READING COMPREHENSION IN RELATION TO ACADEMIC ACHIEVEMENT .
[Menaka et. al., Vol.5 (Iss.5: SE): May, 2017]ICV (Index Copernicus Value) 2015: 71.21ISSN- 2350-0530(O), ISSN- 2394-3629(P)IF: 4.321 (CosmosImpactFactor), 2.532 (I2OR)InfoBase Index IBI Factor 3.86SocialREADING COMPREHENSION IN RELATION TO ACADEMICACHIEVEMENT IN ENGLISH AMONG HIGHER SECONDARYSTUDENTSB. Menaka 1, J.S. Justin Jebaraj 2M.Ed Scholar, RVS College of Education, Sulur, India2Assistant professor in Tamil Education, RVS College of Education, Sulur, India*1DOI: 017.1980AbstractEven though reading comprehension provides significant educational implications at present, it isseen that there is a decreasing trend in the general reading level of younger generation. The studyaimed to examine the Reading comprehension in relation to academic achievement in Englishamong students at higher secondary levels. The investigator adopted survey method to study thereading comprehension in relation to academic achievement in English among students at highersecondary levels. For this study a sample of 300 higher secondary students from five Govt andPrivate schools which are situated in and around Coimbatore district in Tamil Nadu wereselected by the investigator using simple random sampling technique. The findings reveal thatthere is a significant relationship between reading comprehension and academic achievement inEnglish among selected students at higher secondary levels.Keywords: English; Academic Achievement; Language; Reading; Higher Secondary School.Cite This Article: B. Menaka, and J.S. Justin Jebaraj. (2017). “READING COMPREHENSIONIN RELATION TO ACADEMIC ACHIEVEMENT IN ENGLISH AMONG HIGHERSECONDARY STUDENTS.” International Journal of Research - Granthaalayah, 5(5)SE,113-117. 017.1980.1. IntroductionReading is one of the four necessary important language skills for those learning English as asecond or foreign language (ESL/EFL), for academic success, and for professional development.The ability to comprehend expository texts which make up the bulk of their foreign languagereading materials is, therefore, very important for all of them. In reading a text, students meetwith many problems obstructing their reading comprehension. For example, the problems relatedto background knowledge, cultural knowledge, and knowledge of text type. Backgroundknowledge is the students’ prior knowledge or knowledge of the world. If a reader lacks priorknowledge in reading a text, he cannot follow and understand it because he does not know whatHttp://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[113]
[Menaka et. al., Vol.5 (Iss.5: SE): May, 2017]ICV (Index Copernicus Value) 2015: 71.21ISSN- 2350-0530(O), ISSN- 2394-3629(P)IF: 4.321 (CosmosImpactFactor), 2.532 (I2OR)InfoBase Index IBI Factor 3.86the text is about. A reader uses background knowledge to integrate new information from a textinto his prior information. In addition, cultural differences affect reading comprehension. Anunfamiliar cultural context and distinguishing between content knowledge of culture andknowledge of vocabulary cause problems in reading, because the reader does not clearlyunderstand the other culture. In addition, an inadequate knowledge of text type is a problem inreading texts. The text type such as newspaper articles, fairy tales, and business letters, if thereader does not know what kind of the text, he cannot follow and understand what the text isabout. A reader can understand a text if he is familiar with the text type.2. Design of the StudyThe investigators adopted the survey method to study the reading comprehension in relation toacademic achievement in English among higher secondary students. For this study a sample of300 higher secondary students from five Govt and Private schools which are situated in andaround Coimbatore district in Tamil Nadu were selected by the investigator using simple randomsampling technique. Tool on reading comprehension and academic achievement in Englishamong higher secondary students were developed by investigator.HYPOTHESIS: 1There is no significant mean score difference in reading comprehension and academicachievement in English based on sex (Male & Female) of selected higher secondary students.Table 1: Means score difference and t-test of reading comprehension