Average Reading Skills Research Articles

Eye Movements and Autonomic Regulation of Cognitive Activity during Reading in Adolescence. Part I. Functional “Cost” of Cognitive Activity when Reading Text from the Screen in Adolescence

Reading from the screen of an electronic device (ED) is a significant cognitive activity for adolescences, and its complexity affects visceral functions. We conducted an analysis of the heart rate variability (HRV) and eye movements (EM) in adolescents while they were reading complex text on an ED screen. The aim was to assess the functional state characteristics under these conditions and reveal the intensity (“cost”) associated with this activity The study involved 22 adolescences with an average age of 15 years (М = 15.46, SD = 0.44). Reading text from an ED screen in adolescents was associated with a high functional “cost,” characterized by a decrease in overall HRV, an increase in the tension index and heart rate. These changes indicate the functional tension of regulatory systems during cognitive activity. The study revealed varying levels of parafoveal processing involvement. For the majority of adolescents (86.4%), word-by-word reading and a low percentage of regressions (12.0%) were observed, suggesting developed average reading skill. However, a qualitative analysis of individual EM tracks indicated varying level of reading skill development among adolescents, possibly due to a limited vocabulary and a lack of understanding of syntax. Additionally, 40.9% of adolescents demonstrated poor text comprehension. Our results showed that reading remains a complex cognitive task for adolescents, despite the expectation that their reading skills should be well-developed and automated by this age. Individual analysis of HRV and EM in adolescents with varying levels of text comprehension during reading demonstrated different strategies of adaptive behavior and autonomic reactions when performing a complex cognitive task. The functional “cost” of information processing when reading text from the ED screen results from a combination of age-related and individual adaptation characteristics, language competence and the psycholinguistic complexity of the text.

Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study

This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read) in the autumn were associated with higher amount of activities supporting consolidation of reading and spelling skills in the spring. In contrast, higher average word reading skills in the classrooms in the autumn were associated with higher amount of independent meaning-focused activities in the spring. Higher extent of whole-group meaning-focused activities in the autumn was positively associated with reading comprehension at classroom level in the spring, whereas independent phonological recoding practice in the autumn was negatively associated with reading comprehension in the spring. The study provides novel understanding of the associations between students’ reading performance and literacy instruction especially showing how students’ reading skills at classroom level may inform instruction in the classroom. This information may guide teachers to adapt their instruction at classroom level but also to identify the students needing differentiation. The results also acknowledge the affordances and limitations students’ skills may set for the instruction.

Readability of the Orthopaedic Trauma Association Patient Education Tool.

Online educational materials have become a fundamental resource for orthopaedic surgery patients; however, they are frequently written at a high level of reading ability and are too complicated for some patients to understand. The aim of this study was to appraise the readability of the Orthopaedic Trauma Association (OTA) patient education materials. All forty-one articles on the OTA patient education website (https://ota.org/for-patients) were analyzed for readability. Readability scores were calculated by two independent reviewers using the (1) Flesch-Kincaid Grade Level (FKGL) and the (2) Flesch Reading Ease (FRE) algorithms. Mean readability scores were compared across anatomic categories. One-sample t-test was done to compare mean FKGL with the recommended 6th-grade readability level and the average American adult reading level. The average (SD) FKGL of the 41 OTA articles was 8.15 (1.14). The average (SD) FRE for the OTA patient education materials was 65.5 (6.60). Four (11%) of the articles were at or below a 6th-grade reading level. The average readability of the OTA articles was significantly higher than the recommended 6th-grade level (p < 0.001, 95% CI [7.79 - 8.51]). The average readability of the OTA articles was not significantly different from the average 8th-grade reading skill level of U.S. adults (p = 0.41, 95% CI [7.79 - 8.51]). Our findings suggest that despite the majority of the OTA patient education materials having readability levels suitable for the average US adult, these reading materials are still above the recommended 6th-grade level and may be too difficult for patient comprehension.

