Reading Competence Research Articles

Developing Reading Skills Picture Cards as a Learning Tool for First Grade Students at State Elementary School Number 107423 Tanjung Garbus Pagar Merbau District Deli Serdang 2023-2-24

The use of the game method will be more effective if supported by the media as a learning aid in helping grade 1 elementary school students develop reading competence. The formulation of this research problem is: How is the development of reading competence through learning media picture cards of grade I students of SD Negeri Number 107423 Tanjung Garbus, Pagar Merbau District, Deli Serdang Regency for the 2023-2024 Academic Year?". This type of research is class action research (Class Action Research) consisting of two cycles. Research procedures include planning, implementation/action, observation/evaluation, and reflection. The subjects in this study were 27 grade I students of SD Negeri Number 107423 Tanjung Garbus. If you look at cycle I and cycle II, the percentage of students who are present at the time of learning activities increases from 100%, the percentage of listening to the teacher's explanation increases from 78% to 100%, the percentage of active in asking and answering increases from 44% to 89%, the percentage of student courage in describing picture cards increases from 26% to 78%, the percentage of accuracy in using picture card media increases from 19% to 93%, The percentage of completing assignments on time from 56% to 100%, the percentage of students who do other activities during the learning process (noisy, playing, disturbing friends, in and out of class) decreased from 30% to 7%. These results show that learning using pictorial media can affect student learning motivation, effective as a tool to train student courage, effective in training student discipline in appreciating time in learning. Student learning activities affect students' ability to read.

Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 7

The literature on the effects of teaching behavior on student competence and motivation has primarily focused on single teaching facets, with limited attention to multiple components simultaneously. To address this gap, this study examined a model of teaching and learning by investigating 10 teaching quality components reported by both students and teachers. The study used a sample of 3067 students in 150 schools in Germany and regressed reading competence and attitudes towards reading in grade 7 on these 10 variables. The study controlled for prior reading competence and attitudes towards reading in grade 5, as well as other student background characteristics, and estimated school-fixed effects. The results did not identify significant associations between the investigated teaching quality components and the reading competence and attitudes towards reading measures when considered simultaneously in one model, after taking into account previous competence and attitudes. The study discusses limitations and implications of these findings.

A Advancing Higher Vocational English Reading Instruction: The Development Protocol of the Intercultural Awareness Experiential Teaching (IAET) Model

Higher vocational English education places significant emphasis on intercultural understanding. However, there is a notable lack of research on the reliability and validity of blended intercultural awareness teaching methodologies in higher vocational English reading education in Henan, China. This project addresses this gap by building an Intercultural Awareness Experiential Teaching (IAET) model. A pilot study conducted in a higher vocational college in Henan province, China, evaluates the efficacy of the IAET model. Using a model based on the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) instructional design, the findings affirm that the proposed IAET teaching model demonstrates validity and reliability for higher vocational English instruction. The IAET model emerges as a valuable tool, assisting English teachers in enhancing students' competence in English reading, thereby addressing the existing research gap. The IAET model stands as a catalyst, empowering English teachers to enhance students' competence in English reading.

Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation.

Graphs are ubiquitous tools in science that allow one to explore data patterns, design studies, communicate findings, and make claims. This essay is a companion to the online, evidence-based interactive guide intended to help inform instructors' decision-making in how to teach graph reading, interpretation, construction, and evaluation within the discipline of biology. We provide a framework with a focus on six instructional practices that instructors can utilize when designing graphing activities: use data to engage students, teach graphing grounded in the discipline, practice explicit instruction, use real world "messy" data, utilize collaborative work, and emphasize reflection. Each component of this guide is supported by summaries of and links to articles that can inform graphing practices. The guide also contains an instructor checklist that summarizes key points with actionable steps that can guide instructors as they work towards refining and incorporating graphing into their classroom practice and emerging questions in which further empirical studies are warranted.

Students’ ability to reading the map of Merapi Volcano hazardous area

The map is a complete picture of phenomena in a particular area or location within a certain period. It can explain the distribution, interactions, and associations that occur. Success in reading maps is required for two things, namely, the quality of the map and the competence of map readers. This study analyzed students’ ability to read maps of Merapi Volcano hazardous areas by students at SMA Negeri 1 Cangkringan, Sleman Regency. This study used a quantitative approach using primary data obtained through tests. This study used a non-probability sampling technique with a sample of 64 students of class XI Social Sciences at SMA Negeri 1 Cangkringan. The analysis technique used was descriptive statistical analysis. The results showed that the level of ability to read the Merapi Volcano hazard map by students at SMA Negeri 1 Cangkringan 14 students (21.9%) belonged to the moderate category, and 50 students (78.1%) were in the high category. Therefore, the average score for the student’s ability to read the Merapi Hazardous map was 76.23 (moderate category). The results of the ability to read maps when viewed by gender showed that out of 28 male students, six students (21.4%) belonged to the moderate category, and 22 students (78.6%) were in the high category. Meanwhile, for female students, there were eight students (22.2%) in the moderate category, and 28 students (78.8%) were in the high category.

