Basic Reading Research Articles

Advancing Whole-Book Reading Teaching in Primary and Secondary Schools by Regional Instructional Cooperation: A Case Study of Yangzhong City in Jiangsu Province of China

For primary and secondary school students, enhancing reading skills at the basic education level is crucial for their lifelong linguistic and cognitive development. However, instructors may find reading teaching, particularly the teaching of whole-book reading, time-consuming and unproductive. This article is a case study of the possibilities of advancing whole-book reading education via regional instructional cooperation, citing the practices of Yangzhong City in China’s Jiangsu province as an example. It also highlights the implications of Yangzhong City’s experiences for popularizing regional instructional cooperation in Chinese language education across the nation.

Fundamentos filosóficos para una pedagogía de la cultura

The general objective of this paper is to elaborate a pedagogical reading of Ernst Cassirer’sPhilosophy of Symbolic Forms, focusing on the Phenomenology of Knowledge where the author detailsthat the foundations adduced by Paul Natorp, in Introduction to Psychology constitute a critical viewof psychology as the foundation of intellectual operations. In general, there are three results to beshown: first, it will be shown that this recovery of the Natorpian vision allows Cassirer to maintainthat all cultural activity (language, mythology, art, science, etc.) has as its foundation the psychologicalactivities of the subject, which implies that all symbolic formation is both an intellectual product ofthe individual and a cultural activity. Second, it will be shown that part of the development of acritical psychology, in accordance with Natorp’s general plan, is the need for a theory of formationthat explains how the cultural environment shapes the intellectual activities of the subject, a generalthesis assumed by Cassirer for the development of his theory of the symbol. Finally, it will be notedthat the cultural formative agents considered by Natorp for the formation of the individual (state,art and religion, mainly) constitute the theoretical bases of culture on which the student will laterdevelop his theory of language, myth/religion, art and science as cultural formations.

Practice Courses Reform of Agriculture-Related Majors Under the Background of Farming and Reading Education—Taking< Skills Practice in Vine Yard > as an Example

Cultivation culture is a precious wealth developed and inherited in the long-term agricultural activities of our country. The combination of cultivation culture and labor education into practice courses can effectively realize the cultivation of contemporary college students' labor spirit, make labor education more practical. In view of the problems existing in the teaching of practice courses of agriculture-related majors, taking the course of “Skills Practice in Vine Yard” as an example, this paper probes into the establishment of teaching objectives, the reform of course contents, teaching methods and examination methods, etc. Promote the cultivation of new agricultural talents through these measures.

The Independent Works of Luke: Further Evidence on the Early Christian Reception of Luke and Acts

Abstract Literary and rhetorical analysis has led scholars to approach the Gospel of Luke and the Book of Acts as a two-volume work, often referred to as Luke-Acts. In response to increased attention to Luke-Acts, there is renewed interest in the early reception history of these books. Research has focused primarily on the second century ce and yielded little to support the assumption that early recipients consistently read these books together. This lack of evidence for the unified reading of Luke-Acts, heightened by Acts’ own varied reception, has enlivened the discussion of how one should approach the study of Luke and Acts today. This paper seeks to contribute to the discussion by examining early Christian prologues to Luke’s writings, ranging from the second century to the sixth century ce. The prologues will be examined in light of three questions: (1) How do the prologues describe the author of Luke and Acts? (2) How do they engage with Luke’s own prefaces to the books? (3) How do they frame Luke and Acts in light of other literature? What emerges from these texts is that early readers were aware of a connection between Luke and Acts, but such a connection was overshadowed by other associations.

