Reading Proficiency Levels Research Articles

Использование потенциала внеурочной деятельности при обучении младших школьников работе с текстами

The article reveals the potential of an extracurricular activity course in developing conscious reading and overcoming difficulties that arise in primary school students during their acquisition of reading activity. Using the course “Revealing the Secrets of the Text” as an example, an approach to setting target guidelines and selecting course content is considered that allows for a differentiated approach and providing targeted assistance to readers with different levels of reading proficiency.

Reading Proficiency Among Grade 7 Learners

Analyzing reading competency in children in Grade 7 provides insightful information on learning objectives, cognitive growth, and the efficacy of literacy training. This information has consequences for teaching practices, educational systems, and individual students. This study assessed the reading proficiency of 146 Grade 7 students using a standardized test. The data were statistically analyzed using the mean, Mann-Whitney U-test, and analysis of variance. Results showed that the overall reading proficiency of the students was at a frustration level. When grouped by three different variables, the students’ reading proficiency stayed at the frustration level across all categories. Furthermore, no significant differences were found in reading proficiency when comparing students based on their profile variables. In this context, this paper ascertained the reading proficiency of Grade 7 learners in a public secondary school in a medium-sized division in Central Philippines for the Academic Year 2022–2023. Data needed for this descriptive study was collected from 146 respondents using a standardized instrument from the Oral Verification Test with one reading passage and a 7-item question. The ensuing analysis showed that the reading proficiency of Grade 7 Learners was at the frustration level, a level that signals a need for intervention, support, and reflection on instructional practices. This result calls for a customized reading plan to bring relevance and answer to the needs of the learners who still have difficulty in their reading proficiency level. Keywords: Language education, reading proficiency, word recognition, reading comprehension, Negros Oriental, Philippines

Evaluating the Impact of ‘Catch-Up Friday’ on Senior High School Students’ Reading Proficiency Level and Perspective

Evaluating the Impact of ‘Catch-Up Friday’ on Senior High School Students’ Reading Proficiency Level and Perspective

Inference Instruction for Students With Reading Disabilities

National data indicate that approximately 90% of rural students with a reading disability read at or below basic levels of reading proficiency. A growing body of research demonstrates that the ability to make inferences is essential for reading comprehension but particularly difficult for students with reading disabilities. Compounding matters, rural special educators often have limited resources available to support students with reading disabilities, largely served in general education classrooms. In this Practice in Action article, we support rural special educators who must innovatively collaborate with general education teachers to ensure high quality and specialized reading instruction and support inclusive and equitable learning environments by (a) defining inferencing, (b) reviewing College and Career Readiness Anchor Standards that support inferencing, (c) discussing the inference skills of students with or at-risk for reading disabilities, (d) outlining components of effective inference instruction, and (e) offering recommendations for how to teach inferencing using a graphic organizer.

The impact of orthographic knowledge on reading development in German third graders

AbstractOrthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of reading skills. The aim of this study was therefore to examine the effects of orthographic knowledge on basic (word-reading) and higher level (sentence- and text-comprehension) reading development in German third graders over the course of a schoolyear. 325 German speaking children (mean age = 8.35 years, standard deviation = 0.57; 49% girls) participated in the study, 100 of whom also provided data on vocabulary and naming speed. Data were analyzed via multiple regression in hierarchical models with random intercepts, since the children were nested in classes. The longitudinal analyses showed that orthographic knowledge contributes to the development of reading on the word- and text-level, over and above vocabulary knowledge and naming speed. These findings support and extend previous results, showing that orthographic knowledge not only supports reading processes, but also plays an important role in reading development over the course of a schoolyear. The fact that no significant interaction between orthographic knowledge and reading comprehension could be found implies that orthographic knowledge is relevant for reading development in German third graders, independent of the level of reading proficiency. The present findings suggest that orthographic knowledge should be considered in reading instruction at school as well as during reading related interventions.

Metacognitive Reading Strategies Employed by Grade Nine Male and Female Students: A Study in Addis Ababa Secondary Schools

This study examined the level and preference of metacognitive reading strategies used by Grade 9 students at Ula-dula General Secondary School in Ethiopia. 130 students (59 males and 71 females) participated in the study and filled out the questionnaire. Six of them took part in the interviews. The data was collected using the Metacognitive Awareness Reading Strategy Inventory (MARSI) and a semi-structured interview. SPSS (Statistical Package for the Social Sciences Version 24) was used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. The results indicated that students used the metacognitive reading strategies moderately, with an average mean score of 2.8. However, individual students' use of the strategies showed that 40% of the students used the strategies at a low level, 26.2% at a high level, and 33.8% at a medium level. The problem-solving strategies were used most frequently, followed by global and support strategies in second and third place, respectively. Problem-solving and global strategies were utilized moderately, while support strategies were employed at a lower level. The results of an independent sample t-test revealed no significant correlation between the gender of the students and their usage of the strategies. In summary, while the average result showed that students, as a whole, used the strategies moderately, the majority of individual students were found to use them at a low level. The qualitative data provided further evidence to support the quantitative findings. The result suggests that the students' low level of reading proficiency might have been due to a lack of awareness and inappropriate utilization of reading strategies.

