Learning To Read Research Articles

Critical Literacy and Deep Reading in Teacher Education through the Novel The Boy at the Back of the Class

Abstract: This article presents a pedagogical experience carried out with student teachers in the first year of the BA in Primary Education at the University of Alicante. The chapter book The Boy at the Back of the Class (2018) by Onjali Q. Raúf served as a unifying thread through the semester to develop critical literacy through deep reading, which involves the in-depth exploration of literary texts approached from different aspects and perspectives in the classroom. Choosing the right text (at the right time) that can appeal to different sensibilities and reading levels is key (Bland 2019). In this sense, The Boy at the Back of the Class, is presented as an ideal intercultural literary work both for its linguistic content about the classroom and school, as well as for its meaning, with themes in tune with the SDGs such as the refugee crisis, bullying, language barriers and affectivity as a driver for communication. The results of the research carried out have proven the experience is adequate to fostering deep reading for in-depth learning, as the results of the questionnaires and the testimony of the students involved in the case study demonstrate. Keywords: Deep reading. In-depth learning. Critical literacy. Intercultural children’s Literature. SDGs.

Learning spellings and meanings: Longitudinal relations to reading

BackgroundProminent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier learning of the spelling and meaning of words is associated with later core aspects of reading: orthographic representations, word reading and reading comprehension.MethodsParticipants were 120 English‐speaking children followed longitudinally from Grade 3 to Grade 4 (i.e., from 8 to 9 years of age on average). At Grade 3, children read stories containing new words and answered questions about the spelling and meaning of these new words, evaluating orthographic and semantic learning, respectively. Children also completed outcome measures of orthographic representations (with a choice task targeting the spelling of existing words), word reading and reading comprehension (with standardised tasks) at Grades 3 and 4. We conducted regression analyses controlling for age, nonverbal reasoning, working memory, vocabulary and phonological awareness.ResultsWe found that each of orthographic and semantic learning predicted gains in orthographic representations from Grade 3 to Grade 4. Furthermore, orthographic learning at Grade 3 predicted word reading at Grade 4, while semantic learning at Grade 3 predicted reading comprehension at Grade 4.ConclusionsThese longitudinal associations between orthographic and semantic learning and core aspects of reading strengthen the evidence in support of the hypothesis that children's word learning capacity plays a key role in reading development.

Fostering Reading Skills through Simplex Didactics and Music: Creation of an Inclusive Tool for Pupils with Dyslexia

During the last decades, prevalence of pupils with Specific Learning Disorder, and more specifically with Dyslexia, is on the increase in Italian schools. It requires both researchers and teachers to investigate, adapt and adopt simplex teaching strategies. that may foster pupils learning process at primary schools by taking account of their educational needs, their learning styles and preferences. According to these premises, the following article aims to create a teaching tool that may support the reading learning process of pupils with dyslexia, during the first years of primary schools, by adopting the simplex principle of detour and the educational potential of music. Keywords: music, simplexity, specific learning disorders, inclusive education, reading skill

The Development of Self-Directed Learning in Online English Reading of Thai Students Attending a CALL Learner Training

This research studied self-directed learning in online English reading of seven secondary school students who attended a ten-week Computer-Assisted Language Learning (CALL) learner training. The CALL learner training was sequenced using Knowles’s (1975) six steps of self-directed learning, which were setting climate, analyzing needs, setting goals, choosing materials, using strategies, and evaluating the outcomes. Each training session covered three components: pedagogical, strategic, and technical training. The training was conducted over ten weeks and included three required sessions and seven optional consultation sessions. During the training, the learners conducted three weeks of self-learning independently. Three sources of qualitative data, including learners’ learning logs, consultation recordings, and interviews, were used to examine the development of learners’ self-directed learning throughout the training. Overall, all participants showed improvement in their self-directed learning in online English reading after the training. However, goal setting and material selection seemed to be the main challenges for most participants. The findings suggested that more research on using CALL learner training should introduce more technology for different online reading tasks since the current study only presented limited tools.

A Review of Research on English Reading Teaching from the Perspective of Activity-based Teaching Method

This study reviews research on activity-based teaching method in English reading teaching both domestically and internationally. The findings indicate that activity-based teaching method not only helps students better understand classroom material, enhances classroom efficiency, and improves their English learning and application skills in reading, but also fosters the integration of language knowledge and skills. Additionally, it strengthens cultural awareness, optimizes critical thinking, and promotes independent learning, thereby facilitating the effective development of core competencies. Furthermore, English reading teaching that employs activity-based teaching method is beneficial for analyzing and designing teaching activities, enabling students to acquire, interpret, and evaluate the meaning of texts, express their own opinions and intentions, and cultivate diverse and critical thinking skills, ultimately enhancing their core literacy abilities.

