Improve Reading Skills Research Articles

Terampil Membaca Dengan Pengajaran Kelancaran Membaca Gaya Credo

In this study, the researcher tried to explain the application of credo-style fluency teaching to improve reading skills of elementary school students, where they have gone through the prefix reading process so that high-grade students should be able to read fluently with understanding. But in reality, after students are tested using the KBPM standard (Correct Words Per Minute), there are still many students who get scores below their class ability level. Respondents in this study were grade 6 elementary school students. This research uses qualitative methods with case studies. The data in this study were obtained through observations made virtually due to the pandemic, interviews with teachers and the Credo team, and documentary studies to see the implementation plan of learning and student outcomes after teaching. The conclusion of this study is the teaching of Credo style fluency is carried out in three stages, namely pre-test, teaching, and post-test. To be able to carry out Credo style teaching, a preliminary test must be carried out to see the students' abilities. All students who took fluency teaching experienced a significant change as seen from the increased KBPM score during the post-test and the student's ability to answer questions during text discussion. Out of a total of 7 students, 4 students managed to advance one level from their pre-teaching ability. It concluded that Credo style was assumed as effective to elementary school.

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>

Improvement of Reading Ability Through Image Card Media

<p><em>This research was aimed to improve reading ability through image card media. This research is a classroom action research</em><em> conducted in three cycles. The stages of each cycle are planning, implementation, observation and reflection. The subjects of this research were 22 students of first grade of SD Negeri Krasak 02. The data collection used was tests and observations. Data analysis is descriptive. The pre-action stage was carried out to determine the initial condition of the students, obtained the value of learning outcomes of 56.82. The learning outcomes of the first cycle were 64.77 with classical completeness 59.09%. In the second cycle of 80.22 with 72.73% classical completeness. The learning cycle III showed an increase in the value of 81.82 with a student mastery level of 95.45%. The activities of teachers and students also experienced an increase in each cycle. Based on the findings, it can be concluded that image card media can improve reading skills. Thus the image card media can be used as a medium for teachers in learning activities to improve reading ability.</em></p>

Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty‐five children from a special school were randomly allocated into the HER group or a waiting list control group. For six months, children in the intervention group received HER as supplementary instruction, whereas children in the control group received only ‘reading as usual’ teaching. Pre‐ and post‐intervention tests on standardised reading measures were conducted. Analysis of data from outcome measures indicated that the HER group made improvements at post‐intervention in comparison with the control group, with medium effect sizes on two domains from the main outcome measure. These results support the case for a larger research trial of HER for children with severe ID.

Improving reading skill of freshman students at the English department of Kabul University

Improving reading skill of freshman students at the English department of Kabul University

THE EFFECT OF WHOLE LANGUAGE APPROACH TOWARD IMPROVING READING CAPABILITIES IN SLOW LEARNER CHILDREN IN PRIVATE VOCATIONAL SCHOOL (SDS) X JAKARTA

In this study, researchers focused on children ABK by category slow learner, where children Slow learner that has a low learning achievement or slightly below normal average child at one or all academic areas and have an IQ test scores between 70 and 90 Cooter. In this case the subject is still not able to read properly. The subject is very child spirit and want to try on every subject but when it enters the activities in the Paper-Pencil subjects look to avoid and often show psychosomatic behavior. Researchers are keen to improve reading skills in children slow learner in SDS X Jakarta method of Whole Language Approach which presents a learning method of teaching the language as a whole, not separately. The purpose of this study was to analyze the effect of Whole Language approac to the reading skills of children in SDS X Jakarta

A Text Comprehension Activity Based on the Standards of Textuality for Turkish Courses

The purpose of this study is to determine the effect of text comprehension activities based on the standards of textuality on reading skill, reading comprehension, and reading habit. To reach necessary competence in skill areas in a proper process, the child needs to be provided with sufficient activities starting from early ages. It is evident that the students who fail to acquire reading skills are not motivated enough. To overcome this negativity, students should be guided with the right activities. In this respect, many studies suggest that the data contributed by text linguistics should be used especially in the selection of texts and activities related with the texts. In this way, the student will be able to understand the context, purpose, intention, situation, and cause-effect relationships much better. The standards of textuality are as important as strategies, methods, and techniques in the enhancement of reading comprehension skills. The texts that meet these standards are considered to be sufficient texts in terms of improving reading skill. In this study, an activity for 6th grade students has been developed for these purposes. The correspondence of the activity with the standards of textuality was evaluated by two field experts and two Turkish teachers. In the light of their opinions, the activity was given its final form. It is believed that this activity will contribute to the studies in the field and will be helpful for Turkish teachers.