Developing EFL Critical Reading Aids: Project-Based Learning Activities for Electrical Industrial Engineering Students

The Independent Learning and Independent Campus (MBKM) curriculum for vocational education provided learning experiences for students. However, the reading material conducted had not reached the curriculum target. Thus, this study aimed to develop critical reading material and worksheets based on the MBKM curriculum. The development procedure was designed in three stages: defining, designing, and developing for 3-D aids. The research resources employed were validation sheets for critical reading aids and semi-observation sheets to provide student activity during PjBL field trial. The results of this study were project-based learning (PjBL) used to construct English language learning aids for the syllabus and coursework units, including worksheets for critical reading. Hence, this learning aid could slightly enhance students' reading competence, which could lead them to have soft and hard skills as well as meet the MBKM curriculum target.

Basic Literacy Program Based on Experiential Learning at Fathia Islamic Elementary School, Sukabumi City

Basic literacy skills become a strong foundation for mastering knowledge in the next grade. Basic literacy skills are part of language skills learning which is the basis for improving cultural competency in reading and writing. Experiential learning is a learning method through the formation of students' experiences. The significance of basic literacy being so important has apparently not been able to provide awareness for various parties involved in the world of education to immediately rush to improve mastery of basic literacy. This encouraged researchers to look at and analyze literacy activities in the elementary school environment, using qualitative research methods such as case studies and the main focus of this research was the experiential learning-based basic literacy program carried out at Fathia Islamic Elementary School, Sukabumi City, focused on the lower classes. The data sources for this research are interviews, observation and documentation. Based on the research results, it is divided into planning consisting of adequate human resources and training, supporting facility resources, allocated funding resources. The implementation part consists of habits that prioritize a combination of general and religious learning such as 15-minute reading and murojaah. The development section for each teacher creates media, modules and teaching materials based on creativity related to literacy. The obstacle factors are that not all stakeholders are able to collaborate well in the literacy movement and funding is not yet optimal.

Relating academic reading with academic vocabulary and general English proficiency to assess standards of students’ university-preparedness – the case of IELTS and CEFR B2

ABSTRACT English proficiency has become pivotal for university admission, particularly at the CEFR B2 level and IELTS band 6–6.5 across Europe. In Nordic universities, the substantial amount of assigned English reading materials requires a strong command of English reading skills, with vocabulary knowledge being a crucial component. This study explores 309 university-preparatory CEFR B2 English learners' academic reading competence in relation to academic vocabulary and English grades. Performance at IELTS band 6 and 6.5 thresholds is assessed, establishing empirical links between these thresholds and academic vocabulary test scores. Results reveal positive correlations between academic reading, vocabulary knowledge, and grades. Notably, a substantial portion of low-proficient CEFR B2 students falls short of the IELTS band 6 threshold, exposing a disparity between language proficiency levels and university admission requirements. Implications for how upper secondary education prepares students for university studies are discussed in relation to the dominant use of English at universities.

ADHD learners as victims or survivors in L2 learning contexts: a case of application of dynamic assessment to selective attention and reading comprehension ability

With the growing concern for the issues and problems associated with static testing, dynamic assessment (DA) has been recently receiving increased attention as an alternative in educational settings. The present single case study attempted to investigate the potential of interactionist dynamic assessment in developing an Attention Deficit Hyperactivity Disorder (ADHD) L2 learner’s reading competence and selective attention. A 13-year-old female EFL learner with the combined type of ADHD voluntarily participated in this study. During the DA sessions, the learner read some short passages and answered the questions through mediations emerging from the interactions between the mediator and the learner. The qualitative analysis of DA protocols led to the development of an inventory of different forms of implicit and explicit mediations. Moreover, the quantitative analysis of the data showed that DA contributed to the learner’s reading comprehension and some congruent parameters of selective attention. The results of the present study call for teachers’, policymakers’, and material developers’ increasing attention to the mediations required to assist ADHD L2 learner’s independence from the mediator, which demonstrates self-regulation.

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling.

