Reading Knowledge Research Articles

Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample

We examined the role of phonemic awareness [PA], rapid naming [RAN], and verbal short-term memory [VSTM], phonological verbal fluency (PVF) along with literacy related skills (letter naming and orthographic knowledge) in reading, spelling, and numeracy performances. The study was carried out on a sample that consists of 245 native Arabic children of grade 1 and 2. The results showed a significant effect of Group on PA, RAN, VSTM, PVF, and letter naming and orthographic knowledge. There is also a comorbidity effect on PA and orthographic knowledge. The regression analysis indicated that PA and orthographic knowledge are the strongest predictors of the three academic outcomes, whereas VSTM, PVF and RAN displayed less predictive relationships with reading, spelling and numeracy. The results suggest that there are a number of underpinning factors that are linked to PA and orthographic knowledge, which are also accounted for a comorbidity condition between literacy and numeracy.

A Scientific Revolution: Ten Men and Women Who Reinvented American Medicine

A Scientific Revolution: Ten Men and Women Who Reinvented American Medicine

Analysis and Comparison of the Theoretical Model of the Relationship between Reading and Writing

Abstract. This study compares and evaluates three alternative theoretical models of the relevant writing relationships. The reading dimensions of this model include components of understanding of places and parts. Dimensions include components of spelling, vocabulary, word structure, and story structure. These models differ with respect to the order in which the dimensions of reading and writing are related. The interactive model allows the use of reading knowledge in writing, and vice versa. Other models (read-to-write; write-to-read) only allow knowledge to move in one direction. These models are evaluated based on the model. The ability to explain the relationships found in the extensive corpus of reading and collecting data from 256 second graders and 251 fourth graders. The interactive model fits the data better than the read-to-write model at the second grade level and the write-to-read model at both grade levels and the read-to-write model are superior to the write-to-write model. Specific relationships are examined and pedagogical implications.Keywords: Analysis, Model Comparison, Reading, Writing.

THE CONTRIBUTION OF STUDENTS SCHEMATA TOWARD STUDENTS READING COMPREHENSION ACHIEVEMENT AT FOURTH SEMESTER OF LAKIDENDE UNIVERSITY LEARNERS

The contribution of Schemata toward Reading Comprehension: A Case of their contribution at fourth semester of Lakidende University learners. Schemata have an important role in the process of reading. With regard to reading in a foreign language, one crucial determinant of reading comprehension is the amount of background knowledge readers have. Although readers can turn printed symbols into sounds and word accurately, it cannot guarantee their comprehension. Inadequate background knowledge especially cultural one can have an effect on reading comprehension. The objective of this study are to find out the contribution of students schemata toward students reading comprehension achievement at fourth semester of Lakidende University learners. The population of this research are all the fourth semester of lakidende university learners who enrolled in academic year 2020/2021 with 17 students. The data will collect through questionnaire and tests. After collecting the data, the data will analyze by statistically. The first step in analyzing data are checked the normality, homogeneity and linearity of the data as requirement to apply the inferential statistic on non inferential statistic parameters. In testing the hypothesis, T-Test analysis will apply by using SPSS 16 version

“Send Forth the Very Best Ye Breed”: Captain Frederick S. Wild and the War in the Philippines, 1899–1902

“Send Forth the Very Best Ye Breed”: Captain Frederick S. Wild and the War in the Philippines, 1899–1902

Pemberdayaan Anak Desa Melalui Groupwork di Masa Pandemi

The tutoring program is a form of community service program in 2021 which aims to grow the ability of early childhood children to interest in learning homes. In addition, there is another goal, namely from the implementation of this program for students to be able to apply the knowledge and theory that has been obtained from the world of lectures in addition to the campus being able to show the public that students are able to emphasize the existence of universities that are able to create or produce future cadres of the nation who are capable of bring about change for the better in society. The target of this service is children in Maimun Saleh Village, Sukajaya District, Sabang City Regency. This program has the main goal, namely through the tutoring program, early childhood children can gain basic knowledge of reading and arithmetic such as how to calculate properly and correctly. This tutoring program lasts about 3 months, each meeting 3 times a week. From this program, it can be seen that before this activity the children were not fluent in reading, writing and counting. After this activity the children had very good reading, writing and counting skills.

