Reading Competence Research Articles

The Positive Effects of Self-Regulation Strategy in EFL Reading Dynamics

Amidst complex reading learning enterprises, it is fair to be acknowledged that globalized EFL learners need to improve their reading competencies and activate a self-regulation strategy to experience a positively sound reading learning atmosphere and become more strategic L2 readers knowing the reading strategies working best for their particular reading dynamics. This present small-scale qualitative investigation was conducted with the support of a library study approach to generate more reliable and apprehensible research results beneficial for the betterment of future reading learning dynamics. To achieve this main research objective, the researcher selectively selected 20 previous studies focusing on discovering the positive influences of self-regulation strategy in EFL reading enterprises. Thematic analysis was simultaneously employed while analyzing the previously obtained research results to yield more accurate themes that were rewarding and to pave more meaningful reading pathways for worldwide second language reading instructors and EFL learners. Based on the obtained research results, the internalization of the self-regulation strategy has successfully promoted more enjoyable reading learning processes where they can progressively transform into more autonomous L2 readers. As a point, these specifically attained research results strongly suggested globalized second language reading instructors cultivating EFL learners’ self-regulation growth at the onset of reading learning activities to gradually enable them to become high-achieving L2 readers. Keywords: self-regulation strategy; reading; library study

Enhancing Reading Ability Through the Cooperative Integrated Reading and Composition (CIRC) Model: A Study with Fifth-Grade Elementary School Students

Reading comprehension is a vital aspect of language proficiency that elementary school students must master. Proficient reading skills enable students to actively acquire diverse information efficiently. The cooperative integrated reading and composition (CIRC), is a teaching model designed to enhance students’ reading comprehension skills through collaborative learning activities. This research aims to investigate the impact of the CIRC model on the reading comprehension abilities of fifth-grade students at SD Negeri 1 Kairatu. Employing an experimental design with a one-group pretest and post-test setup, the study involved 41 students. The CIRC model served as an independent variable, while reading comprehension ability constituted the dependent variable. The research instrument utilized was a reading comprehension test. Data analysis was conducted via a paired sample t-test, revealing a significant difference in students’ reading comprehension abilities before and after learning with the CIRC model (p = 0.00, < 0.05). These findings underscore the effectiveness of the CIRC model in improving students’ reading proficiency. The study’s results underscore the importance of prioritizing reading skills development to enhance elementary students’ literacy levels. It recommends the widespread adoption and continuous practice of the CIRC model in elementary schools to cultivate students’ interest and competence in reading. This research contributes to the ongoing efforts to enhance reading education methodologies and promote literacy among elementary school students. Keywords: CIRC model, reading comprehension, reading literacy, elementary school students

Biomedical Engineering Literature: Advanced Reading Skills for Research and Practice

Medical engineering is a field of study that combines biological and medical sciences with engineering to develop improved healthcare technologies. It is imperative that you possess a deep understanding of both the material and the technical language used in this rapidly advancing field in order to effectively grasp key topics and navigate the rapidly expanding literature. This paper examines the future of the biomedical engineering profession through the lens of advanced reading strategies. It starts with the assertion that biomedical engineering literature presents three challenges: the level of density is technical, the area is interdisciplinary, and the growth of knowledge is exponential. In the view of the above challenges, the paper discusses various advanced reading skills in relation to biomedical engineers. These skills include the ability to critically read scientific texts, both at a fast pace for an overview and in detail for deeper understanding, to identify key ideas and methodologies relevant to the field, and to assess the validity of scientific claims and data representations. The paper also aims at pointing out how separate elements like the use of systematic reviews, of meta-analysis, of data visualization tools that complement reading, help the researcher in the process of managing gathered information from various sources. This paper describes teaching these skills for both academic and professional practice, with examples of how improved reading competencies can enhance research quality and contribute to innovations in medical technologies, tissue engineering, and clinical trials. Furthermore, the paper aims to discuss the future trends due to the increasing incorporation of continuous learning for addressing the challenges posed by novel technologies including artificial intelligence and nanotechnology that define the future of biomedical engineering. biomedical engineering students require the acquisition of higher order reading skills in preparation for information reading: national and international publications in the engineering profession, policy and technology in support of health care delivery systems, product development, and other purposes. The ideas stated and demonstrated in this paper should be practical to both beginning scholars and veteran professionals in the biomedical engineering field as well as useful for seminar and workshop participants in seminars and workshops on biomedical engineering literature.

