Development Of Reading Skills Research Articles

The Development of Receptive Language Skills from Captioned Video Viewing in Primary School EFL Learners

The evidence obtained to date supports the use of captioned videos for L2 learning purposes, such as vocabulary acquisition and the development of L2 listening skills. However, little research has been conducted with primary school learners, and even less so on the extent to which L2-captioned videos foster the development of L2 reading skills. Thus, the present investigation aimed to determine the extent to which five groups of primary school EFL learners from Chile (n = 96, 9–11 years old, years 4 and 5) benefited from their viewing experience (11 captioned videos) as regards the development of L2 listening skills and L2 reading efficacy (measured at pretest, posttest, and delayed-posttest). In addition, we assessed the influence of L1- and L2-related factors on learners’ performance over time (L1 and L2 reading efficacy, L2 vocabulary knowledge, and L2 listening skills). Overall, the results revealed that the treatment led to significant gains in English listening skills and reading efficacy in fourth and fifth graders. However, learners’ performance was also found to be predicted by language-related factors, especially L2 vocabulary knowledge. On the whole, the findings of this investigation support the use of age-appropriate captioned videos at primary school to increase children’s exposure to the target language and enhance the development of receptive language skills.

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 .

Формирование читательских умений у младших школьников

The article deals with the problem of the formation and development of reading skills in primary schoolchildren as a component of functional literacy. The author presents the existing classifications of the considered skills in the methodological literature. The difficulties faced by schoolchildren in the process of analyzing works of different genres, and the reasons that cause them, are determined. Particular attention in the article is paid to the systematic and parallel use of methodological techniques in the lessons of literary reading that contribute to the formation of each reading skill in schoolchildren. The provisions on which the choice of the appropriate method depends are indicated.

PENGARUH METODE SINTESA TERHADAP PERKEMBANGAN MEMBACA ANAK USIA DINI DI TAMAN KANAK-KANAK

The development of interest and reading habits should start as early as possible, but children's understanding of letter symbols is still low and they are not able to connect simple writing with the symbols that symbolize it, children are not yet able to connect syllables into a word. because children's curiosity about reading is very lacking, the lack of use of reading methods used by teachers at school so that learning to read is not optimal. This type of research is quantitative using quasi-experimental methods (quashi experiment). The results of the study are 1) the synthesis method influences the development of children's reading skills. 2) By using the synthesis method, it is easier for children to understand the recognition of letters and writing in developing reading skills, 3) The use of the synthesis method in learning activities can develop children's reading skills in recognizing letters and recognizing writing. The synthesis method has an effect on children's reading development and has a positive impact and there are improvements in the learning process, for this reason teachers need to use positive contributing methods and support successful learning.

MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN PADA ANAK MELALUI PENGGUNAAN MEDIA FLIPBOOK

Abstrak Beginning reading ability is an important ability to develop in children. This study aims to develop early reading skills in children using Flipbook media at TK IT Darul Hikmah Mumtaza City of Sungai Penuh. This study used a collaborative classroom action research approach. The sampling technique is cluster sampling. Data collection techniques are observation, interviews and documentation. Teknik analisis data yang digunakan yaitu analisis kuantitatif dengan persentase dan analisis kualitatif. The results showed that there was an increase in initial reading ability, namely in the pre-cycle conditions of 48.8% increased in cycle I to 60.83%, in cycle II it increased by 75% and in cycle III to 88.33% with very good development criteria. Thus it can be concluded that Flipbook media can develop children's early reading skills in the TK IT Darul Hikmah Mumtaza, Sungai Penuh City. In implication, the use of Flipbook media shows a more optimal development of early reading skills in children.

Reading Activities at Home in Developing Reading Skills Among Grade One Learners During the Pandemic

Reading Activities at Home in Developing Reading Skills Among Grade One Learners During the Pandemic

Cheating in Extensive Reading: Myth or Reality?