and academic achievementin English based on sex (Male & Female) of selected higher secondary students.tpResS.NOGENDER NMean S.DdfSUBJECTvalue value ult1.158 33.94 6.970READINGMALE300 1.025 0.97N.SCOMPREHENSOFEMALE142 33.08 7.549N2.ACADEMICMALE157 60.04 13.797300 -.136 0.06N.SACHIEVEMENTFEMALE 14260.29 18.034300TOTALThe Table 1 shows that mean score difference in reading comprehension in relation to academicachievement in English based on sex of selected higher secondary students. The calculated tvalue is statistically not significant at 0.05 levels and hence, the hypothesis 1 is rejected. It can beconcluded that there is no significant difference in reading comprehension in relation toacademic achievement in English based on sex of selected higher secondary students.Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[114]
[Menaka et. al., Vol.5 (Iss.5: SE): May, 2017]ICV (Index Copernicus Value) 2015: 71.21ISSN- 2350-0530(O), ISSN- 2394-3629(P)IF: 4.321 (CosmosImpactFactor), 2.532 (I2OR)InfoBase Index IBI Factor 3.08500MALEFEMALEreading nglishChart 1: Mean Score Difference between Reading Comprehension and Academic Achievementin English Based on GenderHYPOTHESIS: 2There is no significant mean score difference in reading comprehension in relation to academicachievement in English based on medium (Tamil& English) of selected higher secondarystudents.Table 2: Means score difference and t-test of reading comprehension and academic achievementin English based on medium (Tamil& English) of selected higher secondary students.tpResS.NOMEDIUM NMean S.DdfSUBJECTvalue value ult1.215 33.46 7.343READINGTAMIL300 -.281 .822N.SCOMPREHENSO ENGLISH8533.72 7.050N2.ACADEMICTAMIL215 60.07 16.458300 -.152 .610N.SACHIEVEMENT ENGLISH 8460.38 14.558300TOTALThe Table 2 shows that mean score difference in reading comprehension in relation to academicachievement in English based on medium (Tamil& English) of selected higher secondarystudents. The calculated t-value is statistically not significant at 0.05 levels and hence, thehypothesis 2 is rejected. It can be concluded that there is no significant difference in readingcomprehension in relation to academic achievement in English based on medium (Tamil&English) of selected higher secondary students.Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[115]
[Menaka et. al., Vol.5 (Iss.5: SE): May, 2017]ICV (Index Copernicus Value) 2015: 71.21ISSN- 2350-0530(O), ISSN- 2394-3629(P)IF: 4.321 (CosmosImpactFactor), 2.532 (I2OR)InfoBase Index IBI Factor ading comprehension60.3860.0785 shChart 1: Mean Score Difference between Reading Comprehension and Academic Achievementin English Based on MediumHYPOTHESIS: 3There is no significant relationship between reading comprehension and academic achievementin English among the selected higher secondary students.Table 3: Relationship between reading comprehension and academic achievement in Englishamong the selected higher secondary studentsVariablesN‘r’ value‘p’ Value ResultReadingcomprehension 300.000S.Academic300achievement inEnglishTable 3 exhibits the Pearson Correlation Coefficient value (0.00) which is significant at 0.0 1level. Hence the Hypothesis 3 is rejected and it is inferred that there is a significant relationshipbetween reading comprehension and academic achievement in English among the selectedhigher secondary students.3. ConclusionThe findings reveal that there is no significant difference in reading comprehension in relation toacademic achievement in English based on sex (Male & Female) of selected higher secondarystudents. And There is no significant difference in reading comprehension in relation toacademic achievement in English based on medium (Tamil & English) of selected highersecondary students. Also it is found that there is a significant relationship between readingcomprehension and academic achievement in English among the selected higher secondarystudents.Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[116]
