Using Structural Equation Modeling to Investigate Students’ Reading Comprehension Abilities

Students in an undergraduate human development course (N = 215) participated in a brief assessment of their reading (comprehension level, reading speed, comprehension rate) and multiple-choice test-taking skills on the second day of class. Students first read a one-page, 400-word passage unrelated to the course and then answered 10 multiple-choice questions over the passage without referring back to the passage. To control for test-taking skills, students also answered 10 multiple-choice questions from an equivalent passage they did not read. Videotapes of student participation permitted individual assessment of time required to complete each phase. Subsequently, during the semester students took five 50-item multiple-choice exams over the major units in the course. Results showed that the brief reading comprehension measures predicted multiple-choice exam performance and that comprehension level accounted for most of the variance in exam performance. Discussion focuses on enhancing brief reading assessment procedures by including direct measures of comprehension. Keywords: Reading Comprehension, Reading Comprehension Rate, Test-taking, College Grades ********** Several measures predict success in college courses, including measures of critical thinking, generic vocabulary, background knowledge, and reading comprehension (Behrman & Street, 2005; Jackson, 2005; Williams & Eggert, 2002; Williams, Oliver, Allin, Winn, & Booher, 2003a; Williams, Oliver, Allin, Winn, & Booher, 2003b; Williams, Oliver, & Stockdale, 2004; Williams & Worth, 2002). Not all course activities require high-level critical thinking, an advanced vocabulary, or background knowledge, but virtually all course activities require student reading of course material (Behrman & Street, 2005). Thus, the current study focused on reading comprehension measures as predictors of success in a large undergraduate course. Although reading comprehension is predictive of student success (Jackson, 2005), reading speed or fluency may also be related to comprehension levels, effort required to read, and reinforcement for reading (Skinner, Pappas, & Davis, 2005). Researchers have measured reading fluency by timing students' oral reading and scoring word accuracy. These data are then used to calculate words correct per minute (WCM), which has been shown to correlate with reading comprehension and other reading skills as measured via standardized, norm-referenced tests with strong psychometric properties (Deno & Merkin, 1977; Deno, Merkin, & Chiang, 1982; Fuchs, & Fuchs, 1992; Fuchs, Fuchs, Hosp, & Jenkins, 2001; Fuchs, Fuchs, & Maxwell, 1988; Hintze & Shapiro, 1997; Jenkins & Jewell, 1993). These studies provide support for several theories that suggest causal mechanisms for explaining the relationship between reading speed and comprehension. Students who read rapidly and are not required to apply their attention or other cognitive resources (e.g., working memory) towards decoding words have more cognitive resources available to apply towards comprehension. Additionally, as time passes information may become inaccessible (e.g., fading from working memory). Thus, as they read, rapid readers may have access to more information from material read earlier than slow readers, which may enhance their ability to synthesize information as they progress through passages (LaBerge & Samuels, 1974; Perfetti, 1992; Rasinski, 2004; Stanovich, 1986). Reading, like many other skills, improves as people choose to spend more time engaged in the activity (Daly, Chafouleas, & Skinner, 2005; Stanovich, 1986). Even when slower readers are able to comprehend the material at the same level as rapid readers, rapid readers are more likely to choose to read the assigned work because it requires less time and effort and results in a higher rate of reinforcement (Billington, Skinner, Hutchins, & Malone, 2004; Skinner, 1998; Skinner, 2002; Skinner, Neddenriep, Bradley-Klug, & Ziemann, 2002; Skinner, Wallace, & Neddenriep, 2002). …

This research is motivated by the low interest in reading and weak text comprehension skills among students, which are one of the main challenges in learning English. The main objective of this study is to analyze the effectiveness of the Problem-Based Learning (PBL) method in improving students' reading comprehension skills. This study uses a quantitative approach with a pretest-posttest control group design. The research subjects consisted of two classes, namely the experimental class taught using the PBL method and the control class taught using conventional methods. The results showed that the average reading comprehension score of students in the experimental class was significantly higher than that of the control class. The application of the Problem-Based Learning (PBL) model has a positive effect on students' reading comprehension skills. Students who learn through PBL are more active in the learning process because they are involved in solving problems directly related to the reading text. These findings prove that the PBL method is effective in improving students' reading comprehension skills. Thus, PBL can be used as an alternative reading learning strategy in teaching English in secondary schools.