Early reading has gained significant attention in the academic community. With the increasing volume of literature on this subject, it has become crucial to assess the current research landscape and identify emerging trends. This study utilized the dynamic topic model to analyze a corpus of 1,638 articles obtained from the Web of Science Core Collection to furnish a lucid understanding of the prevailing research and forecast possible future directions. Our in-depth assessment discerned 11 cardinal topics, among which notable ones were interventions' impacts on early reading competencies; foundational elements of early reading: phonological awareness, letters, and, spelling; and early literacy proficiencies in children with autism spectrum disorder. Although most topics have received consistent research attention, there has been a marked increase in some topics' popularity, such as foundational elements of early reading and early literary proficiencies in children with autism spectrum disorder. Conversely, other topics exhibited a downturn. This analytical endeavor has yielded indispensable insights for scholars, decision-makers, and field practitioners, steering them toward pivotal research interrogatives, focal interest zones, and prospective research avenues. As per our extensive survey, this paper is a pioneering holistic purview of the seminal areas of early reading that highlights expected scholarly directions.

Investigating Factors that Affect Reading Literacy Skills in PISA Turkey Sample

Abstract Introduction: In this study, it was aimed to examine the relationships between the variables that related the reading skills of the students and the variables related to the opportunities that the student, family, and the school have. Variables related to students’ reading skills (reading skills scores/PV1READ, perception of competence in reading/SCREADCOMP and perception of difficulty in reading/SCREADDIFF) comprised the criterion variable set, and variables related to students’ socio-economic and cultural characteristics (cultural possessions/CULTPOS, home educational resources/HEDRES, index of economic, social, and cultural status/ESCS, joy/like reading/JOYREAD, teacher’s stimulation of reading engagement perceived by student/STIMREAD, subjective well-being: Sense of belonging to school/BELONG, student-teacher ratio/STRATIO, shortage of educational material/EDUSHORT, student behavior hindering learning/STUBEHA, teacher behavior hindering learning/TEACHBEHA) comprised the predictive variable set. Methods: Between two sets of variables, used canonical correlation analysis to examine, simultaneously, the relationship between these two sets and the contribution of the variables to each set. Turkey data of the PISA 2018 organized by OECD was used as the sample. PISA 2018 Turkey data consisted of 6890 Turkish students from the 15-year-old age group. The variables PV1READ, SCREADCOMP, SCREADCOMP, SCREADDIFF, CULTPOS, HEDRES, ESCS, BELONG, STIMREAD and JOYREAD in the student survey and the variables STRATIO, STUBEHA, TEACHBEHA, EDUSHORT in the school survey in the PISA 2018 were used as data collection tools. Results: A summary of the results of the canonical correlation analysis revealed that the most important factor in the predictive variable set was liking/enjoying reading, followed by the student behaviours that hinder learning, economic and socio-cultural status, cultural position, sense of belonging to the school, and teacher behaviours that hinder learning, respectively. In the criterion variable set consisting of students’ reading skills, the most important factor was the perception of reading competence, followed by reading scores and perception of reading difficulty, respectively. In this context, it can be said that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading. Discussion: It is important for teachers to include additional materials that students can enjoy in the teaching process. Positive school climate is one of the factors that help increase student achievement. Limitations: This study focused on variables related to students’ socio-economic and cultural characteristics and school-related variables as predictors of reading literacy. In addition to the variables, studies can examine the effect of the categorical variables such as gender and school type. Conclusions: The results of the study showed that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading. This variable was followed by student behaviours that hinder learning and the socio-economic cultural status of the students respectively. In line with the results of this study, positive school climate is one of the factors that help increase student achievement. In order for the school climate to be positive, student or teacher behaviors that prevent learning should be minimized. Thus, students can learn more easily in a school climate where there are no obstacles to learning. Finally, as the socio-economic and cultural status of the students increased, it was observed that the reading scores increased.

EXPLORATION OF WATTPAD APPLICATION AS A MEDIA FOR EFL STUDENTS IN READING CLASS

This study aimed for explore the Wattpad application for EFL reading classes. The types of research use a quantitative descriptive approach. The sampling technique of the study use purposive sampling. The participants of the study are thirty-seven undergraduate students and seven master’s degree (candidate lecturers) students in English Education at one of university of Medan, Indonesia. This study used the data collection is descriptive survey design use, which is survey about students’ and candidate lecturers’ (Master’s Degree) perspective on Wattpad in learning reading class. The researcher collected data of participants through an online questionnaire using Google form. Then analyse data used on the average number and the purpose of using the standard deviation is to reveal all the data related to the participant's question. Findings of the study in students’ responses about Wattpad as a learning medium is most students see Wattpad that is easiest reading platform because of accessible features such as reading features. Students’ responses about Wattpad tasted the Wattpad application is able and recognized that it is able to provide readers with information about things and issues that are happening around them so that it is interesting to discuss so it can support the student’s reading material in reading class. Students and candidate lecturers’ perspective on Wattpad in learning reading class is prospectively lecturers seeing Wattpad's potential as a medium in teaching reading. Whereas, based on candidate lecturers the Wattpad is useful for increasing student motivation in providing preferably involvement in achieving reading competence.

