Reading motivation in elementary school students

OpenAIRE

Sonja Pečjak; Nataša Bucik

2005-01-01

Reading motivation is one of the crucial factors of reading and consequently also learning efficiency of students. The purpose of the contribution is to establish the connection between dimensions of reading motivation and reading achievement in elementary school students. Participating in the study were 1073 third-grade and 1282 seventh-grade students. We used the questionnaire of reading motivation which consists of two factors: the reading competence factor and the interest and perceived r...

The Relative Impact of Aligning Tier 2 Intervention Materials with Classroom Core Reading Materials in Grades K-2

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Foorman, Barbara R.; Herrera, Sarah; Dombek, Jennifer

2018-01-01

This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions--1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in…

Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

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Colorado State Dept. of Education, Denver.

This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

STUDENTS WITH VISUAL IMPAIRMENTS: BRAILLE READING RATE

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Daniela Blagoj Dimitrova-Radojichikj

2015-06-01

Full Text Available A comparison reading performance was done between 8 students who are using Braille and 14 students who are using enlarged print to read. Reading performance was determined using reading rate (words per minute, wpm. Reading rate results showed no significant difference (p>0.05 between those using the Braille (16.62±11.61 wpm and those using the enlarged print (27.21±24.89 wpm. This study has shown that Braille reader students read at lower reading rate compared to print reader students with visual impairment.

Disposition of overcoming students for critical reading

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Rosangela Miola Galvão

2018-03-01

Full Text Available This article aims to present the possibilities of an educational practice that focuses on the formation of Basic Education students in critical readers. For this, understand the concepts of alienation and language from the point of view of Historical and Dialectical Materialism and Historical-Cultural Theory was essential to understand how the students of the 7th year are able to overcome this paradigm that contributes to the naive reading of texts worked in the classroom. It was a qualitative study of bibliographic revision in union with the dialectical practice with students in a public school located in the north of the State of Paraná. As methodology, was developed twelve classes with diversified material in which the teacher's mediation sought to contemplate form and content in the way that occurred the deconstruction of the fictitious hero concept represented at the end by the art of the haicai poem. The use of the cell phone instrument and Whatsapp were important for the development of the poetic sense. It seeks, therefore, to demonstrate the contributions of historical and dialectical materialism to teaching practice and human development. The theorists considerations allow us to note that language contributes to the development of higher psychic functions in man and the alienation of subjects in today's society considerably affects the students interpretation and, consequently, formation for critical reading, which can be overcome with the use of a conscious theoretical current.

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom.

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Persky, Adam M; Hogg, Abigail

2017-08-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.

The Study of Potentials and Problems in Reading Faced By the Eighth Grade Students of Junior High School

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Ida Ayu Made Istri Utami

2017-03-01

Full Text Available Knowing students’ problems, especially in reading, is very important to design an appropriate and meaningful learning. From the problem identification, teacher can find the potency of designing and developing material to meet students’ need. Therefore, this study was aimed to identify the potentials and problems toward reading lesson faced by the eighth grade students of Junior High School. This study was based on the result of classroom observation, document study, and also checklists. The identification of potency and problems through classroom observation was done to obtain data on how existing reading material was used in teaching reading on the classroom. There was also document study to evaluate existing reading material and syllabus used for teaching reading. Then, the data from the teacher and students had been gathered by administering checklists. From the result of the study, it can be identified that the problems faced by the eighth grade students of Junior High School in reading dealt with topic selection, pictures or illustration, and reading activities, while the potency was to develop new reading material by using those problems as consideration.

Book Clubs in Developmental Reading: Building Reading Comprehension, Fostering Reading Enjoyment, and Engaging Students

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Maldonado, Michele

2012-01-01

The use of book clubs in college developmental reading classes is an effective way to encourage reluctant readers to build and strengthen reading skills, foster reading enjoyment, and engage students. In addition, book clubs build a sense of community within the classroom as the students converse and share their interpretations of the reading…

English as Second Language: Students' Awareness of Learning Strategies Used in Reading Comprehension

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Hussain, Irshad; Javed, Muhammad; Munshi, Parveen

2015-01-01

This study investigated the reading strategies used by adult learners' to read materials in English language for their studies. The population of the study consisted of students of Universiti Sains Malaysia. A sample of 80 (40 Postgraduates and 40 Undergraduates) TESOL students enrolled in the University were selected randomly. The data were…

Reading Trends and Perceptions Towards Islamic English Websites as Teaching Materials

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Khairuddin, Zurina; Shukry, Azimah Shurfa Mohammed; Sani, Nurshafawati Ahmad

2014-01-01

This paper is a study of the reading trends and perceptions of Muslim Malaysian undergraduate students towards Islamic English websites as pedagogical materials in English language classrooms. Data was collected through a set of questionnaires to 180 students from the International Islamic University Malaysia (IIUM) and Universiti Sultan…

Investigating students' motivations and attitudes towards reading ...

African Journals Online (AJOL)

This paper reports on an investigation into students' attitudes to and motivations for reading. These socio-affective factors relating to students' reading abilities have been largely ignored in L1 and L2 reading research, especially in L2 contexts. Yet, L2 students tend to display differing motivations and attitudes for L2 reading ...

Poor Reading Culture: A Barrier to Students' Patronage of Libraries ...

African Journals Online (AJOL)

FIRST LADY

show that computer and other media, harsh economic reality, societal demand for materialism, inadequate library materials among others are causes of poor reading culture of students in secondary schools. .... foundation of elementary education. ... play in the social, economic and technological development of any country.

The importance of leisure reading to health sciences students: results of a survey.

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Watson, Erin M

2016-03-01

To determine what value health sciences students place on leisure reading, whether they prefer to read online or in print, what the principal barriers are to their reading and whether they wish to have a leisure reading collection at their health sciences library. In October 2010, a link to a survey was sent to all 1800 students in health sciences professional programmes at the author's institution. Two hundred and thirteen students (11.8%) responded. Most felt that leisure reading had helped in their development as health professionals and increased their empathy. They listed many benefits of reading, such as improved understanding of minority groups, reduced stress, and improved thinking and communication skills. The majority preferred to read books and magazines in print, while the largest number preferred reading newspapers in print as well. Lack of time, fatigue and the expense of purchasing reading materials were the greatest barriers to reading. A majority of students were in favour of having a leisure reading collection set up at their library. Leisure reading was valued by the respondents, who felt it provided personal and professional benefits. However, many indicated that circumstances made it difficult to participate in leisure reading. © 2015 Health Libraries Group.

The Effect of Picture Story Books on Students' Reading Comprehension

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Roslina

2017-01-01

As a non formal education students, PKBM (a Non-Formal Community Learning Center) Medaso Kolaka students tend to encounter some difficulties in reading such as low motivation, infrequent tutors (non-formal education teachers) coming, inappropriate teaching materials, etc. This research aimed to investigate the effects of picture story books on the…

Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation With Social Work Students.

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Sage, Melanie; Sele, Patti

Students in undergraduate social work practice courses come to the class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use of reflective journals as a Flipped Classroom technique to increase reflective thinking and reading adherence. This study surveys 27 students in two practice courses about the use of weekly reflective journaling as a flipped classroom assignment. Findings support that reflective reading journals increase student preparation and engagement, but require more work for students and instructors. Implications are discussed.

The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students

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Ebru Kaya

2015-12-01

Full Text Available Reading is a part of our daily lives. It is performed both for pleasure and information. Reading skills are important for the individuals since they foster comprehension in reading. If the students do not have knowledge of reading skills, they cannot be expected to be successful readers. Thus, they cannot achieve the level of comprehension required to pass exams in their own departments. For this reason, reading skills should be taught in universities for the students to be able to cope with comprehension problems. This case study aims to find out whether or not reading skills has a role on the reading comprehension ability of Turkish EFL students. This study is both a qualitative and a quantitative study which lasted for a duration of 14 weeks. Two groups were selected (experimental and control among prep classes at Kahramanmaraş Sütçü Imam University. Both groups were administered a pre-test and questionnaire at the beginning of the study to find out if they were aware of reading skills. In addition, 10 students were chosen randomly for interview. During the study, reading skills were infused into the curriculum through designing lesson plans in accordance with the language content and topics for level C students, as determined by the Common European Language Framework. The lessons required the students to use reading skills before, during, and post reading. At the end of the study, the same questionnaire was re-administered. The students were given the post-test and then interviewed. The quantitative data were analyzed through descriptive statistics. The obtained data revealed that the students enhanced their comprehension ability provided that they were taught to use reading skills.

Print exposure, reading habits, and reading achievement among deaf and hearing college students.

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Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah

2012-01-01

This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.

University Students with Poor Reading Comprehension

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Georgiou, George K.; Das, J. P.

2015-01-01

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…

Improving Marketing Students' Reading Comprehension with the SQ3R Method

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Artis, Andrew B.

2008-01-01

For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent…

Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia

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Nichols-Yehling, M.; Strohl, C.

2014-07-01

According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.

Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation with Social Work Students

Science.gov (United States)

Sage, Melanie; Sele, Patti

2015-01-01

Students in undergraduate social work practice courses come to class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use…

Cultural Literacy Based Critical Reading Teaching Material with Active Reader Strategy for Junior High School

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Damaianti, Vismaia S.; Damaianti, Lira Fessia; Mulyati, Yeti

2017-01-01

This article describes the findings of a study aimed at producing a set of cultural literacy-oriented critical reading teaching material. This material is developed as a countermeasure to the increasingly thin sensitivity of society, especially the students toward noble values of religion, custom, and culture. With this material student get a…

Teaching Students to Infer Meaning through Material Culture

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Brewer, Ernest Andrew; Fritzer, Penelope

2011-01-01

Social studies students can learn to glean historical information from the study of material culture through active engagement as curators. Teachers can guide students through a pre-survey of helpful reading materials and then through selecting items of personal significance to them: creating labels that objectively describe the chosen items as to…

Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension.

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Pedersen, Henriette Folkmann; Fusaroli, Riccardo; Lauridsen, Lene Louise; Parrila, Rauno

2016-11-01

The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

E-READING II: words database for reading by students from Basic Education II.

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Oliveira, Adriana Marques de; Capellini, Simone Aparecida

2016-01-01

To develop a database of words of high, medium and low frequency in reading for Basic Education II. The words were taken from the teaching material for Portuguese Language, used by the teaching network of the State of São Paulo in the 6th to the 9th year of Basic Education. Only nouns were selected. The frequency with which each word occurred was recorded and a single database was created. In order to classify the words as of high, medium and low frequency, the decision was taken to work with the distribution terciles, mean frequency and the cutoff point of the terciles. In order to ascertain whether the words of high, medium and low frequency corresponded to this classification, 224 students were assessed: G1 (6th year, n= 61); G2 (7th year, n= 44); G3 (8th year, n= 65); and G4 (9th year, n= 54). The lists of words were presented to the students for reading out loud, in two sessions: 1st) words of high and medium frequency and 2nd) words of low-frequency. Words which encompassed the exclusion criteria, or which caused discomfort or joking on the part of the students, were excluded. The word database was made up of 1659 words and was titled 'E - LEITURA II' ('E-READING II', in English). The E-LEITURA II database is a useful resource for the professionals, as it provides a database which can be used for research, educational and clinical purposes among students of Basic Education II. The professional can choose the words according to her objectives and criteria for elaborating evaluation or intervention procedures involving reading.

The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)

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Goctu, Ramazan

2016-01-01

Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to…

TEACHING READING USING MAGAZINE

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Henny Uswatun Hasanah

2013-11-01

Full Text Available Teaching is a process of communication. It has to be created through the way of teaching and exchanging the message or information by every teacher and student. The message can be knowledge, skills, ideas, experiences, and many others. Through the process of communication, the people can receive the message or information. To avoid misunderstanding in the process of communication, media are needed in the process of teaching. Magazine can be other alternative as reading material in the classroom. Magazine as reading material has appeal for the students. To make the students get information from magazine, the teacher can ask the students to observe table of content and giving the students training to use it. Like, what is done on text book. Distinguishing informative reading material with fictive reading, important to know students in reading magazine. Like analyzing advertisements to detect propaganda.

Digital reading practices of university students

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Karen Shirley LÓPEZ GIL

2016-06-01

Full Text Available This paper presents results of research on digital reading. The main objective of the research was to analyze the reading on screens practices of university students and how their practices are guided by professors and institutions of higher education. The research design was mixed and the type of study was descriptive of cross-sectional. The data collection techniques were questionnaire, document analysis and discussion group. ibm spss v.22 was used for statistical treatment of data and Atlas.Ti 7.0 was used for content analysis of qualitative information. The study showed that students usually read on screens, although many of their reading practices have recreational purposes. Students have troubles to find reliable information on the Internet when they have academic pursuits and frequently consult secondary sources. When texts are on screens, students generally scan information and surf from one document to another along hyperlinks. The boundaries between academic and leisure activities are not well defined; multitasking appears frequently. Students indicate there is a little guidance received from their professors or university. These findings show that students are constantly faced with digital reading, but practices do not always allow them to achieve their academic purposes, so it is necessary to strengthen the support offered to them, mainly from the classroom language. 

Student Reading Practices in Print and Electronic Media

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Foasberg, Nancy M.

2014-01-01

This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic…

Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

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O'Connor, Rollanda E.

2018-01-01

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…

Reading comprehension of deaf students in regular education.

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Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

Reading competency of first-year undergraduate students at University of Botswana: A case study

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Beauty B. Ntereke

2017-01-01

Full Text Available The ability to read and interpret textbooks and other assigned material is a critical component of success at university level. Therefore, the aims of this study are twofold: to evaluate the reading levels of first-year students when they first enter the university to determine how adequately prepared they are for university reading. It is also to find out if there will be any significant improvement after going through the academic literacy course offered to first-year students. The participants were 51 first-year undergraduate humanities students enrolled in the Communication and Academic Literacy course at the University of Botswana. The data were collected through a reading test adopted from Zulu which was administered at the beginning of the first semester. The same test was administered at the end of the semester after the students had gone through the academic literacy course to see if there was any difference in performance. The findings of this study indicate that there is a mixed and wide variation of students reading competency levels when students first enter the university and that a significant number of first-year entrants are inadequately prepared for university reading.

"Manga" Literacy: Popular Culture and the Reading Habits of Japanese College Students.

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Allen, Kate; Ingulsrud, John E.

2003-01-01

Notes that "manga"--Japanese comics--constitute the most popular kind of reading material in Japan. Discusses the skills needed to read manga. Surveys 297 Japanese college students. Suggests that many manga readers can be considered engaged readers as they are highly motivated and have developed a range of strategies to help them…

Cross-gender Comparison of Metacognitive Strategies Utilized by Omani Students in Reading Comprehension Classes

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Manizheh Alami

2016-07-01

Full Text Available Given the fact that English is the language of the latest technological and scientific developments, comprehending English texts has priority for students to gain the knowledge and skills they will need in the future. However, most Omani students are not efficient L2 readers and do not have sufficient competence in reading authentic English texts. There is a variety of factors that might affect Omani students’ ability to read and comprehend English texts effectively. To find out what factors are involved in Omani students’ reading comprehension, in the first place, it is necessary to know what strategies they employ in reading. To this end, the current study attempts  to explore Omani students reported use of reading strategies using ‘Metacognitive Awareness of Reading Strategies Inventory’ (MARSI developed by Mokhtari and Reichard (2002. The self-reported survey completed by 200 students (90 female and110 male who enrolled for Advanced Foundation program (level 4 at Salalah College of Technology (SCT. The results show that SCT students’ awareness of metacognitive strategies is at medium level (3.46. Furthermore, the comparison between two gender groups (Males Vs. Females shows that male students use metacognitive reading strategies moderately (3.28 while female students use them more frequently (3.64. The outcomes of the study contribute to the improvement of SCT students reading ability and can be used by teachers to teach students different strategies to build meaning of the reading material which is among the goals of any educational system.

Comparison of Reading Levels of Pharmacy Students and Reading Level of Primary Literature

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Cathy H Ficzere

2016-09-01

Full Text Available Objectives: The project purpose was to evaluate pharmacy students’ reading levels using the Nelson-Denney Reading Test (NDRT and compare these results with the reading level of primary literature to investigate incongruities between student’s comprehension ability and the readability level of assigned reading in the curriculum. Methods: The NDRT was administered to first- through third-year student pharmacists to determine grade equivalents (GE for vocabulary and reading comprehension. Twenty articles previously identified as Patient-Oriented Evidence that Matters (POEMs were analyzed to determine the Flesch-Kincaid Grade Level and Gunning-Fog Score. Student demographics, information regarding language spoken, and reading habits, were also assessed. Pearson product moment correlations, t-tests, ANOVA, and descriptive statistics were used to assess relationships between demographic data and NDRT scores. Results: One hundred students participated. The mean NDRT total grade equivalent (±SD was 16.95 ± 2.1 (median = 17.3. NDRT grade equivalents were statistically different for students with different racial or ethnic backgrounds (t(98=3.74, p=0.026, English as a second language (ESL students (t(98=5.19, p=0.021, and students that read works of fiction for pleasure (t(98=4.31, p=0.002. The average Gunning-Fog Score for all primary literature articles was 11.48, with the introduction section being the most complex. The average Flesch-Kincaid Grade Level was 17.04, with the results section scoring the lowest average grade level. Implications: While the overall reading grade level of our pharmacy students suggests that they are capable of comprehending reading assigned in the pharmacy curriculum, minority students and students for whom English is a second language may struggle with comprehending complex text. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have

AUTHENTIC TEXTS FOR CRITICAL READING ACTIVITIES

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Ila Amalia

2016-03-01

Full Text Available This research takes an action research aimed at promoting critical reading (“thinking” while reading skills using authentic materials among the students. This research also aims to reveal the students perception on using critical reading skills in reading activities. Nineteen English Education Department students who took Reading IV class, participated in this project. There were three cycles with three different critical reading strategies were applied. Meanwhile, the authentic materials were taken from newspaper and internet articles. The result revealed that the use of critical reading strategies along with the use of authentic materials has improved students’ critical reading skills as seen from the improvement of each cycle - the students critical reading skill was 54% (fair in the cycle 1 improved to 68% (average in cycle 2, and 82% (good in cycle 3.. In addition, based on the critical reading skill criteria, the students’ critical reading skill has improved from 40% (nearly meet to 80% (exceed. Meanwhile, from the students’ perception questionnaire, it was shown that 63% students agreed the critical reading activity using authentic text could improve critical thinking and 58% students agreed that doing critical reading activity could improve reading comprehension. The result had the implication that the use of authentic texts could improve students’ critical reading skills if it was taught by performing not lecturing them. Selectively choosing various strategies and materials can trigger students’ activeness in responding to a text, that eventually shape their critical reading skills.

Talking Books in Reading Instruction and Student Behavior

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Stig Toke Gissel

2014-12-01

Full Text Available In grade 1, Danish students used a talking book with TTS (text-to-speech and participated in a learning design with emphasis on decoding and reading for meaning in written text. The students all read the same unfamiliar text, which for many of the students would traditionally be considered being at their frustration level. Basing the intervention on connectionist theory of reading and Share’s self-teaching hypothesis, students were instructed to try to read the words before activating the TTS-function. Only five students out of 17 used the software in ways that could promote self-teaching, but underused the support. Five other students very quickly refrained from trying to decode, instead clicking the full page TTS. Another five students did not at any point try to decode words independently. These results suggest that by using TTS and talking books in reading instruction without measures to fine tune the scaffolding, it is very doubtful whether any students benefit from the TTS at all.

Reading skills among students with intellectual disabilities.

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Ratz, Christoph; Lenhard, Wolfgang

2013-05-01

Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Talking books in reading instruction and student behavior

DEFF Research Database (Denmark)

Gissel, Stig Toke

2014-01-01

at their frustration level. Basing the intervention on connectionist theory of reading and Share’s self-teaching hypothesis, students were instructed to try to read the words before activating the TTS-function. Only five students out of 17 used the software in ways that could promote selfteaching, but underused...... the support. Five other students very quickly refrained from trying to decode, instead clicking the full page TTS. Another five students did not at any point try to decode words independently. These results suggest that by using TTS and talking books in reading instruction without measures to fine tune......In grade 1, Danish students used a talking book with TTS (text-to-speech) and participated in a learning design with emphasis on decoding and reading for meaning in written text. The students all read the same unfamiliar text, which for many of the students would traditionally be considered being...

Reading literacy and reading self-concept of year 6 primary school students

OpenAIRE

Cegnar, Katja

2017-01-01

In the present Master thesis, we research the relation between the reading literacy and its components and the reading self-concept in grade 6 elementary school students. Sixth grade students were chosen because they are partially taught by class teachers and because we assume that they are already familiar with the reading comprehension technique and have a more-or-less stable reading self-concept. In the theoretical part, we present the importance of functional literacy and of other types o...

Reading Comprehension Strategies

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Unal Ulker

2017-12-01

Full Text Available The academic success of the university students greatly depends on the mastery of an academic reading skill. However, students as well as teachers, take the learning of this skill for granted, as they tend to presuppose that reading skill is acquired as a part of their secondary education. As a result, most first-year students employ non university strategies to read academic texts, which leads to a surface approach to reading and prevents students from a better understanding of the material. This paper will discuss the strategies that involve students in taking a deep approach to reading academic texts.

