Development Of Reading Skills Research Articles

Analisis Kemunculan Indikator Literasi Membaca pada Lembar Kerja Peserta Didik (LKPD) Berbasis Model RADEC di SD Laboratorium Percontohan UPI Kampus Purwakarta

This study aims to analyze the occurrence of reading literacy indicators in a set of Student Worksheets (LKPD) for elementary school students (grades 2, 3, 4, and 5) based on the Read, Answer, Discuss, Explain, Create (RADEC) model at UPI Campus Purwakarta Laboratory Elementary School. A case study methodology was employed in this research. The analysis results demonstrate the dominance of Informational Texts in almost all cases, emphasizing the importance of mastering factual information in reading literacy. Personal and cultural contextual texts also play a central role in developing reading skills. On the other hand, in the cognitive process, the elements of evaluating and reflecting on information play a key role in advancing reading literacy. The research findings provide in-depth insights into the dynamics of learning in various classes and subjects. The implications of this analysis indicate the need to develop more focused and effective learning strategies, taking into account the unique characteristics of each class and subject. By expanding the scope of reading literacy understanding through diverse texts, including fiction, and integrating personal, social, and scientific dimensions, reading education at the elementary level can continue to evolve. This research serves as a starting point in the journey towards more empowered and integrated reading literacy education at UPI Campus Purwakarta Laboratory Elementary School.

Intermediate grade school learners’ sex, word recognition, and reading comprehension

Unquestionable are the immeasurable benefits of reading to an individual's mental growth. Consequently, scholars have long established the importance of developing reading skills at the elementary level. Although reading is a recurrent research subject, the prevalence of reading difficulties among learners remains. This necessitates the use of periodic assessments of learners' reading proficiency to serve as the basis for remediation programs. In this study, the researchers used the descriptive correlational design to measure the reading level of pupils' using the Philippine Informal Reading Inventory (Phil-IRI), focusing on word recognition and reading comprehension. Data were gathered from 800 sampled public school grade school intermediate level pupils (431 males and 369 females) enrolled in the School Year 2016-2017 in two Philippine provinces; specifically: Pangasinan and La Union. Inferential statistics were used to show how sex and geographic location could be determiners of reading performance and how word recognition can affect reading comprehension. Findings revealed that the majority of the pupils are in the frustration reading level and males are better readers compared to females. Findings further showed that pupils from La Union have better reading Proficiency than those from Pangasinan. Though word recognition can be attributed to reading comprehension, it is not a single factor affecting reading comprehension, implying that other strong factors may influence pupils' reading comprehension. The researcher strongly recommends schools in the provinces implement intensive reading remediation programs to address students' reading difficulties. Future researchers are likewise encouraged to explore other factors that could be influencing reading comprehension like socio-demographic factors and biological factors.

Multisensory computer-based system for teaching sentence reading in Hindi and Bangla to children with dyslexia

Though speaking skills in the mother tongue develop naturally, developing reading skills requires training. Dyslexia is a language-based learning disability that can affect the reading ability in any language. Although many literature is available to address these challenges, the need to teach sentence reading was neglected. This paper addresses problems faced while reading sentences. As computer-based multi-sensory teaching is considered as an effective way to teach children with dyslexia (CwD), the proposed system uses multisensory teaching methods to teach sentence reading in Hindi and Bangla languages. It shows sentences as word packages to teach word sequence and help with comprehension. The platform records the response time of the user to generate a performance report to monitor her performance. For evaluating the system, an expert survey was conducted with 26 special educators in two phases, pre-test and post-test. The questionnaires were prepared following previous literature under the expert’s supervision. The pre-test data helped in understanding the educators’ experience and opinions about assistive technology and the post-test data were used to evaluate the system. In the evaluation, all educators agreed that the system will be very useful for their students and it will give a generalised solution for all the challenges their students face.