STUDENTS’ PERCEPTION TOWARDS THE USE OF WEBTOON TO IMPROVE READING COMPREHENSION SKILL

This research discussed about student’s perception on the use of Webtoon to improve reading comprehension skill. Webtoon is a new platform that can be used to improve reading skill by its words used and interesting pictures. The purpose of this study is to explain whether or not Webtoon can increase students’ interest in reading comprehension skill. The respondents of the study are the students of English Education students at Universitas Teknokrat Indonesia.The result of the study indicates that the students are more interested and get the motivation to improve their reading comprehension skill by using Webtoon.

PENINGKATAN KEMAMPUAN MEMBACA AL-QUR’AN GURU PADA ERA NEW NORMAL DI SD NEGERI 3 BANDAR AGUNG

This article aims to describe the efforts to improve the ability to read the Al-Qur'an teachers in the New Normal Era at SD Negeri 3 Bandar Agung. The data collection methods used were observation, interview and documentation. The results showed that the teacher's ability to read Al-Qur'an could be improved through the application of the Al-Qur'an learning habit method with peer guidance, the use of in-formal educational institutions and the provision of adequate facilities and infrastructure. The positive contribution of this article can provide information to the wider community about the implementation of strategies to improve reading skills of the Qur'an that are suitable for a teacher.

Principles of Integrated Cognitive Training for Executive Attention: Application to an Instrumental Skill.

One effective cognitive treatment is the rehabilitation of working memory (WM) using an integrated approach that targets the “executive attention” system. Recent neuroscientific literature has revealed that treatment efficacy depends on the presence of various features, such as adaptivity, empathy, customization, avoidance of automatism and stereotypies, and alertness activation. Over the last two decades, an Integrated Cognitive Training (ICT) protocol has been proposed and developed; ICT takes the above-mentioned features and existing literature into account, and has been used to promote the development of reading skills. ICT has been employed in several clinical settings and involves stimulation of a specific deteriorated system (e.g., reading) and the improvement of executive attention components, thus also increasing working memory capacity. In this context, we present two experiments. In Experiment 1, participants diagnosed with dyslexia (aged between 8 and 14 years) underwent two ICT sessions a week, with home supplements, for a duration of 7 months. The participants showed a significant improvement in the reading speed of text, words, and non-words, and in the reading accuracy of text and non-words. In Experiment 2, we replicated Experiment 1, but included a comparison between two groups (experimental group vs. control group) of young participants with diagnosis of dyslexia. The experimental group was subjected to 18 ICT sessions twice a week and with home supplements, using the same protocol as in Experiment 1. The control group was entrusted to the protocol of compensatory tools and dispense/helping procedures provided by the scholastic Personalized Educational Plan. After training, the experimental group gained about 0.5 syllables per second in text reading, and a marked decrease in error rate. The control group showed no significant improvement in reading skills after the same period. Moreover, the improvement observed in the experimental group remained stable 4 months after ICT had ended. The results of these two experiments support the efficacy of the integrated ICT protocol in improving reading skills in children with dyslexia and its sustained effect.

Reading Strategy on Internet for Enhancing Reading Profiency

This study aim describes an overview of the research related to second language learners and reading strategies. It also considers the more recent research focusing on strategies of reading English texts on internet. The following questions are addressed: (1) what is strategy of reading English text? (2) What is the kind of reading strategy that appropriate for English text on Internet? (3) How is the strategy of reading English text applied on Internet for enhancing reading proficiency? The research method uses qualitative methods. It aims to find out the appropriate strategy in order to enhance reading proficiency. In collecting the data, the writer uses library research. The data analysis process has been carried out by reading the data, reducing, classifying, analyzing, and interpreting. Based on the results of the analysis, there are six strategies for reading proficiency on the internet to improve reading skills, namely predicting, previewing, scanning, skimming, reading for details, and speed reading. From the final result, the writers know the appropriate strategy of reading English text on internet is speed reading.

Developing supplementary English reading module for tenth-grader of senior high school SahabatQu Yogyakarta

The objectives of this study are to (1) develop supplementary reading materials using Contextual Teaching and Learning Approach for students of SMA SahabatQu and (2) describe the efficacy of the supplementary reading materials. This research belongs to Educational Research and Development (R&D) using a simplified six steps of (Gall, Gall, & Borg, 2003) model. In general, the result of the research shows that the developed English reading module is beneficial, useful and appropriate to be used in improving reading skills of X graders of Senior High School Sahabatqu. After the module was tested, the efficacy of the developed product helped the students to achieve students’ need, optimize learning independently, learning by team, broaden knowledge and improve reading skills. Furthermore, the contextual English reading module provides additional learning resources for students. The necessities of the teaching and learning English is to improve students' English skills so that they gain good in reading and understanding text and they can learn independently. They can understand WH-questions that is important in learning reading. The efficacy of this product helps students to improve their reading skill especially to understand the topic, the generic structure, the main idea, the grammar and the vocabulary used in the text.

Sensory white noise improves reading skills and memory recall in children with reading disability.

