درک مطلب

Reading is one of the most important academic skills. Many researchers have considered the ultimate goal of reading to be comprehension and therefore believe that emotional factors have a great influence on it. It is necessary to examine the predictability of reading comprehension based on variables of reading motivation and attitude towards it. This research was conducted with the aim of predicting reading comprehension based on reading motivation and reading attitude among students in Yazd. The regression method was used to analyze the data. The statistical population of this research includes all sixth grade male and female students in Yazd city in the academic year of 2022-2023, which is 11374 people according to the education statistics. In this research, the multi-stage cluster sampling method was used to determine the sample. Based on the table of Krejcie and Morgan, the sample size included 375 students, which consisted of 193 girls and 182 boys. Students answered Pirls' (2011) reading comprehension questions, reading motivation (Wigfield & Guthrie, 1997) and reading attitude survey (McKenna & Kear, 1999). Multiple correlation methods of SPSS26 software were used for data analysis. The results show that efficient reading, intrinsic reading motivation and academic reading attitude significantly predict reading comprehension (p<0.05). While the external motivation of reading, social motivation of reading and recreational reading cannot significantly predict the reading comprehension (p<0.05).

The present study was conducted to determine the effectiveness of teaching cognitive strategies on different levels of reading comprehension of narrative and informational texts among third grade elementary students of Dezful. This study was based on a multiple-baseline design across subjects. The tool used in this study was a set of teacher-made comprehension tests that included 20 texts matched in both narrative and informational genres. The study was conducted in 60 individual sessions for three subjects, Comprehension was assessed orally by semi-structured interviews. Finally, using graphical analysis and two nonoverlap methods i.e. NAP and TAU in Excel 2019 the effect sizes was calculated, and the results were discussed. After analyzing the data, although the effectiveness of strategic instruction method was evaluated, there was no significant difference between comprehension of the experimental and control subjects. However, in the separate analysis of the texts, it was observed that in the narrative texts, strategic instruction is more effective than the traditional one with effect sizes of 83% and 67%. Also, a similar significant difference was observed between subjects' reading comprehension in the levels of literal comprehension and reorganization, but no significant difference was found in the level of inferential comprehension. The results of this research showed the effectiveness of strategic instruction on reading comprehension based on low-level thinking.

Considering the vast amount of information on fourth graders’ poor skills in reading comprehension, especially when reading literary and informational texts, and the general agreement on the teaching methods being the main culprit, it was decided to examine the use of the cooperative method of teaching reading as a possible solution for the said problem. A random sample of 100 fourth graders from among 2887 such students in School District 18, was divided into four groups, two experimental groups, and two controls. All groups, before and after the treatment, were given the Reading Literacy Test, taken from PIRLS 2011, and based on two texts, one literary, and the other informational. Data analyses revealed that the use of cooperative method in teaching reading significantly improves reading comprehension skills right across the board.

This study was conducted with the aim of investigating and comparing the effect of transactional strategies, providing effective feedback and using a combination of these two methods on improving the comprehension performance of the fifth-grade students as a complex mixed design with two inter-subject factors “type of education and gender” and an intra-subject factor “test”. The research population included Arāk city fifth grade male and female students and the research sample was selected by multi-stage cluster sampling method from 8 schools and one class from each school (all in all four classes of females and 4 classes of males). Comprehension performance was measured using the publishable questions of PIRLS 2016 study. The validity of the instrument was confirmed by experts and the reliability coefficient was obtained 0.83 by calculating Cronbach's alpha. After conducting the pre-test, the necessary training was provided for the teachers of the participating classes in 12 sessions. They instructed students for 10 weeks according to the instruction of each method, and the control group was instructed using the conventional method of schools. Then, all students participated in the post-test and 6 weeks later in the follow-up test. Data were analyzed by two-factor analysis of variance with repeated measures. The results showed that all three applied instructional methods had a significant effect on improving students’ comprehension performance (p<0.0001). Significance of the interaction between teaching methods and gender (P<0.5) showed that although students’ gender did not affect their comprehension performance (p=0.179), but the combined teaching method had an enormous effect on females’ performance. The results of follow-up test showed that the continuity of effectiveness of the applied methods was acceptable and the scores of post-tests and follow-up ones were not significantly different.

