    Discusses the attitudes of students concerning the benefit of Year 12 foreign language courses to the development of their oral and aural proficiency in the target language, i.e., French. While most students felt that their ability to speak and understand spoken French had improved as a result of the course, some expressed dissatisfaction with…

  14. Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

    Science.gov (United States)

    Zhang, Niu; Henderson, Charles N.R.

    2016-01-01

    Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

  15. Improving Student Teachers' Attitudes to Mathematics

    Science.gov (United States)

    Amato, Solange Amorim

    2004-01-01

    The research results presented in this paper were part of an action research performed with the aims of improving primary school student teachers (STs)' understanding of, and attitudes to, mathematics. The teaching strategies used to help STs' improve their understanding and attitudes were similar to the ones suggested for their future use in…

  16. A Longitudinal Study of the Role of Reading Motivation in Primary Students' Reading Comprehension: Implications for a Less Simple View of Reading

    Science.gov (United States)

    Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica

    2016-01-01

    Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…

  17. The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

    Science.gov (United States)

    Balci, Özgül

    2017-01-01

    This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

  18. Prospective randomized controlled intervention trial: Comprehensive Yogic Breathing Improves Cardiac autonomic functions and Quality of life in Diabetes

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    V P Jyotsna

    2012-01-01

    Full Text Available Aims and Objectives: To assess the effect of Comprehensive Yogic Breathing Program on glycemic control, quality of life, and cardiac autonomic functions in diabetes. Material and Methods: This is a prospective randomized controlled intervention trial. Cardiac autonomic functions were assessed in 120 diabetics. Patients were randomized into two groups, one group receiving standard therapy for diabetes (n = 56 and the other group receiving standard therapy for diabetes and comprehensive yogic breathing program (n = 64. Standard therapy included advice on diet, walk, and oral antidiabetic drugs. Comprehensive yogic breathing program was an interactive session in which Sudarshan kriya yoga, a rhythmic cyclical breathing, preceded by Pranayam was taught under guidance of a certified teacher. Change in fasting, post prandial blood sugars, glycated hemoglobin, and quality of life were assessed. Cardiac autonomic function tests were done before and six months after intervention. Results: There was significant improvement in psychological (P = 0.006 and social domains (P = 0.04 and total quality of life (P = 0.02 in the group practicing comprehensive yogic breathing program as compared to the group following standard therapy alone. In the group following breathing program, the improvement in sympathetic cardiac autonomic functions was statistically significant (P = 0.01, while the change in the standard group was not significant (P = 0.17. When both parasympathetic and sympathetic cardiac autonomic functions were considered, there was a trend toward improvement in patients following comprehensive yogic breathing program (P = 0.07. In the standard therapy group, no change in cardiac autonomic functions was noted (P = 0.76. The parameters of glycemic control were comparable in both groups. Conclusion: There was significant improvement in quality of life and cardiac autonomic functions in the diabetes patients practicing comprehensive yogic breathing

  19. Effects of Noise on English Listening Comprehension among Chinese College Students with Different Learning Styles

    Science.gov (United States)

    Yang, Xiaohu; Jiang, Meng; Zhao, Yong

    2017-01-01

    This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb’s (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb’s four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise. PMID:29085317

  20. Effects of Noise on English Listening Comprehension among Chinese College Students with Different Learning Styles.

    Science.gov (United States)

    Yang, Xiaohu; Jiang, Meng; Zhao, Yong

    2017-01-01

    This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb's (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb's four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise.

  1. Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings.

    Science.gov (United States)

    Bernard, Aaron W; Ceccolini, Gabbriel; Feinn, Richard; Rockfeld, Jennifer; Rosenberg, Ilene; Thomas, Listy; Cassese, Todd

    2017-01-01

    Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student's review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this

  2. Using Different Types of Dictionaries for Improving EFL Reading Comprehension and Vocabulary Learning

    Science.gov (United States)

    Alharbi, Majed A.

    2016-01-01

    This study investigated the effects of monolingual book dictionaries, popup dictionaries, and type-in dictionaries on improving reading comprehension and vocabulary learning in an EFL program. An experimental design involving four groups and a post-test was chosen for the experiment: (1) pop-up dictionary (experimental group 1); (2) type-in…

  3. How to assess and improve children's reading comprehension?

    NARCIS (Netherlands)

    Muijselaar, M.M.L.

    2016-01-01

    Reading comprehension is one of the most important skills children have to acquire during the final years of primary education. It is therefore unfortunate that many children have severe problems with a proper understanding of texts. To design methods that foster children’s reading comprehension,

  4. A Picture Is Worth a Thousand Words: Using Visual Images To Improve Comprehension for Middle School Struggling Readers.

    Science.gov (United States)

    Hibbing, Anne Nielsen; Rankin-Erickson, Joan L.

    2003-01-01

    Discusses teacher and student drawings in the classroom, illustrations in texts, picture books, and movies as external image-based tools that support reading comprehension. Presents a summary of points practitioners will want to consider when using sketches, illustrations, picture books, and movies with reluctant and low-ability middle school…

  5. Effectiveness of training intervention to improve medical student's information literacy skills.

    Science.gov (United States)

    Abdekhoda, Mohammadhiwa; Dehnad, Afsaneh; Yousefi, Mahmood

    2016-12-01

    This study aimed to assess the efficiency of delivering a 4-month course of "effective literature search" among medical postgraduate students for improving information literacy skills. This was a cross-sectional study in which 90 postgraduate students were randomly selected and participated in 12 training sessions. Effective search strategies were presented and the students' attitude and competency concerning online search were measured by a pre- and post-questionnaires and skill tests. Data were analyzed by SPSS version 16 using t-test. There was a significant improvement (p=0.00), in student's attitude. The mean (standard deviation [SD]) was 2.9 (0.8) before intervention versus the mean (SD) 3.9 (0.7) after intervention. Students' familiarity with medical resources and databases improved significantly. The data showed a significant increase (p=0.03), in students' competency score concerning search strategy design and conducting a search. The mean (SD) was 2.04 (0.7) before intervention versus the mean (SD) 3.07 (0.8) after intervention. Also, students' ability in applying search and meta search engine improved significantly. This study clearly acknowledges that the training intervention provides considerable opportunity to improve medical student's information literacy skills.

  6. The role of phonological awareness in reading comprehension

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    Maria Silvia Cárnio

    Full Text Available ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

  7. Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction

    Science.gov (United States)

    Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan

    2013-01-01

    There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…

  8. Beyond Grand Rounds: A Comprehensive and Sequential Intervention to Improve Identification of Delirium

    Science.gov (United States)

    Ramaswamy, Ravishankar; Dix, Edward F.; Drew, Janet E.; Diamond, James J.; Inouye, Sharon K.; Roehl, Barbara J. O.

    2011-01-01

    Purpose of the Study: Delirium is a widespread concern for hospitalized seniors, yet is often unrecognized. A comprehensive and sequential intervention (CSI) aiming to effect change in clinician behavior by improving knowledge about delirium was tested. Design and Methods: A 2-day CSI program that consisted of progressive 4-part didactic series,…

  9. The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills

    Science.gov (United States)

    Johnson, Diane D.

    2011-01-01

    An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of…

  10. Implicit Talker Training Improves Comprehension of Auditory Speech in Noise

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    Jens Kreitewolf

    2017-09-01

    Full Text Available Previous studies have shown that listeners are better able to understand speech when they are familiar with the talker’s voice. In most of these studies, talker familiarity was ensured by explicit voice training; that is, listeners learned to identify the familiar talkers. In the real world, however, the characteristics of familiar talkers are learned incidentally, through communication. The present study investigated whether speech comprehension benefits from implicit voice training; that is, through exposure to talkers’ voices without listeners explicitly trying to identify them. During four training sessions, listeners heard short sentences containing a single verb (e.g., “he writes”, spoken by one talker. The sentences were mixed with noise, and listeners identified the verb within each sentence while their speech-reception thresholds (SRT were measured. In a final test session, listeners performed the same task, but this time they heard different sentences spoken by the familiar talker and three unfamiliar talkers. Familiar and unfamiliar talkers were counterbalanced across listeners. Half of the listeners performed a test session in which the four talkers were presented in separate blocks (blocked paradigm. For the other half, talkers varied randomly from trial to trial (interleaved paradigm. The results showed that listeners had lower SRT when the speech was produced by the familiar talker than the unfamiliar talkers. The type of talker presentation (blocked vs. interleaved had no effect on this familiarity benefit. These findings suggest that listeners implicitly learn talker-specific information during a speech-comprehension task, and exploit this information to improve the comprehension of novel speech material from familiar talkers.

  11. The Implementation of Group Investigation to Improve the Students' Speaking Skill

    Science.gov (United States)

    Iswardati

    2016-01-01

    This research aimed to find out how group investigation improves the student's speaking skill of the second grade students of SMA 2 Samarinda, how group investigation improves the student's participation in speaking of second grade students of SMA 2 Samarinda, and what the obstacles are in the implementation of Group Investigation. The classroom…

  12. Improving Reading Comprehension in Reading and Listening Settings: The Effect of Two Training Programmes Focusing on Metacognition and Working Memory

    Science.gov (United States)

    Carretti, Barbara; Caldarola, Nadia; Tencati, Chiara; Cornoldi, Cesare

    2014-01-01

    Background: Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading…

  13. Porcine wet lab improves surgical skills in third year medical students.

    Science.gov (United States)

    Drosdeck, Joseph; Carraro, Ellen; Arnold, Mark; Perry, Kyle; Harzman, Alan; Nagel, Rollin; Sinclair, Lynnsay; Muscarella, Peter

    2013-09-01

    Medical students desire to become proficient in surgical techniques and believe their acquisition is important. However, the operating room is a challenging learning environment. Small group procedural workshops can improve confidence, participation, and performance. The use of fresh animal tissues has been rated highly among students and improves their surgical technique. Greater exposure to surgical procedures and staff could positively influence students' interest in surgical careers. We hypothesized that a porcine "wet lab" course for third year medical students would improve their surgical skills. Two skills labs were conducted for third year medical students during surgery clerkships in the fall of 2011. The students' surgical skills were first evaluated in the operating room across nine dimensions. Next, the students performed the following procedures during the skills lab: (1) laparotomy; (2) small bowel resection; (3) splenectomy; (4) partial hepatectomy; (5) cholecystectomy; (6) interrupted abdominal wall closure; (7) running abdominal wall closure; and (8) skin closure. After the skills lab, the students were re-evaluated in the operating room across the same nine dimensions. Student feedback was also recorded. Fifty-one participants provided pre- and post-lab data for use in the final analysis. The mean scores for all nine surgical skills improved significantly after participation in the skills lab (P ≤ 0.002). Cumulative post-test scores also showed significant improvement (P = 0.002). Finally, the student feedback was largely positive. The surgical skills of third year medical students improved significantly after participation in a porcine wet lab, and the students rated the experience as highly educational. Integration into the surgery clerkship curriculum would promote surgical skill proficiency and could elicit interest in surgical careers. Copyright © 2013 Elsevier Inc. All rights reserved.

  14. An investigation of factors influencing student evaluation of teacher performance: A comprehensive study in Semnan University of Medical Sciences

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    Raheb Ghorbani

    2011-10-01

    Full Text Available Introduction: Student evaluations provide teachers with important feedback from the consumer's point-of-view. Although substantial research has been conducted with regard to the factors influencing reliability and accuracy of student evaluation of teaching quality, but the results are controversial and need to further research. Thus, this comprehensive study was conducted to determine the role of different factors influencing student evaluations of teacher faculty at Semnan University of Medical Sciences students, Iran. Material and methods: This analytical-descriptive study was conducted with participation of all students at least at the levels of the second semester to up of their education program at Semnan University of Medical Sciences in the academic year of 2009. A questionnaire containing demographic data and some factor influencing on teacher evaluation including effective teaching skills (9 questions, faculty personal characteristics (15 questions, educational principles and laws (1 question, personal characteristics and attitudes of students toward lessons (10 questions, daily time and place of lecture presentation (4 items, and teacher evaluation process at the University (6 questions was given to each student before the starting of lecture at the classroom. The questionnaires were collected, and the data were analyzed using appropriate statistical methods appropriate. Results. Results showed that from the viewpoints of students proficiency on the course (94 %, good-tempered (93 percent, confidence (92.7%, expressive power (91 percent, organizing the contents and having interest to teaching (90%, personality (90 percent, and old or up-to date of teaching materials (83% have high and higher influences on student evaluation of teacher quality. Most Students (63.3% expressed that their personal issues have low up to very low influence on teacher evaluation. Additionally, a significant relation between the gender (P0. 05. Conclusion: The

  15. Phonetic Symbols through Audiolingual Method to Improve the Students' Listening Skill

    Science.gov (United States)

    Samawiyah, Zuhrotun; Saifuddin, Muhammad

    2016-01-01

    Phonetic symbols present linguistics feature to how the words are pronounced or spelled and they offer a way to easily identify and recognize the words. Phonetic symbols were applied in this research to give the students clear input and a comprehension toward English words. Moreover, these phonetic symbols were applied within audio-lingual method…

  16. Development of a Behavior Change Intervention to Improve Sexual Health Service Use Among University Undergraduate Students: Mixed Methods Study Protocol.