Effects Of Jolly Phonics Strategy on Pupils’ Reading Achievement and Attitudes in Lagos State Lower Basic Schools

This study investigated the effectiveness of implementing the Jolly Phonics strategy on pupils’ reading achievement and attitude within the context of lower basic schools in Lagos State, Nigeria. Two research questions and two hypotheses guided the study. The study adopted the quasi-experimental pre-testing, post-test, control group experimental design. The population of the study consisted of all basic 1 pupil in public lower basic schools in Lagos State. While the sample size was Three hundred and twenty-four (324) pupils of Lower Basic 1 and Nine (9) teachers who were randomly and purposively selected using Simple Random sampling technique. The sample size was drawn from three schools from three Local Government Education Authority Areas (LGEAs) in Lagos State public lower basic schools. Two research questions were used and three instruments used for eliciting responses were Achievement Test in Reading (ATR), Pupils’ Attitude to Reading Questionnaire (PARQ) and Pupils’ Verbal Ability Test (PVAT). The instruments were validated by experts in early childhood and measurement and evaluation. The test re-test method was adopted for instrument reliability at 0.75. The data collected were analyzed using descriptive statistics (Mean and Standard deviation) Variance and Analysis Covariance (ANCOVA) Findings revealed that Jolly Phonics had significant effect on the academic achievement in reading of basic 1 pupil in lower basic schools and their attitude. Pupils taught with Jolly Phonics strategy performed better in reading achievement and had positive attitude than those taught with conventional method. It was recommended that Jolly phonics instructional strategies should be incorporated into basic school reading curriculum. This will help them develop reading skills easily. Individual differences in pupils’ reading ability should be identified and addressed through variation of reading strategies as was provided for in the experimental groups with jolly phonics strategy. Government, school managers and administrators should provide adequate instructional materials that will motivate pupils to easily adapt to jolly instructional strategy.

Collaborative Research on the Educational Outcomes of Classical Reading Education : Focused on Diagnosing the Educational Performance of four Korean Universities

The new rise of classical reading education is one of the important features of liberal arts education in recent years. This study aims to diagnose the performance of classical reading education through pre- and post-surveys of students taking classical reading courses at four universities in Korea, and analyze the results to determine what specific outcomes classical reading education can achieve. Based on a total of 339 students who took a classical reading course in the second semester of the 2023 academic year at four universities, two in the Seoul metropolitan area and one each in the Chungcheongbuk-do and Daegu/Gyeongbuk regions, the results showed that classical reading education promotes not only reading comprehension but also communication, creativity, and problem-solving efficacy, despite the characteristics and differences in the course operation of each university. In particular, classical reading education was found to foster contextual reading, the three-dimensional reading of texts, and inferential reading. Through discussions and debates with classmates, reflective writing, and reflection, the classical reading experience allows students to grow and mature by developing a precise and in-depth understanding of the text, as well as through the discovery of new content and meanings that they hadn't noticed before. These experiences, coupled with the results of fostering students' creativity and increasing their problem-solving efficacy, support the benefits of classical reading. Classical reading has also been shown to positively change students' personal and contextual interest in academics. This change in students' willingness and attitude toward academics is very important because it is closely linked to the development of an active learning approach. This study confirms that classical reading education has the effect of broadening and deepening thinking, stimulating and satisfying intellectual curiosity and thirst for knowledge, and renewing students' commitment and attitudes toward their lives and their studies. In particular, the fact that these outcomes were not identified at the level of individual universities, but were common to four universities in different regions, serving students at different levels, and operating in different ways, proves this study to be an objective confirmation of the universal outcomes of classical reading education. A more politicized analysis of the specific factors that drive these outcomes and the search for effective teaching methods is a future task.

Increase Reading Comprehension and Critical Thinking through Reading Stories

The successful implementation of the teacher's learning process in Indonesian language lessons in elementary schools depends on students' understanding of basic reading and critical thinking skills. The aim of the research is to develop teaching modules in developing students' reading and critical thinking skills (DRTA) models in improving reading and critical thinking from the fourth grade elementary school students. This research was conducted using a descriptive methodology with a combination of development and research (R&D) approaches using the ADDIE design. In carrying out this research, data collection techniques were used which included defining the early stages of module development and prototype design, as well as preparing the module draft. Data collection through interviews, observation, documentation, and literature studies. The data analysis technique used is descriptive statistical analysis technique and inferential statistical analysis of research findings showing a significant increase in various fields among grade 4 students with a total of 25 students. In particular, there was a significant improvement in their ability to initial reading ability material and think critically by applying DRTA. Thus the DRTA model can improve the ability to think, read, understand and think critically.