The current study aimed at comparing the effects of computerized dynamic assessment(CDA), dynamic assessment (DA) and static assessment (SA) on reading comprehension performance. Additionally, the learners' attitudes towards the SA, DA and CDA were also investigated. The participants of the present study included 60 Iranian EFL learners. The learners’ reading performance was tested to assure that the three groups were not significantly different in terms of reading comprehension prior to treatment. After checking their readability were followed by some reading comprehension questions. Following that, one of the groups received DA for reading comprehension questions via receiving the least implicit to most explicit hints provided by the teacher until the learners came up with the correct responses. As for the CDA group the software provided hints in a step-wise manner from the most implicit to the most explicit for the learners until they came up with the right response. The treatments lasted for four sessions and immediately afterwards the learners in the three groups sat for the reading comprehension posttest. Moreover, 10 participants in each group were interviewed to explore their attitudes towards SA, DA and CDA. The results of statistical analysis indicated that both DA and CDA had significant effects on improving the participants’ reading comprehension performance. Moreover, it was revealed that CDA was significantly more effective on reading comprehension performance compared with DA. The analysis of interview contents indicated that overall the participants held more positive attitudes towards the CDA compared to the conventional DA and SA assessment types.

Children learn languages in their early years of life and can effectively communicate with people around them. Given the complexities of today's societies and the movement of societies towards globalization, the need is felt for a common language to make possible the transmission of concepts and messages. From the various existing languages, English is considered an international language, which people of different ages are trying to acquire. There are different instructional methods for teaching English vocabulary (Badeley, 1990). The aim of the present study was to examine the role of pictures and gestures as nonverbal aids in facilitating the preschoolers' learning of the vocabulary of a novel language. Research questions: Q1: Is there any significant difference in the preschoolers’ recall and comprehension of new words when presented under the following conditions: the word alone, the word with pictures, and the word with a gesture? Q2: Is there any significant difference between female and male preschoolers in their recall and comprehension of English words when presented under the following conditions: the word alone, the word with pictures, and the word with a gesture?

The present study was conducted through a one - shot design. Sixty 4 to 6- year-old preschool children (30 females, 30 males), selected through the available sampling method from the kindergartens of region 6 in Tehran, consisted the participants of the study. Before the implementation of the main research phase, a pilot study was conducted. In this study, the students’ range of vocabulary was examined and six words that were not taught before were selected. The words included "sunflower", "tongue", "gum", "Rug", "scissors" and "Fig". Six objects per word were shown to the children and they were asked to identify those objects. The child was introduced to a puppet named "Max" and was told that Max comes from a different country and speaks a language different, and thus gives objects different names as they do. Three words were taught under three learning conditions, the words presented along with pictures, along with a gesture, or alone. The word "sunflower" was taught along with the picture; the word "tongue" was taught along with the gesture and the word "gum" was presented alone. The participants were then tested for their recall and comprehension of the new words using a Recall Test and a Comprehension Test. Of course, the words were tested in a different order from the one in which they were taught to make sure they had learned the words, rather than their order. After the first series of vocabulary was taught and tested, they were reviewed again in the same order and manner as they were taught. Following that, in the second phase of the study, three different words were taught in the stated ways, i.e. with a picture, with a gesture, and alone. The words were then tested and reviewed in the same manner as they were in Phase 1. One week after the training, a follow up was used to examine the students’ recall and comprehension of the six new words. Accordingly, a repeated measures design was used to analyze the data, with the learners’ comprehension and recall scores functioning as the dependent variables and the three different instructional approaches being considered as the independent variables.

