Basic Reading Skills Research Articles

Story Retelling (SR) Technique in Improving Reading Comprehension of Sixth-Graders

The PHIL-IRI results of the sixth graders during their fifth grade were seriously alarming. All learners were identified as frustration readers. Thus, this study aimed to improve sixth graders' reading comprehension through Story Retelling (SR) technique. The study used a pretest-post-test quasi-experimental design consisting of two intact classes with 43 grade 6 learners. One class was exposed to SR Technique, while the other was exposed to the traditional method. The comparison of posttest results revealed no significant difference in the comprehension level of the respondents with (p>.01) between groups. The data proved that SR did not significantly enhance the reading comprehension of the learners. There was a slight increase in the posttest mean scores of the experimental group. However, the increase was not significant. It showed that the learners lacked solid general knowledge and vast vocabulary, which are essential in reading. The interviews discovered that the learners were not exposed to the English language and were not adequately monitored about their academic progress. These pre-existing background conditions significantly affected the intervention, preventing a significant difference in the learners' reading comprehension. Based on the results, it is recommended that the Story Retelling (SR) technique is only introduced to the learners after they learn the basic reading skills, including vocabulary, and establish solid general knowledge. Moreover, the amount of time spent on the intervention added to the undesirable results. Thus, the intervention should be conducted in more than six weeks to achieve better results.

Word Reading, Letter Knowledge, and Memory Skills in Danish Children (6-Year-Olds)

ABSTRACT In Denmark there is an ongoing trend towards a more ambitious literacy instruction in the first school year (Kindergarten). This calls for a clarification of present-day reading levels, and for a profile of the students who become readers while attending the semi-formal literacy program. The present study examined the extent to which a group of 209 Danish students had acquired word reading skills after 7 months of schooling, and whether reading levels in this group could be predicted from new measures of extended letter-sound knowledge and measures of memory skills. Results showed that 28% had acquired basic word reading skills. Further, measures of extended letter-sound knowledge explained significant variance above the measure of the fluency with which letters were named. Moreover, short term memory capacity was a stronger predictor of word reading compared to working memory and explained modest variance in reading after controlling for letter knowledge.

ПОТЕНЦІАЛ ГРИ В РОЗВИТКУ ЕМОЦІЙНОГО ІНТЕЛЕКТУ МОЛОДШИХ ШКОЛЯРІВ НА УРОКАХ ЧИТАННЯ

The focus of the educational process on the development of emotional intelligence, the tasks of the adaptation-play period, the possibility of reading lessons for the development of the emotional sphere of junior schoolchildren determined the relevance of the chosen topic. We understand the development of emotional intelligence of primary school children as a process and result of quantitative and qualitative changes in the emotional and intellectual spheres of the child, aimed at the ability to express, understand their emotions, manage them, understand and influence the emotional state of others to establish friendly, tolerant relationships, success. Reading lessons have a special emotional atmosphere, give the opportunity to introduce the child to the complex world of human emotions, to observe and live a certain emotional state with the characters of works of art, at the same time, to express their emotions, understand their feelings. The basic reading skills of pupil of 1-2 grades concerning the development of emotional intelligence in reading lessons in accordance with the requirements of the State Standard of Primary Education are outlined. The conditions for the development of emotional intelligence of primary school students in reading lessons are given. The potential possibilities of the game as interactive have been identified; free, unforced, desirable; fascinating; open, figurative, expressive, creative activity of primary school students. The scheme of types of games for reading lessons and their influence on the development of components of emotional intelligence of junior schoolchildren is presented. Games that affect the development of emotional intelligence are characterized in accordance with its structural components: games that create a positive mood, relieve psychological stress in students; aimed at adequate expression of their own emotions, feelings, emotional response to reading and recognizing the emotions of others; focus on emotion management; help to master the techniques of interaction, communication, understanding of others, joint solution of the problem; use theatrical techniques, staging; aimed at expanding students' knowledge of emotions and feelings. Key words: game, emotional intelligence, development of emotional intelligence, reading lessons, junior schoolchildren.