[Menaka et. al., Vol.5 (Iss.5: SE): May, 2017]ICV (Index Copernicus Value) 2015: 71.21ISSN- 2350-0530(O), ISSN- 2394-3629(P)IF: 4.321 (CosmosImpactFactor), 2.532 (I2OR)InfoBase Index IBI Factor 3.86References[1][2][3][4][5][6][7][8][9]Alderson, C. J. (2002). Assessing Reading. The United Kingdom: Cambridge University Press.California: Wadsworth, A division of Thomson Learning, Inc.Golden, S. A. R. (2016). RURAL STUDENTS’ ATTITUDE TOWARDS ENGLISH ASMEDIUM OF INSTRUCTION IN HIGHER EDUCATION – AN ANALYSIS. InternationalJournal of Research, 3(Special Issue - 16), 1-10.Golden, S. A. R. (2017). Attitude of Students and Teachers towards E- Learning - An Analysis.Recent Research in Social Science & Humanities, 1, 5-10.Golden, S. A. R. (2017). Recent Research In Social Science & Humanities.Hayashi, K. (1999). “Reading strategies and extensive reading in EFL classes,” RELC, 30(2),114-133.Nassaji, H. (2003). “L2 vocabulary learning from context: strategies, knowledge sources, andtheir relationship with success in L2 lexical inferencing,” Tesol Quarterly, 37(4), 645-670.Nuttall, C. (2000). Teaching reading skills in a foreign language. Oxford: Macmillan PublishersLimited.O’ Donnell, M. P., & Wood, M. (2004). Becoming a reader: A developmental approachParibakht, T. S. (2004). “The role of grammar in second language lexical processing,” RELC,35(2), 149-160.Richardson, J. S., & Morgan, R. F. (2003). Reading to learn in the content areas to readinginstruction. 3 rd ed. Boston: Pearson Education, Inc.Http://www.granthaalayah.com International Journal of Research - GRANTHAALAYAH[117]
Even though reading comprehension provides significant educational implications at present, it is seen that there is a decreasing trend in the general reading level of younger generation. The study aimed to examine the Reading comprehension in relation to academic achievement in English among students at higher secondary levels.
Reading Comprehension Task 15 mins. 4.Strategy Inventory for Reading Comprehension Accepting Ambiguity 10 mins. Local Strategies Global Strategies . A sample text selected from iBT TOEFL sample reading comprehension task ! 688 words consisting of 6 multiple-choice reading comprehension questions 2014. 4. 5.
reading comprehension and thus listening comprehension instructional activities can be used as a tool for improving reading comprehension (Hogan, Adlof, and Alonzo, 2014) . As early as 1969, researchers demonstrated that listening comprehension and reading comprehension are two separate co
501 reading comprehension questions. — 4th ed. p. cm. ISBN 978-1-57685-747-2 1. Reading comprehension—Problems, exercises, etc. I. LearningExpress (Organization) II. Title: Five hundred one reading comprehension questions. III. Title: Five hundred and one reading comprehension questions. LB1050.45.A15 2010 372.47—dc22 2009032221
2002). Without the skill of reading comprehension and the motivation of reading to learn, students' academic progress is Panel defines that reading comprehension is an ability to read text quickly, accurately, and using expression properly (p. 3-definition of reading comprehension (Dowhower, 1991). Reading comprehension affects the learning
sentence comprehension skills of children and how these skills may impact reading comprehension. Although there is evidence that children’s sentence comprehension may also relate to accurate decoding(e.g.,Nation &Snowling,2004),myfocuswillbeon the relationship between sentence comprehension and reading com-
affect reading comprehension Proficient comprehension of text is influenced by: Accurate and fluent word reading skills Oral language skills (vocabulary, linguistic comprehension) Extent of conceptual and factual knowledge Knowledge and skill in use of cognitive strategies to improve comprehension or repair it when it breaks down.
Reading Comprehension - The Eating Habits of a Mosquito Reading Comprehension - Statue of Liberty Reading Comprehension - Animal Defenses Sequencing - Taking a Timed Test Sequencing - Answering Essay Questions Dictionary Skills - Finding Definitions Dictionary Skills - Alphabetical Order Using Reference Books Using an Encyclopedia Fact or Opinion Using Who and Whom Using Bring and Take .
The publication of the ISO 14001 standard for environmental management systems (EMS) has proved to be very successful, as it is now implemented in more than 159 countries and has provided organizations with a powerful management tool to improve their environmental performance. More than 324 000 organizations have been certified worldwide against ISO 14001 at the end of 2014, which is an .