Taṭwīr Ta`līm Mahārah al-Qirā‘ah Bi Ṭarīqah “Anṭiq Wa Mayyiz” `Alā Asās al-Madkhal as-Siyāqī Wa al-Madkhal al-Binā‘ī Bi MIN 9 Aceh Selatan

Based on the observation of the first-in-class fourth of the Government Islamic Primary School 9 South Aceh students are weak in pronouncing words and sentences in the text and students find it difficult to pronounce letters in Arabic words and have difficulty distinguishing the correct pronunciation. This also makes them feel weak in mastering the meaning of vocabulary and unable to understand the text. When the teacher distributes to groups and asks students to pronounce the words in the text and asks students to take turns reading they find it difficult to read. In the teaching and learning process, students cannot answer the teacher's questions about the text. With these problems, researchers want to develop learning reading skills with the "Intiq Wa Mayyiz" method based on the CTL approach and the constructivism approach. The purpose of this thesis is to identify the student's response, the validation of experts, and the effectiveness of developing the teaching of reading skills in an " Intiq Wa Mayyiz " manner, on the basis of a contextual approach and a constructivist approach. In this study, researchers used research and development methods with the type of One Group Pre-test and Post-test Design. The researcher presented questionnaires, pre-tests, and post-tests as research tools. As for the results of the research, the development of teaching reading skills using the "Intiq Wa Mayyiz" method has a positive response among students, and the researchers found their response results to be very good because this method can improve students' abilities, tendencies and desires in reading skills. The validity assessed by experts in teaching reading skills using the "Intiq Wa Mayyiz" method obtained a result of good and pleasant traits. The development of teaching reading skills using the "Intiq Wa Mayyiz" method is effective for improving reading skills.

기호 인지 체계의 전환 측면에서 글자 그림책의 교육적 활용 방안

Objectives This study explored the educational use of lettered picture books in terms of shifting the symbol cog-nition system.
 Methods Based on research in cognitive neuroscience, we discuss the symbolic cognitive switch that accom-panies learning to read. Symbolic cognition shifts mean that the same visual and auditory symbols are processed in different ways than before. At the early reading level, the educational use of picture books needs to focus on building an expert system for skillful decoding.
 Results Letter picture books are effective in promoting visual identification of letter forms, recognition and com-bination of words and materials, and mastery of phonological and representational correspondences. In light of this, the study suggested the following educational uses of letter picture books: visual exposure to different letter forms, opportunities to practice separating and combining graphemes, and play for mastery of phonological and representational correspondences.
 Conclusions This study attempts to bridge the gap between research in cognitive neuroscience and early reading learning by focusing on lettered picture books. Cognitive neuroscience research on reading has provided insights into the development of reading skills and learning to read that cannot be ignored. We look forward to productive communication between various academic disciplines centered on reading.

Developing Reading Skill among Iraqi ENGLISH AS FOREIGN LANGUAGE learners

The main thrust of the present study was to improve Iraqi English as foreign language learners’ speaking. To this end, 30 ENGLISH AS FOREIGN LANGUAGE learners were selected as the participants of the study. All participants took the pretest followed by 25 ninety-minute sessions in which the learners presented their lectures (totally 9 lectures) followed by the challenging questions that they had to answer and the correction feedback in terms of vocabulary, structure, collocation, etc. Moreover, every three lectures followed by taking a progressive test, the posttest and the delayed posttest. Having followed the repeated measure ANOVA, the researcher put the data into SPSS 22 and analyzed it in terms of both descriptive and inferential statistics. It was found that teaching Reading through the tenets of sociocultural theory is influential and equally effective for all participants irrespective to their level or age. The results of the study indicated that presenting lecture improves the learners’ Reading development, consciousness-raring regarding learning processes and learning linguistic items, collaboration, autonomy and motivation. It was also pointed out that learning is not a straightforward transmission of knowledge provided by the teacher but a transformative and complex process for which learner’s agency, engagement and their co-construction of knowledge are crucial.

