Improve Reading Skills Research Articles

Grade 10 Students’ Experiences with Catch-Up Fridays

This study investigated Grade 10 students’ experiences with Catch-Up Fridays at Prosperidad National High School during the 2023-2024 academic year. Utilizing a phenomenological approach, the research aimed to understand how students engaged with the program and its impact on their reading proficiency. A total of 30 Grade 10 students from Prosperidad National High School in Prosperidad District I, Agusan del Sur, were selected through purposive sampling for in-depth interviews. The study employed thematic analysis following Braun and Clarke’s (2006) guidelines, beginning with detailed readings of interview and focus group discussion transcripts. The findings revealed both challenges and benefits associated with the Catch-Up Fridays program. Students encountered significant issues with time management and task overload, which led to stress and decreased academic focus. The lack of engagement and relevance in some activities further diminished motivation, while limited teacher support exacerbated these difficulties. However, the program also demonstrated notable benefits, such as improved reading skills, increased engagement with diverse texts, and enhanced motivation and attitudes toward reading. These outcomes were consistent with the Theory of Student-Driven Learning, which emphasized the importance of student autonomy, relevant learning activities, robust support systems, and peer collaboration. The study highlighted the need for balancing workload, tailoring activities to student needs, ensuring effective support, and fostering a collaborative learning environment to improve the effectiveness of Catch-Up Fridays. Future research should explore integrating structured peer collaboration to enhance the program’s impact on student learning and confidence.

Academic reading: fear and trembling or being and belonging?

At the University of the West of England (UWE) Bristol, we are in the second year of a project to promote and improve reading skills. One part of our work has focused on embedding collaborative reading techniques within subjects to improve confidence in tackling texts, promote reading as a social practice, and boost belonging within disciplines and cohorts. Our poster presentation reviews the literature on student emotions towards reading, and how these influence their practices. We use this visual representation when liaising with academic colleagues to co-create and facilitate collaborative reading activities. Considerations of the role of student ‘affect’ foreground the motivational dimensions of the reading experience; we look at both pre-existing psychological and emotional barriers to engagement, and incentives and enablers that encourage confident reading and enjoyment of academic texts. We consider how the research literature accords with and further informs our empirical experience of running practical reading workshops. It is hoped that activities such as reading circles and textmapping relieve the individual from sole accountability for comprehension, bringing reading ‘out from the dark’. Deconstructing the process of reading through collaborative roles contributes towards the co-construction of understanding and knowledge, activating fresh insights. Discussion of reading through this shared approach potentially helps to develop student confidence, to nurture feelings of belonging, and to enhance cohort identity. However, we are mindful of the real-world impacts and outcomes of reading strategies for the diverse body of students that we encounter in higher education, with their wealth of difference in cognitive abilities, backgrounds, and cultural experiences. Through this literature review, it is intended that learning from work already published will contribute towards evolving best practice in channelling agency and easing anxiety in academic reading for all students.

Design of Contextual-Collaborative Assure-Based Learning Program Development in Improving Reading Skills and Bilingual Communication Skills of Early Childhood Children

This article aims to describe the design for developing and evaluating the media for learning with a collaborative-contextual model in improving the reading skills and bilingual abilities of early childhood in the Sukorambi Islamic Kindergarten (TK), Jember Regency. This research uses a qualitative type with a descriptive exploratory approach—data collection techniques using in-depth interviews, participatory observation, and documentation studies. The data were then analyzed using the stages of domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis with the validity of the data, the credibility of the triangulation method and sources, and confirmability. Based on the research findings, it was concluded that the six stages in the design of contextual-collaborative assured-based learning program development in improving reading skills and bilingual communication skills are as follows: Analysis of early-age learners and as digital natives; determining learning objectives; choosing methods, media, and materials (including the use of the student center method, compiling the Outline of the Contents of the Podcast Media, Podcast Media Scripts, and Bilingual Learning Implementation Plans), Utilization of media, and teaching materials (including reviewing materials, preparing materials, learning environments, and learners and ensuring learner learning experiences), Learner involvement, and Evaluatievaluationision.

Students' Abilities in Reading Infographics Text in Junior High Schools

Infographic text is a visual text in the form of a combination of images, graphics, illustrations, and typography that serves to facilitate readers in understanding information. Therefore, infographic text is presented with an attractive appearance by increasing the number of illustrations and a little text. The widespread use of infographic text in every aspect of life today requires everyone to have adequate ability to read infographic text. Therefore, in this study the author conducted research on the ability of junior high school students to read infographic texts. The method used in this research is quantitative descriptive method. The object of the research is students of Class VIII of Junior High School in one of the districts in Central Java province. The results showed that the ability to read infographic texts of junior high school students in one of the districts in Central Java still needs to be improved. It can be seen from the low score obtained in doing infographic text questions. There are several efforts that teachers can make to improve students' ability to read infographic texts, namely by increasing visual literacy, improving reading skills, providing knowledge about infographics, and providing practice reading infographic texts.

