The Effect of Speed Reading Strategies on Developing Reading Comprehension among the 2nd Secondary Students in English Language

Abdelrahman, Mahmoud Sulaiman Hamad Bani; Bsharah, Muwafaq

doi:10.5539/elt.v7n6p168

Cited by 16 publications

(17 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a result of 12-week training of 2*45 minutes per week, including 2 cycles -6 sessions in the first cycle and 4 in the second, Indonesian students demonstrated on average a two-times increase in reading speed and an increase in reading comprehension by almost 10%. [4] studied the impact of speed reading strategies on the development of reading comprehension. The experimental group consisted of students of the University in Jordan, the training was held for one academic year.…”

Section: Modern Studies Of Speed Readingmentioning

confidence: 99%

See 1 more Smart Citation

Speed Reading as a Psychological Problem

Bilaya

2021

E3S Web Conf.

View full text Add to dashboard Cite

The demand for innovative learning methods is dictated not only by the speed of changes and updates of the knowledge system, but also by the enormous growth of data. The need to navigate the vast and dynamically changing field of information requires more sophisticated skills of working with it. Reading is still one of the main ways of gaining knowledge. Improving the reading skill allows not only to work with text information faster and more efficiently, but also to qualitatively change the intellectual abilities of a person by means of speed reading. This study presents a theoretical overview of the modern scientific understanding of speed reading, and examines the psychological aspects (cognitive, motivational-meaning-building) that have an impact on the effectiveness of speed reading learning process. Our aim is to develop an appropriate training program, which will take into account not only the capabilities and limitations of the visual and cognitive systems, but also motivational-meaning-building component, which largely determines the student’s involvement in the lesson and the level of results achieved. The implementation of this program in the educational process will allow to optimize the time and effort necessary to acquire a certain amount of educational knowledge, as well as to increase the motivation and personal interest of the individual in the process of education and self-education.

show abstract

Section: Modern Studies Of Speed Readingmentioning

confidence: 99%

“…The results demonstrated the effectiveness of using speed reading strategies to improve reading comprehension. The data are presented in Table 3 [4]. The influence of reading strategies and speed reading on the development of reading comprehension was also discussed in the work by Amril Amir [5].…”

Section: Modern Studies Of Speed Readingmentioning

confidence: 99%

Speed Reading as a Psychological Problem

Bilaya

2021

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

“…Based on those problems, according to Anderson and Anderson (2003), to make students become active and get involved in reading activities, it is necessary to teach them the various reading strategies because reading with various strategies would make students become critical and creative (Abdelrahman et al, 2014). Teachers should provide the strategies in teaching reading to help students to understand the text.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Reading Comprehension by Using the Strategies of Scanning and Skimming for Institute of Technology Indonesia CIE's Fourth Level Students

Widyawati

Simanjuntak

2023

scope

View full text Add to dashboard Cite

<p>The purpose of this research is to determine the students' of CIE fourth level achievement in reading skill by scanning and skimming strategies, as well as the effectiveness of scanning and skimming strategies at Institute of Technology Indonesia. The pre-experimental research technique was employed by using a one-group pretest-posttest design. The population of this research was a fourth level CIE class of 60 students, and the sample was a class of IV-A pupils of 20 students. The instrument was a 25-question of multiple-choice survey. The findings prior to utilizing the scanning and skimming method, pretest; the maximum score was 80, the lowest score was 56, the mean score was 70.6, the median score was 72; and the mode score was 72, the standard deviation was 8.13, and the variance was 66.15. The posttest findings of the scanning and skimming approach were as follows: the highest score was 100, the lowest score was 72, the mean score was 92, the median score was 96, the mode score was 96, the variance was 80.84, and the standard deviation was 8,99. Based on the findings of the research, the tcount was 4.352 with a significant threshold of 0.05 and the ttable was 2,086, and the scores were compared. As a result, tcount exceeds ttable (4.352 > 2,086). It signifies that the research hypothesis (H1) has been accepted. In conclusion, utilizing scanning and skimming strategies has a considerable influence on reading comprehension at the fourth level students of Institute of Technology Indonesia.</p>

show abstract

“…Fitriani (2014) mentioned several common problems in the EFL reading classroom such as insufficient vocabulary, problems in understanding linguistic complexity including lexical and syntactic knowledge, language inaccessibility, poor reading skills and lack of schemata. Lack of reading exercises among students and training among teachers might be responsible for the poor outcome in terms of reading skills among students, which could result in poor academic performance (Abdelrahman & Bsharah, 2014;Alroud, 2015).…”

Section: Introductionmentioning

confidence: 99%

A Program Based on Interactive Student Response Systems to Develop EFL Students' E-Critical Reading Comprehension Skills at the Faculty of Specific Education.

Awad

Abdallah

El-Wahab

2023

مجلة دراسات وبحوث التربية النوعية

View full text Add to dashboard Cite

The current Study aimed at investigating the effectiveness of a program based on Interactive Student Response Systems to develop EFL Students' E-Critical reading comprehension skills at the Faculty of Specific Education. The researcher used two groups (Control and Experimental) to achieve this purpose. He chose one experimental group randomly consisting of thirty from the four level university students "English Section" who utilized interactive student response systems. In addition, the control group was taught by the traditional method. The researcher designed the EFL e-critical reading comprehension skills test and the program based on interactive student response systems. After performing the statistical analysis, There were statistically significant differences between the experimental and the control groups' mean scores in the post-administration of the EFL E-Critical Reading Comprehension Skills test in favor of the experimental group, and statistically significant difference between the mean scores of the experimental group in the pre-and post-administrations of the EFL E-Critical Reading Comprehension Skills test in favor of the postadministration. Also, There were no statistically significant difference between the mean scores of the experimental group in the post and follow up administration of the EFL E-Critical Reading Comprehension Skills test. Finally, Interactive Student Response Systems had a positive influence on developing the EFL E-Critical Reading Comprehension Skills.

show abstract

The Effect of Speed Reading Strategies on Developing Reading Comprehension among the 2nd Secondary Students in English Language

Cited by 16 publications

References 12 publications

Speed Reading as a Psychological Problem

Speed Reading as a Psychological Problem

Enhancing Reading Comprehension by Using the Strategies of Scanning and Skimming for Institute of Technology Indonesia CIE's Fourth Level Students

A Program Based on Interactive Student Response Systems to Develop EFL Students' E-Critical Reading Comprehension Skills at the Faculty of Specific Education.

Contact Info

Product

Resources

About