A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students
The main aim of this study is to determine the effectiveness of using adapted comprehensive passages in enhancing the learning of reading comprehension in Year 5 classroom. Specifically, this study investigated the students' ability in understanding the passages in Year 5 KBSR textbook. The sa...
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2010
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Shaari, Ahmad Jelani |
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LB Theory and practice of education |
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LB Theory and practice of education Wong, Chee Ching A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students |
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The main aim of this study is to determine the effectiveness of using adapted comprehensive passages in enhancing the learning of reading comprehension in Year 5
classroom. Specifically, this study investigated the students' ability in understanding the passages in Year 5 KBSR textbook. The samples were 30 Year 5 students of SJK
Wah Man, Sarikei. The study was conducted through experimental method. The research instruments are questionnaires, observation, pre-test, post-test and interview. The data was analyzed using the SPSS software. From the study, it was found that students can understand better when the teacher taught reading comprehension using the adapted comprehensive passages. From the result of the paired t-test , the mean (M = 53.73) for the post test was significantly higher than the mean (M = 44.47) for the pretest. As a result, there was evidence to indicate that the teaching of reading using the adapted comprehensive passages was effective and enable students to better understand the passages in SJK Wah Man. The finding was used to make suggestions for teachers to improve the teaching and learning of reading comprehension skills in their classrooms. |
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Master's degree |
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Wong, Chee Ching |
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Wong, Chee Ching |
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Wong, Chee Ching |
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A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students |
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A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students |
title_full |
A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students |
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A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students |
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A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students |
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study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students |
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Universiti Utara Malaysia |
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College of Arts and Sciences (CAS) |
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2010 |
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https://etd.uum.edu.my/4278/1/s802784.pdf https://etd.uum.edu.my/4278/2/s802784_abstract.pdf |
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my-uum-etd.42782014-12-31T09:29:19Z A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students 2010 Wong, Chee Ching Shaari, Ahmad Jelani College of Arts and Sciences (CAS) College of Arts and Sciences LB Theory and practice of education The main aim of this study is to determine the effectiveness of using adapted comprehensive passages in enhancing the learning of reading comprehension in Year 5 classroom. Specifically, this study investigated the students' ability in understanding the passages in Year 5 KBSR textbook. The samples were 30 Year 5 students of SJK Wah Man, Sarikei. The study was conducted through experimental method. The research instruments are questionnaires, observation, pre-test, post-test and interview. The data was analyzed using the SPSS software. From the study, it was found that students can understand better when the teacher taught reading comprehension using the adapted comprehensive passages. From the result of the paired t-test , the mean (M = 53.73) for the post test was significantly higher than the mean (M = 44.47) for the pretest. As a result, there was evidence to indicate that the teaching of reading using the adapted comprehensive passages was effective and enable students to better understand the passages in SJK Wah Man. The finding was used to make suggestions for teachers to improve the teaching and learning of reading comprehension skills in their classrooms. 2010 Thesis https://etd.uum.edu.my/4278/ https://etd.uum.edu.my/4278/1/s802784.pdf text eng validuser https://etd.uum.edu.my/4278/2/s802784_abstract.pdf text eng public http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000803310 masters masters Universiti Utara Malaysia Abdolmehdi Riazi, S. M. (2004) The Impact of Text Length on EFL Students' Reading Comprehension. Asian EFL Journals, Vol. 6.3, Article 9. Beck, I. L., Omanson, R. C., & McKeown, M. G. (1982). An Instructional Redesign of Reading Lessons: Effects on Comprehension. Reading Research Quarterly, Vol. 17, No. 4, 462-481. Block, E. (1986). The Comprehension Strategies of Second Language Readers. TESOL Quarterly, 20: 3, 463-494. Clarke, M. A. (1980). The Reading in Spanish: Evidence from adult ESL students Language Learning. Great Britain: Longman. Coady, J. (1970). Reading in a Second Language: Hypotheses, organization and practice. Rowley. M. A.: Newbury House. Cziko, G. A. (1980). Language Competence and Reading Strategies: A Comparison of First and Second Language Oral Reading Errors. Language Learning, 30: 1. Davies, F. (1995). Introducing Reading. London: Penguin Books. Eskey, D. E. (1988). Teaching Second Language Reading for Academic Purpose. New York: Cambridge University Press. Fincher-Kiefer, R.(1992). The role of prior knowledge processing in inferential processing. Journal of Research in Reading, 15 (1), 12-27. Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background knowledge of a text. tesol Quarterly, IS, 169- 181. Kitao, K. (1994). Introduction to CAL English Classes. The English Teachers Magazine, 41 (7), 84-89. Malik, A. A. (1995). A psycholinguistic analysis of the reading behavior of eflproficient readers using culturally familiar and culturally nonfamiliar expository texts. American Educational Research Journal, 27, 205-223. Mc Donough, S.H. (1993). Strategy and Skill in Learning a Foreign Language. London: Edward Arnold. Nuttal, C. (1996). Teaching Reading Skills in a Foreign Language. London: Heinemann Educational Books. Nuttal, C. (1996). Teaching Reading Skills in a Foreign Language, (2nd ed.). London: Heinemann Educational Books. Oh, S. Y. (2001). Two types of input modification and EFL reading comprehension: Simplication versus elaboration. TESOL Quarterly, 35(1), 69-96. Osman, S. (1985). Comprehension of Expository Text by Readers of English as a Second Language. New York: Albany. Phyllis, A. (1979). Improving Reading Comprehension: Effects of Sentence Organization Instruction. Reading Research Quarterly, Vol. 15, No. 1, 129-146 Ragan, A. (2006). Using Adapted Texts in ELL Classrooms. Stahl, S. E., Chou Hare, V., Sinatra, R., & Gregory, J. F. (1991). Defining the role of prior knowledge and vocabulary in reading comprehension: The retiring of number 41. Journal of Reading Behavior, 23, 478-508. Steffensen, M. S., Joag-Dev, C., & Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29. Wallace, C. (1998). Reading. Oxford University Press. Witte, (1985). Curriculum Development. New York: Macmillan. |