How do Eye Movements and Visual Attention in Letter-Finding Tasks Differ in Children with Different Levels of Reading Skills?

Children with different levels of reading proficiency demonstrate different information processing speed, reading accuracy and cognitive strategies. The study presents the results of analyses of eye movement features when performing letter search tasks in lexical and sub-lexical environments. The task of searching for a particular grapheme by the respondents is approximated to real-life conditions, since in the course of language learning students regularly face the tasks of searching for certain orthograms in educational texts or self-checking tasks (i.e., errors in their own texts), which is especially important for children with dysorphographia, regulatory dysgraphia, and other learning difficulties. Forty-nine children aged 9 to 10 years participated in the study. Reading skills were assessed using the Standardized Assessment of Reading Skills (SARS). Nonverbal intelligence was assessed by using Raven’s coloured progressive matrices. Participants performed a letter search task in text and letter list, eye movements were recorded using the EyeLink 1000 Plus eye tracker. Rank correlation analyses showed that the level of reading skill development was related to the efficiency of finding specific items in a given context. In addition, the duration and number of gaze fixations on the searched units in the letter list were not always related to the number of correct answers, indicating a complex process of visual attention during the search task. In addition, it was observed that foveal vision was not always necessary for performing search tasks in children with normally developed reading skill levels. The study also investigated the concept of functional visual field and how the surroundings of the items being searched affect the attentional mechanisms involved in visual search. Overall, this study provides evidence on the relationship between reading skills, attention and visual information processing, which contributes to understanding reading strategies in children with dyslexia and creating new methods for screening children with dyslexia in the future.

Innovative Approach to Reading Skill Development: Jigsaw Strategy and Crossword Puzzle Media

This article aims to describe application of jigsaw learning strategy and crossword puzzle in Maharah qiraah learning, which includes three aspects: 1) planning, 2) implementation, and 3) evaluation. This research uses a qualitative approach with descriptive method. Data collection technique used observation, interviews and documentation. The research results are: 1) planning Maharah qiraah learning by applying jigsaw strategy and crossword puzzle media in form of preparing a lesson plan and preparing crossword puzzle questions related to social text material. 2) implementation of Maharah qiraah learning by applying jigsaw model and crossword puzzle media in form of opening activities namely class conditioning and delivery of learning objectives, and core activity is studying qiraah material with jigsaw model with the steps: instructing jigsaw model, forming original group, continuing to form expert group, after which each expert group presented the results of discussion related to paragraphs that had been discussed, evaluation from lecturer. 3) evaluation is carried out by distributing crossword puzzle worksheets to each student and then they are welcome to work on each one. The implications of this research can help improve the quality of Maharah qiraah learning and provide a more innovative and interesting approach for students in understanding Arabic texts.

Synthetic Phonics: A Glimpse on its Effectiveness in Teaching Young Learners to Read in English as a Foreign Language

Developing reading skills from an early age of schooling seems to be of paramount importance for acquiring proper literacy. As reading proves to be a complex skill to learn, the spotlight has been put on different approaches that teach young learners to read, especially in English-speaking countries. One of these approaches is Synthetic Phonics, which seems to be the most beneficial program in reading instruction. However, little research has been carried out in terms of its effectiveness to teach to read in English as a Foreign Language (EFL). This paper examines the benefits of implementing synthetic phonics in teaching learners of EFL to read. The main purpose of this investigation is to assess the effectiveness of this approach in teaching EFL learners to read in English, improving reading skills such as fluency and accuracy. For this purpose, 11 students attending Year 1 in a non-denominational co-ed bilingual school in the city of Hurlingham participated in this qualitative study. This group of students took part in a screening check to identify the sounds that were not being correctly decoded. Six remedial sessions were carried out in order to work on these specific sounds and students were tested again. Findings indicate that synthetic phonics was beneficial and, as a result, the students showed a significant increase in accuracy when decoding. The conclusion reached supports the implementation of this programme in EFL reading instruction.

