Good Reading Skills Research Articles

The Implementation of Reading Assessment Method

English, which is still considered a foreign language in Indonesia, has an impact on the teaching and learning process that is not optimal. This refers to the low proficiency in English, especially those of the Akademi Maritim Nusantara (AMN) Cilacap students. Good reading skills are one of the skills that AMN Cilacap students must possess. This is in line with the mission of the Ministry of Education and Culture of the Republic of Indonesia which makes reading and writing literacy the first position of the 6 (six) literacy abilities that must be possessed. The measurement of reading ability can be done in various ways. This study aims to see what methods are used by English language lecturers in assessing the reading ability of AMN Cilacap students. Also, the researcher wanted to see what methods the lecturer used most often. Researchers conducted a small survey of 2 (two) lecturers who taught English courses from 2 (two) different study programs, namely Marine Engineering and Port Management. Researchers distributed 2 (two) kinds of questionnaires which were then supported by interviews with each lecturer. The results show that there are 6 (six) methods used by the two lecturers in assessing reading skills. The Perceptive Task method is the method most often used. Even so, in choosing the right assessment method, the lecturer must also understand the conditions and level of understanding possessed by students.

The State of Reading in Tertiary Institutions: A Pragmatic Analysis of a Ghanaian University

Positive attitude towards learning, ability to independently think and work, ability to inquire, good command over English language are often considered characteristics of a tertiary education student. To excel, the student must be able to read and make meaning out of what is read as reading underlies all forms of academic study and is crucial to academic success (Grabe, 2009). This study investigated the state of reading among tertiary education students. The sequential explanatory mixed method design was employed for the study. Systematic and convenient sampling techniques were used to sample 1169 students from which data was sought through the use of questionnaire and observation check list. Data was analysed using both descriptive (frequency counts, means and standard deviation) and inferential (t-test and ANOVA) statistics. The study findings indicated the existence of poor reading attitude among tertiary education students as the reading culture of majority of the students was the reading of their course materials only. To improve reading habits among tertiary students, recommendations provided include: sensitization of lecturers and students, giving tasks that require students to read beyond their course materials and presentation of greater sections of courses through individual and group presentation to enhance their development of good and critical reading skills and ensure improvement in their reading habits.

Implementation of Martyrdom Values of Surah Al-Fatihah Verse 5 in Achieving Children's Educational Goals

This study aims to determine the relationship between the ability to read the Qur'an and students' interest in learning with the learning outcomes of children's education. The problem in this study is implementing Children's Education at SD Negeri Mulyasari. II Dusun Kampungsawah, Mulyasari. The village, Ciampel District, has not been optimally implemented because, (i) religious lessons are generally taught only 2 hours per week, on average, (ii) background understanding and appreciation of diverse Islamic life, (iii) understanding that children's education lessons do not contribute directly to the skills required in the world of work. These problems impact the knowledge, attitudes, and skills of children's education outcomes which are still not optimal. This study uses quantitative methods with data collection techniques by distributing questionnaires, and data analysis is carried out after completing data collection and using statistics to test hypotheses. Reciting Al-Qur'an; (2) data on students' interest in PAUD learning is carried out by distributing questionnaires; (3) PAUD results in data are taken from the final school exam scores for the 2021 academic year. Students with good reading skills in Children's Education tend to have high learning outcomes. Student learning interest is significantly related to student achievement in Children's Education lessons. There is a positive relationship between the variables in this study simultaneously, namely the Qur'an. They are reading ability and interest in learning, with student achievement in Children's Education subjects.

Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems

Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is an essential tool for enabling learners to create meaningful mental pictures necessary for solving mathematical problems. Appropriate visualisation requires good reading skills, English proficiency and an understanding of mathematical vocabulary, language and structure. Although visualisation plays such a critical role, teachers often do not pay attention to linguistic factors when teaching mathematics word problems, thus making it difficult for learners to visualise and solve mathematics word problems. This background positions the study to explore teachers’ perspectives on the linguistic factors that affect the visualisation of mathematics word problems and to identify appropriate solutions to these. Using a single-case exploratory study, the perspectives of six mathematics teachers were elicited through focus group discussions and reflection sessions. The data collected were analysed through thematic analysis techniques. The findings indicate strategies to address the lack of reading skills, including understanding mathematical language and the structure and ambiguities of mathematics word problems.

Peran Guru Dalam Meningkatkan Keterampilan Membaca Pada Siswa Kelas II SD

<p><em>The duties and responsibilities of a teacher include creating an atmosphere or climate for the learning process that can motivate students to always study well and enthusiastically. The teacher's role is as an educator, teacher, mentor, director, trainer, assessor, and evaluator of students. Reading is a language skill that has a very important role in life. Cultured and educated humans make reading a necessity in communication. By reading students will easily get knowledge and insight from anywhere. Based on the above, it can be concluded that without good reading skills, students will not be able to understand the learning process and the material being taught. Therefore, the teacher's role is needed in improving reading skills in second grade elementary school students.</em></p>

Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder.