Using the Buana Online Course web-based mobile application to improve English for specific purpose engineering courses

This study investigates the effectiveness of the Buana Online Course (BOC) web-based mobile application in enhancing English for specific purposes (ESP) skills among engineering students and explores their perceptions of the course's effectiveness in improving their language proficiency and comprehension of technical texts. The BOC is a learning management system developed by Universitas Buana Perjuangan Karawang Indonesia, and the study involved 49 industrial engineering students from the university. A quantitative research design was employed, with data collected via questionnaires and analyzed descriptively to assess the responses. The findings indicate that the BOC is effective in teaching ESP, with a 49% improvement in reading skills, a 38.80% improvement in writing skills, a 38.80% improvement in communication skills, a 40.80% improvement in applying language skills in an engineering context, and a 38.80% improvement in communication skills. A total of 40.80% of the students showed that the BOC learning management system could be one of the learning media that increases understanding of the cross-cultural aspects among engineering students. The implications of this study suggest that online courses and web-based applications can play a significant role in facilitating ESP learning in engineering contexts and provides valuable insights for educators and institutions aiming to enhance language education through technological integration.

INTEGRATING AI-BASED SPEECH RECOGNITION TECHNOLOGY TO ENHANCE READING ASSESSMENTS WITHIN MOROCCO’S TaRL PROGRAM

This study examined the integration of artificial intelligence-powered speech recognition technology within early reading assessments in Morocco’s Teaching at the Right Level (TaRL) program. The purpose was to evaluate the effectiveness of an automated speech recognition tool compared to traditional paper- based assessments in improving reading skills among 100 Moroccan first to third-graders. The mixed- method approach combined pre-post standardized reading tests with qualitative feedback. Results showed students receiving the AI-enabled speech recognition assessments demonstrated significant gains in reading achievement compared to peers assessed via traditional methods. Qualitative findings revealed benefits of instant feedback and enhanced engagement provided by the speech recognition tool. This study contributes timely empirical evidence on adopting learning technologies, specifically AI-driven automated speech assessment instruments, to enhance foundational literacy development within under-resourced education systems implementing student-centered pedagogical techniques like TaRL. It provides valuable insights and guidance for integrating innovative speech analysis tools within localized teaching and learning frameworks to strengthen early reading instruction and monitoring.

Effectiveness of Computer Application in Improving Reading Skills in Chinese Language and Towards Post-Attitudes as Home-based Learning

Background: As technology continues to advance, language acquisition methodologies have increasingly been integrated into computer-assisted language learning (CALL) systems. In the context of Chinese language acquisition, characters are structured in three phases: the overall character, its components, and its strokes. Proficiency in identifying and distinguishing individual characters hinges upon understanding their structural composition. Objective: This study aims to explore the impact of a computer application on Chinese language reading skills and students' perceptions regarding the utilization of computer applications for home-based learning. Method: A total of 60 students engaged in home-based learning using a designated computer application were involved in the study. Employing a quantitative approach with a quasi-experimental design, the study assessed the effects of the intervention. Results and Conclusion: Following one month of home-based learning through computer applications, participants exhibited higher gain scores in reading skill tests, albeit the differences were not statistically significant. Students expressed a preference for and perceived greater ease in acquiring reading skills through computer applications compared to traditional methods. Furthermore, the integration of computer applications in teaching and learning processes demonstrated the potential to enhance students' motivation, interest, and confidence in language acquisition, albeit without a notable impact on attention levels. The study underscores the pedagogical promise of Computer-Assisted Language Learning (CALL) and advocates for further research endeavors in this domain.

Improving foreign language reading technique using neural text-to-speech technology

