Level Of Reading Competence Research Articles

Exploring social media use of Filipino learners

Profusely widespread use of social media opened multiple reading opportunities for learners. However, educators have growing concern that excessive use of social media compromises learners’ reading competence and, eventually, academic performance. The current work aimed to examine the extent to which social media use may affect the university students’ (N=101) reading attitudes and competence, which are the backbone of scholastic performance. A mixed-methods approach was applied in the study. The data collected were analyzed using version 26 of the Statistical Package for Social Sciences (SPSS) software. Interview answers were qualitatively analyzed. Results indicate that social media platforms (SMPs) were least used for educational purposes. Students showed positive reading attitudes emphasizing their accorded importance to reading and finding happiness to learn new things. However, as they managed to read posts daily, lesser inclination was accorded to productive reading attitudes such as finding time to read during vacant hours and having enthusiasm towards advanced reading and reading with friends. Overall, reading competence indicated ineptitude. This study provides insights into the context of social media use in shaping learners’ reading attitudes and affecting their level of reading competence.

Implementing critical reading for reading competence

The aim of this study was to investigates the impact of critical reading strategies on students’ reading competence. The participants of this research were semester three students of English education. The sample of this research was twenty three students. This research used test and observation to determine their level of reading competence during the learning. The research showed that this Strategy enhanced students’ reading competence. The students’ means score in cycle two test was (80.95). the result was much better than cycle one (70.94). Based on the result above it can be concluded that critical reading could enhance sudents reading competence.

СФОРМИРОВАННОСТЬ ЧИТАТЕЛЬСКОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ 1 КУРСА НАПРАВЛЕНИЯ ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ, ПРОФИЛЯ «НАЧАЛЬНОЕ ОБРАЗОВАНИЕ»

Introduction. Today, reading is one of the language activities that consists not only of transforming letters into sounds. It is one of the meta-subject skills, which affect learning success. One of the priority objectives set in the Federal State Educational Standard for Primary General Education is to create the necessary level of reading competence in junior students. Consequently, the level of reading competence in students, i.e., future primary school teachers, should be high. The study aims to identify the level of reading competence in first-year students of the specialty ‘Pedagogical education’ (44.03.01) majoring in Primary education. The objectives of the research are to carry out a theoretical analysis of the reading competence issue, identify criteria for reading competence formation in first-year students, identify their levels of reading competence, and propose tasks to develop reading competence in first-year students. Materials and methods. The paper is devoted to the analysis of reading competence in the first-year students majoring in Primary Education. The paper presents the results of the tasks completed by first-year students. Students’ results were analyzed according to the criteria of efficiency, flexibility, maturity, and activity. Results of the study. The analysis has indicated that, in general, reading competence in the students is at the average level. According to the criteria of ‘efficiency’ (a high level of understanding the information read), ‘flexibility’ (the ability to change reading strategies), and ‘maturity’ (the ability to switch from one form of information presentation to another), the students are mainly at a medium and low level. In our opinion, this is because many students do not have a well-developed ability to carefully read information, and identify the essentials. According to the criterion ‘activity’ (the ability to use the information obtained from reading), more than half of the first-year students showed a low level, which indicates that they are not able to analyze and express their thoughts on what they read. Based on monitoring of reading competence in the first-year students of specialty Pedagogical Education (44.03.01) majoring in Primary Education, we have developed and proposed tasks aimed at building reading competence. These, in particular, include keeping a literary dictionary; keeping a reader’s diary; analyzing literary works for children; self-analyzing of reading the literary works for children, with their systematization by the time of writing, themes, genres; a compilation of chronological tables on the development of children’s literature in Russia, and others. Conclusion. The paper proposes constant monitoring of reading competence, which will provide an objective picture of reading competence in students and the identification of factors affecting the quality of reading skills. Keywords: competence, reading competence, federal state educational standard of primary general education, formation of reading competence.

ФАКТОРИ СПРИЙМАННЯ ЧИТАЧАМИ ОБРАЗІВ АВТОРІВ ХУДОЖНІХ ТВОРІВ

First the image of the author of works of art in the perception of readers by the method of semantic differential is studied together with the use a statistical analysis of competence levels of readers. Morality, stability, activity, creativity and aesthetics are the most important characteristics of writers and poets for their readers. The 3 levels of reading competence were identified, which corresponds to our classification, where we distinguish passive, active and creative readers.

