Effects Of Reading Ability Research Articles

PENGARUH KEMAMPUAN MEMBACA KITAB KUNING TERHADAP KETERAMPILAN BERBICARA BAHASA ARAB

This research is The Effect of Reading Ability (Mastery) Kitab Kuning on Arabic speaking skills in Ma'had Aly Marhalah Ula women's class. In this study, the researcher aims to determine whether or not there is an effect on reading ability in speaking Arabic. This research method uses quantitative research methods. From the results of calculations combined with the literature review, the ability to read the yellow book affects speaking skills in Arabic can be seen by it, both from a theoretical and empirical point of view. The results of the calculated data value were obtained by the number 0.416 after being consulted into the moving value coefficient between 0.400 - 0.599, which showed that it has a moderate category.

PENGARUH KEMAMPUAN MEMBACA KITAB KUNING TERHADAP KETERAMPILAN BERBICARA BAHASA ARAB

This research is The Effect of Reading Ability (Mastery) Kitab Kuning on Arabic speaking skills in Ma'had Aly Marhalah Ula women's class. In this study, the researcher aims to determine whether or not there is an effect on reading ability in speaking Arabic. This research method uses quantitative research methods. From the results of calculations combined with the literature review, the ability to read the yellow book affects speaking skills in Arabic can be seen by it, both from a theoretical and empirical point of view. The results of the calculated data value were obtained by the number 0.416 after being consulted into the moving value coefficient between 0.400 - 0.599, which showed that it has a moderate category.

Teaching English: An afresh sophisticated technique to cultivate digital native learners’ vocabulary by utilizing seesaw media as digital literacy

In the modern and digital era, digital native’s learners are conceived into an era of digital networking. It keeps everything connected to technology. Digital natives with digital technical expertise and abilities which can theoretically be utilized for improved learners’ interaction in the classroom. The government has began to vigorously increase the literacy culture in schools by doing reading literacy. Teachers will be willing to provide an precedent by developing a community of literacy at school. Increased classroom reading atmosphere also improves vocabulary for learners studying English. The Seesaw Media implementation may also help learners to insert allusions to enhance scientific knowledge as a regulatory framework for learning. The aim of this research was to discern the use of Seesaw as the media of literacy to cultivate learners’ vocabulary. This research pursued to answer two research questions; (1) does Seesaw Media helps learners to improve their reading ability? And (2) what are the impacts of Seesaw Media application on the learners on developing vocabulary? The methods used by the researcher were; firstly, the researcher distributed the questionnaire with the English learner's. Secondly, the researcher assessed the feedback from the respondents. Thirdly, the researcher sought the response to the learners on the effect of reading ability by using Seesaw. This research has used descriptive qualitative to conduct the research study. This result of the research has shown the Seesaw Media helped learners to improve their reading ability.

The Effect of Students 'Reading Ability and Learning Motivation Towards the Ability to Solve Mathematic Stories Story V SD in Padang City year 2019/2020

This study aims to determine 1) whether reading ability has an effect on the ability to solve math story problems in grade V SD in Padang teaching 2019/2020; 2) whether there is an effect of student learning motivation on the ability to solve math story problems in grade V SD in Padang City, 2019/2020 teaching; and 3) whether there is an effect of reading ability and student learning motivation on the ability to solve math story problems in grade V SD in the city of Padang teaches 2019/2020. The results showed that the results showed that the effect of reading ability on the ability to solve math story problems was F 23.86> F 4.15. The influence of learning motivation on theme 6 sub-theme 1 learning 4 is F 68.27> F 4.15 and the influence of reading ability and student learning motivation on the ability to solve math story problems F 62.78> F 4.16. So it can be concluded that there is a significant influence between reading ability and student learning motivation on the ability to solve math story problems in 4th grade elementary school students in Padang City 2019/2020.

Effects of reading ability on native and nonnative talker recognition

Recent findings suggest that phonological knowledge influences talker identification. Specifically, talker identification is improved for native compared to nonnative talkers, and adults with reading disability show impaired talker identification even for native talkers [Perrachione et al., Science, 333, 595 (2011)]. Here, we examine whether effects of reading ability on talker identification emerge among unimpaired readers. Monolingual English adults were assigned to either the high or low reading group based on standardized assessments of reading and reading sub-skills. All readers learned to identify the voices of four English talkers and four French talkers. Training consisted of a two-alternative forced choice task with feedback provided on every trial. After training, retention of learning was tested using a four-alternative forced choice task without feedback. The results to date suggest that the high reading group learned both the native and nonnative voices faster compared to the low reading grou...

