This study investigated whether cultural familiarity influences comprehension of short stories and whether nativizing the story or using reading activities can compensate for the lack of such familiarity. The study was conducted with 44 advanced-level students of English at a state university in Turkey. In a 2 × 2 experimental research design, the 1 st group of students read an original short story without any activities while the 2 nd group of students read the original short story with some activities. The 3 rd group read the nativized version of the text without any activities while the 4 th group read the nativized version with the same set of activities as the 2 nd group. The analysis of variance indicated a better comprehension of the nativized story. The activities contributed to the comprehension of the original story, but the difference caused by nativization remained intact, indicating a powerful impact of cultural schema on comprehension.

/pdf/the-effects-of-cultural-familiarity-on-reading-comprehension-3ozu4126fh.pdf

The effects of cultural familiarity on reading comprehension

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S027226310001202X

READING DEVELOPMENT IN A SECOND LANGUAGE: THEORETICAL, EMPIRICAL, AND CLASSROOM PERSPECTIVES . Elizabeth B. Bernhardt. Norwood, NJ: Ablex, 1991. Pp. vii + 250. $42.50 cloth, $24.50 paper.

As in other fields of education, adult education and literacy faces great pressure to conduct more scientifically based research to identify effective instructional practices to guide teaching and inform policy. Educational research, especially in adult literacy, has been criticized for employing weak methodologies that do not allow for valid and reliable conclusions. To address this issue in the U.S., the Department of Education began an ambitious agenda to improve the quality of research, in part by establishing strict methodology guidelines for educational research that accepts only studies with experimental or quasi-experimental designs. At the same time, adult educational researchers face increasing demands to be more responsive to the field by designing studies and presenting findings that are more accessible to teachers and other practitioners, who need to know research-based practices that will improve the literacy and language skills of adult learners. To this end, several research to practice initiatives have arisen, including those led by the NRDC in England and NCSALL in the U.S, the major adult literacy research organizations in their respective countries. False Dichotomies

/pdf/real-world-research-combining-qualitative-and-quantitative-4kvv60ozv8.pdf

Real World Research: Combining Qualitative and Quantitative Research for Adult ESL 1

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students’ performance in reading comprehension. A group of 46 students from King Saud University, Preparatory Year, participated in this study. A quasi-experimental design was used, with 23 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching) while the remaining 23 students received another pre-reading strategy (pre-questioning). Students in both groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were no statistically significant differences between the two groups. Some implications have been drawn for EFL teachers and material designers.

/pdf/examining-the-effectiveness-of-pre-reading-strategies-on-76gf1voiby.pdf

Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension.

Considering comprehension is a main skill in English learning. It is critical to use pre-reading methods in reading instruction to assist students increase their comprehension. This study investigated the effectiveness of pre-questioning and vocabulary pre-teaching on EFL pupil reading comprehension ability. Sixty students participated in the study. An experimental plan was utilized. Twenty pupils were elected for the first experimental group that received vocabulary pre-teaching method, the second experimental group, also consisted of 20 students, received pre-questioning strategy and 20 students in control group gave the conventional method. Students in the groups on both pre-test and post-test were asked to consider a reading text, and after that reply reading comprehension queries. Findings revealed that there were statistically significant variation among the groups. The experimental groups outperformed the control group. Moreover, results indicated that the vocabulary pre-teaching one performance was better than the pre-questioning group.

/pdf/the-effects-of-vocabulary-pre-teaching-and-pre-questioning-zg9z5x7a0f.pdf

The Effects of Vocabulary Pre-teaching and Pre-questioning on Intermediate Iranian EFL Learners’ Reading Comprehenstion Ability

/pdf/effects-of-previewing-and-providing-background-knowledge-on-42oqy6i776.pdf

Effects of Previewing and Providing Background Knowledge on EFL Reading Comprehension of American Documentary Narratives

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Effects of Previewing and Providing Background Knowledge on EFL Reading Comprehension of American Documentary Narratives

Effects of Previewing and Providing Background Knowledge on EFL Reading Comprehension of American Documentary Narratives