Development of TUACA Flashcard Media (Learning to Read) to Improve the Reading Skills of Grade 1 Elementary School Students

The reading ability of class I students at SDN 2 Candisari is still low. Observation results stated that 60% of students still classified as having below average reading skills and lack of use of learning media. The research objective was to develop TUACA flashcard media and test its validation level to improve students' reading skills in grade I. This research used the RD method and the ADDIE development model. The instruments included material and media validation questionnaires, validation of teacher responses, and an initial grade I reading ability test by applying qualitative descriptive analysis techniques in the form of percentages according to eligibility categories. Material validation results obtained a percentage of 75% (high category) and 95.83% (very high category) for media validation. The results of the validation of the class I teacher's response obtained a percentage of 97.32% (very high category). The average result of the analysis of the initial reading ability test before the TUACA flashcard media was applied obtained a percentage of 55% (enough category) and after the application of the media increased to 85% (very high category). Thus the TUACA flashcard media is feasible and can be used to improve the reading skills of grade I SD students.

A Serious Game for Improving Reading Skill of Preschoolers

Nowadays, many games are made for educational or learning purposes. However, the unresolved challenge remains, and the perfect balance between the fun and learning aspects remains. This paper represents an effort toward such a challenge by way of game difficulty dynamization implementation in a game to improve preschoolers reading skills using Dynamic Difficulty Adjustment dan Procedural Content Generation. To measure the balance of fun and learning aspects in the game, experiments were conducted involving 32 preschoolers. The proposed game can generate 10.962 game content in various difficulties and balance the fun and learning aspects according to the enjoyment factor's average value. Students could enjoy the game while significantly gaining an increase in the average reading skill, based on the t-test value and NGain value of 0.551.

A-154 Chromosome 18q Deletion &amp; Chromosome 18p Duplication: A Neuropsychological Case Study

Abstract Objective: The client presents with partial deletion of chromosome 18q and partial duplication of chromosome 18p, occurring in 1 in 55,000 individuals and less than 1 in 1,000,000 individuals, respectively. Deletions of chromosome 18q are often characterized by hypotonia, seizures, psychomotor retardation, and intellectual disability. Duplications of chromosome 18p are characterized by intellectual disability, epilepsy, hypotonia, developmental delay, and attention deficits. Method: The client is a 5-year-old male, who was diagnosed with the above-mentioned genetic disorders and Chiari malformation at age 2. Additionally, the client presents with a speech delay and low muscle tone. The client’s parents sought testing to clarify his cognitive and emotional functioning in light of his genetic disorders to inform treatment and supports. Results: Nonverbal intellectual assessment was in the average range. Academic achievement noted low average reading skills, impaired math abilities, and borderline impaired spelling. Neuropsychologically, impairments were noted in verbal memory, simple auditory attention, semantic fluency, visual perception, motor coordination, visual motor integration, and affect recognition. Mild to moderate inefficiencies were in visual memory, auditory comprehension of instructions, response inhibition, fine motor dexterity, and perspective taking. Otherwise, the client performed in the average range on tasks of behavioral inhibition and persistence, expressive language, and receptive language. Conclusions: Given the limited literature, it is expected these genetic disorders will be associated with intellectual disabilities and attentional difficulties. However, the client’s IQ is in the average range, and he presents with potential learning disorders in reading, writing, and mathematics with associated attention, memory, visual-motor, verbal fluency, and social perception difficulties.

Pengembangan Media Big Book Untuk Meningkatkan Kemampuan Membaca Siswa Kelas Awal MINU Ngingas Waru Sidoarjo

The purpose of this study was to develop big book media to improve the reading skills of early grade students at Madrasah Ibtidaiyah Nahdlatul Ulama (MINU) Ngingas Waru Sidoarjo. The research method used is development research developed by Borg and Gall. There are four stages of development carried out in this study, namely: initial data collection, planning, development, and validation and testing. The results showed that the students' reading skills were very good. In the initial data of 39% reading skills and when intervened using big book media in the third trial stage, data obtained 85 percent of the average reading skills of students. So it can be concluded that the effectiveness of using big books is very good with a 46 percent increase in the level of reading skills of early grade students who have reading difficulties.

Expository discourse skills of students with reading comprehension difficulties

Purpose: The ability to produce expository discourse (the use of language to convey information) is important for classroom participation and access to the curriculum, particularly during the middle school years. This study investigated the spoken expository discourse skills of students with reading comprehension (RC) difficulties compared to their peers with average reading skills. Method: In this study, we administered a modified favourite game or sport (M-FGS) task developed by Heilmann and Malone to 48 students who were in their fifth year of schooling (9.33 − 11.11 years of age). Expository language samples were transcribed and analysed on measures of (a) microstructure: syntax (MLU in words) and vocabulary (number of different words [NDW]); and (b) macrostructure (Expository Scoring Scheme [ESS]). Result: Compared to their peers with average RC skills, students with RC difficulties demonstrated significant difficulties at the micro- and macro-structure levels. Subgroup analysis revealed the importance of spoken language comprehension proficiency (at text level) for expository discourse skills. Conclusion: The results from this small-scale investigation demonstrated the usefulness of the M-FGS task in describing challenges in expository discourse of students with RC difficulties, with clear implications for intervention.