    Science.gov (United States)

    Cassidy, Christine; Steenbeek, Audrey; Langille, Donald; Martin-Misener, Ruth; Curran, Janet

    2017-11-02

    approach will provide a comprehensive foundation to co-design a theory-based intervention with service users, health care providers, and administrators to improve sexual health service use among university students and ultimately improve their overall health and well-being. ©Christine Cassidy, Audrey Steenbeek, Donald Langille, Ruth Martin-Misener, Janet Curran. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 02.11.2017.

  17. Using Peer Feedback to Improve Students' Scientific Inquiry

    Science.gov (United States)

    Tasker, Tammy Q.; Herrenkohl, Leslie Rupert

    2016-02-01

    This article examines a 7th grade teacher's pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define "meaningful feedback," thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013).

  18. Determining the Correlation Between Language Scores Obtained by Medical Students in their University Entrance and Comprehensive Medical Basic Sciences Exams

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    Majid Ahmadi

    2009-06-01

    Full Text Available Background and Purpose: Some professors and educators in the field of English language believe that the high grades attained by medical students in their Comprehensive Medical Basic Sciences Exam (CMBSE are mainly a result of the students prior fluency in the language before entering medical colleges; they are of the opinion that these grades are not necessarily a result of the combined effort of the English teachers and students in language courses at the university. This research aimsat determining the correlation between the level of fluency in English of medical students prior to university entrance and the grades obtained by them in their CMBSE after 3 terms of language courses at the university.Methods: Seven of the major and smaller universities of medical sciences were selected. The language scores of 2426 students admitted to these universities during the three academic years of 1999 to 2002 in both the National University Entrance Examination (NUEE and the Comprehensive Medical Basic Sciences Exam (CMBSE were obtained from their related universities and from the secretariat of the Council of Medical Basic Sciences Education respectively. The language scores of each studentobtained in both NUEE and CMBSE were then matched. The related SPSS software was used to assess the level of correlation between these two groups of language scores for the students of each university, for each academic year and semester and also the overall score for the three years.Results: Overall a positive and moderately significant correlation was found between the NUEE language scores and those of the CMBSE of the students of the universities studied (P<0/001; R=443%. The level of correlation for the various universities studied differed (Max. 69%, min.27%.A comparison of the means of these two groups of scores also confirmed this correlation.Conclusion: students’ grades The NUEE language score was not the only factor affecting the student’s CMBSE score

  19. An Exploratory Study of the Relationships between Reading Comprehension Competence, Reading Attitude and the Vividness of Mental Imagery among Turkish Fourth-Grade Students

    Science.gov (United States)

    Kocaarslan, Mustafa

    2016-01-01

    This study aimed to establish the possible relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. Participants were fourth grade students, selected using convenience sampling from two different public schools (n=103) in Bartin, Turkey. The research was…

  20. Attention Process Training-3 to improve reading comprehension in mild aphasia: A single-case experimental design study.

    Science.gov (United States)

    Lee, Jaime B; Sohlberg, McKay Moore; Harn, Beth; Horner, Robert; Cherney, Leora R

    2018-06-04

    People with aphasia frequently present with nonlinguistic deficits, in addition to their compromised language abilities, which may contribute to their problems with reading comprehension. Treatment of attention, working memory and executive control may improve reading comprehension in individuals with aphasia, particularly those with mild reading problems. This single-case experimental design study evaluated the efficacy of Attention Process Training-3, an intervention combining direct attention training and metacognitive facilitation, for improving reading comprehension in individuals with mild aphasia. A multiple baseline design across six participants was used to evaluate treatment effects. The primary outcome measure was a maze reading task. Cognitive measures were administered pre- and post-treatment. Visual inspection of graphed maze reading performance data indicated a basic effect between APT-3 and improved maze reading for three of the six participants. Quantitative analyses, using Tau-U, corroborated findings identified through visual analysis. The overall effect size was significant (Tau = .48, p = .01). Results suggest that APT-3 has the potential to improve reading in individuals with aphasia, but that it may be more efficacious under certain conditions. Treatment and participant variables, including intensity of treatment and metacognitive strategy usage, are discussed as potential influences on participants' responsiveness to APT-3.

  1. EFFECTS OF COOPERATIVE LEARNING METHOD ON THE DEVELOPMENT OF LISTENING COMPREHENSION AND LISTENING SKILLS

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    Abdülkadir

    2017-04-01

    Full Text Available In this study, the effect of the learning together technique, which is one of the cooperative learning methods, on the development of the listening comprehension and listening skills of the secondary school eighth grade students was investigated. Regarding the purpose of the research, experimental and control groups consisting of 75 students from, Yakutiye district Şair Nef'i Secondary School and Palandöken District, Alparslan Secondary School of Erzurum province were selected. Socio-economic statuses and success rates were taken into consideration when selecting the experimental and control groups. 'Listening-Comprehension Achievement Test' was applied to measure the listening skills of the experimental and control groups. In terms of pre-test scores, it was determined that the listening skills of the experiment and control group were similar. The selected experimental groups were taught by the learning together technique of cooperative learning method for seven weeks and the control group was taught in the traditional way. As a result of the research, the 'Listening-Comprehension Achievement Test', which was applied as the pre-test to the experimental and control groups, was applied again as the final test. When the findings obtained from the research were examined, it was determined that the students in the experimental group were more successful than the students in the control group in terms of post - test achievement scores. When the results of the study are examined, it can be said that the learning together technique, which is one of the cooperative learning methods, is more effective than the traditional learning method in improving the listening comprehension and the listening skills of the eighth grade students in Turkish class.

  2. The Compensatory Effectiveness of Optical Character Recognition/Speech Synthesis on Reading Comprehension of Postsecondary Students with Learning Disabilities.

    Science.gov (United States)

    Higgins, Eleanor L.; Raskind, Marshall H.

    1997-01-01

    Thirty-seven college students with learning disabilities were given a reading comprehension task under the following conditions: (1) using an optical character recognition/speech synthesis system; (2) having the text read aloud by a human reader; or (3) reading silently without assistance. Findings indicated that the greater the disability, the…

  3. Cognitive Strategies Use in Reading Comprehension and its Contributions to Students’ Achievement

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    Imam Suyitno

    2018-05-01

    Full Text Available The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The participants were 97 students who had completed and passed the reading course. In collecting the research data, the researcher used a reading comprehension test instrument in the form of a cloze test, as well as a Likert scale questionnaire. The cloze test was used to measure the students’ ability to understand the texts, while the questionnaire was used to obtain information about cognitive strategies used by students in comprehension of the texts. Data collection of the comprehension test results and understanding strategy data are performed sequentially over the same day. Research data are described and analyzed by product moment correlation technique. The research found that students' scores in cloze tests ranged from A to D. This score indicates that students have varying abilities in reading comprehension. The research findings also showed that students used various cognitive strategies in understanding text reading. The results of the correlation analysis showed that the use of cognitive strategy has a positive or negative contribution to the results of reading comprehension depending on the accuracy of the selection strategy in accordance with the text he read.

  4. Improving teaching on the basis of student evaluation: integrative teaching consultation.

    Science.gov (United States)

    Wibbecke, Gerald; Kahmann, Janine; Pignotti, Tanja; Altenberger, Leander; Kadmon, Martina

    2015-01-01

    Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher's reflection and own objectives to improve their teaching as well as data from students ratings. Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher. The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  5. Can Arabic Proverbs Enhance Arabic-Speaking Students' Comprehension of Financial Concepts?: An Empirical Study in Randomly Selected Business Schools in Dubai

    Science.gov (United States)

    Warsame, Mohammed H.; Ireri, Edward M.

    2017-01-01

    In this study, we investigated the use of Arabic proverbs and quotes for teaching finance courses to Arabic-speaking students who are nonnative speakers of English. The study found that the use of Arabic proverbs and quotes greatly enhances the students' comprehension of the finance topics covered. Similarly, the study revealed that the use of…

  6. Improving student success using predictive models and data visualisations

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    Hanan Ayad

    2012-08-01

    Full Text Available The need to educate a competitive workforce is a global problem. In the US, for example, despite billions of dollars spent to improve the educational system, approximately 35% of students never finish high school. The drop rate among some demographic groups is as high as 50–60%. At the college level in the US only 30% of students graduate from 2-year colleges in 3 years or less and approximately 50% graduate from 4-year colleges in 5 years or less. A basic challenge in delivering global education, therefore, is improving student success. By student success we mean improving retention, completion and graduation rates. In this paper we describe a Student Success System (S3 that provides a holistic, analytical view of student academic progress.1 The core of S3 is a flexible predictive modelling engine that uses machine intelligence and statistical techniques to identify at-risk students pre-emptively. S3 also provides a set of advanced data visualisations for reaching diagnostic insights and a case management tool for managing interventions. S3's open modular architecture will also allow integration and plug-ins with both open and proprietary software. Powered by learning analytics, S3 is intended as an end-to-end solution for identifying at-risk students, understanding why they are at risk, designing interventions to mitigate that risk and finally closing the feedback look by tracking the efficacy of the applied intervention.

  7. Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.

    Science.gov (United States)

    Kamhi, Alan G; Catts, Hugh W

    2017-04-20

    In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

  8. Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure.

    Science.gov (United States)

    Gultice, Amy; Witham, Ann; Kallmeyer, Robert

    2015-06-01

    High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses. Copyright © 2015 The American Physiological Society.

  9. Improving Higher Education Practice through Student Evaluation Systems: Is the Student Voice Being Heard?

    Science.gov (United States)

    Blair, Erik; Valdez Noel, Keisha

    2014-01-01

    Many higher education institutions use student evaluation systems as a way of highlighting course and lecturer strengths and areas for improvement. Globally, the student voice has been increasing in volume, and capitalising on student feedback has been proposed as a means to benefit teacher professional development. This paper examines the student…

  10. Enhancing Engineering Students’ Reading Comprehension of English for Science and Technology With the Support of an Online Cumulative Sentence Analysis System

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    Yea-Ru Tsai

    2014-09-01

    Full Text Available For engineering students, reading in English is the core competence to absorb professional knowledge in academic settings and their future career, because many authentic textbooks and information about advanced technology have been published in English. The present study sets out to improve English reading comprehension among tertiary-level engineering students. An online reading strategy instruction based on cumulative sentence analysis (CSA was constructed to enhance the students’ reading comprehension of English technology texts. The comparison between the pre-test and post-test showed that the participants achieved a higher level of reading comprehension performance following the instruction. The findings clearly demonstrated that online CSA strategy instruction is an efficient and feasible approach to helping engineering students cope with their problems of reading English texts. Pedagogical implications are briefly discussed based on the findings of this study.

  11. Measuring Speech Comprehensibility in Students with Down Syndrome

    Science.gov (United States)

    Yoder, Paul J.; Woynaroski, Tiffany; Camarata, Stephen

    2016-01-01

    Purpose: There is an ongoing need to develop assessments of spontaneous speech that focus on whether the child's utterances are comprehensible to listeners. This study sought to identify the attributes of a stable ratings-based measure of speech comprehensibility, which enabled examining the criterion-related validity of an orthography-based…

  12. Teaching Reading for Students with Intellectual Disabilities: A Systematic Review

    Science.gov (United States)

    Alnahdi, Ghaleb Hamad

    2015-01-01

    A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…

  13. Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

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    Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.

    2014-01-01

    The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Al...

  14. The Effect of the Cherry Hill Study Skills Program on Eighth Grade Students' Reading Comprehension and Study Skills.

    Science.gov (United States)

    La Marca, Marilyn Tierney

    A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…

  15. Evaluation of Student Reflection as a Route to Improve Oral Communication

    Science.gov (United States)

    Mineart, Kenneth P.; Cooper, Matthew E.