Web-based elaborative feedback provision and the development of reading skills

The purpose of this study was to find out whether web-based feedback can improve students’ reading comprehension. Fifty first-year students participated in the study: 25 in the experimental group and 25 in the control group. The study used a quasi-experimental design. Data was collected via a web-based reading comprehension test and a paper-based test. Moodle Cloud server was used to organize the training tasks and to administer the post-test for the experimental group. Data were analysed using mean, frequency, independent samples t-test, and paired samples t-test. The pre-test score indicated that students were at elementary comprehension level with a percentage of 34%, and 37% for the treatment and the comparison group, respectively. There was also a statistically significant mean difference in the post-test scores between the experimental and the control groups (t= 6.174, df= 48, and p= 0.000) with mean scores of 17.84 and 13.16, respectively. This shows that web-based feedback has significantly improved students’ reading comprehension.

Raqamli texnologiyalar va o'rta maktab o'quvchilarida o'qish ko'nikmalarini rivojlantirish: Qoraqalpog'iston Respublikasida tadqiqot

This scientific paper investigates the role of digital technologies in the development of reading skills among high school students in the Republic of Karakalpakstan. With the increasing prevalence of digital devices and online content, it is crucial to explore how these technologies impact students’ reading abilities, comprehension, and critical thinking. The study utilizes a mixed-methods approach, incorporating surveys, classroom observations, and interviews with students and educators. The findings shed light on the benefits and challenges associated with digital reading, highlighting the potential of digital technologies to enhance reading skills while also addressing potential concerns in the context of Karakalpakstan’s high school education system.

Initial Reading Difficulties in Second-Grade Elementary School Students

Beginning reading is an ability that students must master in elementary school. In the implementation process, students who still have difficulty in beginning reading are sometimes found. These difficulties become an obstacle in the student's learning process because success in mastering reading skills at the initial reading stage will impact the development of subsequent reading skills. This research aims to analyze the types of initial reading difficulties in students, the factors that influence initial reading difficulties in students, and the efforts made by teachers to overcome initial reading difficulties in second-grade elementary school students. This research uses descriptive qualitative methods. Data collection techniques are done through interviews, observation, tests, and documentation. The study results showed that three second-grade students had difficulty reading initially. In research, it is known that the types of initial reading difficulties in students are: (a) not fluent in reading, (b) many errors in reading, (c) difficulty distinguishing similar letters, (d) inability to understand symbols sounds. Factors that influence students' initial reading difficulties are physiological, intellectual, environmental, and psychological factors. Efforts made by teachers to overcome students' initial reading difficulties are: (a) giving assignments to students, (b) providing additional hours after school, (c) preparing reading learning media such as alphabet letter posters, letter cards, and books that support students' initial reading ability, (d) teaching using the alphabet method.

School Literacy Movement Program and Its Impact on Students Reading Interest and Reading Comprehension Skills

This research was motivated by the low interest in reading and students' reading comprehension abilities. The School Literacy Movement was implemented as an effort to improve students' abilities in literacy. The School Literacy Program has the potential to increase students' reading interest and reading comprehension. The school literacy movement program often organizes various interesting activities such as writer's meetings, reading competitions, and book clubs. These activities can stimulate students' interest in reading and help them feel more connected to the world of literacy. This program focuses on teaching literacy skills, including reading comprehension. The aim of this research is to describe the implementation of the School Literacy Movement, the impact on reading interest, and the impact on fourth grade students' reading comprehension abilities. This research uses a qualitative method with a descriptive case study approach. The data collection techniques used were observation, interviews, questionnaires and documentation. The results of this research show that students have implemented the School Literacy Movement. Students' interest in reading has increased and their enthusiasm has increased. Students' reading comprehension abilities have also increased, it is known from tests on reading story texts and answering questions that students are able to understand the contents of the text, find the message of the story, and are able to summarize the story. In terms of reading comprehension, this program also integrates strategies and approaches supported by research to improve students' reading comprehension. Thus, the School Literacy Program can provide a strong foundation for the development of reading skills and better reading comprehension in students.

