CHAPTER II

Related Review Literature

Levels of reading comprehension

Zatz and Chassin (1985) as cited by Street and Hancock (2010) highlighted that the

research looking for the effect of the test anxiety and evaluate threat on student’s

achievement and motivation. Luz (2007) as cited by Abarezeq (2022) stressed out that

when the children graduate from elementary and promoted to high school they will have

more understanding in Reading. Snow et al. (1998) as cited by abarezeq (2022)

highlighted that to develop functional literacy by the students have been called to a

certain that support must be given to the students. Unesco (2009) as cited by Dela-

Peña (2021) emphasized that in higher education reading comprehension provides self-

direct professional learning and critical thinking. Afflerbach et al. (2015) as cited by

Dela-Peña (2021) pointed out that university students are not prepared to deal with

academic text. Cox et al. (2014) as cited by Luque-Rojas (2021) highlighted that training

focused on written texts aims to review the level of reading comprehension in different

countries. Kucer (2016) as cited by Luque-Rojas (2021) pointed out that a level of

reading comprehension refers to the type of mental representation that is in written text.

Kintsch (1998) as cited by Dela-Peña (2021) emphasized that within construction

processing integration model is most accepted model of reading comprehension that

are specifically and differentiated. Yusrof et al. (2013) as cited by Dela-Peña (2021)

highlighted that reading comprehension raging a literal level of identification of ideas to

an inferential and critical level that require elaboration of inferences.

Jad (2003) as cited by Aburezeq (2022) emphasized that reading comprehension is the

ultimate goal of reading. Spencer et al. (2009) as cited by Aburezeq (2022) emphasized

that the reading comprehension of readers determine the impact of reciprocal reading

instructor-guided and traditional instruction strategies. Perfetti (1985) as cited by Wood

and Connelly (2009) implied that characteristic of good comprehension is good word

reading or decoding skills that support comprehension. Weber and Roeber (1987) as

cited by Aburezeq (2022) emphasized that reading is the process of creating

knowledge.

Reading enhancement activities used by the teachers

Azizi and Howreedawi (2016) as cited by Tadayonifar et al. (2021) pointed out that

Reading Strategies ranges from traditional teaching strategies that build their

background knowledge. Mcknows et al. (2007) as cited by Aburezeq (2022) highlighted

that the four level of strategy can help the student perform better. Urquhart and Weir

(1998) as cited by Abanrezeq (2022) pointed out that through the use of reading

strategies deliberate conscious process that is purposeful. Ruphey et al. (2009) as cited

by Aburezeq (2022) implied that teaching approaches is useful to the amount of

knowledge learners acquire. Aziz and Hamedani (2016) as cited by Aburezeq (2022)
pointed out that to build and activate their background knowledge by teaching such is

canning and skimming to a variety of strategies. et al. (2002) as cited by Lajano (2017)

emphasized that teaching strategies the 21th Century learners, Instruction to students

of the entire educational learning process. Rosenshine (1995) as cited by Rodriquez

(2002) pointed out that the student learns more directly and explicitly if the teacher

teaching method is demonstrating clearly. Sullivan (1985) as cited by Mucherah and

Yoder (2008) emphasized that motivation to read turned out to be positively correlated

with reading achievement and overall academic achievement. Rubbin (1994) as cited

by Atikah (2009) stressed out that reading comprehension is a complex intellectual

process involving a number of abilities. Bayat (2020) as cited by Aburezeq (2022)

implied that mental representation of the individual depends on many components such

as the reader, test, reading act, context, etc. Lingard (2005) as cited by Abarezeq

(2022) showed that an intervention program that is structured and focused is a good

strategy in enhancing reading s