BackgroundReading disability (RD) is characterized by slow and inaccurate word reading development, commonly reflecting underlying phonological problems. We have previously shown that exposure to white noise acutely improves cognitive performance in children with ADHD. The question addressed here is whether white noise exposure yields positive outcomes also for RD. There are theoretical reasons to expect such a possibility: a) RD and ADHD are two overlapping neurodevelopmental disorders and b) since prior research on white noise benefits has suggested that a central mechanism might be the phenomenon of stochastic resonance, then adding certain kinds of white noise might strengthen the signal‐to‐noise ratio during phonological processing and phoneme–grapheme mapping.MethodsThe study was conducted with a group of 30 children with RD and phonological decoding difficulties and two comparison groups: one consisting of skilled readers (n = 22) and another of children with mild orthographic reading problems and age adequate phonological decoding (n = 30). White noise was presented experimentally in visual and auditory modalities, while the children performed tests of single word reading, orthographic word recognition, nonword reading, and memory recall.ResultsFor the first time, we show that visual and auditory white noise exposure improves some reading and memory capacities “on the fly” in children with RD and phonological decoding difficulties. By contrast, the comparison groups displayed either no benefit or a gradual decrease in performance with increasing noise. In interviews, we also found that the white noise exposure was tolerable or even preferred by many children.ConclusionThese novel findings suggest that poor readers with phonological decoding difficulties may be immediately helped by white noise during reading. Future research is needed to determine the robustness, mechanisms, and long‐term practical implications of the white noise benefits in children with reading disabilities.

Effects of Providing Teachers With Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade

Monitoring learning progress enables teachers to address students’ interindividual differences and to adapt instruction to students’ needs. We investigated whether using learning progress assessment (LPA) or using a combination of LPA and prepared material to help teachers implement assessment-based differentiated instruction resulted in improved reading skills for students. The study was conducted in second-grade classrooms in general primary education, and participants ( N = 33 teachers and N = 619 students) were assigned to one of three conditions: a control group (CG); a first intervention group (LPA), which received LPA only; or a second intervention group (LPA-RS), which received a combination of LPA and material for differentiated reading instruction (the “reading sportsman”). At the beginning and the end of one school year, students’ reading fluency and reading comprehension were assessed. Compared with business-as-usual reading instruction (the CG), providing teachers with LPA or both LPA and prepared material did not lead to higher gains in reading competence. Furthermore, no significant differences between the LPA and LPA-RS conditions were found. Corresponding analyses for lower- and higher-achieving students also revealed no differences between the treatment groups. Results are discussed regarding the implementation of LPA and reading instruction in general education.

The Application Of Experiential Learning Model Perspective David A. Kolb To Improving Students Reading Skill l Tatbiq Namudz al-Ta’alum al-Tajribi ‘inda David A. Kolb li Tarqiyyah Maharah al-Qira’ah lada Talabah

Reading skill is one of main skills in Arabic learning. The problems of learning in Arabic Language Education Study Program in Islamic Institute of Ma’arif NU Metro Lampung isthe method and its use in teaching the skill of reading.It is still taught in grammar translation method and direct method, which were categorized as traditional approach and method.This study aimed to measure the effectiveness of reading skill material based on experiential learning model to improve the students' reading comprehension. Quantitative research was used in this research. This research emphasized on the result of students' abilities from the specific and field experience, and conducting the pretest and post test.The objectives of this researchwas to measure the effectiveness reading skill material based on Experiential Learning model in improving the reading comprehension with 25 participants from students. The results was found thatthe reading material which is developed based on experiental learning model has given significant influence for the improvement in reading skill of student, it could be seen from the reading study result improvement of Arabic Language Education in Islamic Instituteof Ma’arif NU Metro Lampung. This research found thatExperiential Learninghas the significant impact to improve basic reading skill of students.

The effectiveness of conceptual mapping instruction on improving reading skills and motivation of Persian language learners