PROBLEMATIKA PEMBELAJARAN BAHASA ARAB DI SDIT DARUS SUNNAH SUMBAWA

This study aims to describe how the problems of learning Arabic at SDIT Darus Sunnah Sumbawa are. The research method used in this research is descriptive qualitative. The research instrument used is interview, observation, and document review. The results of the study show that: (1) Arabic learning at SDIT Darus Sunnah Sumbawa, both from the linguistic and non-linguistic aspects, is still experiencing various problems from the teacher's and students' perspective. This is because the Arabic language teachers are still not at the level of quality they should be, most of the students do not have basic knowledge of reading and writing Arabic, as well as learning methods that are not in accordance with the students' marhalah. (2) Efforts to overcome the problems of learning Arabic at SDIT Darus Sunnah Sumbawa are by rearranging the curriculum which is expected to be in accordance with the level of understanding of students according to their age level, paying great attention to the ability to read the Qur'an, also by utilizing various interesting learning media in order to raise the morale and motivation of students.

Welcome from the Editors

Welcome from the Editors

ISTART: Adaptive Comprehension Strategy Training and Stealth Literacy Assessment

The Interactive Strategy Training for Active Reading and Thinking (iSTART) game-based intelligent tutoring system (ITS) was developed with a foundation of comprehension theory and principles of learning science to improve students’ comprehension of complex scientific texts. iSTART has been shown to improve reading comprehension for learners from middle school through adulthood, particularly lower knowledge readers, through strategy instruction and game-based practice. This paper describes iSTART, the theoretical foundations that have guided iSTART development, and evidence for the feasibility of game-based practice to improve learning outcomes. This paper also introduces a novel method of assessing students’ reading comprehension through game-based literacy assessments that have been incorporated in iSTART. The development of these stealth assessments was guided by recent work emphasizing the need for rapid, dynamic, and low stakes assessments that evaluate students’ reading skills in the context of brief, dynamic games. Stealth assessments can generate estimates of multiple aspects of students’ reading comprehension quickly and within a motivating environment. The work described in this paper is a promising method to assess students’ literacy in an unobtrusive and authentic way that may lead to improved learning outcomes for students.

Research on the Construction of English Autonomous Learning Model Based on Computer Network-Assisted Instruction.

As a supplement to traditional teaching methods, computer-assisted teaching methods can reflect modern educational concepts, such as creating student-led, teacher-led environments. The goal of college English education is to enable them to communicate effectively in English in their future academic, work, and social interactions, while also developing students' self-learning skills. Chinese society improves overall cultural competence and adapts to the needs of international communication. Self-directed learning is not static and will increase or decrease with time, discipline, and conditions and is an evolving process. Understanding learning, taking responsibility for one's own learning, and learning how to learn are all beneficial. Students abound in school life and even throughout their lives. In this paper, we try to propose a computer-based method for constructing an independent English learning model based on a practical study of computer network technology for the development of self-learning ability of non-English majors in a university. This paper uses comparative analysis techniques to compare traditional paper-and-pencil examinations and computer-based online evaluations and analyzes the effects of each. The survey showed that 81% of the students preferred the computer-based assessment. Therefore, the focus of this research is to strengthen the oral English training in college and create an authentic English learning environment for students to really feel the standard English pronunciation, intonation, and knowledge of grammar, listening, reading, writing, and translation.