Addressing health literacy responsiveness in diabetes

Diabetes burden is a major long term challenge for individuals, communities, services and systems. Addressing health literacy is a key underpinning issue of health inequities and to inform services and policies in generating appropriate responses to the needs of people with diabetes. The concept of health literacy has evolved from basic functional skills in reading and numeracy to a multidimensional one encompassing the abilities and resources regarding access and accessibility to health information and services in order to maintain good health taking into account the various contexts of individuals. The importance of health literacy is pertinent given the current need to integrate the growing digital invasion and the urgent need for informed and accessible interactions with media and services (eHealth literacy). Consequently, health care services and providers, as well as policies and decision makers have to recognise and cope with diverse health literacy needs, especially for the most vulnerable. Several promising development projects are on-going in Europe and worldwide to address health (and eHealth) literacy for the co-design and scaling-up of potentially sustainable interventions and policies regarding the prevention and the management of diabetes.

The factors and processes of becoming an underachiever in learning English: A longitudinal case study

The purpose of this four-year longitudinal study is to investigate the main factors and processes of becoming an English underachiever. For this, a total of six participants were involved in case studies that used classroom observation, interviews, and basic English skills test as data collection methods. The five students in different grades were continuously investigated to look at the processes of learning English from both cognitive and affective perspectives. Findings of the case study showed that most participants began to face difficulty in learning English from basic reading skills, particularly in understanding English phonics. Also, four participants had negative perceptions and attitudes towards learning mainly because they feared making errors or mistakes. Lastly, some of the participants ended up withdrawing from learning English at an early stage and refused to participate in classroom activities. Based on these case study findings, the present paper identified three key factors that cause underachievement in English and how it becomes intensified over time. This paper concludes by asserting a number of implications and suggestions to prevent these problems to educational bodies and schools.

Language Learning Strategy (SPB) Used by Remedial Teachers for Remedial Students Mastery of Reading Skill in Bahasa Melayu Class

Failure in mastering basic reading skill, writing skill and counting skill (3M) among primary school in the country is still persistent. The 3M skill mastery performance gap between mainstream student and Special Remedial students are still apparent. The failure of some teacher to implement Special Remedial Program had caused student to be left out in learning. Study is intended to observe SPB implementation in Bahasa Melayu teaching and learning in mastering reading skill in remedial class. This qualitative study used case study design. This study used the Searchlight Model. One Special Remedial teacher and 22 Special remedial student from a primary school in Kinta Utara district, Perak state were chosen as intended. Study data were collected through observation, document researches, and interviews. Data was analyzed thematically using continuous comparative analysis technique. Study results found that constructs which were derived from this study to answer problem are remedial teachers’ preparation, language learning strategy (SPB) processes in teaching and learning Bahasa Melayu to master reading skill, as well as teaching aid tools and materials (ABM/BBM). Reading skill became the main focus for study participants. This study is expected to contribute to the Special Remedial education in mastering Bahasa Melayu reading skill as giving exposure to remedial teachers the most effective SPB practice in Special Remedial teachers’ teaching.

Story Retelling (SR) Technique in Improving Reading Comprehension of Sixth-Graders

The PHIL-IRI results of the sixth graders during their fifth grade were seriously alarming. All learners were identified as frustration readers. Thus, this study aimed to improve sixth graders' reading comprehension through Story Retelling (SR) technique. The study used a pretest-post-test quasi-experimental design consisting of two intact classes with 43 grade 6 learners. One class was exposed to SR Technique, while the other was exposed to the traditional method. The comparison of posttest results revealed no significant difference in the comprehension level of the respondents with (p>.01) between groups. The data proved that SR did not significantly enhance the reading comprehension of the learners. There was a slight increase in the posttest mean scores of the experimental group. However, the increase was not significant. It showed that the learners lacked solid general knowledge and vast vocabulary, which are essential in reading. The interviews discovered that the learners were not exposed to the English language and were not adequately monitored about their academic progress. These pre-existing background conditions significantly affected the intervention, preventing a significant difference in the learners' reading comprehension. Based on the results, it is recommended that the Story Retelling (SR) technique is only introduced to the learners after they learn the basic reading skills, including vocabulary, and establish solid general knowledge. Moreover, the amount of time spent on the intervention added to the undesirable results. Thus, the intervention should be conducted in more than six weeks to achieve better results.

