Low Reading Skills Research Articles

Flash Card Media Development in Grade 1 Indonesian Language Learning at Madrasah Ibtidaiyah Negeri 2 Jember

This research aims to address the low interest and reading skills of students in Indonesian language lessons by developing flashcard media based on alphabet material. The method used is Research and Development (R&D) with the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The development results in a product in the form of A4-sized flashcards made from 250 gsm art ivory paper, totaling 29 cards, designed using the Canva application.The results of this study show that the validity test yielded very good results, with a validity level of 90% from media experts, 88% from content experts, 98% from teachers, and 73.5% from students. The total validity score is 87.3%, which falls into the very feasible category and does not require revisions, allowing this media to be implemented in learning activities. The developed media flashcards can enhance motivation and are suitable for improving students' understanding in the subject of Indonesian Language. This flashcard can make learning more engaging, interactive, and easier for students to understand the material, thus it is hoped to significantly improve students' learning outcomes.

Improving word reading skills of low‐skilled readers: An intervention combining a syllable‐based approach with digital game‐based features

AbstractBackgroundChildren with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game‐based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable‐based reading interventions are likely to increase word reading skills in low‐skilled readers, we developed a new reading intervention application that emphasizes syllable segmentation and integrates proven elements of digital game‐based learning. The intervention aimed to promote phonological recoding and consolidating orthographic representation of syllables.ObjectivesThe present study investigated the effects of the newly developed syllable‐based reading intervention application on general word recognition skills, phonological recoding processes, orthographic decoding processes and text‐level reading comprehension skills in German second graders.MethodsIn a quasi‐experimental design, children with low word recognition skills were randomly assigned to a treatment group (n = 66) or a wait‐list group (n = 66). General word recognition skills, phonological recoding processes, orthographic decoding processes and text‐level reading comprehension were measured with standardized German reading tests before and after the treatment group received the digital reading intervention for 20 sessions.ResultsResults indicated that the children in the treatment group showed significant improvement in general word recognition and in phonological recoding processes compared to equally low‐skilled untreated children in the wait‐list group. Orthographic decoding processes improved only in children with less severe impairments, whereas no significant improvements were found in text‐level reading comprehension.Take AwaysThe digital reading intervention is a promising approach for supporting word reading in low‐skilled reading second graders and can serve as an effective intervention tool for this target group.

Greater utilization of executive functions networks when listening to stories with visual stimulation is related to lower reading abilities in children

Narrative comprehension relies on basic sensory processing abilities, such as visual and auditory processing, with recent evidence for utilizing executive functions (EF), which are also engaged during reading. EF was previously related to the “supporter” of engaging the auditory and visual modalities in different cognitive tasks, with evidence of lower efficiency in this process among those with reading difficulties in the absence of a visual stimulus (i.e. while listening to stories). The current study aims to fill out the gap related to the level of reliance on these neural circuits while visual aids (pictures) are involved during story listening in relation to reading skills. Functional MRI data were collected from 44 Hebrew-speaking children aged 8–12 years while listening to stories with vs without visual stimuli (i.e., pictures). Functional connectivity of networks supporting reading was defined in each condition and compared between the conditions against behavioral reading measures. Lower reading skills were related to greater functional connectivity values between EF networks (default mode and memory networks), and between the auditory and memory networks for the stories with vs without the visual stimulation. A greater difference in functional connectivity between the conditions was related to lower reading scores. We conclude that lower reading skills in children may be related to a need for greater scaffolding, i.e., visual stimulation such as pictures describing the narratives when listening to stories, which may guide future intervention approaches.

