Early Reading Difficulties Research Articles

Fostering Inference-Making Through Video-Based Technology in Young Children With Early Reading Difficulties

Successful comprehension is only possible when children draw inferences about ideas implicit or missing in discourse. Supporting inference-making with explicit instruction must start early given its importance in comprehension and knowledge development. However, students who experience difficulties with early reading skills often do not receive adequate instructional support for inference-making because oftentimes inference-making is taught in the context of written texts. In this article, we describe the potential of using video-based technology in teaching inference-making in young students who experience difficulties in early reading skills. First, we discuss why inference-making is crucial for comprehension and elaborate on a theoretical framework that addresses how video-based technology can support inference-making independent of basic reading skills. Next, we share our experiences designing web-based software featuring interactive videos. Finally, we describe how teachers can design their own inference instruction using video-based technology to support young students with difficulties in comprehension and basic reading skills.

Analisis Kesulitan Membaca Permulaan Siswa Sekolah Dasar

Early reading difficulties in elementary school students are an important problem in the educational process. The aim of this research is to determine the factors that influence initial reading difficulties, as well as the types of difficulties students face in initial reading based on several related studies. Various factors such as the environment, psychology, and internal maturity of students can be the main causes of reading difficulties. Types of difficulties include a lack of understanding of letters, difficulty pronouncing words, and limitations in reading sentences or paragraphs. This research uses qualitative methods through literature study. The data analysis technique used in this research is content analysis. The results illustrate the various difficulties experienced by students, including difficulties in recognizing letters, difficulties in pronouncing, and difficulties in reading words, syllables, sentences, as well as aspects of incorrect pronunciation. solving initial reading difficulties includes the important role of teachers in providing learning that suits students' needs, parental support in providing motivation, as well as creating a social environment that supports the process of learning to read. By overcoming initial reading difficulties, it is hoped that elementary school students can develop their reading skills effectively to support better academic development

Analysis of Beginning Reading Difficulties of Dyslexic Students

Reading skills are not something that can develop naturally like language development. However, in the development of reading which starts from the beginning of the development of this skill, it is necessary to carry out a systematic planning process, unlike language development. The systematic development in question is a planned development like a lesson. The purpose of this study was to analyze the factors that cause dyslexia students' early reading difficulties and efforts to overcome them. This research method uses a qualitative research method with a case study approach. Difficulty reading at the beginning of dyslexic students is the factor of students who have limitations and experience slow learning which can be called dyslexia, namely a person's ability to recognize letters with evidence from the results of psychological tests. reading difficulties caused by a person's ability to recognize letters.

Teacher Strategy to Help Second Grade Students with Early Reading Difficulties

Reading difficulties are a common problem faced by early grade elementary school students who have learning difficulties. Students' reading difficulties will have an impact on low student learning outcomes and will have an impact on students' acquisition of knowledge at the next level. The aims of this study is to analyze teacher’s strategy to overcome students early reading difficulties. This research is a descriptive qualitative research. The subjects of this study were 1 school principal, 2 teachers, and 16 grade II elementary school students. Data collection techniques using interview techniques, observation, and documentation. Data analysis was carried out by reducing data, presenting data and drawing conclusions. The results of this study are the strategies used by teachers comprises of differentiated instructions, assessments to determine the next suited treatment based on students’ needs, and the use of learning media based on students’ level of reading skill. It can be concluded that the teachers as someone who is responsible for their students must be aware of their needs and best suited strategies that met students’ needs.

Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties.

Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)-study, we add to this research by optimizing core procedural as well as teaching components in a phonics-directed intervention and extend the RCT reading intervention research into a semi-transparent language context. The aim of the present study was to evaluate the effects of a novel Swedish intensive phonics program. This randomized controlled pre-test and post-test intervention study targeted second-grade students with early reading difficulties. Students were identified by a repeated screening procedure and allocated to intervention (n = 34) and control (n = 34) conditions. A 9-week intensive phonics-based program was administrated one-to-one, by special education teachers in Swedish mainstream elementary schools. Results show an improvement in the intervention group, compared with the controls on all outcome measures. Findings indicate that the supplementary phonics program, delivered with high intensity, can significantly increase word reading skills and reading comprehension in second-grade students with early reading difficulties.

