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Reading comprehension, a TOEFL PBT Equivalent test, and student questionnaire data were used; the reading test and questionnaire underwent expert validation and piloting, and the TOEFL-equivalent assessment was conducted via an English institute. Results showed PRWR outperformed both alternatives and high-proficiency learners gained more, with no significant interaction by proficiency level.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-prwr-evidence-of-its-effectiveness-in-teaching-academic-content-area-reading-across-english-proficiency/600868/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-prwr-evidence-of-its-effectiveness-in-teaching-academic-content-area-reading-across-english-proficiency/600868.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the study on PRWR?","Question",{"text":63,"@type":64},"The study aimed to confirm whether PRWR improves academic content-area reading comprehension compared with Translation and Reading Aloud, and to examine interaction effects with English proficiency.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the data collected and validated?",{"text":68,"@type":64},"Data came from a reading comprehension test, a TOEFL PBT Equivalent test, and questionnaires about students’ perceptions. The reading test and questionnaire were expert validated and piloted, while the TOEFL-equivalent test was run under an English institute.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key findings regarding PRWR and English proficiency?",{"text":72,"@type":64},"Students taught with PRWR had better reading comprehension than those taught by Translation and Reading Aloud, and high English proficiency learners benefited more from PRWR. No interaction was found between reading strategy and English proficiency.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600868,1792920302,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DINAMIKA ILMU Vol. 18 No. 1, 2018  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://dx.doi.org/10.21093/di.v18i1.107](http://dx.doi.org/10.21093/di.v18i1.1070)[0](http://dx.doi.org/10.21093/di.v18i1.1070)  \nPRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading across English Proficiency  \nAzhar Aziz Lubis  \nUniversitas Bengkulu, Indonesia  \n[e-mail:](e-mail: azharfbs@gmail.com)[ azharfbs@gmail.com](e-mail: azharfbs@gmail.com)  \nGunadi Harry Sulistyo  \nUniversitas Negeri Malang, Indonesia  \n[e-mail:](e-mail: gunadi.hs@um.ac.id)[ gunadi.hs@um.ac.id](e-mail: gunadi.hs@um.ac.id)  \nAbstract  \nThis factorial quasi-experimental 2 x 2 study aimed to corroborate the effect of PRWR strategy, compared to Translation and Reading Aloud, on students’academic content-area reading comprehension as observed from their English proficiency. This study also examined the interaction between the strategy and English proficiency. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a set of questionnaires on students’perception towards the PRWR strategy. Prior to their administration, both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension regardless students’ English proficiency levels.  \nKeywords: Preview, Read, Write, and Recite strategy; micro reading skills; academic content-area reading; English proficiency  \nA. Introduction  \nThe notion of Content and Language Integration Learning (CLIL) seems to be inline with the practice of EFL/ESL reading across levels of education. This is because in CLIL, the medium of instruction carried out to students in the class is English and not their mother tongue (Dalton-Puffer, 2007, p. 1) . This means that whatever the materials are, English serves as the major channel for delivering the knowledge, and thus a sufficient strategy for academic content-area reading comprehension is in need. In other words, the non-English department students need to master curative tactics for dealing with the academic passages.  \nAlthough English has been exposed to learners since the commencement of secondary education in Indonesia, however, in terms of reading skills, including math and science, Indonesian students ranked 55 out of the 65 participants according to the assessment made by the PISA 2009 (Sulistyo, 2013) . Regrettably, such a particular situation was deteriorating in 2011. It turned out that Indonesian fourth graders accounted for 95% of the variance in moderate level in academic reading, whereas Taiwanese students accounted for 50% of the variance in advanced level (Widyastono, 2014) . On the one hand, this particular situation implies that the teaching of EFL reading has not met students’ needs, and in all likelihood, the content is outdated and/or irrelevant to the advance of prevailing knowledge. On the other, this is likened to what has been drawn by Shen (2015) stating that such a piece of evidence previously is quite understandable due to lack of English exposure to the EFL countries. Given this situation, it is reasonable to conclude that teaching students how to read and deploy sufficient strategy in academic content-area reading is highly in need.  \nB. Literature Review  \nAttempts to teach effective strategies in reading have ","cbCaiedrJoPQA6qw","https://ap.wps.com/l/cbCaiedrJoPQA6qw","pdf",463892,15,"English","# Abstract\n## A. Introduction\n## B. Literature Review","[{\"question\":\"What was the purpose of the study on PRWR?\",\"answer\":\"The study aimed to confirm whether PRWR improves academic content-area reading comprehension compared with Translation and Reading Aloud, and to examine interaction effects with English proficiency.\"},{\"question\":\"How were the data collected and validated?\",\"answer\":\"Data came from a reading comprehension test, a TOEFL PBT Equivalent test, and questionnaires about students’ perceptions. The reading test and questionnaire were expert validated and piloted, while the TOEFL-equivalent test was run under an English institute.\"},{\"question\":\"What were the key findings regarding PRWR and English proficiency?\",\"answer\":\"Students taught with PRWR had better reading comprehension than those taught by Translation and Reading Aloud, and high English proficiency learners benefited more from PRWR. No interaction was found between reading strategy and English proficiency.\"}]","DINAMIKA ILMU - PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading across English Proficiency | PDF",1792091538,38]