Education Reforms for Equity and Quality: An Analysis from an Educational Ecosystem Perspective with Reference to Finnish Educational Transformations

The article starts with the serious question of why educational reforms do not lead to better learning. Although access to education has increased remarkably, the quality of education can be very low. The reality is that by 2030 there will be 800 million young people who do not have basic skills in reading and math. The answers will be sought from the concept of the educational ecosystem and how different subsystems, such as curriculum system, evaluation systems, teacher education policy, and the labour market, should be interconnected, and the systemic changes supported by all these subsystems. The basic conditions are that different actors and stakeholders work in collaboration, there are active interactions within and between different subsystems for supporting both equity and quality in education. Educational reforms are complex processes and need diverse partners and governance in which trust is present. The article also provides a brief case description in Finnish contexts of how educational reforms have been implemented in the frame of the ecosystem concept. In the end, the article summarises how educational ecosystems could help in overcoming global learning crises.

Measuring Explicit Instruction Using Classroom Observations of Student-Teacher Interactions (COSTI).

This article describes the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument, a tool for measuring the frequency and rate of explicit instructional interactions, such as those used in Direct Instruction curricula, for teaching children basic reading and math skills. COSTI was originally developed to provide teachers with coaching feedback to improve their explicit reading instructional practices, and has been shown in multiple studies to be a reliable and valid predictor of student gains in beginning reading and math skills. This article discusses potential uses of the instrument for training and coaching across curricula with varying instructional design features, and lays out a future research agenda to further improve COSTI and related observation tools for studying explicit instructional practices and their contribution to student learning.

The Relevance of Inquiry-Based Learning in Basic Reading Skills Exercises for Improving Student Learning Outcomes in Madrasah Ibtidaiyah

This study discussed inquiry-based learning activities in reading skills training students in Madrasah Ibtidayah and elementary schools in Indonesia. In learning to understand according to Islam, reading skills receive special attention from other skills such as speaking, listening, and writing skills. Get an understanding and application of strengthening reading learning that can be started from the elementary school level, and this theme will be discussed with the literature review method from national and international journal publications. A descriptive qualitative design study will be a method of analyzing a series of data. The review process involves a phenomenological approach, coding systems, and critical evaluation to produce data findings to answer our research themes that meet the findings' validity and reliability. Finally, we can conclude our findings, among others, that the ten publications and literature have confirmed that the application of inquiry-based learning approaches is very relevant to be applied in the learning environment of elementary madrasah schools. Thus these findings will be useful to whichever party

The Application Of Experiential Learning Model Perspective David A. Kolb To Improving Students Reading Skill l Tatbiq Namudz al-Ta’alum al-Tajribi ‘inda David A. Kolb li Tarqiyyah Maharah al-Qira’ah lada Talabah

Reading skill is one of main skills in Arabic learning. The problems of learning in Arabic Language Education Study Program in Islamic Institute of Ma’arif NU Metro Lampung isthe method and its use in teaching the skill of reading.It is still taught in grammar translation method and direct method, which were categorized as traditional approach and method.This study aimed to measure the effectiveness of reading skill material based on experiential learning model to improve the students' reading comprehension. Quantitative research was used in this research. This research emphasized on the result of students' abilities from the specific and field experience, and conducting the pretest and post test.The objectives of this researchwas to measure the effectiveness reading skill material based on Experiential Learning model in improving the reading comprehension with 25 participants from students. The results was found thatthe reading material which is developed based on experiental learning model has given significant influence for the improvement in reading skill of student, it could be seen from the reading study result improvement of Arabic Language Education in Islamic Instituteof Ma’arif NU Metro Lampung. This research found thatExperiential Learninghas the significant impact to improve basic reading skill of students.

Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography

This study set out to examine the basic reading skills (accuracy and fluency in decoding, word and text reading) and some of the reading-related language skills (phonological awareness and rapid-naming) of 54 adults with low reading comprehension, who read the transparent German orthography. Participants were born in Germany and showed a typical non-verbal processing speed. With the exception of reading accuracy, participants were expected to present deficits in all basic reading and reading-related skills. The average performance in measures of decoding and word reading fluency was extremely low. A notable proportion of the sample, however, did not present a deficit in these measures. As expected, the average rate of reading errors was generally low. Nevertheless, text reading accuracy was deficient for one quarter of the sample. Tests addressing the reading-related language skills also indicated an average low performance in phonological awareness, but not in rapid-naming. Here too, a notable variance was observed. These results suggest that deficits in the basic reading skills and in phonological awareness characterise, on average, adults with low reading comprehension. At the same time, significant deficits in reading comprehension in this population do not necessarily imply deficits in the more basic skills of reading as well. In addition, the results indicate that reading accuracy constitutes a source of difficulty for some of these adults, despite the reading of a transparent orthography. The sources for the variance in performance throughout the different reading and reading-related measures remain to be explored.

Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment.

This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn (GL) technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning decoding skills among children independent of whether they face difficulties resulting from educational, social, or biological reasons.

A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading

We compared high school students’ performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic. Performance on the two assessments were moderately correlated (r = 0.57), but the SBA was more difficult (Study 1; n = 342). The two assessments similarly depended on basic reading skills but diverged in the relation to academic knowledge and (non-academic) topic knowledge (Study 2; n = 1107). Academic knowledge was highly predictive of traditional comprehension, but less so for SBA. Topic knowledge was more predictive of SBA than traditional comprehension. Thus, the two assessments tap into similar constructs related to comprehension; however, the level of topic knowledge is more important for performance on scenario-based, multiple-source reading tasks, whereas academic knowledge is more important for traditional reading comprehension tasks.

Automaticity as an independent trait in predicting reading outcomes in middle-school.

Many middle-school students struggle with basic reading skills. One reason for this might be a lack of automaticity in word-level lexical processes. To investigate this, we used a novel backward masking paradigm, in which a written word is either covered with a mask or not. Participants (N = 444 [after exclusions]; nfemale = 264, nmale = 180) were average to struggling middle-school students from an urban area in Eastern Iowa that were all native speakers of English and were roughly equally from grades 6, 7, and 8 (average age: 13 years). Two-hundred-fifty-five students qualified for free or reduced-price lunch, a proxy for economic disadvantage. Participants completed different masked and unmasked task versions where they read a word and selected a response (e.g., a pictured referent). This was related to standardized measures of decoding, fluency, and reading comprehension. Decoding was uniquely predicted by knowledge (unmasked performance), whereas fluency was uniquely predicted by automaticity (masked performance). Automaticity was stable across two testing points. Thus, automaticity should be considered an individually reliable marker/reading trait that uniquely predicts some skills in average to struggling middle-school students. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

New approaches and strategies for teaching African children initial reading

In the 1990s, during investigations at primary schools, the author tested the ability of Grade 2 African children to read, finding that about 80% of them could read. However, for the past 15 years the author has found that only about 20% of Grade 2 African learners can read, as also confirmed by the Progress in International Reading Literacy Study (PIRLS) which in 2016 found that about 80% of Grade 4 children do not have basic reading skills, indicating a reading crisis in South Africa. For this article pedagogic reasons for the reading crisis, and possible solutions, were sought by means of a literature search regarding: the reading crisis, its causes and consequences; approaches to initial reading and their suitability to African languages; and departmental prescriptions for Grade 1. Two pedagogic reasons for the crisis were found: (1) The approaches to initial reading in use are not suitable for African children and African languages and (2) The Grade 1 Lesson Plan (instead of the Government’s CAPS) used for teaching English second language, confuses children with written English, with another set of letter sounds, so that most cannot learn to read. This article proposes a new curriculum for Grade 1, and addresses the following gaps in the literature: it points out particulars about African languages that indicate the phonics approach to initial reading unsuitable for African children, while advocating the syllabic approach, long unknown and/or misjudged. This article is also significant for pointing out the injustice done to children who must do initial reading in two languages simultaneously.

