Initial Reading Research Articles

The effects of generating examples on comprehension and metacomprehension.

Teachers and students often report using examples to support learning. Research has shown benefits of viewing provided examples and generating examples during declarative concept learning; however, there is less work showing clear benefits when learners generate their own examples on comprehension measures while students are attempting to learn from expository science texts. The present study tested whether generating examples would be useful for improving comprehension and comprehension monitoring in the context of an undergraduate science course. In a pre-post design, students completed an initial reading activity, followed by taking practice tests on each topic. Some students were assigned to complete an additional example generation activity after taking the practice tests. Some students also evaluated the quality of generated examples and received explanatory feedback. While there was an overall improvement in comprehension for all students, those who generated examples without the opportunity to evaluate the quality had the smallest overall learning gains. Students who evaluated the quality of examples showed the greatest learning gains on application-based test questions. And, although overall overconfidence decreased, there were no differences between conditions. These results suggest that example generation may not always be as helpful for improving learning as many students and teachers assume. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Analisis Kesulitan Membaca Permulaan Siswa Sekolah Dasar

Early reading difficulties in elementary school students are an important problem in the educational process. The aim of this research is to determine the factors that influence initial reading difficulties, as well as the types of difficulties students face in initial reading based on several related studies. Various factors such as the environment, psychology, and internal maturity of students can be the main causes of reading difficulties. Types of difficulties include a lack of understanding of letters, difficulty pronouncing words, and limitations in reading sentences or paragraphs. This research uses qualitative methods through literature study. The data analysis technique used in this research is content analysis. The results illustrate the various difficulties experienced by students, including difficulties in recognizing letters, difficulties in pronouncing, and difficulties in reading words, syllables, sentences, as well as aspects of incorrect pronunciation. solving initial reading difficulties includes the important role of teachers in providing learning that suits students' needs, parental support in providing motivation, as well as creating a social environment that supports the process of learning to read. By overcoming initial reading difficulties, it is hoped that elementary school students can develop their reading skills effectively to support better academic development

Executive functioning predicts development of reading skill and perceptual span seven years later

What is the role of executive functions in longitudinally predicting reading success in general and perceptual-span size in particular? We present two new waves of our sequential-cohort longitudinal study of perceptual-span development, including five waves totally spanning grades 1 to 10. Using nonlinear mixed effects growth-curve modeling we here show that executive functioning measured in the early primary-school years predicts reading performance seven years later, even if controlled for initial reading performance. Moreover, the two variables exerted an interactive influence, suggesting mutual benefit. Effects of initial executive functioning on the final perceptual span were even more pronounced than on reading rate, suggesting a substantial contribution of executive processes to perceptual-span development. Perceptual-span development is critical for successful reading: The initial reading-rate difference between slower and faster readers diverged at the point when perceptual-span development was fastest, and stabilized at inflated differences thereafter. In an educational setting, early tests of executive functioning may be useful for identifying children who are likely to need intervention to become proficient readers.

Prompting-fading with Visual, Auditory, Kinesthetic, Tactile (VAKT) Media for Reading Skills of Dyslexia Children

Dyslexia children have problems with recognition, data accuracy, poor decoding, and poor spelling skills. Of course they need appropriate learning or implement the advantages they have. There are several intervention methods that can overcome the learning difficulties of children with dyslexia, one of which is using multisensory (VAKT). This VAKT method maximizes the implement of the senses in its intervention. The implementation of VAKT can be collaborated with prompting-fading in dyslexic children. The purpose of this study was to determine whether the prompting-fading technique with VAKT media could improve early reading skills in dyslexic children in elementary school. This study uses a quantitative approach with a single-case experimental design. The instrument used in this study refers to the Early Grade Reading Assessment (EGRA). The results showed an increase in the initial reading ability score in dyslexic children. It can be concluded that the prompting-fading technique with VAKT media is able to improve the early reading ability of dyslexia children.
 Keywords: early reading ability, dyslexia, prompting-fading, VAKT media

Assessment of the Capability to Accurately Capture the Vertical Relationship by the Various Bite Registration Materials

ABSTRACT Background: This research study aimed to evaluate and compare the capability of four various bite registration materials to reproduce precise interocclusal relationships in the vertical dimension Materials and Methods: Ideal maxillary and mandibular casts were mounted on the semi-adjustable articulator in maximum intercuspation after mock tooth preparation on 46, 47, and 48. Models were scanned by the Medit T500 Dental Lab Scanner, and initial reading was noted at the predetermined points. Ten interocclusal bite registrations were made using four materials (CADbite, Jet Bite, Ramitec, and Aluwax). The mandibular model was demounted and again remounted using the interocclusal records, and the final reading was noted after scanning. Results: Ramitec showed superior results when compared to polyvinyl bite registration material and Aluwax, but the differences between Ramitec, CADbite, and Jet Bite were nonsignificant. Conclusions: Although all four materials are suitable for clinical use, elastomeric materials showed superior results. In that, polyether was found to be the best.