Introduction. The intensification and technical development of the country, the COVID-19 pandemic and the post-crisis phase have led to the active integration of digital resources into the educational process, which has led to a new stage of development of the modern Russian education system – its digitalization. At present, new digital technologies, including artificial intelligence technologies, are being developed and introduced into the teaching of foreign languages. This article considers the use of text-to-speech technology functioning via neural networks to improve the reading technique in English and German of students of linguistic and non-linguistic specialties. Reading skills in a foreign language can be improved with the help of Natural Reader and TTSFree speech synthesizers, which students can use on their own. Due to application of the new FES HVE (Federal Educational Standards of Higher Vocational Education) of 2018 the volume of classroom work with students has decreased and the volume of independent work of students and students number in educational groups have increased, according to this matter the practical use of speech synthesizers in a foreign language classes seems relevant and important. Materials and Methods. Conducting an experiment to determine the effectiveness of the use of Natural Reader and TTSFree speech synthesizers to improve reading skills of linguistic and non-linguistic specialties students, calculating the number of phonetic errors when reading a foreign text before and after using of the voice generator, summarizing and interpreting the results obtained. Results. The list of publications studied in the process of scientific research makes 40 Russian and foreign works. These materials allowed to study the application of TTS technology with the use of neural networks, as well as Natural Reader and TTSFree speech synthesizers in foreign language classes at the university, which allowed to prove in practice the effectiveness of the analyzed services to improve the reading technique in English and German. Discussion and Conclusions. On the basis of theoretical research of scientific sources, as well as studying the experience of practical application of speech synthesizers Natural Reader and TTSFree, the conclusion about the great didactic potential of TTS technology is formulated. Possible applications of speech synthesis include the creation of an authentic language environment, the automation of reading, listening and speaking skills, as well as the self-control of students with their written language, voiced by TTS technology.

Effectiveness of PBL Learning Model with Letter Card Interactive Media Approach in Improving Reading Skills of Grade II Learners in Elementary School

Elementary schools still have many problems, such as the need for more effectiveness in using models and media to improve reading skills. This study aims to determine the efficacy of a problem-based learning model with a letter card interactive media approach in enhancing the reading skills of grade II students. Type of research: Pre-experiment with a quantitative approach. The research design is One Group Pretest-Postest. The population of this study was all grade II students; 28 students of class II A were selected using the nonprobability sampling technique, a purposive sampling approach. Pre-tests and post-tests were given to determine the level of reading skills. The data collected was processed by paired sample t-test and effect size because the data was expected. This study concludes that using a problem-based learning model with a letter card interactive media approach is practical enough to improve reading skills in grade II. The sig value. 0.000 <0.05 indicates a difference before and after treatment, and the effect size test result is 0.298 with a reasonably effective category. Therefore, it is stated that the initial hypothesis is rejected, and the alternative hypothesis is accepted.Keywords: Problem Based Learning, Letter Card, Reading Skills

Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design.

This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD.

PEDAGOGICAL CONTENT OF IMPROVING THE TECHNOLOGY OF TEACHING PRIMARY SCHOOL STUDENTS TO READ IN THE FAMILY

This article explores the pedagogical content necessary for enhancing the technology used in teaching primary school students to read within the family setting. With the increasing recognition of the family's role in early literacy development, the need for structured and effective pedagogical approaches has become paramount. This study examines the theoretical foundations, practical methodologies, and technological tools that can be employed by parents and guardians to improve reading skills among primary school children.

Analysis of Bilingual Implementation in Improving Students' English Proficiency in Islamic Boarding Schools

Improving English language skills among santri in pesantren is a challenge that requires innovative approaches, such as bilingual programs. This study aims to analyze the effectiveness of bilingual implementation in improving the English language skills of santri in pesantren. The research method involved statistical evaluation of reading and writing test scores and questionnaire responses in measuring the impact of the program, complemented by thematic analysis of the qualitative data to identify key themes related to program implementation and effectiveness. The reading test results showed that 75% of the santri achieved ‘Good’ to ‘Very Good’ scores, signaling strong reading comprehension. However, the writing test results showed that no santri achieved a ‘Very Good’ score, although 35% of santri scored ‘Good’ and 43% scored ‘Fair,’ indicating proficiency in writing mechanics, grammar, and vocabulary. The perspective of the santri regarding the bilingual program was also positive, with the majority agreeing or strongly agreeing with the program's effectiveness. The implications of this study suggest that while the bilingual program effectively improves reading skills, there needs to be further focus on developing writing skills. Suggestions for future research include longitudinal research and a broader evaluation of language skills to gain a holistic view of the effectiveness of the bilingual program.

Program Pendampingan Peningkatan Literasi Bagi Siswa Sekolah Dasar

This research was conducted to provide a solution to the lack of literacy among students in the primary school environment, especially in the learning process. Therefore, a programme is needed that can improve primary school reading skills through the implementation of a literacy programme. The purpose of this study is to find out the implementation of the literacy programme, the results of the literacy programme as well as the supporting and inhibiting factors of the implementation of the literacy programme in improving the reading skills of primary school students. This research is a qualitative research with descriptive method. The results obtained in this study show that the literacy programme is very important for primary school students in improving reading skills. The literacy activities include: literacy trees and corners, literacy clinics, smart flowers and library revitalisation. The obstacles in implementing the literacy programme are related to time and students' attitudes during learning.

