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Concerning reading comprehension, 86% of the students were classified as "normal" students; 14% were classified as "suspected of reading comprehension problems".
Sec is a reading comprehension test that includes three types of text--narrative, expository, and discontinuous --each of which comprises of the three main activities involved in reading: leisure, acquisition of knowledge, and search for information.
Questioning the author (QtA) is a metacognitive strategy that allows students to take charge of their learning by accepting responsibility for improving their reading comprehension and making sense of complex text structures through queries and discussions.
Questioning the author (QtA) is an instructional approach that enhances reading comprehension by teaching students to actively build understanding as they read (Beck & McKeown, 2002).
The purpose of this article is to describe the construction of two tests for listening comprehension assessment in first, second, third and fourth grades of the primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e).
Both reading and listening comprehension imply the ability to understand and evaluate meanings of the text message, but in listening comprehension, there are no demands of decoding the written text.
After this, the focus shifts to higher-order comprehension skills with specific chapters devoted to visualization and inferences, with some strategies provided.
National Reading Panel, NRP; and National Research Council: Preventing reading difficulties in young children) indicate a low percentage of studies designed to facilitate the internalization of comprehension strategies in the primary grades.
Traditional views of reading assumed readers, as passive recipients of text information, possessing a large number of sub-skills which automatically apply them to comprehend all kinds of texts; that is, it was assumed that reading comprehension occurred automatically [8].
Schools should support all students by explicitly teaching the active comprehension processes that skilled readers use.
The teaching of comprehension within discipline specific subject areas in middle school classrooms can be viewed as 'problematic in relation to subject knowledge as it is neither a school curriculum subject, nor part of a recognised academic discipline' (Poulsen & Avramidis, 2003, p.
In their reading comprehension, secondary students face challenges that may impede their understanding of the reading material assigned in their EFL curriculum and so postpone or deter their reading comprehension skills development.

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