MENINGKATKAN AKTIVITAS BELAJAR SISWA MENGGUNAKAN METODE KERJA KELOMPOK PADA PEMBELAJARAN ILMU PENGETAHUAN ALAM KELAS IV SDN 1 POKOH KIDUL

This study aims to develop flashcard material for reading at the beginning of the first grade of elementary school. To achieve this goal, this study uses qualitative research methods. Based on the results of the small group test, the following data were obtained: (1) 100% Enjoyment, (2) 100% Security, (3) 100% Comfort, (4) 96.87% Language Aspect. Based on large group testing, the following data were obtained: (1) Enjoyment 94D44 (2) Security 100% (3) Comfort 94% (4) Language Aspect 97.18%. Based on the data obtained above, this multimedia flashcard product can be used without modification as an alternative to Indonesian learning to train the initial reading skills of grade 1 students of SDN 1 Pokoh Kidul

The Effect of Directed Reading and Thinking Activity (DRTA) Learning Model assisted by Padlet on Learning Motivation and English Reading Comprehension Ability of Grade IX Students at SMP Negeri 5 Kubu

This study aims to analyze the differences in reading comprehension ability and learning motivation between students who follow the Directed Reading and Thinking Activity (DRTA) model assisted by Padlet and students who follow the direct learning model. This research is a quasi-experiment with Non-Equivalent Pretest-Posttest Control Group Design. The population in this study were ninth-grade students of SMP Negeri 5 Kubu in the 2022/2023 academic year consisting of three classes. The sample selection was carried out using Classroom Random Sampling technique and two classes were selected as samples, one class as the experimental group and the other class as the control group. Data collection was carried out using a reading comprehension ability test and a learning motivation questionnaire. The data obtained were analyzed by MANCOVA with initial reading comprehension ability and initial learning motivation as covariates. The results showed that: First, there is a significant difference in reading comprehension ability and learning motivation together between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. Second, there is a significant difference in reading comprehension ability between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. Third, there is a significant difference in learning motivation between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. The implication of this research shows that to improve learning motivation and reading comprehension ability we can use DRTA model learning assisted by Padlet.

Transacting knowledge when there are no schools during the COVID-19 lockdown in Nigeria: the SENSE-transactional radio instruction experience

This study examines the SENSE-TRI program’s effectiveness in improving the fundamental literacy skills of grade 3 learners in insurgency-challenged Gombe and Adamawa states of Nigeria during the COVID-19 lockdown. A quasi-experimental design was employed, with 400 participants equally divided between randomly selected schools and pupils from SENSE intervention schools (the treatment group) and a counterfactual group from schools and pupils not participating in the SENSE-TRI program (the comparison group). The learners’ performance in both groups was assessed by the abbreviated Early Grade Reading Assessment (EGRA), focusing on tasks such as letter-sound identification, syllable sound identification, familiar word reading, invented word reading, and reading comprehension. The TRI program compared learners’ scores in the treatment group with those of learners in the comparison group using Tobit regression models. The results revealed that sociodemographic variables had no significant independent influence on the observed outcomes. However, the scores showed a statistically significant improvement in the literacy abilities of the treatment group on all parameters and tasks compared to the control group. This improvement exceeded the initial SENSE baseline reading proficiency aggregate values, indicating the program’s effectiveness in both challenging and normal circumstances as a possible way out when no schools exist.