Preservation as a Shared Responsibility: Collaboration for the Sustainable Preservation of Ambon Manuscripts

Abstract The study supplements manuscript digitization, which often overlooks owners’ role in manuscript literacy, highlighting their integral connection to preservation efforts. This is particularly relevant concerning Ambon manuscripts in the former Hitu kingdom. The study’s primary objective is to discern optimal practices for sustainable preservation, emphasizing the community owners not as passive entities but as individuals possessing significant knowledge and skills, competencies which can be effectively employed to safeguard and uphold manuscripts. The data collection process encompassed comprehensive literature reviews on digital manuscript collections, interviews with owners, focus group discussions (FGD) involving the younger generation of heirs, FGD with Ambon manuscript researchers at IAIN Ambon, and observations on manuscripts and cultural practices within the community. The findings reveal notable aspects such as: 1) degradation occurs in Ambon manuscripts, both in their physical state and the transmission of knowledge post-digitization, which underscores a deficiency in knowledge transfer between manuscript users and owners, representing an ethical responsibility; 2) within Ambon society, old houses function as literacy centers for the community. Given the substantial quantity of manuscripts, these houses should be recognized as scriptoria and serve as foundational points for manuscript-based literacy development; and 3) traditional practices within owner communities indicate that manuscript knowledge/literacy extends beyond basic reading and writing skills. It encompasses a holistic and comprehensive understanding of knowledge, including its relevance to daily life, categorization, origins, literacy, preservation skills (particularly caring and copying), and utilization (for legitimacy, anticipation/conflict resolution, and even economic purposes).

Learning Strategy to Read The Qur'an Online Using The At-Tibyan Method

This research aims to describe the implementation of the At-Tibyan method in Quranic reading education at Graha Qur'an Wadi Mubarak, as well as the strategies and factors that support or hinder online Quranic reading education using the At-Tibyan method. The research methodology employed is qualitative research, with 7 participants involved. Data analysis follows the Miles Huberman analysis approach, involving data collection, data reduction, data presentation, and verification/conclusion. The research findings indicate that the At-Tibyan method used in online Quranic reading education at Graha Qur'an Wadi Mubarak involves preparation, implementation, and evaluation stages, and is supported by factors such as qualified instructors and active participant involvement. However, challenges such as poor internet connectivity and limited participant engagement are also encountered.

Indigenously Promoting Acquisition of Basic Reading Skills in Preprimary Grades in Zambezi Region, Namibia

Objective. Through the lens of Lev Vygotsky’s sociocultural theory of how children develop literacy skills, this paper explores how indigenous knowledge (IK) promotes the acquisition of basic reading skills in preprimary grades in Zambezi Region, Namibia. We consider this to be critical as children’s background knowledge plays a pivotal role in the acquisition of new skills, and children’s basic reading skill is not an exception. Therefore, learning contents and children’s potential learning abilities are based on and are informed by their (children’s) environmental knowledge herein understood as societal and environmental motivating learning factors. Materials and Methods. The data were generated by interviewing three preprimary teachers face-to-face, observing their lessons to see how they incorporated elements of IK in their reading lessons, as well as analyzing the preprimary syllabus for segments of IK as an illustration of its (IK) significance in promoting acquisition of reading among learners in preprimary grades in Zambezi region of Namibia. Results. The key question was: How does indigenous knowledge promote the acquisition of reading in preprimary grades in Zambezi region in Namibia? This key question was explored and answered through the following subquestions: How does IK help to promote the basic reading skills of preprimary learners in Zambezi Region of Namibia? What is the importance of IK inclusion in the preprimary literacy curriculum? Conclusions. The study found that teachers understood the concept of IK and how it promotes the acquisition of preprimary learners’ reading skills though this could not be figured out in their lessons, resulting in a huge inconsistency between interview data, lesson observation data and data from preprimary syllabus analysis.