    2016-01-01

    This study describes the use of guided self-reflection and peer feedback activities to improve student oral communication in a large ChE class (n ~ 100) setting. Student performance tracked throughout an experimental semester indicated both reflection activities accelerated improvement in oral communication over control; student perception of the…

  16. Mining Student Behavior Patterns in Reading Comprehension Tasks

    Science.gov (United States)

    Peckham, Terry; McCalla, Gord

    2012-01-01

    Reading comprehension is critical in life-long learning as well as in the workplace. In this paper, we describe how multidimensional k-means clustering combined with Bloom's Taxonomy can be used to determine positive and negative cognitive skill sets with respect to reading comprehension tasks. This information could be used to inform environments…

  17. Association between Knowledge about Comprehensive Food Education and Increase in Dental Caries in Japanese University Students: A Prospective Cohort Study

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    Muneyoshi Kunitomo

    2016-02-01

    Full Text Available In Japan, comprehensive food education (shokuiku programs are carried out with the aim of improving dietary practices and thereby reducing the incidence of lifestyle-related diseases, including dental caries. The purpose of this prospective cohort study was to investigate the association between knowledge about shokuiku and the increase in dental caries among Japanese university students who had attended a shokuiku program while in junior/senior high school. A total of 562 students volunteered to undergo oral examinations over a three-year follow-up period, during which the number of cases of dental caries were recorded. Additional information was collected using a questionnaire survey regarding knowledge about shokuiku, dietary habits, and oral health behaviors. In logistic regression analysis, males who lacked knowledge about shokuiku had significantly higher odds for dental caries than those who did not (odds ratio (OR, 2.00; 95% confidence interval (CI, 1.12–3.58; p = 0.019. On the other hand, among females, those who frequently consumed sugar-sweetened soft drinks had significantly higher odds for dental caries than those who did not (OR, 1.89; 95% CI, 1.05–3.42; p = 0.035. These results suggest that having no knowledge about shokuiku is associated with a risk of increase in dental caries in Japanese male university students.

  18. Improving teaching on the basis of student evaluation: Integrative teaching consultation

    Directory of Open Access Journals (Sweden)

    Wibbecke, Gerald

    2015-02-01

    Full Text Available Objective: Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher’s reflection and own objectives to improve their teaching as well as data from students ratings.Methods: Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher.Results: The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Conclusion: Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  19. Painless reading comprehension

    CERN Document Server

    Jones, EdD, Darolyn "Lyn"

    2016-01-01

    Reading comprehension gets easier as students learn what kind of reader they are, discover how to keep facts in their head, and much more. Bonus Online Component: includes additional games, including Beat the Clock, a line match game, and a word scramble.

  20. Moving Image Comprehension Strategies of Students in Primary and Secondary Education

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    Imre Szíjártó

    2015-12-01

    and secondary students – the present study summarises the results of this enquiry. In this research we collected data about techniques of meaning construction during the consumption of films, television programmes, and online moving image content. We were looking for an answer for the following questions: What moving image comprehension strategies are being used in terms of analysing moving image content? Are there differences in social context in relation to moving image comprehension? Are there differences between students studying the subject of Moving Image Culture and those not? What typical media literacy levels can be identified among children? What development tasks can be identified? In terms of students’ comprehension strategies we can conclude that some aspects of moving image content (genre, plot, trailer, and title play an exceptionally important role in reception and interpretation. Formal education has an ambiguous position in terms of establishing strategies of developing moving image literacy: in certain aspects, the role of moving image culture and media studies is notable – for example, in the context of certain communities of interpretation – yet the school cannot rival the effects of other socializing forces. The role of education can be grabbed here: education may bring results if work in the moving image culture and media studies class builds upon students’ brought knowledge. This is an important fact when planning out the roles of media education within a cross-curricula context, as well.

  1. Improving Students' Understanding of Electricity and Magnetism

    Science.gov (United States)

    Li, Jing

    2012-01-01

    Electricity and magnetism are important topics in physics. Research shows that students have many common difficulties in understanding concepts related to electricity and magnetism. However, research to improve students' understanding of electricity and magnetism is limited compared to introductory mechanics. This thesis explores issues…

  2. Enhancing Listening Comprehension through a Group Work Guessing Game

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    Sasan Baleghizadeh

    2010-12-01

    Full Text Available The present paper is an attempt to introduce an innovative technique for a more effective teaching of L2 listening comprehension through a process-oriented approach. Much of what is traditionally known as listening practice is in fact testing material in which students are required to listen to a recording and answer a number of comprehension questions. However, as a preliminary step, teachers should focus on the process of listening comprehension by encouraging students to employ efficient learning strategies during the listening process and cooperatively evaluate them in the class. The suggested technique in this article provides students with appropriate metacognitive strategies, which pave the way for successful L2 listening practice.

  3. Cognition, comprehension and application of biostatistics in research by Indian postgraduate students in periodontics.

    Science.gov (United States)

    Swetha, Jonnalagadda Laxmi; Arpita, Ramisetti; Srikanth, Chintalapani; Nutalapati, Rajasekhar

    2014-01-01

    Biostatistics is an integral part of research protocols. In any field of inquiry or investigation, data obtained is subsequently classified, analyzed and tested for accuracy by statistical methods. Statistical analysis of collected data, thus, forms the basis for all evidence-based conclusions. The aim of this study is to evaluate the cognition, comprehension and application of biostatistics in research among post graduate students in Periodontics, in India. A total of 391 post graduate students registered for a master's course in periodontics at various dental colleges across India were included in the survey. Data regarding the level of knowledge, understanding and its application in design and conduct of the research protocol was collected using a dichotomous questionnaire. A descriptive statistics was used for data analysis. Nearly 79.2% students were aware of the importance of biostatistics in research, 55-65% were familiar with MS-EXCEL spreadsheet for graphical representation of data and with the statistical softwares available on the internet, 26.0% had biostatistics as mandatory subject in their curriculum, 9.5% tried to perform statistical analysis on their own while 3.0% were successful in performing statistical analysis of their studies on their own. Biostatistics should play a central role in planning, conduct, interim analysis, final analysis and reporting of periodontal research especially by the postgraduate students. Indian postgraduate students in periodontics are aware of the importance of biostatistics in research but the level of understanding and application is still basic and needs to be addressed.

  4. Improving reading in the primary grades.

    Science.gov (United States)

    Duke, Nell K; Block, Meghan K

    2012-01-01

    Almost fifteen years have passed since the publication of the National Research Council's seminal report Preventing Reading Difficulties in Young Children, which provided research-based recommendations on what could be done to better position students in prekindergarten through third grade for success in grade four and above. This article by Nell Duke and Meghan Block first examines whether specific key recommendations from the report have been implemented in U.S. classrooms. They find that recommendations regarding increased access to kindergarten and greater attention to and improvement of students' word-reading skills have been widely adopted. Others have not. Vocabulary and comprehension, long neglected in the primary grades, still appear to be neglected. Contrary to the report's recommendations, attention to building conceptual and content knowledge in science and social studies has actually decreased in the past fifteen years. In other words, the easier-to-master skills are being attended to, but the broader domains of accomplishment that constitute preparation for comprehension and learning in the later grades--vocabulary knowledge, comprehension strategy use, and conceptual and content knowledge--are being neglected. Near stagnation in fourth-grade students' comprehension achievement is thus unsurprising. The authors then turn to research and reviews of research on improving primary-grade reading published since 1998, when Preventing Reading Difficulties was issued. They discuss several instructional approaches identified as effective in improving word-reading skill, vocabulary and conceptual knowledge, comprehension strategies, and reading outside of school; they discuss advances in interventions for struggling readers, and in whole-school literacy reform. Duke and Block then identify three key obstacles that have prevented widespread adoption of these best practices in teaching reading. The first obstacle is a short-term orientation toward instruction and

  5. Effects of computer-based immediate feedback on foreign language listening comprehension and test-associated anxiety.

    Science.gov (United States)

    Lee, Shu-Ping; Su, Hui-Kai; Lee, Shin-Da

    2012-06-01

    This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.

  6. Peer Assessment with Online Tools to Improve Student Modeling

    Science.gov (United States)

    Atkins, Leslie J.

    2012-11-01

    Introductory physics courses often require students to develop precise models of phenomena and represent these with diagrams, including free-body diagrams, light-ray diagrams, and maps of field lines. Instructors expect that students will adopt a certain rigor and precision when constructing these diagrams, but we want that rigor and precision to be an aid to sense-making rather than meeting seemingly arbitrary requirements set by the instructor. By giving students the authority to develop their own models and establish requirements for their diagrams, the sense that these are arbitrary requirements diminishes and students are more likely to see modeling as a sense-making activity. The practice of peer assessment can help students take ownership; however, it can be difficult for instructors to manage. Furthermore, it is not without risk: students can be reluctant to critique their peers, they may view this as the job of the instructor, and there is no guarantee that students will employ greater rigor and precision as a result of peer assessment. In this article, we describe one approach for peer assessment that can establish norms for diagrams in a way that is student driven, where students retain agency and authority in assessing and improving their work. We show that such an approach does indeed improve students' diagrams and abilities to assess their own work, without sacrificing students' authority and agency.

  7. The Study of the Relation between Comprehension Process and Cognitive Capacities of Students in Mathematics

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    Afsaneh Poorang

    2014-03-01

    Full Text Available In the creation of substances for developing and thinking of cognitive levels in mathematics from elementary course and recognizing effective variables of all external factors of mathematics, researchers have considered through designing hypothesis and effort to find the relation of reading literacy level and cognitive levels in mathematics of fourth grade among girls and boys and cognitive capacities of them in Tehran. The evaluation of reading literacy with the definition of comprehension process as index in surface layers spectrum such as focusing and reviewing information that are be stated in text and directive induction has organized. On other hands, mathematics evaluation has implemented for both content and cognitive dimensions. Research process has formed with selecting eight schools and in two tests. Reading literacy tests with the aim of evaluation of comprehension process and math test with the aim of the evaluation of cognitive levels have implemented for two classes of each schools. Research hypotheses have tested based on researching positive correlative between surface layers of comprehension with cognitive levels in mathematics meaningfully that have organized in three levels of knowing, application and reasoning. Instrumentation of the performance of comprehension have included two literary-information texts of PIRLS test 2011 and the collection of two respected notebooks and instrumentation of performance of cognitive levels in mathematics such as on notebook of TIMSS 2011. The procedure of testing hypotheses with Spearman correlative coefficient method have performed that all hypotheses have accepted meaningfully. Therefore, there is significant and directive relation between comprehension processes as reading literacy with cognitive capacities of students in mathematics of fourth grade.

  8. Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students

    Science.gov (United States)

    Praveen, Sam D.; Rajan, Premalatha

    2013-01-01

    "A picture is worth a thousand words." In a modern-day classroom, students are surrounded by visual imagery through textbooks, notice boards, television, videos, or computers. Many middle school classrooms are filled with colorful pictures and photographs. However, it is unclear how--or if --these images impact the middle school ESL…

  9. Student comprehension of mathematics through astronomy

    Science.gov (United States)

    Search, Robert

    The purpose of this study is to examine how knowledge of astronomy can enhance college-level learning situations involving mathematics. The fundamental symbiosis between mathematics and astronomy was established early in the 17th century when Johannes Kepler deduced the 3 basic laws of planetary motion. This mutually harmonious relationship between these sciences has been reinforced repeatedly in history. In the early 20th century, for example, astronomer Arthur Eddington used photographic evidence from a 1919 solar eclipse to verify Einstein's mathematical theory of relativity. This study was conducted in 5 undergraduate mathematics classes over the course of 2 years. An introductory course in ordinary differential equations, taught in Spring Semester 2013, involved 4 students. A similar course in Spring Semester 2014 involved 6 students, a Summer Semester 2014 Calculus II course involved 2 students, and a Summer 2015 Astronomy course involved 8 students. The students were asked to use Kepler's astronomical evidence to deduce mathematical laws normally encountered on an undergraduate level. They were also asked to examine the elementary mathematical aspects involved in a theoretical trajectory to the planet Neptune. The summer astronomy class was asked to draw mathematical conclusions about large numbers from the recent discoveries concerning the dwarf planet Pluto. The evidence consists primarily of videotaped PowerPoint presentations conducted by the students in both differential equations classes, along with interviews and tests given in all the classes. All presentations were transcribed and examined to determine the effect of astronomy as a generator of student understanding of mathematics. An analysis of the data indicated two findings: definite student interest in a subject previously unknown to most of them and a desire to make the mathematical connection to celestial phenomena.

  10. Improving Students' Critical Thinking Skills through Remap NHT in Biology Classroom

    Science.gov (United States)

    Mahanal, Susriyati; Zubaidah, Siti; Bahri, Arsad; Syahadatud Dinnurriya, Maratusy

    2016-01-01

    Previous studies in Malang, Indonesia, showed that there were the failure biology learning caused by not only the low students' prior knowledge, but also biology learning model has not improved the students' critical thinking skills yet, which affected the low of cognitive learning outcomes. The learning model is required to improve students'…

  11. Personalized Multi-Student Improvement Based on Bayesian Cybernetics

    Science.gov (United States)

    Kaburlasos, Vassilis G.; Marinagi, Catherine C.; Tsoukalas, Vassilis Th.

    2008-01-01

    This work presents innovative cybernetics (feedback) techniques based on Bayesian statistics for drawing questions from an Item Bank towards personalized multi-student improvement. A novel software tool, namely "Module for Adaptive Assessment of Students" (or, "MAAS" for short), implements the proposed (feedback) techniques. In conclusion, a pilot…

  12. Improvements Needed in Administration of the Guaranteed Student Loan Program.

    Science.gov (United States)

    General Accounting Office, Washington, DC.

