Development Of Reading Ability Research Articles

Subject-wise English language reading skill of bachelor level engineering students of Mid-West University of Nepal

This research investigates the subject-wise English language reading skills of bachelor level engineering students at Mid-West University in Nepal, aiming to bridge a crucial gap in understanding their comprehension levels, vocabulary acquisition, and reading strategies across various disciplines. Drawing on the specialized form of English language instruction known as English for Academic Purposes (EAP), the study assesses students' proficiency in comprehending academic materials. Despite challenges in implementation, EAP instructors recognize the value of formative assessment in enhancing student learning and academic performance. The findings reveal significant variations in reading preferences and habits across engineering disciplines, highlighting areas for focused assistance and development of reading abilities. Specifically, students studying computer engineering demonstrate higher mean reading proficiency compared to their counterparts in civil and hydropower engineering. The study underscores the importance of English language proficiency for academic success, particularly in fields like engineering where collaboration and communication span global boundaries. It also sheds light on the gradual progress and reforms in English language education in Nepal, emphasizing the need for tailored interventions and resources to enhance reading skills among engineering students. Recommendations include investing in teacher training programs focused on EAP methodologies, developing tailored resources, and promoting interdisciplinary collaborations to address subject-specific reading challenges. By addressing these recommendations, Nepal can better prepare its engineering students to succeed in academic and professional contexts where English proficiency is essential.

Study on the Factors of Affecting L2 Reading Information Processing and their Regulatory Strategies

L2 reading information processing is influenced by various factors, and mastering the relevant influencing factors and their regulatory strategies is crucial for effectively improving L2 reading proficiency. This study explores the influencing factors and their regulatory strategies in L2 reading information processing through the scale survey. It is found in the study that linguistic factors, non-linguistic factors, and reading regulatory strategies all have significant impacts on the effectiveness of L2 reading information processing. Linguistic factors, such as vocabulary size and grammar knowledge, are considered as the most critical factors influencing L2 reading outcomes and are essential for comprehending and interpreting reading material information. Non-linguistic factors like attention and memory also play crucial roles in reading information processing, with focused attention and efficient memory utilization aiding in the extraction of reading information. Therefore, it is necessary to employ appropriate regulatory strategies during L2 reading process, such as cognitive regulation strategies and social interaction strategies, to effectively enhance reading efficiency. This research contributes to optimizing the teaching effectiveness of L2 reading and promoting the development of reading ability.

A dataset of Chinese reading and brain development for children and adolescents

As a fundamental skill for children and adolescents, reading plays a crucial role in knowledge acquisition and cognitive development. Improving reading skills among children and adolescents is also the cornerstone of China’s national reading strategy. The rapid development of reading ability of children and adolescents coincides with their rapid brain development. Throughout the process of gradually acquiring reading skills, children and adolescents undergo various changes in neural activity and behavioral performance. However, the relationship between reading development and brain neurodevelopment of the brain still remains largely unknown. This paper offers valuable resources, including resting-state functional magnetic resonance imaging data, structural magnetic resonance imaging data, and comprehensive neuropsychological data from assessments of reading and cognitive-related tests in school-aged children and adolescents. It also includes preprocessed magnetic resonance imaging data, quality control report and description file. These valuable resources can significantly contribute to further scientific research in the field of neurodevelopment of reading in young individuals.

Further exploration of the effects of time-varying covariate in growth mixture models with nonlinear trajectories.

Growth mixture modeling (GMM) is an analytical tool for identifying multiple unobserved sub-populations in longitudinal processes. In particular, it describes change patterns within each latent sub-population and investigates between-individual differences in within-individual change for each sub-group. A key research interest in using GMMs is examining how covariates influence the heterogeneity in change patterns. Liu & Perera (2022b) extended mixture-of-experts (MoE) models, which primarily focus on time-invariant covariates, to allow covariates to account for both within-group and between-group differences and investigate the heterogeneity in nonlinear trajectories. The present study further extends Liu & Perera, 2022b by examining the effects of time-varying covariates (TVCs) on trajectory heterogeneity. Specifically, we propose methods to decompose a TVC into an initial trait (the baseline value of the TVC) and a set of temporal states (interval-specific slopes or changes of the TVC). The initial trait is allowed to account for within-group differences in growth factors of trajectories (i.e., baseline effect), while the temporal states are allowed to impact observed values of a longitudinal process (i.e., temporal effects). We evaluate the proposed models using a simulation study and real-world data analysis. The simulation study demonstrates that the proposed models are capable of separating trajectories into several clusters and generally producing unbiased and accurate estimates with target coverage probabilities. The proposed models reveal the heterogeneity in initial trait and temporal states of reading ability across latent classes of students' mathematics performance. Additionally, the baseline and temporal effects on mathematics development of reading ability are also heterogeneous across the clusters of students.