The results suggested a significant effect for the way words are presented (i.e. with a picture, with a gesture, and alone) (ŋ2 = 0.37) and comprehension of words (ŋ2 = 0.18). Nevertheless, no significant difference was found between males and females in their recall and comprehension of the words presented in the stated ways. Overall, the participants demonstrated a better comprehension and recall of the words presented with picture and gesture, as compared to those that were presented without any of these teaching/learning assets. However, comparing these two teaching/learning assets (i.e. picture and gesture), the learners showed a better comprehension and recall of the words presented with gesture, as compared to those presented with a picture. The same results were observed for their performance on the follow-up Comprehension Test.

Based on the results, it can be argued that nonverbal aids are effective in increasing learning. The stability of learning using gesture is higher than the other two teaching/learning approaches, namely using pictures and no nonverbal aids. Therefore, the use of gesture to teach is an important method for increasing the learners’ long-time learning. It is an effective way to recall and understand words. Practical implications of findings were discussed.

The current research aimed to study the effectiveness of mindfulness training on attention and comprehension in children with a specific learning disability with impairment in Reading. To assess the impact of mindfulness therapy the quasi-experimental design titled pre-test post-test with a control group was used. In the same vein, 30 specific learning disabilities with impairment in reading students were selected through connivance sampling method from the special learning disability educational and rehabilitation centers in the city of Tabriz in 2017-2018. The Close test and Continuous Performance Test were used to gathering the data in pre and post-test. The experimental group was consisted of 15 participants and was matched with 15 typical students in the control group. Analysis with covariance (MANCOVA) revealed a significant difference between experimental and control groups. The experimental group had been improved in attention and comprehension as a result of the intervention. Results indicated that the program was successful in improved attention and comprehension as a dependent variable. it also could be used with other basic psychological processes related to specific learning disability and other neurodevelopmental disorders groups.

Web-based tools and applications that have the potential to increase motivation and interaction among learners have attracted a lot of attention in the English language learning community. One of the newest web-based technologies used for educational purposes is Moodle, a virtual learning environment with open source. Considering the importance of technology in general and the rarity of studies on the use of Moodle in Second Language Education, this paper examines the impact of second language teaching with the help of Moodle on the ability to understand Iranian learners. For this purpose, in this study, a sample of 46 students of the English language school in one of the Islamic Azad University units in Iran was used as research subjects. In line with the purpose of the research, the students of the experimental group (25) received a combination of learning, in which the moodle was added to in-class education, while the control group students (21) trained only in the same traditional method of in-class education. This study was conducted over a semester for 16 weeks. Statistical analysis of the data indicated that the comprehension function of the experimental group at the end of the period was better than the control group. These findings could have remarkable theoretical implications for teaching English as a second language.

In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students of 8th grade of district 5 Tehran city in 1395-96, and selected by cluster sampling method and randomly selected in 2 experiment groups & 2 control groups (a total of 4 groups). In the pre and post-test, subjects evaluated using the researcher - made test, comprehension and Friedban anxiety Questionnaire (1997). Experimental groups taught to training basic techniques of close reading during 8 sessions. During this period, the control groups did not receive this training. The results were analyzed using Covariance analysis showed as a result of close reading training there is a significant difference in the comprehension and anxiety of the test in the experimental groups than control groups in pre and post-test (p

The purpose of this study was to evaluate the central executive function (including: Updating, Inhabitation, Shifting (Switching)) and phonological loop among students with mathematical word problems solving disability (MWPD).
This study is casual-comparative. In this study, 30 students in grade 4 with average and poor ability in problem solving were selected by the Iran Key Math and by Wechsler Intelligence. The updating by a computer program, the inhibiting by the Stroop, the shifting by the Wisconsin Cards Sorting Test (WCST), the Phonological loop by subtest of Wechsler intelligence were measured.
Analysis of data revealed that there is no significant difference between the students with problem solving disability in their performances in central executive function and phonological loop with average students.
This result emphasizes that two factors of intelligence and reading comprehension have essential roles in ability of mathematical word problems solving

