Good Readers Research Articles

Linear Regression Algorithm the Effect of Game Time on Students' Reading Interest

Education plays an important role in shaping an individual's character and abilities, with students' interest in reading as the main foundation for intellectual development and critical thinking skills. However, in today's digital age, there has been an alarming decline in students' interest in reading, who are more interested in spending their free time playing games than reading. The development of information technology and digital entertainment such as smartphones, tablets, and computers has changed students' habits in utilizing their free time. Playing games is the main choice, while reading interest is marginalized, which has a negative impact on students' literacy skills. The decline in reading interest has serious implications, especially in Indonesia, where the Human Development Index (HDI) in the field of education is still low compared to neighboring Malaysia. This low interest in reading is influenced by the lack of reading habits from an early age and unequal access to education. Good reading skills not only affect academic achievement but also the development of critical, analytical, and creative thinking skills. This study aims to understand the factors that affect students' interest in reading, especially the influence of game time. The Simple Linear Regression method was used to analyze the relationship between game play time and students' reading interest, which provided valuable insights for educators and parents in designing effective educational strategies. The study focused on SMP Negeri 7 Binjai and used a linear regression method to analyze data on students' reading and gaming habits. The results of the study show that excessive game playing time, an average of 9 to 10 hours per day, has an impact on increasing and decreasing students' interest in reading. This data was analyzed using the RapidMiner application, which showed a correlation between playing games and students' reading interest.

Finnish children born very preterm have good reading comprehension but weak reading fluency at age 11 years – a longitudinal cohort study

ABSTRACT Children born very preterm (<32 gestational weeks and/or birth weight ≤1500 g) are at elevated risk for reading difficulties. This study aimed to investigate reading fluency and reading comprehension at 11 and to analyze the associations between literacy skills at 7 and reading skills at 11 in 134 Finnish-speaking very preterm children. At 11, reading fluency and reading comprehension were evaluated. At 7, pre-reading skills, decoding, and writing were assessed. Results showed that there were more preterm children with weak skills in reading fluency compared to a normative test population. Reading comprehension was age appropriate. Additionally, 62% to 68% of the children with weak literacy skills at 7 had weak reading fluency at 11, compared to those with more advanced skills (43% to 33%, p < 0.001 to 0.026). Respectively, 30% to 50% of the children with weak literacy at 7 had weak reading comprehension at 11 compared to those with more advanced skills (13% to 17%, p < 0.001 to 0.005). Findings highlight the importance of screening reading fluency until 11 years and providing support for the continuum between literacy skills in the beginning of schooling and reading outcome at later school age.

The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children: A Cross-Sectional Network Analysis.

In the current study, we tested a network model of reading difficulty by using state-of-the-art psychological network analysis. Four hundred and fifty-three Chinese first-grade children (about 38% female, mean age = 7.00, SD = 0.41) were divided into good (n = 154), competent (n = 147), and struggling readers (n = 152) based on their scores of Chinese character reading. The Extended Bayesian Information Criterion graphical lasso (EBICglasso) method was applied to estimate cross-sectional networks for the three groups. Each network included four cognitive nodes (homophone awareness, morphological structure awareness, phonological awareness, and vocabulary) and two ecological nodes (family socioeconomic status and the number of books at home). Chronological age and nonverbal intelligence were also included in the estimated networks. The global (i.e., global structure and global connectivity) and local patterns (i.e., the most important edges and nodes) in each network were reported. The network comparison results showed that global connectivity was significantly lower among struggling readers than for good readers, implying that a holistic impairment of bidirectional connections among multiple variables relates to the difficulty in learning to read. The theoretical and empirical implications and the significance of applying the network approach to reading research are discussed.

Exploring Efl Secondary Students’ Engagement In Reading Classroom Through Literature Circle

In reading classroom, students are required to comprehend text. One of its requirement is engagement as it is successful things in learning. However, one of recommended strategy is literature circle. Because a literature circle is strategies guide students to a deeper understanding of what they are reading through structured discussions about texts and books, and help students practice and develop the skills and strategies of being good readers. This study aims to investigate the students’ engagement of literature circles during the reading classroom. This is qualitative research with case study as a research design. To obtain data, observation, and interview were used for this research and then the obtained data was analyzed through thematic analysis. This research takes place in one of public junior high school in Telagasari and took several students from one class to interviews. There are three steps in the literature Circle, such as group discussion about books, they read books and discuss with the group and then find unfamiliar word. So we can solve the problem and find out the meaning of the word.