Co-occurrence and cognitive basis of low language and low reading skills in children speaking a transparent language

AbstractWe investigated the comorbidity of low language and reading skills in 6- to 8-year-old monolingual Polish-speaking children (N = 962) using three different approaches: norming data to determine the prevalence of co-morbid difficulties, group comparisons of profiles on key cognitive-linguistic measures, and a case series analysis examining the frequency of single versus multiple deficits. We identified four groups of children based on their oral language and reading skills: children with low oral language skills alone, low reading skills alone, comorbid low language/reading skills, and typically developing chronological-age controls. We characterized the four groups (n = 38 per group) in terms of oral language and reading skills measured with normed test batteries, and in terms of the cognitive-linguistic profiles measured by the phonological awareness test (PA), rapid automatized naming test (RAN), and nonword repetition tests (NWR). We found that 24–31% of children with one type of difficulty had comorbid difficulties in the other domain. All groups differed significantly in cognitive-linguistic profiles. For each measure, the comorbid group had the lowest results. The group of children with isolated low language skills had better results than the comorbid group in (1) Sentence repetition (sub-test in an oral language test), (2) discrimination-based, blending-based, and elision-based PA sub-tests, (3) RAN (both digits and letters). The group with isolated low reading skills had better results than the comorbid group in: (1) discrimination-based PA sub-test, (2) NWR tests. The results indicate differences in cognitive-linguistic profiles between the groups with low language and/or low reading skills. They highlight the need to control for both types of difficulties in researching low language and/or reading skills, and to screen for comorbid issues while diagnosing children.

Metode multisensori untuk meningkatkan kemampuan membaca siswa kelas awal di SDN 1 Rubung Buyung

Indonesian subjects are very important subjects that are taught at all levels of education. It includes four skills that teachers must develop to their students. The four abilities are listening, speaking, reading, and writing. The ability to read is very important in this regard. The problem in the field is that students have low reading skills. On the basis of this problem, the study began. According to data collected from SDN 1 Rubung Buyung students, this study will use multisensory methods to improve their reading skills. This research uses the PAR research method, which is a type of research that involves the participation of community members in doing something or getting something desired.

Upaya Meningkatkan Keterampilan Membaca Melalui Metode Global Di Kelas 2 Sekolah Dasar Negeri 117830

Reading skills are very important for elementary school students to master. To improve reading skills in elementary school is to use global methods. This research aims to determine the beginning reading ability of grade 2 students in elementary school. Based on the author's initial observations of the initial reading skills of grade 2 students at State Elementary School (SDN) 117830, low results were obtained. This can be seen from the symptoms that occur in learning, such as students being less active, not understanding letters, not understanding punctuation marks and students' low reading skills. This research is classroom action research. It consists of several main aspects of treatment and observation, namely increasing initial reading skills using global methods which were implemented at SDN 117830, involving 28 students consisting of 15 girls and 13 boys who were registered in the 2023/2024 academic year, using a research design Kemmis and Mc. Taggart which consists of two cycles. Each cycle is held twice in class and each cycle consists of four stages, namely planning, implementation, observation and reflection. The results of the research showed that in the first cycle of action, the average ability of students to read at the beginning reached 66% and the ability of students to read classically was 54%. In the second cycle of action, there was an increase in the initial reading ability to reach 87%, while the classical reading ability was 93%. Thus, it can be concluded that the application of the global method can improve the beginning reading skills of grade 2 students at SDN 117830.

Analysis of Reading Skills of Grade 1 Students of SDN 6 Yangapi Through Pop Up Book Media

The aim of the research is to analyze children's reading skills through Pop Up Books. Data was collected using a quantitative descriptive method, which means a type of research that uses quantitative data to describe or explain phenomena or variables that can be measured and calculated. The sample was 34 students, namely 17 men and 17 women. The low reading skills in this class are the reason for researchers to research. Reading skills are classified as good (B) with a calculation result of 75%.

The Effectiveness of Articulate Storyline 3 Application-Based Interactive Learning Media in Social Studies Learning for Elementary School

The research problem is students' low reading skills and social studies learning outcomes. This research aims to apply interactive media Articulate Storyline 3 to improve students' general map reading skills and learning outcomes in elementary school subjects in Makassar City. This study uses the ASSURE Research and Development (RD) research method (Analyze Learner Characteristics, State Objective Select Media, Utilize Media, Required learner participation Evaluate and revise) to develop learning media that can improve reading skills and learning outcomes for 28 elementary school students in Makassar city. The results showed that interactive learning media was declared effective because two indicators were achieved: the observations of student activities included in the very active category and the observations of teacher activities included in the very active category. Implications in learning can improve skills and student learning outcomes.