Meningkatkan Kemampuan Membaca Permulaan Pada Anak Kelompok A Media Pop Up berbasis Flipchart di TK Hidayatus Shibyan

This research aims to find a solution to the problem of difficulties in improving language skills in terms of early reading in early childhood in group A1 in Hidayatus Shibyan Surabaya. The research method used in this research is the research and development method or often called Research and Development (R&D). The subjects of this research are students in group A1 of the Hidayatus Shubiyan Kindergarten for the 2023-2024 academic year with a total of 15 students with an average age 4-5 years old, consisting of 9 female students and 6 male students. The results of the research presented data on the differences between the use of Flipchart-based Pop Up learning media and increasing initial reading ability in group A1 of Kindergarten Hidayatus Shibyan Surabaya. From the table above, the result is tcount = - with a significance level of 0.000. Because the significance level is smaller than 0.05, Ha is accepted, and Ho is rejected. Based on the results of this research, it can be concluded that "There is an influence of the use of Pop Up learning media on increasing the initial reading ability of children in group A1 of Kindergarten Hidayatus Shibyan Surabaya"

The fundamental idea of Paul’s ‘I’ in Romans 7:14–25 and Christian spirituality as a lived experience

The idea of ‘I’ in Romans 7:14–25, used rhetorically, is written to have an impact on its reader and to reach into something readers have experienced: a spiritual reality. When Paul wrote the pericope, it was written in a specific context to and a specific group of people. They would have recognised what Paul’s fundamental idea was concerning ‘I’ and the law. That is, the struggling image of ‘I’ under the law, wanting to do what is right, but is unable to. However, the way the original audience would have received and understood the law and the tension would differ exponentially to the way the pericope is read today. But does that make Paul’s fundamental argument invalid for readers today? An initial reading of the text does evoke some kind of inner experience, relating or convicted by Paul’s ‘I’. This falls in the realm of spirituality as a lived experience. What makes it spiritual is the fact that the pericope is part of the Christian sacred text, and there is a certain initial stance or attitude taken when the text is read. The author is painting a mental picture using ‘I’ as a rhetoric device to lead the reader in participating in Paul’s argument. Thus, the text is experienced. There is no spirituality without experience. This participation leaves a lasting impact on the reader, and pointing the reader by the Spirit in a direction that moves from hopelessness to hopefulness found in Jesus Christ.Contribution: Firstly, the article adds to the body of work done on Romans 7:14–25, particularly the discussion referring to ‘I’. Secondly, there has been a large volume of work done on this specific pericope, especially on the interpretation of the text. However, a contribution can be made in respect of spirituality and the lived experience of the reader in relation to the text, because not much on the topic was found. The focus on the fundamental idea as a lived experience constitutes a specific angle to the text that may contribute to scholarly body of knowledge.

THE ALPHABET AND SYLLABLE METHOD AS A TEACHER STRATEGY IN IMPROVING BEGINNING READING IN PHASE A CLASS I STUDENTS AT SEKOLAH DASAR NEGERI KALIPUCANG KULON BATANG

<em>A teacher is someone who plays an important role in education and tries various ways to overcome the difficulties experienced by students. One of the learning difficulties experienced by students, especially phase A, is difficulty in initial reading. If initial reading difficulties can be overcome well, it will be easy for students to take the next stage of reading. This research aims to describe the alphabet method as a teacher's strategy in improving initial reading skills in phase A class I students at the Kalipucang Kulon State Elementary School, to outline the teacher's strategy in improving initial reading skills using the syllabic method for phase A class I students in elementary school. Kalipucang Kulon State, and to explain the factors that influence initial reading difficulties in phase A class I students at Kalipucang Kulon State Elementary School. The type of this research is field research, namely research carried out directly to obtain data with a qualitative approach namely the approach used to gather information from reasonable conditions. Meanwhile, the data sources used are primary data sources and secondary data sources. Meanwhile, the data collection techniques used were observation, interviews and documentation. The data analysis techniques used are data condensation, data display, and conclusion drawing. The results of this research show that: (1) The alphabet method as a teacher's strategy in improving initial reading skills in phase A class I students at Kalipucang Kulon Batang State Elementary School, is considered quite successful in improving initial reading skills, there are changes in the students. (2) The teacher's strategy in improving initial reading skills using the syllabic method for phase A class I students at the Kalipucang Kulon Batang State Elementary School has not yet been achieved optimally, but little by little there has been an improvement in the students' reading skills. (3) The factors that influence initial reading difficulties in phase A class I students at Kalipucang Kulon Batang State Elementary School are caused by four factors, namely </em> <em>physiological factors, intellectual factors, environmental factors and psychological factors.</em>