    This report identifies improvements needed in administration of the guaranteed student loan program. Improvements needed are based on the fact that that lenders are not informed when student borrowers drop out of school. Alternatives for providing lenders with timely information on enrollment terminations are indicated. Additional administrative…

  13. Student Evaluation of Teaching: A Study Exploring Student Rating Instrument Free-Form Text Comments

    Science.gov (United States)

    Stupans, Ieva; McGuren, Therese; Babey, Anna Marie

    2016-01-01

    Student rating instruments are recognised to be valid indicators of effective instruction, providing a valuable tool to improve teaching. However, free-form text comments obtained from the open-ended question component of such surveys are only infrequently analysed comprehensively. We employed an innovative, systematic approach to the analysis of…

  14. The Pulsar Search Collaboratory: A Comprehensive Project for Students and Teachers

    Science.gov (United States)

    Rosen, Rachel; Heatherly, S.; McLauglin, M.; Lorimer, D.

    2009-01-01

    The National Radio Astronomy Observatory (NRAO) and West Virginia University (WVU) have partnered to improve the quality of science education in West Virginia high schools through the Pulsar Search Collaboratory (PSC). One of the primary goals of the PSC is to engage students in STEM (science, technology, engineering, and mathematics) and related fields by using information technology to conduct current scientific research, specifically searching for new pulsars. To this end, we also are improving rural teachers' knowledge of the nature of science, the importance of information technology to scientific discovery, and methodologies for incorporating inquiry-based education into the classroom. The PSC hopes to make school science more like the practice of science and to make science fun and interesting for high school students. In 2007, an international team of astronomers received 900 hours of time on the Green Bank Telescope (GBT) during the summer shutdown to search for new pulsars. In conjunction with this group, we applied for and received 300 hours of observing time on the GBT for the PSC students. Around the same time, we were awarded an NSF iTEST grant to fund the Pulsar Search Collaboratory (PSC) project. Over the past year, we have been working with colleagues in the WVU Department of Computer Science to develop a graphical interface through which the students will analyze pulsar search plots (see psrsearch.wvu.edu). We also initiated a robust processing pipeline on a cluster in the WVU Computer Science Department. The PSC started in earnest this summer with a three week workshop in Green Bank where the teachers attended an intensive astronomy mini-course and techniques on introducing astronomy into the classroom. The students joined their teachers for the third week and participated in various activities to teach them about radio astronomy, radio frequency interference, and pulsars.

  15. Beyond the Story Map: Inferential Comprehension via Character Perspective

    Science.gov (United States)

    McTigue, Erin; Douglass, April; Wright, Katherine L.; Hodges, Tracey S.; Franks, Amanda D.

    2015-01-01

    Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective-taking…

  16. Integration of Technology in Teaching and Learning: Comprehensive Initiatives Enhance Student Engagement and Learning

    Science.gov (United States)

    Nebbergall, Allison

    2012-01-01

    As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…

  17. Student Achievement Goal Setting: Using Data to Improve Teaching and Learning

    Science.gov (United States)

    Stronge, James H.; Grant, Leslie W.

    2009-01-01

    The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement. The book is divided into three parts: (1) How Student Achievement Data Can Be…

  18. Que es la Ciencia? What Is Science? A Question for All Students.

    Science.gov (United States)

    Spurlin, Quincy; Blanco, George

    This teacher's guide offers classroom techniques for teaching science to bilingual elementary students. Recommendations are made for improving teaching by: lowering students' affective filters; providing comprehensible input; providing for language output; creating a supportive environment; adjusting classroom teaching style; teaching…

  19. Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

    Science.gov (United States)

    Pilonieta, Paola

    2010-01-01

    Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

  20. Constraints experienced by EFL literature students: A case study from an Algerian university

    Directory of Open Access Journals (Sweden)

    Bouazid, Tayeb

    2010-12-01

    Full Text Available This article investigates the perceptions and experiences of second language reading and comprehension of Arabic-speaking university students in TEFL (Teaching English as a Foreign Language literature classes. In reflecting students’ observations and experiences in a variety of classroom activities, the study attempts to uncover the constraints and challenges students experience and to suggest ways in which these difficulties could be overcome. The findings of the study reveal that lecturers have a significant role to play in helping students overcome barriers to understanding and interpreting literature. Recommendations for improving comprehension and enjoyment in L2 literature studies include the teaching and modelling of appropriate reading strategies that improve critical and analytical thinking skills; teaching and learning within a collaborative learning environment which fosters the development and exploration of ideas; and improving students’ background knowledge relevant to the text being studied.

  1. Comprehensive Sediment Management to Improve Wetland Sustainability in Coastal Louisiana

    Science.gov (United States)

    Khalil, S.; Freeman, A. M.; Raynie, R.

    2016-02-01

    Human intervention has impaired the Mississippi River's ability to deliver sediment to its deltaic wetlands, and as a consequence acute land loss in coastal Louisiana has resulted in an unprecedented ecocatastrophe. Since the 1930s, Louisiana has lost approximately 5,000 square kilometers of coastal land, and is continuing to lose land at the rate of approximately 43 square kilometers/year. This extreme rate of land loss threatens a range of key national assets and important communities. Coastal communities across the world as well as in Louisiana have realized the importance of sediment for the continuation of their very existence in these productive but vulnerable regions. Ecological restoration can only be undertaken on a stable coastline, for which sedimentological restoration is needed. A large-scale effort to restore coastal Louisiana is underway, guided by Louisiana's Comprehensive Master Plan for a Sustainable Coast. This 50-year, $50-billion plan prescribes 109 protection and restoration projects to reduce land loss, maintain and restore coastal environments and sustain communities. Nowhere else has a restoration and protection program of this scale been developed or implemented, and critical to its success is the optimized usage of limited fluvial and offshore sediment resources, and a keen understanding of the complex interactions of various geological/geophysical processes in ecosystem restoration. A comprehensive sediment management plan has been developed to identify and delineate potential sediment sources for restoration, and to provide a framework for managing sediment resources wisely, cost effectively, and in a systematic manner. The Louisiana Sediment Management Plan provides regional strategies for improved comprehensive management of Louisiana's limited sediment resources. Adaptive management via a robust system-wide monitoring plays an important role along with a regional approach for the efficient management of sediment resources.

  2. Framework for Establishment of a Comprehensive and Standardized Administration System for Prevention and Control of Tuberculosis in College Student Community in China.

    Science.gov (United States)

    Zhang, Shaoru; Li, Xiaohong; Zhang, Tianhua; Wang, Xiangni; Liu, Weiping; Ma, Xuexue; Li, Yuelu; Fan, Yahui

    2016-10-01

    College student community is the one with high risk of tuberculosis (TB). A systemic and standardized administration model for prevention and control of TB is significance in controlling TB spread in universities. Currently, the universities in China have not established the comprehensive and standardized administration system for TB prevention and control in college student community. Firstly, the literature research and brainstorming method (n=13) were used to construct the clause and sub-clause pool for the administration of TB prevention and control within college student community in 2014. Secondly, a total of twenty experts in the field of TB prevention and control who are representatives of the east, west, south and north parts of China were selected and invited to participate the Delphi letter-inquiry. After two rounds of letter-inquiry, the opinions of the experts reached a consensus and the framework for the administration system was constructed. A framework for the administration system was constructed, which included 8 first class indexes, 26 second class indexes and 104 third class indexes. The results are highly scientific and reliable, which can be helpful for improving the systemic and standardized levels for the administration of TB prevention and control in universities in China and perhaps in other developing counties with high TB burden as well.

  3. The Comparison of the Effect of Mental Rotation and Phonological Awareness Training on Accuracy, Speed and Comprehension in Students with Dyslexia in City of Tabriz, 2015-2016

    Directory of Open Access Journals (Sweden)

    Ramin Habibi-Kaleybar

    2017-05-01

    Full Text Available Abstract Background: The problem of learning disabilities is the reason of academic backwardness of students and dyslexia is considered the most common of these disorders.Therefore, the present study aimed to investigate the comparison of the effectiveness of mental rotation and phonological awareness training on reading performance of students with dyslexia. Materials and Methods: The design of the study was quasi-experimental in pre-test and post- test with control group. Statistical population composed of all dyslexic students in the city of Tabriz in 2015-2016. The sample of present research consisted of 45 students with dyslexia who were selected via available sampling and then were assigned randomly to experimental phonological awareness and mental rotation training and control groups(n=15 in each. To collect data, revised Wechsler intelligence scale for children and reading improvement and dyslexia test were used. Multivariate Covariance (MANCOVA was used to analyze the data. Results: Findings indicated that scores of mental rotation and phonological awareness training have a significant effect on reading performance of dyslexic students compared with control group (p0.05. Conclusion: It can be concluded that mental rotation and phonological awareness training are effective on accuracy, speed and comprehension of reading in students with dyslexia.

  4. Replacing Lecture with Peer-led Workshops Improves Student Learning

    OpenAIRE

    Preszler, Ralph W.

    2009-01-01

    Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop versio...

  5. The Effects and Characteristics of Family Involvement on a Peer Tutoring Programme to Improve the Reading Comprehension Competence

    Science.gov (United States)

    Blanch, Silvia; Duran, David; Valdebenito, Vanessa; Flores, Marta

    2013-01-01

    The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers,…

  6. Cyberbullying: Assessment of Student Experience for Continuous Improvement Planning

    Science.gov (United States)

    Strom, Paris S.; Strom, Robert D.; Wingate, Julius J.; Kraska, Marie F.; Beckert, Troy E.

    2012-01-01

    This study examines the use of polling students to improve conditions of learning in their school. Students from three schools (N = 2,006) in Grades 5, 6, 7, and 8 completed an online poll about how cyberbullying affects their personal lives. Principals' impressions about the benefits of student polling are explained along with the Cyberbullying…

  7. Improve the functional status of students using the proposed method recovery

    Directory of Open Access Journals (Sweden)

    Evtukh M.I.

    2012-12-01

    Full Text Available Purpose - to improve the organizational and methodological foundations of physical education for the improvement of high school students in training. The study involved 152 students of the second year of the International Economics and Humanities University named after Stepan Demyanchuk. Students were divided into control (n = 76 and primary (n = 76 groups, which were similar in age and physical development. At the end of the study, through the application of the proposed technique improvement in students the core group, was able to restore the function of the respiratory and cardiovascular systems to the possibilities of healthy untrained people. A similar increase in the functionality of the core group of students registered with the definition of the index Skibinski - held a combined evaluation of functions of the respiratory and cardiovascular systems of students and determine its growth with satisfactory to good level.

  8. Semantic and pragmatic factors influencing deaf and hearing students' comprehension of english sentences containing numeral quantifiers.

    Science.gov (United States)

    Kelly, Ronald R; Berent, Gerald P

    2011-01-01

    This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college). The deaf students were predicted to have differential access to specific sentence interpretations in accordance with the relative derivational complexity of the targeted sentence types. Hypotheses based on the pressures of derivational economy on acquisition were largely supported. The results also revealed that the deaf participants tended to overactivate pragmatic processes that yielded principled, though non-target, sentence interpretations. Collectively, the results not only contribute to the understanding of English acquisition under conditions of restricted access to spoken language input, they also suggest that pragmatic factors may play a broad role in influencing, and compromising, deaf students' reading comprehension and written expression.

  9. Graduate students' teaching experiences improve their methodological research skills.

    Science.gov (United States)

    Feldon, David F; Peugh, James; Timmerman, Briana E; Maher, Michelle A; Hurst, Melissa; Strickland, Denise; Gilmore, Joanna A; Stiegelmeyer, Cindy

    2011-08-19

    Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.

  10. Improving text comprehension strategies in reading and listening settings

    NARCIS (Netherlands)

    Brand-Gruwel, S; Aarnoutse, CAJ; van den Bos, KP

    Traditional intervention programs for children with decoding and reading comprehension problems often focus on remediation of the decoding ability. The goal of this study was to determine whether it is possible to teach these children text comprehension strategies. The subjects were fourth-grade

  11. Student Feedback of Career Development Workshops for Program Improvement

    Science.gov (United States)

    LeBeau, J. E.; Pressley, S. N.