Transformation of the CIRC (Cooperative Integrated Reading and Composition) Model to Enhance Qira'ah

This study aims to describe the implementation of the Cooperative Integrated Reading and Composition (CIRC) model in learning reading skills in the classroom. The CIRC model was chosen because it effectively improves students' literacy skills through collaboration in small groups, compared to other collaborative approaches. This study's background is students' low reading ability in Arabic language classes, so innovation is needed in learning methods. This study uses a qualitative approach with a case study design. The subjects of the study consisted of thirty students in one class. Data collection techniques include observation, in-depth interviews, and document analysis. Observations monitor the implementation of the CIRC model, focusing on teacher-student interactions and group dynamics. Interviews with teachers and students explore their experiences and perceptions of the CIRC model. Document analysis assesses student work, including summaries and shared notes. The results of the study indicate that the CIRC model increases students' active participation and cooperation, as reflected in their enthusiasm and motivation during learning. In addition, students' reading comprehension increases, as reflected in interviews and observations that show students find it easier to understand the text. However, there are obstacles, such as time constraints, differences in reading abilities between students, and teachers' limited experience in implementing this model.

EL DESARROLLO DE LA LECTURA POR MEDIO DE LA PREVENCIÓN DE LAS DIFICULTADES DE APRENDIZAJE BASADAS EN EL LENGUAJE Y COMUNICACIÓN A TRAVÉS DE LA GAMIFICACIÓN

This research plan is based on the prevention of learning difficulties, whose main objective is to provide all students with skills and abilities to progress in their learning. Recent research shows that about 10% of students have learning difficulties. It is worth mentioning that according to the Learning Disorders report, carried out by Sans, Boix, Colomé, López-Sala and Sanguinetti, (2012) and supported by the Program for International Student Assessment (PISA) of 2018 (analysis carried out by Schleicher in 2019), the main difficulties are related to reading, writing and numerical learning. From both investigations lies the importance of focusing the study on the prevention of difficulties in the field of communication and language. The main objective of this thesis is to analyze to what extent the initial reading acquisition process can be improved through the development of a series of skills. To achieve this objective, a quasi-experimental project has been carried out with comparison of groups and pre-test and post-test measures. The project has different students who are in the last cycle of kindergarten belonging to schools in the province of Alicante and there is a sample of approximately 150 participants. Next, it is worth highlighting that the program is carried out by the teachers of the centers and for this they have undergone prior training. The project has an innovative axis, where new technologies have been used with the aim of making students feel more motivated and involved in learning, thus promoting their development and connecting with their interests. The hypothesis proposed for this research plan is the following: The aim is to analyze whether, by applying an intervention program focused on the stimulation of linguistic skills at an early age, we can contribute to reducing language and communication learning difficulties. at the first educational levels. The results of this intervention plan have been obtained through various activities related to the learning of communication and language where the responses of the students have been collected to analyze them. In short, the results of the work allow us to confirm that the group that receives the intervention obtains improvements in the reading learning process.

The Influence of Serial Image Media on Interest in Reading in Social Studies Learning for Class IV Students at Culia Elementary School, Doang Island, Doangan Caddi, Pangkep Regency

The purpose of this research is to determine the effect of applying serial image media on fourth grade students' reading interest in social studies subjects at Culia Pulau Doang Doangan Caddi Elementary School, Pangkep Regency. This research was conducted at Culia Pulau Doang Doangan Caddi Elementary School, Pangkep Regency, which discusses the application of serial image media. on fourth grade students' reading interest in social studies subjects at SD Culia Pulau Doang Doangan Caddi, Pangkep Regency. This research uses quantitative methods of analysis with a descriptive approach. The data collection technique used in this research is by observation, questionnaires and documentation. The results of the research show that (1) the application of image media was carried out well and effectively, (2) the control class's interest in reading in social studies subjects was still lacking because there were many students who were not focused on learning, whereas in the experimental class there was a prominent difference, students were enthusiastic in learning is also active, and (3) there is an influence of the application of serial image media on class IV learning interest in social studies subjects.