Specific reading comprehension deficit (S-RCD) and developmental language disorder (DLD) are both commonly occurring developmental disorders of language. The ways in which these disorders do and do not overlap during childhood are a matter of debate (Nation & Norbury, 2005). Moreover, in both populations, the challenges faced by individuals in adulthood are understudied. Here, we combined data across cohorts of college students, and classified individuals with only S-RCD (n = 20), only DLD (n = 55), and co-occurring S-RCD and DLD (n = 13). Individuals with good language and reading skills, who matched those with S-RCD on decoding, comprised our typical language and reading group (TD; n = 20). Beyond the measures used for classification, group-level differences were identified in sentence-level reading fluency, phonological processing, verbal working memory, and rapid automatized naming. We found that skill profiles differed across groups; however, we found no evidence of weaknesses beyond the core deficit in reading comprehension observed in those with only S-RCD. In contrast, when S-RCD co-occurs with DLD, weaknesses are observed in phonological processing, as well as reading fluency and verbal working memory. These findings suggest that some adults with S-RCD have co-occurring DLD as a core weakness. These findings, as well as differences between individuals with S-RCD and DLD, are further discussed.

Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1.

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills.

ABILITY TO READ QURAN AND UNDERSTANDING OF TAJWID FOR SRIWIJAYA UNIVERSITY STUDENTS

The ability to read the Al Quran and understanding the tajwid are two things that cannot be separated. Good reading skills without understanding the knowledge of tajwid will make the reading misleading. This study aims to determine the ability to read AlQuran, the ability to understand tajwid, and the correlation between these two variables in Sriwijaya University students. This research data was taken from 100 new Sriwijaya University students in 2019 and analyzed using statistical methods. The results of this study indicate that the majority of Sriwijaya University new students (42%) have reading skills in the range of 64-71 values ​​and the majority of mastery of tajwid (36%) in the range of values ​​56-63. The results of this study also indicate that there was a significant correlation between the mastery of tajwid and the ability to read AlQuran with a correlation coefficient (r) of 0.98.

Reading skills deficits in people with mental illness: A systematic review and meta-analysis.

Good reading skills are important for appropriate functioning in everyday life, scholastic performance, and acquiring a higher socioeconomic status. We conducted the first systematic review and meta-analysis to quantify possible deficits in specific reading skills in people with a variety of mental illnesses, including personality disorders (PDs). We performed a systematic search of multiple databases from inception until February 2020 and conducted random-effects meta-analyses. The search yielded 34 studies with standardized assessments of reading skills in people with one or more mental illnesses. Of these, 19 studies provided data for the meta-analysis. Most studies (k=27; meta-analysis, k=17) were in people with schizophrenia and revealed large deficits in phonological processing (Hedge's g=-0.88, p<0.00001), comprehension (Hedge's g=-0.96, p <0.00001) and reading rate (Hedge's g=-1.22, p=0.002), relative to healthy controls; the single-word reading was less affected (Hedge's g=-0.70, p <0.00001). A few studies in affective disorders and nonforensic PDs suggested weaker deficits (for all, Hedge's g <-0.60). In forensic populations with PDs, there was evidence of marked phonological processing (Hedge's g=-0.85, p<0.0001) and comprehension deficits (Hedge's g=-0.95, p=0.0003). People with schizophrenia, and possibly forensic PD populations, demonstrate a range of reading skills deficits. Future studies are needed to establish how these deficits directly compare to those seen in developmental or acquired dyslexia and to explore the potential of dyslexia interventions to improve reading skills in these populations.

Reading habits of generation Z students in Pakistan: Is it time to re-examine school library services?

Quality academic achievement is based on the development of good reading skills. Generally, reading is important for students to cope up with the evolving world of knowledge. Information and Communication Technologies (ICTs) have vastly influenced the reading practices of students. The younger generation of the information age spends most of their time in front of screens. Due to these drastic changes in the fabric of reading, generation Z is more likely to adopt e-reading. Therefore, an empirical investigation was carried out to explore the reading habits of generation Z students. For the study, a survey-based quantitative research design was applied. Data was collected through a structured questionnaire. The population included the students of two schools - one semi-government and one private higher secondary school of the Lahore district. The sample was selected purposively. Findings revealed that generation Z students prefer to read in paper form and in the English language. On average they read for up to four hours daily, preferably at home and mostly for academic purposes. They prefer print format, however, the advantages associated with e-reading motivate them to use electronic contents. One of the noteworthy findings is that libraries (academic/public) were their least preferred place for reading and obtaining reading material. The findings of the study would help parents, educators, and publishers to take necessary measures for promoting reading habits among students. The research findings would serve as a guideline for educationists to plan education policies according to the need and preferences of the future generation and for libraries to develop user-centered library services.