The purpose of the study was to examine the role of short stories on students' reading comprehension. To achieve its objective, this Quasi-Experimental study utilized pre-test and post-test design. The participants were classified into group 1, the Experimental Group, and Group 2, the control group. Data were collected through the pre-test and post-test reading tests. Then, the data were analyzed using SPSS 24, based on average scores, standard deviation, descriptive statistics, and t-tests for pre and post-test analysis. The findings of the study showed that students who learned to read through the technique of using carefully selected short stories improved their reading comprehension and reading skills more than students that studied with the other approach of using the national instructional material. Based on the study’s findings, it has been determined that learning to read with the help of short stories improves students' reading comprehension. The literary texts helped in students' learning strategies, in students' attention, and the improvement of students’ reading skills that indirectly improved their reading comprehension.

This study aimed to examine the effect of interactive reading aloud (IRA) lessons on students’ reading comprehension levels, reading motivation, and reading fluency skills. A mixed experimental design was used to model the study. This study was conducted in a Turkish public school in the academic year 2017–2018, with 62 second-grade students, 22 in the first experimental group, 20 in the second experimental group, and 20 in the control group, and it lasted for 11 weeks. The IRA lessons within the research scope were performed by the researcher in one experimental group and by a second-grade teacher who was responsible for the class itself in the other experimental group. Reading Comprehension Rubric, Motivation to Read Profile scale, and Rubric for Reading Prosody were used as the data collection tool. The findings of the study revealed that reading comprehension, reading motivation, and reading fluency levels of the students in the experimental groups were higher than those of the students in the class, where lessons were taught on the basis of the current Turkish lesson curriculum. Furthermore, it was determined that IRA practices improved students’ levels of reading comprehension, reading motivation and reading fluency skills, independently of the practitioner.

Purpose This study examined resilience mechanisms influencing Grade 9 reading fluency and reading comprehension skills. Performance in reading fluency and comprehension in Grade 1 (age 7–8 years) was considered a risk factor for Grade 9 (age 15–16 years) reading performance. We focused on the potential promotive and protective effects of cognitive skills, motivational and parental factors, and gender on reading. Promotive factors benefit all individuals regardless of their level of risk, while protective factors generate more benefit for individuals at higher risk compared with those at lower risk. Method Data from a longitudinal Finnish sample of approximately 2,000 individuals were analyzed. Promotive and protective factors were examined separately for reading fluency and comprehension. Promotive factors were identified as main effects while controlling for Grade 1 performance. Protective factors were identified based on significant interactions with the risk factor, i.e. Grade 1 reading fluency and comprehension skills, and the signaling of gap-closing effects between those at lower and higher risk. Results Most examined skills and factors were identified as promotive factors for reading fluency and comprehension. Four protective factors emerged for reading fluency: pre-literacy skills, arithmetic fluency, oral language, and homework persistence. Oral language was identified as a protective factor for reading comprehension. Two additional significant interactions emerged for reading fluency: parental teaching of reading and parental support with reading-related homework, but they did not conform to the classic protective factor model. Conclusion This study advances the application of constructs indicating resilience in reading research and sheds light on factors that provide promotive and protective support for early reading skills development.

This study examines the connection between secondary school students' reading comprehension skills, reading habits, and cognitive abilities. Given the increasing significance of reading comprehension for academic achievement, especially in high-stakes exams, it is essential to comprehend its cognitive and behavioural underpinnings. Examining the relationship between reading comprehension skills, cognitive capacities, and reading habits in secondary school-aged boys and girls is the goal of this study. In the Raichur district of Karnataka, 720 secondary school pupils participated in a descriptive quantitative study. Using stratified random sampling, participants were chosen. According to the study, comprehension of language structures, syntax, and cognitive processes like memory, attention, and problem-solving are all important components of reading comprehension. The main results showed that cognitive abilities correspond with both reading habits and comprehension skills and that reading habits significantly improve comprehension ability. The study offers insightful information for teachers, indicating that pupils' comprehension skills can be greatly enhanced by encouraging positive reading habits and comprehending cognitive development. Additionally, it provides helpful suggestions for enhancing instructional methods, like tailored interventions based on reading habits and cognitive profiles. In order to promote improved learning outcomes, the results also emphasize how crucial it is to incorporate cognitive skill development into language instruction.