A Study On English Reading Habits Of Students Of English Study Program Of Riau University

OpenAIRE

Al Nazhari, Hafiz; Delfi, Syofia; ', Syafri K

2016-01-01

The aim of this study is to find out the habits of English reading among the students of English Study Program of Riau University. The method used in this research is quantitative research and the design is survey study. A questionnaire was used as the instrument of this research. The questionnaire involved seven indicators of reading habits: attitudes toward reading, reading frequency, reading materials read, time spend on academic reading, time spend on non-academic reading, motivation in t...

Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension

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Al Rasheed, Hana S. S.

2014-01-01

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…

The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

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Akkakoson, Songyut

2013-01-01

This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

Reading Fluency Instruction for Students at Risk for Reading Failure

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Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

2013-01-01

The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

E-Readers and the Effects on Students' Reading Motivation, Attitude and Comprehension during Guided Reading

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Long, Deanna; Szabo, Susan

2016-01-01

This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…

Development of reading comprehension with graphic organizers for students with dyslexia

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Jacqueline Lopez

2018-04-01

Full Text Available The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process of students with learning disabilities (dyslexia. This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension accordance  with the level of English of each student. The theoretical foundation is constructed by the contents previously defined in the problem; with specific bibliography for the scientific content. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures.

Reading New Environments: Students' Ability to Generalise Their Understanding between Different Ecosystems

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Magntorn, Ola; Hellden, Gustav

2007-01-01

This paper is based on a study of how students' read nature in different ecosystems. Its focus is on ecology and the context is outdoors. This literacy has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat that is to be read. A teaching sequence was designed in order to develop…

Censorship Now: Revisiting "The Students' Right to Read." A Policy Research Brief

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National Council of Teachers of English, 2014

2014-01-01

"The Students' Right to Read," published in 1961, revised in 1981, and reaffirmed by the National Council of Teachers of English (NCTE) Executive Committee in 2012, responds to censorship or attempts to restrict or deny students access to materials deemed objectionable by some individual or group. Despite this position statement and the…

How To Tutor Students with Reading Comprehension Problems.

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Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn

2002-01-01

Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

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Mucherah, Winnie; Herendeen, Abbey

2013-01-01

This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

Easy-to-read texts for students with intellectual disability: linguistic factors affecting comprehension.

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Fajardo, Inmaculada; Ávila, Vicenta; Ferrer, Antonio; Tavares, Gema; Gómez, Marcos; Hernández, Ana

2014-05-01

The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to

Effects of Instructional Ratios on Students' Reading Performance in a Regular Education Program.

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Roberts, Maura L.; Shapiro, Edward S.

1996-01-01

Used 4 experimental conditions to examine the effectiveness of different instructional ratios of known to unknown vocabulary words on the reading progress of 46 students. Results suggest that students acquired new information as instructional ratios expanded. An inverse relationship was established between instructional material presented and…

High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention.

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Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B

2015-01-01

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. © Hammill Institute on Disabilities 2014.

Middle Schoolers and Magazines: What Teachers Can Learn from Students' Leisure Reading Habits

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Gabriel, Rachael; Allington, Richard; Billen, Monica

2012-01-01

Teachers, parents, and librarians are constantly looking for methods and materials that engage students as readers and motivate them to increase the time they spend reading. In this article we describe findings from a study of middle schoolers' magazine reading habits that gave us a close look at the power of magazines as supplemental supports for…

The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties.

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Wise, Justin C; Sevcik, Rose A; Morris, Robin D; Lovett, Maureen W; Wolf, Maryanne; Kuhn, Melanie; Meisinger, Beth; Schwanenflugel, Paula

2010-07-01

The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of connected text (ORFD), and (b) students who evidenced difficulties only with oral reading fluency of connected text (CTD). Participants (ORFD, n = 146 and CTD, n = 949) were second-grade students who were recruited for participation in different reading intervention studies. Data analyzed were from measures of nonsense-word oral reading fluency, real-word oral reading fluency, oral reading fluency of connected text, and reading comprehension that were collected at the pre-intervention time point. Correlational and path analyses indicated that real-word oral reading fluency was the strongest predictor of reading comprehension performance in both samples and across average and poor reading comprehension abilities. Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties.

Foreign Language Reading Anxiety among Yemeni Secondary School Students

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Yehia Ahmed Y. Al-Sohbani

2018-03-01

Full Text Available The aim of this study was to examine Foreign Language (FL reading anxiety level of Arabicspeaking Yemeni students learning English as a foreign language (n = 106. It utilized (a a background information questionnaire, (b the Foreign Language Reading Anxiety Scale (FLRAS, and (c students' English school marks. Results of the study showed that learners of English experienced an above moderate level of FL reading anxiety. There was no significant difference between students' FL reading anxiety and their gender. However, a statistically reliable difference between the means of public and private schools regarding their FL reading anxiety in favor of the private school. Moreover, a positive correlation was found between students' FL reading anxiety and their type of school. Difficulties of uncertainty, pronunciation of English words, unfamiliar topic, unknown vocabulary, reading aloud, using word by word translation, unfamiliar English culture and history, unfamiliar grammar, English letters and symbols were identified as the major sources of FL reading anxiety.

Development of reading comprehension with graphic organizers for students with dyslexia

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MSc. Jacqueline López

2018-02-01

Full Text Available The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process to students with learning disabilities (dyslexia. This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension according to the level of English of each student. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures. The theoretical foundation is constructed by the contents related to the variables defined in the problem; with specific bibliography according to the dimensions and indicators obtained from the matrix of operationalization of variables

Language-Related Values, Reading Amount, and Reading Comprehension in Students with Migration Backgrounds

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El-Khechen, Wahiba; Ferdinand, Hanna D.; Steinmayr, Ricarda; McElvany, Nele

2016-01-01

Background: Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour--and, as a consequence, their performance. This is…

Developing process approach-based reading textbook for grade IV students

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Dedy Irawan

2017-07-01

Full Text Available The objective of this research and development study is generating approach-based reading textbook which will be appropriate and feasible for implementation in order to improve the reading skills of Grade IV students. This research and development study referred to the steps of research and development proposed by Borg & Gall. The subjects in this study were the Grade IV students from the State Elementary Schools under the Regional Unit of Technical Implementation in Kutasari District, the Regency of Purbalingga which consist of SD Negeri 1 Cendana, of SD Negeri 1 Karangjengkol, SD Negeri 1 Sumingkir, and SD Negeri 2 Munjul. In gathering the data, the researcher made use of interview, document analysis, rating scale, test, and questionnaire. The results of this research and development study are a process approach-based reading textbook for Theme 9 “My Food is Healthy and Nutritious” which has been designed in five reading activities namely: (1 setting up; (2 reading; (3 responding; (4 understanding; and (5 expanding the understanding. This textbook has been considered feasible for implementation according to the material expert and the media expert with “Good” category and according to the book design expert with “Very Good” category. There are differences in the final results between the experimental group and the control group after the approach based-reading textbook has been applied with the significance < 0.05. These differences show the significant reading skills improvement with sig. value (2-tailed = 0.024.

Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety

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Belgin Aydin

2012-01-01

Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program

Metacognitive Online Reading Strategies Applied by EFL Students

OpenAIRE

İnceçay, Görsev

2013-01-01

ABSTRACTThe purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies wh...

Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading

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Graham, Steve; Hebert, Michael

2011-01-01

Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…

Academic English Reading for International College Students: The Role of Metacognitive Reading Strategies

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Iwai, Yuko; Filce, Hollie; Ramp, Ellen

2011-01-01

In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…

Increasing Academic Growth through Motivating Students To Read.

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Duignan, Sandra; Klioris, Ann; Porter, Jennifer; Rockett, Nicole; Vogwill, Kathy

This report describes a program for increasing academic growth through motivating students to read. The targeted population includes kindergarten, first, third, and high school special education students. The lack of motivation in reading was documented through data revealed by pre-surveys and post-surveys of students' interest in books. Analysis…

Reading Comprehension Difficulties among French Students of the ...

African Journals Online (AJOL)

Reading Comprehension Difficulties among French Students of the University of Education, Winneba: ... The quality of work done depends so much on the level of understanding of the reading text by students. ... AJOL African Journals Online.

A Personalized Recommendation-Based Mobile Learning Approach to Improving the Reading Performance of EFL Students

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Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Chih-Kai

2013-01-01

In this paper, a personalized recommendation-based mobile language learning approach is proposed. A mobile learning system has been developed based on the approach by providing a reading material recommendation mechanism for guiding EFL (English as Foreign Language) students to read articles that match their preferences and knowledge levels, and a…

A reading intervention programme for mathematics students ...

African Journals Online (AJOL)

Based on the results of Phase I of a reading skills project in 2000 (SAJHE 16(3) 2002), Phase II was undertaken to set up a reading intervention programme on a voluntary basis for students enrolled in a mathematics access module, to determine whether explicit attention given to reading would improve their reading skills ...

TINGKAT KETERBACAAN READING MATERIALS DALAM MATA KULIAH TELAAH TEKS BAHASA INGGRIS STAIN PAMEKASAN

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Mulyadi ---

2011-07-01

Full Text Available This Article is summarized from a research report about reading level of textbook of English text study subject in STAIN Pamekasan. Reading level is measure about according to not it a reading to certain reader seen from level facet of difficulty / amenity its discourse. This research target is to describing the reading level of reading materials of English text study subject in STAIN Pamekasan. English subject is studied in two levels, namely, elementary level calls the English subject and also advanced level is English Text Study. This two subjects have the character to be obliged to go through for all college students in five studies program (prodi --- Islamic Religion education, Arab language education, and English education in Tarbiyah Department. Two other studies program are Islam Civil Law and Moslem law Banking in Moslem law Department. By using the analytical descriptive method expected can give the reading level of textbook pursuanting to understanding of college students can be explained. Its source data is from all textbooks taught at English text study subject in STAIN Pamekasan. The research result indicates that most existing discourse in textbooks taught is standard classification. for that is suggested to curator lecturer of English text study subject to be more selective in discourse election its textbooks. Boosting up difficulty level undoubted to be done by paying attention of lecturing technique “reading” for the students facility comprehend textbooks

The Reading Habits of Developmental College Students at Different Levels of Reading Proficiency.

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Sheorey, Ravi; Mokhtari, Kouider

1994-01-01

Examines differences in reading habits of developmental college students with varying levels of reading proficiency. Finds that subjects spent an unusually low amount of time on academic reading and even less time on nonacademic reading. Finds no significant differences between high- and low-proficient readers with regard to amount of time spent…

Smart Strategy to Boost Students' Reading Comprehension

OpenAIRE

Sfafi'i, Muhammad Lukman

2015-01-01

Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking) strategy. ...

University Students' Reading of Their First-Year Mathematics Textbooks

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Shepherd, Mary D.; Selden, Annie; Selden, John

2012-01-01

This article reports the observed behaviors and difficulties that 11 precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the "effectiveness" of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. The…

L2 Reading Motivation among Sri Lankan University Students

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Dhanapala, Kusumi Vasantha; Hirakawa, Yukiko

2016-01-01

This study investigated the extent of the motivational processes that facilitated the text comprehension among 406 Sri Lankan university students in Sri Lanka. Students' L2 text comprehension and reading motivation were assessed using a reading comprehension test and a reading motivation and attitude questionnaire. The Principal Componential…

Effects of reading-oriented tasks on students' reading comprehension of geometry proof

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Yang, Kai-Lin; Lin, Fou-Lai

2012-06-01

This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

Owning My Thoughts Was Difficult: Encouraging Students to Read and Write Critically in a Tertiary Qualitative Research Methods Course

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Wiles, Janine L.; Allen, Ruth E. S.; Butler, Rachael

2016-01-01

This paper adds to the nascent literature on teaching research methods and what students learn from courses and assessment. Postgraduate students are often confronted with large amounts of reading, and the content of material can be intimidating. Convincing them also to engage critically with readings is even more difficult. We report on a…

A Longitudinal Study of the Role of Reading Motivation in Primary Students' Reading Comprehension: Implications for a Less Simple View of Reading

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Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica

2016-01-01

Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

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Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

2015-01-01

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

Improving Students' Reading Comprehension in Descriptive Text Through Anticipation Guide

OpenAIRE

Nasution, Maya Puspita

2014-01-01

This study concerrns with improving students' reading comprehension in descriptive text through anticipation guide.The objective was to investigate improvement of students' reading comprehension by applying anticipation guide. This research was conducted by using action research method. The subject of the study was grade VII students of SMP SWASTA TAMAN HARAPAN MEDAN totalling to 30 students. They were taught reading comprehension by anticipation guide. The instruments for collecting data wer...

Mislabeled Reading and Learning Disabilities: Assessment and Treatment for Reading Difficulties in Students with Learning Disabilities

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Sze, Susan

2009-01-01

Reading affects a plethora of areas in life. Students with learning disabilities often fall into this category due to a lack of practice with reading and less time to focus on building skills. This paper examines the background, the relationship between reading and learning disabilities, the characteristics of students with learning disabilities…

Improvement of Engineering Students' Communication Skills in English through Extensive Reading

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Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

The students' communication skills in English have improved after introducing Extensive Reading courses into the curriculum of Electrical and Electronic Engineering Department. The students' average TOEIC scores, which used to be far lower than the ones of students in other educational institutions, have increased in recent two years. The students who used to avoid learning English have welcomed extensive reading of graded readers for foreign learners and books for native children of English. This is because the extensive reading causes less stress and it is enjoyable. The students who have read more than 0.2 million words of English texts have faster reading speed and more confidence in reading. They seem to change their reading style from English-to-Japanese translation (and comprehension in Japanese) to direct comprehension in English. Their listening comprehension is also improved. Extensive reading is an effective educational method to improve English communication skills of engineering students, and it also becomes a useful method of continuous education for engineers in need of improving their skills.

Rate of Speech and Reading in Second and Fifth Grade Primary Students in Tehran

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Hourieh Ahadi

2007-12-01

Full Text Available Background and Aim: The purpose of this research is to study the standardization of speaking and reading rates in a group of normal speaker of female students, and to compare them. As the rate of speech is an important variable in the evaluation and treatment of stuttering, cluttering, dysarthria and apraxia. Materials and Method: One hundred of second grade students of primary school and an equal number of fifth grade students participated in this study. All subjects were native speakers of Farsi, who passed an informal, screening test of articulation and speech. None of the subjects had a history of speech, hearing, or neurological disorders. The subjects were asked to read from the 180 words portion of their Farsi book and tell story. Their speech was recorded by using a tape recorder. Then the data were analyzed for word and syllable rate. In transcribing the samples, single morpheme was counted as single word and compound words were counted as two words if they had two free morphemes. Non-word interjections were excluded from word and syllable counts while word interjections and repeated words were included in the count. Independent t-test and paired t-test were used for analyzing. Results: In the second grade students the reading rate is, on the average, 189.4 syllable per minute (SPM(94.9 word per minute(WPM, 3.1 syllable per second(SPS and the talking rate is 189.8 SPM (99.1 WPM, 3.1 SPS and in the fifth grade student the reading rate is 223.9 SPM (119.0 WPM, 3.7SPS and the talking rate is 210.26 SPM (109.5 WPM , 3.4 SPS. Conclusion: The result highlight that in the fifth grade students, reading rates are higher than talking rates while in the second grade they are not, because they do not have enough skills for whole word reading. A remarkable finding in this research is that, reading and talking rates in the fifth grade students are higher than the second grade students.

Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety

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Belgin Aydın

2012-01-01

Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program. The participants of the study were 50 FL students who were in their second year at a state university in Turkey. All participants had already taken the first year reading course and were enrolled in the second year reading course. It was based on two qualitative research instruments. The first instrument was a semi-structured questionnaire administered to all participants. The second one was a semi-structured interview conducted with half of the participants to obtain more in depth information concerning the modifications that had been introduced. Both instruments revealed that students responded positively to the modifications introduced. The results of the study put forward that obtaining students’ opinions, giving them responsibility and involving them in decision making processes enhance their motivation, confidence and analytical skills while reading in a foreign language.

Modeling the Influences of Upper-Elementary School Students' Digital Reading Literacy, Socioeconomic Factors, and Self-Regulated Learning Strategies

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Chen, Shin-Feng

2017-01-01

Background: Reading is an interactive and constructive process of making meaning by engaging a variety of materials and sources and by participating in reading communities at school or in daily life. Aim: The purpose of this study was to explore the factors affecting digital reading literacy among upper-elementary school students. Method: A…

Improving Students' Achievement in Reading Comprehension Through Think Pair Share Strategy

OpenAIRE

Handayani, Umami -

2014-01-01

This research is designed to improve the students' reading comprehension in English through Think Pair Share strategy. the objective of the research is to develop Think Pair Share to improve the students' reading comprehension. The research was conducted by using classroom action research. The finding showed that Think Pair Share strategy was successful in improving students' reading comprehension. The improvement couls be seen from the increase of students' reading scores. Besides, the fin...

Developing a Screening Inventory Reading Test (IRT for the Isfahanian Students of the First to Fifth Grade

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Bijan Shafiei

2009-12-01

Full Text Available Background and aim: Reading is one of the most essential skills in this century. Reading disorders can cause several problems for the person who has reading disorder. Early assessment and diagnosis play an important role in treatment of this disorder. The main purpose of this study was to develope a screening inventory reading test (IRT for first to fifth grade student in Isfahan in order to early diagnosis of reading disorder.Materials and Methods: The test, consisting of 100 words context and four comprehension questions, named Inventory Reading Test (IRT, was evaluated by several speech therapists. It was standardized by testing on one thousand boys and girls, 200 students in every grade, that were selected through a multi-stage random sampling method. Test was performed on two other groups, a normal and a reading-disordered.Results: Scores of reading accuracy and velocity were highly correlated with the test total score. Test reliability was calculated as 0.77 by Cronbach`s alpha measure. There was significant difference between two groups mean score (p=0.01.Conclusion: IRT seems to be an appropriate tool for screening reading disorder of first to fifth grade students.

High School Students with Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention

Science.gov (United States)

Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G.; Fall, Anna-Mária; Schnakenberg, Jennifer B.

2015-01-01

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state…

STUDENTS’ READING PRACTICES AND ENVIRONMENTS

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Aiza Johari

2013-07-01

Full Text Available Abstract: The challenges of reading are indeed apparent in most teaching and learning processes in ESL classrooms. As a result, this study is conducted to resolve the issues of students who seem to find reading to be unbearable. Many of them have limited ability to read well and hence, possess insufficient reading habits to become competent readers, particularly out-of-school context. Besides, poor home literacy environments also contribute to their shortcomings in reading. The main objectives of this study are to identify the students’ reasons for reading as well as to find out their home reading environments (reading backgrounds and habits; reading attitudes and motivation; reading exposure and supports. To identify these, questionnaires were distributed to 120 secondary school students (Form 4: 16 years old from one of the urban schools in Sarawak, Malaysia. The findings indicate that the students read to gain information and knowledge though many chose reading as a hobby as their last choice in explaining their motives of reading. Besides, they preferred non-academic reading materials, mainly lighter forms reading materials such as comics, story books and magazines. Though the students acknowledged the importance of reading in their daily lives, their average reading habits, attitude, motivation, exposure and support within the home domain had suggested otherwise. They mainly read for instrumental purposes while reading for pleasure seemed not to be given priority. Besides, the respondents acknowledge that their parents and themselves did not read much at home. As an implication, it is vital for students to improve their reading perceptions, abilities and practices to achieve personal, societal and national progress. On a final note, parents’ early and continuous efforts to be involved in their children’s literacy events in an out-of-school context are believed to be vital to inculcate positive reading environments, habits and culture

The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia

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Mihandoost, Zeinab; Elias, Habibah

2011-01-01

Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446

Perceptions of EFL Students toward Academic Reading

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Akarsu, Oktay; Harputlu, Leyla

2014-01-01

In this study, data were collected using a modified version of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS). Results suggest that Turkish EFL (English as a Foreign Language) students at the graduate level, while engaged in academic reading, are aware of almost all effective reading strategies, though each one is not used…

L2 Reading in Thailand: Vocational College Students' Application of Reading Strategies to Their Reading of English Texts

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Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…

Within-Year Changes in Chinese Secondary School Students' Perceived Reading Instruction and Intrinsic Reading Motivation

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Lau, Kit-ling

2016-01-01

This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…

English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia

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Grönblad, Johanna

2013-01-01

This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get...

