 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
The Relationship Between Students’ Reading Comprehension and Their Achievement in English
Dima Hijazi
Full-Text PDF
XML 5525 Views
DOI:10.17265/1539-8080/2018.03.002
Yarmouk University, Irbid, Jordan
This study aimed at investigating the relationship between students’ reading comprehension and their achievement in English at Yarmouk University. The sample consisted of 150 female and male students. It was chosen randomly from all English101 students at Yarmouk University in the second semester of the academic year 2016-2017. To answer the questions of the study, the researcher used a reading comprehension test which consisted of 20 multiple-choice items and an achievement test which consisted of 40 multiple-choice items. The findings revealed that students’ reading comprehension was of a medium degree and their achievement in English was of a medium degree, too. Besides, there were no statistically significant differences in students’ reading comprehension or in their achievement due to gender. On the other hand, there were statistically significant differences in students’ reading comprehension and in their achievement due to college in favor of the college of science. Moreover, there was a statistically significant relationship between students’ reading comprehension and their achievement in English since reading comprehension positively affects students’ achievement. Finally, the researcher recommended conducting further research to investigate the link between students’ reading comprehension and their achievement in English since research in this area is rare.
English 101, reading comprehension, students’ achievement, foreign language
Bani A. M., & Bsharah, M. (2014). The effect of speed reading strategies on developing reading comprehension among the 2nd secondary students in English language. English Language Teaching, 7(6), 168-174. ISSN: 1916-4742
Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Sciences and Education, 6(4), 931-946. ISSN: 2223-4934
Bhlool, A. A. (2013). The effect of differentiated instruction strategy on developing ninth graders’ English reading comprehension skills at Gaza UNRWA schools (Published Master’s thesis, The Islamic University of Gaza).
Bright, G., & McGregor, P. (1978). Teaching English as a second language. London: Longman Publisher.
Carson, B. (2000). Gifted hands. London: Longman Publisher.
Chege, E. W. (2012). Reading comprehension and its relationship with academic performance among standard eight pupils in rural Machakos (Unpublished Doctoral dissertation, Kenyatta University).
Duke, N. K., & Pearson, P. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction? (3rd ed.). International Reading Association. Retrieved on June 9, 2016, from http://www.learner.org/workshops/teachreading35/pdf/Dev
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading. London: Pearson Education Longman. ISBN: 0-582-36995-9
Grimm, K. J. (2008). Longitudinal associations between reading and mathematics achievement. Developmental Neuropsychology, 33(3), 410-426.
Hijazi, D. (2012). Difficulties Jordanian non-English major university students face while learning English as a foreign language: A student perspective. Journal of the College of Education, Aswan University, 26, 29-54.
Hoffman, C. (2001). Towards a description of trilingual competence. International Journal of Bilingualism, 5(1), 1-17.
Kerubo, O. (2014). Correlation between reading comprehension practices and academic performance: A case study of class three pupils in Westlands sub-county, Kenya (Published MA Thesis, University of Nairobi, Kenya).
Keskin, H. K. (2013). Impacts of reading metacognitive strategies and reading attitudes on school success. International Journal of Academic Research Part B, 5(5), 312-317.
Kolawole, C. O. O. (2009). The state of reading in selected secondary schools in Oyo State, Nigeria. An International Multi-Disciplinary Journal, 3(1) 388-398.
Lawal, R. A. (1997). Mathemagenic behavior in the Nigerian reading comprehension class. In E. A. Abe (Ed.), Literacy and Reading in Nigeria (pp. 397-382). Nigeria: NERDC (Nigerian Educational Research and Development Council).
Lerkkanen, M. K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. E. (2005). Mathematical performance predicts progress in reading comprehension among 7-year olds. European Journal of Psychology of Education (EJPE, Instituto Superior de Psicologia Aplicada), 20(2), 121-137.
McCardle, P., & Hoff, E. (2006). Childhood bilingualism: Research on infancy through school age. Clevedon: Multilingual Matters.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-280. doi: 10.1598/RT.3.5
RAND Reading Study Group. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: Office of Education Research and Improvement.
Reed, D. K., Petscher, Y., & Truckenmiller, A. J. (2016). The contribution of general reading ability to science achievement. Reading Research Quarterly, 52(2), 253-266. doi: 10.1002/rrq.158
Souriyavongsa, T., Zainol A. M., Sam, R., Lai M. L., & Britto, l. (2013). Investigating learning English strategies and English needs of undergraduate students at the national university of Laos English language teaching, 6(10), 57-71. ISSN: 1916-4742
Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22(1), 85-106.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.
Tonjes, M. J., & Zintz, M. V. (1991). Teaching reading, thinking, study skills in content classrooms (3rd ed.). Dubuque, IA: Wm. C. Brown.
Tsai, J. L., Lee, C. Y., Hung, D. L., & Tzeng, O. J. L. (2001, August). Eye movement guidance without word space: The preferred landing location in reading Chinese text. Paper presented at the 11th European Conference on Eye Movements, ECEM11, Turku, Finland.
Yıldız, M. (2013). The role of the reading motivation, reading fluency and reading comprehension on Turkish 5th graders’ academic achievement. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(4), 1461-1478.