The Use of Question-Answer Realationship Strategy for Teaching Reading Text for English Students of Excel English Sidoarjo

The objectives of this research are to know and to describe the implementation of teaching reading comprehension by using the QAR strategy, to know and to describe the advantages and the disadvantages of teaching reading by using the QAR strategy for the eleventh-grade students of EXCEL ENGLISH Sidoarjo. This research used a qualitative research method. The data is in the form of the implementation of the QAR Strategy by teachers as well as the advantages and disadvantages regarding the implementation of the QAR Strategy. In collecting the data, this research used three kinds of instruments: observation, interview, and documentation. This research used three major phases of data analysis: data reduction, data display, and conclusion drawing or verification. The results of the research are as follows: The first is that the teaching and learning processes in the class ran well. It could be seen that the teacher completed the QAR step based on Margareth’s procedure of teaching reading by using the QAR strategy. In the atmosphere of teaching and learning reading by using the Question-Answer Relationship strategy, the students looked active and responsive to the teacher. Second, the QAR Strategy has been proven to have benefits in helping students improve their reading, and there are only a few disadvantages to the QAR Strategy. Namely, the teacher has to explain the existence of several types of QAR Strategy questions.

A Comparative Study of Authentic and Artificial Text-Based Reading Learning in Improving English Reading Comprehension

This study aimed to compare the effectiveness of authentic texts versus fabricated texts in improving reading comprehension among high school students learning English as a Foreign Language (EFL). Using a quasi-experimental design, the study involved two groups of students: an experimental group that was taught using authentic materials (e.g., news articles, short stories) and a control group that used fabricated texts specifically designed for educational purposes. Data were collected through pre-tests and post-tests on reading comprehension, a motivation questionnaire, and classroom observations. The results showed a significant improvement in reading comprehension scores and learning motivation in the experimental group compared to the control group. Authentic texts were found to be more engaging and relevant, boosting students' intrinsic motivation and active participation. The study concludes that integrating authentic materials into the EFL classroom can enhance reading skills and increase student engagement. Both authentic and fabricated texts play important roles in language learning, and their balanced use can provide a comprehensive approach to teaching reading comprehension.

Constructing and Developing a Scale for Assessing Language Teachers' Performance in Integrating Reflective Thinking Skills within Primary Reading Learning Environments

The study employed a multi-phase design to construct and validate a scale for assessing language teachers' performance in integrating reflective thinking within primary reading environments. The research began with a literature review to identify relevant dimensions and indicators for reflective thinking in reading instruction. In the first phase, a pilot test with 200 teachers was conducted to evaluate the scale's validity and reliability through both qualitative and quantitative feedback, leading to refinements in the scale. The second phase involved a larger study with 800 teachers, using Rasch model analysis and confirmatory factor analysis (CFA) to validate the scale’s structure. Rasch analysis ensured internal consistency, while CFA confirmed alignment with theoretical constructs. The findings showed strong psychometric properties, with high internal reliability and validity, indicating that the scale accurately measures teachers' ability to integrate reflective thinking in reading instruction. The validated scale provides a reliable tool for evaluating teachers' performance, helping identify professional development needs. This tool enables schools to support teachers in enhancing their practices, ultimately improving student outcomes in reading comprehension and critical thinking. The scale fosters a supportive learning environment, contributing to better educational outcomes and preparing students for future challenges.

Music Educational Resources Integration, Teaching Strategies, and Innovative Approaches in Chinese Art Colleges and Universities

This study assessed the level of tolerance of ambiguity of non-English majors to cope with complex, incomplete, uncertain, and unknown context in English reading, which significantly influenced their reading strategies and ability. The study employed a quantitative research method, and three survey questionnaires were used to identify tolerance of ambiguity, reading strategies and ability of 400 non-English major students from HUAT majoring in automotive engineering and in economics and management. The findings revealed a significant correlation between high tolerance of ambiguity and the use of effective reading strategies, such as prediction, inference, and summarization. Students with higher tolerance levels were found to be more adept at navigating ambiguous texts and extracting meaning from complex English materials. Moreover, these students demonstrated superior reading comprehension skills compared to their peers with lower tolerance levels. The study concluded that fostering tolerance of ambiguity should be an integral part of English language teaching for non-English majors. Teachers were encouraged to incorporate activities that enhanced students’ ability to handle ambiguity, thereby improving their reading strategies and overall English reading ability. This research contributed to the field of second language acquisition by providing empirical evidence of the role of tolerance of ambiguity in English reading ability among non-English major students in Chinese colleges. Based on the findings, an enhancement program was proposed to help Chinese non-English majors deal with reading ambiguity, help them better use in reading strategies and promote their reading ability in EFL reading learning.