Telaah Fonologi dalam Pembelajaran Maharah Qiro'ah pada Anak Disleksia di RA Mamba’ul Hisan Surabaya

Reading difficulties or dyslexia pose a big challenge for children, especially in understanding Arabic texts due to the language's unique morphophonemic rules. This study aims to understand how children with dyslexia face challenges in acquiring basic reading skills in Arabic and to identify effective teaching strategies to improve their Maharaj qira'ahQur'an This research method uses a qualitative approach, combining literature analysis, observation, and experimentation in the educational environment at RA Mamba'ulMamba'ulHisan Surabaya. A literature review was initially conducted to build a theoretical foundation, exploring previous studies on phonology, reading teaching, and qira'ah pedagogy. Data collection techniques through observation and experiments are carried out by applying teaching strategies identified from literature and observation analysis into classroom practice. The collected data was analyzed to evaluate the effectiveness of this strategy in increasing the maharah qira'ah of dyslexic children. Research findings show that phonological awareness is very important in learning maharah qira'ah and that phonology-based teaching strategies significantly improve reading and comprehension skills in dyslexic children. This research contributes to developing inclusive teaching practices, especially at RA Mamba'ulMamba'ulHisan Surabaya, providing valuable insight into effective educational strategies for children with reading difficulties.

Phonological Awareness and Word Decoding Skills in the Early Readers of Kannada

Phonological Awareness and Word Decoding Skills in the Early Readers of Kannada

The impact of orthographic knowledge on reading development in German third graders

AbstractOrthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of reading skills. The aim of this study was therefore to examine the effects of orthographic knowledge on basic (word-reading) and higher level (sentence- and text-comprehension) reading development in German third graders over the course of a schoolyear. 325 German speaking children (mean age = 8.35 years, standard deviation = 0.57; 49% girls) participated in the study, 100 of whom also provided data on vocabulary and naming speed. Data were analyzed via multiple regression in hierarchical models with random intercepts, since the children were nested in classes. The longitudinal analyses showed that orthographic knowledge contributes to the development of reading on the word- and text-level, over and above vocabulary knowledge and naming speed. These findings support and extend previous results, showing that orthographic knowledge not only supports reading processes, but also plays an important role in reading development over the course of a schoolyear. The fact that no significant interaction between orthographic knowledge and reading comprehension could be found implies that orthographic knowledge is relevant for reading development in German third graders, independent of the level of reading proficiency. The present findings suggest that orthographic knowledge should be considered in reading instruction at school as well as during reading related interventions.

고등학생의 문장 중요도 평정의 특징 분석

Purpose: This study aimed to discuss the educational implications for reading education and evaluation using sentence importance ratings by analyzing the characteristics of high school students' sentence importance ratings. Methods: After examining the sentence importance ratings by both Korean teachers and high school students, the students' ratings were scored based on the teachers' ratings as a standard. The overall characteristics of sentence importance ratings, as well as differences by gender and level, were analyzed using a one sample t-test. Additionally, the response frequencies of Korean teachers and high school students were compared according to the importance of the sentences. Results: First, the level of high school students' sentence importance ratings was generally low. Second, there was no difference in the level of sentence importance ratings among high school students by gender or level. Finally, unlike Korean teachers, high school students struggled to differentiate between sentences of high or low importance. Conclusion: The use of sentence importance ratings is required in reading education, and integrated instruction is needed rather than guidance differentiated by gender or level. In reading education, there is a need to strengthen direct instruction on distinguishing between important and unimportant information.

