Experiencing Reading Difficulties Research Articles

Strategi Guru Mengatasi Kesulitan Belajar Siswa Terindikasi Disleksia

This research has a background where students experience reading difficulties in class III. This research aims to This research is based on the problems of students who experience reading difficulties in class III. This research aims to determine teachers' strategies for dealing with students' learning difficulties as indicated by descriptive research. Data collection uses observation, interview and documentation techniques. There are two sources of data in this research, namely primary and secondary. Primary data sources are three students and one homeroom teacher. Secondary data sources are interview transcripts and photographs. The data analysis techniques used are data collection, data reduction, data presentation and drawing conclusions. The results of this research show the class teacher's strategy in dealing with students' difficulties in learning to read by providing additional hours for students who cannot read by using an individual approach. In this way the teacher can interact directly with students who have difficulty reading, in this case the teacher always pays attention to the students. one student with another in the hope that the strategy used is successful or not. It can be concluded that teachers must prepare more interesting strategies so that students are interested in learning in the classroom and outside the classroom. Teachers must have the competence to recognize, understand the characteristics and needs of students.

An Investigation of the Differences in Phonological Awareness Performance Based on Cognitive Style

Purpose: Research in cognitive style has shown its relevance in predicting reading ability. However, its effect on phonological awareness, which plays a central role in reading acquisition, remains unclear. The purpose of this study was to investigate differences in phonological awareness based on cognitive style. Method: Twenty-nine monolingual English speaking African American and Caucasian 6-year-old 1st grade students from the Washington DC metropolitan area participated in the study. Participants were distributed as follows: 11 females, 18 males, 21 African Americans, and 8 Caucasians. Participants were of middle-class socioeconomic background with no evidence of cognitive, language, phonological, articulation or hearing deficits. Testing occurred over two sessions scheduled on different days. During the first session, participants were individually administered the Cognitive Style Assessment Protocol (CSAP) to measure cognitive style and assigned to either the wholistic or analytic cognitive style group. In the second session, the Phonological Awareness Assessment Protocol (PAAP) was administered to measure the main components of phonological awareness. Raw data consisted of participant scores on the CSAP and PAAP. Data were analyzed using two-tailed t-tests to determine if there were significant group differences between the analytic and wholistic groups in phonological awareness and its components. Results: Results showed that students with an analytic cognitive style performed better than those with a wholistic cognitive style on overall phonological awareness and on the following phonological awareness components: syllable segmentation, phoneme substitution, and phoneme blending. No significant group differences were found on rhyming, phoneme isolation, phoneme deletion, and phoneme segmentation tasks. Conclusion: Findings showed some differences in phonological awareness between analytic and wholistic students with analytic students performing better than wholistic students. These differences in aspects of phonological awareness seem to implicate cognitive style in reading acquisition given the central role that phonological awareness pays in reading development and suggest that wholistic students may experience reading difficulties that stem from their cognitive orientation.

Reading Difficulties in Parkinson's Disease: A Stepped Care Model for Neurovisual Rehabilitation.

People with Parkinson's disease (PD) frequently experience reading difficulties. Little is known about what functional impairments distinguish people with PD with and without reading difficulties and how these should guide rehabilitation. To provide concrete advice for an efficient stepped care model for reading difficulties in PD, based on extensive functional assessments. This study included 74 people with PD in a neurovisual rehabilitation setting who underwent assessment of visual, visuoperceptual, and cognitive functions. Outcomes were compared between those with frequent (RD+; N = 55) and infrequent reading difficulties (RD-; N = 19). Aids and advice provided during rehabilitation were registered. Only a few functions appeared to distinguish RD+ and RD-. Visual functions (i.e., contrast sensitivity, g = 0.76; reading acuity, g = 0.66; visual acuity, g = 0.54) and visuoperceptual functions (i.e., visual attention, g = 0.58, visual motor speed, g = 0.56) showed significant worse scores in RD+ compared to RD-. Aids and advice applied consisted mainly of optimizing refraction, improving lighting, and optimizing text size and spacing. The test battery showed significant differences between RD+ and RD-on only a few tests on visual and visuoperceptual functions. The applied aids and advice matched well with these impairments. Therefore, we recommend a stepped care model, starting with a short test battery on these functions. If this battery indicates functional impairments, this can be followed by standard aids and advice to improve reading. Only in case of insufficient effect additional testing should take place.