The focal point of this research is to gauge the relationship between the reading comprehension level, problem-solving skills and academic performance of Grades 6 pupils of all the elementary schools in Carmen West District, Division of Bohol, Philippines. Specifically, this study sought to determine the academic performance of the elementary pupils in terms of four key subjects, namely: English, Science, Mathematics and other subjects such as Filipino, HEKASI, EPP and MAPEH. Further, this study presented also the profile of the pupils’ reading comprehension based on the following levels: Literal, Interpretative, Critical-Analysis and Application and their problem-solving skills’ profile. Pearson Moment Product Correlation Coefficient was employed to determine the correlation between the level of reading comprehension and the two identified variables, namely: academic performance and problem-solving skills of the respondents. To prove the validity and reliability of the obtained Pearson r, it was checked against the Table of Critical Values of the Pearson r at .05 level of significance. On the reading comprehension level and academic performance, results unfolded that there is a significant correlation between reading comprehension and academic performance and this finding implies that the reading comprehension is a contributory factor to improve pupils’ academic performance. Moreover, on the reading comprehension level and problem-solving skills, the result indicates that there is a significant correlation between reading comprehension and problem-solving skills. This study concludes that reading comprehension is a contributory factor to the improvement of pupils’ academic performance and problem-solving performance. The researcher recommends that school administrators look into the possibilities of providing more supplementary materials in the form of books and other reading materials so that pupils can use it for further learning and to organize seminars and workshops, special trainings in order to fully equip the teachers with more knowledge and skills in teaching reading strategies. Teachers may organize functional educational programs, remedial classes and enrichment activities to improve pupils’ comprehension skills through systematic comprehension instruction.

In this study, it is aimed to determine the problem-solving success of primary school third grade students according to their reading skills and their difficulties in problem solving process. The data were obtained through the reading comprehension text consisting of a total of 12 questions for the reading skills of the participants and six open-ended questions for mathematics problem solving skills. In the study, a case study (a qualitative one) was used because it was aimed to determine the difficulties faced by the students in problem solving stages and to investigate the behaviors in problem solving process according to their level of reading comprehension skills. With this aim, the interviews were conducted with the participant students consists of six third grade students, who represent high-middle-low group depending on the level of reading comprehension, selected from a total of ninety-third grade students in the province of Kocaeli in 2018-2019 academic year. The obtained data were analyzed using descriptive statistics. According to the results of the study, it was understood that the students with low level of reading comprehension had problems in all stages of problem solving while the students with high level of reading comprehension were successful in all problem-solving stages. Besides, these students had problems in controlling the solution and problem formation stages in general according to the level of reading comprehension. Additionally, the results were discussed in the light of the literature and suggestions were made for the difficulties in problem solving depending on the level of reading comprehension.

PurposeThis study examines the developmental interplay between silent reading fluency and reading comprehension from Grade 1 to Grade 9 (age 7 to 15) in a large Finnish sample (N = 2,518). Of particular interest was whether the associations are bidirectional or unidirectional.MethodsChildren’s silent reading fluency and reading comprehension skills were assessed using group-administered tests, at seven time points, in Grades 1, 2, 3, 4, 6, 7, and 9. A random intercept cross-lagged panel model with latent factors was used to identify between- and within-person associations between silent reading fluency and reading comprehension. The use of latent factors allowed for the controlling of measurement error.ResultsThe model showed that silent reading fluency and reading comprehension correlated at the between-person level, indicating that those who were proficient in one reading skill were typically good at the other also. At the within-person level, however, only some developmental associations emerged: in the early reading acquisition phase (Grade 1–2), silent reading fluency predicted reading comprehension, and in adolescence, reading comprehension weakly predicted silent reading fluency (Grade 7–9).ConclusionsThe results thus suggest only weak developmental within-person associations between silent reading fluency and comprehension, although some unidirectional associations emerged with a change in the direction of the associations over time.

The relationship between language and thinking and the effect of these two skills on each other is accepted by field experts, but the level of the relationship is still a matter of debate. In this research, some part of the relationship between language and thought has been dwelled upon. The aim of the research is to determine the 7th grade students' reading, listening comprehension and creative thinking levels; to determine the relationship between reading comprehension and creative thinking and listening comprehension and creative thinking skills. The data of the study, which is a descriptive field study in the relational screening model, was collected from a total of 380 7th grade students, 199 women and 181 men, in the 2019-2020 academic year. As a data collection tool within the scope of the research; "Reading Comprehension Achievement Test", "Listening Comprehension Achievement Test" and "Torrance Creative Thinking Test Verbal A Form" were used. The analysis of the data was done by pearson correlation analysis. Secondary school students' reading comprehension levels are medium, and their listening comprehension levels are medium. As a result of the correlation analysis, most significant correlation is between reading comprehension and listening comprehension, and the least significant correlation is between reading comprehension and fluency, which is a sub-dimension of creativity. There is a positive, statistically significant relationship between the listening comprehension and creative thinking skill scores. There is a positive and statistically highly significant relationship between reading comprehension and listening comprehension skill scores. There is a positive, significant relationship between reading comprehension and creative thinking skill skills. All of the relationships are statistically significant.