A study of multimodal education and discursive reading model in English based on multidimensional cognitive information aggregation theory

Abstract Discursive reading ability is an important component of English proficiency and an important measure of the level of language proficiency; to a large extent, the development of reading ability can contribute to the improvement of a student’s language ability, and the development of English reading ability in English teaching is one of the important requirements of English teaching under the new curriculum reform. The development of science and technology and multiculturalism in today’s society has led to the multimodality of most information transmission activities, which requires people to have corresponding multimodal reading abilities. The traditional English teaching mode is largely unable to meet the needs of the times, which makes it necessary to further explore the application of multimodal teaching mode in the English classroom. This paper focuses on the use of modality in English reading classrooms. The hypothesis of “multimodal reading classrooms can improve students’ learning interest and reading ability” is used as the theoretical support, and systemic functional linguistics, multimodal discourse analysis theory, and constructivist theory are used as the theoretical support. We used questionnaires and interviews to explore the multimodal teaching model of English reading. The experimental results show that the multimodal teaching model helps to improve students’ English performance, reading ability, and interest in English reading. To a certain extent, the multimodal teaching model can promote the development of English teaching, guarantee the quality of the course teaching, and make the English course less boring.

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable sources such as ScienceDirect, Scopus, MDPI, Web of Science, and Springer. The analytical-synthetic method was utilized, incorporating an observation guide to diagnose students’ reading preferences and habits, along with questionnaires administered to 10 teachers and two institutional authorities to gather insights on their experiences with PBL. The main objective was increasing interest and competence in reading, reading, and comprehension. Following the implementation of PBL, the 20 participating students exhibited enhanced motivation and demonstrated advancements in their reading skills. They engaged in significant, relevant projects aligned with their social and educational environment. The results highlight the effectiveness of PBL as a teaching strategy for developing English language reading skills. The findings suggest that educators have a fundamental responsibility to stimulate and encourage the development of reading abilities, especially for students at the beginning of their schooling. PBL offers an active and innovative approach to foster student engagement and improve reading and comprehension skills. Therefore, this study demonstrates that implementing PBL can positively impact students’ English language reading skills. These results support the recommendation for the widespread adoption of PBL in English language learning contexts to enhance reading proficiency among students.

Challenges faced by intermediate phase English First Additional Language teachers in establishing classroom libraries in Limpopo Province

Classroom libraries have an important function in the development of reading abilities for English First Additional Language (EFAL) learners in the Intermediate Phase (grades 4 to 6). This research aimed at exploring the challenges faced by the Intermediate Phase EFAL teachers in establishing classroom libraries in a rural circuit of the Limpopo Province to promote learners’ reading ability. A qualitative grounded theory approach was employed using observations and an interview schedule with semi structured open-ended questions. Nine participants were purposefully selected. The study found that there was limited relevant reading material, a lack of space for setting up a classroom library in overcrowded classrooms, teachers’ lack of knowledge on organising the classroom library books and a lack of strategies on how to control the checking in and out of books. It is recommended that schools should first allocate funds for buying books and seek donations for reading material from public libraries as well as non-governmental organisations. Inservice training should be conducted to equip teachers with the basic skills of organising and facilitating the checking out and returning of classroom library books.

THE USED OF MARUNGKO APPROACH TO DEVELOP READING AND PERFORMANCE SKILLS OF LEARNERS

This study focused on the use of marungko approach as a means of developing reading ability and performance of one hundred and fourteen (114)grade one learners of Siranglupa Elementary School Calamba Laguna for S.Y. 2022-2023. Purposive sampling as well as descriptive method was used to get the required number of the study and to gather important information and expected result . Based on the result, the level of use of marungko approach as a means of developing reading skills based on letter recognition has a verbal interpretation of strongly agree with the description of very high , on the other hand, letter sound or phonemic awareness, syllabication, and spelling has a verbal interpretation of Agree with the description of high which proves that the use of marungko helps to improved reading skills of the learners. On the result of reading level on the performance skills of learners using marungko, it reveals that all the statement answered by the respondents got a verbal interpretation of Agree with the description of high in terms of reading accuracy, reading speed and reading comprehension which also shows that it helps to improved the level of reading performance of learners using marungko. In a further analysis, it is found out that “There is no significant effect on the use of Marungko Method as an Approach to the Development of Reading Ability and Performance Skills of learners . Thus , the null hyphotesis on the first chapter is accepted. It shows that the Marungko method has no effect on the performance skills of the learners .