Effectiveness of a Mixed Methods-Based Literacy Program in Improving Reading Comprehension, Vocabulary Mastery, and Reading Fluency Skills of Early Grade Students

Many young children still experience reading difficulties when they enter school age. This study aimed to examine the effectiveness of a mixed methods-based reading literacy program (computer-assisted reading, independent tiered reading, and group-based reading teaching) to improve reading comprehension skills, vocabulary mastery, and reading fluency among early grade students. The study used a quantitative approach with experimental research methods. A quasi-experimental design was used to achieve the research objectives by involving 350 elementary school students who were in the fourth to sixth grade range of elementary school. The sample selection in this study involved the purposive sampling technique using several criteria. The teachers involved in this study totaled 150 teachers from 8 schools who acted as program implementers at school. The reading literacy program was implemented for two semesters for five days each week. The research findings show that the mixed methods-based reading literacy program had a significant effect on all competencies (word reading efficiency, reading comprehension ability, and reading fluency) in Grade 3 students, but this increase in ability was not seen in grades 5 and 6 students. More specifically, the effect size of the intervention on oral reading fluency in Grade 3 students was greater than the effect size in Grade 5 students. Furthermore, the effect size in Grade 4 was greater than the effect size in grades 5 and 6. This is because the treatment of reading difficulties in younger students is easier and more effective than in older students. In addition, based on the results of the correlation analysis, the number of words read during reading activities using a computer had a positive relationship with word reading scores and visual word reading efficiency in the post-test phase. Therefore, mixed methods-based literacy programs have a significant impact on reading fluency, and on vocabulary mastery and reading comprehension competence and reading fluency. This research has implications in that improving reading ability in the early grades is better done by using a combination of methods, such as computer-assisted reading, independent tiered reading, and group-based reading teaching. In this way, the improvement of students’ reading skills is more optimal.

Stones from a Glasshouse

The Ontario Human Rights Commission’s (OHCR) Right to Read Report calls for school districts to implement early literacy interventions that have been scientifically proven to be effective for young children with reading difficulties. The acknowledgment of early intervention as an essential service for young children experiencing reading difficulties is a strong and welcome message in the report. However, the report recommends a narrow course for reading interventions in Ontario, drawing on discourse from the Science of Reading community, which questionably frames current interventions, such as Reading Recovery, as unscientific, ineffective commercial programs. In this response, the authors contest the one-sidedness of these recommendations based on a paradox in the report between what constitutes an effective early literacy intervention supported by science and the standards for effectiveness the OHRC requires of interventions it endorses versus those it discredits. Rather than dismissing one approach or the other outright, a call is made for school leadership to consider broader reading science and the strengths of various approaches instead of narrowing the menu of effective literacy interventions that may support diverse learners.

STUDI KASUS KESULITAN MEMBACA DAN UPAYA GURU DALAM MENGATASINYA PADA PESERTA DIDIK KELAS IV B SDN DEMAAN JEPARA

Difficulty reading is a condition characterized by the existence of obstacles in the activities of achieving learning objectives. The cause of students having difficulty reading is due to various factors such as internal factors and external factors. Educating and teaching about literacy is something that is really needed. The teacher's efforts here are to help students to read by means of existing methods and are often used in the learning process. With this, some of the learning difficulties experienced by students, namely in reading, writing, recognizing letters, and recognizing punctuation, students were able to overcome well. SDN Demaan Jepara. This study uses a qualitative method with a case study approach. Collecting data using observation, interviews, and documentation. The samples in this study were 3 students in class IV B SDN who had difficulty reading, and the homeroom teacher for class IV B. The data analysis techniques used were data reduction, data display, and verification. Based on the results of this research conducted at SDN Demaan Jepara, it can be concluded that the presence of students who experience reading difficulties is very influential in the success of learning for individual students and affects other students. So that the teacher's role is very important as a facilitator and motivator for students who try to do this by giving additional tutoring, arranging student seats, and providing motivation to learn to read to students

Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability

ABSTRACT Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety and low motivation. Recent research on the educational impact of the COVID-19 pandemic indicates that children with poor reading skills were disproportionally disadvantaged. This growing number of students experiencing reading difficulties will require effective implementation of strategies to prevent long-term disadvantage, including in the challenging context of secondary schools where teachers are unfamiliar with reading instruction and constrained by timetabling of subjects and teachers. This research examined whether a Direct Instruction programme could be implemented with fidelity in the real world of a secondary school over a sustained period. Reading progress was monitored using a standardised assessment. Programme implementation was monitored via interviews with staff, classroom observations, and field notes. These data revealed that, whilst fidelity of programme implementation was challenging, programme delivery and student ability and confidence in reading improved over the three years.

Commentary: Teaching expertise is the best antidote for educational inequities.

This article discusses teaching expertise as the best antidote for educational inequities. Economically disadvantaged and minority students are over-represented in the population of those experiencing reading difficulties, and therefore the societal scourges of systemic racism and persistent economic inequalities are to blame. Closer examination of these variables, however, suggests that minority students attend under-resourced schools in greater numbers than white students and schooling itself predicts outcomes more than race alone. In other words, students who attend poor schools in unsupported environments are at risk for academic failure-no matter their race. While chronic inequities in schooling associated with race and poverty are currently receiving more attention, a substantial number of middle class and more advantaged students are also not learning to read proficiently. What do these children's experiences have in common with their less advantaged peers? They also are not receiving effective instruction, even though their schools have more material resources and fewer excuses for low reading achievement. There are several explanations for this chronic state of inadequate and ineffective reading and language instruction. First, the schools of education have been slow to embrace the science of reading on a wide enough scale. Second, faulty ideas about learning to read are deeply engrained in teacher culture and are perpetuated by publishers who will sell whatever consumers will buy, regardless of evidence for effectiveness. Third, the persistence of misconceived practices can be attributed to the fact that teaching reading is by nature very complex and challenging. For shifts to occur in the roles of school psychologists and other support personnel, professional learning opportunities must be expanded to include in-depth understanding of reading acquisition, reading disabilities, and research-aligned instructional practices. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Big Book Media in Early Reading Learning of First Grade Students

Curently students experience difficulties in reading at school, moreover there is no learning media used by teachers to support initial reading skills in the learning process in grade 1 due to limited facilities and infrastructure at school. The purpose of this study is to develop and find out the validity of the big book media in learning to read at the beginning of grade 1 elementary school. While the subjects in this study were 1 teacher, 2 students and 2 design aspects, 2 material aspects, and 2 language aspects. The methods used to collect data are observation, interviews, and questionnaires. The instruments used were validation sheets and interview sheets and the data analysis techniques used were quantitative and qualitative. The research results obtained are big book media on theme 1 sub-theme 1 for grade 1 elementary school students who are suitable for use based on the assessment of design experts with a percentage of 93.8% with valid criteria, linguists 94.4% with valid criteria and material experts with a percentage 86.3% with very valid criteria. The average percentage of validation results is 91.5% with a very valid category without revision.

Phonological processing skills in children with speech sound disorder: A multiple case study approach.