What cues do children use to infer the meaning of unknown words while reading? Empirical data from German-speaking third graders

Abstract During the development of reading skills in primary school, children begin to make guesses about unfamiliar words when reading a text. This process of lexical inference is an important source of new vocabulary acquisition. In the present study, 55 children with a wide range of reading skills and vocabulary knowledge were asked to infer the meaning of unknown words (i.e., pseudowords) inserted into a short story and to provide insight into their inferencing processes. The results show that children use a variety of cues. While learners with higher reading skills and vocabulary knowledge tend to be more successful inferencers and rely more on contextual cues, the evidence for the use of phonological cues is limited. Furthermore, in 20 percent of the cases, children were able to recall the meaning of a pseudoword already mentioned in the text.

Meningkatkan Keterampilan Membaca Peserta Didik Kelas Rendah Melalui Media Flashcards

Language skills are important for all individuals, especially in the first grade of elementary school students, reading skills are the main focus. Teachers have an important role in improving the reading skills of learners, and to achieve this, the application of an effective approach becomes very important. This study aims to evaluate the learning strategies used by teachers in improving the reading ability of students in grade 1, as well as identify inhibiting factors in the development of students' reading skills. The method used in this study is descriptive qualitative method, with data collection involving interview and observation techniques. This research was carried out in SD Negeri Cikande 1. The results showed that teachers use various strategies in improving students' reading skills, including spelling, sound, and syllabic strategies as an effective learning approach. In this context, the approach helps learners in understanding and mastering reading skills well. By using this strategy, teachers also use flashcards learning media. Factors that can inhibit students' reading in the classroom are cognitive factors, environmental factors, lack of encouragement from parents, and low interest in reading.

EXPLORING THE CHALLENGES IN DEVELOPING READING SKILLS AT THE TERTIARY LEVEL: A STUDY IN THE ASIAN EFL CONTEXT OF BANGLADESH

This research Exploring into the multifaceted challenges confronted by tertiary students in developing reading skills within the context of English as a Foreign Language (EFL), with a specific emphasis on the experiences of Bangladeshi university pupils. The focal point of the study revolves around reading strategies and skill development, shedding light on the second language reading concepts of these students. Employing a mixed-methods approach, the investigation incorporates a questionnaire survey administered to students and interviews conducted with three tertiary-level teachers. In the pursuit of a comprehensive understanding, secondary data, drawn from peer-reviewed journal articles, supplements the primary data collection. The amalgamation of questionnaire responses and insights gleaned from interview sessions articulates the perspectives of both students and teachers regarding the challenges associated with reading and its development. The research underscores the current state of tertiary students’ reading strategies, elucidating the issues they encounter and proposing viable solutions. The study elucidates the significance of addressing the challenges faced by Bangladeshi university freshmen in conquering their apprehensions related to reading in English. Through a nuanced exploration of reading fears, the research contributes valuable insights to the ongoing discourse on English language education at the tertiary level. The narrative encompasses the intricacies of reading development, highlighting the shortcomings in reading skills among tertiary students and probing into the factors that precipitate these challenges, such as the dynamics of intensive and extensive reading. Crucially, the research engages with the concept of critical reading and its progressive expansion, elucidating the trajectory of reading skill development at the tertiary level. In conclusion, the study not only encapsulates the existing issues but also offers recommendations for mitigating the challenges associated with reading skills. These insights contribute significantly to the ongoing dialogue on the current state of English language education for Bangladeshi university freshmen, paving the way for a more informed and effective approach to fostering reading proficiency at the tertiary level.