Literacy instruction in first grade: classroom‐level associations between reading skills and literacy instruction activities

BackgroundAdapting instruction to individual students' needs is known to be effective, but there is a lack of evidence whether students' reading skills are associated with literacy instruction activities at classroom‐level. Both the content of the literacy instruction and teachers' instructional support through instructional management are considered.MethodsThe data were collected in the context of Finland where first graders' reading skills show great variation at school entry but rapid progress. Students (n = 616) were individually tested on their reading skills, and literacy lessons in 35 classrooms were video recorded in the autumn of first grade. Multilevel path analyses were conducted to examine the classroom‐level associations between reading skills (accuracy and fluency) and three types of literacy instruction activities (coded from the video recordings). The number of students present and the teachers' work experience were controlled in the analyses.ResultsThe results indicated that, at classroom‐level, lower average reading skills were associated with more lesson time allocated to code‐focused activities such as decoding and spelling tasks in which instructional management was directed for the whole group. In turn, higher average reading skills in classrooms were associated with more lesson time allocated to individual or small group assignments. The reading skills were not associated with meaning‐focused activities such as text‐level reading activities and class discussions with the whole group.ConclusionsIn early literacy lessons, students' reading skills were associated with teachers' implementation of different literacy instruction activities at classroom‐level. In classrooms with more students having already acquired basic decoding skills, teachers provided more classroom time for independent practice and individual support, which is likely to support consolidation of students' literacy skills.

Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification.

This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample (N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, reading difficulties), and gender. Four different profiles of reading fluency and reading comprehension development were identified using latent profile analysis. These comprised one profile with persistent reading difficulties across the grades, one with early poor reading skills but with a resolving tendency, one with average reading skills, and one with good readers who started with very high reading fluency but scored average over time. Of the kindergarten measures, parental reading difficulties, being male, low paternal level of education, slow RAN, difficulty in reading easy words, and low scores in phonological skills, letter knowledge, number counting, and vocabulary predicted reading difficulties. The children belonging to the profile with the resolving tendency showed an increased rate of family risk and multiple cognitive deficits but managed to resolve their reading difficulties. Being female, and good number counting and vocabulary skills predicted a tendency to resolve early reading difficulties. The results confirm the previous findings on the early predictors of reading difficulties and add to the literature by identifying skills that predict resolving patterns. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Improve the Ability to Learn to Read Early by Using SAS Methods

&lt;p&gt;&lt;em&gt;Bahasa Indonesia is one of the fields of study taught in elementary schools, in the framework of coaching and passion and development of the age of elementary school children, the skills of Bahasa Indonesia are often an obstacle for students in terms of reading and writing. The purpose of the study, knowing the improvement of early reading skills using the Synthetic Analytics Structural (SAS) method. This type of research is Class Action Research using cycle models. The researchers showed that in the initial condition, the average reading skills of students were 67.71 with a classical completion rate of 42.85%. In cycle I, the average reading skills of students was 68.42 with a classical completion rate of 57.14%. In cycle II, the average student score was 76.71 with a classical completion rate of 85.71%. From the whole cycle that has been done, it can be concluded that the teacher has been able to improve the reading skills of the beginning of Grade I students by using the method of stuktural analytics sintatik. Each cycle always has a positive impact towards improving the development of early reading ability of Grade I students.&lt;/em&gt;&lt;/p&gt;

A preliminary examination of expressive writing in boys with isolated orofacial clefts.