Children with speech sound disorder (SSD) are at increased risk of reading difficulties due to poor phonological processing skills. However, the extent to which children with SSD demonstrate weaknesses on specific or all phonological processing tasks is not well understood. To examine the phonological processing abilities of a clinically identified sample of children with SSD, with and without reading difficulties. To determine the extent to which the proportion of children with concomitant SSD and reading difficulties exhibited weaknesses in specific areas of phonological processing, or a more general phonological deficit. Data were obtained from 157 school-aged children (Mage = 77 months, SD = 7.01) in receipt of school-based speech therapy. Approximately 25% of the sample was identified as poor readers, based on a standardized measure of word decoding. We compared the proportion of children who scored at or below 1 SD below the mean, or the bottom 16th percentile, on measures of phonological awareness, rapid automatized naming and verbal short-term memory among those identified as poor readers and good readers. Children with SSD demonstrated a range of phonological processing difficulties, particularly on the measure of verbal short-term memory. No specific skill differentiated groups of children with SSD with and without reading difficulties; however, those classified as poor readers on the word-decoding measure exhibited more widespread difficulties, even after controlling for language ability. Results support a cumulative risk model such that children with SSD and reading difficulties are likely to demonstrate generally poor phonological processing abilities. What is already known on the subject Children with SSD are at heightened risk of reading difficulties, particularly if their SSD persists into school age. However, not all children with SSD experience reading problems. Research aimed at determining which children are at the highest risk is mixed as to how best to identify which children with SSD are most likely to experience reading difficulties. What this paper adds to existing knowledge The study used a multiple case study approach to determine if performance on phonological processing skills might differentiate children with SSD who were poor readers from those who were good readers. As a group, children with SSD exhibited poor verbal short-term memory but relatively intact rapid automatized naming skills. No one phonological processing skill differentiated children who were poor readers from good readers. However, children with reading difficulties appeared to experience more general difficulties across phonological processing tasks, even after controlling for language abilities. What are the potential or actual clinical implications of this work? A single deficit (i.e., speech sound production) is not sufficient data to make a complete diagnosis or treatment decisions. Multiple sources of data, including several aspects of phonological processing, should be obtained to understand reading risk in children with SSD.

Parents' voices matter: A mixed‐method study on the dyslexia diagnosis process

AbstractDifficulty learning to read presents many struggles for children and their families, and evaluation of parental perspectives of the dyslexia assessment process within the United States represents an under‐researched area. This study sought to investigate how parental perspectives change during their child's dyslexia assessment. Six hundred one parents of children experiencing reading difficulties provided both Likert scale and open‐ended responses to an online survey regarding their experiences throughout the dyslexia assessment and diagnosis process. Participants' responses were analyzed through thematic coding, sentiment analysis, and regression analysis. Parent perspectives were largely positive but revealed three important areas for investigation: shift in parental perspectives and lifestyles, assessment timelines, and parental advocacy and support. The assessment timeline predicted parental satisfaction. Results indicate a desire for clarity in the assessment process and ongoing needs for advocacy, support, and intervention. Implications for educational assessments, parent/family support, and suggestions for future research are discussed.

A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners

An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that although PD often targets teachers’ implementation of literacy instruction, PD is less likely to focus on teachers’ implementation of literacy interventions for ELs experiencing reading difficulties. Nonetheless, PD programs typically resulted in positive changes in teachers’ knowledge and practices. However, only 12 of the studies reported on student outcomes. We conclude with research and practical implications related to PD for teachers of ELs that is responsive to the needs of ELs.

Segment-Unit Reading Comprehension Training for Japanese Students with Autism Spectrum Disorder and Learning Disabilities

Students with autism spectrum disorder (ASD) and learning disabilities (LDs) often experience reading difficulties. In particular, reading long passages can cause comprehension problems. We examined whether 8 Japanese students with ASD, 7 students with LDs, and 13 typically developing (TD) students improved their reading comprehension through two types of repeated reading training: whole-sentence-unit reading (WSUR) training and segment-unit reading (SUR) training. Participants undergoing WSUR training read whole sentences repeatedly. In SUR training, they repeatedly read a segment of a sentence in its correct spatial location. Results indicated that students with ASD and LDs showed greater improvement in reading comprehension after SUR training than after WSUR training, whereas both procedures were equally effective for TD students. Moreover, students with ASD showed only negligible reading comprehension improvements, whereas students with LDs showed intermediate improvements after WSUR training. These results suggest that sequentially presenting word segments can improve the reading comprehension of students with ASD and specific LDs.

