Reading Questions Research Articles

Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom

This article describes 30 instructional resources produced by the Federal Reserve Bank of St Louis suitable to address topics related to diversity and inclusion in the undergraduate economics classroom. These resources employ FRED® data to broach a wide range of topics in the areas of gender, race, and inequality. The resources take the form of FRED Blog Reading Questions and Answers, Page One Economics essays, and Lesson Plans. Borrowing from the science, technology, mathematics, and engineering literature, we argue for the use of examples and demonstrations that draw connections between formal instruction and the social context of the learning process itself. To that end, we put forward examples for leveraging economics data from FRED® in instructional settings emphasizing active learning and the development of practical data-related skills. JEL codes: A10, A22

Exploring Students’ LOTS and HOTS in Answering Reading Questions

In the twenty-first century, the education world must fulfill the demands for teaching and learning connected to thinking abilities. For people who are more nuanced and intellectual, the ability to think is necessary. Students must be able to think to reach their learning objectives. Teachers face dilemmas in the classroom in terms of higher-order thinking skills. Teachers incorporate higher-order thinking skills into the teaching and learning process to provide experiences to students, especially in answering questions about higher-order thinking skills. Students often have difficulty answering HOTS questions. As a result, students have difficulty answering reading comprehension questions. This study aimed to explore what students' LOTS and HOTS were in response to reading questions. This type of research is descriptive and qualitative. Data was collected by giving a reading test to 18 students. The instrument used in collecting data is a questionnaire. The data analysis technique is descriptive qualitative analysis. The results showed that the student's ability to answer reading questions based on the LOTS was good. Second, the ability of students to answer reading questions based on HOTS is lacking. Third, the difference in student's ability to answer reading questions based on LOT and HOT is enough. As a result of these findings, students' ability to answer reading questions based on LOTS and HOTS should be improved.

Comprehension processes on question-answering activities: A think-aloud study

Introduction. Students often answer questions from available expository texts for assessment and learning purposes. These activities require readers to activate not only meaning-making processes (e.g., paraphrases or elaborations), but also metacognitive operations (e.g., monitoring readers’ own comprehension or self-regulating reading behaviors) in order to successfully use textual information to meet the task demands. The aim of the study was to explore the meaning-making processes readers activate while answering questions and using textual information at hand, and how they monitor and control the processing of these tasks. Method. Forty eighth graders read two expository texts and answered ten multiple-choice comprehension questions per text. For each question, participants were forced to select the relevant pieces of textual information to provide the correct answer. Further, participants thought aloud in one of the texts, whereas they performed the task in silence in the other. This reading scenario served to collect valuable data on the reader’s question-answering process. The task was administered individually on a computer-based environment, which allowed recording the students’ reading behavior online. Results. Results showed processing differences between the two recursive steps of question-answering. While reading the question readers mainly restated information and focused on monitoring the comprehension of the questions and their correspondence with the alternatives. However, they tended to paraphrase and assess textual relevance when searching the text. The study also reveals that think-aloud methodology affected these processes and outcomes differently. Discussion and Conclusion. This study advances on our knowledge of cognitive and metacognitive processes involved in answering questions from an available text, a task extensively used to measure reading literacy skills as well as for learning purposes in academic settings. It shows how readers activate meaning-making processes while reading questions and searching the text for task-relevant information, and how they monitor the question-answering process. The study also reveals that think-aloud methodology may affect these processes differently. Apart from advancing our theoretical knowledge, our study also has important practical applications for the assessment of reading literacy skills.

The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children’s Learning of Vocabulary

Objectives: The purpose of this study was to compare and examine the children’s performance between Language Delayed (LD) and Typically Developed (TD) children in vocabulary learning tests (expressive, receptive, definition) across three-reading strategies (eliciting question, non-eliciting question, decontextualized question) in adult-child book reading assessment.Methods: A total of 22 children (12 children with LD and 10 TD children) aged 4 to 5 years participated in this study. The participants performed vocabulary learning tests (expressive, receptive, definition) across 3 reading strategies after 8 reading sessions.Results: LD children received significantly lower scores than TD children on expressive · receptive vocabulary learning and definition tasks. Moreover, in the case of expressive vocabulary, there was no significant group difference in eliciting questions. In addition, in the definition task, the group difference according to strategies was greater when using the decontextualized questions, than when using the non-eliciting questions.Conclusion: It turned out that children with LD have difficulties in receptive · expressive vocabulary learning and definition. Also, it was remarkable that the pattern of relationship between these performances was different in each group. In particular, TD children scored the highest in expressive vocabulary learning under the decontextualized question strategy, whereas in the case of children with LD, they scored the highest under the eliciting question strategy. It suggests that the necessity for mediation of non-experts, such as parents or caregivers, plays an important role in word learning and intervening for children with LD through educating and using an effective reading strategy.