This study addresses the question of whether the use of problematic strategies is a threat to the effectiveness of a specific form of extensive reading. Extensive reading has been considered an effective way to receive comprehensible input in second language learning, and its benefits on the development of second language reading skills have been well documented. Meanwhile, it is also common that extensive reading is implemented as a part of existing language courses. In such courses, learners’ performance on comprehension tasks could affect their course grades. A potential concern here is that problematic strategies, including cheating, are employed to increase task performance. Interview and questionnaire surveys were conducted in the English department of a Japanese university, where active efforts are made to realize principle-based extensive reading, and extensive reading performance (i.e., the amount of reading) affects students’ course grades. While there were large individual and group differences in the students’ behavior, the results provide evidence that the use of problematic strategies is a real threat to the effectiveness of extensive reading. Based on our observations, we also propose some possible ways of promoting positive engagement with extensive reading.

Effectiveness of cooperative grouping in developing reading skills of university level EFL learners

Background. Collaborative Strategic Reading (CSR) is an instructional method in which students work together in a cooperative framework, jointly construct a model of text and come to its potential meaning through discussions.
 Purpose. A quasi-experimental pretest-posttest non-equivalent control group research design was used to examine the effects of cooperative grouping within the framework of CSR, with the aim of determining whether cooperative grouping is effective in developing EFL students’ reading skills.
 Method. The response variables included the students’ scores on questions testing Vocabulary, Factual Information, Prose Summary, Sentence Simplification, Reference Question and Insert text, whereas the explanatory variable was group membership (+/- cooperative), measured across three testing times (the beginning, middle and the end of the experimental intervention).
 Results. The results indicate that the students exposed to CSR within cooperative groups significantly developed those reading skills which focus on the comprehension of global information – prose summary, insert text and reference question. A possible explanation is that, in order to answer these questions, readers must approach the text in a holistic manner and focus on its main ideas, which seems to be facilitated by discussions in heterogeneous teams and negotiations of meaning resulting from those discussions.
 Conclusion. The main pedagogical implication of the results concerns the need for introducing cooperative grouping as an alternative to a typical university-level foreign language classroom, allowing teachers to organize an effective, interactive context for reading academic texts in English.

Rozwijanie umiejętności czytania i czytelnictwa uczniów szkół powszechnych w Drugiej Rzeczypospolitej, w świetle programów nauczania i wskazań do realizacji nowych programów szkolnych

This article is an attempt to present activities related to the development of reading skills and readership of pupils in the Second Polish Republic (1919-1938). This was a difficult period in the history of Poland due to the rebuilding of the country after the partitions. The unification of the Poland’s school system and the popularization of reading were seen as determinants of a successfully developed society. This article outlines the transformations of Polish education and new trends in pedagogy that impacted the development of readership during the Second Republic of Poland. Included in this article is also an analysis of selected curricula for teaching Polish language in public schools and guidelines for how they were implemented with a focus on the development of reading and reading skills.

BUKU CERITA GAMBAR SEBAGAI MEDIA PENINGKATAN MINAT BACA SISWA SEKOLAH DASAR

The reading ability of Elementary students is a series of actions that must be developed so that students are not only good at reading but also able to explore and understand the text of reading books. This study shows that several picture books are an effort to increase elementary school students' reading interest. The methodology used in this study is a literature review and reports from various journals. To increase students' interest in reading, teachers must use appropriate media to attract students' attention. Picture storybooks have a function to enrich and support storytelling in the process of understanding the contents of the book. Picture books are one of the tools used in the curriculum. Storybooks feature many pictures to tell a story, character, setting, or whatever. This study describes the development of Elementary school picture storybooks and the benefits of using storybooks as a media in teaching elementary students. The study concludes that students' attraction to develop reading skills and develop previous skills can be done through the use of media, namely the use of stories presented in the media.