Exploring Critical Reading Practices Among Malaysian and Vietnamese Engineering Students: Insights and Implications

ABSTRACT In the dynamic academic landscape of the 21st century, the imperative to equip engineering students with robust critical reading skills, in tandem with their technical expertise, has come to the forefront. Recognizing the intrinsic value of critical thinking and reading in cultivating an ethos of lifelong learning among future engineers, this study endeavors to shed light on efficacious methodologies for augmenting critical reading competencies, grounded in the lived experiences of students. Utilizing a phenomenographic methodology, this research aims to explore the mechanisms through which engineering students from Malaysia and Vietnam develop their critical reading skills. The study engaged eight engineering students from both Malaysia and Vietnam, selected based on their demonstrated proficiency in critical reading, as evidenced by scores from a critical reading assessment aligned with the PISA Reading Framework. Through in-depth, phenomenographic semi-structured interviews, the research sought to uncover the strategies and practices these students employ to bolster their critical reading abilities. The findings illuminate a diverse array of approaches to enhancing critical reading skills, including the adoption of specific reading strategies, engagement in extensive and collaborative reading practices, and the maintenance of a positive reading disposition. Notably, the study also identifies that variations in the application and effectiveness of these strategies are influenced by factors such as students’ academic progression, cultural contexts, and educational backgrounds. These insights contribute to a nuanced understanding of the multifaceted nature of critical reading skill development among engineering students, offering valuable perspectives for educators, curriculum designers, and policymakers aiming to foster critical analytical skills in STEM education.

Development of Preliteracy in Preschool Education in the Czech Republic

The level of reading competency in children makes a difference in their academic progress, and subsequently such progress influences their quality of life. The excellence of pre-primary education is based on curricular and procedural quality. The aim of the research was to find out how preschool teachers develop reading literacy in preschool children in the Czech Republic and how they understand the concept of preliteracy. Data were collected using a qualitative multi-case study by semi-structured interviews with participants, repeated semi-structured observations of their teaching work, and analysis of reports of teaching implementation (N = 8). The results show that teachers have insufficient knowledge about the content of literacy development. In practice, they tend to focus on the development of areas related to the acquisition of reading and writing, while the area of comprehension development is inadequately covered. Findings can contribute to improve curricula on national or institutional level, not only in the Czech Republic but also internationally.

HOW READING EXERCISES CONTRIBUTE TO DEVELOPING COMMUNICATIVE COMPETENCE IN TEACHING EFL IN THE CASE OF SPECIALIZED SCHOOLS IN UZBEKISTAN

In this article, the author discusses the specialized schools existing in Uzbekistan, their objectives, and their distinctive characteristics. Additionally, the author provides information about the importance of developing reading competence through communicative technologies in English language classes for upper grades of specialized schools.

A brief research report on the efficacy of a RAN training in elementary school age children

Numerous studies could prove that children with reading disorders show RAN deficits and that RAN is especially strongly connected to the automatization of word recognition. In contrast intervention studies so far have provided little convincing evidence for the trainability of RAN or even a transfer effect on reading competence. The aim of this study is therefore to evaluate the efficacy of an adaptive, software-based RAN-training in a group of 57 children aged 9.3 years (SD 1.10 years) with a RAN-Deficit and/or difficulties with word-reading-speed and to determine if there is a transfer effect to reading speed of words and pseudowords as well as to reading comprehension on the word-, sentence and text level. The software-based training of RAN letters, numbers and colors is an intervention over 18 training days. Children were encouraged to name visually presented items in a serial format as fast as a red rectangle jumping from item to item. The speed of the red rectangle was successively increased with each successful training session. Univariate ANOVAs with repeated measures showed that children had a significantly higher naming speed for letters and numbers both immediately after completion of the intervention and in the follow-up measures. A transfer of the training effect to reading speed for words, reading comprehension on the word- and sentence-level, but not to reading speed for pseudowords and text comprehension, could be demonstrated. Due to the missing of a control-group comparison, it remains to be proven in subsequent research whether this effect is a maturation-related change or a training effect.

