The Role of prosodic skills in reading comprehension

Whalley, Karen M.

doi:10.5204/thesis.eprints.107458

Cited by 3 publications

(2 citation statements)

References 268 publications

(700 reference statements)

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“…This is evidenced annually by poor performance by learners in the subject in the Kenya Certificate of Secondary Education (KCSE) national examinations (KNEC 2019;2020;2021). This is partly attributed to the learner's lack of word recognition and comprehension skills which affects fluency thus resulting in low achievement in reading and comprehension skills (Kabita, 2015;Piper et al, 2016;Whalley, 2017). The concern raises a question about the challenges that this trend presents to an education system that relies heavily on the use of English to facilitate learning.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Efficacy of Controlled Extensive Reading Tasks on Esl Learning Outcomes

Mudogo,

Barasa,

Matseshe

2023

LLT Journal

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This study sought to establish whether students who are exposed to Controlled Extensive Reading Tasks (CERTs) will have higher learning outcomes during English as a Second Language (ESL) lessons. A 3-month intervention pilot of Controlled Extensive Reading (CER) instruction, was implemented in two secondary schools in Kakamega County, Western Kenya, from February to May 2023. We compared the impacts of the CERTs treatment group in ESL lessons in the pilot school with those of the control group that did not use the intervention but utilized the same instructional components. The findings revealed that assignment to the CERTs pilot group had additional improvement in the target language skills while the control group had somewhat constant learning outcomes. The study is useful to curriculum stakeholders who should consider such results alongside existing implementation strategies in ESL policies and program designs.

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Section: Introductionmentioning

confidence: 99%

Evaluating the Efficacy of Controlled Extensive Reading Tasks on Esl Learning Outcomes

Mudogo,

Barasa,

Matseshe

2023

LLT Journal

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“…They found that many students performed poorly in code comprehension problems, "suggesting that such students have a fragile grasp of skills that are a pre-requisite for problemsolving". Later, Whalley, J.L et al, claimed that the choice of code comprehension tasks by the Leeds group was not informed by the theoretical model [25]. Therefore, they extended the work of the Leeds group by developing a set of code comprehension tasks based on SOLO and Bloom taxonomies.…”

Section: Data Collection Methods For Code Comprehensionmentioning

confidence: 99%

Work in Progress: Understanding CS1 Students’ Code Comprehension Behaviors using Multi-modal Data

Batra,

Atiq

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Literature Review Theoretical FrameworkThis research study is grounded in two theoretical frameworks: Cognitive load theory (CLT) and Control-value theory of achievement emotions (CVT). In the following sections, we briefly explain these theories. Cognitive Load Theory:According to CLT, cognitive load is a construct that measures the load, imposed by a task on the cognitive system of an individual [6]. The load can be characterized as task-based (mental load) and learner-based (mental effort). Task-based cognitive load is imposed by task demands. These demands could be due to the complexity of the task or the

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Teachers’ and Students’ Prosodic Knowledge and Skills: Aid to Reading Comprehension

Castro¹,

Baras²,

Tan³

2018

SSRN Journal

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The Role of prosodic skills in reading comprehension

Cited by 3 publications

References 268 publications

Evaluating the Efficacy of Controlled Extensive Reading Tasks on Esl Learning Outcomes

Evaluating the Efficacy of Controlled Extensive Reading Tasks on Esl Learning Outcomes

Work in Progress: Understanding CS1 Students’ Code Comprehension Behaviors using Multi-modal Data

Teachers’ and Students’ Prosodic Knowledge and Skills: Aid to Reading Comprehension

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