Relationship between Vocabulary Size and Reading Comprehension Levels of Malaysian Tertiary Students

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Angelina Wan Lin Tan

2018-01-01

Full Text Available This study investigated the relationship between vocabulary size and reading comprehension performance among students in a tertiary institution in a Malaysian context and examined the vocabulary size required for students to achieve reading comprehension at various levels of proficiency. The research questions that guided this study were: 1 What is the vocabulary size of second year diploma students studying Mass Communication?; 2 What is the reading comprehension proficiency of second year diploma students studying Mass Communication?; and 3 What vocabulary size is required for different levels of reading comprehension proficiency? This study used the quantitative approach. The participants were 53 Malaysian second-year students at a private university college in Malaysia who were reading for their Diploma in Mass Communication. The instruments used were the Vocabulary Size Test and the IELTS Reading Test (Academic Module. The findings showed that the average vocabulary size of the students was just over 6000 word families and this vocabulary size was generally insufficient for adequate reading comprehension. Students needed an average vocabulary size of about 8000 word families to achieve adequate reading comprehension and about 10000 word families to achieve proficient reading comprehension. Based on the individual student’s performance, this study did not find a linear relationship between vocabulary size and reading comprehension performance, nor was there a threshold vocabulary size for adequate reading comprehension.

A Survey of Secondary School Students' Reading Strategy Use ...

African Journals Online (AJOL)

A Survey of Secondary School Students' Reading Strategy Use, Teachers' ... Jimma Zone as well as their English teachers' perceived use of reading strategies ... 16 items that deal with the reading strategies they use when they teach reading ...

The Comparison of Students' Use of Metacognitive Reading Strategies between Reading in Bahasa Indonesia and in English

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Vianty, Machdalena

2007-01-01

This article reports an investigation into the students' use of metacognitive reading strategies that involve the use of analytic and pragmatic reading strategies when reading in the two languages: English and Bahasa Indonesia. One-hundred and one students from the English Study Program within the Faculty of Teacher Training and Education of…

An analysis of reading profiles of first-year students at Potchefstroom ...

African Journals Online (AJOL)

An analysis of reading profiles of first-year students at Potchefstroom University: a cross-sectional study and a case study. ... South African Journal of Education ... that these students experienced problems across all aspects of the reading process (i.e. vocabulary, fluency, reading comprehension, and reading strategy use).

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

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Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.

2017-01-01

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

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Joel M. Magogwe

2013-02-01

Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

Reading for Pleasure and Creativity among College Students

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Kelly, Kathryn E.; Kneipp, Lee B.

2009-01-01

This study explored the relationship between reading for pleasure and creativity. University students (N = 225) completed measures of reading for pleasure and creativity (SCAB). The results indicated that reading for pleasure was significantly, positively correlated to creativity. Implications for the classroom are explored, including possible…

A Study of the Influence of Advertising Techniques on Selection of Instructional Reading Materials by Prospective Teachers.

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Greenlaw, M. Jean; And Others

This study examined the effect of three different modes of presentation on elementary education majors' selection and rating of materials for reading instruction. Materials were chosen to represent each of the following propaganda techniques: glittering generalities, name calling, transfer, testimonial, bandwagon, and card stacking. Students in…

DEVELOPING ONLINE READING SUPPLEMENTARYMATERIALSFOR THE TENTH GRADERS OF SMAN 3 PROBOLINGGO

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Reny Windi Astuti

2017-04-01

Full Text Available Reading is very important in learning a foreign language. Reading is also the interaction between reader and text. As the hardest skill for foreign language learners, reading requires rich background and knowledge of the language. Curriculum 2013 strongly suggeststhe teachers and students use textbook which government has developed. The researchers findthat English for the tenth graders does not have adequate reading materials. Based on the need analysis done by the researcher, the teacher has to add some other materials outside of the book to accommodate students in learning reading. Therefore, there should be adequate reading materials for English language learners. The purpose of this research was to develop online reading supplementary material based on curriculum 2013 that could be useful for English teachers. This study was carried toR&D (Research and Development. This paper presented; (1 supplementary materials which could be used by the students through online based, and (2 how to develop online reading supplementary materials. By considering these theories, it is hoped that the teachers and scholars can have theoretical insight in developing online reading supplementary materials.

Applying PQ4R Strategy for Teaching Reading

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Moh.Rodli

2015-07-01

Full Text Available Despite receiving more attention than other language skills in English classroom, the result of students’ reading comprehension achievement is still far from expectation. To help students comprehend English reading texts and have better achievement in reading skill, PQ4R strategy can be an alternative to offer. The PQ4R (also well known as SQ4R strategy of comprehending reading material is an extension of SQ3R (Survey, Question, Read, Recite, and Review This method involves previewing the reading material, questioning the reading, reading to answer the questions, reflecting upon the reading, reciting the reading, and reviewing the material. This method is useful for improving students’ reading effectiveness in addition to help students better remember what they read. This paper highlights the PQ4R strategy and its use as an alternative to improve students’ reading comprehension achievement.

APPLYING PQ4R STRATEGY FOR TEACHING READING

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Moh Rodli

2015-07-01

Full Text Available Despite receiving more attention than other language skills in English classroom, the result of students’ reading comprehension achievement is still far from expectation. To help students comprehend English reading texts and have better achievement in reading skill, PQ4R strategy can be an alternative to offer. The PQ4R (also well known as SQ4R strategy of comprehending reading material is an extension of SQ3R (Survey, Question, Read, Recite, and Review This method involves previewing the reading material, questioning the reading, reading to answer the questions, reflecting upon the reading, reciting the reading, and reviewing the material. This method is useful for improving students’ reading effectiveness in addition to help students better remember what they read. This paper highlights the PQ4R strategy and its use as an alternative to improve students’ reading comprehension achievement.

Reading strategies of Chinese students with severe to profound hearing loss.

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Cheung, Ka Yan; Leung, Man Tak; McPherson, Bradley

2013-01-01

The present study investigated the significance of auditory discrimination and the use of phonological and orthographic codes during the course of reading development in Chinese students who are deaf or hard of hearing (D/HH). In this study, the reading behaviors of D/HH students in 2 tasks-a task on auditory perception of onset rime and a synonym decision task-were compared with those of their chronological age-matched and reading level (RL)-matched controls. Cross-group comparison of the performances of participants in the task on auditory perception suggests that poor auditory discrimination ability may be a possible cause of reading problems for D/HH students. In addition, results of the synonym decision task reveal that D/HH students with poor reading ability demonstrate a significantly greater preference for orthographic rather than phonological information, when compared with the D/HH students with good reading ability and their RL-matched controls. Implications for future studies and educational planning are discussed.

A Study of the Reading Habits of Students in Selected Secondary ...

African Journals Online (AJOL)

This paper focused on the reading habits of students in four selected secondary schools in Oyo town. The study was designed to find out the difference in the reading habits of the students in selected secondary schools in Oyo town. It is also aimed at finding solutions to poor reading habits, among the students. A survey ...

Flaws in Commercial Reading Materials.

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Axelrod, Jerome

Three flaws found in commercial reading materials, such as workbooks and kits, are discussed in this paper, and examples of the flaws are taken from specific materials. The first problem noted is that illustrations frequently provide the information that the learner is supposed to supply through phonetic or structural analysis; the illustrations…

[Reading ability of junior high school students in relation to self-evaluation and depression].

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Yamashita, Toshiya; Hayashi, Takashi

2012-01-01

Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.

Student-generated reading questions: diagnosing student thinking with diverse formative assessments.

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Offerdahl, Erika G; Montplaisir, Lisa

2014-01-01

Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding. © 2013 by The International Union of Biochemistry and Molecular Biology.

Understanding Student Attitudes toward Bible Reading: A Philippine Experience

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Baring, Rito V.

2008-01-01

Reflecting from the Philippine experience, this article explores an emerging picture that characterizes contemporary Bible reading attitudes of college students. Six new attitude factor definitions are developed following the development of the Bible Reading (BR) attitude scale for college students constructed by this author in a separate study.…

A SURVEY OF THE ENGLISH READING HABITS OF EFL STUDENTS IN INDONESIA

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Erna Iftanti

2012-07-01

Full Text Available This article investigated the English reading habits of Indonesian students of EFL. The data were collected through a questionnaire survey and interview validation. The questionnaires were distributed to 546 EFL college students in East Java. Based on the statistical analysis of the data, it is concluded that although the students have read English since elementary school, they do not indicate to have good English reading habits. Only few of them are identified to have good English reading habits as suggested by their eagerness to regularly spend time reading various types of English texts and their high motivation to read English for pleasure. The EFL students read English for some purposes, i.e. for school assignments, for pleasure, and for knowledge and English skills improvement. Their positive belief about reading does not motivate them to read English for pleasure; rather, it is school assignments that appear to be their biggest motivation.

Computational Text Analysis: A More Comprehensive Approach to Determine Readability of Reading Materials

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Aziz, Anealka; Fook, Chan Yuen; Alsree, Zubaida

2010-01-01

Reading materials are considered having high readability if readers are interested to read the materials, understand the content of the materials and able to read the materials fluently. In contrast, reading materials with low readability discourage readers from reading the materials, create difficulties for readers to understand the content of…

Analysis of EFL Students' Ability in Reading Vocabulary of Synonyms and Antonyms

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Vina Fathira

2017-02-01

Full Text Available Reading is an important thing for academic level. Every student must have many vocabularies to encourage her/his reading skill. The aim of this research is to analyze the students' understanding of reading vocabularies of synonyms and antonyms in the higher education level. Synonyms and antonyms are two important things should be mastered to get better reading comprehension. The method used in this research was quantitative with survey design. The population same as the sample of this research was from fifth semester students of STIBA Persada Bunda Pekanbaru. The procedures of the research were divided into 3 parts. First, students were asked to choose the best choice in the multiple choice for synonyms and anton, number and the wrong number, and grouped the wrong number into difficulties level. Last, the researcher analyzed the students' ability in reading vocabulary of synonyms and antonyms and concluded the result of students' ability in reading vocabulary of synonyms and antonyms in elementary, intermediate, and advanced level. The result of this research showed that the students' ability in reading vocabulary of synonyms and antonyms was categorized into "excellent" level with mean score 85. From the three difficulties level of question, the findings of this research were explained every level of question. In synonyms, the mean score of students' ability were 89, 85, and 84 for elementary, intermediate, and advanced level of question. Whereas, in antonyms, the mean score of students' ability were 97, 85, and 69 for elementary, intermediate, and advanced level of question.Keywords: students' ability, reading vocabulary, synonyms and antonyms

The Problem of Reading and Reading Culture Improvement of Students-Bachelors of Elementary Education in Modern High Institution

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Kamalova, Lera A.; Koletvinova, Natal'ya D.

2016-01-01

This article is aimed to study the problems of reading and improve reading culture of students-bachelors of elementary education in modern high institutions and development of the most effective methods and techniques for improving of reading culture of students in the study of Humanities disciplines. The leading method to the study of this…

The Teaching Reading With Virtual Technology in Education Context

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Vera Wannmacher Pereira

2015-06-01

Full Text Available This research had the specific objectives: produce virtual reading materials to the 7th grade of elementary high school students; develop workshops from these materials for these students; check the benefits of these workshops to the student`s reading comprehension development and also their the linguistic learning knowledge; produce an e-book to the teachers; provide this e-book to the publisher`s website at PUCRS. The methodology involved: conducting cooperative work around educational actions (application of virtual materials produced in workshops, research (development and implementation of research instruments and extension (production and availability of e-book. The results were: a productive network between University and schools; a set of reading comprehension material to the 7th grade of elementary school students; students’ reading comprehension development and learning language skills in the test applied before and after the workshops; the e-book which was developed and it is available on the EDIPUCRS site.

E-Readers and the Effects on Students' Reading Motivation, Attitude, and Comprehension

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Long, Deanna

2014-01-01

The purpose of this study was to determine if the use of E-readers during guided reading instruction would affect students' reading motivation, attitude toward reading, and reading comprehension. The study utilized on a quasi-experimental mixed methods research design that involved 35 fifth grade students in two fifth grade reading classes. For 10…

Processes Utilized by High School Students Reading Scientific Text

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Clinger, Alicia Farr

2014-01-01

In response to an increased emphasis on disciplinary literacy in the secondary science classroom, an investigation of the literacy processes utilized by high school students while reading scientific text was undertaken. A think-aloud protocol was implemented to collect data on the processes students used when not prompted while reading a magazine…

The Effect of a Read Aloud Accommodation on Test Scores of Students with and without a Learning Disability in Reading.

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Meloy, Linda L.; Deville, Craig; Frisbie, David A.

2002-01-01

A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…

Comparing Right and Left Brain Dominant Students on Reading Achievement Scores.

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Van Giesen, Angela M.; And Others

1987-01-01

Assesses the differences in reading achievement scores of remedial reading students identified as having differing hemispheric specializations by studying 64 fourth- and fifth-grade students in a remedial reading program. Suggests that no significant difference exists on the comprehension subtest when hemispheric preference was considered,…

The Online Reading Habits of Malaysian Students

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Abidin, Mohammad Jafre Bin Zainol; Pourmohammadi, Majid; Varasingam, Nalini A/P; Lean, Ooi Choon

2014-01-01

The purpose of this study is to ascertain the differences in online reading habits between genders and investigate the relationship between socio-economic status and online reading habits. Using a questionnaire, a quantitative approach was administered to 240 Form-Four students from four secondary schools in Penang Island, Malaysia. Findings…

Do students with Down syndrome have a specific learning profile for reading?

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Ratz, Christoph

2013-12-01

The present study assessed achieved reading stages of 190 school-aged children with Down syndrome (DS, age 6-20) in Bavaria, one of the most populated federal states in Germany. Teachers described the reading stages of their students in a questionnaire. The achieved stages of reading according to the developmental model of Frith are compared to a sample of 1419 students with intellectual disability (ID) regardless of etiology, but excluding DS; thereafter parallelized ID-groups were compared. Results of the questionnaire addressed to the students' teachers showed that 20.2% of the students with DS do not read at all, 7.6% read at a logographic stage, 49.4% at an alphabetic and 22.8% at an orthographic level. Alongside these findings among the whole sample, correlations are described concerning age, gender, IQ and sociocultural background. The students with DS are then compared to other students with ID with mixed etiologies. This comparison stresses the emphasis on the alphabetic level amongst students with DS. This emphasis also exists when DS and non-DS students are parallelized in groups of ID, thus showing that students with DS and severe ID are ahead in reading, but those with mild ID are behind. Knowledge about specific literacy attainment of students with DS is vital for planning instruction, for creating learning environments, and for formulating future fields of research. Especially students with DS need specific teaching which takes their impaired verbal short term memory into account, such as learning to read in syllables. Copyright © 2013 Elsevier Ltd. All rights reserved.

Assessing Students' Metacognitive Awareness of Reading Strategies.

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Mokhtari, Kouider; Reichard, Carla A.

2002-01-01

Describes development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic materials. After a brief review of the literature, the development and validation…

SELF-PACED READING AND THE ACHIEVEMENT OF PERSIAN EFL LEARNERS

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Amir Toghyani Khorasgani

2013-12-01

Full Text Available This study aimed at investigating the effects of reading goals on L2 reading comprehension in a computer-mediated environment when reading is self-paced by the learners and students are responsible for their own comprehension. Sixty participants (30 males & 30 females in three groups of 20 were involved. A computer program, written in C#.NET program, presented the text on the screen four lines at a time, and measured the amount of time students would spend on each page initially, how many times students re-read pages, and how much time students would spend re-reading pages. L2 learners’ comprehension and learning strategies were measured in three ways: recall of materials, time spent reading each page of the text and time spent re-reading pages, and the number of times pages were re-read. Finally, after one month from the first test a posttest was administered to determine which group could remember materials better. The results revealed that recall of materials was significantly greater for the teaching-goal group than the other two groups in both first and second tests. Time spent re-reading was significantly greater for the teaching-goal group as well. These findings suggest that reading goals do have an effect on comprehension and recalling in a computer-mediated environment and students with a different reading goal performed differently while reading passages.

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

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Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities

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Rubin, Daniel Ian

2016-01-01

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

The Impact of Teaching Phonemic Awareness by Means of Direct Instruction on Reading Achievement of Students with Reading Disorder

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Ahmad Sharifi

2012-03-01

Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.

The Impact of Assistive Technology on Curriculum Accommodation for a Braille-Reading Student

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Farnsworth, Charles R.; Luckner, John L.

2008-01-01

Over 5 months, the authors evaluated the efficacy of electronic assistive technology (the BrailleNote mPower BT-32 notetaker and Tiger Cub Jr. embosser) and associated software components in creating curriculum materials for a middle school Braille-reading student. The authors collected data at the beginning and end of the study from parents,…

Adapted shared reading at school for minimally verbal students with autism.

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Mucchetti, Charlotte A

2013-05-01

Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5-6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%-100% during adapted sessions, compared with 41%-52% during baseline. Average number of correct responses to story comprehension questions was 4.2-4.8 out of 6 during adapted sessions compared with 1.2-2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroom-wide as well as joint engagement, language, and literacy outcomes after using such activities over time.

Reading Aloud in High Schools: Students and Teachers across the Curriculum

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Warner, Lionel; Crolla, Caroline; Goodwyn, Andy; Hyder, Eileen; Richards, Brian

2016-01-01

Reading aloud is apparently an indispensible part of teaching. Nevertheless, little is known about reading aloud across the curriculum by students and teachers in high schools. Nor do we understand teachers' attitudes towards issues such as error correction, rehearsal time, and selecting students to read. A survey of 360 teachers in England shows…

The Effects of the Sustained Silent Reading Program on Cultivating Students' Habits and Attitudes in Reading Books for Leisure

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Chua, Siah Poh

2008-01-01

The author examines the effects of the sustained silent reading program on cultivating students' habits and attitudes in reading books for leisure. The author used a time-series design and measured students' reading habits and attitudes three times in twelve months. It was expected that if the program created positive effects on cultivating…

Teaching Reading for Students with Intellectual Disabilities: A Systematic Review

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Alnahdi, Ghaleb Hamad

2015-01-01

A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…

The way we encounter reading material influences how frequently we mind wander

OpenAIRE

Trish L Varao Sousa; Jonathan S A Carriere; Dan eSmilek

2013-01-01

We examined whether different encounters of reading material influence the likelihood of mind wandering, memory for the material, and the ratings of interest in the material. In a within-subjects design participants experienced three different reading encounters: (1) reading a passage aloud, (2) listening to a passage being read to them, and (3) reading a passage silently. Throughout each reading encounter probes were given in order to identify mind wandering. After finishing the passage part...

Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.

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Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M

2018-05-01

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).

Verbal working memory and reading abilities among students with visual impairment.

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Argyropoulos, Vassilios; Masoura, Elvira; Tsiakali, Thomai K; Nikolaraizi, Magda; Lappa, Christina

2017-05-01

This study investigated the relationship between working memory (WM) and reading abilities among students with visual impairment (VI). Seventy-five students with VI (visually impairment and blindness), aged 10-15 years old participated in the study, of whom 44 were visually impaired and 31 were blind. The participants' reading ability was assessed with the standardized reading ability battery Test-A (Padeliadu & Antoniou, 2008) and their verbal working memory ability was assessed with the listening recall task from the Working Memory Test Battery for Children (Pickering et al., 2001). Data analysis indicated a strong correlation between verbal WM and decoding, reading comprehension and overall reading ability among the participants with VI, while no correlation was found between reading fluency and verbal WM. The present study points out the important role of verbal WM in reading among students who are VI and carries implications for the education of those individuals. Copyright © 2017 Elsevier Ltd. All rights reserved.

Comparison of Reading Literacy in Hearing Impaired and Normal Hearing Students

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Dr. Ali Asghar Kakojoibari

2011-06-01

Full Text Available Background and Aim: listening, speaking, reading and writing are considered the lingual skills. These skills are in direct relation with each other. Listening is the first skill learnt by the individual through development. If damaged by hearing impairment, listening can cause serious defect to lingual skills. The goal of our research was to study the effect of hearing loss on reading literacy in hearing impairment students in comparison with normal hearing students.Methods: Study was performed using the examination booklets of Progress in International Reading Literacy Study (PIRLS 2001. 119 hearing impairment students of 4th grade primary school, last year guidance school, and last year high school levels in schools providing exceptional student education were included. These individuals were compared to 46 normal hearing students of 4th grade primary school of ordinary schools. Comparative statistical analysis was performed using t-test.Results: Reading literacy and literal contents understanding was shown to have a significant difference between normal hearing and whole hearing impaired student (p<0.05, except the ones in high school level with moderate hearing loss. There was also seen a significant difference between normal hearing and hearing impairment students in understanding of information contents (p=0.03.Conclusion: Hearing loss has a negative effect on reading literacy. Consequently, curriculum change and evolution of educational programs in exceptional centers is needed, in order to promote reading literacy and to enhance rest hearing

Middle School Students' Perceptions of Their Interests in Reading as Defined by Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS

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Ware, Regina J.

2012-01-01

Alarming statistics report that middle school students are not reading as much as they should be reading. This study is an examination of two interventions that were incorporated into the regular curriculum to determine if these two reading interventions would encourage this researcher's students to read more. The "Nation's Report Card"…

Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis

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Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.