Effects of reading ability on lexically-informed perceptual learning

Research on perceptual learning for speech shows that lexical information can be used to modify phonological representations. Moreover, lexically informed perceptual learning is domain general in that it also influences the mapping to phonology from printed text. Given phonological processing deficits in adults with reading impairment, we hypothesized that reading ability would meditate how lexical information is used to dynamically adjust perceptual representations. Adult participants were identified as either good or poor readers based on standardized assessments of reading and reading sub-skills. All completed a lexical decision training phase followed by a test phase. Stimuli in both phases consisted of printed text. During training, readers viewed an ambiguous grapheme midway between “N” and “H.” Lexical information was used to bias perception of the grapheme as either “N” or “H.” At test, all readers categorized tokens along an “N” to “H” continuum. The results to date indicate that both groups of readers used lexical information to modify letter perception; however, the learning effect was more robust in the good readers compared to the poor readers. These results suggest that the degree to which lexical information is used to modify the mapping to sound structure is related to phonological ability.

Development of letter-specific processing: The effect of reading ability

During development, perceptual processing is tuned to inputs in the environment such that certain frequently encountered classes of stimuli are processed more effectively than similar comparison stimuli. Letters represent a class of stimuli that are encountered frequently in the environment, at least in literate cultures. Thus, the present study examined the development of letter-specific processing in children 6–19years old by comparing the difference between performance on a letter-matching task and an unfamiliar non-letter-matching task in different subject groups. Results revealed an increase in letter-specific processing with development. Moreover, comparisons of letter-specific processing in groups of subjects matched either in age or reading ability indicate that the emergence of letter-specific processing is linked to increased reading skill, rather than increased age per se. Findings support theories of perceptual expertise, which suggest that skilled processing drives the specialization of perceptual mechanisms for certain classes of stimuli.

The effect of reading ability and response formats on patients' abilities to respond to a patient satisfaction scale.

This study investigated the relationship between reading ability and patient satisfaction measured with a 5-point Likert scale, a yes/no/uncertain choice, and a pictorial format. The study sample included 48 patients, 16 patients with third to fifth grade reading levels and 32 patients with reading levels of sixth grade or above. The mean percent agreement among the positively worded items on all three scales exceeded 80% regardless of reading level and response format. All of the patients had difficulty with the negatively worded items in all three formats, with the percent agreement dropping to only 49% between the negative items on the yes/no/uncertain and pictorial formats in the lower reading group.

Auditory ERPs during rhyme and semantic processing: Effects of reading ability in college students

Event-related potential (ERP), reaction time (RT), and response accuracy measures were obtained during the phonological and semantic categorization of spoken words in 14 undergraduates: 7 were average readers and 7 were reading-impaired. For the impaired readers, motor responses were significantly slower and less accurate than were those of the average readers in both classification tasks. ERPs obtained during rhyme processing displayed a relatively larger amplitude negativity at about 480 ms for the impaired readers as compared to the average readers, whereas semantic processing resulted in no major group differences in the ERPs at this latency. Also, N480 amplitude was larger during semantic relative to phonological classification for the average readers but not for the impaired readers. Results are compared to a previous study of reading-impaired children on the same tasks.

Eye Movement in Music Reading: Effects of Reading Ability, Notational Complexity, and Encounters

Six types of eye movement were measured and recorded with an SRI Eyetracker: number of progressive and regressive fixations, durations of progressive and regressive fixations and lengths of progressive and regressive saccades. Twenty-four graduate music students were selected as skilled and less- skilled music readers. Eye position was measured every millisecond with a high degree of accuracy. The factorial design was 2 Groups x 4 Melodies x 3 Encounters (including a practice period). Results indicated that patterns of eye movement in the two groups were similar across melodies and encounters, but differed with notational complexity. Eye movement was reduced when performing melodies with more-concentrated visual information than when performing melodies with less- concentrated visual information. The main effect of encounters indicated that music readers used fewer but longer fixations after practicing the melodies. Results suggest that skilled music readers look farther ahead in the notation, and then back to the point of performance, when sightreading.

Effects of Reading Ability on Children's Comprehension Evaluation and Regulation

Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall text inconsistencies. Results highlight the importance of using multiple comprehension monitoring measures in assessing children's abilities and of treating comprehension monitoring as a multidimensional process.

