Limited Reading Skills Research Articles

Unlocking the Power of Play: Exploring Key Influences of Digital Game-Based Learning Adoption Among South African Mathematics Teachers

Integrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers.

Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals

BackgroundUpper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology‐based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.MethodsThis study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth‐ and fifth‐grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole‐word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole‐word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross‐classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross‐level interactions.ResultsFindings showed no significant difference in meaning recall and spelling measures between morphological and whole‐word conditions. Students performed significantly better in the morphophonemic condition than in the whole‐word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.ConclusionsMorphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.

The relationship between early literacy skills and speech-sound production in students with intellectual disability and communication difficulties: a cross-sectional study

Earlier research and reports from educational practice seem to suggest that teaching early literacy skills may facilitate speech-sound production in students with intellectual disabilities, but further research is needed to confirm a potential connection. This study investigated (1) the relationship between speech-sound production, phonological awareness, and letter-sound knowledge in students with intellectual disabilities and communication difficulties, and (2) to what degree phonological awareness and letter-sound knowledge explain the variance in speech-sound production over and above IQ and chronological age. A group of 116 students, aged 7–21, enrolled in Swedish compulsory schools for students with intellectual disabilities participated in this study. All had limited reading skills. The test results for phonological awareness, letter-sound knowledge, and speech-sound production had a wide range. The results showed that early literacy skills were moderately and significantly correlated with speech-sound production. After controlling for IQ and age in a regression model, the addition of phonological awareness and letter-sound knowledge explained 29% of the variance in speech-sound production. The results suggest that phonological awareness and letter-sound knowledge is associated with speech-sound production and that these associations are not explained by age or IQ. Further research on this group of students should aim to determine causal relationships, for instance, by investigating early reading intervention and the potential effect on speech-sound production.

Over de drempels van geletterdheid: laaggeletterde ouders helpen hun jonge kind te ondersteunen

Family literacy programs aim at supporting parents in stimulating their young children’s emergent literacy development. Reviews of effect studies in general show positive outcomes, while the effects on children from low socioeconomic families are mixed. The literacy level of parents, however, is mostly not taken into account in effect studies and therefore it is unclear what types of activities might work in families where parents have limited reading skills. For non-literate or low-literate parents traditional family literacy programs might create several barriers, due to the fact that these programs often assume a certain level of reading skill in parents and require them to initiate cognitively challenging interactions around sometimes difficult texts. In this contribution, we analyse the main barriers such programs might create for these parents and we offer suggestions how to overcome these barriers. Promising approaches can be found in empowering parents by personalizing and tailoring the program activities, by offering interesting materials that are not dependent on advanced reading skills and trigger children and parents to interact, and by making use of the technological innovations in new media, such as digital, animated picture books.

Overcoming language barriers on the way to knowledge. Linguistic reflections on German Easy Language as a tool for barrier-free information and participation

The present article sheds light on the interplay between texts written in standard language, knowledge, and participation and, this way, makes aware of the fact that access to (action-enabling) knowledge largely depends on language and reading skills. Against this background, the article presents the concept of German Easy Language (“Leichte Sprache”) as a tool for barrier-free information and participation for individuals with limited language and/or reading skills and reflects critically its potentials and problems from a linguistic perspective.

Early Mathematics Learners’ Numerical Errors: Consequence of Poor Learners’ Comprehension and Teachers’ Instructions

While the coronavirus disease 2019 (COVID-19) is still considered as a pandemic in recent human history, evidence from World Health Organization (2021) so far has recorded a total of 116,521,281 confirmed cases of COVID-19 with 2,589,548 as a total of deaths from over 215 countries or territories worldwide. Recognizing that COVID-19 is not only pandemic since March 11, 2020, but spreading worldwide at unprecedented rate, number of sectors including schools and universities as a measure to minimize person-to-person transmission closed their services. Such an uncertain closure warranted restructuring of services provided by schools and universities. The challenges therefore have necessitated the current research to investigate and alleviate challenges brought about by the COVID-19. In essence, the present research’s aim was to report on early mathematics learners (foundation phase) numerical errors, which is as a consequence of poor learners’ comprehension and teachers’ instructions. Based on the aim, the study was positioned within a cognitive theory in order to examine processing of numerical competence among early mathematics learners. A case study via 80 grade 3 learners with ages 8 and 9 was sampled. A textual analysis was used in unpacking and de-contextualizing processing of numerical competence by early mathematics learners. The evidence revealed learners’ mathematical mistakes were caused from limited reading skills and ill-presented problems via teachers. Due to the need to teach children at home (home school) due to the COVID-19, it is hoped that the findings thus assist audience, including non-academic and parents, who grapple with poor instructions coupled with poor learners’ comprehension.