2018-01-01

Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at…

Digital Literature: Finding New Ways to Motivate Students to Read Brazilian Literature Electronic Books

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Barbosa, Vania Soares; Lima, Vera; Silva, Rejane; Silva, Willy; Soares, Ana Carolina; de Sousa, Aline

2012-01-01

This quantitative and qualitative study is aimed to diagnose and promote the use of new technologies in teaching literature reading in Public (State) Schools, assessing materials accessibility and computer skills. The research consisted of three distinct steps: (1) A survey to detect teachers' and students' computer skills, their use of computers…

Reading habits in university students of careers in science and technology

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Cornejo, Jorge Norberto;

2012-01-01

Full Text Available Communication and dissemination of science are an integral part of science itself, where the reading, in addition, must be a constitutive aspect of scientific training. Especially, reading works of scientific divulgation can become an excellent tool for the integral formation of students in scientific or technological careers. This research is a preliminary diagnosis on the reading habits of 158 students of the Faculty of Engineering of the University of Buenos Aires, conducted by a written survey. From the results, we conclude that students are not whitout reading habits, but that they have little interaction with his training as a professionals. The printed book is still the main vehicle for reading, well above the electronic formats. A problem arises with the issue of scientific divulgation, as students manifest ignore to the very nature of this genre. Future work is proposed for the development of intervention strategies that take into account the results of this research.

Students with Reading Disabilities Participating in Literature Discussions: A Case Study

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O'Brien, Elysha Patino

2011-01-01

This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30-to-60 minutes each, for 12 weeks. The students attended a Title I school and most were…

Upper Elementary Students' Motivation to Read Fiction and Nonfiction

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Parsons, Allison Ward; Parsons, Seth A.; Malloy, Jacquelynn A.; Gambrell, Linda B.; Marinak, Barbara A.; Reutzel, D. Ray; Applegate, Mary D.; Applegate, Anthony J.; Fawson, Parker C.

2018-01-01

This research explores upper elementary students' motivation to read fiction and nonfiction. Using expectancy-value theory, the researchers developed separate surveys to measure motivation to read fiction and nonfiction. Researchers administered surveys to 1,104 upper elementary students (grades 3-6) in multiple locations across the United States…

Motivating Readers: Helping Students Set and Attain Personal Reading Goals

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Cabral-Márquez, Consuelo

2015-01-01

The motivational, cognitive, and performance benefits associated with setting goals are presented in light of goal-setting theory. These theoretical principles provide a framework that teachers can use to guide students in setting and pursuing personal reading goals that are proximal, specific, and compatible with students' reading abilities…

The Impact of a Modified Repeated-Reading Strategy Paired with Optical Character Recognition on the Reading Rates of Students with Visual Impairments

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Pattillo, Suzan Trefry; Heller, Kathryn Wolf; Smith, Maureen

2004-01-01

The repeated-reading strategy and optical character recognition were paired to demonstrate a functional relationship between the combined strategies and two factors: the reading rates of students with visual impairments and the students' self-perceptions, or attitudes, toward reading. The results indicated that all five students increased their…

A Mixed Method Study of the Effects of iPod Touch, Partner-Reading, and Independent Practice on Reading Fluency Performance, Perceived Reading Efficacy, and Engagement of Second Grade Students

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Wilder-Kingsby, Ceylynda

2014-01-01

This mixed method study explored three approaches to reading fluency and their impact on students' reading fluency, perceived reading efficacy, and engagement. The quantitative portion of the study was conducted with 182 second-grade students and was guided by the following questions: (a) Which instructional method, iPod Touch, student-pairing, or…

Establishing Trustworthiness When Students Read Multiple Documents Containing Conflicting Scientific Evidence

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Bråten, Ivar; Braasch, Jason L. G.; Strømsø, Helge I.; Ferguson, Leila E.

2015-01-01

Students read six documents that varied in terms of their perspectives on a scientific issue and the trustworthiness of the source features. After reading, students wrote essays, rank-ordered the documents according to perceived trustworthiness, and provided reasons for their rank-order decisions. Students put the most trust in a textbook and a…

THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS

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David E. Proudfoot

2016-06-01

Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.

Bridging the Summer Reading Gap: Collaborative Ideas to Keep Your Students Reading

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Heaser, Cherie

2011-01-01

This article offers some collaborative ideas that promote reading in the summer and throughout the year. These easy and economical ideas can be adapted and implemented to meet the needs of students. Collaboration can be the key to creating a program that offers more to students via many helping hands. Drawing upon the strengths and expertise of…

The Effect of Background Music While Silent Reading on EFL Learners’ Reading Comprehension

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sakineh sahebdel

2014-05-01

Full Text Available This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental group, the researchers played Mozart sonatas as background music and asked them to read the passage silently and then answer the reading comprehension questions. In the control group, the procedure was the same, but no music was played while silent reading by the students. After ten sessions, the students of both groups were asked to answer another independent but parallel form of reading section of PET as their post-test. The independent samples t-testresultsindicated that the experimental group outperformed the control group in reading comprehension posttest, and listening to background music while silent reading had a significantly positive effect on Iranian EFL learners’ reading comprehension. The results of the present study have implications for EFL students, teachers, and teacher educators as well as syllabus designers and materials developers.

Screen-based reading practices – results of the Study on children and adolescents’ reading habits and attitudes

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Zofia Zasacka

2017-11-01

Full Text Available This article focuses on how digital technologies are used in the reading practices of adolescents. The results presented here are drawn from a study of young people’s reading habits. One of its aims was to determine students’ online reading habits. Selected results are presented from the qualitative and quantitative stages of the study. The quantitative stage was conducted in November 2013 with 1721 students completing primary school and 1816 students from lower secondary school. The paper reviews its key findings about how students read books: offline or online, printed or on-screen, whether they look for information about books on the internet and whether they use the internet as a source of reading material.

Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

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Hall, Colby; Barnes, Marcia A.

2017-01-01

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

Effect of Repeated Reading and Self-Directed Behavior on Reading Skills and Generalization of the Reading Skills of Third-Grade Hill Tribe Students.

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Compan, Boonlert; Iamsupasit, Sompoch; Samuels, Jay

A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to…

Grade differences in reading motivation among Hong Kong primary and secondary students.

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Lau, Kit-Ling

2009-12-01

Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored

Examining Oral Reading Fluency Trajectories Among English Language Learners and English Speaking Students

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Shane R. Jimerson

2013-01-01

Full Text Available Students’ oral reading fluency growth from first through fourth grade was used to predict their achievement on the Stanford Achievement Test (9th ed.; SAT-9 Reading using a latent growth model. Two conditional variables related to student status were used to determine the effects on reading performance - English language learners (ELLs with low socioeconomic status and low socioeconomic (SES status alone. Results revealed that both types of student status variables reliably predicted low performance on initial first grade oral reading fluency, which later predicted fourth grade performance on the SAT-9. However, the reading fluency trajectories of the ELLs and monolingual English students were not significantly different. In addition, when both student status variables and letter naming fluency were used to predict initial oral reading fluency, letter naming fluency dominated the prediction equation, suggesting that an initial pre-reading skill, letter naming fluency, better explained fourth grade performance on the SAT-9 than either ELL with low SES or low SES alone. The discussion focuses on how to better enable these readers and how oral reading fluency progress monitoring can be used to assist school personnel in determining which students need additional instructional assistance.

Extensive Reading Program Which Changes Reluctant Engineering Students into Autonomous Learners of English

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Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

This article introduces extensive reading (ER) as an approach to improve fundamental communication skills in English of reluctant EFL learners : average Japanese engineering students. It is distinct from concurrent translation approach from a perspective that the learners use English instead of Japanese to grasp the meaning of what they read and enjoy reading. In the ER program at Toyota National College of Technology, many students developed more positive attitude toward English, increased their reading speed, and achieved higher TOEIC scores, which was compared to those of the students before this ER program was introduced. Comparison between three groups of the students showed strong correlation between their TOEIC scores and the reading amount.

Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students

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Javed, Muhammad; Eng, Lin Siew; Mohamed, Abdul Rashid

2015-01-01

The study aims to develop a set of 6 Reading Comprehension Modules (RCMs) for Malaysian ESL teachers to facilitate different reading abilities of ESL students effectively. Different skill categories were selected for developing the RCMs. This article describes how and why diverse texts of varying length were adopted and adapted from various…

Scientific Structural Changes within Texts of Adapted Reading Materials

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Aziz, Anealka; Fook, Chan Yuen; Alsree, Zubaidah

2010-01-01

ESL instructors generally use ready-made reading materials in commercially published coursebooks. However, it would be more effective for learners if ESL instructors are involved in developing reading materials for them. This is because they are closer, more sensitive and responsive to the needs of their learners and they are also aware of the…

Reciprocal Relations between Intrinsic Reading Motivation and Reading Competence: A Comparison between Native and Immigrant Students in Germany

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Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula

2018-01-01

The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal…

Question answer relationship strategy increases reading comprehension among Kindergarten students

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Leena Furtado

2012-01-01

Full Text Available The Question Answer Relationship (QAR strategy equips students with tools to successfully decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QAR’s "In the Book" and "In my Head" categories with similar questions for each of two popular Aesop’s fables. The challenges and outcomes are presented with special emphasis on teacher-preparation, teacher-reflections, and a hands-on, day-by-day project-implementation. An oral pre-test, after reading The Tortoise and the Hare, served as a baseline assessment for student-comprehension levels. The QAR strategy was then explicitly taught, with opportunities to practice the comprehension skills in small and large groups with parental assistance. Students overwhelmingly scored higher on the post-test reading comprehension after the read-aloud of The Jay and the Peacock with some receiving perfect scores.

Group Work, Students' Reading Ability, And Motivation

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Wahidah, Farah Sukmawati

2014-01-01

Teachers must be able to cooperate with their students in the class to make the teaching and learning activities enjoyable. A good teacher has to use appropriate strategies to make his or her students fluent readers. Teachers also have to make students feel comfortable so that they can achieve the objective of the teaching and learning activities. Responding to the problems and considering the factors causing them, the researcher taught that the best way to improve the students' reading abili...

Relations among student attention behaviors, teacher practices, and beginning word reading skill.

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Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

2012-01-01

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.

Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

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Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

2017-09-01

Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Calibration of a reading comprehension test for Portuguese students

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Irene Cadime

2014-10-01

Full Text Available Reading comprehension assessments are important for determining which students are performing below the expected levels for their grade's normative group. However, instruments measuring this competency should also be able to assess students' gains in reading comprehension as they move from one grade to the next. In this paper, we present the construction and calibration process of three vertically scaled test forms of an original reading comprehension test to assess second, third and fourth grade students. A sample of 843 students was used. Rasch model analyses were employed during the following three phases of this study: (a analysis of the items' pool, (b item selection for the test forms, and (c test forms' calibration. Results suggest that a one dimension structure underlies the data. Mean-square residuals (infit and outfit indicated that the data fitted the model. Thirty items were assigned to each test form, by selecting the most adequate items for each grade in terms of difficulty. The reliability coefficients for each test form were high. Limitations and potentialities of the developed test forms are discussed.

Reading Habits of Third-Year Medical Students during an Integrated Endocrinology Course.

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Friedberg, Mark; Mahanaimi, David; Lev-Zion, Rafael; Sidi, Aviel; Glick, Shimon

1998-01-01

Independent reading by medical students beyond formal classroom activities is considered central to medical education. This study examines self-directed study among third-year students in a six-year medical program. Students averaged 151 minutes daily on independent study using lecture notes, textbooks, and reading articles. Suggests ways to…

THE ESSENCE OF QUESTIONING AND EXPLICIT READING INSTRUCTION STRATEGY

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Sa’dulloh Muzammil

2014-06-01

Full Text Available Teacher’s questioning may function to assist students comprehend more reading materials and to enable them to be proficient readers. Yet, the students may be less benefited from which if the teacher neither provides sufficient explicit reading strategy nor involves higher-level questions. Consequently, the teacher should pay more careful attentions as follows: 1 teacher should involve both lower- and high-lever questions; 2 teacher should provide students with explicit reading strategy; 3 teacher should be aware of the activities in reading phases: pre-, during-, and post-reading.

Reading Comprehension, Learning Styles, and Seventh Grade Students

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Williams, Judy

2010-01-01

Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…

Student Time Usage during Fall Reading Week

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Cramer, Ken; Pschibul, Rebecca

2017-01-01

The present study investigated the time usage and levels of perceived stress, academic workload, and recreation time for 177 students at the University of Windsor before, during, and after Fall Reading Week (FRW). Over a three-week span (at various times of the day), students received a message to their smartphone to complete a 20-second survey…

Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students

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Zarrabi, Shayesteh

2016-01-01

International students, a growing population in US universities, need to possess excellent reading skills in order to succeed. American universities also benefit from admitting students who do not require remedial English classes. Reading online has become an integrated part of college education, which requires students to have additional skills.…

Effects of Teaching First-Year Medical Students Skills to Read Medical Literature.

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Riegelman, Richard K.

1986-01-01

A course at George Washington University School of Medicine was evaluated to determine the course's effectiveness, changes in the students' perception of their competence in reading medical literature, the student's knowledge of research study design and statistics, and the effect of the course on the students' journal reading. (Author/MLW)

Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students

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Seftirina Evina Sinambela

2017-12-01

Full Text Available The prosodic features in reading aloud assignment has been associated with the students’ decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who have learned English in school (at the very least twice a week for more than 12 years. Text reading prosody was assessed by reading aloud task and the students’ speaking manner was taped and measured by using the Multidimensional Fluency Scale, as for text comprehension was assessed with a standardized test. It was discovered by the current study that prosody is a reliable sign to determine reading fluency and also reading comprehension. The student who did not read the text prosodically (with appropriate expression actually showed that he/she failed to comprehend the text. This study also revealed that a struggling reader was also having low comprehension capacity in listening spoken texts. The ESL students’ common problems to acquire prosodic reading skill are low exposure to the target language and do not have a good model to imitate prosodic reading.

Analysis of EFL Students' Ability in Reading Vocabulary of Synonyms and Antonyms

OpenAIRE

Vina Fathira

2017-01-01

Reading is an important thing for academic level. Every student must have many vocabularies to encourage her/his reading skill. The aim of this research is to analyze the students' understanding of reading vocabularies of synonyms and antonyms in the higher education level. Synonyms and antonyms are two important things should be mastered to get better reading comprehension. The method used in this research was quantitative with survey design. The population same as the sample of this researc...

Reading and Grammar Learning through Mobile Phones

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Wang, Shudong; Smith, Simon

2013-01-01

This paper describes an ongoing language-learning project, three years into its development. We examine both the feasibility and the limitations of developing English reading and grammar skills through the interface of mobile phones. Throughout the project, reading and grammar materials were regularly sent to students' mobile phones. Students read…

Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions

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Dowling, Carey Bernini

2017-01-01

This study set out to replicate and extend research on students' reading compliance and examine the impact of daily quizzing methodology on students' reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design…

L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.

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Duda, R.; Regent, O.

The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

Assigning poetry reading as a way of introducing students to qualitative data analysis.

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Raingruber, Bonnie

2009-08-01

The aim of the paper is to explain how poetry reading can be used to teach interpretive analysis of qualitative data. A number of studies were located in the nursing literature that focused on using poetry to help students develop empathy for patients, to teach students to reflect on their own practice, and to assist them in developing self-understanding. No studies were found that described the use of poetry reading as a way of teaching the skill of interpretive analysis. There are, however, a number of parallels between the principles of poetry reading and qualitative analysis that suggest that this method of teaching would be successful. International papers published on PubMed, Medline, and CINAHL were reviewed to identify challenges facing educators and ways of teaching the process of qualitative data analysis using poetry reading. Using poetry reading to teach skills of qualitative data analysis helps motivate students, cultivates a reflective mindset, and develops the skill of working as a member of an interpretive group. Framing interpretive work as being like reading poetry helps students pick up more quickly on the art that is a major component of the work. This approach also helps students learn the importance of cultural and contextual particulars as they begin analyzing qualitative data. Using poetry reading to introduce students to the complex skill of qualitative data analysis is an effective pedagogical strategy.

Streaming, Tracking and Reading Achievement: A Multilevel Analysis of Students in 40 Countries

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Chiu, Ming Ming; Chow, Bonnie Wing-Yin; Joh, Sung Wook

2017-01-01

Grouping similar students together within schools ("streaming") or classrooms ("tracking") based on past literacy skills (reported by parents), family socioeconomic status (SES) or reading attitudes might affect their reading achievement. Our multilevel analysis of the reading tests of 208,057 fourth-grade students across 40…

Phonological working memory and reading in students with dyslexia

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Carolina Alves Ferreira De Carvalho

2014-07-01

Full Text Available Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties. Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG and Group with Dyslexia (GDys. Reading of words, pseudowords and text (decoding; listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span were evaluated. Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords and answers to text-connecting questions (TC on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension. Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.

Phonological working memory and reading in students with dyslexia.

Science.gov (United States)

de Carvalho, Carolina A F; Kida, Adriana de S B; Capellini, Simone A; de Avila, Clara R B

2014-01-01

To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties. One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated. The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension. GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.

An Examination of the Effect of Reading Interest and Selected Demographic Factors on Reading Performance among Students in the Middle Grades

Science.gov (United States)

Childs, Kamshia

2013-01-01

Much time is spent instilling in young students the importance of reading, and the impact reading has on their being considered "smart." The activities presented to students in primary (Pre-Kindergarten/Kindergarten) classrooms through third grade are engaging and cooperative, and they provide a sense of accomplishment for students who…

Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

Science.gov (United States)

Rose, Dale Rennard

2017-01-01

The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

Assessing learning preferences of dental students using visual, auditory, reading-writing, and kinesthetic questionnaire

Directory of Open Access Journals (Sweden)

Darshana Bennadi

2015-01-01

Full Text Available Introduction: Educators of the health care profession (teachers are committed in preparing future health care providers, but are facing many challenges in transmitting their ever expanding knowledge to the students. This study was done to focus on different learning styles among dental students. Aim: To assess different learning preferences among dental students. Materials and Methods: This is a descriptive cross-sectional questionnaire study using visual, auditory, reading-writing, and kinesthetic questionnaire among dental students. Results: Majority 75.8% of the students preferred multimodal learning style. Multimodal learning was common among clinical students. No statistical significant difference of learning styles in relation to gender (P > 0.05. Conclusion: In the present study, majority of students preferred multimodal learning preference. Knowledge about the learning style preference of different profession can help to enhance the teaching method for the students.

A Survey of the Reading Habit of Exchange Students of Government ...

African Journals Online (AJOL)

The focus of this paper is on "a survey of the reading habit of exchange students of Government Secondary School and Queen Elizabeth School, Ilorin Kwara State". The students were drawn from seventeen states in Northern Nigeria. Causes of the low reading habit were identified, highlighted and the effects on their ...

Don't Throw out Paper and Pens Yet: On the Reading Habits of Students

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Davidovitch, Nitza; Yavich, Roman; Druckman, Eran

2016-01-01

This paper focuses on students' reading habits--whether traditional reading habits (print books) or modern reading habits (using a computer screen). We review the changes in students' reading habits over time, as part of other global changes, and explore whether corresponding digital pedagogies have evolved to address these changes. We examine…

Impacts of Watching Television and Computer Using on Student' Reading Habits

Directory of Open Access Journals (Sweden)

Ayşe Gül Aksaçlıoğlu

2013-11-01

Full Text Available Reading habits contribute both to the cognitive and social developments of indi- viduals in so many aspects. This function of the reading habit continues in the rapid social changing process of today’s world. However, children’s habits of te- levision watching and computer using have been recently seen to affect their reading habits. Therefore, defining the positive or negative impacts of television and computers on children and finding solutions carries significant importance. The aim of this study is to determine the influences of the television watching and computer using on children’s reading habits. In order to find out the influ- ences, a survey was performed on all 5th grade students at Bilkent Private Primary School and Çankaya Public Primary School located within Ankara Büyükþehir Municipality borders. The questionaire was applied to 222 students in these two schools. As a result of the study, it is clear that students prefer to play on com- puters and watch television in their leisure time to reading books. There is an inverse proportion apparent between the time spent using computers and watching television and the time spent on reading.

An Exploratory Study of NNES Graduate Students' Reading Comprehension of English Journal Articles

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Chen, Kate Tzu-Ching

2017-01-01

The academic success of non-native English speaker (NNES) graduate students greatly relies on their ability to read and comprehend English journal articles (EJA). The purpose of this study was to identify NNES graduate students' comprehension difficulties and reading strategies when reading EJA. In addition, the study explored how the relationship…

Online Reading Practices of Students Who Are Deaf/Hard of Hearing

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Donne, Vicki; Rugg, Natalie

2015-01-01

This study sought to investigate reading perceptions, computer use perceptions, and online reading comprehension strategy use of 26 students who are deaf/hard of hearing in grades 4 through 8 attending public school districts in a tri-state area of the U.S. Students completed an online questionnaire and descriptive analysis indicated that students…

Evidence-Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

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Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C.

2012-01-01

Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores…

Prevalence of Online Reading among High School Students in Qatar: Evidence from the Programme for International Student Assessment 2009

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Cheema, Jehanzeb R.

2014-01-01

Recent research has suggested presence of a significant relationship between prevalence of online reading and reading literacy. In this study we examined the prevalence of online reading among 15-year old students in Qatar using a nationally representative sample of 8,089 students. Bivariate and multivariate analyses were conducted at the item and…

An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.