Implementation Of The Think Aloud Strategy To Improve The Skills Of Reading Narrative Texts For Class X-9 MAN 1 Pasuruan Regency

Until now, the reading culture in Indonesia is still among the lowest in the world. This has an impact on the low ability or reading skills of students. One of the solutions provided by the government to overcome this problem is to issue a unique GLS Manual Series related to the Think Aloud Strategy for high school level and equivalent. The research, which was conducted using the Classroom Action Research (PTK) approach, aims to apply the think-aloud strategy to class X-9 at MAN 1 Pasuruan in the even semester of the 2022-2023 school year. The formulation of the problems in this study include: (1) how is the think-aloud strategy practiced in improving narrative text reading skills in class X-9 MAN 1 Pasuruan? and (2) to what extent can think aloud strategy improve narrative text reading skills in class X-9 MAN 1 Pasuruan? Based on the results of the implementation of cycle 1 and cycle 2, the researcher concluded, first, the implementation of the think-aloud strategy in class X-9 MAN 1 Pasuruan can be fully (100%) practiced in accordance with the references or guidelines that have been outlined in the literature review. Second, the application of the think-aloud strategy can significantly improve the reading skills of class X-9 students of MAN 1 Pasuruan both in the knowledge (cognitive) and skills (psychomotor) aspects. In the cognitive element, there was a very significant increase from cycle 1 to cycle 2. The same thing happened in the psychomotor element, although not too significant. Thus the second and third indicators of success where the mean score of class X-9 on the cognitive and psychomotor aspects of > 80% is well fulfilled. There are several suggestions for further research, first, the think-aloud strategy is very feasible to practice in the teaching and learning process in English subjects (mapel) and also other subjects because this strategy is able to improve the quality of students' thinking in understanding the text being read. Second, modeling a new strategy is also very much needed as an initial guide or guide for students to make it easier to practice independently when reading other texts. Finally, further research is needed in other subjects, besides English, by using the think-aloud strategy or modifying it with other strategies.

PENGARUH MEDIA POP UP BOOK TERHADAP MINAT BACA PESERTA DIDIK SDN 2 LENDANG KUNYIT TAHUN AJARAN 2022/2023

One of the low reading skills is caused by reduced interest in reading students, this low interest in reading has an impact on the low enthusiasm of students in participating in learning. The purpose of this study is to determine the influence of pop up book media on the reading interest of SDN 2 Lendang Kunyit students for the 2022/2023 school year. This research is a quantitative research with a type of experimental research with a pre-experimental design. The population in this study was 27 grade V students of SDN 2 Lendang Kunyit. Sampling in this study used saturated sampling. The data collection technique used in this study to measure reading interest is questionnaire / questionnaire as pre-test and post test. based on the results of the analysis with the help of SPSS V29 The average pre-test result was 87.07 with the most categories, namely medium with a range of values of 67.27 < X < 106.86. In the post-test results, students' reading interest obtained an average post-test result of 119.37 with the most categories, namely medium with a value range of 103.03 < X < 135.70. From the results of the study, it was found that the significance value was <0.05 (0.001 < 0.05). If the significance < 0.05 then Ha is accepted and if the significance > 0.05 then Ho is rejected. It can be concluded that there is an influence of Pop Up Book media on the reading interest of SDN 2 Lendang Kunyit students for the 2022/2023 school year.

Development of a body dysmorphic disorder screener for DSM-5 (BDDS-5)

Early identification of individuals with Body dysmorphic disorder (BDD) is essential to direct them to appropriate care and to reduce the chance of developing or maintaining comorbid psychiatric disorders (like an eating disorder (ED)). The present study aimed to develop a simple screener, the Body Dysmorphic Disorder Screener for DSM-5 (BDDS-5), to overcome existing screeners' limitations and test its psychometric properties.The BDDS-5 consists of 12 statements with dichotomous answer options. Specific attention is paid to the readability of the screener for those with lower reading skills. Additional eating disorder screening questions (S section) were added to investigate whether these questions are necessary for detecting potential BDD cases. Finally, the factor structure, internal consistency, and validity of the BDDS-5 were examined within populations with a high risk of screening positive for BDD or ED. Principal axis factor analysis showed that two factors accounted for 63.5% of the variance. The factor analysis was based on polychoric correlation. Based on the BDDS-5, 33 persons (14% of N = 235) were screened as likely BDD cases. Nineteen persons were excluded as potential BDD cases based on the eating disorder related question (question D). Based on the S-section, this turned out to be largely correct for the majority, however, in 8% (n = 4) of the cases BDD was probably missed. The convergent validity appeared to be high (r > 0.80) with three other BDD measures.The BDDS-5 is a valid and widely applicable screener for BDD that may help in the early detection of BDD. The BDDS-5 uses simple wording and is thus suitable for people 8 years and older.