Peningkatan Kemampuan Membaca Permulaan melalui Media Flash Card pada Siswa Kelas 1 SD di biMBA-Aiueo Kramat Semanan

This thesis is motivated by the low development of early reading skills in grade 1 elementary school students at biMBA-AIUEO Kramat Semanan. This study also aims to improve early reading skills using flash card media in pre-school age children. The subject of this study consisted of 13 children, 8 boys and 5 girls. This research is a classroom action research that uses the Kemmis and Mc Taggart research model while the data collection techniques used by observation, interviews, documentation and tests. The data analysis technique using quantitative descriptive percentage. The results shows that the early reading ability of children at biMBA-AIUEO Kramat Semanan improved gradually by using flash card media through the steps, namely, recognizing the relationship of letters to sounds, distinguishing letters/recognizing familiar letters, mentioning words with the same initial letters, combining syllables into words, mentioning pictures that have words, and reading words clearly. The improvement can be proven from the result of the first cycle research is in the criteria of developing as expected by 53%, then increase in cycle II to 80%, and increasing to 96.3% in the third cycle. From the description above, it can be concluded that using flash card media can improve early reading skills in pre-school age children at biMBA-AIUEO Kramat Semanan, Kalideres District, West Jakarta.

Specific features of techniques and strategies in the development of reading skills in English

Researchers around the world have found that reading skills are the key to learning English. The article provides an understanding of the importance of reading skills in language learning and information exchange in a foreign language, effective approaches and technologies for developing reading skills. The research paper covers the most basic as well as advanced techniques to teach students to solve the problem of learning how to read and developing the skills further based on their age and educational background. In the article, levels of students are generally divided into 3 groups as per age and learning ability criteria and vivid examples of instructions are given based on the group level. Additionally, the article highlights educational websites and programs that serve as motivation for young people in developing skills. In the formation and development of reading skills, the age of students and the level of language proficiency are discussed based on scientific sources.

Развитие умений чтения на иностранном языке у младших школьников с использованием учебных онлайн-книг

The aim of this study is a theoretical substantiation of the expediency of using online books for the development of foreign language reading skills in primary schoolchildren. The paper considers the features of teaching semantic reading at foreign language lessons in primary school, describes the types of communicative reading, the stages of working with a text when teaching a foreign language in primary school. The scientific novelty of the study lies in identifying the criteria for selecting texts for teaching foreign language reading at an early stage of learning; defining the notion of “online book”; highlighting the requirements for the content of electronic books as educational materials; developing the structure of an online book and the content of the stages of work on developing reading skills using online books at foreign language lessons in primary school. As a result of the study, didactic material was created in the format of an online book for the development of foreign language reading skills in primary schoolchildren by the material of the English language.

The Reading habit as a strength in learning foreign languages

Learning foreign languages, considered a communicative and cultural necessity, demands developing reading skills that strengthen their domain and applicability according to the communicative needs and the social context. This research raised a general objective to apply didactic strategies with a digital tool of web 2.0 to develop the habit of reading in foreign languages in high school students. For this, a documentary and field research was developed. The theoretical information was obtained from specialized bibliographies: books, brochures, magazines, and indexed articles. Data collection instruments such as interviews, surveys, and observation sheets were used. It was concluded that students are constantly exposed to reading through school books and information teachers share. Using digital tools is an essential benefit for developing reading habits and acquiring a second language.

Peningkatan Kemampuan Membaca Anak Usia Dini Usia 5-6 Tahun Melalui Media Flashcard Di Tk As-Syifa Curug-Tangerang

One component of language development is the ability to read and recognize the letters of the alphabet from A to Z. Children's reading ability requires the right stimulus in order to develop reading skills according to their age. Flashcard media is one of the media to develop reading skills. The research approach used in this study is the classroom action research method (CAR), the subjects in this study were teachers and students of Kindergarten B with a total of 2 teachers of Kindergarten B and 21 students of Kindergarten B in Kindergarten As-Syifa Curug-Tangerang, so all subjects were present. 23 people. Data collection techniques were observation, interviews and documentation. Data validation used the triangulation method. The results of the study revealed that the use of flashcard media was able to develop children's reading skills through the smart box game method with the help of pictures and letters from the A-Z alphabet. Flashcard media can make children interested, easy to remember new vocabulary, able to mention the shape and sound of letters, practice listening skills and stimulate children to think and then make children able to express their imagination. years at As-Syifa Kindergarten Curug-Tangerang with the smart box game method.