Araştırmada, akıl ve zekâ oyunlarının ilkokul 1. sınıf öğrencilerinin okuma becerileri ve okuma tutumları üzerindeki etkisini ortaya çıkarmak amaçlanmıştır. Nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel desen kullanılan araştırmanın çalışma grubunu, 2021-2022 eğitim-öğretim yılında birinci sınıfa başlayan deney grubu ve kontrol gruplarında 18’er öğrenci olmak üzere toplam 36 öğrenci oluşturmaktadır. Gruplar ölçüt örnekleme yöntemiyle belirlenmiş, örneklem seçiminde ilkokul 1. sınıf öğrencilerinin zekâ oyunları oynamamış olmaları dikkate alınmıştır. Araştırma da dört farklı değerlendirme ölçeği veri toplama aracı olarak kullanılmıştır. Bunlar; Okuduğunu anlatma yoluyla okuduğunu anlamayı değerlendirme rubriği, Prozodik okuma ölçeği, Okumaya yönelik tutum ölçeği ve Okumayı değerlendirme formudur. Uygulama, ön test ve son test süreçleri ile birlikte 10 hafta devam etmiş, sözel zekâ oyunlarından resfebe, anagram, kelime üretme oyunu, sözcük avı, hafıza kartları oyunları kullanılmıştır. Verilerin normal dağılım gösterip göstermediği analiz edilmiş (Skewness ve Kurtosis değerleri ve Shapiro-Wilk Testi ile), verilerin normal dağıldığı sonucuna ulaşılmıştır. Araştırma verileri SPSS paket programı kullanılarak analiz edilmiş; frekans, yüzde, aritmetik ortalama, Bağımsız Gruplar T-Testi ve Bağımlı Gruplar T-Testi ile değerlendirilmiştir. Araştırma sonucunda akıl ve zekâ oyunları deney grubu öğrencilerinin; Okuduğunu Anlama Becerisi, Prozodik Okuma, Okuma Hızı ve Okuma Tutumlarında anlamlı bir fark ortaya çıkarmış fakat okuma hatalarına bir etkide bulunmamıştır. Ayrıca akıl ve zekâ oyunlarının cinsiyete yönelik etkisine bakıldığında; Okuduğunu Anlama Becerisi, Prozodik Okuma, Okuma Hızı ve Okuma Tutumları üzerinde bir farklılık ortaya çıkarmadığı sonuçlarına ulaşılmıştır.

هدفت هذه الدراسة إلى معرفة فاعلية مدخل قراءة الصورة في تنمية الفهم القرائي والمهارات الحياتية في مقرر لغتي الجميلة لطالبات الصف السادس الابتدائي في منطقة الباحة في المملكة العربية السعودية. ولتحقيق هدف الدراسة. تم استخدام المنهج شبه التجريبي باعتباره الأقرب لتحقيق هدف الدراسة لمعرفة أثر العامل التجريبي (فاعلية مدخل قراءة الصورة) على (تنمية الفهم القرائي والمهارات الحياتية) على المجموعة التجريبية. وقد تم إعداد أداة الدراسة والمتمثلة في الاختبار التحصيلي، حيث تم تقسيم الطالبات إلى مجموعتين المجموعة التجريبية والتي سيتم تطبيق الدراسة عليها، والمكونة من (37) طالبة، والمجموعة الضابطة والمكونة من (37) طالبة. وقد أظهرت الدراسة العديد من النتائج، والتي من أهمها: توصلت الدراسة إلى (23) مهارة من مهارات الفهم القرائي اللازمة لطالبات الصف السادس في مقرر لغتي الجميلة بمدارس منطقة (مدينة الباحة)، تم إدراجها في خمسة مجالات رئيسة، وهي: (مهارات الفهم الحرفي، ومهارات الاستنتاج الحرفي، ومهارات الفهم النقدي، ومهارات الفهم التذوقي، ومهارات الفهم الإبداعي)، بالإضافة إلى توصل الدراسة إلى (10) مهارات من المهارات الحياتية اللازمة لطالبات الصف السادس في مادة اللغة العربية بمدارس منطقة الباحة (مدينة الباحة)، وقد أظهرت نتائج التحليل الإحصائي وجود فروق ذات دلالة إحصائية بين متوسطي درجات طالبات المجموعتين التجريبية والضابطة في مهارات الفهم القرائي، ومهارات الحياة البعدي لصالح المجموعة التجريبية، مما يعني أنَّ توظيف مدخل الصور يحدث فاعلية واضحة في تدريس الطالبات. وقد أوصت الدراسة بالعديد من التوصيات والتي من أهمها: دعوة القائمين على تخطيط المناهج في المملكة العربية السعودية إلى إعادة النظر في بناء نشاطات التعليم، والعمل على توازن مهارات الفهم القرائي، ومهارات الحياة في جميع المجالات بشكل متوازن ووفق منهجية محددة.