Literarno branje

Literary reading is the most important kind of reading for literary science. It can enrich other kinds of reading, especially those that might, in the future, become shallow due to certain features of “electronic reading”. Crucial in determining literary reading is its division into first-level and second-level reading, taking into account the general characteristics of literary interpretation, the reading conditions, the familiarity of the reader with the literary contract, his or her reading competence, empathy, intent and evaluation; in fact, division into reading levels is a division according to how the reader can or wishes to shape the meaning of what he or she has read. Whereas first-level reading involves filling out the referential framework, second level is concerned with filling out “the empty spaces” or the realisation of the work of art. As literary reading is form- and content-oriented, impressions are created and reinforced in the process of reading by the reader’s knowledge of literary theory, literary history and literary interpretation, as well as by all of the supporting literary sciences and the projection of non-literary knowledge onto the literary text. In short, literary reading is a complex process of giving meaning to the literary text, a process that, through various kinds and forms of reading, is performed by a literary competent reader.

Forming pre-service English language teachers’ competence in critical reading through authentic short stories

The article is devoted to the problem of developing critical reading competence and critical thinking skills of pre-service English language teachers by means of interactive teaching on the material of authentic short stories. The phenomenon of critical thinking is considered thoroughly, its definition is given, and its features are described. Critical thinking is defined as the process of using cognitive techniques and strategies with the purpose of skilful and active understanding and evaluation of observations, communication, information, and argumentation that increase the probability of obtaining the desired final result. The critical thinking skills are outlined, as well as the stages of their formation in correlation with the stages of interactive foreign language teaching. The definitions of critical reading and critical reading competence are worked out. It is established that critical reading is a process of reading which presupposes the use of reflection with the purpose of content evaluation and reasonable judgments in relation to it. Critical reading competence is defined as a person’s ability to read authentic texts of various genres with full understanding, analysis, and evaluation of their content; which is based on relevant abilities, skills, knowledge, and communication skills, in order to respond intelligently and adequately to what is read. The potential of using authentic short stories to develop critical reading competence of pre-service English language teachers has been explored. The difficulties of forming critical reading competence on the material of authentic short stories are considered. The methodology of teaching critical reading on the material of authentic short stories to pre-service English language teachers is suggested: the stages of developing critical reading skills are distinguished and described; the strategies and techniques of teaching critical reading on the material of authentic short stories with interactive method are presented.

The Vocabulary-Reading Link in Grade 7 Students

Vocabulary mastery plays a critical role in language development. This study examined the relationship between vocabulary mastery and reading competence among Grade 7 students. A descriptive-correlational research design was utilized, with data collected through a survey questionnaire. Systematic sampling was employed to select 180 students from three secondary schools in District 10 of the Bayawan City Division. The study assessed vocabulary mastery in terms of meaning, grammar, spelling, and pronunciation, while reading competence was evaluated through word recognition level assessments. The results indicated significant variability in vocabulary mastery. Comprehension was the most challenging area, with most students categorized as "Did Not Meet Expectations." Conversely, pronunciation was the strongest skill, with the majority achieving "Satisfactory" results. Grammar and spelling scores were categorized as "Fairly Satisfactory." Additionally, a substantial portion of students demonstrated frustration-level reading competence. Crucially, the study found a strong correlation between vocabulary mastery and reading competence, underscoring their interdependence. These findings suggest that targeted interventions focusing on vocabulary development can significantly enhance the reading skills of Grade 7 students, ultimately leading to greater language proficiency and academic achievement. The results also highlight the importance of early implementation of vocabulary development programs to potentially prevent reading difficulties by Grade 7.