Development of Comic Book to Improve Reading Skills in Arabic Learning

Development of Comic Book to Improve Reading Skills in Arabic Learning

Implementation of problem based learning model assisted by powerpoint and space building props on the surface area of cubes and beams in fourth grade students SDN Teluk Pucung I

One of the efforts to overcome students' low understanding of the material surface area of cubes and blocks is through the application of innovative learning models. The research aims to improve students' understanding of the material of the surface area of cubes and blocks through Problem Based Learning models assisted by powerpoint media and props for building cubes and blocks. The study used the collaborative classroom action research model of Kemmis Mc Taggart. The participants of the study were 16 students consisting of 10 female students and 6 male students in grade VI SDN Teluk Pucung I. Researchers collected data through observation, interview, and test techniques. Observation and interview techniques are useful for obtaining data on the implementation of research. Meanwhile, test techniques are used to measure students' understanding in the form of description questions. Researchers analyze data through three stages, namely reducing data, presenting data, and drawing conclusions. The data that has been analyzed is then validated through triangulation techniques. Research findings show an improvement in reading skills in each cycle. Referring to the research findings, the researcher concluded that the application of the Problem Based Learning model assisted by powerpoint media and teaching aids for building cubes and blocks can increase students' understanding of the material surface area of cubes and blocks

A Game-Based Cognitive Intervention for Young Learners with Reading Difficulties

The study’s primary contribution is a game-based cognitive intervention tool for young learners with reading difficulties. The second contribution is the game designer's guide tool, which provides a set of recommended design guidelines for designers, developers and researchers that create games for children. The tools were designed and developed in the ReaDi-STANCE project and are accessible on the project’s platform (ReaDi-STANCE platform home page: https://www.cs.ucy.ac.cy/projects/readistance/). The platform has the following main modules integrated: a management support module, an algorithm module to rotate in a predefined order the games the child end-user plays, a prompting stages module to support the child end-user during gameplay, and a data analytics module that researchers can use. Two different groups of experts conducted two evaluations to evaluate: (1) a corpus of game design themes and guidelines for children, extracted from the respective literature, to develop the game designer's guide tool and (2) the extent of application of the design above guidelines in the game-based cognitive intervention tool. We present the intervention impact results and discuss their effect on improving reading skills in poor readers.

Effective intervention to improve reading skills

Children who fall below the expected reading level in the early years of their education often struggle to catch up. The UiT-ReadWell intervention has been designed to improve reading comprehension, now researchers are looking to assess its effectiveness through a multi-site randomised trial, as Professor Trude Nergård-Nilssen explains.

Strategi Efektif dalam Meningkatkan Kemampuan Literasi Membaca pada anak Sekolah Dasar

In order to enhance reading literacy among elementary school children in orphanages, this Community Service Program (PKM) is designed to implement and evaluate various interactive learning strategies. The program aims to identify the most effective approaches to improving reading skills while also increasing the motivation and confidence of the children in reading. This PKM involves 50 children from two different orphanages, where each implements different strategies, including joint reading sessions, group discussions, and the use of varied and engaging reading materials. The methodology used includes both qualitative and quantitative evaluations. Quantitative data were obtained through pre-tests and post-tests to measure improvements in reading literacy scores, while qualitative data were collected through interviews with caregivers and feedback from the children. The results show a significant improvement in the children's reading literacy scores, from an average of 60 at the start of the program to 82 after its implementation. Additionally, positive feedback was received from both children and caregivers, indicating an increase in interest and confidence in reading. Several challenges were identified during implementation, including the need for greater access to a variety of reading materials and the need for sustainability strategies for the program. This Community Service Program provides evidence that interactive and supportive learning strategies can significantly improve the reading literacy abilities of children in orphanages. The implications of this study are important for the development of educational programs aimed at enhancing literacy in underprivileged environments.

The Effectiveness of Employing Metalinguistic Awareness in Improving Reading Skills

The Effectiveness of Employing Metalinguistic Awareness in Improving Reading Skills

Effectiveness of the Use of Virtual Reality Rehabilitation in Children with Dyslexia: Follow-Up after One Year.

Dyslexia is a common learning disorder that hinders reading fluency and comprehension. Traditional treatments can be tedious for children, limiting their effectiveness. This study investigated the one-year effects of rehabilitation treatment with a virtual reality rehabilitation system (VRRS) on children with dyslexia. Twenty-four children were divided into control (CG) and experimental (EG) groups. The CG underwent conventional neuropsychological treatment (CNT), while the EG underwent VR neurorehabilitation training (VRNT) using the VRRS. Neuropsychological evaluation was conducted before treatment, after six months, and again after one year for both groups. Compared to the control group, children who received VR training showed significant improvement in reading skills, especially in non-word reading and reading speed, even after one year without further VR intervention. VRRS can improve treatment adherence and minimize symptoms by offering engaging activities for children. These findings suggest VRRS may be a valuable tool for dyslexia rehabilitation with long-lasting effects.