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Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2015-08-01

This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI). Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12). College students with both traumatic and nontraumatic ABI cite problems with reading comprehension and academic performance postinjury. Mean performance on a standardized reading measure, the Nelson-Denny Reading Test (Brown, Fischo, & Hanna, 1993), was low to below average and was significantly correlated with performance on the Speed and Capacity of Language Processing Test (Baddeley, Emslie, & Nimmo-Smith, 1992). Injury status of traumatic versus nontraumatic ABI did not differentiate results. Regression analysis showed that measures of verbal attention and suppression obtained from the California Verbal Language Test-II (Delis, Kramer, Kaplan, & Ober, 2000) predicted total scores on the Nelson-Denny Reading Test. College students with ABI are vulnerable to reading comprehension problems. Results align with other research suggesting that verbal attention and suppression problems may be contributing factors.

Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students

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Balci, Emine; Çayir, Aybala

2018-01-01

The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students' fluent reading were…

Reading Habits of College Students in the United States

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Huang, SuHua; Capps, Matthew; Blacklock, Jeff; Garza, Mary

2014-01-01

This study employed a convergent mixed-method research design to investigate reading habits of American college students. A total of 1,265 (466 male and 799 female) college students voluntarily participated in the study by completing a self-reported survey. Twelve students participated in semi-structured interviews and classroom observations.…

The Effect of Mnemonic Vocabulary Instruction on Reading Comprehension of Students

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Parima Fasih

2018-05-01

Full Text Available The present article was an investigation of mnemonic vocabulary teaching to improve reading comprehension in the EFL classrooms. A major problem with the most of the past researches was that they paid no or little attention to the effects of using mnemonic strategies to improve reading comprehension. The purpose of this paper was to investigate how key word mnemonic vocabulary teaching can improve reading comprehension of the students. To this end, 360 third grade senior high school students from 6 senior high schools of Zanjan were selected through multistage cluster random sampling method and based on Cambridge placement test (2010, 345 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on reading comprehension. In this article there were one control group (A, n=115, and two experimental groups (B, n=115; C, n=115 all of which were male and there were selected randomly by the researchers. During one month in four weeks, every week in two thirty-minute session, group B received direct vocabulary instruction and group C received key word mnemonic instruction. The quantitative component of this article was comprised of the Unit Cloze test. In order to test the effects of Mnemonic Vocabulary Teaching on reading comprehension, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved the reading comprehension of the students. The use of keyword mnemonics as a means to differentiate instruction is an educational implication that can assist teachers seeking better student achievement outcomes.

Rapid naming, phonological memory and reading fluency in Brazilian bilingual students.

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Fleury, Fernanda Oppenheimer; Avila, Clara Regina Brandão de

2015-01-01

To characterize the performance of Brazilian students exposed to two languages in reading fluency, phonological memory, and rapid naming, according to grade level, and to investigate correlations between these variables. Sixty students took part in this study (50% female), enrolled in the third to the fifth grades of two elementary schools of the city of São Paulo. They constituted two groups - bilingual group: 30 Brazilian children whose mother tongue and language spoken at home was Brazilian Portuguese and who were daily exposed to English at school for a period not shorter than three years; monolingual group: 30 students, from a monolingual Brazilian elementary school, who were paired by gender, age, and grade level with the bilingual students. Foreign children, children with complaint or indication of speech and language disorder, or who had been retained were excluded. A rapid automatized naming, pseudoword repetition, and oral reading tests were administered. The bilingual children were assessed in both languages and their performances were compared among themselves and with the monolingual group, which was only assessed in Brazilian Portuguese. The bilingual group showed better performance in English, rapid naming, and pseudoword repetition tasks, whereas Brazilian Portuguese, in reading fluency. A higher number of correlations were found in Brazilian Portuguese. The results suggest that the acquisition of a second language may positively influence the abilities of rapid naming, reading rate, and accuracy. Brazilian bilingual students performed better in tasks of phonological memory in English and Brazilian Portuguese performed better in reading fluency. Different correlation patterns were found between the rapid naming, accuracy, and reading rate, in the bilingual group analysis, in both languages.

The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL

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Roozafzai, Zahra Sadat

2012-01-01

Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated…

Using the Networked Peer Support Strategy to Enhance Reading Comprehension for Students with Various Thinking Styles

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Lee, Chien I.; Chang, Chih C.

2017-01-01

How to enhance students' reading comprehension as well as reading interest is a currently serious problem for elementary school students. Students can learn various knowledge through reading, as a result of this reason, the advantage and disadvantage of reading ability could directly affect the learning efficiency. This study proposes networked…

Enhancing Reading Comprehension with Student-Centered iPad Applications

Science.gov (United States)

Moon, Andria L.; Wold, Cheryl M.; Francom, Gregory M.

2017-01-01

Reading comprehension, or understanding the author's message, is a critical component of teaching literacy (Hougen and Smartt 2012). Student-centered activities using the iPad with the goal of improving reading comprehension in a fifth-grade classroom were implemented for this action research study. University teacher candidates guided fifth-grade…

Reading Quizzes Improve Exam Scores for Community College Students

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Pape-Lindstrom, Pamela; Eddy, Sarah; Freeman, Scott

2018-01-01

To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three…

Reading Habits among Secondary School Students in Ondo State ...

African Journals Online (AJOL)

Findings show that textbook (81.8%) and novel (31%) were mostly read. Most respondents were active (50%) and moderate (31%) readers consulting school library (35.4%) and public library (14.9%) for their information needs. No significant difference between the reading habits of male and female students at t (554) ...

The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

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Gara B Field

2009-03-01

Full Text Available Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185 and grades 6 8 (n = 198 were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001, significantly higher growth in oral reading fluency (p = .016, and significantly higher growth in social studies achievement (p = .013 than those students who did not participate in Renzulli Learning.

Development of Reading Comprehension Skills among Students with Intellectual Disabilities Using Technologically-Based Reading Programs

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Macklin, Ella M.

2016-01-01

This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…

Reorganizing the Instructional Reading Components: Could There Be a Better Way to Design Remedial Reading Programs to Maximize Middle School Students with Reading Disabilities' Response to Treatment?

Science.gov (United States)

Calhoon, Mary Beth; Sandow, Alexia; Hunter, Charles V.

2010-01-01

The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities…

Efficient reading in standardized tests for EFL learners : a case study of reading strategies used by Chinese English major students in TEM-4

OpenAIRE

Xia, Yan

2011-01-01

The aim of this study is to investigate the reading strategies used by Chinese English major students in the reading component in standardized national tests of TEM-4 with regard to reading efficiency. The research questions include: 1) what strategies are used by the students in TEM-4 test context; 2) whether there is a significant correlation between strategy use and efficient reading in the test; 3) what kinds of reading problems are revealed in the students’ use of processing strategies; ...

Improving 4th Grade Primary School Students' Reading Comprehension Skills

Science.gov (United States)

Bulut, Aydin

2017-01-01

The aim of this study was to carry out action research to investigate reading comprehension skills when using the SQ3R reading comprehension strategy. To that end, this strategy was used for improving the reading comprehension skills of 7 primary school 4th grade students who had problems with these skills. An action plan was prepared for 3hours a…

Investigating Metacognitive Awareness and Reading Strategy Use of EFL Korean University Students

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Hong-Nam, Kay; Page, Larkin

2014-01-01

The metacognitive awareness and reading strategy use by Korean university students in Korea was investigated. The relationships between reading strategy use, self-rated English proficiency, and self-rated reading proficiency were examined. Differences in reading strategy use were also explored by gender and academic classification. Problem-solving…

The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders

Science.gov (United States)

Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud

2017-01-01

Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…

Determining the Variables That Affect the Reading Motivation of Educational Faculty Students

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Savaskan, Vafa; Özdemir, Atilla

2017-01-01

Reading motivation has a significant contribution to acquire the necessary reading skills, and it has an indisputable effect on continuing to read. When the importance of the role model effect of school teachers in acquiring reading skills is considered, it is expected that reading motivation of the students will be high whose teachers also have a…

Note Launchers: Promoting Active Reading of Mathematics Textbooks

Science.gov (United States)

Helms, Josh W.; Helms, Kimberly Turner

2010-01-01

Note launchers, an instructor-designed reading guide, model how to select, decide, and focus upon what textbook material is important to learn. Reading guides are specially-designed study aids that can steer students through difficult parts of assigned readings (Bean, 1996) while encouraging advance preparation. As an example of a reading guide,…

Characteristics of reading and understanding of hearing impaired students in classes VI-VIII

Directory of Open Access Journals (Sweden)

Mustaf Morina

2015-03-01

Full Text Available Good reading has a very important role in the development of children with hearing impaired; also reading in explicit way is one of the crucial factors which affect the oral language development of children with hearing impaired. The best form and possibility of improvement, development of oral language, development of communicating, receipt of information, knowledge, and ideas over the world, is reading. When the auditory perception is damaged reading is poor. Hearing impairment causes a lot of problems in the development of personality of children with hearing impairment in these fields: poor development of vocabulary, poor quality of lexica, poor quality of sentences, and disorder in articulation. The purpose of this research is to verify the following: 1-Speed of reading of hearing impaired children, 2-The number of errors, 3-The kind of errors, 4-To understand the text in the context of the degree of hearing impairment, age (class, success in school and gender. This theoretical-experimental study was made with students from two schools; special school “Mother Teresa” in Prizren and Primary School “Elena Gjika” in Prishtina (class attached. The research included a total of 32 students (respondent 27 students (respondent from special schools “Mother Teresa” in Prizren and 5 elementary school students “Elena Gjika” Prishtina, all these students are with hearing impairment. From 32 students involved in the research, 23 were male and 9 female. The research was done by applying a text fables “The fox and the raven” watched and analyzed in terms of three dimensions. The research results have shown that students with hearing impairments have considerable problems in many aspects; in terms of speed of reading, students with hearing impairment have stagnated compared with their peers in the ratio 8/1. In terms of reading errors have stagnated considered being incomparable. In terms of understanding the text students with hearing

Measuring College Students' Reading Comprehension Ability Using Cloze Tests

Science.gov (United States)

Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole

2011-01-01

Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater…

PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students

NARCIS (Netherlands)

Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay

Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading

Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students

Science.gov (United States)

Ciampa, Katia

2012-01-01

This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were…

An Examination of Student- and Across-Level Mediation Mechanisms Accounting for Gender Differences in Reading Performance: A Multilevel Analysis of Reading Engagement

Science.gov (United States)

Mak, Soi-kei; Cheung, Kwok-cheung; Soh, Kaycheng; Sit, Pou-seong; Ieong, Man-kai

2017-01-01

Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this…

The Impact of Online Autonomous Learning on EFL Students' Reading Skills

Science.gov (United States)

Shang, Hui-Fang; Chen, Yen-Yu

2018-01-01

With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students' reading ability. Sixty-five students from two reading classes at One University in…

Effective Reading in a Foreign Language: An Experimental Reading Course in English for Overseas Students.

Science.gov (United States)

Hill, J. K.

1981-01-01

Describes experimental program at the Language Center of the University of Kent at Canterbury in which Belgian university students participated in a course designed to increase their English reading speed. Purpose of course was to decrease tendency to concentrate on every word. Results suggest the participating students made significant progress.…

Getting Students to Read: Anticipation Guides as Tools to Encourage Engagement with Academic Texts

Science.gov (United States)

Kaback, Suzanne

2012-01-01

Supporting the reading development of college students is the responsibility of all professors. As experts in the field, with experience navigating and interpreting readings in a particular discipline, professors are obligated to think of themselves as master artisans apprenticing their students to the craft of reading. Texts in all subject areas…

The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001

Science.gov (United States)

Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

2011-01-01

Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…

Every Day We're Shufflin': Empowering Students during In-School Independent Reading

Science.gov (United States)

Hall, Katrina W.; Hedrick, Wanda B.; Williams, Lunetta M.

2014-01-01

Research in the field of literacy has identified choice as a key component affecting students' reading habits and their resulting literacy growth. This article discusses an in-school independent reading project in which students are provided the freedom to choose books, use ambient music, and engage in book talks. The children showed increased…

The Relations among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students with Reading Difficulties

Science.gov (United States)

Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

2011-01-01

The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…

Reading Maxwell in Conceptual Physics

Science.gov (United States)

Bonham, Scott W.

2018-05-01

An important aspect of science education involves helping students learn to read and communicate scientific information and arguments. In this note, I would like to share a resource that I have come across which I have found to be a useful tool for helping students improve those skills, learn content material, and acquaint them with a great scientist. Specifically, this is having non-science college students in my course Light, Color and Vision read and discuss a letter by James Clerk Maxwell entitled "On the Theory of Colours in Relation to Colour-Blindness" (see Fig. 1).

"Cyber" Reading in L2: Online Reading Strategies of Students in a Philippine Public High School

Science.gov (United States)

De Leon, John Angelo Vinuya; Tarrayo, Veronico Nogales

2014-01-01

This paper seeks to identify the online reading strategies employed by students in a Philippine Public High School. In particular, the study attempts to answer the following questions: (1) What are the online reading strategies used by the respondents (i.e., global, problem-solving, and support)?; (2) What is the frequency of use of the online…

Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Second Edition

Science.gov (United States)

Schoenbach, Ruth; Greenleaf, Cynthia; Murphy, Lynn

2012-01-01

Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Features of this book include: (1) Based on the Reading Apprenticeship…

Dialogic Reading Aloud to Promote Extensive Reading

Science.gov (United States)

Jacobs, George M.

2016-01-01

How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…

“Read-To-Write-Tasks” in English for Specific Purposes Classes

Directory of Open Access Journals (Sweden)

Galina Kavaliauskienė

2011-04-01

Full Text Available At university level students face demanding tasks of reading an enormous amount of professional materials in English. Writing various assignments is another challenging part of higher education. Online activities are the priority for conducting assignments at tertiary level. Students usually start doing the English for Specific Purposes (ESP course before learning subject-matters of the future profession, i.e. in their first year. The cornerstone of the ESP is unfamiliar lexis and numerous concepts of subject-matter. In order to succeed, students need to develop proficiency in reading professional texts and writing skillfully on relevant subject issues. The aim of this paper is to study, first, learners‘ attitudes to online reading of professional materials as well as to writing various assignments online and, second, to examine learners‘ self-assessment of proficiency in these skills. Our research employed brief written surveys designed in accordance with the standards in Social Sciences, which were administered to the students doing the ESP course, and the verbal data obtained during individual interviews intended to assess learners‘ success and achievements throughout the academic year. The respondents were the students specializing in psychology at Mykolas Romeris University, Vilnius, Lithuania. All the participants were unanimous in the importance of writing and reading skills for the ESP tasks. 100% of respondents support reading professional materials, and 80% of respondents support exercising online writing. Self-assessment of reading proficiency demonstrates that 90% of students believe they possess very good or good skills of reading, and 70% of learners are sure of their good skills in writing. Respondents’ performance in these skills is less impressive. Some recommendations towards perfecting students’ proficiency in “read-to-write-tasks” are suggested. It is important to help learners develop better rates of reading

Preferences and Practices among Students Who Read Braille and Use Assistive Technology

Science.gov (United States)

D'Andrea, Frances Mary

2012-01-01

Introduction: Students who read braille use assistive technology to engage in literacy tasks and to access the general curriculum. There is little research on the ways in which technology has changed the reading and writing practices and preferences of students who use braille, nor is there much research on how assistive technology is learned by…

Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities

DEFF Research Database (Denmark)

Lin, C. P.; Lin, Chih-Cheng; Chen, W.

2014-01-01

Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study...

Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

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Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

2015-01-01

Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280

Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?

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Wu, Jen-Yi; Tung, Yu-Neng; Hwang, Bi-Chi; Lin, Chen-Yung; Che-Di, Lee; Chang, Yung-Ta

2014-01-01

Various sequences for teaching genetics have been proposed. Three seventh-grade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students' reading comprehension of the three texts…

The Impact of Social Influences on High School Students' Recreational Reading

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Merga, Margaret Kristin; Moon, Brian

2016-01-01

Aliteracy, the state in which the skill to read has been acquired, but not the will, is a growing concern in research on adolescence internationally. The West Australian Study in Adolescent Book Reading (WASABR) aimed to discover current attitudes toward and levels of engagement in recreational book reading among 520 adolescent students from 20…

Strategies for Improving Non-Fiction Reading Comprehension.

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Bell, Karen; Caspari, Amy

This report describes a program for introducing students to strategies for improving their comprehension of non-fiction materials. The targeted population consisted of students of one third grade class in a small, middle class suburb, northwest of a large, midwestern city. Difficulty reading and comprehending non-fiction material was documented…

The National Reading Panel Report. Practical Advice for Teachers

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Shanahan, Timothy

2005-01-01

Research has shown that students can be taught to comprehend the material better while they are reading. Successful instruction of this type has usually focused on the teaching of comprehension strategies--that is, intentional actions students can use during reading to guide their thinking. Such strategies improve both understanding and memory.…

Psychostimulant and sensory stimulation interventions that target the reading and math deficits of students with ADHD.

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Zentall, Sydney S; Tom-Wright, Kinsey; Lee, Jiyeon

2013-05-01

The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving sensory stimulation. A comprehensive examination of the literature was conducted on children with ADHD with and without co-occurring disabilities, summarizing their reading and math achievement and the effects of psychostimulant and sensory stimulant interventions on these academic areas. Students without co-occurring disabilities (ADHD-) had fewer deficits in reading than in math and than students with co-occurring disabilities (ADHD+). Furthermore, students with ADHD+ demonstrated greater responsiveness to psychostimulants through improved reading recognition and math calculations, with limited gains in literal reading comprehension. Added sensory stimulation produced differential gains for both groups in reading recognition and comprehension and in math calculations and problem solving. The efficacy of psychostimulants was documented on specific areas of achievement for the ADHD+ group, but this review did not support the administration of psychostimulants for students with ADHD-. For both groups of students, differential gains, losses, and habituation were documented in response to sensory stimulation for both subareas within reading and math, which were interpreted as support for the optimal stimulation theory.

An action research study of collaborative strategic reading in English with Saudi medical students

OpenAIRE

Al-Roomy, Muhammad

2013-01-01

This is an investigative action research study on ways of improving the reading comprehension skills of Arabic medical school students. The study first analysed the difficulties of teaching and learning English and reading in English in a Saudi university medical college. An intervention was planned and implemented based on Collaborative Strategic Reading (CSR –Klingner and Vaughn, 1996). This involved using group work to teach explicitly a set of reading strategies to a class of students who...

A Reading Resource Center: Why and How

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Minkoff, Henry

1974-01-01

Hunter College has set up a Reading Resource Center where students receive individualized help in specific problem areas not covered in their reading classes and where teachers can find materials either for their own edification or for use in the classroom. (Author)

Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

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Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

2017-01-01

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

Using Anticipatory Reading Guides to Improve Elementary Students' Comprehension

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Ortlieb, Evan

2013-01-01

One of the greatest challenges of an elementary school teacher is equipping students with comprehension strategies that transfer to all content areas. With stable levels of reading achievement over the last two decades in the United States, it is necessary that further research be conducted on methods of increasing students' comprehension…

An Assessment of the Speed Reading Ability of Sandwich Students ...

African Journals Online (AJOL)

The paper discusses the concept and usefulness of rapid reading. It also reports a study in which the Faculty of Education, University of Lagos, Nigeria Sandwich students formed the subjects. Their pre-training reading speed and comprehension scores were determined through a pre-test, after which they were subjected to ...

