The Effects on Students’ Comprehension of Different Ways of Teaching Text

Abstract

The purpose of this piece of experimental research is to examine the effectiveness of students’ comprehension levels when a text is taught in different ways. The subjects were first stage students in their fifth year. In this study a control grouped post test design was used. The text was not taught to control group, these read the text individually. In the experimental groups the text was taught. Experimental groups were differentiated by the order In which unknown words were explained. In experimental groups the text was presented. In experimental group 2, unknown words were explained before the text was taught. In experimental group 3, the unknown words were explained after the text had been taught. In experimental group 4, unknown words were explained during the teaching of the text The comprehension levels of the experimental groups were found to be higher than those of the control group. The Scheffé Test was used as a post hoc procedure. The post hoc test showed that experimental group 2 was the most effective in comprehension.