Speech-language therapist and teacher knowledge of early literacy skills

Purpose: The purposes of this study were: (a) to compare speech-language therapists’ (SLTs’) and general education teachers’ perceived skill for providing early reading and writing instruction and (b) to compare SLTs’ and teachers’ knowledge of early reading and writing skills. Method: SLTs (n = 28) and general education teachers (n = 25) participated in this study. Participants completed a self-assessment of their own skill level for providing early reading and writing instruction and an objective measure of their knowledge of early reading and writing skills. Results: There was a significant difference between groups in self-assessment of current skill for delivering early reading and writing instruction; SLTs rated their own current skill as lower than teachers rated their own current skill. There was not a significant difference in knowledge of early reading and writing skills between SLTs and teachers. Conclusions: SLTs and teachers can benefit from continued professional development related to providing evidence-based reading and writing instruction. Because of their different perceptions of their own skills, professional development may need to be approached differently for SLTs and teachers. Future research will examine specific areas of knowledge strength and weakness for SLTs and teachers.

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language.

Reading in Chinese is complex because readers should not only recognize characters by basic units (i.e., characters) but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character reading, less is known about the role played by lexical orthographic knowledge at word level. A total of 424 secondary learners with Chinese as a second language (CSL) in Hong Kong were assessed with character reading, reading comprehension, and two lexical orthographic knowledge tasks: lexical orthographic choice (OKC) and lexical orthographic choice in context (OKCC). Path analysis results demonstrated that these lexical orthographic skills significantly mediated the effect of character reading on comprehension, in which OKCC was a more critical mediator as its mediating effect was bigger than that of OKC. Further analyses showed that these mediating effects were significant only among students with richer learning experience (i.e., learning Chinese for 4 years or above). Our results illustrate the possible trajectory of CSL learners’ literacy development from character reading to reading comprehension and provide pedagogical implications for teaching and learning.

Concurrent prospective memory task increases mind wandering during online reading for difficult but not easy texts.

Many prior theories have tried to explain the relationship between attentional processes and mind wandering. The resource-demand matching view argues that a mismatch between task demands and resources led to more mind wandering. This study aims to test this view against competing models by inducing mind wandering through increasing the level of demands via adding a prospective memory task to cognitively demanding tasks like reading. We hypothesized that participants with a second task still in mind (unfinished group) engage more in task-unrelated thoughts (TUTs) and show less text comprehension compared to participants who think a second task is finished (finished group). Seventy-two participants had to study 24 items of a to-do list for a recall test. After a first cued recall of ten items, participants were either told that a second task was finished or that the recall was interrupted and continued later. All participants then started reading an easy or difficult version of the same unfamiliar hypertext, while being thought probed. Text comprehension measures followed. As expected, participants in the unfinished group showed significantly more TUTs than participants in the finished group when reading difficult texts, but, contrary to our assumptions, did not show better text comprehension measures when reading difficult text. Nevertheless, participants compensate for the influence of the second task by reading longer, which in turn has a positive effect on their reading knowledge. These findings support the resource-demand-matching model and thus strengthen assumptions about the processing of attention during reading.

Gambaran Pengetahuan dan Kepatuhan Sivitas Akademika Universitas Al-Azhar Indonesia dalam Membaca Label Pangan

<p><strong>The busyness and lifestyle of modern society today tends to like instant things, including choosing food products. This is because packaged food products are more practical, easy to carry, widely available, and easy to consume. An analysis is needed regarding the level of knowledge and compliance of the community, especially the academic community of University Al-Azhar Indonesia (UAI) in this regard, so that the community can increase knowledge and compliance in reading packaged food labels when consuming or buying a product. The design of this study used a descriptive correlational design with a purposive sampling technique. Respondents in this study were a sample of UAI's still active academicians consisting of lecturers, educators, and students. The number of respondents in this study were 69.5% women and 30.5% men. In terms of age, most were 18-35 years old (93.90%). Respondents get the most source of food label information through online and print media. The priority of respondents when buying packaged food products is mostly choosing the name of the product (41.46%), then paying attention to the halal logo (37.80%). The priority level and respondents' knowledge when buying a packaged food product were mostly in the good category (75.61%). Respondent compliance level is also in good category (48.78%). The results of this study indicate that many respondents, namely UAI academicians, are accustomed to reading food labels when buying a packaged food product.</strong></p><p><strong><em>Keywords</em></strong> – <em>Community</em>, <em>Compliance, Food Label, Knowledge, Overview</em></p>