A Study on Reading Printed Books or E-Books: Reasons for Student-Teachers Preferences

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Tosun, Nilgun

2014-01-01

This study tried to determine the preferences of student-teachers on reading printed books or e-books and the reasons for these preferences. Reading printed books and e-books preferences of students are discussed in terms of gender and department variables. 258 student-teachers who are studying in Computer Education and Instructional Technologies…

Reading Social wMaps.w

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Clements, Millard

1982-01-01

What should social studies teachers be trying to teach students how to do? Every culture provides its members with social "maps" that explain how things are--e.g., school materials, advertisements. Teaching students how to read these social "maps" should be the central task for social studies education. (RM)

Exploring Reading Comprehension Needs of Iranian EAP Students of Health Information Management (HIM): A Triangulated Approach

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Atai, Mahmood Reza; Nazari, Ogholgol

2011-01-01

Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts. This study attempted to assess target and present reading comprehension needs of EAP students of Health Information…

Improving Grade One Students' Reading Motivation with Online Electronic Storybooks

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Ciampa, Katia

2012-01-01

This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. The current research explored eight grade 1 students' experiences with online electronic storybooks (eBooks). Eight students were given ten 25-minute sessions with the software programs over 15 weeks.…

How the nature of science is presented to elementary students in science read-alouds

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Rivera, Seema

Students as early as elementary school age are capable of learning the aspects of the nature of science (NOS), and the National Benchmarks incorporate the NOS as part of the learning objectives for K--2 students. Learning more about elementary science instruction can aid in understanding how the NOS can be taught or potentially integrated into current teaching methods. Although many teaching methods exist, this study will focus on read-alouds because they are recommended for and are very common in elementary schools. The read-aloud practice is particularly helpful to young students because most of these students have a higher listening comprehension than reading comprehension. One of the main components of the read-aloud practice is the discourse that takes place about the trade book. Both explicit and implicit messages are communicated to students by teachers' language and discussion that takes place in the classroom. Therefore, six multisite naturalistic case studies were conducted to understand elementary teachers' understanding of the NOS, students' understandings of the NOS, trade book representations of the NOS, and read-aloud practices and understandings in upstate New York. The findings of the study revealed that teachers and students held mostly naive and mixed understandings of the NOS. The trade books that had explicit connections to the NOS helped teachers discuss NOS related issues, even when the teachers did not hold strong NOS views. Teachers who held more informed NOS views were able to ask students NOS related questions. All teachers showed they need guidance on how to translate their NOS views into discussion and see the significance of the NOS in their classroom. Explicit NOS instruction can improve student understanding of the NOS, however the focus should be not only on teachers and their NOS understanding but also on the books used. These results show that quality trade books with explicit connections to the NOS are a useful instructional tool

The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities

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Boardman, Alison; Buckley, Pamela; Maul, Andrew; Vaughn, Sharon

2014-01-01

Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students…

Oral Braille Reading Decoding Strategies of Middle School Students Who Are Blind or Have Low Vision

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Nannemann, Allison C.; Bruce, Susan M.; Hussey, Colleen; Vercollone, Becky S.; McCarthy, Mary

2017-01-01

Students who are visually impaired may face unique literacy challenges as they learn to read and write braille. One such challenge relates to slower reading speeds for students who read braille as compared to those who read print. In addition to learning letters, sounds, grammar, and spelling, braille readers must learn contractions and…

Teaching students to read the primary literature using POGIL activities.

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Murray, Tracey Arnold

2014-01-01

The ability to read, interpret, and evaluate articles in the primary literature are important skills that science majors will use in graduate school and professional life. Because of this, it is important that students are not only exposed to the primary literature in undergraduate education, but also taught how to read and interpret these articles. To achieve this objective, POGIL activities were designed to use the primary literature in a majors biochemistry sequence. Data show that students were able to learn content from the literature without separate activities or lecture. Students also reported an increase in comfort and confidence in approaching the literature as a result of the activities. Copyright © 2013 The International Union of Biochemistry and Molecular Biology.

Student Reading Growth Illuminates the Common Core Text-Complexity Standard: Raising Both Bars

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Williamson, Gary L.; Fitzgerald, Jill; Stenner, Jackson A.

2014-01-01

The Common Core State Standards (CCSS) establish a challenging text-complexity standard for all high school graduates to read at college and workplace text-complexity levels. We argue that implementation of the CCSS standard requires concurrent examination of historical student reading-growth trends. An example of a historical student average…

Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

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Sherrill, Carol A.

2009-01-01

The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

Teaching Students to Read the Primary Literature Using POGIL Activities

Science.gov (United States)

Murray, Tracey Arnold

2014-01-01

The ability to read, interpret, and evaluate articles in the primary literature are important skills that science majors will use in graduate school and professional life. Because of this, it is important that students are not only exposed to the primary literature in undergraduate education, but also taught how to read and interpret these…

SSR: Its Effects on Students' Reading Habits after They Complete the Program.

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Wiesendanger, Katherine D.; Bader, Lois

1989-01-01

Studies the effect of sustained silent reading (SSR) on recreational reading habits after termination of instruction. Finds that SSR students read more than those not in the program, and that SSR has no impact on above average readers, great impact on average readers, and little impact on below average readers. (RS)

Identifying Engineering Students' English Sentence Reading Comprehension Errors: Applying a Data Mining Technique

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Tsai, Yea-Ru; Ouyang, Chen-Sen; Chang, Yukon

2016-01-01

The purpose of this study is to propose a diagnostic approach to identify engineering students' English reading comprehension errors. Student data were collected during the process of reading texts of English for science and technology on a web-based cumulative sentence analysis system. For the analysis, the association-rule, data mining technique…

Child-centered reading intervention: See, talk, dictate, read, write!

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Muhammet BAŞTUĞ

2016-06-01

Full Text Available Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in reading. A reading intervention was designed that targeted multiple areas of reading and aimed to improve reading skills through the use of multiple strategies. This intervention is child-centered and includes visual aids, talking, dictating, reading and writing stages. The study was performed in 35 sessions consisting of stages of a single sentence (5 sessions, two sentences (5 sessions, three sentences (20 sessions and the text stage (5 sessions. The intervention sessions were audio-taped. These recordings and the written responses to the reading comprehension questions provided the data for analysis. The findings on the reading intervention revealed positive outcomes. The student exhibited certain improvements at the levels of reading, reading rate and reading comprehension. These results were discussed in the literature and the findings suggest that child-centered reading strategies such as talking, dictating and writing should be the main focus of instruction for students with low reading literacy achievement to enable these students to meet the demands of the curriculum.

"Read the Text, as if!"The Reading Retention Strategy

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Divoll, Kent; Browning, Sandra

2013-01-01

Students do not always read what is expected in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, & Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in…

Reading and spelling skills in German third graders: Examining the role of student and context characteristics.

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von Suchodoletz, Antje; Larsen, Ross A A; Gunzenhauser, Catherine; Fäsche, Anika

2015-12-01

Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors to reading fluency and orthographic spelling within the sets of student, classroom, and school characteristics, and (3) whether the contribution of student, classroom, and school characteristics differs for reading fluency and orthographic spelling. Participants were 789 German third-grade students from 56 classrooms in 34 schools. Students completed an intelligence test and a questionnaire assessing self-control. Reading fluency and orthographic spelling performance were assessed using standardized achievement tests. Multilevel structural equation modelling was used to control for the hierarchical structure of educational data. Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes. © 2015 The British Psychological Society.

An Exploratory Study of the Relationships between Reading Comprehension Competence, Reading Attitude and the Vividness of Mental Imagery among Turkish Fourth-Grade Students

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Kocaarslan, Mustafa

2016-01-01

This study aimed to establish the possible relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. Participants were fourth grade students, selected using convenience sampling from two different public schools (n=103) in Bartin, Turkey. The research was…

Reading through Films

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Madhavi Gayathri Raman

2016-02-01

Full Text Available This paper captures the design of a comprehensive curriculum incorporating the four skills based exclusively on the use of parallel audio-visual and written texts. We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading (screen-play and audio-visual texts (Shawshank Redemption, and Life is Beautiful, A Few Good Men and Lion King drawn from popular culture in the classroom as an effective teaching medium. Students were gradually introduced to films based on novels with extracts from the original texts (Schindler’s List, Beautiful Mind for extended reading and writing practice. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items (phrasal verbs, synonyms, homophones, and puns. Keywords: Reading, films, popular culture, ESL classroom, language skills

How Physical Education Teachers Can Help Encourage Students to Read

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Richardson, Maurine; Richardson, James; Sacks, Mary Kathleen

2012-01-01

The pressure to ensure that all children learn to read and become lifelong readers has never been as strong at it is now. For this to become a reality for all students, including those that are not motivated to read, teachers must use any and all appropriate strategies. With this in mind, literacy teachers should enlist assistance from other…

Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students

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Harmon, Janis; Wood, Karen; Smith, Kassandra; Zakaria, Nauff; Ramadan, Kimberly; Sykes, Melissa

2016-01-01

This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading…

Reading Ability as a Predictor of Academic Procrastination among African American Graduate Students

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Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.

2008-01-01

The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading…

The Potential of Web 2.0 Tools to Promote Reading Engagement in a General Education Course

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Park, Seung Won

2013-01-01

General education classes involve extensive course readings. College instructors have a limited time to cover every detail of the materials students are supposed to learn in class; thus, they expect students to learn through course readings. However, many college students demonstrate a low level of engagement in course reading tasks. Existing…

Extending E-Book with Contextual Knowledge Recommender for Reading Support on a Web-Based Learning System

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Chen, Gwo-Dong; Wei, Fu-Hsiang; Wang, Chin-Yeh; Lee, Jih-Hsien

2007-01-01

Reading content of the Web is increasingly popular. When students read the same material, each student has a unique comprehension of the text and requires individual support from appropriate references. Most references in typical web learning systems are unorganized. Students are often required to disrupt their reading to locate references. This…

The Implementation of Kagan’s Cooperative (Co-Op Technique to Improve Reading Comprehension of Junior High Students

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Farid Helmi Setyawan

2017-04-01

Full Text Available Abstract: This study was aimed to investigate how Co-op technique can be implemented to improve reading comprehension of the eighth grade students of MTsN Ngawi who faced the problems in reading. The students did not comprehend the text and the score was low. The average score of reading test in preliminary study was 67 where as the average score of student’ success based on the minimum standard of students’ score is seventy (70. The design of this study was classroom action research. The technique applied in the research was Co-op technique. The result showed that the students reading average score significantly improved. In two cycle study, in the first test the students reading average score was 69.54, in the second test the students reading score was 76.15. It could be concluded that predetermined criteria of success had been achieved.

Differences in perceived difficulty in print and online patient education materials.

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Farnsworth, Michael

2014-01-01

Written patient education materials frequently exceed the reading ability of the general public. Patients are often intimidated by the task of reading patient education materials, perceiving the materials’ difficulty levels as prohibitive, even when they do not exceed the patients’ reading abilities. It is unclear how the delivery mechanism--print or a computer screen--affects a patient’s reading experience through his/her perception of its difficulty. To determine whether first-year college students perceived online or print-based patient education materials as more difficult to read. Convenience sampling of first-year college students. Some first-year college students perceived online patient education materials to be more difficult to read than print-based ones--even when the reading level of the patient education materials was similar. Demographic information about this sample’s high levels of digital literacy suggests that other populations might also perceive online patient education materials as more difficult to read than print-based equivalents. Patients’ perceptions of the difficulty of patient education materials influenced their ability to effectively learn from those materials. This article concludes with a call for more research into patients’ perceptions of difficulty of patient education materials in print vs on a screen.

Reading Like a Writer, Teaching Like a Reader: Guiding Students towards "Good Reading" in First-Year Composition

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De Piero, Zack Kramer

2017-01-01

This study examined how graduate students in humanities disciplines guide students' reading during their work as teaching assistants (TAs) in first-year (FYC) composition courses. Situated within an independent writing program, the "genre studies" approach to this FYC course is informed by the threshold concepts of the composition…

The Contribution of Morphological Knowledge to 7th Grade Students' Reading Comprehension Performance

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Mokhtari, Kouider; Neel, Joanna; Matatall, Abbey; Richards, Andrea

2015-01-01

In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students' morphological knowledge, and whether…

Argument Graph as a Tool for Promoting Collaborative Online Reading

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Kiili, Carita

2013-01-01

This study explored how the construction of an argument graph promotes students' collaborative online reading compared to note-taking. Upper secondary school students ("n"?=?76) worked in pairs. The pairs were asked to search for and read source material on the Web for a joint essay and either construct an argument graph or take notes…

READING HABITS IN DIGITAL ERA: A RESEARCH ON THE STUDENTS IN BORNEO UNIVERSITY

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Firima Zona Tanjung

2017-10-01

Full Text Available This research aims to explore the current reading habits of university students. Moreover, it aims to determine the effects of widespread use of the internet and other digital resources in reading habits and to give some possible recommendation to improve students’ reading habits in the digital era. The research design was descriptive survey research. The instrument of the research was questionnaire, which is based on Akarsu and Dariyemez (2014 and Chauhan and Lal (2012. The participants of the research were 320 students studying in six majors in Faculty of Teachers Training and Education at Borneo University. They were selected through the cluster random sampling. The questionnaire involved six categories, namely demographic information, frequency of items read, contents of online reading, online activities, content first clicked when online, and techniques to develop reading habits. All research data was analyzed using SPSS Statistics 22 program.

Improving Eighth Grade Students' Reading Comprehension through the Use of the Collision Plus Arts-Integrated Program

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Knight, Taneka L.

2016-01-01

African American and Latino students attending Title I schools in the metropolitan Atlanta area were not reading on grade level. The majority of students are low performing readers and minimally met the reading comprehension requirements. The 2015 average 8th grade reading score for these students was 246 out of 500. This applied dissertation was…

Materials for the field test - students' attitudes to nuclear power stations

International Nuclear Information System (INIS)

Hoffmann, L.; Kattmann, U.; Lucht, H.; Spada, H.

1975-01-01

This working paper contains all the materials developed for and used in the field test of 'Student Attitudes toward Atomic Power Stations'. This research is a component of a larger project called 'Attitudes and Attitudes Change with Regard to Problems of Energy Supply and their Consequences for our Environment'. A central aim of this project is the development of instrumental strategies enabling the student to build up in this field a critically reflective and active behavior and attitudes based on sound problem consciousness. These instrumental strategies are derived from theories of social, learning and environmental psychology. A concrete result of these efforts are the materials of the field test mentioned above. They include: a) The draft of an instructional unit 'Atomic Power Stations - Prosperity or Disaster' with - a booklet on the subject matter for students and teachers - a paper on the contents of the instructional unit and their sequence - information for the students concerning the aims of the investigation - working materials for the students - reading materials for the teachers informing them about the proposed instructional strategies based on the psychological theories: (1) model-learning and the structuring of knowledge, (2) how to activate and motivate students, (3) the stabilization of attitudes and (4) small group work. b) Instruments for testing and observation. These instruments were used within a criterion-oriented evaluation and for a test of the effects of the different proposed items used in the instruction. (orig./HP) [de

The Influence of Personalization of Online Texts on Elementary School Students' Reading Comprehension and Attitudes toward Reading

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Ertem, Ihsan Seyit

2013-01-01

The purpose of this research was to examine the role of personalized and non-personalized online texts on elementary school fifth grade students' comprehension and their attitudes toward reading. Participants were 47 fifth-grade students from a rural elementary school in north Florida. The subjects were randomly assigned into two (personalized…

ESENSIALITAS METODE STAD (STUDENT TEAMS ACHIEVEMENT DIVISION UNTUK PENDALAMAN MATERI BAHASA INDONESIA DI SEKOLAH

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Siti Nurhidayatul hasanah

2015-06-01

Full Text Available In the presence a portion student that declares for that Indonesian study really palls is fairly, since they have perceived can and forwarding material which unattractive so at second hand student become arrest deep frail that material. As teacher of Indonesian was necessarily feels happening learning problem all this time. So teacher necessarily tries do changes in Indonesian learning at within class. One of change which is done by use of method role play and STAD'S method (Student Teams Achievement division in standart interest converses and reading. In learning Tells hobby, can be done by use of method role play so makes student more active. Method role play understanding language as skill of straightforward speaking with bases student life in masayarakat. Method role play well-matched being applied while teacher does speaking learning with aided with role card.

The Comparative Impacts of Using Lexical Glossing and Inferencing Strategies on Students' Reading Comprehension

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Juliana

2018-01-01

The study compared the use of the lexical glossing and inferencing strategies that impact toward the students' reading comprehension. The objective of the study was to find out the effective strategy to use for enhancing the students' reading comprehension. The population of the study was 40 Informatics Systems students of Potensi Utama…

Review: Ways of teaching struggling reading students, and beginners

African Journals Online (AJOL)

Review: Ways of teaching struggling reading students, and beginners. ... International Journal of Pedagogy, Policy and ICT in Education. Journal Home · ABOUT THIS JOURNAL ... AJOL African Journals Online. HOW TO USE AJOL.

Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

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Vida Yousefian

2015-11-01

Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.

Does IQ affect the functional brain network involved in pseudoword reading in students with reading disability? A magnetoencephalography study

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Panagiotis G Simos

2014-01-01

Full Text Available The study examined whether individual differences in performance and verbal IQ affect the profiles of reading-related regional brain activation in 127 students experiencing reading difficulties and typical readers. Using magnetoencephalography in a pseudoword read-aloud task, we compared brain activation profiles of students experiencing word-level reading difficulties who did (n=29 or did not (n=36 meet the IQ-reading achievement discrepancy criterion. Typical readers assigned to a lower-IQ (n=18 or a higher IQ (n=44 subgroup served as controls. Minimum norm estimates of regional cortical activity revealed that the degree of hypoactivation in the left superior temporal and supramarginal gyri in both RD subgroups was not affected by IQ. Moreover, IQ did not moderate the positive association between degree of activation in the left fusiform gyrus and phonological decoding ability. We did find, however, that the hypoactivation of the left pars opercularis in RD was restricted to lower-IQ participants. In accordance with previous morphometric and fMRI studies, degree of activity in inferior frontal and inferior parietal regions correlated with IQ across reading ability subgroups. Results are consistent with current views questioning the relevance of IQ measures and IQ-discrepancy criteria in the diagnosis of dyslexia.

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency.

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Kelly, Ronald R; Gaustad, Martha G

2007-01-01

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

The specifics of reading to students with hearing and speech impairment in classes VI-VIII

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Mustaf Morina

2016-03-01

Full Text Available Good reading has a very important role in the development of children with hearing impaired; also reading in explicit way is one of the crucial factors which affect the oral language development of children with hearing impaired. The best form and possibility of improvement, development of oral language, development of communicating, receipt of information, knowledge, and ideas over the world, is reading. When the auditory perception is damaged reading is poor. Hearing impairment causes a lot of problems in the development of personality of children with hearing impairment in these fields: poor development of vocabulary, poor quality of lexica, poor quality of sentences, and disorder in articulation. The purpose of this research is to verify the following: 1-Speed of reading of hearing impaired children, 2-The number of errors, 3-The kind of errors, 4-To understand the text in the context of the degree of hearing impairment, age (class, success in school and gender. This theoretical-experimental study was made with students from two schools; special school “Mother Teresa” in Prizren and Primary School “Elena Gjika” in Prishtina (class attached. The research included a total of 32 students (respondent 27 students (respondent from special schools “Mother Teresa” in Prizren and 5 elementary school students “Elena Gjika” Prishtina, all these students are with hearing impairment. From 32 students involved in the research, 23 were male and 9 female. The research was done by applying a text fables “The fox and the raven” watched and analyzed in terms of three dimensions. The research results have shown that students with hearing impairments have considerable problems in many aspects; in terms of speed of reading, students with hearing impairment have stagnated compared with their peers in the ratio 8/1. In terms of reading errors have stagnated considered being incomparable. In terms of understanding the text students with hearing

Comparison of Different Levels of Reading Comprehension between Hearing-Impaired Loss and Normal-Hearing Students

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Azam Sharifi

2011-12-01

Full Text Available Background and Aim: Reading skill is one of the most important necessities of students' learning in everyday life. This skill is referred to the ability of comprehension, comment and conclusion from texts and receiving the meaning of the massage which is composed. Educational development in any student has a direct relation with the ability of the comprehension. This study is designed to investigate the effects of hearing loss on reading comprehension in hearing-impaired students compared to normal-hearing ones.Methods: Seventeen hearing-impaired students in 4th year of primary exceptional schools in Karaj, Robatkarim and Shahriyar, Iran, were enrolled in this cross-sectional study. Seventeen normal-hearing students were randomly selected from ordinary schools next to exceptional ones as control group. They were compared for different levels of reading comprehension using the international standard booklet (PIRLS 2001. Results: There was a significant difference in performance between hearing-impaired and normal- hearing students in different levels of reading comprehension (p<0.05.Conclusion: Hearing loss has negative effects on different levels of reading comprehension, so in exceptional centers, reconsideration in educational planning in order to direct education from memorizing to comprehension and deeper layers of learning seems necessary.

Realities and Fallacies of Reading Instruction for Ethnically Different Students: Cognitive and Affective Concerns.

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Vick, Marian Lee

A review of the literature about reading instruction for ethnically different students discloses a body of information largely disconnected and biased. Numerous factors are alleged to be determinants of the reading retardation of such students. Generally, these fall into two categories: racial factors in intelligence and cultural deprivation. The…

The Effect of College Students' Self-Generated Computerized Mind Mapping on Their Reading Achievement

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Sabbah, Sabah Salman

2015-01-01

This study explored the potential effect of college students' self-generated computerized mind maps on their reading comprehension. It also investigated the subjects' attitudes toward generating computerized mind maps for reading comprehension. The study was conducted in response to the inability of the foundation-level students, who were learning…

Reading and Vocabulary Recommendations for Spanish for Native Speakers Materials.