Audio-visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya

ABSTRACT The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning.

Towards a Pedagogy of Ancient Egyptian Language and Hieroglyphs

This paper discusses the challenges of teaching the Middle Egyptian language and Egyptian hieroglyphs to adult anglophone learners outside university settings. These challenges include the lack of L1 speakers; the large volume of signs in the script; the difficulty in reconstructing pronunciation due to the paucity of written vowels; and the lack of accessible learning tools such as readers and textbooks for the intermediate stage. As spoken proficiency in this extinct language is not a feasible goal, it is argued here that teaching should revolve around achieving reading competence. The paper advocates for a pedagogical approach that centres on using vocabulary, including variant spellings, as the fundamental building blocks of learning. This entails reading words, sentences and paragraphs of increasing complexity, which over time aids memorisation of vocabulary and builds confidence. Grammar and syntax can be gradually introduced and contextualised by reading practice sentences. It is also argued here that producing digitised versions of ancient Egyptian texts using hieroglyphic font software such as JSesh allows for the creation of practice texts in a standardised and legible format. This, in turn, makes it possible to use pedagogical aids such as adding spaces between words and adding signs omitted by the ancient scribes. Finally, it is argued that learning vocabulary and grammar is enhanced by discussions of the wider semantic and cultural meaning(s) of the ancient text in question.

Reading Proficiency Among Grade 7 Learners

Analyzing reading competency in children in Grade 7 provides insightful information on learning objectives, cognitive growth, and the efficacy of literacy training. This information has consequences for teaching practices, educational systems, and individual students. This study assessed the reading proficiency of 146 Grade 7 students using a standardized test. The data were statistically analyzed using the mean, Mann-Whitney U-test, and analysis of variance. Results showed that the overall reading proficiency of the students was at a frustration level. When grouped by three different variables, the students’ reading proficiency stayed at the frustration level across all categories. Furthermore, no significant differences were found in reading proficiency when comparing students based on their profile variables. In this context, this paper ascertained the reading proficiency of Grade 7 learners in a public secondary school in a medium-sized division in Central Philippines for the Academic Year 2022–2023. Data needed for this descriptive study was collected from 146 respondents using a standardized instrument from the Oral Verification Test with one reading passage and a 7-item question. The ensuing analysis showed that the reading proficiency of Grade 7 Learners was at the frustration level, a level that signals a need for intervention, support, and reflection on instructional practices. This result calls for a customized reading plan to bring relevance and answer to the needs of the learners who still have difficulty in their reading proficiency level. Keywords: Language education, reading proficiency, word recognition, reading comprehension, Negros Oriental, Philippines

Educational Comics Based-Local Folktales and Its Effects on Reading Literacy of Rural Primary School Students

Reading is a basic literacy that plays an important role in the intellectual development of students. Based on various surveys, it was identified that the reading competence of Indonesian students was very low. The research aims was to implement educative comics based on local folktale and examine its effect on increasing reading literacy of in rural rural primary school students. The research is a quasi-experimental design with pre-test-post-test non-equivalent control group design. The participants were 3rd grade elementary school students in rural Karanganyar Regency, Central Java, Indonesia. Sampling was done by purposive sampling and cluster random sampling technique. There were 58 students in the experimental group and 56 students in the control group from 2 different elementary schools, but their qualifications were both in the good category. In learning to read, the experimental group used educational comic books containing local folktales while the control group used texts containing local folktale. Reading literacy competency data was obtained through paper and pencil tests. The data obtained were analysed descriptively and inferentially using t-test. The results of the study prove that there is a significant effect of educational comics based on local folktale on students' reading literacy competence. Local folktale supported by images is suspected to facilitate the availability of context so that the substance of the text is easier to understand. Therefore, teachers are advised to use image support in learning to cover learning losses due to the pandemic, especially in rural schools which experience many obstacles in distance learning.

