Improvement Of Reading Achievement Research Articles

USING COOPERATIVE LEARNING MODEL WITH PEER TUTORS TO IMPROVE UNDERGRADUATE STUDENTS' READING ACHIEVEMENT

This research is aimed to improve students' reading achievement by implementing cooperativelearning with peer tutors in the learning process. The subjects of this research were the students of XI MIPA 1of SMA Negeri 1 Pupuan studying reading in the English subject in academic year 2022/2023. The data of thisresearch were collected using a reading test. The result of this reasearch was analyzed by using descriptiveanlysis. The study found that students achieved improvement in reading achievement after being taught usingcooperative learning with peer tutor method. The improvement was signified by the increase of the students'mean scores from the preliminary study to the end of the second cycle. Students' initial mean score was 69with 30,77% of completion in preliminary study. Students' mean score increased to 74 with the total numberof mastery learning of 61,54% after the first cycle. In the second cycle it had increased into 76,81 with 88,64%of mastery learning. The data analysis implies that the implementation of cooperative learning model with peertutor has been able to increase the reading achievement of the students in XI MIPA 1 of SMA Negeri 1 Pupuan.

Oral reading fluency, reading motivation and reading comprehension among second graders

The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.

Correlational Study Between the Improvement of Reading Achievement and Student’ Speaking Skill at The First Grade of SMAN 1 Rawamerta Karawang

The objectives of this research entitled correlational study between the improvement of reading achievement and their students speaking skill are to investigate the students reading achievement and to analyze the correlation between students reading score and their speaking ability. The method used in this research is correlational method. The population of this research was SMAN 1 Rawamerta Karawang and the sample of this research was the first grade students of SMAN 1 Rawamerta Karawang. The results of this research showed that speaking coefficient regression is Y=4.028 + 0.898X. The conclusion of this research there is high correlation between reading and speaking equal to 0.978 (perfect correlation).

Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?

Using data from the NICHD SECCYD (N=1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed.

Exploring the Influence of Efficacy Beliefs and Homework Help in Predicting Reading Achievement Among Underserved Children in an Afterschool Program

The purpose of this study was to determine the effectiveness of a local afterschool program in helping underserved elementary school students improve their reading achievement. The study followed a cohort of students with 28 participants who were low-income, ethnic minority children in the 1st–6th grades between the ages of 6 and 12. Data on students’ developmental assets and school progress were collected at two different time points. Overall, students showed increased perceptions of efficacy about having the ability and skills to do well on a task and getting good grades in school, as well as improvements in reading achievement over time. While changes in homework completion predicted changes in reading achievement, changes in efficacy beliefs and program exposure did not. Results suggest that teacher perceptions of homework completion may be an important pathway through which afterschool programs can help narrow the reading achievement gap experienced by ethnic minority students from disadvantaged backgrounds.

Motivating and improving attitudes to reading in the final years of primary schooling in five New Zealand schools

AbstractTeachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10‐ to 12‐year‐old students from five New Zealand schools and the strategies they used to improve attitudes to reading. Each school had been identified as implementing effective reading programmes by a panel of literacy experts and supported by standardised tests demonstrating overall improvements in reading achievement. A reading culture developed by using sophisticated picture books and novels for discussion and debate along with ready access to age‐related, high‐interest appropriate books in the classroom and school library. Teachers worked with children on a whole class, group and individually and demonstrated explicit teaching using texts that engage the reader. The research suggests that children need support by their teachers to negotiate them away from potential points of discouragement in learning to read. Also, teachers need to be aware that reading may not be considered ‘cool’ at this time of early adolescence and initiate strategies to make reading fun.

The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermount, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers.

Creating Collaborative Literacy Teams To Increase Reading Achievement In Urban Settings

The purpose of this article is to provide a detailed example of effective professional development for teachers that resulted in positive changes to the effectiveness of the school’s reading program. This study describes the results of an intervention school-wide program that was conducted in a large urban school with a majority of minority students whose families were below the poverty line. With the implementation of continuous professional development of exemplary literacy instruction, dramatic improvement in reading achievement occurred. The article depicts how poorly students performed on state exams and details the multiple strategies developed and used by the authors - analyzing test results, realigning the curriculum, coaching, after school tutoring, and the implementation of a nightly home reading program, all of which were closely monitored by these researchers. This model can be replicated anywhere because it is achievable without any additional cost to the participating schools.