MENINGKATKAN KETERAMPILAN MEMBACA PUISI SISWA KELAS IV SD NEGERI CALINGCING DENGAN MENGGUNAKAN MEDIA AUDIO VISUAL

This research was motivated by students' low poetry reading skills and the use of less interesting learning media. The aim of this research is to improve poetry reading skills using audio-visual media for class IV students at SDN Calingcing. This type of research is Classroom Action Research (PTK) which is carried out in 2 cycles. The research subjects were 30 class IV students at SDN Calingcing, consisting of 16 women and 14 men. This research is divided into three stages, namely pre-action, cycle I and cycle II. Based on the results of research at the pre-action stage, it was found that 5 students (16.66%) had completed their poetry reading skills and 25 students (83.33%) had not completed them. KKM with an average value of 61.16. Furthermore, in cycle I the results of poetry reading skills were 24 students (80%) completed and 6 students (20%) not completed. KKM with an average value of 77.50. Then, 30 students (100%) completed cycle II and were above the KKM with a score of 68. The average score obtained by all students was 80.50. Thus, it can be concluded that the poetry reading skills of class IV students at SDN Calingcing using audio visual media have increased.

Peningkatan Keterampilan Membaca dengan Menggunakan Audiovisual Siswa Kelas VI SDN Sindangsari III Kabupaten Tangerang

This research was motivated by low reading skills in class VI at SDN Sindang Sari III, Tangerang Regency. The formulation of the problem is as follows, can the use of audio-visual media improve the reading skills of students at SDN 04 Kemiri. The purpose of this research is to improve reading skills by using audio-visual media. The type of research used is Classroom Action Research (CAR). The research location was in class VI of SDN Sindang Sari III, Tangerang Regency. The research subjects were 22 class II students. Data collection techniques use test techniques and non-test techniques. The research instrument is a test sheet and non-test sheet. The results of research on reading skills using audio-visual media in class VI of SDN Sindang Sari III, Tangerang Regency.

Pengembangan Media Rekam Layar Bandicam Tema Diriku untuk Meningkatkan Keterampilan Membaca Permulaan di Kelas I Sekolah Dasar

This research and development was motivated by the low reading skills of the first graders of SDN Sumurbanger 02 based on observations and interviews with classroom teachers. This study aims to produce bandicam screen recording media to improve early reading skills. The type of research used is ADDIE development research (analyze, design, development, implementation, and evaluation). developed by Dick and Carry. The purpose of this development research is to produce video-based learning media products from the bandicam application that are valid, practical, and effective to improve early reading skills in class I SDN Sumurbanger 02. The instruments used in data collection are media expert validation sheets, material expert validation sheets, teacher and student legibility sheets, pre-test and post-test questions. The results of the media expert validity test got an average score of 82 with an interval of X > 79.86 with a very good category. The results of the material expert validity test got an average score of 38.5 with an interval of X > 37.8 with a very good category. The results of the practicality test based on student responses got an average score of 23 with an interval of X > 21 with a very good category. The results of the practicality test based on the teacher's response got an average score of 47.7 with an interval of X > 42.06. The effectiveness of the bandicam screen recording media was tested valid based on the t-test got a sig (2-tailed) of 0.000 so that Ho was rejected, while the average N-Gain was 0.30 in the moderate increase category. It can be concluded that the bandicam screen recording media is proven to be valid and feasible to use in learning.