The purpose of the current study was to find out the effect of Reciprocal Teaching on reading and comprehension improvement in fifth grades of elementary female students with Reading Disorders in Tabriz. To this end، 30 students were selected and randomly divided into experimental and control groups. The intervention program consisting of Reciprocal teaching was implemented during eight 45-minute sessions. The instruments used for data collection were Raven''s Colored Progressive Matrices Test، Reading and Dyslexia Test، PIRLS reading literacy Achievement tests، Students Educational and Health documents. Results of data Analysis showed that there is a significant difference between experimental and control groups after removing the effect of pretests as covariates. Therefore، it was concluded that application of Reciprocal teaching can improve the reading comprehension of students with reading disorders.

The present study investigates the effectiveness of Linguistic Play Software Package on reading accuracy and comprehension of students with reading disorder. The design of the study was experimental with a control and experimental group. The population included all male students with reading disorders in Learning Disorders Clinics in Mashhad، Iran (2012-2013). Sampling method was for both experimental and control groups. Twenty students were selected from Learning Disability Clinics in Mashhad Special Education Districts 6 and 3. Each student in the experimental group received training with Linguistic Play Software Package and students in the control group received training with an ordinary method. The Diagnostic Reading Test (Shirazi) was used for reading accuracy and comprehension. To analyze the data، covariance statistical test was used. The results showed that there was a significant difference between reading accuracy (p<0. 05)، and comprehension (p<0. 01) in the post-test of the experimental group and those of pre-test. According to the results of the study، training with Linguistic Play Software Package has more positive effect in increasing reading accuracy، and comprehension than ordinary methods.

The Purpose of this paper: Design and preparation of diagnostic reading comprehension test and relibity and validity for third and fourth and fifth grade students. The sample was 1200 students. The test has two main. Part: I- includes reading skills and part 2- includes: comprehension skills. Reading skills has three sub skills. 1) Fluency 2) vocabulary development 3) phonological awareness and comprehension skills has 8 sub skills: I- main idea 2) simple inference 3) Fact and reality 4) cause and effect 5) sequencing and ordering 6) Drawing conclusion 7) Inter peratation 8) Author’s purpose. This test has two phase. Pilot and essential, in preparing content validity, criterion validity and reliability of test by test retest and Alpha kronbach was assessed. The results showed content validity and reliability was good the relibity was calcutated as by chrombach alpa. The best reliability of sub tests were-fluency-vocabulary and main idea and and in validity the sub tests are fluency and vocabulary and main idea. Diagnostic test are used to measure variety of reading and comprehension skills. Although they can be given as soon as a screening test indicates a child is behind in reading growth, they to read. R.C.test seems to be an appropriate tool for screening reading disorder of elementary school.

This study compared the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students. This study enjoyed an experimental design with pretest، posttest and a control group. The study included all students in second through fifth grade including boys and girls who attended dyslexic learning center in 2011-2012 educational year in Ardabil. The sample consisted of 45 dyslexic students who were selected through available sampling and were assigned to two experimental and a control group. To collect data، Wechsler Intelligence Revised Scale for children and a reading impairment test were used. Multivariate covariance (MANOVA) was used to analyze the data. The findings indicated that compared with the control group phonological awareness strategies and Fernald multi-sensory groups were effective on the improvement of reading skills and comprehension of students with dyslexia. MANCOVA results also showed a significant improvement in reading comprehension and phonological awareness groups compared to the Frnald multi-sensory during the training sessions. Thus، considering the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students is of particular importance.