Analysis of Early Reading Difficulties for Elementary School Students

This study aims to identify and define the beginning reading teaching and learning process. Some factors contributed to students’ first reading challenges and the teacher's strategies for overcoming those issues in grade II SDN 10 Koto Balingka. Eleven children with reading difficulties were identified as part of the study data gathered during the initial observation of the teaching and learning process in the classroom. In the 2023–2024 school year, it was known that several children had trouble starting to read in the second grade of SDN 10 Koto Balingka. This paper utilized a case study methodology and a qualitative technique with a descriptive qualitative design. Interview results served as the study's primary data sources, and secondary data came from research materials like books, notes, school-related information, learning reports, and documentation—specifically, photographs and audio recordings—related to students' understanding exercises. Perceptions, meetings, and documentation are used in the information-gathering processes. The instruments utilized in this study were guidelines for documentation, observation, and interviews. Data reduction, presentation, and conclusion were made in the data analysis step. The findings from this study show 1) The teacher's initial reading learning process emphasizes conjunctions in the form of simple sentences, using spelling and syllable methods. 2) Difficulty factors that hinder students from beginning reading in second grade consist of internal and external factors. Internal factors include students' physical intelligence, interest, and motivation. External factors include family factors and school factors. 3) Provide additional time for students who still have difficulty reading, teach them to read again by learning to read at home, pay more attention to students who still have difficulty reading at first, teach using various methods, and prepare interesting learning materials. Based on the results of this study, it can be concluded that in the teaching and learning process, there are students' difficulties in beginning reading, including (1) Difficulty in pronouncing consonants; (2) It is difficulty reading digraph letters; (3) It is difficult to distinguish similar letters; (4) Eliminating letters when we read words; (5) Difficulty in reading affixed words; (6) Not using punctuation marks; (7) reading haltingly so that there are many errors in reading; and (8) difficulty in understanding the contents of the reading. Difficulty factors that hinder students in beginning reading in grade II at SDN 10 Koto Balingka consist of students' internal and external factors. Internal factors include (1) Physical factors from students; (2) intelligence factors; (3) Interests; and (4) student motivation. External factors from students include (1) family factors and (2) school factors. The solutions given to overcome the difficulties of class II students at SDN 10 Koto Balingka in the beginning reading are: (1) Providing additional time for students who still have difficulty reading at first; (2) Teaching them to read again by learning to read at home; (3) The teacher pays more attention to students who still have difficulty reading at first; (4) Teaching using various methods; and (5) Preparing interesting learning material.

ANALISIS KESULITAN MEMBACA PERMULAAN SISWA KELAS II SEKOLAH DASAR PADA MATA PELAJARAN BAHASA INDONESIA TAHUN AJARAN 2022/2023

The study aimed to describe: the types of early reading difficulties to second grade students and (2) the factors affecting the early reading difficulties to second grade students. It was a qualitative case study. The objects were 27 second grade students at Jemur elementary school. Data collection techniques were interviews, observation, and document studies. Data analysis included data reduction, data presentation, and verification. The results indicated that (1) the types of early reading difficulties experienced by students in learning Indonesian were (a) reading words containing double vowels/diphthongs, (b) reading words containing multiple consonants/digraphs, (c) combining letters and syllables into words, and (d) disfluent reading; (2) Factors affecting early reading difficulties to second grade students at Jemur elementary school were internal factors such as interest and motivation and external factors such as learning process, facilities, and infrastructure, and family environment

Factor Analysis of Students Difficulty in Early Reading at Elementary School

This study aims to analyze the factors that influence students' difficulty in reading the beginning by taking the object of research at Suko 1 Sidoarjo State Elementary School. While the type of research selected is a case study with 2 subjects. Data was collected through observation, interview, and documentation techniques. Then analyzed using the interactive analysis of the Miles model, namely data condensation, data presentation, drawing conclusions, and data verification. Test the validity of the data using triangulation techniques. The results showed that early reading difficulties were related to omitting words, replacing words, letters, stammering spelling, pronouncing wrong words, and pronouncing patent letters. These difficulties are influenced by four internal factors, namely daily activities, understanding of the material, psychological conditions, and learning motivation. External factors that affect learning difficulties in early reading are the role of the teacher and the family environment.

Analisis faktor kesulitan membaca permulaan pada peserta didik kelas II sekolah dasar

<em>The purpose of this study are 1) to identify early reading difficulties factors in SDN 2 Sumberingin and 2) the ways to overcome early reading difficulties. This research is using qualitative research with a case study approach. The subject in this research is 2<sup>nd</sup>-grade students. Data collection techniques using tests, observation, and interviews. Based on data from this research, the results show that 4 students still have reading difficulties. The difficulties such as identifying letters, having errors in pronouncing sentences, unfluent reading, and wrong intonation. The error are caused by some factors, such as physique factor, psychology, the teacher, environment, and facilities infrastructure. Efforts that can be made are monitoring by parents and giving rewards so that students' interest increases when learning to read. While in school, teachers can provide additional lesson hours and provide methods and media that can support reading skills</em>.