Strategi Membaca Pada Pembelajaran Bahasa Indonesia Di Sekolah Dasar Kelas Tinggi

Learning to read in elementary schools is considered very important. This is due to the fact that learning to read plays not only a role in improving a child's language skills, but not only the ability of that, namely to improve students in learning other subjects. However, the teaching of reading in elementary schools is still below standard and far from expectations. This is because the development of children's reading habits is still not the main emphasis in learning to read in elementary schools. In addition, learning to read is still considered monotonous and boring. Some educators continue to use this method ineffectively when teaching students to read. On the other hand, the instructor ignores the development of students' metacognitive skills through mastery of various reading methods. Students who are still considered to have relatively low reading skills are likely to be affected by this situation. This paper provides a number of alternative reading learning techniques that are expected to improve students' understanding of basic school reading, especially in the high grades.

Efektivitas Permainan Pancing Huruf Dan Gambar Terhadap Keterampilan Membaca Pada Anak Di Taman Kanak-Kanak Hang Tuah Padang

This research was motivated by the problems encountered in the Hang Tuah Padang Kindergarten, Padang, which showed low reading skills in children due to the inappropriateness of the media in learning to read used by the teacher. This study aims to find out how effective the fishing game with letters and pictures is on children's reading skills at Hang Tuah Padang Kindergarten. The type of research used is a quantitative method with the type of experiment or quashi experimental (pseudo-experiment). The data collection technique in this study is in the form of a test. The population in this study were the children of Hang Tuah Padang Kindergarten. The sampling technique used was purposive sampling technique. Experimental class in class B1 with fishing games for letters and pictures and B2 with letter cards. Data analysis techniques in this study used the Normality Test, Homogenity Test, Hypothesis Test, and Effect Size Test with the help of the SPSS Windows 22 application. The results of the study were obtained based on data analysis that the sig (2-tailed) value was 0.002 <0.05 and the results of the effect test size 1.67 is included in the strong category and shows that there is a significant difference between the reading skills of the experimental class children using letter and picture hooks compared to the control class using letter cards.

Children's cognitive performance and suicide risk through middle adulthood.

Longitudinal studies show that lower cognitive performance in adolescence and early adulthood is associated with higher risk of suicide death throughout adulthood. However, it is unclear whether this cognitive vulnerability originates earlier in childhood since studies conducted in children are scarce and have inconsistent results. Vital status of 49,853 individuals born between 1959 and 1966 to participants in the Collaborative Perinatal Project cohort was determined by a probabilistic linkage to the National Death Index, covering all US deaths occurring from 1979 through 2016. Cox proportional hazard models were used to examine associations of general, verbal, and non-verbal intelligence at ages 4 and 7, and academic skills at age 7 with suicide death coded according to ICD-9/10 criteria, while accounting for sociodemographic and pregnancy factors previously associated with suicide in this sample. By the end of 2016, 288 cohort members had died by suicide. Cognitive performance at 7 years on tests with verbal components was associated with suicide risk (average vs. high verbal intelligence, HR = 1.97, 95% CI 1.05-3.71; low vs. high spelling skills, HR = 2.02, 95% CI 1.16-3.51; low vs. high reading skills, HR = 2.01, 95% CI 1.27-3.17). Associations were still evident, especially for verbal intelligence and reading skills, but hazard ratios were attenuated after adjusting for prenatal and sociodemographic factors at birth (verbal intelligence, HR = 1.97, 95% CI 1.03-3.78; spelling, HR = 1.61, 95% CI 0.90-2.88; reading, HR = 1.67, 95% CI 1.02-2.72). Childhood neurocognitive performance is associated with vulnerability to suicide mortality through middle-adulthood, suggesting that there might be a cognitive diathesis for suicide originating in early childhood. Future studies should examine how multiple domains of childhood cognitive performance contribute to vulnerability to suicide risk, including by increasing risk for social and environmental factors that are associated not only with suicide but also with many types of psychiatric disorders.