Teachers’ Level of Knowledge of Reading and Content Area Reading Instruction

The content area teachers' competencies were determined using a descriptive research methodology based on their level of knowledge of the nature of reading and content area reading instruction. Data were collected using the Assessment Tool on Teachers' Level of Knowledge of the Nature of Reading and Content Area Reading Instruction. To enhance the answers acquired from the survey questionnaire, unstructured interviews were used. Frequency count and mean were used to evaluate and interpret data gathered from teacher-respondents' level of knowledge of the nature of reading and content area reading instruction. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies.

The Effectiveness of a Shared Reading Program Among Parents of Newborns

Early parent-child shared reading has been demonstrated to promote the development of literacy, reading skills and learning achievement in young children. Parent-child shared reading intervention programs may strengthen the willingness and reading competence of parents. To explore the attitudes and skills related to parent-child shared reading before and after an intervention program conducted in a nursery room and outpatient pediatric clinic. A single-group pretest-posttest quasi-experimental design was conducted. Seventy-five parents of newborns in the baby rooms from two hospitals in Hualien County were conveniently sampled. Parents who had just given birth received health education before discharge from the hospital from nurses focusing on the knowledge and skills of shared reading. Three age-matched picture books with reading fact sheets and consultation support were offered free to parents of children in three, respective, age groups (newborn, 4-months old and 6-months old) during parent-child visits to the pediatric clinic for regular health examinations and vaccinations. A self-designed questionnaire was administered to analyze the parents' demographic variables, reading environment, parents' attitudes toward parent-child shared reading, and familiarity with regard to parent-child shared reading skills. Parent-child reading attitudes were positively correlated with skill familiarity (r = .39). The presence or absence of children's books at home, the parent-child relationship, and parental reading habits explained 32.0% of the variance in parent-child shared-reading attitudes (R2 = .32). The presence or absence of children's books at home and the presence or absence of a library card for the child explained 44.0% of the variation in familiarity with co-reading skills (R2 = .44). Parent-child shared reading attitude scores (t = -5.14, p < .001) and skill familiarity of parents (t = -7.52, p < .001) both increased significantly after the intervention program. Parent-child shared reading educational intervention programs may be used to improve parental attitudes and skills related to parent-child shared reading.

Construction and Simulation of Online English Reading Model in Wireless Surface Acoustic Wave Sensor Environment Optimized by Particle Swarm Optimization

English reading is an important way to consolidate and expand English language knowledge, and it is also an important way to obtain information and understand British and American culture. Therefore, reading teaching has always been an important part of English education and teaching at all levels and types of schools, and college English teaching is no exception. College English teachers have been carrying out teaching reflections in their reading teaching practice and constantly exploring teaching modes and teaching directions that improve students’ reading engagement and reading comprehension ability. However, the current daily teaching of English reading still generally maintains the traditional teaching mode. The entire reading learning process is monotonous, boring, and stylized, and the ability to acquire and process information cannot be combined with language knowledge and language skills. This kind of teaching mode severely inhibited the college students’ involvement in English learning model. Based on the electromagnetic-polarization response expression in a uniformly polarized half-space, this paper transforms the problem of polarization parameter extraction into a minimum optimization problem and constructs a fitness function. A set of polarization parameters is selected to calculate the electromagnetic-polarization response under trapezoidal waves in a uniform half-space, and the basic particle swarm algorithm is used to extract single and multiple parameters, respectively. In this paper, by adding a window to the test data in the time domain, the multiplicative and additive interference in the test signal is suppressed, and the signal-to-noise ratio of the test result is improved. We use the platform built in this article to wirelessly test the temperature characteristics of the surface acoustic wave sensor. The research results identified eight cognitive attributes of English reading and successfully generated diagnostic information at the group and individual levels and finally formed graphics and textual diagnostic feedback. There is a certain correlation between students’ vocabulary mastery and English reading performance, which shows that the vocabulary teaching method can help students better understand the reading materials and improve their reading performance. Combining two student interviews and learning logs, it can be seen that students’ understanding and frequency of use of vocabulary knowledge have increased significantly after the action research. It is generally recognized that vocabulary has a positive effect on improving reading level and can be based on the recognition and understanding of vocabulary. The mastery of vocabulary can promote the improvement of college students’ English reading level to a certain extent. Learners should strengthen vocabulary learning and face up to the importance of vocabulary knowledge in English reading.