Using Elements of a Screenplay to Promote Visualization and Increase Reading Comprehension in Secondary Students with High Incidence Disabilities

The 2017 National Assessment of Education Progress (NAEP) findings indicate that only 37% of the nation’s twelfth graders are at or above proficiency in reading and the average reading score for students with disabilities is under the basic skill level. Consequently, high school teachers are faced with developing targeted interventions to address their limited reading skills. An effective response may be to enhance students’ visualization as they read and interact with text, motivating them to make meaning. Students with high incidence disabilities (e.g., attention deficits, learning disabilities) can often be confused by text structure and experience difficulty creating mental images in order to engage with the text. Additionally, it is difficult to motivate reluctant readers to read texts without pictures. Based on the facets of transactional theory and dual coding theory, this descriptive pilot study explored promoting visualization in order to increase reading comprehension in students with disabilities. In a three-week intervention, ten high school students with high incidence disabilities learned to identify seven elements of a screenplay in various movies. They were guided in identifying the visual features in the movies that corresponded with each element. They subsequently practiced using mental imagery, to identify the same elements in literature of increasing complexity using plot diagrams. Findings indicated students visualized more and were able to identify elements within the text structure. Comprehension results were mixed, based on response format. Implications for reading comprehension are discussed.

Tertiary Students’ Usage of Vocabulary Learning Strategies: A case study

Instructors often lament on students’ limited critical reading skills due to “vocabulary deficit.” Therefore, this study investigated the vocabulary size and vocabulary learning strategies of 120 ESL respondents in a tertiary institution in Malaysia. Data were collected using a vocabulary test, a questionnaire, and semi-structured interviews. The findings revealed that the most favoured strategies were “determination strategies” which reflected respondents’ usage of shallow thinking while least favoured were “cognitive strategies” that demanded higher-level mental processing. No significant difference was recorded in strategy use based on gender. No relationship was found between the respondents’ vocabulary size and vocabulary learning strategies. Keywords: tertiary students; vocabulary learning strategies; vocabulary size. eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI1.2318

Effect of AAC technology with dynamic text on the single-word recognition of adults with intellectual and developmental disabilities

Purpose: Single-word recognition can support participation in life, including engagement in leisure activities, navigation through the community, and vocational opportunities. Given the limited reading skills of many adults with intellectual and developmental disabilities (IDD) and limited speech, the current study evaluated the effects of using an augmentative and alternative communication (AAC) app, featuring dynamic text and speech output embedded in visual scene displays, on the single-word recognition performance of six adults with IDD who demonstrated limited speech.Method: A multiple baseline across participants single-subject design was used. Ten target sight words for each participant were selected on an individual basis, based on participant interest. Intervention consisted solely of interactions between investigators and individual participants using the app.Result: In the absence of any formal instruction and solely through the use of the AAC app interaction, three of the six participants demonstrated increased accuracy in single-word recognition.Conclusion: Results from the study were mixed, but suggest that AAC apps which provide the dynamic display of text in conjunction with voice output can assist some adults with IDD in achieving gains in single-word reading.

Sign Language Technologies and the Critical Role of SL Resources in View of Future Internet Accessibility Services

In this paper, we touch upon the requirement for accessibility via Sign Language as regards dynamic composition and exchange of new content in the context of natural language-based human interaction, and also the accessibility of web services and electronic content in written text by deaf and hard-of-hearing individuals. In this framework, one key issue remains the option for composition of signed “text”, along with the ability for the reuse of pre-existing signed “text” by exploiting basic editing facilities similar to those available for written text that serve vocal language representation. An equally critical related issue is accessibility of vocal language text by born or early deaf signers, as well as the use of web-based facilities via Sign Language-supported interfaces, taking into account that the majority of native signers present limited reading skills. It is, thus, demonstrated how Sign Language technologies and resources may be integrated in human-centered applications, enabling web services and content accessibility in the education and an everyday communication context, in order to facilitate integration of signer populations in a societal environment that is strongly defined by smart life style conditions. This potential is also demonstrated by end-user-evaluation results.