Dose Response of Personnel OSL Dosimeter to the Cesium-137 and 80 kVp X-ray Exposure

Over the years, several types of dosimeters have been introduced for accurate dose assessment. The OSL dosimeter is one of them. It is used to monitor personnel dose from external exposure. In this paper, dose response of OSL dosimeters in terms of Hp(10) to Cs‑137 gamma and 80 kVp X‑ray radiation will be studied. The dosimeters were irradiated using Cs‑137 gamma and 80 kVp X‑ray to 0.5 mSv, 1 mSv, 3 mSv, 5 mSv, and 10 mSv at a distance of 200 cm, and all of them were subsequently read. Half of the dosimeters that were previously irradiated with a dose of 1 mSv and 5 mSv were read 30 times. The other half of the dosimeters were re-read on day 30 and day 60 from the initial reading. The study shows that relations between measured dose and exposure dose for Cs‑137 gamma and 80 kVp X‑ray irradiation are linear with correlation coefficients (R2) of 0.9997 and 0.9987, respectively. When the OSL dosimeters were read repeatedly, a dose reduction for each reading occured by 0.4 % and 0.5 % on Cs‑137 gamma and 80 kVp X‑ray, respectively. Dose reading on day 60 after Cs‑137 gamma irradiation showed fading of 3.6 % and 2.7 % on OSL dosimeter exposed to 1 mSv and 5 mSv, respectively, whereas fading effect on 80 kVp X‑ray irradiation showed values of 5.9 % and 8.8 % for the two doses.

PENGEMBANGAN MEDIA POWER POINT INTERAKTIF PADA PEMBELAJARAN MEMBACA PERMULAAN SISWA KELAS 1 SEKOLAH DASAR

Media is a tool that teachers use to convey material during the learning process. Therefore, media is very important to use during the learning process. The aim of this research is to produce digital-based media, namely interactive power points, which are suitable for use to help students who have difficulty reading and can attract interest in reading in grade 1 elementary school students. The type of research used is development research or Research and Development (R&D). The method used is experimental. The research model used is the Addie model from Dick and Carey. The data collection techniques used were observation and interviews. The results of material expert validation and media expert validation stated that interactive PowerPoint media was very suitable for use and did not need revision. The value obtained from material expert validation was 84% and from media expert validation the value was 80%. Power point media was declared very suitable by getting the category very well used and implemented for reading learning at the beginning of grade 1 of elementary school. The students' response was very good, it can be seen that students felt enthusiastic when learning using interactive power point media. Therefore, this power point media can be used for initial reading learning and increasing reading interest in grade 1 elementary school students.

Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools

Many studies addressing methods to improve reading comprehension in English Language Learners (ELLs) primarily focus on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples. Unfortunately, ESL teachers in global South regions like Namibia have often been overlooked in this research. This study aims to bridge this gap by examining the self-developed strategies employed by Grade 7 ESL teachers to enhance reading comprehension in primary schools within Namibia’s Oshikoto region. This research adopts an exploratory case study approach with an interpretivist orientation. The selection of five Grade 7 ESL teachers is done purposefully, and data collection involves stimulated recall interviews and classroom observations. To analyse the collected data, an inductive thematic analysis is applied. The findings shed light on the practices of experienced teachers, revealing that they continue to utilise pedagogical methods acquired during their initial teacher education, including previewing, reading aloud, fluency training, and vocabulary development. However, these methods do not appear to guarantee improved reading comprehension for learners. Importantly, these teachers did not adapt their practices to suit their specific cultural and linguistic contexts and the needs of their learners. The study’s findings hold implications for the initial teacher education curriculum as they emphasise the importance of incorporating reflective practice to foster personal practical knowledge for teaching reading in non-Western settings.