Oral reading cue strategies of better and poorer readers

Abstract This study investigated the effect of reading ability on graphically and con‐textually constrained oral reading errors of fourth‐grade readers at differing degrees of reading difficulty. Each subject's low, moderate, and high levels of difficulty were inferred from the frequency of their oral reading errors while reading a complete story written in six equal parts corresponding to readability levels one through six. Results indicated that better and poorer readers differed from each other in their attention to graphic and semantic cues. At low and high levels of difficulty, poorer readers were more strongly cued by graphic than contextual information, while better readers were more strongly cued by contextual than graphic information. At moderate levels of difficulty, no statistical differences were observed. In addition, both readers tended to alter their cueing strategies as they experienced increased difficulty: better readers increased attention to graphic cues while maintaining their focus o...

Children's Monitoring of Another's Comprehension: Effects of Reading Ability and Context

Previous research has shown that children do not monitor their own comprehension very well when reading. Theories have been advanced which emphasize the roles of capabilities and strategies in inhibiting monitoring; at least one crucial factor is that children often do not perceive that errors are possible in text. This paper describes the development of a task, the inserted cloze task, in which children are required to judge the correctness of another child's comprehension. This task elicits comprehension monitoring quite easily. An empirical study of above and below average readers in Years 3 and 4 is reported. Their performance indicates that use of prior context within the sentence poses little difficulty for either group of readers. However use of within-sentence following context is most likely in simple texts, and is the only measure which differentiates the better readers from the less able. These results demonstrate that comprehension can be elicited from even less skilled readers, but that the amount of context which must be considered is an important factor. A possible hierarchy of comprehension skills is discussed, and suggestions for the teaching of these skills are presented. It is concluded that the inserted cloze task would be useful in teaching comprehension monitoring.

Reading ability and the development of lateralization of speech

One hundred twenty subjects were tested on a verbal dichotic listening task in order to assess the influence of sex and reading ability on lateralization of speech. All subjects were right-handed, with no familial sinistrality. Forty of the subjects were nine years old, forty were thirteen years of age, and forty were seventeen years of age. Half of the subjects at each age level were male, and half were female. Half of each age-sex group were good readers (who were reading at least two grade levels above their current grade) and half were poor readers (who were reading at least two grade levels below their current grade). Results indicated that older subjects and better readers accurately identified more stimuli than did the younger and poor readers. In general, as the males increased in age they exhibited increasing lateralization. Although male good readers showed stronger lateralization for speech at an earlier age as compared to male poor readers, reading ability had no effect on lateralization for males by late adolescence. Females demonstrated significantly greater lateralization for speech than did males at the youngest age tested. The influence of reading ability on lateralization was variable in the female groups. This precludes a definitive statement concerning the effect of reading ability on hemispheric lateralization in females. In addition to assessments of handedness, all subjects were also evaluated as to eye dominance. A surprising finding of the present study is that eye dominance is a highly significant variable with regard to the lateralization of language functions, and may prove to be a more reliable indicator of lateralization than such variables as sex or cognitive abilities. However, this finding is preliminary and must be investigated more fully.

The effect of reading ability on Rorschach performance.

The present study examined the Rorschach of 25 second grade children possessing average intelligence or better. The children were classified into two groups: poor readers and excellent readers. The results were compared to Ledwith's (1958) normative population and to each other. A number of Rorschach scores differed significantly from Ledwith's norms and seven Rorschach scores differed from each other. The poor readers had difficulties forming clear perceptual gestalts and showed little interest or ability in the integration or organization of separate facts. They also have a deficit in their capacity for emotional reactions to the environment. There exists the possibility of a conflict between their natural responsiveness and conscious attitudes.

The effect of reading ability on two standardized classification tests.

The effect of reading ability on two standardized classification tests.

Differences in the Reading Status of Good and Poor Eleventh Grade Students

In view of the prominent part that textbook reading plays in high school instruction, it seems obvious that good reading should be associated with good achievement and poor reading with poor achievement. However, the relationship is not so simple, and any differentiation in reading ability that might exist between good and poor students is complicated by the fact that intelligence is also related to achievement. The factor of intelligence alone might account for both the student's achievement and his ability to read. Thus, in order to investigate the effect of reading ability alone, the factor of intelligence must be held constant. The present study was con ducted with that requirement in mind: Do good and poor eleventh-grade students with intelligence and other factors held constant differ in reading ability?