Factors Associated with Reading Comprehension of Secondary School Students

Lin, Wu; Valcke, Martin; Keer, Hilde Van

doi:10.12738/estp.2019.4.003

Cited by 15 publications

(9 citation statements)

References 30 publications

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“…Therefore, curiosity, enjoyment, and recognition are statistically associated with the reading performance of the pupils. The findings find support to the study conducted by Wu et al (2019) which revealed that reading motivation was related to reading comprehension. Moreover, the research indicates that motivation plays a significant role in how well pupils learn to read and in how much they read (Toste et al, 2020).…”

Section: Resultssupporting

confidence: 88%

Pupils’ Reading Motivation, Strategies, and Performance: Basis for Reading Intervention Program

E. Hermoso,

M. Valle

2023

IJRP

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Reading is a gateway to learning anything about everything. The study aimed to determine the reading motivation and pupils' reading strategies in relation to their reading performance. Specifically, the study sought to answer the level of reading motivation of the pupils in terms of intrinsic and extrinsic motivation, the level of reading strategies of the pupils in terms of problem-solving strategy, support strategy and global reading strategy, the reading performance based on the PHIL-IRI Assessment and the significant relationship between the reading performance and the level of reading motivation and reading strategies of the pupils. The study utilized the descriptive-correlational research design and used a questionnaire was modified and adapted from the work of Zhang and Zheng ( 2021) and the PHIL-IRI result of selected Grade 5 pupils. The pupils were both intrinsically and extrinsically motivated to read. They read because of their curiosity and the satisfaction or enjoyment and the recognition they can get from reading. The pupils used all the strategies in reading to understand the text they read. Based on the findings and conclusions, the following recommendations are prescribed: The teacher may select reading materials interesting and enjoyable to pupils so that their interest can be sustained and would be able to understand the text that they read; If possible, the teacher may use activity-based or technology-driven approaches to sustain the enthusiasm and interest of the pupils to read; The teacher may implement an intervention program to pupils who are at the frustration and instructional levels for them to be at the independent level.

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Section: Resultssupporting

confidence: 88%

Pupils’ Reading Motivation, Strategies, and Performance: Basis for Reading Intervention Program

E. Hermoso,

M. Valle

2023

IJRP

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“…The descriptive findings indicated that secondary school students give more preferences to reading than perceptions about reading, the purpose of reading, and problems in reading. These results support the finding of Tonka and Bakır [26] that students prefer academic reading materials and Wu, Valcke, and Keer [29] found that students prefer to read relevant academic books. It is also determined that there was a significant difference in male and female students' reading habits while female have better reading habits than male.…”

Section: Discussionsupporting

confidence: 89%

Exploring gender-wise, sector-wise, and grade-wise difference among secondary school students’ reading habits

Samuel¹,

Abid²,

Azeem³

et al. 2023

IJERE

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<span lang="EN-US">This study was conducted to examine students’ perceptions regarding reading habits and to explore gender-wise, sector-wise, and grade-wise differences in secondary school students’ reading habits. The students (N=538) who participated in this cross-sectional survey were selected through a non-proportional stratified random sampling technique from district Lahore. The researchers developed a questionnaire comprised of four subscales (perceptions, purpose, preferences, and problems in reading) to measure students reading habits. They ensured the validity of the instrument from experts and calculated the reliability that was Cronbach’s alpha=0.802. Data were analyzed by using different statistical techniques (mean, standard deviation, and independent samples t-tests). The results of descriptive statistics indicated that students gave more preferences to reading than perceptions about reading, the purpose of reading, and problems in reading. However, the least contributing factor was problems in reading. Whereas the findings of independent samples t-tests showed a significant difference in students’ perceptions about reading habits based on gender and class. However, an insignificant difference was found in students’ perception of reading habits based on sector-wise (public and private) schools. Books of students’ interests may be provided in libraries to encourage them to read. Moreover, teachers may also arrange more reading activities to enhance students’ reading skills.</span>

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“…Reading comprehension becomes a yardstick to learners' academic performance Dias et al (2015) and it is a prerequisite for the learning of any subject (Wu et al, 2019). Nevertheless, the results of Malaysian learners' reading literacy rate in comparison to the international standard are in appalling condition, despite the high appreciation for high competency in English literacy skills and intensifying efforts as well as modification to revamp the curriculum to improve the status of English language proficiency (Azman, 2016).…”

Section: Statement Of Problemmentioning

confidence: 99%

A Study of The Relationship between Metacognitive Reading Strategies among Undergraduates

Aziz¹,

Nordin²,

Yatim³

et al. 2023

IJARBSS

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Reading is a fundamental skill in language learning for learners to produce: write and speak the target language. In order to perform successfully in academic and professional settings, learners are required to learn new knowledge by reading and comprehending the written texts extensively and effectively. Nevertheless, poor reading literacy rate, performance and struggling readers are evidently some reading problems among second language learners and to better comprehend learners' difficulties this study explored learners' perceptions on their usage of metacognitive reading strategies. 109 undergraduates of a Malaysian university responded to the survey for this quantitative study. The study found that global reading strategies, problem solving strategies and support reading strategies were employed in reading tasks and the relationships between strategies were strong indicating that planning before reading, monitoring reading progress, solving issues and relying on support or help during reading are strategies used in reading tasks. Thus, this suggests that background knowledge or pre-reading activities and guidance are critical for learners to be able to complete reading activities well.

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Factors Associated with Reading Comprehension of Secondary School Students

Cited by 15 publications

References 30 publications

Pupils’ Reading Motivation, Strategies, and Performance: Basis for Reading Intervention Program

Pupils’ Reading Motivation, Strategies, and Performance: Basis for Reading Intervention Program

Exploring gender-wise, sector-wise, and grade-wise difference among secondary school students’ reading habits

A Study of The Relationship between Metacognitive Reading Strategies among Undergraduates

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