EAP reading ability development during the process of generating research questions: A CDST perspective

Employing the complex dynamic systems theory (CDST) perspective, this case study reports on how three Chinese graduate students majoring in psychology developed their English for Academic Purposes (EAP) reading ability and to what factors they attributed the development in the process for generating research questions for their degree theses. Their EAP reading ability development was investigated by analyzing their reading performance on fourteen journal articles during one semester on a weekly basis from a CDST perspective. Four dimensions of EAP reading ability were investigated and were examined by 14 reading tests, two synthesis writings, and two presentation tasks. The factors that they attributed to were explored by weekly semi-structured interviews. The results revealed that, i) the reading comprehension ability of the three students showed different non-linear development patterns and finally reached a high level; ii) ability to analyse how research questions were proposed developed slower but finally reached a satisfactory level; iii) the synthesis ability developed even slower; and iv) critique ability only developed at a preliminary level. Major influential factors included students' disciplinary knowledge, vocabulary, and the supervisor's guidance. This study may shed light on EAP reading instruction and degree thesis writing.

Translanguaging Instruction and Reading Comprehension Skills of Japanese EFL Learners: A Quasi-Experimental Study

Background. The adoption of the TOEIC Listening and Reading test as the main English competency measurement instrument for Japanese businesses has lead Japanese business people to invest in courses specialized in test-taking strategies which seem to improve test scores in the short term. Nevertheless, there is pressing need to adopt more reliable instructions for reading ability development. Translanguaging pedagogy, an instruction method that urges L2 learners to make use of all languages in their linguistic repertoire, has rapidly gained the interest of language researchers and educators worldwide. Various studies have been conducted at all level of formal education, from elementary to tertiary education, to evaluate how it could help learners develop their proficiency in the target L2, including reading comprehension ability. However, no study on translanguaging in continuing education in Japan could be found in the literature.
 Purpose. This paper presents an investigation to assess the effectiveness of translanguaging pedagogy in nurturing the reading comprehension of a group of Japanese EFL learners in a continuing education context.
 Methods. The study adapted a quasi-experimental design with a control and an experimental group, as well as a reading comprehension improvement intervention course between pre-test and post-test. The experimental group received instruction based on translanguaging pedagogy, and the control group was restricted to using only English in their classes. 
 Results. It was found that both the control and experimental groups improved their reading comprehension, but improvement in the experimental group was moderately more substantial. This finding contributes to the literature on translanguaging pedagogy in Japan, especially in the context of continuing education.
 Conclusion. Due to the small number of participants, the findings of this study cannot be generalized to EFL education in continuing education. Further research with a substantial number of participants and treatment over a longer period could help confirm that translanguaging pedagogy can effectively be implemented in this setting to assist learners become proficient in the target L2.

Improving Students’ Ability In Reading Narrative Text By Using Reading Aloud And Question And Answer Technique At Smp Negeri 1 Langowan

This research is intended to prove whether reading aloud and the question-and-answer technique are effective or not in improving students’ ability to read narrative text at SMP Negeri 1 Langowan. This research is classified as "classroom action research" because it was conducted in a cycle. The second-grade students were taken as a sample consisting of 19 students. The writer used a reflective journal, field notes, and tests in collecting data. The data were analyzed through the "triangulation" method. It is a qualitative data analysis technique in which related data are compared and evaluated to explain the parallel characteristics. The result shows that by applying reading aloud in Cycle 1, it was found that only 36.84 percent, or 7 students, of the 19 students could understand the text given with some comprehension, and it was categorized as unsatisfactory. By the application of question and answer in Cycle 2, it shows 52.63 percent of students, or 10 students, made progress in the teaching-learning process of reading ability development, and it was categorized as quite satisfying. In Cycle 3, the majority of students made great progress, with 68.42 percent or 12 students making great progress, and it was categorized as satisfying. 