Analisis Kesulitan Membaca Permulaan pada Peserta Didik Kelas II Sekolah Dasar Negeri 30 Pontianak Selatan

This study aims to describe the types of early reading difficulties, the causes of early reading difficulties, and explain how teachers overcome early reading difficulties in second grade students. This research use desciptive qualitative approach. The data analysis technique used is the Creswell model which includes four stages, namely preparing data, coding, using code to build descriptions and themes, and showing how these descriptions and themes will be written in a qualitative narrative or report. The results of this study indicate that the types of early reading difficulties in students are not able to recognize and pronounce the letters of the alphabet, difficulty distinguishing the same letters, difficulty reading one consonant letter and one vowel letter, difficulty reading open syllables, difficulty reading syllables into words, and reading is still stuttering. The causes of early reading difficulties are interest factors, motivational factors, parental factors, and teacher factors. The teacher's way of overcoming the difficulty of early reading is by training and familiarizing students to read in their spare time or at school hours in approximately 10 minutes.

Inhibiting Factors in Beginning Reading Ability of Class I Elementary School Students

This study aims waas to describe the inhibiting factors for early reading in grade 1 elementary school students and find the right solution to overcome these students' early reading difficulties. The type of research used was escriptive qualitative with case study method. The subjects in this study were IC class students at SDN Srengseng Sawah 15 Pagi totaling 32 students. Data collection techniques in this study were observation, interviews with (teachers, students and parents of students) and documentation. Data analysis technique was one by data reduction, data presentation and conclusion drawing. The results of this study indicate that the inhibiting factors for early reading in grade I students at SDN 15 Pagi South Jakarta include: 1). Factors of interest in reading students who are still very lacking, (2). Family factors become significant influencing students' reading ability 3). Environmental factors where they come from effect the development of children. Solutions that can overcome the difficulties of early reading are: (1) Teachers provide additional study hours for children to learn to read, (2) Parents must give attention, motivation and encouragement to children, (3) The home environment, the need to limit and monitor children in playing and provide learning facilities at home for children.

Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia.

Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a "set for variability" (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e.g., the word wasp is pronounced to rhyme with clasp [i.e., /wæsp/] and the child must recognize the actual pronunciation of the word to be /wɒsp/). SfV has been shown to be a significant predictor of word reading variance. However, little is known about the relative strength of SfV as a predictor of word reading compared to other well-established predictors or the strength of this relationship in children with dyslexia. To address these questions, we administered the SfV task to a sample of grade 2-5 children (N=489) along with other reading related measures. SfV accounted for 15% unique variance in word reading above and beyond other predictors, whereas phonological awareness (PA) accounted for only 1%. Dominance analysis indicated SfV is the most powerful predictor, demonstrating complete statistical dominance over other variables including PA. Quantile regression revealed SfV is a stronger predictor at lower levels of reading skill, indicating it may be an important predictor in students with dyslexia. Results suggest that SfV is a powerful and potentially highly sensitive predictor of early reading difficulties and, therefore, may be important for early identification and treatment of dyslexia.

Early Reading Difficulties among Qillisoo Primary School Children in Ethiopia: Reflections from Teachers, Children, and Parents

This study aimed to assess early reading difficulties among Qillisoo primary school children in Chiro Town, Oromia, Ethiopia: reflections from subject teachers, children, and parents. An explanatory mixed research design was used in the study. Using stratified and simple random techniques, the study included 108 children, 101 parents, and three English teachers. Questionnaires, classroom observations, semi-structured interviews, and document analysis were used to collect the data. As a result, questionnaires were distributed to both parents and children. During a reading lesson, subject teachers were interviewed using semi-structured interview questions, and classroom observation was used to investigate the classroom setting. A document review for attendance and timetable was also performed to assess children who were late or absent from class. The findings of the study revealed that a variety of challenges hampered children's reading ability, including a lack of textbooks and learning facilities (limited chairs and desks, class size, fixed desks), a lack of preschool exposure, a lack of parent awareness about the importance of reading, children's workload at home, textbook variation (coloured vs. no coloured), and parent's residential areas and occupation status. Parents who are educated report using a variety of methods to assist their children, including discussing their children's reading abilities with both their children and their teachers, assessing their children's reading abilities and assisting them in practicing reading, purchasing a variety of supplementary books, designing home reading activities, and checking their children's exercise books to see what they have learned. Based on the findings of this study, parents and schools should make reading materials available to children, and children should be encouraged to develop their ways of practicing reading English on their own. 
  