Tolerance of Ambiguity, Reading Strategies and Ability of Chinese College Non-English Majors

This study assessed the level of tolerance of ambiguity of non-English majors to cope with complex, incomplete, uncertain, and unknown context in English reading, which significantly influenced their reading strategies and ability. The study employed a quantitative research method, and three survey questionnaires were used to identify tolerance of ambiguity, reading strategies and ability of 400 non-English major students from HUAT majoring in automotive engineering and in economics and management. The findings revealed a significant correlation between high tolerance of ambiguity and the use of effective reading strategies, such as prediction, inference, and summarization. Students with higher tolerance levels were found to be more adept at navigating ambiguous texts and extracting meaning from complex English materials. Moreover, these students demonstrated superior reading comprehension skills compared to their peers with lower tolerance levels. The study concluded that fostering tolerance of ambiguity should be an integral part of English language teaching for non-English majors. Teachers were encouraged to incorporate activities that enhanced students’ ability to handle ambiguity, thereby improving their reading strategies and overall English reading ability. This research contributed to the field of second language acquisition by providing empirical evidence of the role of tolerance of ambiguity in English reading ability among non-English major students in Chinese colleges. Based on the findings, an enhancement program was proposed to help Chinese non-English majors deal with reading ambiguity, help them better use in reading strategies and promote their reading ability in EFL reading learning.

The Application of Cooperative Learning in English Reading in Secondary School: A Case Study in Mainland China

This paper explores the role of cooperative learning approach to English reading among secondary level students in China. As English as a foreign language is a part of school curriculum, developing students’ reading skills is essential to achieve the curricular goals. Since reading is challenging skill for non-native speakers, which is evident from the condition that despite teachers investing a lot of time in developing students’ reading skills, the level of improvement is not satisfactory. In the changed context of teaching and learning of English, cooperative learning has gradually become one of the most popular learning strategies in recent years as it encourages teachers and students to engage in complementing each other in learning, which greatly promotes learning interest and mobility, and also can be more conducive to teachers and students to break through the bottleneck of English reading. Two major questions raised were: a) Whether the cooperative learning affect students’ English reading ability? b) How does the cooperation affect students’ learning motivation in English reading? To respond to these questions, in this study, the data were gathered through an experiment conducted in grade eight that involved students in cooperative learning to develop their English reading. The results of the study indicated that cooperative learning improved students’ reading ability, enhanced their motivation and improved students’ learning enthusiasm. This implies that English as foreign language learning contexts should prioritise students’ engagement in cooperative learning.

The Positive Effects of Self-Regulation Strategy in EFL Reading Dynamics

Amidst complex reading learning enterprises, it is fair to be acknowledged that globalized EFL learners need to improve their reading competencies and activate a self-regulation strategy to experience a positively sound reading learning atmosphere and become more strategic L2 readers knowing the reading strategies working best for their particular reading dynamics. This present small-scale qualitative investigation was conducted with the support of a library study approach to generate more reliable and apprehensible research results beneficial for the betterment of future reading learning dynamics. To achieve this main research objective, the researcher selectively selected 20 previous studies focusing on discovering the positive influences of self-regulation strategy in EFL reading enterprises. Thematic analysis was simultaneously employed while analyzing the previously obtained research results to yield more accurate themes that were rewarding and to pave more meaningful reading pathways for worldwide second language reading instructors and EFL learners. Based on the obtained research results, the internalization of the self-regulation strategy has successfully promoted more enjoyable reading learning processes where they can progressively transform into more autonomous L2 readers. As a point, these specifically attained research results strongly suggested globalized second language reading instructors cultivating EFL learners’ self-regulation growth at the onset of reading learning activities to gradually enable them to become high-achieving L2 readers. Keywords: self-regulation strategy; reading; library study

TRANSTORNOS ESPECÍFICOS DE APRENDIZAGEM: DISLEXIA, DISGRAFIA, DISORTOGRAFIA E DISCALCULIA EM FOCO

Educational legislation emphasizes the need to promote the full development of reading, writing and calculation skills, highlighting these skills as essential for the individual’s insertion and meaningful action in society. However, it is not uncommon for students to complete elementary school without mastering these essential skills for professional life. This article aims to investigate the difficulties faced by some students in the process of learning reading, writing and mathematical skills. Based on theoretical research, the article addresses Specific Functional Learning Disorders — Dyslexia, Dysgraphia, Dysorthography and Dyscalculia — as possible factors that negatively interfere with the academic development of these students. Presenting a theoretical foundation on the topic contributes to the review of pedagogical practice, suggesting the need for collective work in the search for resources and procedures that promote students’ proficiency both in reading and writing and in learning mathematical concepts and operations.