Abstract: The present study seeks to examine whether the insertion of a symbol for Kasre-ye Ezâfeh in Persian written sequences affects the speed of reading and reading comprehension. Therefore، in order to have a scientific base، some texts containing tatâboɁ-e ezafât were examined by availing from the processing models of reading and parsing principles. The speed of reading of 10 examinees was examined by applying quasi-experimental method and Newton’s Formula. The results indicated the improvement in speed when Kasre-ye ezâfeh was inserted into the text. The lack of this element in the garden-path sentences including tatâbo-Ɂe ezafât brings about some disfluencies; in this case one needs to add reanalysis and repair processes to the parsing. These added processes are the most important causes in the reduction of the speed of reading comprehension because much more time is needed for processing the written sequences. To show this، the phrase markers of some sentences including tatâboɁ-e ezafât were drawn while they were parsed with and without the insertion of the symbol for Kasre-ye ezâfeh to represent the parsing as well as the reanalysis and repair processes iconically. Finally، the sentences in question were studied along with their phrase markers which showed how ambiguity emerged when no symbol for Kasre-ye ezafeh was inserted and how the lack of this symbol distorted reading comprehension and reduced the speed.

The goal of this study was to determine the effectiveness of HSS (Direct stimulation of the hemisphere) and HAS (Indirect stimulation of the hemisphere) neuropsychological methods on increasing the reading perception of students of elementary schools in Karaj. For this regard, 12 students who had received a diagnosis of dyslexia disorder based on clinical interview, an intelligence test and a reading passages and comprehension, received individually neuropsychological task in 30 sessions. Reading passages and comprehension form were used for the evaluation of students in pre and posttest.Follow up tests were administered after a period of one month.Data were analyzed using eye analysis of diagram and percent recover.Results showed that students performed in the posttest better than the pretest in bothReading passages and comprehension.The application of these treatment methods caused lasting effects after one month of treatment in children. The obtained findings emphasized the importance of using neuropsychological tasks so that using HSS+HAS method can increase comprehension in children with dyslexia disorder.

This study is aimed at investigating the impact of task-based learning approach on developed reading comprehension of the EFL learners. To this end، the scores of reading comprehension tests in a group of students experiencing task-oriented method were compared with those of another group taught the common reading and translation method. The participants include 26 master''s degree candidates of educational technology at the Faculty of Educational Sciences، Allameh Tabataba''i University، in the academic year 2012-2013. The researcher randomly selected the subjects from among the female master''s degree candidates of educational technology and divided them into two 13-member groups، namely experimental and control. The experimental group completed the educational text based on the task-oriented lesson plan، and the control group was taught the content with the common method. The measurement tool includes researcher-developed pre-test and post-test on English language reading comprehension at the higher education level. The tests were reliable by 0. 63 and 0. 72 respectively، which was higher than the criterion، i. e. 0. 60. The data analysis method is quantitative، including mean، standard deviation، lowest and highest numbers of the experimental and control groups. The significance test suggested a difference between means of the two groups by means of different t-statistic. Results of the data analysis indicate that the language scores in the experimental group، taught using the task-oriented method، were higher in comparison to those of the control group، taught using the common reading and translation method. Therefore، the task-based method in teaching the English language develops reading comprehension skill of the learners.

This article aims to study the impact of local cohesion and global cohesion on the improvement of high school student's comprehension. The subjects consisted of 240 third-grade high school students who were selected randomly by multistage sampling method. Participants were randomly assigned to four 60-member groups. There were 4 versions of a text that have been differentiated from a cohesive point of view, including LL-HGC,1 HL-LGC,2 LLGC,3 and HLGC4. Each group read one of these versions. After a pre-test, the students have read the experimental text for 30 minutes and at the final stage, a post-test was taken to evaluate their comprehension. A covariance analysis was applied to compare the comprehension of students. The results show that the comprehension scores of those who read the HLGC version were significantly higher than that of the readers of LLGC version (p<0.001). Moreover, the mean scores of those who read the LL-HGC version were significantly lower than that of the readers of HLGC version (p=0.006). Therefore, HLGC, HLLGC, and LL-HGC versions respectively have the most positive effects on the comprehension of the students, and finally, LLGC version stands at the end of this list.