Children with isolated cleft of the lip and/or palate (iCL/P) are at a higher risk for language and reading issues. The current pilot study evaluated concurrent writing skills of children with iCL/P compared to unaffected participants with average (uAR) and impaired (uIR) reading. It was hypothesized that children with iCL/P would perform lower than age-expectations. Twenty-three males, aged 8-11 years old, were recruited through clinics, local advertisements, and state dyslexia groups (iCL/P = 7, uAR = 8, uIR = 8). Group differences on measures of cognitive processes and writing were evaluated using ANCOVA. Relationships between these measures were compared for each group through Pearson correlations. Participants with iCL/P performed within the average range across all measures; group differences were only found for the uIR group. For those with iCL/P, writing was correlated to global cognitive skills rather than more specific skills. While this small sample of children with iCL/P demonstrated average writing skills, patterns suggest performance is related to global cognitive reasoning rather than specific cognitive processes as found in unaffected children with impaired reading. Further research is needed to better understand writing in iCL/P and the relationship to reading and cognitive processes. Research in children with isolated cleft of the lip and/or palate (iCL/P) has demonstrated higher rates of language and reading disorders. No work has assessed written expression in children with iCL/P in over 40 years. This study is the first to evaluate elements of written expression and associated cognitive processes among children with iCL/P in comparison to unaffected children with either average or impaired reading skills. Measures of writing were within the average range for children with iCL/P and demonstrated correlation to global cognitive reasoning rather than to specific cognitive processes as found in unaffected children with impaired reading.

Social Cognitive Approach through Interactive Multimedia for Early Reading Learning

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

Evaluatıon of PISA Exam Results by Varıous Countrıes Accordıng to Organızatıon for Economıc Cooperatıon and Development (OECD) Data

The aim of this study is to examine the reading skills, math literacy and science literacy data of four different countries (Brazil, Bulgaria, Mexico and Turkey) determined within the scope of the research using the 2018 data of students in the International Student Evaluation Program (PISA). In addition, the average reading skills of Turkey (PISA) between 2012, 2015 and 2018 differ by year; Turkey (PISA) 2018 reading skills average is intended to examine the differences in the number of books found in students’ homes and their reading preferences. The difference in the 2018 PISA program reading skills, math literacy and science literacy score averages of the countries determined within the scope of the research from the average of the participating countries was examined by T Test. Then the 2018 PISA program of 4 different countries tested their reading skills, math literacy and science literacy averages with a one-way ANOVA. Then, a one-way ANOVA was made to determine whether there was a significant difference between Turkey's reading skills score averages in 2012, 2015 and 2018. After these procedures, in the last part of the study, a one-way ANOVA analysis was conducted to determine whether the average reading skills score in Turkey in the 2018 PISA program significantly differed according to the number of books in the students’ homes and their reading preferences. According to the results of the study, Brazil, Bulgaria, Mexico and Turkey have a score below the PISA average in reading skills, math literacy and science literacy when the PISA averages are examined in 2018. According to the results of the analysis, there was a significant increase and improvement in the average PISA reading skills scores in Turkey compared to 2012, 2015, 2018. In addition, it was observed that the difference between the average PISA reading skills in Turkey 2018 differed according to the number of books found in students’ homes and the preferences of students for reading books.

RECIPROCAL METHOD TO IMPROVE COGNITIVE SKILL IN READING ARABIC TEXT

The purpose of this study is to improve reading skills in the cognitive aspects of Arabic. This study was conducted classroom action research with reciprocal method in reading learning. There are four steps in reciprocal method, including: 1) Predicting, 2) Clarifying, 3) Questioning, 4) Summarizing. The process of collecting data were observations, questionnairs, field notes and tests. To determine the level of reliability of the test, the reliability test was performed using the Kuder Richardson formula (KR-20). After the validation and reliability tests were carried out, it was stated that the test instruments were very reliable and valid. Qualitative data is validated through data triangulation which includes four ways namely; credibility, transferability, dependability, and confirmability. As a result, students' reading skills in cognitive aspects experienced a significant increase. The average value in the pre-cycle is 55.27 then in the first cycle the average reading skill score rises to 86.02. The average value increases again in the second cycle, which is 91.16. This proves that the right method in learning to read can help students improve reading skills, one of which is cognitive ability. Although the reciprocal method has been considered an old learning method in the MHI Islamic boarding school his method is a new learning method, so it can inspire language teaching methods in other traditional schools.

The Differential Responsiveness of Youth with Emotional and Behavioral Disorders and Learning Disabilities to Intensive Remedial Reading Instruction

This study examined the collective and differentiated effects of a remedial reading intervention, Corrective Reading Decoding Level B, on the reading skills and social adjustment of elementary and middle school students with emotional and behavioral disorders (EBD) and learning disabilities (LD). Students were provided an average of three 40–45 min lessons per week over the course of nearly 4 months. Statistically significant reading skill improvements were found between students who received the intervention (n = 45) and those in the comparison condition (n = 23). The mean average basic reading skills of students with EBD (n = 10) improved from the low average range at pretest to the average range at posttest. Statistically significant differences were found between the posttest basic reading skills of students with EBD and their counterparts with LD (n = 35). Statistically significant reductions in the overall social adjustment problems and internalizing problems of participating students were found. The total problems of students with EBD moved from the clinical to the normal range at posttest. Except for performance on measures of oral reading fluency, students with EBD were significantly more responsive than their LD counterparts on measures of core reading skills, attention problems, ADHD Problems, and anxiety problems. Limitations, implications, and future research directions are discussed.