Catch-Up Friday: Improving the Reading Proficiency Levels and Perspectives of Grade 10 Students

Reading proficiency extends beyond mere word comprehension; it demands active engagement with text, analysis of its content, and synthesis of information to generate new insights and perspectives. This study aimed to investigate the reading proficiency levels of Grade 10 students during the implementation of Catch-Up Friday at Prosperidad National High School in the 2023-2024 school year and determine whether significant differences existed in the students’ reading proficiency levels between pre- and post-assessments during Catch-Up Friday sessions. The study included 182 females and 205 males, selected based on attendance, with thirty Grade 10 students further interviewed to gather insights on the implementation of Catch-Up Friday. Pre-assessment occurred over two Fridays (January 12-19, 2024) with the same number of participants, while post-assessment took place from February 1-8, 2024, utilizing school-provided reading materials. Descriptive statistics, including frequency, percentage, and mean, were employed, and a t-test for independent samples compared Grade 10 students’ mean scores in pre- and post-assessments during Catch-Up Friday sessions. The qualitative analysis utilized thematic guidelines by Bruan and Clarke (2006). The analysis revealed that implementing Catch-Up Friday sessions and contextualized reading materials significantly impacted Grade 10 students’ reading proficiency levels, highlighting the importance of tailored interventions and learning resources to enhance reading proficiency. Furthermore, the study emphasized the need for ongoing efforts to provide comprehensive support for students to improve their reading proficiency levels. Findings indicated that students enjoyed diverse reading activities during Catch-Up Friday sessions, felt supported by teachers, and believed the sessions effectively addressed their individual needs. The materials used were relevant and engaging, boosting students’ confidence in reading. Additionally, five themes emerged from student responses: Feedback on Catch-Up Fridays, Strategies for Reading Proficiency on Catch-Up Friday, Reading Importance and Catch-Up Friday, Challenges in Catch-Up Fridays: Share and Overcome, and Catch-Up Friday Effectiveness: Expanding Perspectives. These findings posited the effectiveness of Catch-Up Friday sessions in enhancing reading proficiency and fostering a stimulating learning environment conducive to academic growth and development.

Evaluation of the multiple-deficit hypothesis among dyslexic Arabic-speaking children.

This study examined the multiple-deficit hypothesis among Arabic-speaking elementary school students. A total of 90 students, divided into three main groups based on their performance on an Arabic word-reading task: dyslexic (n = 30), regular age-matched (n = 30), and 3rd-grade regular students, who were matched to the dyslexic group in regard to their reading proficiency level (n = 30). Participants underwent a nine-domain Arabic reading experiment that measured accuracy and fluency to evaluate general reading proficiency. The performance of Arabic dyslexic students was significantly worse than age-matched controls, but similar to young matched controls based on the reading level of each cognitive task. Moreover, dyslexic students showed deficits in three or more cognitive functions, depending on severity. This study adds to the limited empirical research on the double-deficit hypothesis and its extension to the multiple-domain model among young Arabic students.

Learning activities used for reading literacy instruction in selected Namibian primary schools

Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

Reading Proficiency of Grade Two Learners Using Big Books with Historical Content

This experimental research entitled “Reading Proficiency of Grade Two Learners Using Big Books with Historical Content” is a scientific study on the reading proficiency of grade two learners in Banago Elementary School I when using Big Books with Historical Content during the teaching-learning process especially in reading. It mainly utilized mother tongue language, Hiligaynon, as medium of instruction. Forty (40) grade two learners who were equally distributed into two groups, the control group and experimental group with twenty (20) learners, made up the subject-respondents of the study. Data were collected through experimental procedure where the experimental group was exposed to the use of big books with historical content while the control group used the regular big books. Mean, Frequency and Percentage, T-test and Spearman rho were used as statistical tools. Based on the scientific results of this study, a proposed reading enhancement program was crafted to further enhance reading performance of learners benefiting the implementers, teachers, and learners of the program. Findings of the study recommends on the use of big books with historical content to improve reading proficiency levels of primary learners when using Hiligaynon as medium of instruction in assessments and reading remediation. Results further suggested the development of additional localized and indigenized big books with historical content as well as big books across disciplines as supplementary learning materials in the delivery of instruction in Elementary Social Studies and reading remediation in Hiligaynon for Key Stage 1. Implementation of the proposed program in school and division level will be beneficial to the stakeholders, administrators, teachers, and learners in the primary level.

Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading

The current research aimed to know the effect of phonological and phonetic interventions in enhancing proficiency in English pronunciation and oral reading among teacher trainees. This study was of single-group pretest and posttest intervention designs. The sample size was selected through a stratified random sampling technique from teacher training colleges in Bengaluru. Two hundred and seven teacher trainees with L1 proficiency were chosen proportionately from Bangalore strata and orientated. Participants (N = 32) enrolled voluntarily in the intervention program for 20 hr. Intervention modules on phonology and phonetics were developed by the researcher and a segmental approach was adopted to teach modules in 20 sessions. After every session, the participants were allowed to record the modules in Audacity, a multiaudio recorder application. The recorded modules were interpreted, and scores were determined on number of intelligible words pronounced by the participants. Further, it was validated by the experts to authenticate the determined scores. The researcher applied oscillographic and observation methods to analyze the participants’ progress in pronunciation and oral reading proficiency levels during the experiment. The Wilcoxon signed-rank test was used to test the impact of intervention between the pretest and posttest (before and after intervention). The hypotheses testing revealed the difference between preintervention and postintervention scores in phonological and phonetic awareness and oral reading among teacher trainees, and the sig. value is less than 0.05 across all the attributes. This study insists that English phonology and phonetics must be a crucial part of the English language teaching (ELT) curriculum and highlights that teachers must be able to spot the most appropriate pronunciation teaching and train the students of English as a foreign language (EFL) with intricates of intelligible pronunciation. This study navigates the need for language proficiency among teacher trainees, especially in English pronunciation and oral reading, and substantiates the evidence that effective intervention and teachers’ knowledge of pronunciation enhance proficiency levels in pronunciation and oral reading among teacher trainees. Finally, it hopes that B.Ed colleges and teacher educators will be beckoned to use technology-integrated intervention to teach phonology and phonetics.

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels.

Flipped classes can improve English language teaching and learning, especially reading outcomes, by enhancing student engagement and motivation through interactive and captivating educational materials. The goal of this study is to examine the effects of different schema activations in different English flipped class formats in pre-reading activities on the reading comprehension of students with different reading proficiency levels. A quasi-experimental research design was employed involving 30 first-year students from the first university and 28 first-year students from the second university in Surabaya, Indonesia, who were studying English as a general course at an intermediate level. The study used informed consent and two different formats, A and B, where pre-reading tasks were completed in class or asynchronously online, respectively. The study found that using video-based pre-reading activities in flipped class can improve comprehension and schema acquisition. Flipped classes can provide personalized learning experiences, but its effectiveness varies depending on the strategies and delivery methods used. While most students benefit from flipped classes, those who struggle with self-discipline and time management may find it challenging to adapt to the online component and may experience lower performance as a result.

Modular Distance Learning Modality: Its Effect on Reading and Comprehension Skills of Grade II Pupils in Mantagbac Elementary School