Enhancement of Academic Reading Comprehension Skills through Cognitive Academic Language Learning Approach (CALLA)

Language skills are an integral part of quality education as it induces communication, creates comprehensibility of content and expedites knowledge acquisition. This requires students to actively involve in language learning, to meet the growing competent requirements of engineering education. Enhancing Reading competence is one of the crucial factors for achieving academic success. This paper examines the effectiveness of Cognitive Academic Language Learning Approach in enhancing the reading comprehension skills of first year Engineering students. Cognitive Language Learning Approach is an instructional student – centred approach designed around cognitive and metacognitive strategies, to enable easy comprehension of academic language content. A study was conducted in one of the leading government aided institutions in southern Tamil Nadu, to enhance the reading comprehension skills through the academic subject of Technical English. Data were collected using post-test experimental design, with control group and experimental group (20 each). The quantitative data were analysed using descriptive statistics while the qualitative data recorded the responses of student’s perception on the efficacy of CALLA. The data analysis revealed in enhancement of reading comprehension skills, elevating the overall reading competency. Keywords— Cognitive Academic Language Learning Approach; Explicit language instruction; Metacognitive strategies; Reading Comprehension skills Enhancement.

Metacognitive strategies in the development of reading competence of English academic texts in systems engineering students at a Public University

Metacognitive strategies in the development of reading competence of English academic texts in systems engineering students at a Public University

Interpretation of «Reading Competence of a Primary Education Student» Definition in the Realities of New Ukrainian School

Interpretation of «Reading Competence of a Primary Education Student» Definition in the Realities of New Ukrainian School

Поликодовые тексты в вузовском учебном чтении: методология исследования востребованности и эффективности использования. Статья вторая

Since complex polycode formations, simultaneously transmitting information through multiple channels, are increasingly substituting traditional educational texts, there arises a question whether such polycode texts are effective in university educational reading. The analysis and assessment of their demand and perception effectiveness requires new research methodologies. The research aims at testing the integrated use of quantitative and qualitative methods (surveys and focus groups) to study the demand and effectiveness of polycode texts for university students’ educational reading. The research is based on the concepts of polycode - primarily verbal-visual - text, their communications and ways of generating meanings by Marshall McLuhan, Roland Barthes, Hal Foster, Rudolf Arnheim, Will Eisner, Franjoise Barbe-Gall, Yury M. Lotman, Natalia V. Zlydneva, Maria K. Skaf, and others. The quantitative data were collected via an online questionnaire, while subjective perspectives were obtained via focus groups. The obtained data were considered as integrity and compared to identify their coincidences, contradictions, and correlations. The research has confirmed the hypothesis that an integrated approach to understanding and assessing the demand and effectiveness of polycode educational reading by university students provides the most reliable, valid data about the object and subject of research. The indicators obtained via the above methods, taken together and correlated with each other, are complementary and mutually adjusted; therefore, the integrated methodology gives a more well-grounded, more trustworthy, and broader picture of polycode text functioning in university education than those based on data collected via the above discussed methods separately. An integrated approach to the analysis and assessment of the demand and effectiveness of polycode educational text reading has never been applied in the Russian studies of polycode texts before. This attempt brought up the problem of students’ reading competencies for different types of educational content to comprehend the concept of the effectiveness of polycode educational reading by university students and identify its dependence both on the nature of the text and a number of other factors related to the skills of monocode text reading, visual literacy, and reader’s “cultural memory.” When compared, the survey and focus group results showed no direct correlation between the high demand for polycode texts and their effectiveness in university education. The identified reasons for the low effectiveness of polycode educational texts, which are so popular with students now, demonstrated the barriers faced by many students: (1) the lack of reading skills in at least one type of monocode educational text encumbers understanding and grasping the content of the polycode text embedded in it by its author; (2) the reader’s insufficient knowledge and cultural background prevents him/her from understanding any type of text, and first of all, structurally complex verbal-visual formations, requiring recoding of sign systems. The authors declare no conflicts of interests.

Субъектная позиция учителя в формировании читательской компетентности учащихся

The research focuses on the development of reading competency in students from the standpoint of teacher agency. The importance of this article is justified by the function of reading as a key learning and academic achievement skill, as well as the fact that Russian pupils conti­nue to do poorly in text reading and comprehension. The authors present a reading competency
 framework for general education that consists of five components: 1) reading ability; 2) high reading motivation; 3) ability to work with a book, basic reading skills (information search and analysis; text comprehension and interpretation; assessment of content and form); 4) extensive reading experience and desire to read extracurricular books; 5) willingness and ability to discuss what has been read orally and/or in writing. The researchers identify the teacher’s role in the development of each of the five components in general school children. It is demonstrated that a teacher with advanced agency skills shows a consistent interest in the development of students’ reading competency (motivational component); has relevant knowledge about the content of this competency and the methods of its development, teaches students book-working techniques (cognitive component); and enriches the classroom and school life with exciting reading activities (behavioural component).