Learning Reading Skills Research Articles

Classroom Learning Behaviors and Reading Skill Development

Classroom Learning Behaviors and Reading Skill Development

Acquisition and performance of cognitive skills

Introduction: acquiring and performing cognitive skills, Ann M.Colley and John R.Beech. Part 1 Acquisition of cognitive skills: the development of cognitive skills - an examination of recent theories, Julie B.Sincoff and Robert J.Sternberg training skilled performance, John Annett learning problem-solving skills, K.J.Gilhooly and A.J.K.Green the componential approach to learning reading skills, John R.Beech acquisition of computing skills, Mark Elsom-Cook learning motor skills - integrating cognition and action, Ann M.Colley. Part 2 Variations in performance: a methodology for assessing the detailed structure of memory skills, K.Anders Ericsson and William L.Oliver executing two tasks at once, Paul J.Barber ageing and skilled performance, Timothy A.Salthouse stress and skill, L.R.Hartley et al diurnal variations in performance, Andrew Smith.

Cognitive Abilities, Conditions of Learning, and the Early Development of Reading Skill

TWO GROUPS of primary-grade classrooms differing in their instructional approach to beginning reading were compared to assess the relationship between learning activities, cognitive abilities, and reading skill. Students' activities in 20 classrooms were observed, confirming that half of the classrooms followed an individualized language-experience approach and half a decoding-oriented basal reader approach. Year-end testing of the students revealed basic level reading skill to be less universally acquired in the language-experience group, but no difference in information processing and linguistic abilities between the two groups. In addition, while the various cognitive measures generally correlated positively with reading in the decoding-oriented group, significant negative correlations between linguistic ability and reading skill were observed in the language-experience group. It is argued that linguistic ability facilitates beginning reading only after a threshold of print-specific skills is acquired, and that the observed difference between the two groups stemmed primarily from their varying emphasis on systematic instruction, with corrective feedback, of these print-specific skills.

The Application of Listen-Read-Discuss (L-R-D) Strategy to Improve Reading Skill at the First Grade of SMPN 10 Parepare

This study aim to find out the difference in reading skill between students who are taught of using L-R-D strategy and without using L-R-D strategy at the first grade of SMPN 10 Parepare. Furthermore, its aim is to determine the effectiveness of the Listen-Read-discuss strategy in reading skill learning at the first grade of Junior High School 10 Parepare. This research is an experiment design using pretest posttest design. The population of this research was all classes VII of SMP Negeri 10 Parepare, with samples of class VII 4 was experiment class and class VII 3 was control class. Data was obtained by Barret’s taxonomy reading skill test. The validity used is the validity of items that are assisted by computer item program. Reliability using the alpha Cronbach formula obtained result of 0.93. the data analysis technique used T-test with a significance of 5%. Before the data analysis was carried out using t-test technique, the prerequisite analysis test was carried out in the form of data distribution normality test and variant homogeneity test. The results of the pretest and posttest calculation of both groups are normal and homogeneous. T-test analysis of pretest data in reading skill of the experimental group and the control group, obtained -0.930 and (sig 0.357>0.05). This result indicates the initial skill of the experimental group and the control group were the same or there were no significant differences between the two group. T-test result of posttest in reading skill of the experimental group and the control group obtained -3.505 and (sig 0.000< 0.05) based on these data the results of this research showed significant differences between groups taught using of Listen-read-discuss strategy and without Listen-read-discuss strategy. The result of analysis T-test of the pretest and posttest showed that Listen-read-discuss strategy was effective to improve reading skill at the first grade of SMPN 10 Parepare.

Reading Readiness and Eye Hand Preference Patterns in First Grade Children

To assess the idea that mild neurological dysfunction, as evidenced by crossed eye hand preference patterns, interferes with the learning of reading skills, comparisons were made of reading readiness test results for 89 first grade children. Comparisons on the basis of sex and of eye hand preference patterns yielded no significant differences in levels of reading readiness. Findings suggest that minimal brain dysfunction theories may be unsuitable for explaining reading disability.