The contribution of working memory and spatial perception to the ability to solve geometric problems

Geometry is a branch of mathematics that deals with the properties of space, including distance, shape, size, and the relative position of figures. It is one of the oldest branches of mathematics and has applications in various fields such as science, art, architecture, and even in areas seemingly unrelated to mathematics. Studies show that working memory and spatial perception contribute to students' geometry performance. This paper presents multiple studies demonstrating the brain regions activated when solving geometric problems. Interestingly, the brain areas activated when solving algebraic problems are different from those activated when solving geometric problems. Finally, multiple studies are presented that indicate students with learning difficulties lag in geometry, as solving geometric problems requires good reading and arithmetic skills.

Tingkat Kedisiplinan Ibadah Peserta Didik di SMPIT Dar El Iman Kota Padang

This research aims to determine the level of religious discipline of students at SMPIT Dar El Iman, Padang City. This research uses a quantitative approach with a correlational type of research. The population in this study were students in grades 8 and 9 at SMPIT Dar el Iman. The sampling technique used simple random sampling, using the Slovin formula and 81 respondents were obtained. The data collection technique is by distributing questionnaires with a Likert scale, then the results are analyzed using Microsoft Excel. The results of the research show that the level of prayer discipline of students at SMPIT Dar El Iman, Padang City in the 5 daily obligatory prayers is 82.41% in the very good category, the sunnah careib mu'akkad prayer is 68.11% in the good category, the dhuha sunnah prayer is 71.30% in the good category. good, the tahajud sunnah prayer was 63.07 in the good category, the witir sunnah prayer was 62.35% in the good category, reading the morning and evening zikr was 86.42% in the very good category and reading the Koran was 88.58% in the very good category. Overall, The worship disscipline of students at SMPIT Dar el Iman is categorized as good with an overall average of 73.37%. The results of this research can be used as initial data for future researchers by examining different issues related to the problem and sharing issues relevant to this context.

A Survey Of Reading Habits Of Pre-Service English Teachers In The School Of Teacher Training And Education

This study explores the reading habits of pre-service English teachers enrolled in a School of Teacher Training and Education. Utilizing a mixed-methods approach, the research aims to identify the frequency, preferences, and motivations behind the reading activities of these future educators. Data was collected through questionnaires distributed to 54 respondents and semi-structured interviews, providing both quantitative and qualitative insights. The findings indicate The questionnaires were distributed to 54 pre-service English teachers. The statistical analysis of the data indicates that even if the majority of students have read English since they were young, they may not necessarily have good reading habits in English, specifically. It appears that just a tiny portion of them have consistent reading habits in English based on their eagerness to regularly spend time reading various types of English texts. The study also shows that most of students prefer reading fiction texts instead of academic texts which reveals the imbalanced approach toward their reading habits. Factors influencing these habits include academic demands, personal interests, and the increasing accessibility of digital content. The study underscores the importance of fostering robust reading habits among pre-service teachers to enhance their professional development and effectiveness in the classroom. The implications of these findings suggest the need for targeted interventions and support mechanisms within teacher training programs to promote a balanced and enriching reading culture.

IMPLEMENTASI GERAKAN LITERASI SEKOLAH MELALUI POJOK BACA SEBAGAI PENINGKATAN MINAT BACA SISWA SD

Efforts continue to increase students' interest in reading, the government has launched the School Literacy Movement (GLS). GLS does not only focus on reading activities, but also includes writing, listening and listening. In elementary school, students need good reading skills so that they can become the next generation of a literate nation. Students' low interest in reading is an important reason to fix literacy problems. This research analyzes the implementation of reading corners to increase students' interest in reading as one of the goals of the school literacy movement. Data collection was obtained through qualitative research methods using a descriptive approach using observation and unstructured interview techniques. From the results of this research, it was found that the use of reading corners still did not arouse students' interest in the reading literacy of students at SDN 04 Duwet.