Application of Reading Skills to Children with Special Needs through NaraMedia at SMPN 8 Tamban

This study aims to describe the application of accompanying teachers in developing reading skills for children with needs special at SMPN 8 Tamban. This qualitative research study uses guidelines for interviews, observation, and documentation. The subject of the study is two students in Class VII. The data collection techniques are interviews, observation, tests, and documentation. The research results show that the teacher's efforts in developing reading skills with a manner special and guided through NaraMedia. The application of reading skills to children with special needs as a whole by teachers has used simple or short utterances (consisting of one or two words). The teacher's approach to the three children slowly made them know, understand, and understand when reading.

БАШТАЛГЫЧ КЛАССТЫН ОКУУЧУЛАРЫНДА ОКУУ КӨНДҮМҮН КАЛЫПТАНДЫРУУ

The article will focus on the formation and development of reading skills in elementary school students. Definitions of the following terms in pedagogy are given: “reading skill", “reading technique", “reading comprehension", “correct reading", “fluent reading", “expressive reading", “intonation". 4 components of the reading skill are considered, as well as the conditions for managing the process of forming the reading skill. Along with the term "learning skill", the concept of "learning technique" is used. Study technique is a study method, pace and its correctness. Reading technique and comprehension are considered as two sides of the learning process. Technique is an integral part of reading comprehension. And the main purpose of reading is understanding. All of these learning components are interrelated and interdependent. Thus, the process of teaching a student to read should be built, taking into account the simultaneous work on all four components of reading skills, forming all these components in a complex and closely related relationship.

Methodology, advantages and difficulties of forming reading skills in learning English

Abstract. The English language is becoming one of the global languages all over the world. One of the main, but at the same time difficult, tasks in teaching any foreign language is teaching reading which is known as an important type of speech activity, as well as the most common method of communication. It is very difficult to learn any language without basic skills and reading skills. The first stage of learning to read is the formation of technical skills that are the basis for the formation and development of future reading skills. In this article reading is the studied as the process of looking at written symbols and letters and understanding the meaning of them. Students in non-philological directions come across some difficulties in linguistic causes as vocabulary, grammar structures, background knowledge and in some strategies, such as guessing meaning from the context, skimming, scanning and also in psychological causes as attitude and motivation. The paper also finds out some obstacles to help students to get over their difficulties.

The Role of Narrative Ability on Emergent Literacy Skills and Early Word Reading of Early Childhood Students

Narrative ability is one of the abilities included in emergent literacy and plays a very important role in the development of students' early reading skills. However, research examining the relationship between narrative skills, emergent literacy skills and word reading skills is still limited. Through this research, the researcher investigates the role of narrative ability on emergent literacy ability and reading ability. Besides that, the study investigates the predictive relationship between students' narrative ability, emergent literacy ability, and early word reading ability. The method used in this study was factorial design analysis with several types of data analysis, namely descriptive, correlation, and regression to see the role and relationship of narrative ability, emergent literacy ability, and students' initial word reading ability. Participants in this study were early childhood students, totaling 250 students with an age range of 2-5 years. The research findings show that narrative ability has a significant positive correlation with all aspects of emergent literacy measures. Narrative ability is able to predict the ability to read words in the univariate model. Storybook retelling instructions result in a story that is longer than the original story. This change in story length can have an impact on the use of complex language and decontextualization such as vocabulary development, development of linguistics units, understanding of characters in stories, and story organization. Furthermore, this study also shows that the relationship between students' narrative ability and word reading ability can be mediated by emergent literacy skills, including syntactic abilities, knowledge of letters, phonological abilities, pronunciation of letter sounds, and print conventions. Although the relationship between narrative ability and students' initial reading ability is not direct, this narrative ability makes a significant contribution because narrative ability has a significant impact on emergency literacy skills which, in turn, supports the development of students' reading skills. This research implies that parents or teachers need to consider various alternatives in developing students' reading skills by optimizing narrative skills and other emergency literacy skills so that students are better prepared when they enter school age.