PENINGKATAN KETERAMPILAN MEMBACA PUISI SISWA KELAS IV DENGAN MODEL DEMONSTRASI DIDUKUNG MEDIA VIDEO PEMBELAJARAN DI SDN 1 SUMBERSARI KOTA MALANG

The purpose of this study is to improve poetry reading skill of 4th grade students at SDN Sumbersari 1 in Malang City, to know the activities of the teacher and students. This type of this research is classroom action research. This classroom action research model uses the Kemmis And Mc Taggart model which consist of four steps or stages in conducting classroom action research, namely: planning, action, observation, and reflection. The result of the study show an increasing activity of the teacher and students. The result of this study are flows. (1) Pre-action, from 25 students, only 5 students or 20% of the total students are able to read poetry well and correctly, while 20 students or 80% of students experience difficulty in reading poetry with an average poetry reading skill of 54.56%. (2) Cycle I, the percentage of teacher activity reached 83% with very good predicate, the percentage of teacher activity reached 83% with very good predicate, the percentage of student activity was 83% with very good predicate, and classical learning completeness was 78.8% (3) Cycle II, the percentage of teacher activity reached 86% with very good predicate, the percentage of students is 87% with

The crossover effects of morphological awareness on vocabulary development among children in French immersion

The purpose of the current study was to explore longitudinally the bidirectional cross-language effects between morphological awareness and vocabulary development across English and French over one year. Participants included 81 Grade 1 students and 75 Grade 2 students. All were non-native speakers of French, and demonstrated average English word reading and vocabulary skills. They received formal instruction entirely in French at school. Children were tested at two time points spaced one year apart with tasks tapping inflectional and derivational morphological awareness, and vocabulary. They also completed measures of phonological awareness, word reading, and non-verbal reasoning. The Grade 1 students were assessed in English only at pretest, and in English and French at post-test. The Grade 2 students were assessed in English and French at both time points. As predicted, regression analyses revealed that English inflectional awareness predicted unique variance in French vocabulary among Grade 1 students. Among Grade 2 students, cross-lagged analyses showed that both English inflectional and English derivational awareness predicted gains in French vocabulary between Grades 2 and 3. Conversely, counter to our expectations, French morphological awareness did not predict gains in English vocabulary over time. Taken together, these results extend the extant corpus of research to substantiate that children can leverage morphological awareness from their primary language to facilitate their vocabulary learning in their second language.

Readability of Trauma-Related Patient Education Materials From the American Academy of Orthopaedic Surgeons.

Context:According to the american medical association (AMA) and the national institutes of health (NIH), the recommended readability of patient education materials should be no greater than a sixth-grade reading level. The online patient education information produced by the american academy of orthopaedic surgeons (AAOS) may be too complicated for some patients to understand. This study evaluated whether the AAOS’s online trauma-related patient education materials meet recommended readability guidelines for medical information.Evidence Acquisition:Ninety-nine articles from the “Broken Bones and Injuries” section of the AAOS-produced patient education website, orthoinfo.org, were analyzed for grade level readability using the Flesch-Kincaid formula, a widely-used and validated tool to evaluate the text reading level. Results for each webpage were compared to the AMA/NIH recommended sixth-grade reading level and the average reading level of U.S. adults (eighth-grade).Results:The mean (SD) grade level readability for all patient education articles was 8.8 (1.1). All but three of the articles had a readability score above the sixth-grade level. The readability of the articles exceeded this level by an average of 2.8 grade levels (95% confidence interval, 2.6 - 3.0; P < 0.0001). Furthermore, the average readability of the articles exceeded the average reading skill level of U.S. adults (eighth grade) by nearly an entire grade level (95% confidence interval, 0.6-1.0; P < 0.0001).Conclusions:The majority of the trauma-related articles from the AAOS patient education website have readability levels that may make comprehension difficult for a substantial portion of the patient population.

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of child-centered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of child-centered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.