Analisis Kesulitan Membaca Permulaan Siswa Kelas II SDN 5 Praya Tahun 2021/2022

Analysis of Student reading difficulties for grade II students of SDN 5 Praya for academic year 2021/2022. The aims of this study were 1) to analyze the various difficulties in early reading experienced by the second grade students of SDN 5 Praya 2) to describe the factors that hindered the students early reading difficulty, and 3) to find out the solutions the teacher in overcoming the students early reading difficulty. This study uses a qualitative approach and the type of descriptive research. The research was conducted at SDN 5 Praya in the odd semester 2021/2022 academic year. The primary data sources in this study were the results of interviews while the secondary data in this study were in the form of books, notes, data about schools, learning documents, as well as documentation results such as: photos, videos, and recordings related to students' reading activities. Informants in this study were grade II students, second grade homeroom teachers and the Principal of SDN 5 Praya. Data collection techniques were carried out by means of observation, interviews and documentation. The data analysis technique used in this research is done by compiling the data obtained from the results of interviews, field notes, and documentation systematically. The results of this study are 1) the difficulties of students in reading early in class II at SDN 5 Praya 2021/2022, namely: students do not recognize letters, have difficulty distinguishing letters, students cannot read words, omit letters, have difficulty reading punctuation marks, and have difficulty recognizing word meanings. 2) The factors that hinder students in having difficulty reading early, a) lack of interest in student learning, b) students do not attend Kindergarten, and c) families do not support. 3) The solutions applied by the teacher to overcome the problems of Students with Beginning Reading Difficulties; a) the teacher provides additional hours for students who still have difficulty reading the beginning, b) the teacher gives more and special attention to students who still cannot read the beginning, c) the letters are used as singing material, and 4) displays the letters and discusses the shape (characteristics) in particular. Letters that have similar shapes (eg p, b, and d ).

Analisis Kesulitan Membaca Permulaan Siswa Kelas II SDN 5 Praya Tahun 2021/2022

Analysis of Student reading difficulties for grade II students of SDN 5 Praya for academic year 2021/2022. The aims of this study were 1) to analyze the various difficulties in early reading experienced by the second grade students of SDN 5 Praya 2) to describe the factors that hindered the students early reading difficulty, and 3) to find out the solutions the teacher in overcoming the students early reading difficulty. This study uses a qualitative approach and the type of descriptive research. The research was conducted at SDN 5 Praya in the odd semester 2021/2022 academic year. The primary data sources in this study were the results of interviews while the secondary data in this study were in the form of books, notes, data about schools, learning documents, as well as documentation results such as: photos, videos, and recordings related to students' reading activities. Informants in this study were grade II students, second grade homeroom teachers and the Principal of SDN 5 Praya. Data collection techniques were carried out by means of observation, interviews and documentation. The data analysis technique used in this research is done by compiling the data obtained from the results of interviews, field notes, and documentation systematically. The results of this study are 1) the difficulties of students in reading early in class II at SDN 5 Praya 2021/2022, namely: students do not recognize letters, have difficulty distinguishing letters, students cannot read words, omit letters, have difficulty reading punctuation marks, and have difficulty recognizing word meanings. 2) The factors that hinder students in having difficulty reading early, a) lack of interest in student learning, b) students do not attend Kindergarten, and c) families do not support. 3) The solutions applied by the teacher to overcome the problems of Students with Beginning Reading Difficulties; a) the teacher provides additional hours for students who still have difficulty reading the beginning, b) the teacher gives more and special attention to students who still cannot read the beginning, c) the letters are used as singing material, and 4) displays the letters and discusses the shape (characteristics) in particular. Letters that have similar shapes (eg p, b, and d ).

Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification.