Mentoring and Service Learning in the University: An Experience Organised by the Faculty of Pedagogy of the University of Barcelona

We present in this article the documentation and analysis of a Service Learning (SL) experience conducted in the Faculty of Pedagogy of the University of Barcelona and entitled Els amics i amigues de la lectura [Reading Friends]. This is a training proposal in which first-year students on the pedagogy, social education, social work, and early childhood and primary education bachelor’s degree courses help the city’s children and adolescents to enjoy reading and improve their reading skills. The project sets out to achieve two essential goals. The first, to offer a response to a need which is crucial to pupils’ academic and personal success: raising their levels of reading competence. The second, to contribute to the improvement in university students’ initial training, offering a challenge which enables them to link theoretical knowledge and practical experience, develop basic professional skills and exercise social responsibility and civic engagement, while at the same time building an affective relationship with the pupils involved, with all that this represents. The article consists of five basic sections. In the first two we set out a brief overview of service learning and of the project itself, addressing some of the fundamental questions regarding its history and evolution. An overall vision of the experience architecture is presented in the third point, with a description of how its main phases develop. We go on to focus on analysis of one of the project’s key issues: the pedagogical relationship established between students and pupils. We close the article by offering a number of final conclusions, together with the consulted bibliography.

Improving the reading of bisyllabic words that involve context-sensitive spelling rules: focus on successes or on failures?

The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated on the words the children read correctly (successes), the other on the words they read incorrectly (failures). They repeatedly read bisyllabic Dutch words, half of the training words involving context-sensitive spelling rules (vowel degemination or consonant gemination). Some children repeatedly read their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain the accuracy rate at a constant level. In general, children who received training improved their reading accuracy and reading speed of trained words, and reading accuracy of untrained words, more than the control group. Which training focus is superior, depends on the reading level of the child and the type of words used. For children with a low initial reading level, to improve reading accuracy of bisyllabic words that follow context-sensitive spelling rules, a training focus on failures was superior over a training focus on successes. For children with a high initial reading level, improvement of reading speed was largest in a training on successes. Evidently, the improvement of word reading skills depends both on the children’s level of reading competence and on the type of training.

Leseleistung und Rezeptionsstrategien bei Mädchen und Jungen in der Sekundarstufe I

Do girls read texts differently from boys? This contribution presents a study from empirical teaching research in secondary education ("Sekundarstufe 1") by Grütz/Belgrad/Pfaff (2005). 4500 pupils, male and female, from the 7th form of primary and secondary school were examined to determine which of the reading strategies usually adopted lead to a more successful text understanding with girls and which with boys. This study follows up a previous study done in 4th form primary school by Belgrad/Grütz/Pfaff (2003). The research design is based on the psychological cognition model of text understanding following van Dijk/Kintsch (1983), which sees the process of reading comprehension as interactional and constructive. Cognitive reading strategies were tested which are usually adopted during lessons. Major results of the study are that boys prefer similar reading strategies both in primary and secondary schools. Good results are achieved when a text is read quietly and discussed afterwards. The worst results are obtained by all boys when words have to be copied from the text. With girls a notable difference can be seen in the usage of reading strategies depending on the type of the school and the level of reading competence. Girls from primary schools achieve the best results when they can activate knowledge prior to confronting the text, girls from secondary schools achieve the best results when they quietly read through a text.

Preliminary Findings of the IEA Reading Literacy Study: New Zealand achievement in the national and international context

Abstract This paper focuses on the preliminary reading literacy test scores for New Zealand, of students in the grade levels where most 9‐ (Standard 3) and 14‐ (Form 4) year‐olds were to be found. In addition to some within country analyses, New Zealand results are compared with the results for the probability samples of students in 32 systems of education which participated in the IEA study of Reading Literacy. Within country comparisons by gender and ethnicity reveal large differences in favour of Pakeha students at both levels, and gender differences in favour of girls particularly at the Standard 3 level. Between country comparisons of results suggest high levels of reading competence among the New Zealand students in the target age groups.

Approaches to Improving the Reading Skill of The Bilingual Student

There are vast differences in how language learners acquire the ability to read in L1 and in L2. However, many of the principles employed in improving reading skills in L1 can also be employed in improving reading skills in L2 once an elementary (low proficiency) level of reading competence has been attained. The major factors which can contribute to such improvement are more reading speed, greater vocabulary expansion, and better comprehension skills. The learner must be brought through stages from grapheme recognition to whole word recognition to whole word comprehension and so on, to phrase and sentence levels in the grammatical hierarchy. In order to facilitate this process, materials have been produced by classroom teachers; some of these materials have appeared in published form. They are included as references. This discussion is a step by step procedure which can be followed when improving reading skills after initial teaching stages have begun to bear fruit.