Analysis of the Effectiveness of the Ishlah Method and Its Influence on the Ability to Read the Al-Quran

This research was motivated by concerns about data in Indonesia where the majority of the population is Muslim and it turns out that 62% cannot read the Koran, then one of the clerics in Karawang, West Java Province created a method of learning to read the Koran called the Ishlah method which was implemented through the National Eradication Movement. Al-Quran illiteracy led by the general chairman KH. Mahbub Soleh Zarkasyi is also the inventor of the ishlah method. This research was carried out at the Syamira Arrasyid Islamic Foundation Karawang as a mu'allim senter or Al-Quran reading learning institution which has applied the ishlah method with a sample of 32 respondents using the Mixed Method research method through explanatory design techniques, namely a combination of quantitative and qualitative research methods. The results of quantitative research show that there is a significant influence between the application of the Ishlah Method on the ability to read the Koran. This is based on statistical calculations, a correlation coefficient of r = 0.695 and a coefficient of determination of R = r.2 = 0.483. Testing the significance of the correlation obtained tcount (5,295) > t table (1.671) at α = 0.05, indicating that the correlation coefficient is significant. Thus, the research hypothesis which states that there is a relationship between the Ishlah Method and the ability to read the Koran can be accepted. This means that the more the Ishlah Method is applied, the higher the ability to read the Koran will be. Meanwhile, the coefficient of determination of 0.483 shows that 48.3% of the variation in Al-Quran Reading Ability can be explained by variations in the Ishlah Method, the remaining 51.7% is determined by other factors outside the Ishlah Method. The results of qualitative research show that the ishlah method is very effective for teenagers, adults and the elderly because it has special characteristics which are given the acronym BISMILLAH and can stimulate the synergy of the work of the left brain and right brain so that it makes learning to read the Koran more enjoyable and not bored and unfamiliar. stratification of levels like other methods so that students who learn to read the Koran do not feel embarrassed and inferior.

Audio-visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya

ABSTRACT The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning.

Cost and benefit of parafoveal information during reading acquisition as revealed by finger movement patterns

Contrary to expert readers, children learning to read have limited ability to preprocess letters in parafoveal vision. Parafoveal letters induce crowding cost: the features of neighboring letters interfere with target letter identification. We longitudinally studied the weight of parafoveal cost and benefit in two group of children (N = 42), during their first school year (Group 1) and at the end of second school year (Groupe 2). Using a novel digit-tracking method, a blurred text was presented and rendered unblurred by touching the screen, allowing the user to discover a window of visible text as the finger moved along it. We compared two conditions: (1) a large window, where crowding was enhanced by the presence of parafoveal information; (2) a small window, where crowding was suppressed by blurred parafoveal information. Finger kinematics were simultaneously recorded. We found that at the beginning of first-grade, digital fixations - brief slowing or stopping of the finger on a specific point - are significantly longer in the large compared to the small window condition, as parafoveal crowding increases text processing difficulty. This effect diminishes and disappears at the end of second-grade as reading performance improves. In the large window condition, longer digital saccades - rapid movements of the finger changing position - appear by the end of first grade suggesting that parafoveal exposure become more beneficial than harmful when children acquire basic reading skills. Our results show that in beginning readers, crowding has a cognitive cost that interfere with the speed of the learning reading process. Our findings are relevant to the field of education by showing that visual crowding in first grade should not be underestimated.

Increasing Slow Learner Reading Abilities Through Functional Reading : A Single-Case Study on An Elementary School Student

This study explored the effectiveness of teaching functional literacy to a 12-year-old slow learner in Indonesia. The participant struggles read words longer than two syllables and struggles to meet academic expectations. This research uses a qualitative approach with the single-subject design using the reversal method or the ABA research design. Data was collected through three phases: baseline, intervention, and evaluation phases. This study utilizes two sets of flashcards as instruments. The first set consists of pictorial cards displaying twelve common street signs, while the second set contains word cards with the matching names of the signs in Bahasa Indonesia. Each card is printed on a 13 cm by 7 cm flashcard. Over the intervention sessions, the participant demonstrated significant progress in functional reading skills. The data collected was then analyzed using visual analysis. The results indicates that slow learners benefit from frequent, concrete, and visually based learning abilities that aligns for their need for repetition. This study highlights the importance of functional literacy in enhancing independent living skills among slow learners, providing the students with the tool to better navigate their surroundings.