This research investigated how students' motivation to read correlates with their reading comprehension skills, focusing on first- and second-year students enrolled in the Education course, the Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs at Southern de Oro Philippines College for the School Year 2024-2025. The researchers employed a descriptive correlational research design with content analysis, along with a questionnaire to assess students' intrinsic and extrinsic motivation for reading, and the Philippine Informal Reading Inventory (PHIL-IRI) to evaluate their comprehension skills across different levels: literal, interpretive, inferential, and critical. The study involved 96 students through a stratified random sampling. Data were analyzed using Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient. Results showed that students have high intrinsic and moderate extrinsic motivation for reading. They performed best in understanding literal texts but struggled with critical comprehension involving higher-level thinking. Notably, a significant correlation existed between reading motivation and comprehension, indicating that while students were good at grasping basic information; however, they found it challenging to critically analyze and evaluate the material they read. The findings suggested that only extrinsic motivation like rewards positively associated with reading comprehension. Therefore, it is recommended that teachers may balance praise and grades with making reading enjoyable to improve motivation and comprehension skills.

The publication trend related to reading comprehension studies in the last decade has sharply grown. Nevertheless, studies offering comprehensive bibliometric and bibliographic reviews related to reading comprehension studies have not been conducted nor also found in the journal or conference proceeding. The purpose of this study is to present a bibliographic and bibliometric review of the numerous documents studying reading comprehension skills. A bibliometric analysis was performed to carry out this study whereby 1,681 eligible documents from the Scopus database published from 2013 to 2022 were used as research materials. Results showed that in 2013-2022, the publication trend of reading comprehension studies slightly increased while the citation trend on the documents regarding reading comprehension skills tended to fall sharply. Additionally, at least there were several major emerging themes of reading comprehension studies such as methodology, language, educational level, reading disability, reading intervention, reading comprehension predictor, and moderating factor of reading comprehension. This study implies that researchers in the field of Indonesian language education can focus on the utilization of Indonesian textbooks in investigating learners’ reading comprehension skills, develop innovative and effective reading interventions to enhance learners’ reading comprehension skills, and explore some other moderating factors of reading comprehension skills such as ethnicity, culture, geographical location, and textbook topic.

This study examined the reading comprehension and numeracy skills of Grade III learners in the District of Dueñas, Iloilo, for the 2023-2024 school year, providing a basis for the development of instructional modules. Specifically, it aimed to assess learners' reading comprehension and numeracy performance overall and when categorised by parents’ educational attainment, socio-economic status, availability of educational materials, hours spent on problem-solving, and family environment. Employing a descriptive research design, the study involved randomly selected Grade III learners from the district. Data were collected using a 30-item Enhanced Regional Unified Numeracy Test (ERUNT) and the Comprehensive Rapid Literacy Assessment (CRLA) Tool. Statistical analyses included frequency, percentage, mean, standard deviation, the Kruskal-Wallis test, and the Mann-Whitney U test, with a significance level of 0.05. Findings revealed a significant relationship between the learners’ level of reading comprehension skills and their performance in numeracy. The results indicated that reading comprehension skills significantly influence numeracy performance, suggesting that efforts to improve learners' comprehension abilities are likely to enhance their numeracy skills as well, given the strong interrelationship between these two variables.