The Acquisition of Comprehension Skills among High and Low Achievers of Year 4 to 6 Students in Primary School

Lah, Yahya Che; Hashim, Nor Hashimah

doi:10.1016/j.sbspro.2013.12.765

Cited by 7 publications

(7 citation statements)

References 2 publications

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“…This implied that students had difficulties in completing literal comprehension questions. The findings were different from other study in a different context in which even low achiever students did not have difficulties in literal comprehension (Lah & Hashim, 2014).…”

Section: Resultscontrasting

confidence: 99%

“…Inferential questions are types of questions that require answers that cannot be found explicitly expressed in the text but must be made based on the results of an interpretation after reading the text. In other words, the answer to an inferential question is the result of deducing the author's underlying meaning (Basaraba et al, 2012;Lah & Hashim, 2014;Oakhill, Cain, & Elbro, 2014). Questions that can be asked as inferential questions include, but are not limited to, asking about the main idea, the theme and comparisons or the conclusion of the content of the text.…”

Section: Types Of Reading Comprehensionmentioning

confidence: 99%

“…Reading comprehension has several types ranging from low to high levels comprehension (Basaraba et al, 2012;Lah & Hashim, 2014)). These include literal comprehension, inferential comprehension, and evaluative comprehension.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Literal and Inferential Comprehension Achievement of Grade Six Students

Sulfa¹,

Ernawati²,

Fatmawati³

2023

TSSJ

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Literal and inferential comprehension questions characterize the types of tasks students typically complete in reading assignments in elementary schools in Indonesia. This study, a preliminary survey of more extensive research, aimed at describing Grade Six students’ literal and inferential comprehension achievements. The research respondents were 198 Grade Six students from three elementary schools in Makassar, Indonesia. The research instrument used was a reading comprehension test which consisted of 35 multiple-choice questions. The data obtained were tabulated and analyzed descriptively using percentage analysis. The results of the study showed that most of the students in this study had low achievement in reading comprehension, both in literal and inferential comprehension. The research findings had an implication for the teaching and learning process of reading comprehension in Grade Six in elementary schools in Indonesia and other similar contexts.

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Section: Resultscontrasting

confidence: 99%

Section: Types Of Reading Comprehensionmentioning

confidence: 99%

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Investigating Literal and Inferential Comprehension Achievement of Grade Six Students

Sulfa¹,

Ernawati²,

Fatmawati³

2023

TSSJ

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“…Some studies found that students could read fluently but could not understand what they were reading. [8]. Complexity of the reading material, environmental impacts, anxiety during reading comprehension, interest and motivation, decoding, and word recognition speed are all aspects that affect reading comprehension skills.. Based on Nation, reading comprehension is a difficult skill that requires a variety of cognitive and linguistic processes to complete [9].…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ Difficulties in Comprehending Exposition Text Towards POE Strategy

Nery¹,

Novia²

2022

Proceedings of the 67th TEFLIN International Virtual Conference &Amp; The 9th ICOELT 2021 (TEFLIN ICOELT 2021)

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Reading is an important skill that students need to comprehend and interpret the content of an English text. Teaching reading at the junior high school level aims to improve students' comprehension skills. The exposition text is one of the genres listed in the English curriculum for junior high school. It is also one of the more challenging genres for learners to grasp when it comes to text comprehension. The aim of this study was to discover students' difficulties in comprehending exposition text based on their reading comprehension level as determined by Barret's Taxonomy.This study was descriptive qualitative. The participant consisted of 42 students from Ponpes Bait Qur'an Kayuagung.The reading test in the form of multiple choice with 40 questions of exposition text was applied in this study as an instrument. Based on Barret's Taxonomy analysis, students' problems with exposition comprehension were linked to literal comprehension, reorganization, inference, evaluation, and appreciation. Hence, the POE strategy is recommended to address students' difficulties in comprehending exposition text.

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“…Bu yüzden anlama becerisin kazanılması düşük ve yüksek başarıya sahip öğrenciler için farklı anlamlara gelecektir (Lah ve Hashim, 2014). Rosenblatt (1978)'a göre anlama; okur ile metin arasındaki etkileşime dayanan, öğrenme ve zevk almak amacıyla yapılan bir eylemdir.…”

Section: Introductionunclassified

Examining Text-Based Comprehension Questions in Turkish Textbooks of the 1st- the 8st Graders

Sezgin¹,

Özilhan²

2019

Ana Dili Eğitimi Dergisi

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Bu araştırmanın amacı Türkçe ders kitaplarındaki (1.-8. Sınıf) metne dayalı anlama sorularını metin türüne, cevap kaynaklarına ve Barrett taksonomisine dayalı olarak incelemektir. Nitel yaklaşıma dayalı olarak yürütülen çalışmada veriler doküman incelemesine dayalı olarak elde edilmiştir. Araştırmanın çalışma materyallerini Milli Eğitim Bakanlığı tarafından 2018-2019 eğitim-öğretim yılı için hazırlanmış 1.-8. sınıflarda okutulan Türkçe Ders Kitapları oluşturmaktadır. Yapılan incelemenin sonunda 179 metne yönelik 960 anlama sorusu çözümlenmiştir. Verilerin çözümlenmesi süreci araştırmanın alt sorularına dayalı olarak gerçekleştirilmiştir. Araştırmada ilk bulgu olarak, Türkçe ders kitaplarındaki metin türlerinin yaklaşık yarısının öyküleyici türde (%49,7), geri kalanların ise bilgilendirici (%28,5) ve şiir (%21,7) türünde olduğu, bu bulguya paralel olarak da en çok sorunun öyküleyici metin türünde olduğu belirlenmiştir. İkinci olarak, Türkçe ders kitaplarındaki metne dayalı anlama sorularının büyük bir kısmının metin içi anlama sorularından oluştuğu (%78,3), metin dışı sorulara az yer verildiği (%21,7), metinler arası soruların ise hiç sorulmadığı anlaşılmıştır. Üçüncü olarak, metne dayalı anlama sorularının Barrett taksonomisine göre, büyük bir kısmının basit anlama (%66,8) düzeyinde olduğu belirlenmiştir. Yeniden organize etme (%10,4), çıkarımsal anlama (%8,8), değerlendirme (%12,6) ve takdir (%1,4) türünde sorulara da az oranlarda yer verildiği belirlenmiştir.

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The Acquisition of Comprehension Skills among High and Low Achievers of Year 4 to 6 Students in Primary School

Cited by 7 publications

References 2 publications

Investigating Literal and Inferential Comprehension Achievement of Grade Six Students

Investigating Literal and Inferential Comprehension Achievement of Grade Six Students

Exploring Students’ Difficulties in Comprehending Exposition Text Towards POE Strategy

Examining Text-Based Comprehension Questions in Turkish Textbooks of the 1st- the 8st Graders

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