    2016-12-01

    A number of techniques are employed each year to evaluate the effectiveness of and to identify opportunities for improvement in the Laboratory for Atmospheric Research (LAR) REU program at Washington State University. For example, information gathered from pre-/post-surveys and pre-/post-interviews provides information regarding students' perceptions and levels of experience with the scientific process, career and academic goals, and motivation for joining the REU program. Poster session rubrics assess students' abilities to summarize their experiences in a professional setting. Alumni surveys gauge former participants' perceptions of the REU experience. One seemingly simple and highly useful, but often less documented, component of the evaluation process for program improvement is the use of workshop feedback forms. Weekly workshops are designed to provide students with enhanced knowledge and skills in the area of atmospheric chemistry as well as research design skills, academic and career guidance, and presentation skills. According to previous years' evaluation reports, workshops are largely beneficial to students for learning new skills. Yet, students suggest a number of recommendations that may benefit any REU program, such as: providing slides beforehand to provide a framework for the upcoming workshop, having instructors speak in more student-friendly language, covering higher-level topics, and including more hands-on, instructor-guided practice during the workshops. Thus, workshop feedback forms provide meaningful feedback to increase learning outcomes and enhance the REU student experience. This presentation will offer ideas gathered from over five years of workshop feedback forms that, while somewhat specific to workshops offered for the LAR REU, can offer faculty and PIs insight into the student experience, enhancing their ability to improve programming and achieve greater learning outcomes.

  12. Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

    Science.gov (United States)

    Cheng, Zijia; Southcott, Jane

    2016-01-01

    Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

  13. Flipped classroom improves student learning in health professions education: a meta-analysis.

    Science.gov (United States)

    Hew, Khe Foon; Lo, Chung Kwan

    2018-03-15

    The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

  14. Teacher training program for medical students: improvements needed

    Directory of Open Access Journals (Sweden)

    van Diggele C

    2015-04-01

    Full Text Available Christie van Diggele,1 Annette Burgess,2 Craig Mellis21The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School – Central, The University of Sydney, Sydney, NSW, AustraliaIntroduction: Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT program for medical students that could be easily integrated into the professional development curriculum. This study sought to evaluate such a pilot program, based on student perception.Methods: The study took place at a major metropolitan teaching hospital, where 38 medical students were invited to attend a voluntary, newly designed four-module TT program. In total, 23/38 (61% of invited students attended. Mixed methods were used for evaluation. Questionnaires were completed by 21/23 (91% of students, and 6/23 (26% of students participated in a focus group.Results: Students reported that as a result of the program they felt more confident to facilitate small group teaching activities and to provide feedback to peers using the suggested frameworks. Students would like the program to contain more in-depth educational theory and to allow a more time for small group learning activities. They would also like to see opportunities for participation across all clinical schools.Conclusion: The TT program was successful in increasing student awareness of educational theory and practice, thereby improving their confidence in teaching and assessing their peers and making them feel better prepared for their careers as medical practitioners. Key improvements to the program are needed in terms of more in-depth theory and more time spent on small group learning. This might be achieved by complementing the course with e-learning.Keywords: teacher training, medical students, peer teaching, peer

  15. The Relations among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students with Reading Difficulties

    Science.gov (United States)

    Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

    2011-01-01

    The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…

  16. Improving Students' Vocabulary Mastery by Using Total Physical Response

    Science.gov (United States)

    Fahrurrozi

    2017-01-01

    This study aims to describe how Total Physical Response improves students' vocabulary learning outcomes at the third-grade elementary school Guntur 03 South Jakarta, Indonesia. This research was conducted in the first semester of the academic year 2015-2016 with the number of students as many as 40 students. The method used in this research is a…

  17. Pharmacological Interventions for Students with ADD.

    Science.gov (United States)

    Austin, Vance L.

    2003-01-01

    A review of the research on pharmacological interventions for students with attention deficit disorder finds that psychostimulants such as methylphenidate (Ritalin) are effective in improving focus and impulse control, but should be used in conjunction with psychosocial and behavioral interventions. Comprehensive medical screenings and guidelines…

  18. Health risks encountered by Dutch medical students during an elective in the tropics and the quality and comprehensiveness of pre-and post-travel care

    Directory of Open Access Journals (Sweden)

    Vandenbroucke Jan P

    2010-12-01

    Full Text Available Abstract Background Clinical and research electives abroad offer medical students many unique experiences. However, participating in an unfamiliar health-care setting combined with limited medical experience may place students at risk of illness. To improve pre-and post-travel care, we assessed the health risks and the quality and comprehensiveness of pre-and post-travel care in a cohort of Dutch medical students returning form an elective abroad. Methods All medical students who had performed an elective in the tropics between July 2006 and December 2008 were sent an informative email asking them to complete a web-based questionnaire. Results 180 of 242 (74% students completed the questionnaire. Regarding the risk of bloodborne viral infection: 67% of all students and 32% of junior students engaged in procedures that constitute a risk of exposure to bloodborne viral infection, often in countries with high HIV prevalence rates. None of nine students who experienced possible or certain mucosal or percutaneous exposure to potentially infectious body fluids reported the exposure at the time it occurred and none used PEP. Regarding other health risks: 8 of 40 (20% students stopped using mefloquine due to adverse effects. This left a sizeable proportion unprotected in countries that are hyperendemic for malaria. Post-travel screening for schistosomiasis, tuberculosis (tuberculin skin test and carriage of methicillin-resistant Staphylococcus aureus (MRSA encompassed approximately half of all students who should have been screened. Conclusions Based on the results of this study we have adopted an integral set of measures to reduce the health risks associated with an elective abroad. The pre and post-travel consult has been centralized and standardized as well as the distribution of PEP. In addition we have developed a mandatory module on Global Health for all medical students planning an elective abroad.

  19. Health risks encountered by Dutch medical students during an elective in the tropics and the quality and comprehensiveness of pre-and post-travel care.

    Science.gov (United States)

    Sharafeldin, Elhadi; Soonawala, Darius; Vandenbroucke, Jan P; Hack, Evelien; Visser, Leo G

    2010-12-02

    Clinical and research electives abroad offer medical students many unique experiences. However, participating in an unfamiliar health-care setting combined with limited medical experience may place students at risk of illness. To improve pre-and post-travel care, we assessed the health risks and the quality and comprehensiveness of pre-and post-travel care in a cohort of Dutch medical students returning form an elective abroad. All medical students who had performed an elective in the tropics between July 2006 and December 2008 were sent an informative email asking them to complete a web-based questionnaire. 180 of 242 (74%) students completed the questionnaire. Regarding the risk of bloodborne viral infection: 67% of all students and 32% of junior students engaged in procedures that constitute a risk of exposure to bloodborne viral infection, often in countries with high HIV prevalence rates. None of nine students who experienced possible or certain mucosal or percutaneous exposure to potentially infectious body fluids reported the exposure at the time it occurred and none used PEP. Regarding other health risks: 8 of 40 (20%) students stopped using mefloquine due to adverse effects. This left a sizeable proportion unprotected in countries that are hyperendemic for malaria. Post-travel screening for schistosomiasis, tuberculosis (tuberculin skin test) and carriage of methicillin-resistant Staphylococcus aureus (MRSA) encompassed approximately half of all students who should have been screened. Based on the results of this study we have adopted an integral set of measures to reduce the health risks associated with an elective abroad. The pre and post-travel consult has been centralized and standardized as well as the distribution of PEP. In addition we have developed a mandatory module on Global Health for all medical students planning an elective abroad.

  20. For US Students, L2 Reading Comprehension Is Hard Because L2 Listening Comprehension Is Hard, Too

    Science.gov (United States)

    Sparks, Richard; Patton, Jon; Luebbers, Julie

    2018-01-01

    The Simple View of Reading (SVR) model posits that reading is the product of word decoding and language comprehension and that oral language (listening) comprehension is the best predictor of reading comprehension once word-decoding skill has been established. The SVR model also proposes that there are good readers and three types of poor…

  1. Cognition, comprehension and application of biostatistics in research by Indian postgraduate students in periodontics

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    Jonnalagadda Laxmi Swetha

    2014-01-01

    Full Text Available Background: Biostatistics is an integral part of research protocols. In any field of inquiry or investigation, data obtained is subsequently classified, analyzed and tested for accuracy by statistical methods. Statistical analysis of collected data, thus, forms the basis for all evidence-based conclusions. Aim: The aim of this study is to evaluate the cognition, comprehension and application of biostatistics in research among post graduate students in Periodontics, in India. Materials and Methods: A total of 391 post graduate students registered for a master′s course in periodontics at various dental colleges across India were included in the survey. Data regarding the level of knowledge, understanding and its application in design and conduct of the research protocol was collected using a dichotomous questionnaire. A descriptive statistics was used for data analysis. Results: Nearly 79.2% students were aware of the importance of biostatistics in research, 55-65% were familiar with MS-EXCEL spreadsheet for graphical representation of data and with the statistical softwares available on the internet, 26.0% had biostatistics as mandatory subject in their curriculum, 9.5% tried to perform statistical analysis on their own while 3.0% were successful in performing statistical analysis of their studies on their own. Conclusion: Biostatistics should play a central role in planning, conduct, interim analysis, final analysis and reporting of periodontal research especially by the postgraduate students. Indian postgraduate students in periodontics are aware of the importance of biostatistics in research but the level of understanding and application is still basic and needs to be addressed.

  2. How do typographical factors affect reading text and comprehension performance in Arabic?

    Science.gov (United States)

    Ganayim, Deia; Ibrahim, Raphiq

    2013-04-01

    The objective of this study was to establish basic reading performance that could lead to useful design recommendations for print display text formats and layouts for the improvement of reading and comprehension performance of print text, such as academic writings, books, and newspapers, of Arabic language. Readability of English print text has been shown to be influenced by a number of typographical variables, including interline spacing, column setting and line length, and so on.Therefore, it is very important to improve the reading efficiency and satisfaction of print text reading and comprehension by following simple design guidelines. Most existing research on readability of print text is oriented to build guidelines for designing English texts rather than Arabic. However, guidelines built for English script cannot be simply applied for Arabic script because of orthographic differences. In the current study, manipulating interline spacing and column setting and line length generated nine text layouts. The reading and comprehension performance of 210 native Arab students assigned randomly to the different text layouts was compared. Results showed that the use of multicolumn setting (with medium or short line length) affected comprehension achievement but not reading and comprehension speed. Participants' comprehension scores were better for the single-column (with long line length) than for the multicolumn setting. However, no effect was found for interline spacing. The recommendations for appropriate print text format and layout in Arabic language based on the results of objective measures facilitating reading and comprehension performance is a single-column (with long line length) layout with no relevance of the interline spacing.

  3. Improving patient care through student leadership in team quality improvement projects.

    Science.gov (United States)

    Tschannen, Dana; Aebersold, Michelle; Kocan, Mary Jo; Lundy, Francene; Potempa, Kathleen

    2015-01-01

    In partnership with a major medical center, senior-level nursing students completed a root cause analysis and implementation plan to address a unit-specific quality issue. To evaluate the project, unit leaders were asked their perceptions of the value of the projects and impact on patient care, as well as to provide exemplars depicting how the student root cause analysis work resulted in improved patient outcome and/or unit processes. Liaisons noted benefits of having an RCA team, with positive impact on patient outcomes and care processes.

  4. STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Fitri Ferina

    2015-05-01

    Full Text Available This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00 which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.

  5. Improving biobank consent comprehension: a national randomized survey to assess the effect of a simplified form and review/retest intervention

    Science.gov (United States)

    Beskow, Laura M.; Lin, Li; Dombeck, Carrie B.; Gao, Emily; Weinfurt, Kevin P.

    2017-01-01

    Purpose: To determine the individual and combined effects of a simplified form and a review/retest intervention on biobanking consent comprehension. Methods: We conducted a national online survey in which participants were randomized within four educational strata to review a simplified or traditional consent form. Participants then completed a comprehension quiz; for each item answered incorrectly, they reviewed the corresponding consent form section and answered another quiz item on that topic. Results: Consistent with our first hypothesis, comprehension among those who received the simplified form was not inferior to that among those who received the traditional form. Contrary to expectations, receipt of the simplified form did not result in significantly better comprehension compared with the traditional form among those in the lowest educational group. The review/retest procedure significantly improved quiz scores in every combination of consent form and education level. Although improved, comprehension remained a challenge in the lowest-education group. Higher quiz scores were significantly associated with willingness to participate. Conclusion: Ensuring consent comprehension remains a challenge, but simplified forms have virtues independent of their impact on understanding. A review/retest intervention may have a significant effect, but assessing comprehension raises complex questions about setting thresholds for understanding and consequences of not meeting them. Genet Med advance online publication 13 October 2016 PMID:27735922

  6. Improving medical work experience for students.

    Science.gov (United States)

    Hunter, Neil; Shah, Alexander; Bollina, Prasad; Bollina, Harsha

    2010-12-01

    This exploratory piece details the development of the programme Medic Insight, which was established in 2007 in Lothian. This is an aptly-named unique organisation that provides an insight into life as a doctor for school students. We believe that the provision of work experience needs to be improved for both students and doctors. Securing work experience in medicine has historically been biased: individuals that have family or friends who work as doctors are able to organise shadowing placements with greater ease. Shadowing experiences are of questionable value, and frequently offer exposure to only one field, and administrators struggle to match doctors' working schedules with those of students. Medic Insight has been developed to address these key problems. It provides a free, application-based shadowing experience for 15-16-year olds, in addition to interactive seminars for younger students. Over the course of the 5-day shadowing experience (Medic Insight Week), students rotate through a variety of specialties, meeting doctors of all grades. Doctors agree to act as mentors prior to the shadowing weeks and post their availability online. Data from our pilot in 2008 has been encouraging. All students who answered our questionnaire found the experience to be either useful or very useful, and ongoing data collection is proving this to be an enjoyable and effective programme. We are confident that Medic Insight will help all suitably enthusiastic and able school students make informed decisions to apply to study medicine. © Blackwell Publishing Ltd 2010.