Voices From the EFL Literature Classroom: Students’ Attitudes Towards the Use of Multimodal Literature to Improve Their CEFR Literary Reading Competence at C1 Level

Voices From the EFL Literature Classroom: Students’ Attitudes Towards the Use of Multimodal Literature to Improve Their CEFR Literary Reading Competence at C1 Level

Methods for Developing Reading Competence of Secondary School Pupils in English Lessons

Methods for Developing Reading Competence of Secondary School Pupils in English Lessons

Effect of Phonological Awareness on the Pupils' Reading Competence in the Lens of Kinyarwanda Early Grade Reading benchmarks: A case of Kirehe and Kicukiro Districts in Rwanda

The study aimed to assess the phonological awareness effect on pupils’ reading competence in lower primary schools in Kirehe and Kicukiro districts of Rwanda. Specifically, the study assessed: i) the nature and extent of teachers’ use of phonological awareness in the teaching of Kinyarwanda literacy; ii) pupils’ reading competence vis-à-vis the Kinyarwanda reading benchmarks; and iii) the influence of phonological awareness on pupils’ reading competence. Vygotsky's socio-cultural theory of literacy guided the study, which employed a mixed-methods approach. The target population was 82355 individuals, consisting of 82291 pupils and 64 Kinyarwanda teachers. A sample of 397 pupils was reached using stratified random sampling, while 64 teachers were selected using purposive sampling. A questionnaire for teachers, a lesson observation checklist, interviews with teachers, and reading tests for the learners were used to collect data. Personal administration with on-the-spot collection was used to administer the questionnaire, while personal interviews and participant observation were used to conduct interviews and observations, respectively. Descriptive and inferential statistics were used to analyze and interpret quantitative data. Qualitative data were analyzed and interpreted through themes and verbatim patterns. Concerning the nature and extent of phonological awareness, the mean composite index of 3.78 suggests that there is a high level of implementation of phonological awareness-related teaching activities. Regarding the pupils’ reading competence, there is a significant number of pupils who do not meet the reading expectations at all grades. Precisely, 39.94% and 22.84%, on the summation of all categories, are below the reading comprehension benchmarks in urban and rural areas, respectively. 52.50% and 42.90%, on the summation of all categories, are below the reading benchmarks for the number of words correctly read per minute in urban and rural areas, respectively. Regarding the influence of phonological awareness on reading competence, the p-values for P2, and P3 in urban schools and P1 to P3 in rural schools (0.000, 0.000, 0.014, 0.011, and 0.016 in that order) indicate a positive and significant influence of phonological awareness on the number of words correctly read per minute. The p-values for P2 and P3 in urban schools and P1 to P3 in rural schools (0.000, 0.000, 0.012, 0.001, and 0.000 in that order) indicate a statistically significant influence of phonological awareness on reading comprehension. It was concluded that with more practice of phonological awareness, reading competence will be enhanced. Teachers of Kinyarwanda should focus on phonological awareness at the word, syllable, onset, rhyme, and phoneme levels using methods like counting, categorizing, rhyming, and segmenting. Effective techniques to improve reading skills, particularly for non-readers, should be applied in both rural and urban schools. The Ministry of Education should ensure that teachers are well-trained in these methods through ongoing professional development and pre-service training programs.

Learning Arabic and the Yellow Book at the Alfahmu Littatahfidz Wata'dib Kampar Islamic Boarding School

The aim of this service is to improve the understanding of Arabic for students at the Alfahmu Littahfidz Watta'dib Kampar Islamic Boarding School. The service method is carried out using the ilqa'ul mufradat method (providing vocabulary), muhadatsah, Arabic speech, and yellow book study. The results of the service show that implementing Arabic language learning activities through several methods can improve the student's ability to speak Arabic and read the Kuing book. Integrated Arabic language learning can increase the active role of students in participating in yellow book reading competitions between sub-districts. Even though they are not yet in the top three categories, the student's ability to learn Arabic has shown a significant increase in both reading competence, listening competence, speaking competence in Arabic, and writing Arabic texts.