읽기 능력 우수 고등학생의 읽기에 대한 인식적 특성 분석

Objectives The purpose of this study is to analyze the cognitive, deterministic, and environmental characteristics of high school students with excellent reading comprehension skills, and to obtain information on improving reading comprehension.
 Methods To that end, out of 16 high school students in Gangwon Province, 16 who had proven excellent reading comprehension were interviewed individually. The interview consisted of answers to a total of 28 questions classified into cognitive, deterministic, and environmental factors related to reading.
 Results First, high school students with good reading skills were adept at using reading strategies and demonstrated superior achievement based on extensive vocabulary and background knowledge, but perceived reading categories somewhat restrictedly. Second, it was found that high school students with excellent reading ability had positively formed reading attitude, reading motivation, and reading efficacy, which are factors of reading justice, and that these showed a static correlation with reading ability. Third, it was found that the rich home literacy environment of high school students with excellent reading ability had a positive effect on the development of reading ability.
 Conclusions Reading comprehension is comprehensively developed under the influence of cognitive, deterministic and environmental factors. In order to develop students with excellent reading comprehension, there should be a comprehensive approach to the development of defining elements and the improvement of the literacy environment, without being biased toward cognition.

Development of Reading Ability in Childhood by the Example of Georgian Language

The State policy of the three of languages in the Republic of Kazakhstan suggests speaking three languages: Kazakh as a state language, Russian as a language of international communication and English as a language of successful integration into global economics. With more than 130 nationalities living in Kazakhstan, most of the population is bilingual (Kazakh and Russian). People’s studying of English is motivated by the government programmes on the development at all stages of education. Introduction of trilingualism at the Universities provides opening English departments, systematic work on publishing and translation of University text-books into English and studying languages based on international standards. All teachers who participated in the survey chose Kazakh as their mother tongue and 87.50% of them are bilingual. The survey results show that 75% of respondents consider themselves trilingual, whereas 25% of them are not sure whether their knowledge of one language matches the level of the others. According to the teachers, the most difficult matter in teaching subjects in English for them is using correct grammar and verb forms in their speech (50%); choosing appropriate methods of teaching (12.5%); finding and selecting necessary study materials (12.5%) and listening and speaking (12.5%). At the same time 12.5% of respondents have no difficulties at all in the process of teaching in English. The best way of improving English, as the teachers think, is reading books in English (37.5%). 25% of teachers suggest practicing English with a native speaker or improving the language skills abroad. 86.36% of students are bilingual and 65.91% of them are trilingual. All students (100%) responded that they like studying in English and 72.73% of them are satisfied with the process and level of teaching in English. 25% students see benefits in gaining and enhancing knowledge with the help of English, which helps them better communicate with foreign people (20.5%). 13.6% of students reported that studying in English is interesting, helpful and just a great experience being a wide source of information and first access to world literature (11.4%). Besides, knowledge of English opens an expanding perspective, opportunities for a future profession and makes it possible to develop into a qualified specialist (11.4%). 9.1% students surveyed that knowing English they can participate in academic exchanges, study medicine in foreign countries and work abroad. English is the key to confidence, self-popularization (6.8%) and enhanced mental activity (2.2%). Teaching and studying in English is challenging for the teachers and students of the University yet offering new skills and opportunities in their career path.

Development of Reading Ability in Childhood by the Example of Georgian Language

Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.

SCIENTIFIC AND METHODOLOGICAL BASIS FOR THE USE OF ACTIVE READING METHODS IN TEACHING FICTION

Intercultural relations, innovative methods in the teaching process and the integration of the content of education in the context of modern globalization place a great burden on the methodology of teaching disciplines, determining the personal development potential of academic disciplines. Due to the fact that this article deals with the scientific and methodological basis for the use of active reading methods in teaching fiction, we will be based on the subjective interactions of the teacher and the student. In order to increase the reading abilities and increase the interest of students in reading works of fiction, the best works of Kazakh literature reflecting the breath of the era have been selected and included in the program of Kazakh literature. Here we offer two types of works necessary for studying. Firstly, works that have a textbook meaning. Secondly, the works that are listed in the extracurricular reading list. But at the request of the teacher, students are not only not limited to these artistic texts, but also encouraged to find new works that have upbringing and educational significance. Consequently, for the development of artistic taste and reading abilities of students, a subject teacher should direct, continuously direct extracurricular reading and during daily classes, consider methods and techniques for its implementation, and make a broadband plan. It provides for the gradual expansion, systematic development of reading a work of fiction by students, a gradual transition from simple to complex, systematization and further deepening of literary and cultural knowledge obtained by students under the program, the development of reading abilities. Therefore, the article pays attention to the methodological level of teaching fiction in literature lessons and comprehensively examines the problem of developing the reading abilities of students in the teaching process.

