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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Main Author:	Wong, Chee Ching
Format:	Thesis
Language:	eng eng
Published:	2010
Subjects:	LB Theory and practice of education
Online Access:	https://etd.uum.edu.my/4278/1/s802784.pdf https://etd.uum.edu.my/4278/2/s802784_abstract.pdf
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id	my-uum-etd.4278
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Shaari, Ahmad Jelani
topic	LB Theory and practice of education
spellingShingle	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
description	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.
format	Thesis
qualification_name	masters
qualification_level	Master's degree
author	Wong, Chee Ching
author_facet	Wong, Chee Ching
author_sort	Wong, Chee Ching
title	A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students
title_short	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
title_fullStr	A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students
title_full_unstemmed	A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students
title_sort	study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students
granting_institution	Universiti Utara Malaysia
granting_department	College of Arts and Sciences (CAS)
publishDate	2010
url	https://etd.uum.edu.my/4278/1/s802784.pdf https://etd.uum.edu.my/4278/2/s802784_abstract.pdf
_version_	1747827705737379840
spelling	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.

A study on the effectiveness of using adapted comprehensive passages in the teaching of reading among year 5 students

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