Using Summary with Illustrations: How is it for Frustration Readers?

Abstract

Utilizing the mixed method, the study investigates the effectiveness of the paraphrasing strategy associated with dual-coding theory on the development of reading comprehension among frustration readers. Results revealed that 20 out of 34 participants improved their scores during guided practice while there were only ten during the independent examination. Through paired t-test, the figures show that the participants’ mean scores showed no significant difference. However, the technique showed evidence in the text recall after a week. This means that integrating the strategy can enhance students’ comprehension skills and lifelong learning. Thus, this suggests future researchers expand the study in the long-range to gain a deeper understanding of the strategy.