Keywords
How to Cite
Abstract
This thesis explores the importance of developing reading comprehension skills in 10th and 11th grade learners, emphasizing its critical role in academic success across subjects. The study investigates cognitive, metacognitive, and instructional strategies that can be used to enhance reading comprehension, highlighting both theoretical and practical approaches. The research integrates a review of existing literature on cognitive processes involved in reading, effective teaching strategies, and the role of technology in fostering comprehension. The methodology combines quantitative data (pre- and post-assessments) and qualitative insights (classroom observations and interviews with students and teachers) to evaluate the effectiveness of various instructional practices. The findings underscore the need for differentiated teaching approaches, active reading strategies, and the incorporation of diverse reading materials to help students build strong comprehension skills.
References
1.Caverly, D. C. (2013). Improving reading comprehension in the secondary classroom: Research-based strategies. Pearson Education.
2.Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
3.Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Lawrence Erlbaum Associates.
4.Snow, C. E. (2002). Academic language and the challenge of reading for learning about science. Science, 298(5602), 1060-1064. https://doi.org/10.1126/science.1072587
5.Vandergrift, L. (2004). Listening to learn or learning to listen?. Annual Review of Applied Linguistics, 24, 3-25. https://doi.org/10.1017/S026719050400001X
6.Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
7.Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373. https://doi.org/10.1598/RT.61.5.1
8.Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Issues of theory and practice. In P. David Pearson, Barbara M. Taylor, Isabel L. Peterson, & Rebecca J. Barr (Eds.), Handbook of reading research (Vol. 4, pp. 403-422). Lawrence Erlbaum Associates.
9.Block, C. C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. Guilford Press.
10.Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). Longman.