읽기관의 변화와 읽기 교수학습 방법으로서의 ‘커뮤니케이션’의 탐색: 읽기 교수법의 패러다임 전환을 위한 시론

읽기관의 변화와 읽기 교수학습 방법으로서의 ‘커뮤니케이션’의 탐색: 읽기 교수법의 패러다임 전환을 위한 시론

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.

A Discourse Analysis of the Ideological Knowledge of EFL Learners in Reading Skills

This research aims to help English as a Foreign Language (EFL) teachers prepare for the actualizing of the basic methodologies used in teaching EFL reading skills. The current research set out to accomplish three goals. First, it intended to explore Iraqi EFL students’ perspectives on the use of basic critical thinking strategies in scholastic reading. Second, it set out to analyze the students’ views towards using basic mindfulness methods in EFL reading lessons. Third, it attempted to show whether or not logical reasoning and thinking were gender-related. As a result, the current investigation attempted to encourage student perception using inventive models dependent on the fundamentals of basic reading skills and basic speech assessment to highlight the standards of language mindfulness. In presenting reading entries, the knowledge and critical thinking of the students motivated them to better understand the writings presented in the research. Students who participated in this research stressed the need to learn different methods to improve their comprehension and appreciation of English reading material. Thus, the aftereffects of the examination demonstrated that the students liked to be taught using a basic way that presented them the option of improving their basic perception and understanding of the viewpoints and belief systems behind the writings. They added that improving their cognizance would prepare them to have the option to allow them to comprehend the significant implications of the writings.

Why higher-level reading is important

Societies are facing fundamental transformations as digital technologies are changing the ways we live, interact, work, study and read. The social and cultural impact of the digitization process on reading skills and practices remains under-researched. While digital technologies offer much potential for new forms of reading, recent empirical research shows that the digital environment is having a negative impact on reading, in particular on long-form reading and reading comprehension. It also remains unclear whether the transition to digital media actually lives up to its promise of improving learning outcomes. Recent studies of various kinds indicate a decline of crucial higher-level reading competencies and practices, such as critical and conscious reading, slow reading, non-strategic reading and long-form reading. Current educational policy, meanwhile, relies heavily on monocultural standardized testing of basic reading ca­pabilities and on growing use of digital technologies. Reading education, assessment, research and policy-making should focus more on higher-level reading practices in both adults and children in order to understand the development of reading skills and practices in an age increasingly dependent on a ubiquitous digital infrastructure.

Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming.

Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN). In a sample of children with reading difficulty (n = 117), separate mediation analyses tested direct and indirect (through PA and RAN) effects of WM on untimed word decoding and recognition (i.e., basic reading skills) and timed word decoding and recognition (i.e., reading fluency). WM exerted a direct effect on basic reading skills and reading fluency. For basic reading skills, there was a significant indirect effect of WM on reading through the mediation of PA (but not through RAN). By contrast, for reading fluency, there was a significant indirect effect of WM on reading through the mediation of RAN (but not through PA). Findings reinforce the importance of WM, PA, and RAN for broad reading skills, while offering a mechanistic explanation for why poor PA and/or RAN may differentially lead to reading difficulty.

Analysis of Reading Behavior and Influencing Factors of Preschool Children in Rural China

The purpose of this paper is to analyze the reading behavior of preschool children in rural China and its influence by their family and socio-cultural environment. The study builds a theoretical framework based on theories of reading behavior research, and empirically analyzes the influencing factors using appropriate research design and data collection methods. The findings reveal that family background, such as parents' education level and family economic situation, has a significant influence on children's reading behavior; meanwhile, the social and cultural environment and kindergarten reading education also play an important role in promoting preschool children's interest in reading and the formation of reading habits. The conclusion provides empirical support for how to improve the reading behavior of rural preschool children, and is of reference value for the formulation and implementation of related policies.