Strategies to Improve English Reading Comprehension

Lailan Fadila; Sakinah Amaliyah Dalimunthe; Nursakinah Siagian

doi:10.61132/fonologi.v2i3.774

Authors

Lailan Fadila North Sumatra State Islamic University
Sakinah Amaliyah Dalimunthe North Sumatra State Islamic University
Nursakinah Siagian North Sumatra State Islamic University

DOI:

https://doi.org/10.61132/fonologi.v2i3.774

Keywords:

Strategy, Improve, English Reading, Comprehension

Abstract

This study explores strategies aimed at enhancing English reading comprehension. With the backdrop of a complex information era, where proficient reading skills are crucial for accessing and applying information, the study focuses on interactive reading techniques, vocabulary acquisition, prior knowledge activation, and reading fluency as key components. The research adopts a literature review approach, synthesizing findings from existing studies to identify effective strategies. The primary objective is to ascertain which methods best contribute to improved reading comprehension in educational settings. Findings indicate that interactive techniques such as group discussions and role-playing, coupled with explicit vocabulary instruction and prior knowledge activation strategies, significantly enhance comprehension levels. Furthermore, fostering reading fluency through repeated reading and guided oral sessions positively correlates with improved comprehension abilities. The study concludes that a holistic approach integrating these strategies is essential for developing proficient readers who can engage effectively with diverse texts and contexts.

References

Chaniago, D., & Depi Yunaspi. (2021). The Improvement of Reading Comprehension in English Through Student Team Achievement Division (Stad). International Journal of Humanities Education and Social Sciences (IJHESS), 1(2), 201–205. https://doi.org/10.55227/ijhess.v1i2.39

Dalton, B., & Proctor, C. P. (2008). The changing landscape of text and comprehension in the age of new literacies. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of Research on New Literacies (pp. 297-324). New York, NY: Routledge.

Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Motivating Reading Comprehension: Concept-Oriented Reading Instruction. Mahwah, NJ: Lawrence Erlbaum Associates.

Ibrahim, M. W., Abdullah, U., & Amalia, H. (2024). Factors Causing Reading Comprehension Difficulties Among the Seventh Graders. 7(2), 496–501.

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21.

Montera Cadiong, A. (2019). Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite. International Journal on Integrated Education, 2(5), 44–53. https://doi.org/10.31149/ijie.v2i5.134

National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

Nidoy, C. P., & Moneva, J. (n.d.). Reading comprehension factors and performance of EFL. 9(2), 1–21.

Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge, UK: Cambridge University Press.

Pressley, M., & Afflerbach, P. (1995). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Hillsdale, NJ: Lawrence Erlbaum Associates.

Rasinski, T. V. (2004). Assessing Reading Fluency. Pacific Resources for Education and Learning.

Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What Research Has to Say About Fluency Instruction (pp. 24-46). Newark, DE: International Reading Association.

Stahl, S. A., & Nagy, W. E. (2006). Teaching Word Meanings. Mahwah, NJ: Lawrence Erlbaum Associates.

Suciani, N. K., Wardana, I. K., & ... (2022). The use of KWL strategy combined with picture to improve English reading comprehension. Academic Journal on …, 2(2), 121–132. https://e-journal.unmas.ac.id/index.php/ajoes/article/view/5917

Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-261.

Tompkins, G. E. (2010). Literacy for the 21st Century: A Balanced Approach. Boston, MA: Pearson.