this study was an attempt to investigate whether teaching critical reading strategies had any significant effect on intermediate efl learners’ vocabulary retention. to fulfill the purpose of this study, 72 male and female students within the age range of 17 to 32 years studying at farzan and farzanegan language schools in tehran at intermediate level were selected from a total number of 114 par...

Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the prerequisite cognitive processes are distributed among teacher, individual reader, other student...

Based on the assumption that preparing reader before reading can foster comprehension, this research presents an empirical study in which effects of pre-reading tasks comprehension narrative texts English as a second language2 (L2) were investigated. Nine participants from public high school took part investigation and to collect data, two Reading Comprehension Tests fulfilled by right after ea...

Abstract The present study was an attempt to investigate the effect of IT system-based instruction vs. traditional instruction of teaching English on Iranian low-intermediate EFL learners’ reading comprehension ability in a smart school in Tonekabon, Mazandaran, Iran. To collect the data, 60 low-intermediate high school learners took part in the study. As to the homogeneity of the participants,...

Reading comprehension is one of the essential skills for learning in every language and in Iranian educational system, there seems a need to make some revisions in teaching reading comprehension. In an attempt to address this problem, this research set out to utilize Directed Reading –Thinking Activity (coined by Stauffer, 1969) as a teaching comprehension model which was expected to enhance st...

In this paper it is presented a methodology for tackling the problem of question answering for reading comprehension tests. The implemented system accepts a document as input and it answers multiple choice questions about it. It uses the Lucene information retrieval engine for carrying out information extraction employing additional automated linguistic processing such as stemming, anaphora res...

Reading comprehension is largely tested in schools using handwritten responses. The paper describes computational methods of scoring such responses using handwriting recognition and automatic essay scoring technologies. The goal is to assign to each handwritten response a score which is comparable to that of a human scorer even though machine handwriting recognition methods have high transcript...

PURPOSE To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. METHODS Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Match...