The Cultivation of Students' Intercultural Communicative Competence in High School English Reading

The Cultivation of Students' Intercultural Communicative Competence in High School English Reading

Read less, learn more. Teach epistemic humility.

Read less, learn more, sounds contradictory. I do not mean students should read less in general. PISA research (OECD, 2023) shows decreasing reading scores in many European countries, and reading literature is not only important for one’s reading competence, it also is fun. What I mean is what psychologist and philosopher William James already wrote in 1890: ¨<i>The art of being wise is the art of knowing what to overlook¨</i> (James, 1890).

Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences

AbstractDo children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using large‐scale German panel data (N > 5100). By surveying secondary school students (initial age = 11.1 years, SD = .50 years) in grades 5, 7, and 9, we can trace their reading competence and exposure over time. We estimate random intercept cross‐lagged panel models (RI‐CLPMs) to analyze time‐dependent within‐student changes and dynamic feedback loops. We include relevant control variables to account for potential confounding and conduct robustness checks using a classical CLPM. Our findings show no evidence that reading more results in better reading competence. However, higher reading competence may lead to increased reading exposure. Testing for gender differences reveals that these conclusions hold for both boys and girls and that no interactions with gender are detectable, despite girls tending to read more and having a higher reading competence on average.

EFL STUDENTS’ ATTITUDES TOWARDS ACADEMIC READING IN WRITING FOR INTERNATIONAL PUBLICATION

Although academic reading has gained positive attention in EFL classrooms, very little research has been undertaken regarding the descriptive relationship between such types of reading attitudes and article writing. This study focused on determining the academic reading attitudes of EFL students who were writing an article for an international journal. A total of 173 undergraduate and magister students enrolled in an EFL major voluntarily participated in the survey study. By using the AR attitude scale, the survey was undertaken via an online app (e.g., Google Form). The results reveal that there are three dimensions of students’ AR. Behavior factor seems to be negative for the students who read academic texts. They encountered difficulties in comprehending the texts during the article writing process. They believed in AR benefits for article writing, but most students were not confident in their reading competence. In short, AR has important values in developing article writing quality, but strategies are needed to fulfill the expectation.

Critical Thinking Skills and Reading Proficiency among the English Language Students of Public Higher Education Institutions (HEIs) in Sulu

The sobering realization of the critical thinking and the difficulty in the language comprehension, specifically in English language piques the researcher's interest in learning more about the experiences of tertiary students majoring in English language studies at other public HEIs in Sulu. This study sought to investigate the significant difference in the extent of critical thinking skills and reading proficiency among the English language students. This study employed a variety of statistical techniques, including the adopted weighted mean, standard deviation, t-Test for independent samples, One-way ANOVA, and Pearson’s r test of correlation to analyze the reading comprehension and critical thinking skills among English language learners in Sulu's public HEIs throughout the 2023–2024 academic year. A surveyed has been conducted on 200 female students aged 20-21 from public Higher Education Institutions (HEIs) in Sulu, revealing high critical thinking abilities and average reading proficiency ratings. Students' demographic profiles did not significantly influence their assessment of critical thinking or perceived reading proficiency. The study supports Anderson's Theory of Schema, which suggests that comprehension is an interactive process involving the reader's background knowledge and the text, requiring the ability to relate the material to one's own knowledge. The school administration will partner with language teachers to provide reading materials that enhance students' critical thinking skills and reading proficiency. Teachers must guide students to comprehend texts thoroughly, while parents play a crucial role in their children's future. Students will develop the ability to comprehend texts thorough through books and other reading materials provided by teachers. The objective of this study is to offer a foundation for upcoming researchers to enhance their own investigations on critical thinking abilities and reading competence within their field of study. The study will be conducted during the Academic Year 2023-2024 in Sulu province.