EFEKTIFITAS JOLLY PHONICS DAN PERMAINAN KARTU HURUF UNTUK MENINGKATKAN PENGETAHUAN TENTANG ABJAD DAN KESADARAN FONOLOGIS PADA ANAK TK B DENGAN KEMAMPUAN MEMBACA PERMULAAN YANG RENDAH

Early reading skills is an important ability for early childhood learner, considering that these skills are the foundation for children to overcome the diffiulties on the next level of education. One of the main predictors of early reading ability are letter knowledge and phonological awareness. Early intervention is known to be very necessary on improving children's low early reading skills. Interventions using the jolly phonics method and picture card games are known to be effective in improving early reading skills, especially in terms of improving alphabet knowledge and phonological awareness, moreover these methods have been known as a fun and interesting methods for improving early reading skills for young children. In this study jolly phonics and alphabet card games were used to improve the early reading skills of children aged 6 years 5 months with low early reading skills. The subject is known to just recognize and know the letters c, o, and s and still lacking on distinguishing letter sounds. This study uses qualitative research design with a single case design. The intervention was carried out for 60 to 90 minutes for 12 sessions. The results show that subject could recognize, mention, and distinguish the sounds of vowels such as (a, i, u, e, o) and consonants such as (b, c, d, m, s, n, k, l, p, t). In conclusion the uses of jolly phonics and alphabet card games increased early reading skills, especially for improving alphabet knowledge and phonological awareness.

Speech rehabilitation in children with cochlear implants using a multisensory (French Cued Speech) or a hearing-focused (Auditory Verbal Therapy) approach.

Early exposure to a rich linguistic environment is essential as soon as the diagnosis of deafness is made. Cochlear implantation (CI) allows children to have access to speech perception in their early years. However, it provides only partial acoustic information, which can lead to difficulties in perceiving some phonetic contrasts. This study investigates the contribution of two spoken speech and language rehabilitation approaches to speech perception in children with CI using a lexicality judgment task from the EULALIES battery. Auditory Verbal Therapy (AVT) is an early intervention program that relies on auditory learning to enhance hearing skills in deaf children with CI. French Cued Speech, also called Cued French (CF), is a multisensory communication tool that disambiguates lip reading by adding a manual gesture. In this study, 124 children aged from 60 to 140 months were included: 90 children with typical hearing skills (TH), 9 deaf children with CI who had participated in an AVT program (AVT), 6 deaf children with CI with high Cued French reading skills (CF+), and 19 deaf children with CI with low Cued French reading skills (CF-). Speech perception was assessed using sensitivity (d') using both the hit and false alarm rates, as defined in signal-detection theory. The results show that children with cochlear implants from the CF- and CF+ groups have significantly lower performance compared to children with typical hearing (TH) (p < 0.001 and p = 0.033, respectively). Additionally, children in the AVT group also tended to have lower scores compared to TH children (p = 0.07). However, exposition to AVT and CF seems to improve speech perception. The scores of the children in the AVT and CF+ groups are closer to typical scores than those of children in the CF- group, as evidenced by a distance measure. Overall, the findings of this study provide evidence for the effectiveness of these two speech and language rehabilitation approaches, and highlight the importance of using a specific approach in addition to a cochlear implant to improve speech perception in children with cochlear implants.

ANALISIS PERAN ORANG TUA TERHADAP MOTIVASI BELAJAR PESERTA DIDIK KELAS II SD NEGERI PANGGUNG KIDUL SEMARANG

The background that drives this research is that there are some students who have low reading, writing, and numeracy skills. This has resulted in some students getting learning outcomes scores that are below the minimum completion criteria. The goal to be achieved in this study is to describe and analyze the role of parents and the obstacles experienced by parents to the student learning motivation of second grade of Public Elementary School Panggung Kidul Semarang. This research method is qualitative. Data collection techniques use observation, interviews and documentation. There are 3 stages of data analysis used, namely, data reduction, data presentation and drawing conclusions. The data of this study was obtained through subjects consisting of 10 parents students of second grade, and the teacher of second grade. Then for testing the validity of the data using triangulation. The results showed the role of parents in children's learning motivation, namely 1) Providing learning attention, 2) Guiding and accompanying children, 3) Providing advice and support, 4) providing learning facilities, 5) Providing gifts and punishments. However, some of the parents are also still lacking in providing learning attention. The obstacles experienced by parents in increasing learning motivation are 1) The condition of children who are lazy in learning, 2) The busyness of parents who cannot divide time because of work matters. It can be concluded that parents of grade II students have played a role in providing motivation for children's learning, but in providing motivation for learning there are several obstacles experienced by parents.