Book Review | Becoming a Young Farmer–Young People’s Pathways into Farming: Canada, China, India and Indonesia

Based on a multicountry research done in 2016–21, this book provides new insights on the socioeconomic mechanisms underlying the phenomenon of aging agriculture both in developed and developing economies. This work contributes significantly as a good reading material for tertiary education, for advanced research in rural-social studies, and in formulating public policies in agricultural economic development.

Socio-cultural Factors Affecting Reading Comprehension Levels and Demographic-based Grammatical Competence of Higher Education Students

The purpose of this study was to analyze the socio-cultural factors affecting reading comprehension levels of first-year college students from Basilan State College. This study also analyzed their level of grammatical competence. Stratified random sampling was carried out to sample 464 first-year college students from the college. The mixed method allowed the gathering of quantitative and qualitative data from the participants. While the students generally demonstrated good reading comprehension skills, with an overall competent average score, noticeable individual differences suggested the need for designed support to aid their further development. Conversely, the students displayed a low level of grammatical competence, categorized as limited users, indicating a substantial area requiring educational intervention to enhance their grammatical skills. Notably, education and health sciences students had significantly higher levels of reading comprehension compared to other first-year students. most students believed that factors such as knowledge and attitude directly influenced their reading comprehension levels, with some attributing it to socio-economic status, experience, and hobbies. This study calls for the implementation of strategies that consider the demographics of the students as well as their learning characteristics where educators could effectively assist students in their academic growth and enhance their proficiency in reading and language skill.

Perceived Challenges and Ways to Improve Reading Proficiency for EFL Teachers: Narratives from EFL Teachers

The need of using English in global context has led schools in Indonesia to prepare and make their students proficient in English. However, the majority of English teachers may not have attained a level of proficiency deemed necessary for effective teaching. This study aimed to reveal the level of teachers’ reading proficiency and to figure out how they perceived challenges and ways to improve their proficiency. Qualitative data was used as a method of inquiry. The study employed a narrative inquiry to dig deeper into teachers’ perspective. A proficiency test, self-reflection (logbook), and interview were used as the instrument to measure 15 EFL teachers’ proficiency and figure out their challenges and ways to improve their proficiency. The data was analyzed using inductive reflective thematic analysis and the findings showed that teachers proficiency varied, but most of them have a good reading proficiency equal to B2-CEFR level; It is referred to as upper intermediate and independent user by CEFR. In addition, five themes expressing the teachers’ perceived challenges were revealed: 1) They experienced self-errors; 2) The answer is implied; 3) The text is difficult; 4) The question type is unfamiliar; 5) They encountered unfamiliar vocabulary. Moreover, the ways the teachers used to improve their proficiency were: 1) understand the question and passage carefully; 2) find main idea and supporting details; 3) familiarize with the topic; 4) Enrich vocabulary; 5) scan and take notes; 6) predict the question and keep focus. In conclusion, the findings provide the important insights into EFL teachers. Their collective experiences can be used to overcome the challenges faced by EFL teachers.

Assessments of the Quality, Understandability, and Actionability of Arabic Web-Based Content on Oral Cancer and Precancerous Disorders

Plain Language SummaryPatients with mouth skin changes, that raise the risk of mouth cancer, may search the net to find information to help them care for themselves and to ask for help – if they think a doctor visit will benefit them. There are good reading sources for Arabic health information about mouth health, but they are usually short and not enough. Also, the language can be difficult to understand and remember. To solve this, health professionals must create information about mouth diseases and make it available online to supplement what they have received during the clinical visits.

English Language Teaching and Learning in Secondary Schools in Isoko North Local Government Area of Delta State: Problems and Prospects

This paper studied the problems of teaching and learning English as a second language in junior school certificate examination in Isoko North Local Government Area of Delta State. The study sought to establish the extent to which students in Junior Secondary School and teachers should value English as the language of instruction. The framework adopted is the behaviorist theory of bilingualism. The simple percentage method of data analysis was employed to analyze data. The population comprised students in junior secondary schools in Ozoro precisely the students of Opute Grammar School, Ozoro and Heroes Group of Schools, Ozoro both in Delta State of Nigeria. The sample size was 100, and the instrument for data collection was the questionnaire which was tested and retested on some other students to ensure that it was reliable. It was found out that the majority of the students consider the English language a difficult subject because of their inability to understand every aspect, which the English language entails. It was also found out among others that the level of infiltration of mother tongue into the respondents’ English is very high. This research recommended that good reading habits should be developed in the students and also well-equipped libraries should be provided in the schools and communities in order to improve better performance in their study of English language. It concluded that the problems of teaching and learning English as a second language is as a result of the impact of mother’s tongue, inadequate textbooks, poor language background and lack of professional growth and development of teachers. If these discovered factors are not checked there will be a drastic decline in standard of education.

