Reading Competence Research Articles

Lëttëra web platform: A game-based learning approach with the use of technology for reading competence

IntroductionThis study explores the potential of technology, metacognition, and game-based learning to improve reading literacy in upper secondary school students. The focus is on the Lëttëra educational innovation, a web-based platform that uses game-based learning and technology to develop reading literacy.MethodsThis is a quantitative, exploratory, descriptive, and quasi-experimental study that reviewed 149 responses from high school students who took the standardized test Planea 2017. The study aimed to analyze whether using the Lëttëra platform brought a change in the students’ reading competence. The authors also examined students’ motivation toward technology, the platform interface, and the game. The data was analyzed both descriptively and inferentially.ResultsThe results showed that using the Lëttëra platform significantly improved students’ competencies in literary text, information construction, and argumentative text. It also increased their motivation toward the proposed activities.DiscussionThis study demonstrates that integrating technology and game-based learning into reading instruction can lead to improved reading competencies and increased motivation among students. These findings are useful for educators, curriculum developers, and policymakers who aim to enhance reading instruction by integrating technology into their teaching practices.ConclusionOverall, this study highlights the potential of technology and game-based learning to improve reading literacy in upper secondary school students. The Lëttëra platform provides a promising approach for enhancing reading instruction, and its integration into teaching practices can benefit students, educators, and policymakers alike.

Librarian’s Reading Competence as a Factor of Library and Information Activity Efficiency

The authors note that the efficiency of librarianship in the conditions of intensive changes in the information environment raises the question of the development of the reader’s culture in the course of the formation of the readiness of future librarians . In order for a librarian to be a reader , he must not only “ love books and reading ”, but also receive appropriate training and reader development in the professional training system , master various reading strategies and the ability to expediently carry out his own reading activity . The article considers reading and reading competence , their place in educational standards and their role in the professional activity of a library specialist .

The factors explaining reading success of academically gifted readers through the ecological model

This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model.

The Impact and Effectiveness of the Syllablebased Reading Approach on Moroccan Pupils’ Reading Competency

The Impact and Effectiveness of the Syllablebased Reading Approach on Moroccan Pupils’ Reading Competency

A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school

Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.

Online systematic guided reading strategies to improve EFL students’ reading performance

The present study aims to examine the effects of incorporating online systematic guided reading strategies (SGRS) on the reading performance of English as a foreign language (EFL) learners. The study employed a mixed-method approach with a one-group pre-test and post-test design. The participants were recruited from second-year students majoring in English language. The quantitative data were subjected to statistical analysis using a t-test, while the qualitative data were analyzed and interpreted based on the participants' responses to open-ended survey questions and in-depth interviews regarding the use of online SGRS. The findings indicate that the implementation of SGRS significantly improved the reading performance of EFL students (p < 0.05). The study's implications for EFL teaching and research on learners' reading competence are also discussed in depth.

Eskolako Irakurketa Plana eraikitzen: esperientzia erreal bat irakasleen prestakuntzan

The reading competence is essential in all personal, social and academic fields. Therefore, the reading comprehension and reading habits are also key in the educational context, where teachers' concerns about the results of students’ assessments and the reality of the classroom frequently arise. One way to respond to these concerns is to build a School Reading Plan to change daily practices. For this to happen, it is crucial that teachers receive an ongoing training, and this article presents a Reading Plan training program carried out in a school. A theoretical framework and an explanation of the process experienced in a school in Vitoria-Gasteiz are presented in this paper, as well as a decalogue including guidelines to guide other schools in their own Reading Plan designs.

Assessment of the Reading Curriculum in Basic Education in the Philippines Context

This study aimed to assess the reading curriculum in Philippine basic education. It specifically focused on determining the reading competencies, the approaches in reading instruction and assessments before and during COVID-19, and the alignment of the written and intended to the implemented and assessed curriculum. This qualitative research employed the following data gathering techniques: document analysis, online focus group discussion, and constructive alignment checklist. Findings reveal that the basic education curriculum includes reading competencies categorized into text processing and task management competencies. In terms of the reading levels, it was found that there are more instructional readers than independent readers in basic education. Further, a number of students from different year levels, including in the secondary level, were also found to be non-readers. Regarding the approaches to reading instruction and assessment, the approaches were more extensive, varied, and teacher-directed before the COVID-19 pandemic involving class and group dynamics, while in the new normal, teachers employed self-paced/independent reading using printed modules and a few digital reading resources. Finally, the curriculum assessment reveals that there is generally a low alignment between the written, assessed, and delivered curriculum in reading. This implies that there are learning outcomes specified in the K-12 curriculum guide that have not been processed and assessed by teachers.