در این پژوهش، اثر‌بخشی نقشه مفهومی را بر تقویت مهارت خواندن و انگیزه فارسی‌آموزان خارجی سطح میانی بررسی کردیم. بدین منظور 84 نفر از زبان‌آموزان مرکز آموزش زبان فارسی دانشگاه امام خمینی قزوین و کالج بین الملل دانشگاه علوم پزشکی تهران، پس از اجرای پیش‌آزمون انتخاب شدند و در دو گروه (انفرادی و کنترل) به مدت ده جلسه تحت آموزش قرار گرفتند. گروه آزمایش تحت تدریس روش مبتنی بر نقشه مفهومی و گروه کنترل در همان مدت به روش سنتی (آموزش مهارت خواندن بدون ارائۀ نقشۀ مفهومی) مطالب آموزشی یکسان را آموزش دیدند. البته گروه آزمایش قبل و بعد از آموزش پرسشنامه انگیزه دورنیه (2005) را تکمیل نمودند تا اثربخشی نقشه مفهومی بر انگیزه بررسی شود. پس از آموزش، مهارت خواندن زبان‌آموزان در قالب یک پس‌آزمون ارزیابی شد. این پس‌آزمون با هدف سنجش تأثیر نقشه مفهومی بر تقویت مهارت خواندن برگزار شد. نتایج با استفاده از روش‌های آمار توصیفی و آزمون‌های آماری مناسب (لوین، تحلیل واریانس یک راهه و آزمون تعقیبی شفه) مورد مقایسه قرار گرفت. نتایج به‌دست آمده از تجزیه و تحلیل داده‌ها نشان داد که بین میانگین عملکرد گروه آزمایش با گروه کنترل تفاوت معناداری وجود دارد و نیز انگیزه خواندن زبان‌آموزان بین آموزش قبل و بعد از نقشه‌ مفهومی تفاوت معناداری دارد. می‌توان نتیجه گرفت که آموزش مبتنی بر راهبرد نقشه مفهومی نقش پررنگ و تأثیر بسزایی در تقویت مهارت خواندن و انگیزه دارد.

The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

The Implemetation of Contextual Redefinition Strategy for the Improvement of Reading Skill of STMIK STIKOM Indonesia’s Students

One way of improving understanding of English for Specific Purposes is through Contextual Redefinition Strategy (CRS). The implementation of CRS is meant to enhance the understanding of students of STMIK STIKOM Indonesia mostly in computers and business terms. The implementation of CRS is done through Classroom Action Research (CAR) in 3 stages of activities; those are pre-implementation, Middle Test (Cycle I) and Final Test (Cycle II). Besides, questionnaire is used with the purpose to know students’ attitude towards CRS’ implementation. The results of reading test on pre–implementation show that out of 40 students, there were 26 students did not get the lowest score 55 as the passing score of the college. After the explanation of CRS stages, middle and Final Tests tested the topics of reading texts on computers and business through search for clues in nearby words or sentences, and paragraphs of a text. Specific context clues that should be explicitly considered to understand the meaning of the sentences are definition/explanation, synonym/restatement, antonym/contrast, inference/general, and punctuation context. The results of Middle Test show that 22 students could get the score above 55, however most of students made mistakes in making redefinition based on inference/general and punctuation context. The results of Cycle II show that all students can score above 55. Besides, the results show that the students could improve their understanding for inference/general and punctuation context. The questionnaire shows that the students are motivated to acquire more and more vocabularies based on the needs for computer and business terms. The implementation of CRS does not only improve students’ ability to understand English based on its context but also enrich the vocabularies.

FACILITATING A WEB-BASED EXTENSIVE READING COURSE WITH “EDMODO” TO PROMOTE STUDENTS’ PROFIENCY IN READING

Reading is a language skill that demands understanding. This understanding is determined by knowledge, experience, interest, and interest in a text. Based on the researcher's experience, most PGRI Wiranegara University students are less enthusiastic and have difficulty learning reading skills in English. The application of Edmodo as an E-Learning media is a personal microblogging-based learning medium that can be used to improve reading skills. The data source of this research is the fifth-semester students of the English Education study program at PGRI Wiranegara University. The research data were obtained from observations, tests, documentation, and student questionnaires. The results showed that the application of Edmodo as an E-Learning media could be applied to independent learning of reading skills. Besides that, it is also a medium that can connect lecturers and students to communicate outside the campus. Analysis of student test results shows that students have reached an average score of 87, which means they have met the minimum completeness standards. Based on the results of the questionnaire, learning through Edmodo can motivate students to practice reading skills. Based on the results of this study, it can be concluded that the application of Edmodo as an E-Learning media has been successfully applied to reading skills in learning English. In addition, Edmodo can also be applied to other language skills besides reading skills.

Analysis of the Ability Read Short Stories of Elementary School Students in Batanghari Regency

This study examines the reading ability of elementary school students in Batanghari Regency, focusing on their comprehension of short stories. The methodology involved administering reading comprehension tests to a sample of students, followed by analysis using both quantitative and qualitative approaches. Qualitative research aims to understand and explain phenomena in depth through descriptive and interpretive analysis, while quantitative research aims to measure and test relationships between variables using statistical methods and data collection in the form of numbers. The results indicate varying levels of proficiency among the students, with factors such as socio-economic background and access to educational resources playing significant roles. Furthermore, the study highlights the importance of early intervention programs and targeted literacy initiatives in improving reading skills among elementary school students. The novelty of this research lies in its specific focus on a rural area like Batanghari Regency, shedding light on the unique challenges and opportunities faced by students in such contexts. The implications of these findings underscore the need for tailored educational strategies and resource allocation to address literacy disparities and enhance overall learning outcomes in similar regions.