A controlled field study of the use of coloured overlays on reading achievement

This study investigated the effects of using Irlen coloured overlays on reading rate, accuracy, fluency and comprehension under regular class conditions, with class teachers instigating the study and conducting the assessment. All subjects in grade 3 at Whitney and McKinley Elementary schools were screened for symptoms of Irlen syndrome, with 31 subjects identified at Whitney and 40 subjects identified at McKinley. The effects on reading achievement were investigated under conditions of immediate use and delayed use, with one group (Whitney) provided optimum coloured overlays for 3 months and the other group (McKinley) delayed treatment for 3 months. The effects were then assessed for a further three months with both groups. After three months of use of overlays, the Whitney group demonstrated a significant improvement in reading achievement with mean gains in grade equivalence scores of between 1 year 2 months and 1 year 7 months. However, between the three to six month period of use, the gains for the Whitney group reached a plateau, with no significant improvement in reading achievement. The McKinley group had negligible gains in reading achievement during the first 3 months without the use of overlays, but significant gains during the 3 month to 6 month phase with the use of overlays, which ranged from 1 year 8 months to 2 years 8 months. It was suggested that the reported reduction in print and background distortions may improve accuracy of word recognition and allow attention to be directed more to the meaning of what is being read than to word recognition thus enhancing reading comprehension. The plateau effect identified for the Whitney group between 3 and 6 months could be related to the fact that after 3 months of overlay use, many students had reached grade level in reading achievement.

A RETURN TO EYE-MOVEMENT TRAINING? AN EVALUATION OF THE READING PLUS PROGRAM

The improvement of reading achievement is a major goal for schools in our society. Many schools are exploring the potential of computer-based reading programs to help improve reading achievement. However, many of these programs lack research-based evidence for their effectiveness. The Taylor Associates, Inc. Reading Plus program has been hypothesized to increase visual reading efficiency and, as a result, to also increase reading skill and achievement. In order to evaluate the effectiveness of the Taylor Associates, Inc. Reading Plus and Guided Reading program, pre- and post-test measures of curriculum-based measurement (CBM) of oral reading fluency and reading comprehension collected from a sample of middle school students were analyzed. A total of 87 students participated in the semester long intervention. Gains in scores on CBM oral reading fluency and reading comprehension were compared to normative gains derived from a district-wide norm sample. Significant differences in discrepancy ratios from pre- to post-test were obtained for both CBM measures, although results varied according to grade level.

Explicit versus implicit instruction in phonemic awareness

Kindergarten and first-grade children received two forms of instruction in phonemic awareness: (1) a “skill and drill” approach where the procedural knowledge of segmentation and blending of phonemes were taught versus (2) a “metalevel” approach that explicitly emphasized the application, value, and utility of phonemic awareness for the activity of reading in addition to teaching the procedural knowledge of segmentation and blending. Forty-two kindergarten and 42 first-grade children (14 children each in the experimental groups or control group) received training twice a week for 10 weeks. The results of this training study supported the growing evidence that phonemic awareness is causally related to reading achievement at the beginning stages of reading development. Furthermore, although a significant improvement in reading achievement was observed for both experimental groups in kindergarten and first-grade children, the degree of improvement in reading ability of the first-grade children depended strongly upon the type of instruction received. That is, the children who reflected upon and discussed the value, application, and utility of phonemic awareness for the activity of reading at an explicit level performed significantly better on a transfer measure of reading achievement than the skill and drill experimental group. The implications of a metalevel or metacognitive form of instruction are discussed.

Relationship of performance on motor activities and reading achievement.

The purpose of this study was to investigate the influence of specific motor activities on elementary school-aged children's reading achievement. The subjects were 33 boys and 33 girls in Grade 2 enrolled in the regular program. They were separated equally into one of three groups: Experimental group 1 participated in Frostig activities, Experimental group 2 read books selected for their grade level, while a control group followed the traditional school routine. The two experimental groups were children from predominantly Mexican-American descent; the control group was primarily of Caucasian descent. During the 20-wk. period, the subjects met with their respective group three times per week in 1/2-hr. sessions. The first and second experimental groups showed no significant improvement in reading achievement. It was concluded that the added motor activities did not enhance reading achievement.

Improvement in Reading Achievement Through Perceptual-Motor Training

Abstract Forty-two underachieving grade 1 children matched for age, sex, IQ, and Lee-Clark reading grade level were randomly assigned to one of three groups. One group received perceptual-motor training, the second received exercises from the regular physical education curriculum, and the third group served as a control. After seven weeks of training (two periods a week) reading achievement was reassessed. The experimental group was found to have made statistically significant gains, while the other two groups had made no such gains.