The Predictive Roles of Phonological Awareness in Korean-Chinese Children’s Chinese Reading Competence

The Predictive Roles of Phonological Awareness in Korean-Chinese Children’s Chinese Reading Competence

Assessing navigational map reading competencies with the location-based GeoGame “GeoGami”

School curricula as well as scientific literature emphasize the need of understanding how children navigate with maps. To date, however, there is no empirically validated assessment tool for analyzing navigational map reading competencies that can be used in map-based navigation tasks in the real-world. This paper fills this gap by presenting GeoGami NMR Assessment , a test for measuring children’s navigational map reading (NMR) competencies for educational purpose. Our target group are primary school children aged six to ten. The assessment uses configural and directional map information to assess the learning progress of individual children regarding their spatial navigational performance. While we evaluated our GeoGami NMR Assessment for two specific locations, our study design, our script scoring participants’ performances as well as the assessment can easily be adapted by researchers and teachers for their own locations. Our item analysis evaluates difficulties of individual tasks. We validate our assessment and demonstrate, that GeoGami NMR Assessment is suitable to distinguish strong and weak navigational map readers.

The Validity of Two Tests of Silent Reading Fluency: A Meta-Analytic Review

The purpose of this meta-analysis was to evaluate the potential of two silent reading fluency measures as indicators of reading competence. Specifically, we analyzed score differences between the Test of Silent Contextual Reading Fluency (TOSCRF), the Test of Silent Word Reading Fluency (TOSWRF), and other standardized measures of reading to determine whether the two silent reading fluency measures were valid indicators of reading competence. Further, potential moderating variables were examined: (a) type of criterion reading measure (i.e., decoding/encoding, word-letter identification, fluency, vocabulary, comprehension); (b) type of silent reading fluency measure (i.e., word vs. contextual); (c) type of learner (English language learner [ELL] status, at risk for a disability; average; above average and gifted); and (e) administration format (i.e., group or individual), and the reading score outcomes. A comparison of effect sizes, across 47 studies and 47,616 participants, revealed the very little score differences between the TOSCRF, TOSWRF, and other standardized measures of reading competence (r = 0.07, very small or trivial). Three moderator variables (English language learner status, type of silent reading fluency measure [word vs. contextual], and administration format [individual vs. group]) did, in fact, moderate effect sizes across studies. A discussion of the implications for using the TOSCRF and TOSWRF as indicators of reading competence, study limitations, and recommendations for future research are included.

An Exploration on the Cultivation of Intercultural Communication Competence in High Schools English Reading Based on the “The Third Place”

The Ministry of Education promulgated Curriculum Standards for Ordinary High Schools (2017), which regulated that it is necessary to cultivate highs school students with the intercultural communication competence and the ability to spread Chinese culture. The traditional intercultural communication teaching, which is target-language oriented, has caused the phenomenon of “Aphasia of Chinese culture”. Meanwhile, the intercultural communication cultivation in high school English teaching was also simply understood as the instruction of foreign knowledge. In order to solve the problems, the idea of “the third space” theory has been chosen as the theory of cultivating students’ intercultural communicative competence. “The third space” is neither composed of the native culture nor the target language culture, but an innovative space born in the process of dynamic contact, collision and interaction between the two cultures. Based on this theory, this paper summarizes the research status of intercultural communication competence and clarifies its specific connotation, reviews the cultivation of intercultural communication competence in high school English teaching. It takes A Child of Two Cuisine (a passage from unit 1, book 2 of English textbook of FLTRP Edition) as an example to state how to apply “the third place” to the lesson design based on the activity-based English learning. But due to lack of conditions, the argumentation of this paper lacks empirical research to test its effectiveness.

DaF, COVID‐19, and newer technologies: Experiences from an Indian University

DaF, COVID‐19, and newer technologies: Experiences from an Indian University

화상교육이 대학생의 수준에 따라 영어 읽기 능력에 미치는 영향

This study aims to examine the effects of video conferencing-based learning on students’ reading competence of English and their attitude. For the goal of the study, both quantitative and qualitative research have been analyzed. Pre-test and post-test were conducted for the quantitative analysis. And for the qualitative research, the result of open-ended questions was examined. The samples were 56 university students; 26 were high-level students and 30 were at low-level. Both group were participated in class for 16 weeks through video conferencing. And were required to take two tests. Survey was implemented to investigate students’ attitude toward video conferencing-based learning. This study proposes the needs of utilizing video conferencing-based learning to foster university students’ reading competence of English and their attitude.

İngiliz Edebiyatı Dersinin Çeviri Eğitimindeki Önemi ve Türkiye’deki Önlisans Çeviri Programlarındaki Yeri

The basic competence a translation education program aims at providing the students with is that of translation competence. Most translation studies scholars working in the field of translation education have declared four competences to be among the basic indispensable sub competences of “translation competence”; namely, cultural competence, critical reading competence, linguistic competence and critical thinking competence. One of the most effective ways of getting students to acquire these competences is including literature courses in the curricula. When the curricula of Applied English Translation Programs that provide associate degree translation education in Turkey are examined, it is seen that English Literature courses are offered in very few universities and vocational schools. In addition, translator candidates graduating from these associate degree programs can have the right to take the vertical transfer exam and receive undergraduate education in the departments of English Language and Literature, American Culture and Literature where they further specialise in such fields as literature and language. This is another reason why acquisition of literary competence may be one of the intended objectives of these programs. Within the framework of these discussions, drawing from the analysis and comparison of the concept of “translation competence” with the competences provided by literature courses, and the intended program outcomes of Applied English Translation Programs, this research aims at arguing that English literature courses are necessary and useful components of the curricula of these programs.

