The effects of cultural based texts on upper primary school students reading comprehension

Acquiring reading comprehension is a very challenging task especially among English as a secondlanguage readers as it does not only depend on the information in the printed text but also onthe activation of information or schemata in the readers mind. Schema theory proposes that a readers background...

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Main Author:	Indhira Thirunavukarasu
Format:	thesis
Language:	eng
Published:	2021
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=5704
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institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Indhira Thirunavukarasu The effects of cultural based texts on upper primary school students reading comprehension
description	Acquiring reading comprehension is a very challenging task especially among English as a secondlanguage readers as it does not only depend on the information in the printed text but also onthe activation of information or schemata in the readers mind. Schema theory proposes that a readers background knowledge impacts memory, reading comprehension, interpretationand reading rate. The purpose of this research was to investigate the impact of culturalbased texts on reading comprehension in a multi-racial setting. An exploratory case study researchdesign was used in this research. The retelling technique in written form and an interviewwas used as instruments in this research to find out respondents comprehension of theculturally familiar and unfamiliar texts. In addition, a comprehension test was administeredto gather data. The research instruments employed in this research were culturally familiar and unfamiliar texts, retelling assessment, comprehension tests and aninterview. In addition three different forms of text were used to ensure that the form oftext did not impact the results of the study. Thus a thorough and an in-depth research was carriedout. The findings of the study shows that the existence of cultural schemata and the activation ofthe appropriate schema are more important in determining the comprehensibility of a cultural basedtext. The type of text only plays a secondary role. This research implicates that reading variouscultural texts in classrooms enriches students cultural schemata and thus teachers, examiners,education policy makers and resource creators should play their role in assistingstudents tocomprehend cultural based texts.
format	thesis
qualification_name
qualification_level	Doctorate
author	Indhira Thirunavukarasu
author_facet	Indhira Thirunavukarasu
author_sort	Indhira Thirunavukarasu
title	The effects of cultural based texts on upper primary school students reading comprehension
title_short	The effects of cultural based texts on upper primary school students reading comprehension
title_full	The effects of cultural based texts on upper primary school students reading comprehension
title_fullStr	The effects of cultural based texts on upper primary school students reading comprehension
title_full_unstemmed	The effects of cultural based texts on upper primary school students reading comprehension
title_sort	effects of cultural based texts on upper primary school students reading comprehension
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2021
url	https://ir.upsi.edu.my/detailsg.php?det=5704
_version_	1747833221406523392
spelling	oai:ir.upsi.edu.my:57042021-03-25 The effects of cultural based texts on upper primary school students reading comprehension 2021 Indhira Thirunavukarasu LB Theory and practice of education Acquiring reading comprehension is a very challenging task especially among English as a secondlanguage readers as it does not only depend on the information in the printed text but also onthe activation of information or schemata in the readers mind. Schema theory proposes that a readers background knowledge impacts memory, reading comprehension, interpretationand reading rate. The purpose of this research was to investigate the impact of culturalbased texts on reading comprehension in a multi-racial setting. An exploratory case study researchdesign was used in this research. The retelling technique in written form and an interviewwas used as instruments in this research to find out respondents comprehension of theculturally familiar and unfamiliar texts. In addition, a comprehension test was administeredto gather data. The research instruments employed in this research were culturally familiar and unfamiliar texts, retelling assessment, comprehension tests and aninterview. In addition three different forms of text were used to ensure that the form oftext did not impact the results of the study. Thus a thorough and an in-depth research was carriedout. The findings of the study shows that the existence of cultural schemata and the activation ofthe appropriate schema are more important in determining the comprehensibility of a cultural basedtext. The type of text only plays a secondary role. This research implicates that reading variouscultural texts in classrooms enriches students cultural schemata and thus teachers, examiners,education policy makers and resource creators should play their role in assistingstudents tocomprehend cultural based texts. 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=5704 https://ir.upsi.edu.my/detailsg.php?det=5704 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abdelaal, N. M., & Sase, A. S. (2014). Relationship between Prior Knowledge and ReadingComprehension. Advances in Language and Literary Studies, 5(6), 125-131.Abdualameer, R. T. (2016). Effects of Text Types and Reading Strategies on Reading ComprehensionPerformance. University Sains Malaysia. Penang, Malaysia.Abidin, M. J. B. Z., Pourmohammadi, M., & Lean, O. C. (2014). The online reading habits ofMalaysian students. Reading Matrix:An International Online Journal, 14(2), 164-172. 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