Peningkatan Kemampuan Membaca Permulaan Melalui Media Kartu Huruf pada Kelompok A di Taman Kanak-Kanak Santa Theresia 1 Pangkalpinang

This classroom action research aims to improve beginning reading skills in group A through letter cards at St. Kindergarten. Theresia 1 Pangkalpinang. The method used in this research is collaborative classroom action research using the Kemmis and Mc Taggart model. PTK is implemented as an effort to overcome problems that arise in the classroom. This method is carried out in three stages, namely planning, implementation and reflection. The research subjects were students from Group A of St. Theresia 1 Pangkalpinang, totaling 15 children. The object of this research is the beginning reading ability in group A. The data collection method used is observation. Technical data analysis was carried out descriptively qualitatively and quantitatively. The success indicator set is a minimum of 75% of 15 children who have achieved initial reading skills. This research was conducted in two cycles. The results of research on the development of early reading abilities using letter card media in general for the categories of children who are developing well and children who are developing very well, in quantity there was an increase where at the beginning of the study there was only 1 child, but at the end of the study there were 11 children (6 children included good category and 5 children in the very good category) which means that the Classroom Action Research was considered successful in meeting the minimum target. Thus, it can be concluded that activities to improve initial reading skills using letter cards in Group A Kindergarten St. Theresia 1 Pangkalpinang has had a positive impact as indicated by an increase in the quantity of children who are able to read at the beginning by using letter cards properly and correctly. Keywords: beginning reading ability, letter card media, early childhood

The Effects of Bookworms Literacy Curriculum on Student Achievement in Grades 2-5

ABSTRACT Purpose In this study, we investigated the effects of a schoolwide program, Bookworms K-5 Reading and Writing, on student achievement. Method The study included seven cohorts of students (N = 8,806) in grades 2–5 in 17 elementary schools across three school years. We used a comparative interrupted time-series design, conducting multilevel growth curve models of Measures of Academic Progress reading scores with up to 10 data points per student. By modeling each student’s growth curve, including a time by treatment interaction term, we were able to estimate the change in students’ achievement trajectories corresponding to the implementation of Bookworms. Results Results confirm a significant positive impact of Bookworms on achievement, with gains compounding over time and producing an overall standardized effect size of .26 by the end of 5th grade. Students who began third grade with relatively weaker achievement experienced more growth than those with average achievement, and those with average achievement experienced more growth than those with the highest achievement. Conclusion This study provides evidence that a comprehensive literacy curriculum that emphasizes high-volume reading of grade-level texts and the use of evidence-based instructional practices produces positive effects on student achievement for students with a range of initial reading achievement.

Pengaruh Penggunaan Media Kartu Kata Bergambar terhadap Kemampuan Membaca Permulaan pada Peserta Didik Kelas B TK Nurfalah Tattakang kabupaten Gowa

This research aims to determine the effect of using picture word card media on the beginning reading abilities of class B students at Nurfalah Tattakang Kindergarten, Gowa Regency. This research is pre-experimental with a research design, namely one group pretest-posttest design. The population in this study were early childhood children aged 5-6 years, with a total of 15 people in Nurfalah Tattakang Kindergarten. The research sample involved Class B of Nurfalah Tattakang Kindergarten, Gowa Regency, which was selected through saturated sampling. This research uses instruments in the form of observation and documentation sheets. The data obtained was then analyzed using descriptive statistics. This research showed increased initial reading ability through picture word cards in class B students at Nurfalah Tattakang Kindergarten, Gowa Regency. Thus, picture word cartoon media can be used to improve students' initial reading skills.

Meningkatkan Kemampuan Membaca dengan Metode VATK (Visual, Audio, Taktil, Kinestetik) pada Anak Kesulitan Membaca di Sekolah Dasar

Early reading skills are basic skills that children need to have to understand various knowledge. In the learning process that plays an important role is the learning method, the application of the VAKT Method is one method that can be used to improve early reading skills in early grade elementary school students. This study aims to determine the effectiveness of the VAKT method on improving early reading skills in children with reading difficulties in elementary schools. The subjects of this study were 6 students in elementary school. This study used a quasi-experimental design. The sample of this study amounted to 6 people. The treatment given to the subject is the application of the VAKT method. Data analysis methods used with nonparametric techniques (Wilcoxon). The results showed that the application of the VAKT method can improve reading skills in children with reading difficulties in elementary schools, increase initial reading skills in students who have difficulty reading, obtained a Z value of -2.214. The significance value obtains a value of 0.027. judging from the significance value of 0.027<0.05, it means that there is an increase in reading ability with the VATK method (Visual, Audio, Tactile, Kinesthetic) in children with reading difficulties in elementary school

Biosynthesis of Copper Nanoparticles From Seaweed Ulva lactuca and Their In Vitro Antioxidative Potential.