EFFICIENT READING IN LEARNING A FOREIGN LANGUAGE

Good reading skills are essential for language learners to have the sense of what sounds native. Reading helps to become familiar with the rhythm of the language. Reading in a foreign language has additional important benefits: reading skills enhancement improves the listening, speaking and writing abilities as well. Considering the necessity of proficient language skills and the significance of reading in a language fluency, the study defines and examines the main issues of efficient reading in learning a foreign language. The ability to read and comprehend the language better, learn more about the world, other people and other cultures, can be a great motivation to keep learning.

Developmental dynamics between reading and math in elementary school.

Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at-risk children (Mage at the first assessment point=6.57years; SD=0.38) from Texas Project Achieve. Children were assessed utilizing the Woodcock-Johnson-III reading and math measures. Results from dynamic bivariate latent change score models indicated unidirectional longitudinal coupling effects from reading to math. Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math. In contrast, low levels of reading performance had negligible or no amplifying influences on change in math growth. The nature of the dynamics was replicated even when controlling for nonverbal cognitive abilities. Results demonstrated that good reading skills pave the way for children to develop their math skills. Such findings underscore the importance of considering reading performance in treating math difficulties.

The Use of Seesaw in Increasing Pupils' Reading Interest

Good reading skills enable understanding of a piece of writing. According to Malaysian Curriculum Development Department [31], reading skill is one of the focus language skills. However, pupils are showing least interest in reading particularly English materials. This paper aimed to examine the effectiveness of using Seesaw, an online application, to increase the interest of reading for Year 3(9-year-old) ESL pupils in a school in Selangor. Seesaw is a digital portfolio that empowers pupils by providing them with a platform to showcase their learning in school. With Seesaw, pupils could learn from the feedback of their peers and teacher regardless of the time frame and geographical factors. This virtual platform has gained pupils' motivation to present on a reading task and aroused their interest in accomplishing reading tasks. This research is only focused on the effectiveness of using Seesaw to increase the interest of pupils in reading in Seri Kembangan, Selangor area. The data were collected from interviews and questionnaires with the adaptation of action research model by Kemmis and McTaggart. A total of 30 Year 3 pupils who are studying in the same school were purposively selected as the sampling of the study. Results have shown that the interest of pupils in reading is increased after using Seesaw. Hence, further study is needed to ascertain the effectiveness of using Seesaw in other language skills. Future studies with more participants from different levels are also needed to generalise the findings to a larger population and provide a deeper insight.

IMPROVEMENT OF PHONOLOGICAL SKILLS – IMPROVEMENT OF READING

The article “Improvement of Phonological Skills – Improvement of Reading” underlines the importance of phonological awareness in the development of reading skills. Several studies show that reading is a very complex skill that involves cognitive processes, intellect and other variables, but the key factor for the development of good reading skills is a good level of phonological awareness.Before the intervention a special material was created, which was systematically ordered according to the current level of each child’s phonological awareness abilities. Children were evaluated before and after the intervention.The aim of this research is to evaluate the possibility to develop good phonological analysis and synthesis skills for six to seven years old children with phonematic perception disorder.The research methods used in the study are the analysis of scientific literature, the gathering of primary data with specially designed evaluation material, the analysis of gathered primary data, and the observation of child’s performance during the training sessions.

Eye Movements in Primary Schoolchildren with Different Levels of Reading Skills

We studied the reading skills in primary schoolchildren (8–9 years of age) using the neuropsychological and eye tracking methods. We analyzed possible correlations between the level of reading skills and the preferred reading strategy with the features of eye movements and the cognitive function of children. The study involved 46 third-graders. Their reading skill was evaluated using the words with regular and irregular spelling. Based on a cluster analysis of reading performance, these children were divided into four groups according to the level and quality of reading development. Group 1 read all types of words well enough; group 2 read well regular words and slightly worse irregular words; children from groups 3 and 4 read regular words at a satisfactory level, while irregular words were read significantly worse than regular ones in group 3 and were not read by group 4 children. An eye tracking study allowed us to suggest that children with good reading skills are more likely to use the lexical strategy, and children with relatively poor reading skills use the sublexical strategy, which is more available to them. Moreover, analysis of the individual differences in poor readers showed that some of them were also able to recruit lexical strategy in the reading process.

Major Stages Of Reading Skills Development

The article introduces major stages and characteristic features of the entire process of reading. The professional literature data illustrate that the reading process is closely linked to the development of verbal communication. Good reading skills at both elementary and middle schools are a guarantee of high academic achievement, and in the heavy flow of information they are a reliable means of orientation, which the learner deals with. A mastery of good reading skills is the path to early-aged learner's further education as well as the most essential means of communication and information transmission in society.