The Effect of Tahsin Al-Quran Mentoring on Increasing Al-Quran Reading Competence of the Muhammadiyah Palembang Institute of Health Science and Technology Employees

Reading the Quran is one of the competencies that every Muslim should have. The Arabic-language Al-Quran certainly has different character traits, lafadz, and lahjah from Indonesian pronunciation. Therefore, to read the Qur’an, it is necessary to study about those characters systematically and with the right method. In the field of Human Resources for lecturers and employees according to the standards set at Muhammadiyah Higher Education, there are several of them, namely: Al-Quran Reading Skills, Quality and Quantity of Memorizing a Number of Al-Quran Surahs, Accuracy of Worship According to Tarjih, and Islamic Insights. The purpose of this research was to investigate the effect of tahsin Al Quran mentoring (peer tutoring) to increase the competence in reading the Koran of the Muhammadiyah Palembang Institute of Health Sciences and Technology employees. This research used quantitative approach through a questionnaire about reading the Koran using 4 aspects of assessment, namely reading accuracy, makharijul letters, shifatul letters and tajwid. The population was all employees at the Muhammadiyah Palembang Institute of Health Sciences and Technology.The research had been conducted on 134 respondents with the characteristics of respondents based on age, the majority aged >45 years were 71 (53.0%), 30–45 years were 60 (44.8%), based on female gender 81 (60, 4%), The highest education was undergraduate degree 2 as much as 71 (53%) and high school 31 (23.1%). Based on the results of the ability to read the Qur’an before the implementation of Tahsin mentoring, a minimum score was 45 and a maximum score was 90. The average score was 74.25 and the median was 75, while the standard deviation was 8,653 and the standard error was 0.747. The competence to read the Qur’an after the implementation of Tahsin mentoring was known to have a minimum score of 45 and a maximum score of 95, with an average score of 79.81, a median of 80, while the standard deviation was 10.101 and the standard error was 0.873. It was concluded that the implementation of the Al Quran mentoring program was proven to be able to improve the quality of reading the Koran for employees of the Muhammadiyah Palembang Institute of Health Sciences and Technology.

Emotions and reading: When reading is the best way to improve skills in adolescents.

In recent years much research on reading competence in different languages has been published in parallel with the interest generated by the results of the PISA and PIRLS reports which were disseminated in the media and which have subsequently garnered the attention of public authorities. Studies that relate reading competence with emotional intelligence, however, are less frequent. This study aims to deepen the relationship between both constructs, using a quasi-experimental longitudinal approach that observes the evolution of 389 high school students in Spain from 16 to 18 years old. Evidence of a direct relationship between reading competence and emotional intelligence was obtained, particularly in the experimental group in which reading habits were stimulated.

Strengthening Reading Competence in English Using a Reading Comprehension Module

This article reports the results of a study carried out at a public high school in Colombia whose objective was to design and determine how a reading comprehension module contributed to strengthening English literacy competence in sixth graders. The methodological framework entailed a basic outline of the action-research cycle. The qualitative data analysis was designed descriptively, focusing on three research moments corresponding to each cycle’s stages. The results show that the implementation of the material had a significant impact on the development of literacy competence, which suggests the material could be a tool for supporting English language learning.

Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings

Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings

Parents’ Attitudes about Spending Free Time and Reading Habits of their Children

Nowadays, a child's free time is more often structured after he has completed his duties in kindergarten and school. This structuring is most often organized by the parents themselves, taking into account their own children's preferences and possible shortcomings in compulsory education. Thus, children most often go to sports activities, attend music schools and foreign language schools. On the other hand, parents less often include their children in programs for the development of language abilities in their mother tongue and in the development of reading competences, even though the understanding of the content of many subjects depends on them. This is precisely why the aim of this work is to examine the attitudes of parents regarding the implementation of their children's free time and the reading habits of their family and children. One hundred and twenty parents of primary school-aged children participated in the research, filling out an online questionnaire, and the data were then processed in the SPSS program for statistics. It has been shown that more educated parents structure their children's free time more often and enroll them in foreign language schools and sports programs more often. It was also shown that the choice of leisure activities will depend more on the offer of the environment in which the child grows up than on the preferences of the child himself. It has also been shown that parents do not encourage their children to read books, except for mandatory readings, and that parents who read more will take more care of their children's reading skills.