Marine macroalgae is consumed by individuals in several regions, including Scandinavia, Great Britain, Ireland, China, and Japan; in Japan, it is commonly referred to as aosa. Copper nanoparticles are primarily composed of copper and exhibit a size distribution ranging from 1 to 100 nm. Copper nanoparticles can be synthesized using chemical or natural means, similar to other nanoparticle variants. The nanoparticles in question have garnered significant attention owing to their historical utilization as coloring agents, as well as their contemporary applicability in medicine and antibacterial treatments. The objective of this study was to investigate the biosynthesis of copper nanoparticles derived from Ulva lactuca seaweed and explore their in vitro antioxidative potential. Seaweed samples (10 g) were mixed with 50 ml of distilled water and placed in a shaker for two days. Copper sulfate (10 mM) was mixed with 100 ml of distilled water to obtain a copper (Cu) solution. Cu nanoparticles were then synthesized by adding the aqueous extract to 100 ml of the Cu solution and mixing it in an orbital shaker at 180 rpm for 24 hours. They were observed both visually and via ultraviolet(UV) spectrophotometry to confirm their nanoparticle synthesis. The initial reading was performed using a UV-visible spectrometer at 300-800 nm. The sample was centrifuged at approximately 8000 rpm for 15 minutes, the pellet was removed, and the pellet was dried in a hot-air oven. The synthesized Cu nanoparticles were then investigated using in vitro antioxidant assays. The seaweed-derived copper nanoparticles exhibited a 1.2 peak absorbance at 580 nm. Various concentrations of copper nanoparticles (25, 50, 75, and 100 µg/ml) were tested for free radical scavenging. As the copper nanoparticle concentration increased, the scavenging ability on 1, 1-diphenyl-2-picrylhydrazyl (DPPH) radicals assay showed that the free radical scavenging activity increased in a dose-dependent manner. Similar to the DPPH assay, the total antioxidant and hydrogen peroxide (H2O2)assays showed increased free radical scavenging with increasing concentration. The application of Cu nanoparticles in the synthesis process has the potential to enhance the antioxidant activity of Ulva lactuca as evidenced by the observed increase in antioxidant capacity and defense against reactive oxygen species.

Göçmen Öğrencilerin İlk Okuma Yazma Öğrenme Sürecinde Karşılaştıkları Sorunlara İlişkin Öğretmen Görüşleri

Due to adverse living conditions, healthcare system issues, natural disasters, wars, famine, etc., people migrate to different countries every day to start a new life as immigrants. Recently, Türkiye has received migration flows due to wars in Syria and Ukraine. Additionally, there have been migrations from countries with low living standards, such as Afghanistan and Pakistan. It can be said that children are the most affected group by these migrations. Educational support programs have been implemented for students coming through migration. Especially during the initial stages of learning to read and write, immigrant children have faced significant challenges. The aim of this study is to identify and evaluate the problems encountered in the process of teaching initial reading and writing to immigrant students, according to the views of teachers. As the focus is on identifying the problems encountered in the initial reading and writing instruction of immigrant students, a qualitative research method has been employed in the study. Among the qualitative research designs, "case study" has been preferred. The study was conducted in the spring semester of the 2022-2023 academic year in Denizli and Şanlıurfa. Participants are primary school teachers working in state schools affiliated with the Ministry of National Education. The "criterion sampling method" was used in selecting participants, considering the criterion of "teachers with immigrant students in their classes." These students are refugees or have refugee status and have a foreign background. A total of 49 (34 female, 15 male) primary school teachers were reached in the research. Teachers participated in the study on a voluntary basis. A researcher-developed personal information form and an open-ended question form were used to obtain research data. The open-ended question form was developed with expert opinions. Participants in the sample were reached through Google Forms or directly. Content analysis was employed in data analysis. The data were transferred to the computer, and codes were identified. Related codes were grouped together to reach sub-themes. Sub-themes were combined to form themes. When explaining themes and sub-themes, direct quotations were included. According to the results obtained from the research, parents cannot assist their children's studies at home adequately because they do not know Turkish well enough. The majority of immigrant students, due to not having received preschool education, have readiness levels below what is expected. These students experience difficulties in pronouncing certain letters, writing from left to right, speaking and understanding Turkish, and communicating with their peers. According to teachers' views, even if immigrant students somehow learn to read, they struggle to comprehend what they read. These students cannot read sentences meaningfully because they are not familiar with the stress and intonation of Turkish. They also face difficulties in writing letters of the Latin alphabet because they are not familiar enough with them.