  7. Effects of comprehensive educational reforms on academic success in a diverse student body.

    Science.gov (United States)

    Lieberman, Steven A; Ainsworth, Michael A; Asimakis, Gregory K; Thomas, Lauree; Cain, Lisa D; Mancuso, Melodee G; Rabek, Jeffrey P; Zhang, Ni; Frye, Ann W

    2010-12-01

    Calls for medical curriculum reform and increased student diversity in the USA have seen mixed success: performance outcomes following curriculum revisions have been inconsistent and national matriculation of under-represented minority (URM) students has not met aspirations. Published innovations in curricula, academic support and pipeline programmes usually describe isolated interventions that fail to affect curriculum-level outcomes. United States Medical Licensing Examination (USMLE) Step 1 performance and graduation rates were analysed for three classes of medical students before (matriculated 1995-1997, n=517) and after (matriculated 2003-2005, n=597) implementing broad-based reforms in our education system. The changes in pipeline recruitment and preparation programmes, instructional methods, assessment systems, academic support and board preparation were based on sound educational principles and best practices. Post-reform classes were diverse with respect to ethnicity (25.8% URM students), gender (51.8% female), and Medical College Admissions Test (MCAT) score (range 20-40; 24.1% scored ≤ 25). Mean±standard deviation MCAT scores were minimally changed (from 27.2±4.7 to 27.8±3.6). The Step 1 failure rate decreased by 69.3% and mean score increased by 14.0 points (effect size: d=0.67) overall. Improvements were greater among women (failure rate decreased by 78.9%, mean score increased by 15.6 points; d=0.76) and URM students (failure rate decreased by 76.5%, mean score increased by 14.6 points; d=0.74), especially African-American students (failure rate decreased by 93.6%, mean score increased by 20.8 points; d=1.12). Step 1 scores increased across the entire MCAT range. Four- and 5-year graduation rates increased by 7.1% and 5.8%, respectively. The effect sizes in these performance improvements surpassed those previously reported for isolated interventions in curriculum and student support. This success is likely to have resulted from the broad

  8. Student laboratory reports: an approach to improving feedback and quality

    Science.gov (United States)

    Ellingsen, Pål Gunnar; Støvneng, Jon Andreas

    2018-05-01

    We present an ongoing effort in improving the quality of laboratory reports written by first and second year physics students. The effort involves a new approach where students are given the opportunity to submit reports at intermediate deadlines, receive feedback, and then resubmit for the final deadline. In combination with a differential grading system, instead of pass/fail, the improved feedback results in higher quality reports. Improvement in the quality of the reports is visible through the grade statistics.

  9. 501 reading comprehension questions

    CERN Document Server

    2014-01-01

    This updated edition offers the most extensive and varied practice for all types of questions students might face on standardized and in-class tests. With this guide, students will learn to develop expert reading strategies, understand how to read faster and with greater comprehension, overcome reading anxiety, and increase appreciation of reading for pleasure. This book's step-by-step approach provides graduated coverage that moves from the basics to more advanced reading.

  10. Scaffolding and co-operative learning : Effects on reading comprehension and vocabulary knowledge in English as a foreign language

    NARCIS (Netherlands)

    Wachyunni, Sri

    2015-01-01

    For university students in Indonesia, English reading comprehension, which partially depends on vocabulary knowledge, is key to success in academic achievement. The current study was set up to compare the effect of two commonly known teaching interventions during a whole semester to improve reading

  11. Improving the Process of Student Evaluation

    Directory of Open Access Journals (Sweden)

    Gabriela Neacşu

    2013-12-01

    Full Text Available In this paper we analyzed the process of student evaluation from “Spiru Haret” University. The process under consideration occurs according to a specific Procedure – Process of student evaluation from the Manual of Quality Assurance Procedures, “Spiru Haret” University, Edition 1, 2012. The goal of this procedure, mentioned in the Manual, is to present the student evaluation procedure by using the Blackboard educational platform and other evaluation techniques of quality learning, based on materials developed by teachers of “Spiru Haret” University, as well as corresponding responsibilities, in order to increase the learning process quality and the exigency degree in the examination process, as well as students’ satisfaction measured by accumulated competences. We appreciate that the purpose of this procedure is first and foremost to ensure transparency and objectivity in exam passing decision. After identifying the weaknesses with the “cause - effect” chart, we have sought to improve student evaluation process using PDCA (Plan-Do-Check-Act method, resulting in the design of a new assessment flowchart.

  12. Study the impact of internship on improving engineering students' competency

    Science.gov (United States)

    Marsono, Sugandi, Machmud; Tuwoso, Purnomo

    2017-09-01

    An effort to improve human resources quality in higher education can be done through an internship program. This program is important for the graduate student to enhance their self-development and entrepreneurship ability. This study aims to evaluate the effectiveness of internship course on the student's achievement, particularly of their professional competencies. Furthermore, this research was conducted to identify the type of industries that are suitable for internship program of the engineering students. The results showed that the investigation information related to data collection and assignment, lodging, suitability of expertise and some matters correlated to the process students' internship in industry. This study also found the method to improve the services of industries and university.

  13. Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities

    DEFF Research Database (Denmark)

    Lin, C. P.; Lin, Chih-Cheng; Chen, W.

    2014-01-01

    Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study...

  14. A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing

    Science.gov (United States)

    Napier, Trenia; Parrott, Jill; Presley, Erin; Valley, Leslie

    2018-01-01

    As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data at one comprehensive public university indicate library sessions improve students' ability to locate and evaluate information, but students continue to struggle with the "use" component…

  15. The first year: A cultural shift towards improving student progress

    Directory of Open Access Journals (Sweden)

    Becky Jobe

    2016-03-01

    Full Text Available Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented.  Part of the challenge lies in garnering widespread organizational commitment that establishes student progress as an institutional priority.  Along with leadership commitment, broad institutional involvement and adherence to a systematic approach to testing new, innovative solutions are necessary to better position the institution to make clear, evidence-based decisions that improve the student experience. The purpose of this manuscript is to detail one university’s cultural shift towards establishing a clear student progress strategy (with particular focus on the first year, and the methodological approach that laid the foundation for a multi-year study of initiatives that resulted in improved student satisfaction, performance, and retention.

  16. Improving student retention in computer engineering technology

    Science.gov (United States)

    Pierozinski, Russell Ivan

    The purpose of this research project was to improve student retention in the Computer Engineering Technology program at the Northern Alberta Institute of Technology by reducing the number of dropouts and increasing the graduation rate. This action research project utilized a mixed methods approach of a survey and face-to-face interviews. The participants were male and female, with a large majority ranging from 18 to 21 years of age. The research found that participants recognized their skills and capability, but their capacity to remain in the program was dependent on understanding and meeting the demanding pace and rigour of the program. The participants recognized that curriculum delivery along with instructor-student interaction had an impact on student retention. To be successful in the program, students required support in four domains: academic, learning management, career, and social.

  17. Cognitive Development Effects of Teaching Probabilistic Decision Making to Middle School Students

    Science.gov (United States)

    Mjelde, James W.; Litzenberg, Kerry K.; Lindner, James R.

    2011-01-01

    This study investigated the comprehension and effectiveness of teaching formal, probabilistic decision-making skills to middle school students. Two specific objectives were to determine (1) if middle school students can comprehend a probabilistic decision-making approach, and (2) if exposure to the modeling approaches improves middle school…

  18. School Climate Improvement Action Guide for Working with Students. School Climate Improvement Resource Package

    Science.gov (United States)

    National Center on Safe Supportive Learning Environments, 2017

    2017-01-01

    Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps to engage students in the school climate improvement process. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in…

  19. Strategies to Improve Learning of All Students in a Class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-01-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

  20. Development and face validation of strategies for improving consultation skills.

    Science.gov (United States)

    Lefroy, Janet; Thomas, Adam; Harrison, Chris; Williams, Stephen; O'Mahony, Fidelma; Gay, Simon; Kinston, Ruth; McKinley, R K

    2014-12-01

    While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of written feedback. To systematically develop, validate and maximise the utility of a comprehensive list of strategies for improvement of consultation skills through a process involving both medical students and their clinical primary and secondary care tutors. Modified Delphi study with tutors, modified nominal group study with students with moderation of outputs by consensus round table discussion by the authors. 35 hospital and 21 GP tutors participated in the Delphi study and contributed 153 new or modified strategies. After review of these and the 205 original strategies, 265 strategies entered the nominal group study to which 46 year four and five students contributed, resulting in the final list of 249 validated strategies. We have developed a valid and comprehensive set of strategies which are considered useful by medical students. This list can be immediately applied by any school which uses the Calgary Cambridge Framework to inform the content of formative feedback on consultation skills. We consider that the list could also be mapped to alternative skills frameworks and so be utilised by schools which do not use the Calgary Cambridge Framework.

  1. Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Lisanne eBos

    2016-02-01

    Full Text Available This study aimed to enhance third and fourth graders’ text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situation model construction. The training was grounded in contemporary literature on situation model-based inference making and addressed the source (text-based versus knowledge-based, type (necessary versus unnecessary for (re-establishing coherence, and depth of an inference (making single lexical inferences versus combining multiple lexical inferences, as well as the type of searching strategy (forward versus backward. Results indicated that, compared to a control group (n = 51, children who followed the experimental training (n = 67 improved their inference making skills supportive to situation model construction. Importantly, our training also resulted in increased levels of general reading comprehension and motivation. In sum, this study showed that a ‘level of text representation’-approach can provide a useful framework to teach inference making skills to third and fourth graders.

  2. Empirical study of the effects of discourse markers on the reading comprehension of Spanish students of English as a foreign language

    Directory of Open Access Journals (Sweden)

    Ana Cristina Lahuerta Martínez

    2009-12-01

    Full Text Available The aim of this work is to analyse how Spanish readers react to English discourse markers in a text. We carry out an empirical study in which we ask three research question: (a if there is any relationship between presence of discourse markers or absence of discourse markers and reading comprehension in English as a foreign language, (b if there is any relationship between the readers’ proficiency in English and the effect of the presence or absence of discourse markers on reading comprehension and, (c if there is any relationship between the readers’ age, sex, competence as learners and as learners of English, and the effect of the presence or absence of discourse markers on reading comprehension. The results obtained show that discourse markers enhance reading comprehension in foreign language reading, and that the more successful students tend to use discourse markers as aids to help their reading comprehension. This latter result is nevertheless limited by the possible effect of the readers’ familiarity with the topic of the text and points to a need for further investigation.

  3. Developing the EFL Students’ Reading Comprehension By Employing Herringbone Technique

    Directory of Open Access Journals (Sweden)

    Yunisrina Qismullah Yusuf

    2016-11-01

    Full Text Available This research aims to find out whether Herringbone Technique can developEFL students’ reading comprehension or not, especially in finding the main idea and supporting details in a recount text. The literature notes that Herringbone is known to be one of the techniques that can helpstudents to find important information and main idea in a text by seeking for answers on six comprehension questions on a diagram, viewed such as a fish’s skeleton. The sample of this research was 30 second grade junior high school students. The researchers employed simple random sampling to choose the sample. It further used the quantitative experimental approach with the pre-experimental design in the form of one group pre-test-post-test design.Pre-test was given before treatments, while post-test was given after the students were taught reading by using the Herringbone Technique. Each pre-test and post-test consisted of ten questions. The statistical formulas were used to analyze the data from the students tests’ scores. The mean score of pre-test was 59 and the post-test was 76. Futhermore, the result of t-test was 10.15, while the critical value of 0.05 significant level was 2.045, with the degree of freedom of 29. Since t-test (10.15 was higher than t-table (2.045, this study concludes that this technique could increase the EFL students’ reading comprehension.Despite in practice the researchers found that this technique decreased the students’ efforts in note-taking, however it did not inhibited them in obtaining improved scores in their reading tests.