Macro and Micro Strategies to Stimulate Students’ Criticality

Critical thinking (CT) is a long lasting legacy in higher education. Thus university academics strive to cultivate disciplinary based CT in their disciplines. Such a task is equally challenging in postgraduate and undergraduate courses. This study investigated macro and micro strategies that academics adopt in their teaching and assessment to enhance students’ CT at one university in the schools of Physical Sciences, Engineering, Humanities and Business. The study included 20 interviews with academics and the qualitative analysis of their summative and formative assessment tasks. The study shows that CT is an essential transferable and a meta-cognitive skill that helps transforming students to be workplace ready. The study identifies that formative assessment and continuous teacher feedback and reflective learning tasks as major contributors in developing self-directed learning. The study also indicates several teacher-related and student-related challenges in developing holistic thinking with a subtle shift between scaffolded and independent learning and negotiating students’ limited critical reading skills and written skills in argumentation.

Language, terminology and the readability of online cancer information

Medical terms are a recognised problem in doctor–patient consultations. By contrast, the language difficulties of online healthcare documents are underestimated, even though patients are often encouraged to go to the...

Increasing Accessibility with a Visual Sign System: A Case Study

Visual sign systems have become an essential means of communication in places where large numbers of people of different nationalities gather, such as at international airports and the Olympic Games. That they can effectively increase accessibility among users not necessarily sharing a common language speaks to their potential usefulness in other situations. A homeless shelter in a western North Carolina community received funding to build a new facility. With the clientele's widely diverse communication abilities, including those who are illiterate or have limited reading skills, those who are non-native speakers knowing little to no English, and those who are coming from different cultural contexts, a visual sign system was designed to facilitate navigation for all visitors. Using Peirce's theory of signs, Neurath's ISOTYPE, and the least action principle borrowed from physics as a framework, this case study shows how the signs were designed and usability tested to ensure increased accessibility.

Using Digital Comics for Language Learning

Telling stories by building comic strips is a way to strengthen struggling students' emerging English-language skills and make the difficult job of language learning a much more enjoyable experience. Comic strips are a perfect vehicle for learning a language. Each strip's three or four panels provide a finite, accessible world in which funny or compelling characters live and go about their lives. And readers with limited reading skills are not as overwhelmed in dealing with the size of a comic strip as they can be with a book of many pages.

Improving the Early Literacy Skills of Students at Risk for Internalizing or Externalizing Behaviors with Limited Reading Skills

Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess intervention effectiveness using weekly Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency probes and monthly Nonsense Word Fluency probes. Results indicated improvements in early literacy skills for all participants, and response to treatment did not vary by behavioral risk type. Both students with externalizing and internalizing behavioral challenges benefited. Social validity ratings were favorable. Limitations and future directions are discussed.

Generating basic skills reports for low-skilled readers

AbstractWe describe SkillSum, a Natural Language Generation (NLG) system that generates a personalised feedback report for someone who has just completed a screening assessment of their basic literacy and numeracy skills. Because many SkillSum users have limited literacy, the generated reports must be easily comprehended by people with limited reading skills; this is the most novel aspect of SkillSum, and the focus of this paper. We used two approaches to maximise readability. First, for determining content and structure (document planning), we did not explicitly model readability, but rather followed a pragmatic approach of repeatedly revising content and structure following pilot experiments and interviews with domain experts. Second, for choosing linguistic expressions (microplanning), we attempted to formulate explicitly the choices that enhanced readability, using a constraints approach and preference rules; our constraints were based on corpus analysis and our preference rules were based on psycholinguistic findings. Evaluation of the SkillSum system was twofold: it compared the usefulness of NLG technology to that of canned text output, and it assessed the effectiveness of the readability model. Results showed that NLG was more effective than canned text at enhancing users' knowledge of their skills, and also suggested that the empirical ‘revise based on experiments and interviews’ approach made a substantial contribution to readability as well as our explicit psycholinguistically inspired models of readability choices.

