Enhancing Reading Comprehension Through Text Structure Background Knowledge In Bunia Secondary Schools, Ituri Drcongo
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Date
2018-05
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Publisher
Kampala International University ,College of Education, Department of Open and E-distance Learning
Abstract
Product oriented approach to reading which assumes meaning exists in the text itself is
unproductive in terms of delivering an efficient comprehension of the text because it fails to
consider students’ schemata in reading comprehension process. This omission raises the problem
of students’ poor performance in reading and undermines their reading skill development. This
research has raised the problem ofthe omission of students’ background knowledge in the teaching
of reading comprehension in Bunia secondary schools, Ituri Province in the Democratic R~puhlic
of Congo. The research poised itself to demonstrate that the background knowledge of text
structure has positive effects on the students’ comprehension of a text because reading is an
interactive process that goes between the reader’s prior knowledge and the text. The study was
conducted via an experimental design. Intervention was conducted in Bunia secondary schools
whereby experimental teaching took place. Students’ awareness of text structure and rate of
understanding was gauged before and after intervention. Moreover, comprehension lessons were
attended by the researcher. Lesson attendance revealed that Bunia secondary school teachers use
a product-oriented approach to reading comprehension teaching. This approach considers
understanding the product of the text and leads to students’ poor performance in reading because
no linkage is made between the students’ prior knowledge and the textual material. The present
research found that background knowledge ofthe text structures has positive effects on the reading
comprehension of students. It enhances comprehension rate of students, optimizes comprehension
speed, reduces response time, boosts response accuracy, helps students make prediction and
concentrate on the unknown, develops the discernment skill, and increases students’ ability to
assess narratives by using text structures indicators(signal words). The study made the following
recommendations: pre-reading activities to awaken students’ background knowledge of text
structures, textbook structure renovation, and incorporation of text structures in reading
comprehension instructions. In conclusion, students’ awareness of text structures is crucial for
efficient understanding of texts.
Description
A Thesis Submitted To The College Of Higher Degrees And Research In Partial Fulfilment Of The Requirements For The Award Of A Degree Of Master Of Arts In English Of Kampala International University.
Keywords
Enhancing Reading Comprehension, Text Structure, Knowledge