Reading strategies for the profoundly deaf Libras users: Benefits of speech and lip reading for strengthening linguistic skills

Abstract To understand the reading strategies used by deaf students, two groups of profoundly deaf individuals were tested: Group 1: users of the Brazilian Sign Language and Group 2: users of the Brazilian Sign Language and speech and/or lip reading. A reading test was used to assess the degree of development of logographic, alphabetic and orthographic strategies. The group of deaf students who used alternative means of communication (Group 2) showed improved performance in all psycholinguistic categories of the test in comparison to Group 1. It was observed that the use of phonology is not directly associated with good reading skills in the profoundly deaf. On the other hand, word recognition by these readers occurs via the utilization of the orthographic strategy, which proved to be efficient.

AB004. The dyslexia font OpenDyslexic facilitates visual processing of text and improves reading comprehension in adult dyslexia

Background: Proficient literacy skills and reading comprehension are crucial skills for participation and success in everyday life. One group that regularly falls short in demonstrating good reading skills are people with dyslexia. This group suffers from a range of visual deficits including the pattern of ocular movements, and distorted, blurred and reversed (or mirrored) vision of letters during reading. However, only recently designers started to develop affordable and easily implementable remedies that are supposed to reduce the visual symptoms of dyslexia such as specific dyslexia fonts. These fonts incorporate properties aimed at improving the visual and behavioural reading performance of people with dyslexia by using larger intra- and inter-word whitespace, unique letter shapes and no serifs. To date, empirical evidence about the efficacy of these fonts is contradictory, and their effects on adult dyslexics’ eye movements and cognitive processing during longer reading tasks remains elusive.

Cluster Analyses Reveals Subgroups of Children With Suspected Auditory Processing Disorders.

BackgroundSome children appear to not hear well in class despite normal hearing sensitivity. These children may be referred for auditory processing disorder (APD) assessment but can also have attention, language, and/or reading disorders. Despite presenting with similar concerns regarding hearing difficulties in difficult listening conditions, the overall profile of deficits can vary in children with suspected or confirmed APD. The current study used cluster analysis to determine whether subprofiles of difficulties could be identified within a cohort of children presenting for auditory processing assessment.MethodsNinety school-aged children (7–13 years old) with suspected APDs were included in a cluster analysis. All children had their reading, language, cognition and auditory processing assessed. Parents also completed the Children’s Auditory Performance Scale (CHAPS). Cluster analysis was based on tasks where age-norms were available, including word reading (Castles and Coltheart irregular and non-words test), phonological awareness (Queensland University Inventory of Literacy), language [Comprehensive Language of Assessment-4, Comprehensive Assessment of Spoken Language (CASL)], sustained attention (Continuous Performance Test), working memory (digits forward and backward), and auditory processing [Frequency Pattern Test (FPT), Dichotic Digits Test (DDT)]. Hierarchical cluster analysis was undertaken to determine the optimal number of clusters for the data, followed by a k-means cluster analysis.ResultsHierarchical cluster analysis suggested a four-group solution. The four subgroups can be summarized as follows: children with (1) global deficits, n = 35; (2) poor auditory processing with good word reading and phonological awareness skills, n = 22; (3) poor auditory processing with poor attention and memory but good language skills, n = 15; and (4) poor auditory processing and attention with good memory skills, n = 18.ConclusionThe cluster analysis identified distinct subgroups of children. These subgroups display the variation in areas of difficulty observed across different studies in the literature (e.g., not every child with APD has an attention deficit), highlighting the heterogeneous nature of APD and the need to assess a range of skills in children with suspected APD. It would be valuable for future studies to independently verify these subgroups and to determine whether interventions can be optimized based on these subgroups.

Visual Perception and Oculomotor Activity during Reading Tasks of Varying Complexity in Children Aged Seven to Ten Years

The paper presents the results of comparative analysis of visual perception (VP) and oculomotor activity in reading tasks of varying complexity in children aged seven to ten years with different levels of reading skills. We observed higher VP variables in children with good reading skills compared with poor readers. The formation of the VP system underlying the basic mechanism of reading, especially at the initial stage of learning, can be assessed by the following key parameters: noise tolerance, spatial relationships, and visual analysis/synthesis affording recognition of the graphic configuration of words, spelling (letter order), and semantics (word meaning). The speed of lexical access and eye movement programming, the accuracy of fixation point positioning, the amount of perceived symbolic information and lexemes and general context stored in the working memory are much higher in children with better qualification and reading experience. When a highly complex text beyond the current educational program is read, discrepancy in the oculomotor activity parameters (duration of progressive and adjustable fixations and the reading speed and time) between groups of children with different reading skills decreases.