Enhancing English Reading Proficiency through Student Reading Habits

This research aims to obtain students' reading habits to strengthen their English reading skills. This research uses a desciptive qualitative approach. This research examines phenomena related to students' reading habits in strengthening and improving English reading skills. The sample was 100 fifth-semester students of the English Reading Class. The sampling technique uses purposive sampling. The data collection process uses three types of data: 1) observations obtained to observe students' reading habits during learning activities and 2) questionnaires given to students to find out their habits outside the classroom according to their point of view and the situations they experience. The data analysis technique uses three stages, namely data reduction, data presentation, and conclusion. The results of this research conclude that students have good reading habits in the campus environment and read a lot of books to complete their coursework. Meanwhile, reading activity at home is very low and parental support in building reading habits is also non-existent because reading activities together are not carried out at home. The results of this research also have implications for teachers' understanding of how to motivate students to have high reading habits outside the classroom and also provide authentic teaching materials so that reading activities can be done more outside the classroom.

Unravelling the relationship between English reading habits and individual, family and school factors: A Chinese perspective

AbstractIn English teaching, developing students' reading habits has been emphasized for its critical role in promoting overall core competencies. However, in practice, many teachers and parents are not informed of the effective approaches to developing good English reading habits, hindering the overall development of students' core competencies. In light of this, an empirical study was carried out to explore the developmental features of students' English reading habits and individual, family and school factors that affect its development. A questionnaire was adopted to collect quantitative data. A total of 2,130 primary and secondary school students from China participated in the study. The results indicated that their English reading habits varied with age and gender. In terms of age, secondary school students, especially middle school students, performed better than primary school students. In terms of gender, females performed better in reading frequency, reading time and ways of reading, while males had a larger reading volume. Reading habits were found to be impacted by individual, school and family factors. Among them, age had the strongest influence on the development of English reading habits. These findings shed light on effective ways to develop English reading habits, especially in foreign‐language‐learning contexts.

The Effect of Group-Individual Collaborative Testing on Primary Students’ Achievement in Reading Test

Collaborative testing—a two-stage testing modality in which students do tests as a group and individually—has been extensively researched and found to improve learning. However, most collaborative testing research has focused on non-English language learning. Therefore, this study examines the effects of group-individual collaborative testing (GICT) on English reading test achievement and student views of GICT. This sequential explanatory mixed-methods study gathered quantitative data from both treatment and control groups, primarily comprising students' correct answers, followed by qualitative insights derived from students' reflections on their learning experiences. Quantitative data demonstrates that GICT had a significant effect on students' reading achievement tests. While the qualitative data reveals that students considered GICT was a good reading testing modality, with some notes on the scoring method. Practice and research implications include 1) using GICT to test other language skills, 2) diversifying group composition, 3) giving more weight to the individual part score because students will retrieve more information during this stage, and 4) instilling collaborative learning values before testing.

O ensino de estratégias de leitura em anos iniciais para a formação de leitores profissionais em indexação: mapeamento sistemático de literatura

Reading strategies help the professional reader to read faster and considering the author’s ideas and, to develop them, prior knowledge of the reading strategies taught in the initial years of training is necessary. To study the reading strategies taught in the early years, understand how they are used and what contributions they bring to training a professional reader, a qualitative literature review research was carried out, using the systematic mapping methodology, which made it possible to survey relevant research on the topic of interest. It was found that reading is considered very important for the integral formation of the student, and is one of the main means of access to knowledge, and that the use of reading strategies enable greater textual understanding. It was found that the prior knowledge brought by the student is also fundamental for the process of understanding the text, and is essential for the formation of good readers. In conclusion, guaranteeing libraries in schools with librarianship professionals to carry out reading projects together with teachers and students is essential, and pursuing the continuing education of teachers, so that they can improve their pedagogical practices, is paramount.