Mediational effect of basic and intermediate reading skills on the relationship between first year Compulsory Secondary Education students’ comprehension and academic performance

Mediational effect of basic and intermediate reading skills on the relationship between first year Compulsory Secondary Education students’ comprehension and academic performance

Developing “Vision-for-Learning” Competencies among Teachers in Tanzania <br/>—An Innovative Higher Education Initiative

In Tanzania, many children do not master basic reading skills even after a number of years of school. One of the causes of failure in children’s learning to read is impaired vision. Intact visual capacity is an important prerequisite for print reading as well as learning in general. However, countries that do not have mandatory vision screening for children place children at risk of their visual needs not being met. There is evidence to show that teachers can be effective vision screeners. And teachers are ideally placed to intervene with vision-guided educational practices to improve children’s reading and learning. As part of the project Securing education for children in Tanzania, we conducted a blended learning course for 30 teachers and college faculty over the course of two consecutive years, (15 each year). The course participants attended a unique 30-credit post bachelor’s degree Continuing Professional Development (CPD) course called Vision for reading and learning. This course was arranged by the Western Norway University of Applied Sciences with the Patandi Teachers’ College of Special Needs Education, Tanzania, and the University of Applied Sciences, Koblenz, Germany. Through an innovative combination of content and teaching strategies, the goals of the course were to improve knowledge and skills in the area of visual development, to learn skills of vision screening and vision intervention as well as to raise awareness about the relationship between vision and learning. The course success was evaluated on the basis of academic results at the end of the course and on a questionnaire answered by course participants about the usefulness of knowledge and skills learnt and their applicability in real life. The results showed that teachers can, with training, become successful vision screeners and interveners and that a higher education blended learning course is a potential tool for future training in this area.

Reading Achievement in Children With Hearing Loss Who Use Listening and Spoken Language: Results and Implications From a 2-Year Study

PurposeThis longitudinal study explored the reading achievement of children with hearing loss who used listening and spoken language and examined their progress across reading domains over 1 year.MethodSixty-four children with hearing loss enrolled in prekindergarten through third grade in a large listening and spoken language program in the Southwest United States participated. Eight subtests of the Woodcock-Johnson IV Tests of Achievement were administered, and demographic information was collected. The same subtests were administered to 53 of the participants 1 year later.ResultsThe mean subtest standard scores for participants in this study were all within the average range. Participants demonstrated relative strengths in basic reading skills, such as spelling, word and nonword reading, and comprehension of short passages. Relative weaknesses were found in the areas of oral reading and word- and sentence-reading fluency. When the participants were again assessed 1 year later, significant growth was found in their letter–word identification, sentence-reading fluency, and word-reading fluency.ConclusionsWhile children with hearing loss have historically struggled to achieve age-appropriate reading skills in elementary school, the participants in this study achieved mean scores within the average range. Returning participants made more than 1 year's progress in 1 year's time in several areas of reading while enrolled in a specialized program. Clinical and educational implications, including strategies to develop reading fluency, are addressed.

Exploration of Early Childhood Literacy Ability based on Analytical Hierarchy Process (AHP)

Strong early literacy skills will affect children's thinking skills in the future. The results of existing research indicate that learning in schools has not been able to make this happen. This research is a survey research to see the gap between children's literacy skills in the field and expected literacy abilities. So that it will be seen the components that can affect the literacy abilities of children aged 5-6 years. Currently, there are not many studies examining the influence of literacy components in developing children's literacy, because many researchers consider that all components are important. Therefore, a deeper study is needed to see the components that affect the development of children's literacy. The expected literacy ability is expert judgment which has been validated using the Analitycal Hierarchy Process (AHP). The data analysis technique used is descriptive analysis. The data collection techniques used were observation and questionnaires. The population in this study used simple random sampling. Respondents in this study were 150 children aged 5-6 years. The results showed that the children's ability to understand language components was 6.76%, phonological awareness reached 5.73%, basic reading skills 6.5%, basic writing skills 7.8%, and children's motivation in reading 3.37%, so it can be concluded that based on the components of children's early literacy skills, the accumulated age of 5-6 years has only reached 30.16% of the expected. The contribution of this research is to determine the appropriate literacy stimulation for children.