  4. Executive Functioning and Figurative Language Comprehension in Learning Disabilities

    Science.gov (United States)

    Bishara, Saied; Kaplan, Shani

    2016-01-01

    The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

  5. Improving Student Vocabulary Mastery Using Word Mapping Strategy

    Directory of Open Access Journals (Sweden)

    Satuna Indah Wardani

    2015-05-01

    Full Text Available Abstract: The purpose of this study was to find out whether the word mapping strategywas able to improve the students’ vocabulary mastery. The process of masteringis mainly affected by the worst thought of the vocational students who said that English as the most difficult subject to learn and was often tracked into boringcondition since theywere not involved in the process of learning. Thisstudy was conducted by using classroom action research in two cycles and each cycleconsisted of four meetings. The subject of the research was the third grade of Accounting Department at State Vocational School 1 Pamekasan whichconsisted of 34 students. The research was carried out for one month.Theinstruments used to obtained primary data and the secondary data were vocabulary test, the students’ observation sheets, and questionnaire of the respondent.The result of test in preliminary until the test in cycle two showed that there was the improvement of the number of students who passed the test. Hopefully, this outcome will certainly be useful for both teachers and students in which its harmony will give the progress for learning English,especially vocabulary mastery. 

  6. Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

    Directory of Open Access Journals (Sweden)

    Juriah Juriah

    2015-06-01

    Full Text Available The purposes of this study was to know how (1 Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2 Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action Research (CAR as the research design. The subject of the research is the sixth grade students in the 2013/2014 academic year that consists of 43 students. The instruments employed in this study were observation checklist, field note, and vocabulary test. The result of the research showed that in cycle 1 the students’ achievement did not fulfill the minimal criteria of success. However the result of the cycle 1 was better than the preliminary study. The criteria of success did not fulfill in cycle one, some enhancement of the implementation of Controlled Composition were made in cycle two in the form of: Instruct the students bring dictionary, give more examples English sentences, guide the students find the mining of words in the dictionary and write a paragraph, more motivate the students and preparing a media/ picture .Meanwhile the students ’achievement in cycle two showed that fulfilled the criteria of success. Based on the findings and discussion, the conclusions : Firstly, Controlled composition was implemented well by the teacher of SDN 027 Samarinda. Controlled composition was implemented and gave impacts in: (a increasing the students’ vocabulary mastery significantly, (b making the students able to spell the vocabularies, (c making the students understand the meaning English words, and (d making the students able to pronounce English words quite good. Secondly, Controlled composition improved the students’ vocabulary mastery; it was only 20.9% of the students who achieved the English passing grade in the preliminary study, but then 81.39% of the students achieved the English passing grade in

  7. Career/Vocational Preparation for Students with Disabilities: A Program Improvement Guide.

    Science.gov (United States)

    Stodden, Robert A.

    This program improvement guide is designed to assist district and school level interdisciplinary planning teams to improve career/vocational programs for students with disabilities. Its focus is on the integration of best practices within the educational program continuum to achieve positive student outcomes. The guide includes three sections.…

  8. Improving public information with an interactive lecture approach

    International Nuclear Information System (INIS)

    Tkavc, M.

    2003-01-01

    Providing public information is one of the main activities of The Nuclear Training Centre (ICJT) at the Jozef Stefan Institute. Our primary target is students of primary and secondary schools. The lecture they listen to during their visit to our centre was old fashioned since we used classic overhead projector. We have modernized it with an LCD projector and computer-based interactive presentation in order to improve students' comprehension. (author)

  9. Language Skills in Classical Chinese Text Comprehension

    Science.gov (United States)

    Lau, Kit-ling

    2018-01-01

    This study used both quantitative and qualitative methods to explore the role of lower- and higher-level language skills in classical Chinese (CC) text comprehension. A CC word and sentence translation test, text comprehension test, and questionnaire were administered to 393 Secondary Four students; and 12 of these were randomly selected to…

  10. [Problem based learning: achievement of educational goals in the information and comprehension sub-categories of Bloom cognitive domain].

    Science.gov (United States)

    Montecinos, P; Rodewald, A M

    1994-06-01

    The aim this work was to assess and compare the achievements of medical students, subjected to problem based learning methodology. The information and comprehension categories of Bloom were tested in 17 medical students in four different occasions during the physiopathology course, using a multiple choice knowledge test. There was a significant improvement in the number of correct answers towards the end of the course. It is concluded that these medical students obtained adequate learning achievements in the information subcategory of Bloom using problem based learning methodology, during the physiopathology course.

  11. Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters

    OpenAIRE

    Saleha, Ayu -; -, Sumarsih -

    2014-01-01

    This study concerns on Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters. The underlying objective of this study is to investigate whether teaching descriptive by using movie posters potentially improves students' skill. The research was conducted by using Classroom Action Research (CAR). The subject of the research was class X of SMA SWASTA UTAMA MEDAN. The number of the students was 28. The procedure of the research was administrated into two cycles which ea...

  12. Continuous Quality Improvement and Comprehensive Primary Health Care: A Systems Framework to Improve Service Quality and Health Outcomes.

    Science.gov (United States)

    McCalman, Janya; Bailie, Ross; Bainbridge, Roxanne; McPhail-Bell, Karen; Percival, Nikki; Askew, Deborah; Fagan, Ruth; Tsey, Komla

    2018-01-01

    Continuous quality improvement (CQI) processes for improving clinical care and health outcomes have been implemented by primary health-care services, with resultant health-care impacts. But only 10-20% of gain in health outcomes is contributed by health-care services; a much larger share is determined by social and cultural factors. This perspective paper argues that health care and health outcomes can be enhanced through applying CQI as a systems approach to comprehensive primary health care. Referring to the Aboriginal and Torres Strait Islander Australian context as an example, the authors provide a systems framework that includes strategies and conditions to facilitate evidence-based and local decision making by primary health-care services. The framework describes the integration of CQI vertically to improve linkages with governments and community members and horizontally with other sectors to influence the social and cultural determinants of health. Further, government and primary health-care service investment is required to support and extend integration and evaluation of CQI efforts vertically and horizontally.

  13. The Correlation Between Students’ Vocabulary Mastery and Their Interest in English Toward Reading Comprehension in Descriptive Text

    Directory of Open Access Journals (Sweden)

    Eva Faliyanti

    2015-10-01

    Full Text Available Abstract :Vocabulary is one aspects  in reading comprehension. By having  a lot vocabulary, the students understand in reading comprehension. The interest in English also gives effect of students mastery in English. Before the students start to read they are must be interested in English first. Reading is one of skills in English that very essential for the students, because by reading the students can get information from the text. In this research the researcher focoses on reading comprehension in descriptive text. The problems formulation in this research are;(1 How far is the students score of ability in vocabulary mastery toward reading comprehension in descriptive text? (2 How far is the students score of ability in students interest in English toward reading comprehension in descriptive text? (3 How far is the correlation between students’ score of vocabulary mastery and students interest in English toward reading comprehension in descriptive text?. The objective of the research are; (1 To identify the students’ score in vocabulary mastery toward reading comprehension in descriptive text. (2 To identify the students’ score in students interest in English toward reading comprehension in descriptive text. (3 To find out how far the correlation between students’ score of vocabulary mastery and students interest in English toward reading compregension in descritive text.Theresearch was conducted at the second semester of Muhammadiyah University Students in Academic Year 2014/2015. The population of this research was 127 students. The researcher used cluster ramdom sampling in taking sample. In collecting the data the researcher used test and questionnarie, namely vocabulary mastery and reading comprehension in descriptive text. In questionnarie used to students interest in English and in analyzing the data, the researcher used Product Moment Formula.After analyzing the data by using the correlation product moment and Regression

  14. Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities

    Science.gov (United States)

    Grünke, Matthias; Wilbert, Jürgen; Stegemann, Kim Calder

    2013-01-01

    This single-case study examined the effects of a graphic organizing strategy on the ability of children to improve their text comprehension abilities. Participants were six students between ten and fourteen years old with major problems in understanding what they read. The intervention intended to teach them to visually highlight key elements of a…

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

    Directory of Open Access Journals (Sweden)

    Chavez Jaime N.

    2015-06-01

    Full Text Available 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.

  16. Inquiry-based learning to improve student engagement in a large first year topic

    Directory of Open Access Journals (Sweden)

    Masha Smallhorn

    2015-08-01

    Full Text Available Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

  17. Physical improvement and its impact on the health of students

    Directory of Open Access Journals (Sweden)

    Konova L.A.

    2013-05-01

    Full Text Available The directions of physical improvement in personal and individual approach and its impact on the health of students. The definitions of the concept of physical perfection and its main components: strength, speed, endurance, agility, flexibility. Special attention is paid to the importance of physical perfection as part of positive self-identity. Outlines the theory of the acquisition of physical improvement in the availability of a clear human motivation. It is noted that physical perfection is in need of motivation on the part of the student, the proper selection of a complex exercise and may be based only on a personal and individual approach based on the physical abilities of each student. Show the direction of their own physical fitness improvement during the self-study. It is shown that promoting the harmonious development of all-round, avoiding harmful habits, improve mental and physical performance and confidence in their own ability to significantly change the person's self esteem.

  18. Early & Often: Designing a Comprehensive System of Financial Aid Information. A Report of the Advisory Committee on Student Financial Assistance

    Science.gov (United States)

    Advisory Committee on Student Financial Assistance, 2008

    2008-01-01

    Students and parents need ample time and accurate information to prepare for the financial burden of a college education--those who lack this knowledge base face a significant access barrier to higher education. This problem can be countered by the delivery of comprehensive, integrated financial aid information, an approach identified by the…

  19. On the Effect of Online Formative Assessment on Iranian Lower Intermediate EFL Learners Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Farideh Peyghambarian

    2015-03-01

    Full Text Available Online Formative Assessment (OFA improves EFL students’ reading comprehension enabling them to have a better performance in reading comprehension tests. To lend support to the above mentioned claim, a quasi-experimental study was conducted in Mashhad, Iran. 48 female lower intermediate EFL students took part in this study. Participants were assigned to control and treatment groups.  Participants in both groups received a formative assessment program lasting for 10 sessions. Formative assessment in treatment group was conducted by the site itself, and participants in control group were assessed by the teacher. It was found that participants in treatment group significantly outperformed those in control group. This finding indicated OFA as an effective learning tool in EFL reading comprehension classrooms.

  20. A comprehensive clinical competency-based assessment in periodontics.

    Science.gov (United States)

    Shiloah, J; Scarbecz, M; Bland, P S; Hottel, T L

    2017-05-01

    Traditional periodontics clinical examinations in dental education frequently assess a narrow set of clinical skills and do not adequately assess the ability of students to independently manage a periodontal patient. As an alternative, the authors developed a comprehensive periodontics competency case experience (CCCE) for senior dental students and surveyed students regarding their experience with the CCCE. Students challenging the CCCE must treat a patient with moderate periodontitis and must independently decide when a state of periodontal and oral health has been achieved. Students are also required to conduct an oral presentation to periodontology faculty. Dental students who completed the CCCE had a favourable impression of the experience, compared with the traditional clinical examinations taken in the junior year. The majority of students rated all the components of the CCCE as 'somewhat' or 'very helpful'. About 72.4% of students felt that being able to work independently on the examination was very helpful for learning about the clinical management of patients with periodontal disease, followed by 'simulation of care in private practice' (65.5%), and oral photography experience (55.2%). The greatest difficulty reported by students was finding an acceptable patient. About 62.1% of students rated 'finding the right patient' as very difficult. Students reported having to screen a mean of 5.9 patients (SD: 4.5) to find a qualified patient. The results of the survey will be useful in improving the examination as an assessment tool in periodontal therapy. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Patient Safety Based Knowledge Management SECI to Improve Nusrsing Students Competency

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    Joanggi Wiriatarina Harianto

    2015-10-01

    Full Text Available Introduction: Patient safety is an important component of health services quality,and  basic principles of patient care. Nursing students also have a great potential to make an action that could endanger the patient, because hospital is one of student practice area. The purpose of this study was to improve the nursing students competency in patient safety by using knowledge management SECI approached. Method: The study used exploratory survey, and quasy experiment. The samples were some of nursing students of STIKes Muhammadiyah Samarinda who were on internship programme that selected using simple random sampling technique, in total of 54 students. This research’s variables were the knowledge management SECI based-patient safety and nursing student’s competency. The data were collected by using questionnaires and observation. The data were analyze by using Partial Least Square (PLS. Result: The result showed that there were significant influence the implementation of a model patient safety based knowledge management seci on increased competence nursing students. Discussion: Improved student competency in patient safety using SECI knowledge management was carried out in four phases, that is Socialization, Externalization, Combination, and Internalization. The result was a new knowledge related to patient safety that able to improve the student’s competency.. Keywords: Patient safety, Knowledge management, SECI, competency

  2. Improving Students' Speaking Ability through Scaffolding Technique

    Directory of Open Access Journals (Sweden)

    Gede Ginaya

    2018-03-01

    Full Text Available Students often got confused and felt hesitant when they speak English. This situation had caused poor speaking ability, which then lead to serious problem in the teaching-learning process.  The application of scaffolding technique in the EFL learning might be the ideal solution; it had some principles that could improve the students’ speaking ability. This research is aimed at finding out the effect of the implementing Scaffolding Technique towards the students’ speaking ability. Participants were 50 (27 males and 23 females third-semester students, enrolled in a three-year diploma program in Travel and Tourism Business, State Polytechnic of Bali in 2017/2018 academic year. The students in the experimental group were given communicative activities such as brainstorming, business games, simulation, WebQuest, problem-solving, which were carefully designed to necessitate the implementation of the scaffolding technique. The students in the control group were taught by the deductive method of the lesson book. The students’ performance in the post-test was compared for both groups in order to determine whether there were significant differences between the groups in relation to the treatment. Significant differences occurring in the experimental group’s post-test speaking performance when compared to the pre-test indicate that the implementation of scaffolding technique can improve students’ speaking ability. The result of this study indicates scaffolding technique has the potential for use in promoting students’ speaking ability

  3. Evaluate to Improve: Useful Approaches to Student Evaluation

    Science.gov (United States)

    Golding, Clinton; Adam, Lee

    2016-01-01

    Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher's approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups…

  4. The development of character education by improving student motivation in science

    International Nuclear Information System (INIS)

    Baykent, D.