This study primarily focused on determining the effects of modular distance learning in Grade II pupils of Mantagbac Elementary School, Daet North District, Camarines Norte for the school year 2022 – 2023. The study used the descriptive comparative method of research with 30 Grade II pupils as respondents. The pupils were under Full Refresher based on the CRLA pre-test. The researcher utilized the Comprehensive Rapid Literacy Assessment (CRLA), The CRLA materials and results of the pre and post tests were analysed to identify the least mastered reading and comprehension skills of the respondents. T-test was used to determine the significant difference in Grade II pupil’s pre-test and post-test scores. The findings of the study were summarized as follows: 1) The grade II pupils with the age of seven has a frequency of 16 or 53.3 percent. Males make up more than 50 percent of the respondents with a frequency of 17 or 56.7 percent, while the females have a frequency of 13 or 43.3 percent. Furthermore, most of respondents have three to four siblings, with a frequency of 12 or 40 percent, and laborers made up the most of the parents’ employment with a frequency of 15 or 50 percent. Additionally, in terms of their family’s monthly income the highest frequency was no monthly income, 3,000–4,000, and 5,000–6,000, with a frequency of seven or 23.3 percent. Respondents who received assistance from their parents had the highest frequency of 16 or 53.3 percent and those who received assistance from their relatives had the lowest frequency of two or 6.6 percent. In terms of reading proficiency level, all the respondents in CRLA pre-test were in full refresher level, whereas the results of the post-test showed that pupils’ reading level were grade-ready. 2) The results of the CRLA pre-test in reading words showed that majority of the pupils (63.3 percent) correctly identified five to six words whereas in the CRLA post-test, majority of the pupils (90 percent) were able to read nine to ten. However, in terms of reading sentences, the CRLA pre-test showed that none of the pupils were able to read a sentence while in the CRLA post-test, 16 or 53.33 percent were able to read out one to two sentences. 3) The mean score of the pupils in the pre-test is 9.27 with standard deviation of 1.26 while the mean score for the post test is 17.90 with a standard deviation of 1.12. This means that there is an increase of 8.63 in the average scores of the pupils in the post test. In addition, the standard deviation of the results has a significant decrease of 0.14. The computed value is -26.998 with p-value>0.05 which means that there is a significant difference between the pre-test and post test results of Grade II pupils. Thus, the null hypothesis will be rejected. 4) The least mastered reading and comprehension skills in the CRLA pre-test is sentence reading with a frequency of zero or 0 percent while the post-test result showed sentence reading is the least mastered skill with the frequency of six or 20 percent. 5) An intervention plan was proposed to improve the reading and comprehension skills of the grade II pupils.

How do Eye Movements and Visual Attention in Letter-Finding Tasks Differ in Children with Different Levels of Reading Skills?

Children with different levels of reading proficiency demonstrate different information processing speed, reading accuracy and cognitive strategies. The study presents the results of analyses of eye movement features when performing letter search tasks in lexical and sub-lexical environments. The task of searching for a particular grapheme by the respondents is approximated to real-life conditions, since in the course of language learning students regularly face the tasks of searching for certain orthograms in educational texts or self-checking tasks (i.e., errors in their own texts), which is especially important for children with dysorphographia, regulatory dysgraphia, and other learning difficulties. Forty-nine children aged 9 to 10 years participated in the study. Reading skills were assessed using the Standardized Assessment of Reading Skills (SARS). Nonverbal intelligence was assessed by using Raven’s coloured progressive matrices. Participants performed a letter search task in text and letter list, eye movements were recorded using the EyeLink 1000 Plus eye tracker. Rank correlation analyses showed that the level of reading skill development was related to the efficiency of finding specific items in a given context. In addition, the duration and number of gaze fixations on the searched units in the letter list were not always related to the number of correct answers, indicating a complex process of visual attention during the search task. In addition, it was observed that foveal vision was not always necessary for performing search tasks in children with normally developed reading skill levels. The study also investigated the concept of functional visual field and how the surroundings of the items being searched affect the attentional mechanisms involved in visual search. Overall, this study provides evidence on the relationship between reading skills, attention and visual information processing, which contributes to understanding reading strategies in children with dyslexia and creating new methods for screening children with dyslexia in the future.

Are More Proficient Readers More Strategic? A Case Study of Four Taiwanese EFL University Students

The article presents the results, interpretations, and potential pedagogical implications of an experimental case study that explored the beliefs and actual use of reading strategies of four Taiwanese EFL university students. The emphasis of the qualitative analysis is put on what the participants effectively do rather than what they believe they do, something that many studies in the field overlook. In addition, the study investigated the interplay between reading strategy use and reading proficiency. The research triangulates the introspective data with the products of participants’ task activity. The participants were asked to fill out a self-reporting questionnaire. After a few days, they performed a reading task accompanied by the think-aloud protocol, took a comprehension test, and were interviewed. The study revealed that participants’ perceptions of their reading strategy use and the actual use were not always aligned. More importantly, the study findings indicate that the variety, frequency, and appropriateness of the actual use of reading strategies positively correlated with the participants' reading and general linguistic proficiency levels. Pedagogical implications and suggestions for further research are discussed, as well as the current study's limitations.

Reading Proficiency Levels in English among the Intermediate Graders in Manito District SY 2022-2023

This study aimed to determine the reading proficiency levels in English among intermediate graders in the Manito District, as well as the factors that affect these levels. The research design utilized for this study is descriptive-correlational, which describes the relationship between the factors and the reading proficiency in English of the intermediate graders. The four categories of factors that were explored in this study were pupil factors, teacher factors, home factors, and curriculum factors. The research findings indicated that pupil factors such as vocabulary, comprehension, and word recognition impact intermediate graders’ reading proficiency levels in English. Home factors such as parental involvement, access to reading materials, and socioeconomic status also contribute to the development of reading proficiency. Teacher and curriculum factors had no significant relationship with reading proficiency levels in English. By addressing the identified factors, parents can be provided with support, and pupils can be given reading materials to create a home learning environment that promotes literacy development. A contextualized illustrated short stories and workbook as supplementary reading material was developed to improve reading proficiency levels in English among intermediate pupils.