Deployment of Background Knowledge and Performance in Comprehension Passage Reading among Primary School Learners in Vihiga County, Kenya

Background. Primary school learners in Vihiga County have been recording a lower mean score in English language examinations than their counterparts in neighbouring counties, with the score being lower in comprehension passage than in grammar sections. Few previous studies conducted in Kenya have investigated the issue from the instructional dimension, thereby limiting stakeholders’ understanding of the issue and delaying appropriate interventions. Aim. To determine how the deployment of learners’ background knowledge influences performance in reading comprehension passages. Method. Solomon Four-Group Design guided the study. Data were sourced in mid-2017 from standard six learners and English language teachers. Regression analysis generated two models, one for the experimental and control groups, each. Results. In both models, deployment of background knowledge had a significant positive effect on the performance in reading comprehension passages, which prompted rejection of the null hypothesis. However, the effect was stronger in the experimental group than in the control group. The variation was attributed to training provided to the experimental group teachers, which improved their skills in activating learners’ background knowledge. Conclusions. Activating learners’ background knowledge is a vital antecedent to better performance in reading comprehension passages and the English language. Although prereading vocabulary is vital for the activation of learners’ background knowledge, overreliance on a single strategy to activate learners’ background knowledge undermines optimal deployment of background knowledge skills in reading, albeit with implications on performance.

Evolutionary Method for Learning to Read

In the long history of education, the priority of teaching and learning had genetically as a human need and eagerness to know how to read. The thirst to know the world around us, saying metaphorically, can be extinguished while man can read the Book of Life. To develop reading skills, the interest in reading and promote universal culture, methods are developed that facilitate the obtaining of reading knowledge. Through the research "Formation of knowledge for reading through musical procedures" (2002-2008) a technological medium was created organized by the two modules: "Intelligent system in sensory and cognitive development for the pre-reading stage” and the method, including software, so that the young child can learn to read in a short time, acquiring, building, and forming the necessary knowledge. The technological support made it possible to establish the tuned communication in the school classroom between teacher and student and, at the same time, to objectify the process of teaching and learning didactics to reading.

Lessons from K-12 Education in Asia-Pacific Countries Successful in the PISA: ICT Integration Dimension

This research aims to examine the integration of Information and Communication Technologies (ICT) into the instructional settings in Asia-Pacific countries and states, ranking among the Top 10 in the PISA test. PISA is an OECD’s assessment tool which is applied every three years to measure 15-year-olds’ ability to use their knowledge in mathematics, science, and reading. PISA was first held in 2000, and it has been observed an increasing number of Asia-Pacific countries and states in the Top 10 over the years. Nowadays, one focus of national education systems is on educational technologies and their impact on teaching processes. Therefore, this study focuses on studies regarding the ICT integration of countries in the Asia-Pacific region and their effects on student performance in the PISA test. The document analysis method was used to examine PISA results and reports, OECD reports, ICT integration projects, and studies on PISA. Successful ICT integration activities of Asia-Pacific countries and states were determined by comparing their efforts for ICT integration across countries. Additionally, studies on ICT integration of the Asia-Pacific countries were compared with the studies conducted in Turkey and inferences were made about the effect of ICT integration studies on the outcomes of PISA.