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Crossing the Final Frontier: Exploring the Numeracy Demands of Texts Read in English Language Arts
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In: Numeracy (2019)
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| 62 |
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance
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| 63 |
The importance of early phonics improvements for predicting later reading comprehension
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| 64 |
Disseminating and Hiding Information in Technical Communication Courses: The Case of Patents from the Perspective of Digital Humanities
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| 65 |
Effects of Difficult-to-Read Materials on Learning
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In: Doctoral Dissertations (2019)
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| 66 |
Vocabulary instruction: impacts of using a science notebook in a dual language setting to teach science vocabulary and content.
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2019)
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| 67 |
The Use of Infographics to Enhance Reading Comprehension Skills among Learners
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 230-242 (2019) (2019)
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| 68 |
Applying Metacognitive Strategies in Comprehending English Reading Texts
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 19, Iss 1, Pp 138-159 (2019) (2019)
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Abstract:
Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.
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Keyword:
Education (General); L7-991; Language and Literature; low and high performance students; metacognitive reading strategies; P; reading comprehension
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URL: https://doaj.org/article/0633a6da71584565b590f366e221c57b
https://doi.org/10.24167/celt.v19i1.1863
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| 69 |
Correlation of Students’ Vocabulary Mastery and Reading Comprehension at the Second grade of SMP Negeri 1 Kolaka
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In: ELT Worldwide: Journal of English Language Teaching, Vol 6, Iss 1, Pp 93-104 (2019) (2019)
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| 70 |
Improving Students' Reading Comprehension of Report Text with KWL Strategy
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In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 1, Pp 25-36 (2019) (2019)
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| 71 |
Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1
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In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 1, Pp 60-77 (2019) (2019)
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| 72 |
The Correlation between Students’ Reading Comprehension and Their Paraphrasing Ability in Narrative Text
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In: ELT Forum: Journal of English Language Teaching, Vol 7, Iss 2, Pp 40-46 (2019) (2019)
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| 73 |
THE EFFECTIVENESS OF “THIEVES” TEACHING STRATEGY IN TEACHING READING COMPREHENSION AT THE SECOND GRADE OF MA NIPI RAKHA IN THE ACADEMIC YEAR OF 2018/2019
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 9, Iss 2, Pp 265-275 (2019) (2019)
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| 74 |
From grammar to reading: a study on referential dependencies
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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| 75 |
Examining Elementary Students' Purposeful and Ancillary Prior Knowledge Activation When Reading Grade Level Texts
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In: Reading Horizons: A Journal of Literacy and Language Arts (2019)
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| 76 |
MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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| 77 |
Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children.
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In: Autism research : official journal of the International Society for Autism Research, vol 11, iss 4 (2018)
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| 78 |
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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| 79 |
A Case Study of Literature Discussions with Spanish-English Emergent Bilingual Children
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In: Dissertations (2018)
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| 80 |
The Effect of Reciprocal Mapping on Third-Grade Students’ Reading Comprehension Achievement and Reading Attitude
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In: FIU Electronic Theses and Dissertations (2018)
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