Development of Reading Ability in Childhood by the Example of Georgian Language

Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.

PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN MELALUI MEDIA KARTU GAMBAR PADA KELOMPOK B TK HOLY FAITHFUL OBEDIENT DEPOK

This study aims to improve early reading skills through picture cards in group B at Holy Faithful Obedient Kindergarten, Depok. This research is motivated by the lack of early reading ability of children in group B2 (aged 5-6 years). This research is a classroom action research conducted collaboratively using the Kemmis and Mc. Taggart, which is performed for two cycles. The subjects of this study were children in group B2 at Holy Faithful Obedient Kindergarten, totaling 15 children, consisting of 8 boys and 7 girls. The object of this research is the ability to read the beginning using picture cards. The method used in collecting observational data, while the data analysis technique was used qualitatively and quantitatively. The indicators studied are indicators that state the sound symbols of letters, differences in letters, mention objects/words that have initial letters, and connect words with symbols/symbols. The results showed that picture cards could improve the early reading ability of group B in Holy Faithful Obedient Kindergarten. This can be seen from the significant increase in initial reading ability. This increase can be seen from the results of observations at the end of the improvement of the initial reading ability development activity using picture word cards as media

Links between organized visual search and reading ability in French primary school children.

Visual search skills develop substantially during the primary school years, and in parallel with children's reading achievement. Reading requires an efficient visual search and exposure to reading from the left to the right could also influence the way we explore space. No study, however, made links between visual search strategies and reading ability. In this study, 70 primary school children performed a cancellation task (Bells test) and reading tests. Our results showed that reading was closely linked to visual search accuracy but also to visual search organization, even after controlling for age for some measures. Along with the development of reading abilities, children made fewer revisitation, moved more to the nearest unmarked targets than to the farthest ones and explored more in lines. It appears, therefore, essential to take more into account the visual search organization of children with reading impairments such as dyslexia.

Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time: Evidence from multidimensional IRT analysis

This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1–12 graders. The datasets for this study were item-level responses to the reading tests of ACCESS for ELLs Online 2.0. A sample of 10,000 test takers were each time randomly drawn from the test-taking population at five grade clusters without manipulation on proficiency levels, and then with manipulation on proficiency levels. The results indicated that although the bi-factor multidimensional item response theory (MIRT) model fit the data significantly better than the unidimensional two-parameter logistic (2PL) model for Grade 1, no clear evidence can be found regarding the dimensionality of the test for Grades 2–12. However, content knowledge was consistently found to contribute substantially to test performance for low-ability-level test takers across all grade clusters. The findings indicate that EAP reading ability is a multidimensional construct in the onset of EAP reading ability development, but the presence of multidimensionality decreases as proficiency level and grade level increase. This study provides insights into the developmental pattern of the interplay between language and content in EAP reading contexts.

Primary four students’ development of reading ability through inquiry-based learning projects

This paper is part of a bigger study that investigates a collaborative instructional approach involving three kinds of teachers (Information Technology, General Studies, and Chinese) and the school librarian in guiding primary 4 (P4) students through two phases of inquiry-based learning (IBL) projects, each lasting for 2-3 months in 2006- 2007.
 This collaborative approach in guiding students through the IBL projects has proven to be effective. Not only did the participating students significantly enhance their reading abilities, but they obtained 37.47% higher grades in their General Studies projects compared with their peers in the previous year (Chu, Chow, Tse, & Kuhlthau, 2008a).
 Using PIRLS, this paper examines the reading tests and surveys completed by the students before and after their IBL projects. Using another perceptual survey, students, teachers and parents’ opinions regarding improvement in student reading ability after the completion of the first IBL project was also investigated. This study may shed light on the benefits and possibilities of an integrative instructional approach in improving student reading and language abilities.