Exploring Self-Regulated Learning Strategies in Reading Comprehension for English Majors: A Post-Pandemic Perspective

ABSTRACT Incorporating effective reading strategies is vital to language learning, as reading is considered to be among the most fundamental skills in acquiring knowledge and achieving success. Research has shown that good readers are often high achievers, and with the support of technology and Self-Regulated Learning (SRL) strategies, students can further enhance their reading abilities to become more independent and successful learners. This study dives into the topic of SRL strategies use in reading comprehension for English majors, especially after the recent impact of the Corona pandemic. Through a comprehensive survey of 198 students from two Moroccan universities, this study uncovers significant perspectives on the correlation between SRL strategies and reading achievement. The results reveal that while Moroccan English majors reported a medium level of SRL in reading, female students outscored male students, whereas third year students outscored first and second year students. Meanwhile, a positive correlation was found between SRL strategies’ use and reading achievement. These findings suggest that learners, and male learners in particular, would benefit from being encouraged to use SRL strategies in reading. Furthermore, this study highlights the need for greater attention to time management strategies and peer learning, rehearsal, self-talk about efficiency, and elaboration. This research represents a valuable contribution to the literature on SRL strategies use in the context of EFL learning offering new directions for future research and implications for professors and students alike.

Reading Literacy: How is it Implemented at the Elementary School Level?

This research aims to analyze students' reading literacy at elementary school level. This research uses a quantitative approach with a survey research type. The subjects of this research were all high class students of Madrasah Ibtidaiyah Negeri 10 Aceh Besar with a sample of 15 students. The sampling technique used in this research is Cluster Random Sampling. The data in this study was collected using a questionnaire. The data obtained is quantitative data which is then analyzed using Descriptive Statistics techniques. The results of this research show the high reading literacy of students in the high class of Madrasah Ibtidaiyah Negeri 10 Aceh Besar. There were 10 students who achieved the highest reading literacy with a presentation of 0.66%. A total of 2 students achieved good reading literacy with a presentation of 0.13%. 1 student achieved poor reading literacy with a presentation of 0.66%. And what was very bad was that 2 students achieved reading literacy with a presentation of 0.13%. It can be concluded that this research shows the high reading literacy of students in the high class with a very good categorization using a 1234 Likert scale. With a total of 15 students, of which 10 are have excellent reading literacy.

A (mérsékelten rizikós) koraszülöttség az IQ hátrány ellenére nem akadályozza az olvasási és helyesírási képességek fejlődését

Background and aims: It is well established that the impacts of prematurity are often long-lasting in the various domains of development, however, the published findings concerning the prevalence, severity, and background of disorders are inconsistent. As yet research into the development of abilities contributing to the academic progress in Hungarian preterm children has been scarce. Our study aimed to find out to what extent prematurity impeded the reading and spelling abilities in school age and to contribute some information on the cognitive background of the performances. Methods: Three groups of 7 – 12 year-old children participated in the study. The target group consisted of moderate-risk preterms. For comparison two groups of full-term children were tested: typically developing good readers and dyslexics. To assess the reading and spelling abilities the Hungarian version of the 3DM (Dyslexia Differential Diagnosis) was used. Cognitive abilities were assessed using the Hungarian adaptation of the WISC-IV and the Rey Complex Figure Test. Results: The reading and spelling performances of the full-term good readers and the preterms did not differ and the preterms scored higher than the dyslexics. The cognitive tests did not offer any direct explanation to this, since the preterms lagged behind the full-term good readers in the WISC-IV full-scale IQ as well as in several specific cognitive measures. The CART Decision Tree served to analyse the relationships, allowing to reveal the interactions and the moderation effects. Discussion: The CHC model as a theoretical framework and the CART Decision Tree statistical analysis proved to be fruitful to disentangle the complex interplay of the cognitive background factors. There are various cognitive paths of acquiring the reading and spelling skills, e.g., in case of relatively lower IQs the sufficient levels of memory and processing speed may ensure success.