INDONESIAN GRADUATE STUDENTS’ ATTRIBUTIONAL BELIEFS AND METACOGNITIVE STRATEGIES IN THE ACADEMIC READING COMPREHENSION

The field of students’ beliefs in reading comprehension has become an increasingly significant research issue in the educational context. However, there have been very few studies examining attributional beliefs and metacognitive strategies adopted by EFL graduate students to deal with comprehension skills and reading difficulties. Applying the attribution framework, this study aimed to fill in the gap by investigating students’ attributional beliefs, metacognitive reading strategies, and the correlation between attribution and metacognitive reading strategies. The researchers employed mixed-method research with questionnaires and interviews as the instruments to collect data. The results showed that the majority of students attributed their successes or failures to internal factors (efforts and strategies). Many students claimed that they often experienced reading difficulties during online learning. Lastly, the Pearson correlation showed that there was a strong correlation (r = 0.746) between attributional beliefs and metacognitive reading strategies. This study offers several implications for language learning, in particular, the academic reading comprehension. First, students need to have a higher awareness of attributional beliefs in academic reading. Second, language teachers should support students to develop internal attribution and metacognitive strategies in academic reading.

Reading Challenges Confronted by Learners in Inclusive Primary Schools

There is a national outcry about learners who read below the required levels and that poor matriculation results are, in part, due to the low levels of learners’ reading skills. The main aim of this study is reading challenges experienced by learners in the primary schools. The researcher used a qualitative method for the study. The case study research design was adopted for the study. Three schools were sampled for the study. Data was collected through interviews, observations and document analysis. The findings indicated that learners experiencing reading difficulties often confuse letters and sounds, have difficulty in putting sounds in the correct order, struggles to read longer words, do not understand or remember easily, indulge with letter reversal and inversion and therefore, lack interest in the reading material. The study recommends that teachers and parents need to serve as reading models and instil the culture of reading

PENGARUH METODE GLASS ANALYSIS TERHADAP SELF-EFFICACY MEMBACA DAN READING LEVEL (STUDI PADA SALAH SATU SISWA KELAS 3 SD DENGAN KESULITAN MEMBACA DI SEKOLAH INKLUSI DI TANGERANG SELATAN)

This study aims to examine the effect of the glass analysis method on reading self-efficacy and reading levels in grade 3 elementary school students who have difficulty in reading. Glass analysis is one method of reading for students who experience reading difficulties, focuses on decoding. Glass analysis intervention was investigated to prove its effect on self-efficacy reading and reading levels. Self-efficacy is a person's belief in his ability to master tasks. The results of the effort are reading level, which is a proof of the success of the effort that has been achieved by students in reading skills. Determination of the sample using non probability sampling with purposive sampling technique. The subject consists of two, one experimental subject and one comparison subject. The experimental subjects received glass analysis intervention, while the comparison subjects described the reading and reading self-efficacy level of grade 3 elementary school students. The research variables were measured using two instruments, The Reader Self-Perception Scale (33 items) and informal reading tests. The data of the study were analyzed using paired-sample t test, so that the results obtained that glass analysis has not been able to influence reading self-efficacy (z = -1.0 and p> 0.05) and reading level (z = -1.0 and p> 0 ,05).Keyword: Glass Analysis, Self-Efficacy Membaca, Reading Level

Perspectives on dealing with reading difficulties

ABSTRACT Learning to read is an expectation rather than an exception in society today. Despite this, some children experience reading difficulties. The purpose of this article is to review recent and seminal research on reading difficulties through the lenses of three perspectives: cognitive, social and cultural and interactive. The three perspectives are reviewed and the contribution they make to our understandings of how to support children with reading difficulties are considered. The implication of these perspectives on instruction is explored by examining one contentious contemporary debate in the field of reading instruction; choice of texts to support reading development. To conclude, an argument for a more holistic approach to reading difficulties is provided with reference to two contemporary assessment tools.