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Spencer, Laura Gutierrez

1995-01-01

Focuses on the need for appropriate materials to address the needs of native speakers of Spanish who study Spanish in American universities and high schools. The most important factors influencing the selection of readings should include the practical nature of themes for reading and vocabulary development, level of difficulty, and variety in…

Comparison of Reading Comprehension Skill of Students with Severe to Profound Hearing Impairment from Second up to Fifth Grade of Exceptional Schools with Normal Hearing Students

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Maryam Jalalipour

2016-03-01

Full Text Available Background: Reading is known as one of the most important learning tools. Research results consistently have shown that even a mild hearing impairment could affect the reading skills. Due to the reported differences in reading comprehension skills between hearing impaired students and their normal hearing peers, this research was conducted to compare the differences between the two groups. The other aim was to find any changes in the reading ability of hearing impaired group during elementary school. Methods: This study is a cross-sectional (descriptive–analytic one in which reading comprehension ability of 91 students with severe and profound hearing impairment (33 girls and 58 boys from 2nd up to 5th grade of exceptional schools were compared with 50 2nd grade normal hearing students in Ahvaz, Iran. The first section of Diagnostic Reading Test (Shirazi – Nilipour, 2004 was used in this study. Then the mean reading scores of hearing impaired students in each grade was compared with control group using SPSS 13 with Mann Whitney test. Results: There was a significant difference between average scores of hearing impaired students (boys and girls in 2nd to 5th grade with normal hearing students of 2nd grade (P<0.001. Reading comprehension scores of students with hearing impairment in higher grades had improved slightly, but it was still lower than that of the normal hearing students in the 2nd grade. Conclusion: It appears that reading comprehension skill of students with significant hearing impairment near the end of elementary school years becomes weaker than normal hearing students in the second grade. Therefore, it is essential to find and resolve the underlying reasons of this condition by all professionals who work in the field of education and rehabilitation of these students.

Measurement Invariance and Validity of a Brief Questionnaire on Reading Motivation in Elementary Students

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Stutz, Franziska; Schaffner, Ellen; Schiefele, Ulrich

2017-01-01

In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the "Reading Motivation Questionnaire for Elementary Students" (RMQ-E). The sample comprised 1497 elementary students in Grades 1-3. By means of exploratory and confirmatory factor analyses, three…

Promoting Elementary School Students' Autonomous Reading Motivation: Effects of a Teacher Professional Development Workshop

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De Naeghel, Jessie; Van Keer, Hilde; Vansteenkiste, Maarten; Haerens, Leen; Aelterman, Nathalie

2016-01-01

Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n…

Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

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Aghaie, Reza; Zhang, Lawrence Jun

2012-01-01

This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…

Effects of a Metacognitive Reading Program on the Reading Achievement and Metacognitive Strategies of Students with Cases of Dyslexia

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Camahalan, Faye Marsha G.

2006-01-01

To study the effects of Metacognitve Reading Program on Reading achievement and metacognitive strategies of students with cases of dyslexia, the author conducted a single-case quasi-experimental. The conceptual framework of the study was based on the theories of cognitive processes stating that metacognition helps regulate the flow of information…

Recognizing and Addressing the Barriers to Adolescents' "Reading Like Historians"

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Nokes, Jeffery D.

2011-01-01

In recent years, there has been a growing body of research investigating how historians read, how children and adolescents read historical materials, and how teachers attempt to help adolescents read like historians. This research suggests that historians, unlike students, are unusually skillful readers employing several heuristics to construct…

EFL reading goals of grade 11 students across public and non-public schools in Addis Ababa, Ethiopia

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Tekle Ferede

2017-09-01

Full Text Available This study investigated the EFL reading goals of Grade 11 students across public and non-public schools in the Ethiopian capital, Addis Ababa. To this end, quantitative data were collected from 556 (375 public and 181 non-public students via pre-tested structured questionnaire and analyzed into means, medians, standard deviations, ranges and Mann-Whitney U test scores. The results show that non-public school students were found better than public school students in possessing components of both extrinsic and intrinsic goals for reading. The notable exception in this regard is that public school students had higher social motivation for reading than their non-public school counterparts. Based on this finding, it has been concluded that non-public school students have a better chance of evolving as persistent self-initiated EFL readers since they have various goals which urge them to engage in reading a range of texts. It is thus recommended that English language teachers in public schools should constantly take actions to enable their students to develop appropriate EFL reading goals.

Comparison of executive functions in students with and without specific learning disability with the characteristic reading and writing

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Saba Hasanvandi

2017-03-01

Full Text Available Background: The aim of present study was to investigate executive functions included of working memory, organization-planning and reasoning in the children with and without specific learning disability with the characteristic reading and writing. Materials and methods: The design of this research was Ex-Post Facto design. Statistical population was all male students of third grade primary schools in Tehran which were referred to education institution with diagnosis special learning disorders in educational centers. The sample included of 90 students chosen and assigned into 3 groups of 30 students, included of: children who had specific learning disability with characteristic reading, children who had specific learning disability with characteristic writing, normal children were selected by systematic randomized sampling and 3 groups were compared. The data instruments were: Wechsler’ subtests of similarities and digit differences, Andre Ray test, in formal (unofficial reading and dictation test. The obtained data were analyzed with ANOVA. Results: The results showed that there was difference between the group of normal children and other group in executive functions including working memory, organization-planning and reasoning (P<0.05. Also there was difference between two children groups with specific learning disability with  characteristic reading and writing in working memory and reasoning, whereas for organization-planning parameter there were not seen any differences between these two groups (P<0.05. Conclusion: Regarding to obtained results, it is recommended to adoption some ways for improvements of working memory, organization-planning and reasoning

SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 – 3

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Widdy Wijanti

2017-10-01

Full Text Available LLT Journal: A Journal on Language and Language Teaching Open Journal Systems LLT Journal ISSNs: e-ISSN: 2579-9533 (electronic p-ISSN: 1410-7201 (print User Username Password Remember me Journal Content Search Search Scope Browse By Issue By Author By Title Other Journals Font Size Make font size smaller Make font size default Make font size larger LLT Journal Barcode TOOLS FULL PAPER GUIDELINES Article Tools Print this article Indexing metadata How to cite item Email this article (Login required Email the author (Login required About The Author Widdy Wijanti Sampoerna University, Jakarta Indonesia OUR CONTACT LLT Journal English Language Education Sanata Dharma University Yogyakarta, Indonesia For more details, please visit: LLT Journal Contact Address Home About Login Register Search Current Archives Author Guidelines Editorial Team Focus and Scope Publication Ethics Author Index Originality Screening Indexing and Abstracting Review Process Article Processing Charges Article Submission Charges Publishing Rights Peer Reviewers Home > Vol 20, No 2 (2017 > Wijanti SYNTACTIC COMPLEXITY IN THE READING MATERIALS OF ENGLISH FOR ACADEMIC PURPOSES LEVELS 1 – 3 Widdy Wijanti Abstract In Indonesia, English is still considered as a foreign language and has become a crucial subject of study especially in the university level. For this reason, English for Academic Purposes has been conducted in the first year of college level for many years. Unfortunately, although many Asian countries including Indonesia have run the EAP course, the output is that there are still many Indonesian students who do not meet the vocabulary size and syntactic complexity that are expected while their learning process in the university. This results lower grades that they have in their assignments. Therefore, the recent study is aimed at evaluating the reading materials of EAP, especially in measuring the syntactic complexity containing in the texts as it is strongly believed in

Differences in Perceived Difficulty in Print and Online Patient Education Materials

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Farnsworth, Michael

2014-01-01

Context: Written patient education materials frequently exceed the reading ability of the general public. Patients are often intimidated by the task of reading patient education materials, perceiving the materials’ difficulty levels as prohibitive, even when they do not exceed the patients’ reading abilities. It is unclear how the delivery mechanism—print or a computer screen—affects a patient’s reading experience through his/her perception of its difficulty. Objective: To determine whether first-year college students perceived online or print-based patient education materials as more difficult to read. Design: Convenience sampling of first-year college students. Results: Some first-year college students perceived online patient education materials to be more difficult to read than print-based ones—even when the reading level of the patient education materials was similar. Demographic information about this sample’s high levels of digital literacy suggests that other populations might also perceive online patient education materials as more difficult to read than print-based equivalents. Patients’ perceptions of the difficulty of patient education materials influenced their ability to effectively learn from those materials. Conclusion: This article concludes with a call for more research into patients’ perceptions of difficulty of patient education materials in print vs on a screen. PMID:25662526

Effects of Personal Intelligence Reading Instruction on personal intelligence profiles of Thai university students

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Salila Vongkrahchang

2016-01-01

Full Text Available The study investigated the impact of reading instruction using personal intelligence (PI on Thai university students' PI profiles. Thirty-nine undergraduates majoring in English involved in the study for ten weeks. Their PI profiles were measured twice at the pre-and post-interventions. The mixed methods research design was employed. The results showed that the students developed more personal intelligence in the post-intervention profiles (x¯ = 2.72, SD = 0.80 than in their pre-intervention ones (x¯ = 2.54, SD = 0.82. The students showed a preference for intrapersonal intelligence, in goal setting (x¯ = 2.85, SD = 0.78, monitoring (x¯ = 2.85, SD = 0.74, and evaluation strategy (x¯ = 3.21, SD = 0.77. Their interaction assessed by classroom observation and student worksheets also highlighted the PI profile findings. Personal Intelligence Reading Instruction facilitated the students setting specific and achievable goals, making overt and doable plans for their reading tasks, adjusting strategies helping them understand the text better, and identifying sources of difficulties while reading.

The Relationship between Home Literary Environments and Attitudes toward Reading in Ninth-Grade Students.

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Kubis, Mary Ellen

A study determined what variables in the home literary environments of ninth-grade students influenced their attitudes toward reading. Subjects, 316 students from 2 ninth-grade classes at 2 metropolitan high schools, were given the Estes Reading Attitude Scale and a researcher-developed, 30-question inventory of their home literary environment.…

Conceptual Understanding of Shape and Space by Braille-Reading Norwegian Students in Elementary School

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Klingenberg, Oliv G.

2012-01-01

Introduction: The study presented here investigated the ways in which students who read braille were able to complete geometric tasks and how they constructed mental representations of the shapes of objects. Methods: Data were collected in an educational experiment conducted as a geometry course for students who read braille. A case study approach…

Investigation on the Relationship between Information Communication Technology and Reading Literacy for Northeast Asian Students

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Lai Yi-Horng

2016-01-01

Full Text Available The purpose of this study was to investigate the relationship of internet communication technologies (ICT usage and reading literacy of Northeast Asian Students in PISA 2009. ICT was crucial for all governments in the world towards promoting equity. ICT had been considered a low cost opportunity towards equalizing educational systems. A multilevel modelling (MLM was applied to identify at which school-level the largest variations in the three indicators exist in this study. With MLM, it could be examine simultaneously the effects of different hierarchical school-level variables; to take account of possible correlations of students’ reading literacy in this study within higher levels (Urbanization, Total number of students Computers for education which may otherwise lead to incorrect standard errors and inefficient estimates; to treat higher levels as related; and to examine inter-area variations at each level. The empirical results include the different between group components was significant. Self-confidence in ICT high level tasks was positive with students’ reading literacy, and self-confidence in ICT high level tasks was negative with students’ reading literacy. The urbanization of schools’ area and total number of students of schools were positive with students’ reading literacy. The urbanization of schools’ area was negative with the relationship of ICT for school related tasks and students’ reading literacy. Total number of students was negative with the relationship of ICT for school related tasks and students’ reading literacy, and ICT availability in school and students’ reading literacy.

Ocoee Junior High School's Total School Reading Program on a Shoestring.

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Hinson, Bess; Williams, Robert W.

The total school reading program described in this booklet includes a program for remedial, developmental, and special education students. Faculty members and students not participating in this program spend one half hour a day in a silent reading program. The booklet outlines each facet of the program, lists the equipment and materials used,…

The Correlation of Playing Role-playing Games and Students' Reading Comprehension of Narrative Text

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Putra, Praditya

2014-01-01

This research investigates the correlation of playing Role-Playing Games and students' reading comprehension of narrative text. Thirty (30) ninth grade students who play Role-Playing Games participated in this study. Their frequency in playing Role-Playing Games and their ability in reading comprehension of narrative text are analyzed by using correlation research design. Correlation research design was used in this study in order to find out the tendency of relation between students' frequen...

Digital Reading Disposition Scale: A Study of Validity and Reliability

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Bulut, Berker; Karasakaloglu, Nuri

2018-01-01

In this study, "a Digital Reading Disposition Scale" was developed to determine undergraduate pre-service teacher students' dispositions towards digital reading, opposed to a preference for printed reading material. Initially, a 20-items trial version of the scale was administered to a total sample of N = 301 undergraduate pre-service…

A predictive study of reading comprehension in third-grade Spanish students.

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López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio

2013-01-01

The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.

How to Be Engaging: Recreational Reading and Readers' Advisory in the Academic Library

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Nicholson, Heather

2012-01-01

While recreational reading material was once an integral part of the academic library collection and librarians were seen as guides in reading development for students, this has not been the case in the last 50 years. Fiscal constraints have forced library professionals to make choices so that leisure reading material has not been viewed as a high…

Listening and Reading Proficiency Levels of College Students

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Tschirner, Erwin

2016-01-01

This article examines listening and reading proficiency levels of U.S. college foreign language students at major milestones throughout their undergraduate career. Data were collected from more than 3,000 participants studying seven languages at 21 universities and colleges across the United States. The results show that while listening…

CBM Maze-Scores as Indicators of Reading Level and Growth for Seventh-Grade Students

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Chung, Siuman; Espin, Christine A.; Stevenson, Claire E.

2018-01-01

The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test.…

The Effect of Teaching Strategies and Curiosity on Students' Achievement in Reading Comprehension

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Gurning, Busmin; Siregar, Aguslani

2017-01-01

The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…

Reading Stephen King: Issues of Censorship, Student Choice, and Popular Literature.

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Power, Brenda Miller, Ed.; Wilhelm, Jeffrey D., Ed.; Chandler, Kelly, Ed.

This collection of essays grew out of the "Reading Stephen King Conference" held at the University of Maine in 1996. Stephen King's books have become a lightning rod for the tensions around issues of including "mass market" popular literature in middle and high school English classes and of who chooses what students read.…

College Student Academic Online Reading: A Review of the Current Literature

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Sandberg, Kate

2011-01-01

Teaching college students how to read online effectively is an important area of concern. Libraries have become digitized with online articles and e-books; e-textbooks are available and used; and instructors routinely assign online articles of some length. It is critical that instructors who teach reading at the college level understand the theory…

A Meta-Analysis of Self-Monitoring on Reading Performance of K-12 Students

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Guzman, Guadalupe; Goldberg, Taryn S.; Swanson, H. Lee

2018-01-01

The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome,…

Improving Reading Skills in Students with Dyslexia: The Efficacy of a Rhythmic Training

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Alessandro eAntonietti

2015-10-01

Full Text Available The core deficit underlying developmental dyslexia (DD has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT, was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 minutes in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy, and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding.

A Sense of Urgency: Transforming the Literate Identities of Students Who Struggle with Learning to Read

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Harmon, Melinda R.

2013-01-01

This Grounded Theory study explored the identity development of four current and two former Reading Recovery students. The study focused on the interactions between self-efficacy, self-regulation and identity as students participated in the Reading Recovery intervention to capture change over time in the identity development of students who…

How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading without Meaning and the Simple View

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Sparks, Richard L.; Luebbers, Julie

2018-01-01

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and…

Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms

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Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette

2016-01-01

Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties.

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Chevalier, Thérèse M; Parrila, Rauno; Ritchie, Krista C; Deacon, S Hélène

2017-01-01

We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed. © Hammill Institute on Disabilities 2015.

Influence of newspapers in the development of student's reading ...

African Journals Online (AJOL)

Influence of newspapers in the development of student's reading culture in two Nigerian University Libraries. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... Information Impact: Journal of Information and Knowledge Management ... size of 200 and questionnaire was the major instrument used for data collection.

Follow the Reader: An Effective Strategy to Support Students Reading More Complex Text

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Klvacek, Michelle L.; Monroe, Eula Ewing; Wilcox, Brad; Hall-Kenyon, Kendra M.; Morrison, Timothy G.

2017-01-01

This article describes how one second-grade teacher implemented Follow the Reader, her term for dyad reading. Common Core expects students to read increasingly complex texts. Teachers can implement dyad reading with this end in mind. It is a modified version of the neurological impress method in which a lead reader and an assisted reader sit side…

"I Don't Know What It Is to Be Able to Read": How Students with Dyslexia Experience Their Reading Impairment

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Wennas Brante, Eva

2013-01-01

Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn…

Reading Strategies among ESL Malaysian Secondary School Students

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Semtin, Semry Anak; Maniam, Mahendran

2015-01-01

This study aimed to investigate the types of cognitive and metacognitive reading strategies employed by secondary school students in Malaysia to improve their comprehension. The study employed a mixed-method approach which involves the instruments of a questionnaire and an interview. This study was conducted at SMK Kapit, involving ninety Form 4…

Promoting active learning of graduate student by deep reading in biochemistry and microbiology pharmacy curriculum.

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Peng, Ren

2017-07-08

To promote graduate students' active learning, deep reading of high quality papers was done by graduate students enrolled in biochemistry and microbiology pharmacy curriculum offered by college of life science, Jiangxi Normal University from 2013 to 2015. The number of graduate students, who participated in the course in 2013, 2014, and 2015 were eleven, thirteen and fifteen, respectively. Through deep reading of papers, presentation, and group discussion in the lecture, these graduate students have improved their academic performances effectively, such as literature search, PPT document production, presentation management, specialty document reading, academic inquiry, and analytical and comprehensive ability. The graduate students also have increased their understanding level of frontier research, scientific research methods, and experimental methods. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):305-312, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Reading Comprehension and Translation Performance of English Linguistics Students of Hung Vuong University: A Correlational Study

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Cuc Thi Kim Pham

2017-09-01

Full Text Available The study aimed to correlate the reading comprehension and translation performance of English linguistic students, then inform some pedagogical implications for the teaching of reading comprehension in translation classes in order to enhance the translation quality performed by the students. To this end, 45 junior students of English linguistics specialization of Hung Vuong University, including 5 males and 40 females, aged from 20 to 22, were subject to a TOEFL reading comprehension test and a translation performance test (ATA guidelines, 2011. Data were analyzed using the Pearson Correlation, SPSS version 20.0. The coefficient correlation of students’ reading comprehension and their translation performance was noted 0.721 at the significant level of 0.01. It was found that the Reading comprehension was closely related to translation performance. Along the reading comprehension question types, translation performance was affected by the ability to determine gist and main ideas of the text, identify the vocabulary, infer the implied meanings and identify the writer’s style and attitudes. The results were discussed, and implications for teaching reading comprehension to enhance translation performance were presented.

WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools." What Works Clearinghouse Single Study Review

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What Works Clearinghouse, 2013

2013-01-01

The study reviewed in this paper examined the impact of "Collaborative Strategic Reading" ("CSR"), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse…

Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing

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Graham, Steve; Liu, Xinghua; Bartlett, Brendan; Ng, Clarence; Harris, Karen R.; Aitken, Angelique; Barkel, Ashley; Kavanaugh, Colin; Talukdar, Joy

2018-01-01

This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

Longitudinal Predictors of Chinese Word Reading and Spelling among Elementary Grade Students

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Yeung, Pui-Sze; Ho, Connie Suk-Han; Wong, Yau-Kai; Chung, Kevin Kien-Hoa; Lo, Lap-Yan

2013-01-01

The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and…

Supporting Students with Emotional and Behavioral Disorders' Comprehension and Reading Fluency

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Garwood, Justin D.; Ciullo, Stephen; Brunsting, Nelson

2017-01-01

This article discusses two strategies to improve reading outcomes for middle and high school adolescents with emotional and behavioral disorders (EBD). The first is providing secondary students a choice of accessible, engaging activities to more actively engage them during reading instruction and foster intrinsic motivation to engage in literacy…

The Role of Online Reader Experience in Explaining Students' Performance in Digital Reading

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Gil-Flores, Javier; Torres-Gordillo, Juan-Jesus; Perera-Rodriguez, Victor-Hugo

2012-01-01

This study explores the relationship between students' extracurricular experiences online and their performance on the Program for International Student Assessment (PISA), focusing specifically on students' competence in digital reading. The study uses a descriptive, correlational, ex post facto design. The data are taken from Spanish students'…

Incidence of Sociodemographic Factors in the Attitudes to the Reading of High School Students

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Teresa Cervera Mata

2016-11-01

Full Text Available The socioeconomic and cultural characteristics of the high school students determine their possibilities to change their attitude towards the reading and, in this way, encourage their reading habit. A program of workshops to inspire Reading carried out in an educational compensation center shows how a relationship between sociodemographic factors and the change happened with their reading habit is established. This methodology is introduced in the classroom as a tool that intends to produce a transformation in their literary education through playful elements, which are required in the necessary contexts of social transformation. An attitude towards reading are the first aspects that must be positively modified to strengthen the relationship between books and students and thus, encourage the reading as an habit. Therefore, the knowloedge of the social and family influential environment will contribute to the application of this methodology in the classroom, enhancing or mitigating the effects of this relationship.

Development of a Reading Material Recommendation System Based on a Knowledge Engineering Approach

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Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Chih-Kai

2010-01-01

In a language curriculum, the training of reading ability is one of the most important aspects. Previous studies have shown the importance of assigning proper articles to individual students for training their reading ability; nevertheless, previous experience has also shown the challenges of this issue owing to the complexity of personal factors…

Using reading to teach a world language strategies and activities

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Spangler, Donna

2015-01-01

To help your students learn a world language, don't forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you'll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader's Theater - a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book's...