This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample (N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, reading difficulties), and gender. Four different profiles of reading fluency and reading comprehension development were identified using latent profile analysis. These comprised one profile with persistent reading difficulties across the grades, one with early poor reading skills but with a resolving tendency, one with average reading skills, and one with good readers who started with very high reading fluency but scored average over time. Of the kindergarten measures, parental reading difficulties, being male, low paternal level of education, slow RAN, difficulty in reading easy words, and low scores in phonological skills, letter knowledge, number counting, and vocabulary predicted reading difficulties. The children belonging to the profile with the resolving tendency showed an increased rate of family risk and multiple cognitive deficits but managed to resolve their reading difficulties. Being female, and good number counting and vocabulary skills predicted a tendency to resolve early reading difficulties. The results confirm the previous findings on the early predictors of reading difficulties and add to the literature by identifying skills that predict resolving patterns. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Analisis Faktor-faktor Kesulitan Membaca Permulaan Siswa Kelas II SD Negeri Poris Pelawad 2

This research is a descriptive qualitative research to examine and analyze the data objectively according to the data found in the field. Then the data collected from the research results are described in the form of words. Informants in this study were grade II teachers and grade II students at SD Negeri Poris Pelawad 2 Tangerang City. Data collection techniques used are observation, interviews, tests, and documentation studies. The results of this study aim to find out what factors are the origin of reading difficulties in grade II students at SD Negeri Poris Pelawad 2 Tangerang City. Based on the results of research that has been done by researchers that there are problems that become factors of early reading difficulties, namely the omission of words or letters, pronunciation of words with the help of the teacher, not paying attention to punctuation, hesitation, stuttering, retreats, and self-correction. Therefore, researchers can draw conclusions from the results of research that has been studied that there are still students who are not fluent in reading the beginning, this is caused by lack of motivation to learn, unavailability of family environmental factors, and unavailability of reading materials.

What we have learned: implementing MiniLit as an intervention with young struggling readers

ABSTRACT Information about effective interventions for students with early reading difficulties is essential when deciding about how best to provide support. MiniLit, a small-group intervention for young struggling readers, was released in 2011 after several years of development and trials. This paper provides a rationale for MiniLit, a brief history of its development and implementation, and a summary of evidence collected from various efficacy studies. Pre- and post-test group data from program trials and experimental research indicate that MiniLit has produced large gains in students’ phonemic awareness, phonic decoding, word reading, and spelling. Experimental studies yielded lower effect sizes than program trials for phonic decoding and word reading skills, with effect sizes for these dimensions in the medium or large range. Program revisions in response to evidence from studies, feedback from practitioners, and findings from recent research about early reading have been undertaken, resulting in the development of MiniLit Sage.

Effects of Integrated Spelling in Phonics Instruction for At-Risk Children in Kindergarten

The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental condition to two trained control conditions and a further business-as-usual condition. The two trained control conditions were phonics-based interventions without spelling but with additional time spent on letter-sound practice. One emphasized letter-sound production, the other letter-sound recognition. Participants were 65 kindergartners with limited letter knowledge and no reading skills. Each participant was randomly assigned to one of the four conditions. Children were taught individually in four 20-min sessions in all three trained conditions. Analyses of the gains in abilities from pre- to posttest revealed that the integrated spelling condition was associated with significantly larger gains in phoneme awareness, spelling, and reading than were either the trained letter-sound recognition condition (d = 0.38–0.86) or the business-as-usual condition (d = 0.54–1.21). The results also favored the integrated spelling condition over the trained letter-sound production condition. Regarding the two trained control conditions, the letter-sound production condition was associated with slightly better reading and spelling outcomes than the letter-sound recognition condition. These findings indicate that integrated spelling may improve systematic phonics for children at risk of early reading difficulties, and that activities that encourage letter-sound production may be more beneficial than those which only require letter-sound recognition.

Analisis Faktor Penyebab Kesulitan Membaca Permulaan Pada Siswa Kelas I SDN Argopeni Tahun Ajaran 2019/2020

<p><em>The study aimed to determine the early reading difficulties to first grade students of SDN Argopeni in academic year of 2019/2020, to determine the causal factors of early reading difficulties, and to describe the solutions to overcome early reading difficulties to first grade students of SDN Argopeni in academic year of 2019/2020. It was qualitative research. The subjects were four students of first grade. The results showed that: (1) the early reading difficulties of first grade students were: (a) not able to analyze words into letters, (b) not able to understand letter-sound, (c) not able to arrange words and letters and read word for word; (2) the causal factors of early reading difficulties were: (a) internal factors, (b) external factors; (3) alternative solutions applied by the teachers to overcome the early reading difficulties were: (a) having additional classes, (b) applying interesting media, (c) using the SAS method. It concludes that there are difficulties of early reading, the causal factors, and the teachers have applied the solution to overcome the early reading difficulties.</em></p><p><strong><em><br /></em></strong><em></em></p>