The Implementation of Image Media in Overcoming the Difficulty Learning to Read Grade 1 Students of MI Nurussyifa Timbanuh Kec. Pringgasela

This study aims to determine how image media can overcome the difficulties of learning to read in grade 1 MI Nurussyifa 'Timbanuh, Pringgasela District, East Lombok. The variables that are the target of change in this study are overcoming the difficulties of learning to read in grade 1 students of MI Nurussyifa' Timbanuh, while the variables The action or treatment used is image media. This study is a qualitative research taking the background of class 1 MI Nurussyifa 'Timbanuh, Pengambangan Village, Pringgasela District. This research was conducted by conducting observations, interviews, and documentation. The results of this study indicate: the Indonesian language learning process in Initially, MI Nurussyifa 'Timbanuh was still conventional, students learned to read through imitating sounds pronounced by the teacher so that students experienced reading difficulties. This is overcome through learning assisted with image media, because image media is more concrete about the teaching material received by students. With the implementation of image media, the difficulty of learning to read students of MI Nurussyifa 'Timbanuh can be resolved, as evidenced by the results of observations of student enthusiasm are increasingly visible, interviews with the principal and grade 1 teachers state that image media is very helpful in overcoming students' learning difficulties and appears in the documentation of research results that researchers have done

Effect of Induced Visual Fatigue on Sensory Ocular Dominance and the Effect of Colored Filters on the Levels of Visual Fatigue in Dyslexic Adults with MIS

The aim of the current research was to investigate the effect of visual fatigue induced with different clinical test stimuli on the sensory ocular dominance in dyslexic adults with Mearles-Irlen syndrome (MIS) and examine the role of colored filters. Nine female participants with dyslexia plus MIS aged between 18 and 36 years were recruited. Sensory ocular dominance and binocular vision functions were measured before and after induction of visual fatigue was induced. Measurements were conducted with participants wearing their habitual colored filters and without the filters and in two different sessions. Constant and continuous (static) test stimuli were used to create binocular rivalry. To induce visual fatigue, participants were asked to read, copy, and search for thirty minutes; the participants performed each tasks for ten minutes, while wearing their habitual near spectacle lens. No breaks were allowed between tasks. The calculated visual discomfort score (VDCS) for each test condition was analyzed. In sessions one and two respectively, VDCS was increased from 0.67 ± 1.00 to 1.44 ± 0.53 (<i>p</i> = 0.07) and 0.22 ± 0.44 to 1.56 ± 0.73 (<i>p</i> = 0.001), in adults with dyslexia and MIS after assessment of binocular vision function. Similarly, the VDCS was significantly increased to 2.56 ± 0.73 (<i>p</i> = 0.002) in session one and 2.11 ± 0.93 (<i>p</i> = 0.001) in session two, after visual fatigue was induced in these participants. There were no differences between both eyes’ sensory ocular dominance in dyslexic adults with MIS irrespective of the test stimuli used to induce the binocular rivalry. Induction of visual fatigue was followed by disruptions in the sensory ocular dominance that persisted with participants wearing their habitual colored overlays during the fatigue duration. This finding was also not influenced by the test slides used in these participants. Optometric investigations such as binocular vision testing, performed in dyslexic adults with MIS using certain stimuli could induce visual discomfort, but the discomfort induced by stressful visual testing was significantly greater. Moreover, the use of certain test stimuli was shown to disrupt the sensory ocular dominance of this group of participants suggesting that researchers should consider using the appropriate stimuli when examining patients with dyslexia and/or MIS and those experiencing reading difficulties.

Maximizing Repeated Readings: the Effects of a Multicomponent Reading Fluency Intervention for Children with Reading Difficulties

Repeated reading (RR) is one of the most widely studied reading fluency interventions. The procedure has been studied independently, as well as in conjunction with up to five different add-on intervention components. Such add-on interventions target skills, including syllable segmentation, grammar, and vocabulary, each of which has been identified as essential to becoming an effective reader. However, despite the importance of each of these skills, no study has evaluated the combination of all previously explored add-on components into a single reading fluency intervention paired with RR. A multiple baseline with withdrawal (ABAB) single subject design methodology was used to evaluate the effectiveness of a multicomponent reading intervention with three students experiencing reading difficulties. Visual analysis indicated clear positive effects of the intervention. Additionally, using non-overlap of all pairs, strong effect sizes were detected for the intervention across all participants. Implications for practice, limitations, and future directions are all explored.