Ocular Discomfort From Pterygium in Men and Women

To determine if the discomfort associated with pterygium is different for men and women. Subjects were selected from patients attending a clinic in Guanajuato, Mexico, which has a high prevalence of pterygium. Discomfort was determined using a Spanish version of an English questionnaire designed to evaluate symptoms in dry eye patients. Questions were asked regarding seven sensations of discomfort, and five environmental sources of irritation that were not present in the original questionnaire: smoke, cigarette smoke, dust, wind, and sun. Most of the subjects had limited reading skills so the questionnaire was administered orally. Two subsamples are reported. In the first subsample, the interviewer was a male interviewer and the subsample was made up of 28 matched pairs of subjects selected from a total of 110 subjects (one man and one woman in each pair with the same age and pterygium stage). In the second subsample, the interviewer was a female interviewer and made up of 16 matched pairs selected from a total of 70 subjects. Pterygium staging was based on a scale in which progression was staged on a scale of one to five. The data was analyzed statistically using the Mann-Whitney U test (two-tailed). The subjects had an age range of 41 to 82 years. The pterygium stages ranged from localized minor disturbances of the nasal conjunctiva (one on the scale) to compound pterygium (five on the scale). The difference in ocular surface discomfort between men and women was statistically significant for both the male interviewer (P < 0.001) and the female interviewer (P < 0.01). Women with pterygium report more discomfort than men. It is likely that men and women with other sources of ocular surface discomfort also respond differently to pain.

Can Adult Low-Skilled Literacy Learners Assess and Discuss Their Own Spelling Knowledge?

This qualitative study investigates the ability of adult low-skilled readers to talk about the thought processes and phonetic strategies they use to make decisions about their spelling. Four adult learners, all exhibiting word knowledge at a second-grade level or below, participated in individual 45-minute audiotaped interviews. Selected portions of these interviews are included in the article to give examples of specific spelling strategies used by the four participants, such as sounding out, transferring information through use of rhyme, “looks right,” and guessing. The accuracy of the participants' analysis of their own spelling needs was assessed by comparison with their actual spellings as well as with the instructor's perception of their spelling problems prior to the interviews. A high level of agreement was found. Perhaps the most important finding was that all the participants, in spite of very low reading skills, were able to “think about thinking,” a metacognitive skill, and enter into relevant conversation on the subject of their spelling. The study indicates that these adults, including those with very limited reading skills, are able to talk about their thinking processes and can benefit from collaborative classrooms where they share in planning their own instruction and identifying their own needs.

Shakespeare and the Puppet Sphere

This essay recognizes puppet theater as an important site for the circulation of early modern learning, particularly among the illiterate or those with limited reading skills. Through allusion and simulated puppet shows, Shakespeare and his contemporaries created a fragmentary record of this “little theater”, which offers clues to the subject matter of popular puppet plays and indicates that puppet showmen, like their counterparts in live theater, drew from a wide range of topical sources—from medieval romance and Scripture, Italian texts and theater, to English history, contemporary events, and drama. Print culture trickled down to the lesser classes in puppet adaptations which, among ordinary folk, constituted a type of “cultural literacy” and/or a counter‐cultural awareness of the literary past and current trends. Beginning with a brief history of European puppetry the essay turns to England from 1573–1614 and considers the unwritten repertoire of the puppeteers, echoed in period literature such as Shakespeare's Antony and Cleopatra, which responded to a popular demand for knowledge and entertainment.

Relationship between health care costs and very low literacy skills in a medically needy and indigent Medicaid population.

Previous research established that low literacy is independently associated with poorer health. Our objective was to determine whether low literacy skill also is associated with higher health care charges. We studied persons enrolled in Medicaid because of medical need/indigence by testing literacy skills in English or Spanish and measuring annual health care charges. Statistical analyses determined if, after adjusting for sociodemographic variables, literacy was associated with charges. Mean charges among subjects with very low literacy skills (< or =3rd-grade reading level) were 10,688 dollars/year, but only 2,891 dollars for those with better literacy skills (> or =4th-grade reading level), statistically significant difference (P =.025). This difference persisted after adjustment for potentially confounding sociodemographic variables. Based on this small study, very limited reading skills seem to be independently associated with higher health care charges among medically needy and medically indigent Medicaid patients.