    2005-01-01

    The goal of this study is, first to provide students with better comprehension skills in Science field by encouraging them to raise an interest in Science by applying convenient teaching methods, systems, and tools. Therefore, to use the positive environment developed through motivation consciously and build desired and expected behaviours in the society by means of character education. Appropriate character education is to be carried out by relating Science topics to the current daily life.The field of this study was V.K.V. Koc School. Applications were occurred with 666 students from K1 to K5 levels. Measurements and evaluation field was limited with K4 and K5 levels, who joined the Science Laboratory Activities periodically. The study has been applied between 2000 autumn term and 2002 spring term. Additionally, there is a comparative adaptation on the study of 2002-2003 education year, which was adapted to the American K8 level students at Lake Stevens Middle School, Seattle, Washington, USA

  5. Using the Power Balance Wristband to Improve Students' Research-Design Skills

    Science.gov (United States)

    Lawson, Timothy J.; Blackhart, Ginette C.; Gialopsos, Brooke M.

    2016-01-01

    We describe an exercise involving the power balance wristband (PBW) designed to enhance students' ability to design scientific tests. An instructor demonstrated that the PBW improved a student's balance, strength, and flexibility and invited students to design and conduct a brief scientific test of the PBW. Research methods students who…

  6. USING QTM AS AN INSTRUCTIONAL MODEL FOR TEACHING READING COMPREHENSION

    Directory of Open Access Journals (Sweden)

    Koeswandi Koeswandi

    2017-04-01

    Full Text Available This research was motivated by the needs for an appropriate English reading comprehension instructional model in Junior High School students. The aims of this research are (1 to describe the qualities of a present guideline for an English instructional model of reading comprehension; (2 to describe the qualities of the existing English instructional model of reading comprehension used in Junior High School; (3 to get the deeply information on the needs towards design; (4 to construct the prototype model of English instructional model of reading comprehension using Quantum Teaching Model (QTM; and (5 to evaluate strengths and weaknesses of the prototype model. The research has used R & D which was conducted in three phases. The first has exploration phase which consists of evaluating the qualities of a present guideline for EIMRC used in JHS in Pemalang Regency, and to analyze the needs of EIMRC using QTM. The second was prototype development phase where the prototype model was constructed and tried out. The last was expert validation in which experts and practitioners were involved to review the model in order to help the refinement. The data were collected from document analysis, in-depth interview, classroom observation, FGD, Tryout and expert judgment. The data were then analyzed by using descriptive-qualitative and interactive analysis. The results of the research showed that the qualities of the present model were fair. Meanwhile, the result of need analysis pointed out that the teachers and the students need the model of EIMRC using QTM. However, the model needs to be revised for the refinement, particularly in terms of mechanical aspects and grammatical points. The research findings conclude that the use of EIMRC using QTM in JHS in Pemalang Regency empirically can improve the students‘ motivation and interaction in RC teaching and Learning activities and increase their reading comprehension achievement. These findings recommend that

  7. An investigation to find strategies to improve student nurses' maths skills.

    Science.gov (United States)

    Wright, Kerri

    Being able to perform drug calculations accurately is an essential skill for nurses. Many studies, however, have demonstrated that nurses need to improve this area of their practice and in particular their mathematical skills. Several strategies have been implemented to develop the drug calculation skills of nurses, with mixed success. This article reports on a study that was carried out to investigate whether strategies implemented within a second-year pre-registration course were perceived by students to be helpful in improving their mathematical skills for drug calculations. The results demonstrated that students felt their mathematics and confidence improved as a result of these strategies. The students' evaluation of the learning strategy that they found most helpful in learning drug calculation gave a mixed result, indicating that students have differing learning styles and needs. The study also indicates that student nurses were able to integrate the mathematical skills into their nursing practice by having different strategies that allowed them to develop conceptual, mathematical and practical skills concurrently. The study recommends the implementation of integrated strategies to address drug calculation skills in student nurses, although further research is still required.

  8. Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings from Two Experimental Studies

    Science.gov (United States)

    Vaughn, Sharon; Martinez, Leticia R.; Linan-Thompson, Sylvia; Reutebuch, Colleen K.; Carlson, Coleen D.; Francis, David J.

    2009-01-01

    Two experimental studies to improve vocabulary knowledge and comprehension were conducted in 7th-grade social studies classes with English language learners (ELLs). Two different nonoverlapping samples of classes of 7th-grade students (N = 381 and N = 507) were randomly assigned at the classroom (i.e., section) level to a social studies…

  9. A Case Study of Chinese College Students' Attitudes toward Only English-Medium Teaching in EFL Classrooms

    Science.gov (United States)

    Yue, Sun; Ying, Wang; Jingxia, Liu

    2015-01-01

    Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students' English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students' attitudes toward…

  10. Comprehensive eight-month intervention reduces weight and improves depression and anxiety levels in severe and morbid obesity

    Directory of Open Access Journals (Sweden)

    Alfonso Cofre-Lizama

    2017-04-01

    Conclusion: The comprehensive eight-month intervention had significant benefits for participants in weight loss and improved levels of anxiety and depression. For this reason, the intervention performed may be recommended for the treatment of this condition.

  11. Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities

    Science.gov (United States)

    Botsas, George

    2017-01-01

    The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…

  12. Instructional scaffolding to improve students' skills in evaluating clinical literature.

    Science.gov (United States)

    Dawn, Stefani; Dominguez, Karen D; Troutman, William G; Bond, Rucha; Cone, Catherine

    2011-05-10

    To implement and assess the effectiveness of an activity to teach pharmacy students to critically evaluate clinical literature using instructional scaffolding and a Clinical Trial Evaluation Rubric. The literature evaluation activity centered on a single clinical research article and involved individual, small group, and large group instruction, with carefully structured, evidence-based scaffolds and support materials centered around 3 educational themes: (1) the reader's awareness of text organization, (2) contextual/background information and vocabulary, and (3) questioning, prompting, and self-monitoring (metacognition). Students initially read the article, scored it using the rubric, and wrote an evaluation. Students then worked individually using a worksheet to identify and define 4 to 5 vocabulary/concept knowledge gaps. They then worked in small groups and as a class to further improve their skills. Finally, they assessed the same article using the rubric and writing a second evaluation. Students' rubric scores for the article decreased significantly from a mean pre-activity score of 76.7% to a post-activity score of 61.7%, indicating that their skills in identifying weaknesses in the article's study design had improved. Use of instructional scaffolding in the form of vocabulary supports and the Clinical Trial Evaluation Rubric improved students' ability to critically evaluate a clinical study compared to lecture-based coursework alone.

  13. Gender differences in (metacognitive and motivational-emotional factors of reading comprehension

    Directory of Open Access Journals (Sweden)

    Svjetlana Kolić-Vehovec

    2008-12-01

    Full Text Available The aim of our study was to establish, from the aspect of gender, the degree to which reading comprehension is connected with students' academic achievement, potential gender differences between (metacognitive and motivational-emotional factors of reading comprehension, and to identify the most important predictors of reading comprehension for exploratory and narrative texts. The results of study, which included 380 Slovenian and Croatian students with the average age of 10;6 years, showed that: (i reading comprehension significantly determines academic achievement regardless of students' gender; (ii there are significant gender differences in most of the factors of reading comprehension (girls summarize texts better, have more metacognitive knowledge of reading, show greater reading interest, feel more competent for reading and in general feel better while reading; (iii the predictive value of cognitive, motivational, and emotional predictors differ for exploratory and narrative texts (for exploratory texts metacognitive factors have the greatest predictive value; for narrative texts motivatonal-emotional factors have the greatest predictive value for boys, and metacognitive factors for girls.

  14. The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency.

    Science.gov (United States)

    Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ

    2012-01-01

    This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 2nd graders and 974 3rd graders. Participants were assessed using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Woodcock Reading Mastery Test (WRMT) Passage Comprehension subtest. Results from this study further illuminate the significant relationships between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low oral reading fluency and high error rates predict the level of passage comprehension performance. For second grade students below benchmark, a fall assessment error rate of 28% predicts that student comprehension performance will be below average. For third grade students below benchmark, the fall assessment cut point is 14%. Instructional implications of the findings are discussed.

  15. A Study on improvement of comprehensive environmental management system - activation of liberalized environmental management

    Energy Technology Data Exchange (ETDEWEB)

    Chung, Hweu Sung; Kang, Chul Goo [Korea Environment Institute, Seoul (Korea)

    1998-12-01

    As a part of improvement on a comprehensive environmental management system, this study was attempted to find an activating policy for a liberalized environmental management. This study provided an activation plan of reasonable environmental regulation reform and liberalized environmental management through the analysis of foreign examples and domestic situation. Furthermore, it analyzed an institutional mechanism for a smooth operation of liberalized environmental management. 68 refs., 5 figs., 51 tabs.

  16. Supporting Students with Emotional and Behavioral Disorders' Comprehension and Reading Fluency

    Science.gov (United States)

    Garwood, Justin D.; Ciullo, Stephen; Brunsting, Nelson

    2017-01-01

    This article discusses two strategies to improve reading outcomes for middle and high school adolescents with emotional and behavioral disorders (EBD). The first is providing secondary students a choice of accessible, engaging activities to more actively engage them during reading instruction and foster intrinsic motivation to engage in literacy…

  17. Investigating the Effects of Group Investigation (GI and Cooperative Integrated Reading and Comprehension (CIRC as the Cooperative Learning Techniques on Learner's Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Mohammad Amin Karafkan

    2015-11-01

    Full Text Available Cooperative learning consists of some techniques for helping students work together more effectively. This study investigated the effects of Group Investigation (GI and Cooperative Integrated Reading and Composition (CIRC as cooperative learning techniques on Iranian EFL learners’ reading comprehension at an intermediate level. The participants of the study were 207 male students who studied at an intermediate level at ILI. The participants were randomly assigned into three equal groups: one control group and two experimental groups. The control group was instructed via conventional technique following an individualistic instructional approach. One experimental group received GI technique. The other experimental group received CIRC technique. The findings showed that there was a meaningful difference between the mean of the reading comprehension score of GI experimental group and CRIC experimental group. CRIC technique is more effective than GI technique in enhancing the reading comprehension test scores of students.

  18. Improving Speaking by Listening Cultivating English Thinking and Expression--Probe into the Teaching of "Business English Listening"

    Science.gov (United States)

    Sun, Wencheng

    2009-01-01

    The comprehensive listening curriculum occupies an important position in elementary teaching stage for English major. How could we arrange the listening class better? Considering the characteristics of comprehensive listening curriculum for English major, teachers can help students improve speaking by listening, cultivating their thinking and…

  19. Satisfaction and improvement of clinical experiment of student radiotechnologists

    International Nuclear Information System (INIS)

    Lyu, Kwang Yeul; Kim, Hyun Soo

    2006-01-01

    Clinical experiment is a set of experience to help student acquire technic, attitude and knowledge by participating in the clinical work. The radiotechnologists who are employed in departments of radiology serve as clinical instructors. Their responsibilities include teaching students them to become competent radiotechnologist. Clinical instructors often have no formal preparation in teaching student. The purpose of this study is to review some principals that will help clinical instructors support and foster the professional development of student radiotechnologists. The clinical instructor should be able to identify the qualities of instructor, the characteristics of feedback and use facilitation skills when is evaluated student performance. And the survey was performed to evaluate the satisfaction of student participated in clinical experiment, the purpose of this research is to fine the problems and improvements in clinical experiment of student radiotechnologist in Korea

  20. What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

    Science.gov (United States)

    Österholm, Magnus

    2015-01-01

    The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…