Developing reading skills and strategies

Developing reading skills and strategies

ERP Indicators of Phonological Awareness Development in Children: A Systematic Review.

Phonological awareness is the ability to correctly recognize and manipulate phonological structures. The role of phonological awareness in reading development has become evident in behavioral research showing that it is inherently tied to measures of phonological processing and reading ability. This has also been shown with ERP research that examined how phonological processing training can benefit reading skills. However, there have not been many attempts to systematically review how phonological awareness itself is developed neurocognitively. In the present review, we screened 224 papers and systematically reviewed 40 papers that have explored phonological awareness and phonological processing using ERP methodology with both typically developing and children with reading problems. This review highlights ERP components that can be used as neurocognitive predictors of early developmental dyslexia and reading disorders in young children. Additionally, we have presented how phonological processing is developed neurocognitively throughout childhood, as well as which phonological tasks can be used to predict the development of phonological awareness prior to developing reading skills. Neurocognitive measures of early phonological processing can serve as supplemental diagnostic sources to behavioral measures of reading abilities because they show different aspects of phonological sensitivity when compared to behavioral measures.

Motivation for Reading in English: A Needed Agenda in Pakistan

Motivation for reading is a desire and act to read for some cognitive and social reasons, which activate the readers to carry out their interaction with written materials for success and mastery in a subject. Reading motivation is a serious contributor to reading accomplishment and has the potential to stimulate reading skills development. However, the Pakistani context pursues learning motivation in e potential to promote reading skills development h (L2) learning motivation. Pakistani researchers have been seeking L2 (English) motivation. Based on secondary data sources and using qualitative data methods such as thematic analysis, this paper aims to focus on the need for English (L2) reading motivation. This paper has been divided into three sections. The first section deals with exploring learning motivation; the second deals with the scope of reading motivation in Pakistan. The third section tries to recommend some useful suggestions for the conduct of studies in reading motivation in Pakistan.

Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub‐Saharan region: Evidence from Tanzania

AbstractResearch has consistently indicated that children of naturalized citizens from refugee backgrounds lag in most indicators of development. The disparities are more nuanced in contexts with limited educational resources, such as the sub‐Saharan region of Africa. However, that is not the case with children of naturalized citizens from refugee backgrounds of Burundian origin living in Tanzania. The early learning attainment of these children is comparable to children from more advantaged urban majority groups. In this article, I discuss the role of the home learning environment and families' socioeconomic status in children's development of early math and reading skills by linking global and local perspectives. Challenges facing children from this group in Tanzania include issues related to curriculum, cultural practices and parental beliefs, mastery of Kiswahili, and the quality of teachers in the early grades. In light of the evidence, I argue for improvements in learning experiences and recommend research to inform policy and improve practice.

The Relationship between Mindset and Reading Literacy Ability of Elementary School Students

Reading habits in Indonesian society have not developed well. In addition, the learning is carried out at this time has not been able to develop reading skills effectively and efficiently. This study aimed to analyze the mindset relationship to reading literacy ability in fifth grade elementary school students. This type of research is a correlation. The design of this research is quantitative with correlational research methods. The population in this study were all fifth-grade elementary school students, totaling 79 students. The research sample amounted to 55 students. Data collection methods used are non-test and test methods. The instrument used in collecting data are a questionnaire and reading literacy test. Data analysis techniques used are descriptive quantitative, and statistical inferential. The study results are the results of the testing hypothesis I, obtained rcount 0.757 > rtable 0.266 then H0 is rejected, which means it is significant. Hypothesis II test results, rcount 0.434 > rtable 0.266 then H0 is rejected, which means it is significant. So that the Growth mindset has a relationship with the reading literacy ability of fifth-grade elementary school students. A fixed mindset also positively impacts students' reading literacy skills. It was concluded that there was a significant correlation between mindset and reading literacy ability.