Does Extensive Reading Promote Reading Speed?

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He, Mu

2014-01-01

Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed without…

Computer Vision Syndrome for Non-Native Speaking Students: What Are the Problems with Online Reading?

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Tseng, Min-chen

2014-01-01

This study investigated the online reading performances and the level of visual fatigue from the perspectives of non-native speaking students (NNSs). Reading on a computer screen is more visually more demanding than reading printed text. Online reading requires frequent saccadic eye movements and imposes continuous focusing and alignment demand.…

What Makes Elementary School Students Read in Their Leisure Time? Development of a Comprehensive Questionnaire

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Schüller, Elisabeth M.; Birnbaum, Lisa; Kröner, Stephan

2017-01-01

Why should children read in their leisure time? Reading may contribute to the acquisition of reading literacy and may foster integral human development. However, there has been a scarcity of research on determinants of leisure time reading among elementary school students, especially regarding environmental aspects. In this article, the authors…

Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

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Mokhtari, Kouider; Niederhauser, Dale S.

2013-01-01

In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

Help! (Not-So-Good Materials for Learning to Read).

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Venema, Minke S.

1995-01-01

Many primary adult reading materials used in literacy education reinforce the marginalization of the efforts and intelligence of women. Such representations undermine both female learners and tutors in a field heavily populated by women. (SK)

Reading for 11-13-Year-Old Students in the Digital Age: New Zealand Case Studies

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Fletcher, Jo; Nicholas, Karen

2018-01-01

ABSTRACT In New Zealand schools, the focus continues to be on improving the reading achievement of all students situated across a range of socio-economic groups. This is particularly so for our young adolescent students, where research investigations have indicated some concerning trends which influence reading development for this age group. This…

Optimizing EFL Learners' Sensitizing Reading Skill: Development of Local Content-Based Textbook

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Arifani, Yudhi

2016-01-01

The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners' needs for the first semester students of English department at university level, who rarely or even never have a…

The Effects of Note-Taking Skills Instruction on Elementary Students' Reading

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Chang, Wan-Chen; Ku, Yu-Min

2015-01-01

The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills…

The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students

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Roberts, Greg; Rane, Shruti; Fall, Anna-Mária; Denton, Carolyn A.; Fletcher, Jack M.; Vaughn, Sharon

2014-01-01

Objective The purpose of the study was to estimate the impact of reading intervention on ratings of student attention over time. Method We used extant data from a longitudinal randomized study of a response-based reading intervention to fit a multiple-indicator, multilevel growth model. The sample at randomization was 54% male, 18% limited English proficient, 85% eligible for free or reduced-price lunch, 58% African American, and 32% Hispanic. Reading ability was measured by using the Woodcock-Johnson III Tests of Achievement. Attention was measured by using the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale. Results Findings indicate that intensive, response-based reading intervention over 3 years improved reading achievement and behavioral attention in middle school struggling readers, with treatment directly affecting reading, which in turn influenced attention. In the business-as-usual condition, there was no relation between improved reading and attention. Conclusions The results are consistent with a correlated liabilities model of comorbidity. The results do not align with the inattention-as-cause hypothesis, which predicts that reading intervention should not affect attention. The findings do not support, but do not necessarily preclude, the phenocopy hypothesis. The results are especially pertinent for older students who may be inattentive partly because of years of struggling with reading. PMID:24885289

Reciprocal Effects between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Nonacademic Track Students

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Schaffner, Ellen; Philipp, Maik; Schiefele, Ulrich

2016-01-01

Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to…

Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme

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Manjet Kaur Mehar Singh

2016-10-01

Full Text Available Malaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians.  Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding grounds of racial polarisation.  In Malaysian context, there is a gap in research that focuses on the design of a proper intercultural reading framework for national integration and such initiatives are viable through schools.  The main objective of this conceptual paper is to introduce the English Language Intercultural Reading Programme (ELIRP in secondary schools to promote intercultural understanding among secondary school students.  The proposed framework will facilitate the acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands.  This article will focus on elucidating how ELIRP could affect cognitive (knowledge and behavioural transformations to intercultural perceptions harboured by selected Form 4 students of 20 national schools in Malaysia. Keywords: behavior, knowledge, intercultural reading framework, intercultural understanding, English Language Intercultural Reading Programme, secondary school students

The Effects of Specific Reading Interventions on Elementary Students' Test Scores

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Griffin, Jacqueline Laverne Meeks

2016-01-01

Many students in third, fourth and fifth grades struggle at the lowest levels of reading proficiency. In fact, fewer than 40% of fourth graders in the United States read at or above the "proficient" level on state standardized tests in 2009 (D'Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, Stephens, Wilson, Smith & Erickson,…

Information Technology and Transcription of Reading Materials for the Visually Impaired Persons in Nigeria

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Nkiko, Christopher; Atinmo, Morayo I.; Michael-Onuoha, Happiness Chijioke; Ilogho, Julie E.; Fagbohun, Michael O.; Ifeakachuku, Osinulu; Adetomiwa, Basiru; Usman, Kazeem Omeiza

2018-01-01

Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the…

USING OF READING, ENCODING, ANNOTATING, AND PONDERING (REAP TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research at Eighth Grade Students in MTSN 1 Kota Bengkulu in Academic years 2016

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Fera Zasrianita

2017-03-01

Full Text Available Abstract The researcher found the problem at MTSN 1 in the city of  Bengkulu at grade VIII I that students got difficulty in comprehending reading texts, and in understanding meanings of words in paragraphs, and teachers techniques  made the students bored. Therefore, the purpose of the research is to improve students’ reading comprehension through REAP techniques. The subject of the research is the students of  grade VIII I consisting of 27 students, 14 female students and 13 male students. The instruments of the research are reading tets, observation sheetteacher and the students, interview guide and that for documentary study.  The results of the research show that the  REAP teachniques are effective in improving the students’ reading comprehension. The students got involved directly and were able to cooperate with their peers during the teaching-learning process. The research was conducted in two cycles an the test was administered at the end of each cycle. From the average mean scores, it could be seen that there was improvement of the the students’ reading ability. In cycle I, the mean score was 70.5 and in cycle 2, it was 78.7,and at the Post assessment, it was  82.2. It means that the students’ mean scores has reached the research target. Thus, it can be concluded that REAPtechniques can improve the students’ readng comprehension. Kata Kunci: REAP (Reading, Encoding, Annotating, and Pondering technique, Students’ reading comprehension

Critical Pedagogy Principles in Teaching EFL Reading

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Slamet Wahyudi Yulianto

2015-12-01

Full Text Available This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1 offering problematic topics and reading materials that are linked to the students‟ lives, (2 encouraging students to read between the lines, (3 distributing classroom power, and (4 creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1 language development and (2 new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1 the lack of classroom-friendly authentic controversial reading materials, (2 the passive culture, and (3 the unpredictable classroom.

Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.

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Páez, Mariela; Rinaldi, Claudia

2006-10-01

This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed.

The Effect of Departmentalization on the Reading Achievement of Sixth-Grade Students.

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Harris, Mary B.

A study examined whether departmentalization affected the reading achievement of sixth-grade students attending a Chicago public school. A random sample of 30 students was chosen from a group of 53 who received instruction in a departmentalized program. A second random sample of 30 was selected from a total of 54 students who received instruction…

The Effects of Reading Ability and Sex Difference on Recall Protocols of Japanese University Students

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Hirano, Kinue

2003-01-01

This study investigates the concurrent validity of a recall test as a measure of reading comprehension and the effects of the level of reading ability and sex difference on the written recalls of 70 Japanese EFL university students. Results showed that there were moderate significant correlations between a recall test and a standardized reading test (i.e., FCE): for all the students, r = .64, p < .01; for males, r = .61, p < .01; for females, r = .67, p < .01, suggesting that a recall test is...

To What Extent Does Hong Kong Primary School Students' Chinese Reading Comprehension Benefit from After-School Private Tuition?

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Tse, Shek Kam

2014-01-01

The reading attainment of the 3,875 primary 4 Hong Kong primary school students participating in the 2011 Progress in International Reading Literacy Study ranked first among 49 countries and regions surveyed worldwide. Analysis of the association between (a) participating students' reading attainment and (b) responses to questionnaires completed…

Possible Reasons for Students' Ineffective Reading of Their First-Year University Mathematics Textbooks. Technical Report. No. 2011-2

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Shepherd, Mary D.; Selden, Annie; Selden, John

2011-01-01

This paper reports the observed behaviors and difficulties that eleven precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the effectiveness of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. These …

COLLABORATIVE STRATEGIC READING IMPLEMENTATION TO IMPROVE STUDENTS’ READING COMPREHENSION

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Desy Olivia Riani

2013-01-01

Full Text Available This collaborative action research is aimed to find out whether or not the implementation of Collaborative Strategic Reading (CSR improves students' reading comprehension and also to identify students' attitude towards the implementation of CSR. CSR is reading strategy that employs four strategies namely Preview, Click and Clunk, Get the Gist and Wrap Up during students’ cooperative learning. A class of eleventh grade students of a public senior high school in Majalengka, West Java, Indonesia is participated as the participant of the study. The required data were collected through the use of questionnaire, observation checklist, and reading test. The data from the questionnaire indicated that 82% students had positive attitude toward the implementation of CSR. They feel that CSR improves their motivation in learning English and CSR brings more fun to the process of learning. Moreover, it was found from observation data that the students were actively participated during CSR implementation and they were motivated when comprehending a text by means CSR strategy. Finally, the study proved that CSR improved students’ reading comprehension. Students’ mean score of reading test in the beginning of the study was 67, meanwhile, after applying CSR as reading strategy, their mean scores improved to 88.

The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

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Naomi A.N.Y. Boakye

2015-04-01

Full Text Available Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL, which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.

Frequency-Specific, Binaural Stimulation of Students with Reading and Spelling Difficulties.

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Johansen, Kjeld

A study examined the hearing of learning disabled students (such as dyslexics) in an attempt to classify, identify, and design auditory stimulation procedures. Subjects, 40 students from seventh-grade classes and 40 volunteers (ages 9 to 23) with reading and spelling difficulties, were given listening tests. Results indicated that many of the…

Newspaper Reading among College Students in Development of Their Analytical Ability

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Kumar, Dinesh

2009-01-01

The study investigated the newspaper reading among college students in development of their analytical ability. Newspapers are one of the few sources of information that are comprehensive, interconnected and offered in one format. The main objective of the study was to find out the development of the analytical ability among college students by…

The Perceived Impact of E-Books on Student Reading Practices: A Local Study

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Gilbert, Julie; Fister, Barbara

2015-01-01

This study investigates the perceived impact of future e-book collections on student research and recreational reading habits at our institution through three questions: how students currently use library print collections, how students use e-books, and how these factors impact student perception of the effects of future library e-books on their…

Enhancing Reading Comprehension and Critical Thinking Skills of First Grade ESOL Students through the Use of Semantic Webbing.

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Kaufman, Madeline

In response to low reading scores among first grade students of English as a Second Language (ESL) in one inner-city school, the teaching techniques of semantic webbing and brainstorming were used to improve student reading skills. Subjects were eight first grade ESL students. Pretests were administered to assess student levels of reading…

THE EFFECT OF LEARNING STRATEGY AND READING INTEREST TO THE READING UNDERSTANDING ABILITY OF STUDENTS OF IAIN BUKIT TINGGI

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Reflinda

2017-10-01

Full Text Available This study aims to determine the influence of learning strategies and reading interest on the ability of reading comprehension of IAIN Bukittinggi students. The question posed is: Whether the discoveri learning strategy associated with learning interests is better than expository learning. The research population is a 5th semester student at the Department of Religious Education at IAIN Bukittinggi. Samples are taken in two classes where one class is taught by a discoveri strategy and the other is taught by an expository strategy. Data were analyzed by using t test (different test. The results show that discover learning strategies in high interest groups and low interest have higher learning outcomes than classes taught with expository strategies

Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels than Students Using Traditional Print Books?

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Wells, Casey L.

2012-01-01

The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…

Statistical Literacy: High School Students in Reading, Interpreting and Presenting Data

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Hafiyusholeh, M.; Budayasa, K.; Siswono, T. Y. E.

2018-01-01

One of the foundations for high school students in statistics is to be able to read data; presents data in the form of tables and diagrams and its interpretation. The purpose of this study is to describe high school students’ competencies in reading, interpreting and presenting data. Subjects were consisted of male and female students who had high levels of mathematical ability. Collecting data was done in form of task formulation which is analyzed by reducing, presenting and verifying data. Results showed that the students read the data based on explicit explanations on the diagram, such as explaining the points in the diagram as the relation between the x and y axis and determining the simple trend of a graph, including the maximum and minimum point. In interpreting and summarizing the data, both subjects pay attention to general data trends and use them to predict increases or decreases in data. The male estimates the value of the (n+1) of weight data by using the modus of the data, while the females estimate the weigth by using the average. The male tend to do not consider the characteristics of the data, while the female more carefully consider the characteristics of data.

College Students in an Experimental Study Took Longer to Achieve Comprehension when Instant Messaging while Reading. A Review of: Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010. Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54, 927-931.

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Megan von Isenburg

2010-09-01

Full Text Available Objective – To examine the effects of multitasking while doing school work. The experiment specifically measured total time spent reading a simulated textbook passage and tested comprehension in students who received instant messages before reading, while reading, or not at all.Design – Experimental design in which one group of students read an online text while receiving and responding to instant messages. Comparison groups either received instant messages (IMs prior to reading the text passage or did not receive any IMs during the task.Setting – General psychology department at Central Connecticut State University, United States.Subjects – Eighty-nine college students enrolled in general psychology courses. The participants included 43 women and 46 men and were between 17 and 46 years old. Most students were full time students (91%, most were European / White (74% and in their first (46% or second (33% year of college. Participants’ academic majors represented all the schools in the university.Methods – Researchers created a simulated environment in which a passage from a psychology textbook was displayed on five consecutive screens. For the experimental group, an IM appeared on each of the five screens preceded by an alert sound. Messages were written to reflect the types of questions students might ask each other when they first meet, such as “What do you like to do in your spare time?”Subjects were randomized to three situations: receiving IMs before reading, receiving IMs during reading, or not receiving any IMs. Subjects were told that they would either receive IMs before reading, while reading, or not at all. Messages received during reading appeared one per screen after a specified time spent on each page (after 17, 15, 29, 20 and 26 seconds, respectively. Students could take as long as necessary to read the passage and to respond to IMs.After reading the passage, students were given a multiple choice test with 25

E-book perception of Croatian students

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Boris Badurina

2016-02-01

Full Text Available The aim of this paper is to try to answer the question of students’ perception of e-book considering different forms of e-books students might have experience with. Questions of defining the e-book and attitudes toward e-book are considered separately. Research conducted by online questionnaire on student population show that the experience that students have with e-books mainly consists of pdf versions of printed books. Devices used for reading e-books are mainly desktop computers or laptops or in smaller degree tablets. E-readers are almost not used at all since the ownership of the e-readers among students is almost non-existent. That level of e-book experience influences students’ definition of e-book. Students mainly consider an e-book to be electronic version of printed book that is read on a computer. Considering the content that student mostly read on e-books it’s mainly scientific literature or exam materials. Fiction is almost exclusively read on paper. Given the choice of type of book students would in both cases rather chose paper, although in case of scientific literature and exam materials they are more open to e-books. Factor analysis was used to analyse characteristic that students recognize in e-books and result show three independent factors: Usefulness and practicality, Reading experience and Accessibility. Usefulness and practicality and accessibility was rated positively and reading experience negatively. These results are expected considering that students mostly read e-books on computers and not on dedicated reading devices.

Effects of Wh-Question Graphic Organizers on Reading Comprehension Skills of Students with Autism Spectrum Disorders

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Bethune, Keri S.; Wood,Charles L.

2013-01-01

Students with autism spectrum disorders often have difficulty with reading comprehension. This study used a delayed multiple baseline across participants design to evaluate the effects of graphic organizers on the accuracy of wh-questions answered following short passage reading. Participants were three elementary-age students with autism spectrum…

Systematic Tracking of Malaysian Primary School Students’ ESL Reading Comprehension Performance to Facilitate Instructional Processes

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Lin Siew Eng

2016-01-01

Full Text Available This study was conducted to systematically track and benchmark upper primary school students‟ ESL reading comprehension ability and subsequently generate data at the micro and macro levels according to individual achievement, school location, gender and ethnicity at the school, district, state and national levels. The main intention of this initiative was to provide information to assist ESL teachers about their students‟ reading ability and to determine students' reading comprehension performance standards. The auto generated data is expected to facilitate classroom instructional process without necessitating teachers to prepare test materials or manage data of their students‟ reading comprehension track records. The respondents were 1,514 Year 5 students from urban and rural schools from a district in northern Malaysia. The idea was conceptualised through a series of tests and development of the Reading Evaluation and Decoding System (READS for Primary Schools. The findings indicated that majority of the respondents were „below standard‟ and „at academic warning‟. We believe the generated data can assist the Ministry of Education to develop better quality instructional processes that are evidence based with a more focused reading instruction and reading material to tailor to the needs of students.

Metrological Traceability in the Social Sciences: A Model from Reading Measurement

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Stenner, A Jackson; Fisher, William P Jr

2013-01-01

The central importance of reading ability in learning makes it the natural place to start in formative and summative assessments in education. The Lexile Framework for Reading constitutes a commercial metrological traceability network linking books, test results, instructional materials, and students in elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia

Relations among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

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Saez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

2012-01-01

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using "Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale" behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective…

Orton-Gillingham Methodology for Students with Reading Disabilities: 30 Years of Case Law

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Rose, Tessie E.; Zirkel, Perry

2007-01-01

Although numerous studies have investigated autism methodology case law, few studies have investigated case law regarding reading methodology, particularly the Orton-Gillingham approach, for students with reading disabilities. We provide the results of a systematic case analysis of all published Orton-Gillingham decisions from the original passage…

A test of the effect of advance organizers and reading ability on seventh-grade science achievement

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Underhill, Patricia Annette

The use of advance organizers was first introduced by Ausubel in his learning theory of meaningful learning. Subsequent research focused on the efficacy of advance organizers. Although, earlier research produced inconclusive results, more recent research suggests advance organizers do facilitate recall. However, the bulk of the research focused on older subjects (students in high school and college and adults). Prior research did not consider that a subject's reading ability may affect the effectiveness of an advance organizer. The purposes of this study were to investigate whether (1) an advance organizer facilitates both immediate and delayed recall, (2) the reading ability of students and the type of pre-instructional material they receive effect recall, and (3) reading ability has an effect on recall with younger students. Seventy-five seventh-grade students were divided into three groups. One group received a written organizer, one group received a graphic organizer, and one group received an introductory passage before reading a learning passage. After completing the reading passage, all subjects received an immediate posttest. Fourteen days later, subjects received the same posttest incorporated in an end-of-the-chapter test. Results of the study indicate the following: (1) no significant difference in immediate and delayed recall of learning material between students who received a written organizer, a graphic organizer, or an introductory passage, (2) there was a main effect for time of testing and a main effect for reading ability, and (3) there was not an interaction between reading ability and the type of pre-instructional material. These findings did not support previous research.

The Explicit Instruction of Reading Strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies

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Mohammad Mehdi Yazdani

2015-05-01

Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.

Extensive Reading in the Korean EAP University Context: A Reconsideration of Its Goals

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Grace H. Wang

2013-11-01

Full Text Available Extensive reading for English language learners is commonly promoted as reading for pleasure rather than reading for information. However, Park (2005 observes that the changing trend in the reading habits of the South Korean people over the past decade has been one from reading-for-pleasure to that of reading-for-survival. Globally, people are being met with increasingly difficult economic times and South Korea is no exception. Reading habits are fuelled by need, whether that need may be for pleasure or information. When it comes to the needs of the adult English language learner concerning extensive reading (ER, however, we may sometimes overlook their real needs for practical information in areas of language proficiency and skills development. Rather, in an effort to foster strong reading habits, we may tend to emphasize reading for pleasure through materials that have been written more to entertain than to inform. Korean university students, in particular, are driven by the need to read for information. In this paper, I argue, by reference to Day and Bamford’s (1998 Expectancy-value Model of Motivation for Second Language Reading, that driving university students’ motivation to read extensively in English may be better accomplished by raising both the expectancy and value factors with texts that students are able to read reasonably well, which they also consider very worthwhile reading. These materials, for example, could deal with topics that help learners prepare for academic studies abroad and further their career development. The paper concludes that, for university students, at least, the goals of extensive reading may need to be modified so as not to focus exclusively on ease of reading and entertainment.

Catch Them Young: Developing and Improving of School Libraries and Reading Habit of Secondary School Students in Nigeria

Science.gov (United States)

Oriogu, Chuks Daniel

2015-01-01

Reading habit is a fundamental skill necessary in the life of every student. It is essential in developing a more civilized and knowledgeable society. Therefore, the study investigated reading habit of secondary school students and ways of developing and improving of school libraries in Nigeria. The study reviewed the basis of reading skills,…

Extensive reading through the Internet: is it worth the while?

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Juan Pino Silva