Assessing the Project Reading Enhancement and Development Initiatives in the New Normal for Grade-Schoolers (Readinng) Implementation: A Focus on Learners’ Reading Proficiency

This study intended to ascertain the pupils’ proficiency in reading after having participated in the reading intervention project “READINNG” or Reading Enhancement and Development Initiatives in the New Normal for Grade-schoolers. It utilized the Functional Literacy Assessment Tool (FLAT) for Functional Literacy Assessment tool to ascertain the level of reading performance of the pupils as well as their extent of improvement after the implementation of READINNG. There were 38 participants in the study who were the target beneficiaries of the intervention project. They are from the extension partner school of Caraga State University-College of Education. Data revealed that before the intervention, the level of proficiency of the Pupils in reading Filipino is mostly on the Nothing level, hence intervention is needed. However, after the implementation of READINNG, there are 15 pupils who can read at Paragraph Level, 8 at Story Reading level, and 5 at Story Comprehension and no one is registered at Local Material Level and none are identified as LSENs. Also, a significant improvement is found in the pupils' level of reading proficiency in English after utilizing the Pupil Reading Intervention Materials. The data further imply that the level of proficiency of the pupils in reading in both Filipino and English increased. Hence, READINNG as intervention can improve the pupils’ level of proficiency in reading.

The Implementation of KWL Chart Strategy to Improve Worldwide EFL Learners’ Reading Comprehension Skills

There is a dire need for worldwide second language educators to sustainably invoke more interactive, favorable, and meaningful reading learning enterprises in which EFL learners are strongly willing to channel more effortful actions to hone their reading comprehension skills to the utmost development. KWL chart strategy can be one of the appropriate solutions to fulfill this reading learning demand by which EFL learners can activate their prior knowledge in harmony with the reading texts they are going to read, monitor their reading comprehension towards particular reading topics intensively, and profoundly evaluate their newly-acquired knowledge obtained through various passages. This present small-scale library study aimed to investigate the extent the KWL chart strategy can improve globalized EFL learners’ reading comprehension skills. 20 prior findings obtained from the KWL chart strategy in reading studies were thematically analyzed to yield more comprehensible and credible research results for the betterment of EFL reading learning enterprises nationwide. After analyzing those previous findings, two main research themes were generated namely: (1) KWL chart strategy transforms EFL learners into more spirited readers and (2) KWL chart strategy exceptionally escalates EFL learners’ reading proficiency level. In the end, it can be fairly concluded that the effective deployment of the KWL strategy not merely resulted in the significant enhancement of EFL learners’ reading comprehension skills but also their reading endeavor and knowledge. Keyword: KWL chart strategy, reading comprehension skills, EFL learners, library study, thematic analysis

Phonemic Awareness Strategy and Reading Proficiency Level of Grade 2 Learners in Davao City

Phonemic Awareness Strategy and Reading Proficiency Level of Grade 2 Learners in Davao City

Factors Affecting the Reading Performance of the Junior High School Learners

The study was conducted at Sil-ipon Integrated School (SIS) and aimed to assess the factors that affected the reading performance level of junior high students. The researcher evaluated the demographic profile of the learners, their reading proficiency levels, differences in reading performance based on their profiles, and a proposed reading intervention plan. Demographic profiles were assessed using frequency and percentage, which revealed that the majority of the respondents were 8th grade students, mostly female, and ranged in age from 14 to 16 years old. They frequently had 1 to 3 siblings, and their parents were both high-school level with a monthly family income of below 5,000 pesos. Reading proficiency levels were evaluated through Phil-IRI 2018 assessment tool which measures the reading speed, word reading, and reading comprehension scores. The findings showed that junior high school students of SIS had a low/frustration proficiency level, indicating that they experienced difficulties in reading. To determine differences in reading proficiency scores based on learners group profile, T-tests and ANOVA were used. The results showed that grade level, age, and number of siblings significantly influenced the learners reading proficiency level. Finally, a comprehensive reading intervention plan was proposed that involved providing targeted interventions, increasing access to non-print reading materials, and collaborating with families and the community. The study was conducted to help educators and school administrators improve the reading skills of the learners.