Thesis on reading comprehension

An apple is a fruit that is usually round and red, green or yellow. A banana is another fruit that is yellow. Blue is a color and so forth. However, when you look at the sentence as a whole, it does not make a sense. This nonsense sentence demonstrates the difference between being able to read words and comprehend text.

Reading & Writing

Mikulacky states that reading comprehension is more than just recognizing and understanding words. True comprehension means making sense of what you read and connecting the ideas in the text to what you already know. It also means remembering what you have read. In other words, comprehending means thinking while you read. Thus, based on the explanation above the researcher can sum up that reading comprehension is the act of understanding what readers are being read. It is an intentional, active, interactive process that occurs before, during and after a person Without comprehension, reading is nothing more than tracking symbols on a page with eyes and sounding them out.

People read for many reasons but understanding is always a part of their purpose. Reading comprehension is most important because without it, reading does not provide the reader with any information. Students begin by brainstorming everything their Know about a topic. Bellanca states that KWL Know-Want-Learned strategy is an organizer to help students check theirs prior knowledge of a topic, concept, or process before learning about it.

With this prior knowledge, the brains of the students will When they get new information, students will use their brains to join the old knowledge with the new. Furthermore, He added KWL strategy helps students engage with texts in deliberate and purposeful ways. Then in the second phase they predict what additional information they are likely to need W Want to know , and develop a plan to gather that information. This strategy is particularly effective in setting a purpose for reading of non-fiction text and motivating further reading.

It also encourages students to become involved in active thinking and cooperative learning with their classmates. The main purpose of the KWL Teaching Strategy is to elicit students' prior knowledge of the topic of the text, set reading goals for what they want to know , and monitor their comprehension of the topic after reading the text. KWL strategy is designed to help students develop for more active approach to reading expository material.

The teachers first model and In this way, the benefits of group instruction are combined with individual student commitment and responsibility. The strategy was developed to translate current research findings about the active, constructive nature of reading into an instructional lesson format. It has also been useful in helping the teachers better communicate the active nature of reading in group settings.

And also, will help them make predictions about what they will be reading through the generation of question they would like to have answer, helps students to organize what they have learned when they are finished reading. It provides a structure for recalling what learners know about a topic, noting what they want to know, and finally listing what has been learned and is yet to be learned. Learners begin by brainstorming everything they know about the topic. Learners then generate a list of questions about what they want to know about the topic. These questions are listed in the W column.

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During or after reading, learners answer these questions. What they have learned is recorded in the L column. Purpose of The KWL Know-Want-Learned strategy provides a structure for activating and building prior knowledge, establishing a purpose for reading The strategy can help students reflect and evaluate their learning experience, as well as serve as a useful assessment tool for teachers. Researcher needs to create a KWL chart to guide the students. This can be done on large chart or on the chalkboard. In this step, the researcher takes a role as an organizer as well as the controller.

The researcher explains what the students will do in every column and give information needed to make sure that the students understand the activity. After making the chart, the researcher gives the students the topic and asks the students what they know about it.


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Record all the ideas in the first column. This is a brainstorming activity, which is considered as a great way to begin a reading lesson because it engages all the students, including the silent ones who may not be talking but in listening to their peers.

This step will help the students to structure the content for the next step that is formulating questions to be investigated that bring more meaning and clarify to the topic. Researcher asking the students to write down things they want to know about the topics or generating questions they want to answer as they read the text. These questions they want to answer as they read the text. Questions may be developed from information gleaned in the preceding discussion and from thinking of the major categories of anticipated information.

This process helps the students define their purpose independently for reading. After filling the column, the students are asked to share and discuss their ideas. This is an excellent opportunity to model and show the students the value of inquiry. It is possible that the students do not know what they should ask or what they want to know. To anticipate this condition, the researcher should also provide some questions to guide the students. Doing the K and W column, the researcher takes a role a source. The researcher asks the students to look for the answers of the questions in their W column while they are reading.

As they read, students should note new information in L column. This will help them select important After filling the column, the researcher will help and guide students to classify the information into classes. Students discuss what they have learned from the passage. Questions develop before and during the reading should be reviews to determine how they were solved.

If some questions have not been answers, students can be guided to seek further information in appropriate materials.

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"The Effects of Text-to-Speech on Reading Comprehension of Students wit" by Mary Cece Young

In this step, the researcher will be an assessor who gives feedbacks and do some corrections so that the students will get better understanding about the text. The problem of this research was that Jordanian English teachers use almost one set of reading strategies among which no meta-cognitive strategies as KWL-Plus was used. In an open survey of a pilot study conducted on 70 teachers of English in10 Jordanian public schools and 10 private schools teaching grades seven through ten, the researcher asked the English teachers to list down all the reading strategies they use with their students.

He found that none of them listed The findings indicated that the experimental group of the public school scored higher on the reading comprehension post-tests than their peers did in the control group.

READING COMPREHENSION AND READING STRATEGIES

The researcher concluded that the strategy was effective in improving the reading comprehension performance and recommended that the strategy should be integrated into the English curriculum of the Jordanian schools. The problem of this study was most student need to improve reading comprehension skill because the method of teaching did not support them to read and think.

Moreover, they lacked of practice of appropriate ways and the use of inappropriate reading strategies in the reading instruction. The main gain difference between the pre-test and post-test was 6. That is, students improved their reading ability after learning through KWL-plus technique.

It led the students reluctant to be active reader, and showed negative attitude toward reading English. In addition, the teacher also tended to ignore to train the students to use reading strategy and improving their reading speed.

The effects of reading strategies instruction on reading comprehension of students of legal English

The teacher usually used monotones strategy in teaching reading. In sort, the use of KWL strategy for teaching reading speed is more effective to be applied for the students with high reading attitude. Their research finding and result showed the use of KWL reading strategy can make teaching reading comprehension to students more effective, and make students get achievement in reading comprehension.

This research is different from the research that mentioned above, because this is focus on report text. Actually, KWL strategy is useful to comprehend the text which contains general classification and description. So the writer wants to try to conduct the research focusing on KWL strategy in providing report text. Then, this research will be Because ideally, the first student of SMK must to mastered reading and have skill in reading comprehension for improving their study and job prospects in a globalization society.

This research will achieved if the experiment design will used because the purpose of the experimental research will investigate the possible cause-and-effect relationship by manipulating one independent variable to influence the other variable.