HIGHER ORDER THINKING SKILL (HOTS) IN ENGLISH LANGUAGE TEXTBOOK IN SENIOR HIGH SCHOOL

The level of reading comprehension questions in the textbook, particularly essay items, is thought to be important because previous research has shown that they can improve students' critical thinking skills in reading and help students learn English. The goal of this study was to look at the level of questions in an English course reading for high school seniors' reading comprehension questions. Anderson's taxonomy, which was used to analyze the level of reading comprehension questions, divides thinking skills into two categories: low order thinking skills (remembering, understanding, and applying) and high order thinking skills (remembering, understanding, and applying) (analyzing, evaluating, creating).The data were gathered and then calculated into percentages and frequencies that corresponded to each level of thinking within the questions. It appears that 77% of questions emphasize low-level questions, while 23% emphasize high-level questions (high order thinking skills). Furthermore, one of the low order thinking skills, comprehension, dominates the questions in the English reading material. As a result, the reading comprehension questions in the Bahasa Inggris English reading material for senior high school grade twelfth are generally classified as low level questions. As a result, teachers must devise questions that elicit students' higher order thinking skills.

Analysis of Student Errors in Working Mathematical Problems in Calculated Operation Materials Fractions Based on Newman Stages From Adversity Quotient (Case Study in SMP Negeri 2 Sekampung)

This study aims to find out the errors made by students and to find out the causes of student errors in doing arithmetic operations on fractions based on Newman's procedure in terms of Adversity Quotient. In this study, respondents were selected using purposive sampling. The research approach used is a descriptive qualitative approach, the method used is a case study. sampling The research subjects consisted of 3 students selected using a purposive technique. Data collection techniques used are documents, interviews, adversity quotient questionnaires, data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results showed that errors occurred in every indicator of Newman's analysis. The types of errors that students make are reading questions, understanding problems, transforming, processing skills, and writing answers. The causes of these errors include limited students' reading comprehension abilities, students have not been able to identify relevant information in story problems, students are not used to working on story problems, poor time management, and students have not mastered mathematics, needed to solve operational problems properly.

Analysis of Student Errors in Working Mathematical Problems in Calculated Operation Materials Fractions Based on Newman Stages From Adversity Quotient (Case Study in SMP Negeri 2 Sekampung)

This study aims to find out the errors made by students and to find out the causes of student errors in doing arithmetic operations on fractions based on Newman's procedure in terms of Adversity Quotient. In this study, respondents were selected using purposive sampling. The research approach used is a descriptive qualitative approach, the method used is a case study. sampling The research subjects consisted of 3 students selected using a purposive technique. Data collection techniques used are documents, interviews, adversity quotient questionnaires, data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results showed that errors occurred in every indicator of Newman's analysis. The types of errors that students make are reading questions, understanding problems, transforming, processing skills, and writing answers. The causes of these errors include limited students' reading comprehension abilities, students have not been able to identify relevant information in story problems, students are not used to working on story problems, poor time management, and students have not mastered mathematics, needed to solve operational problems properly.

ANALISIS KESALAHAN SISWA MENGOPERASIKAN PECAHAN ALJABAR

The problem of students' difficulty understanding algebraic material can trigger errors when solving problems of algebraic forms. The purpose of this study was to determine the types of errors, the factors that cause student errors in solving algebraic fraction operations, to prevent students from making the same mistakes when completing algebraic fraction operations. The method in this study is a qualitative descriptive method, with the type of research being Case Studies. This research was conducted at SMPN 1 Cikembar class VII who had studied the material of algebraic fractions. Students selected as many as 3 students based on certain considerations. The data collection of this research was carried out by the method of tests and interviews. Meanwhile, data analysis and data reduction include data selection, data presentation and drawing conclusions. To test the validity of this research data using source triangulation.
 Based on the results of data analysis, it can be concluded that the types of student errors in operating algebraic fractions include (1) Error in writing formula (2) Incorrect error using the formula (3) Error in equating both sides with the same number (4) Error substituting the value into in the variable (5) Error operating similar terms (6) Error not equating the denominator first (7) error writing number sign (8) irregular step error in solving problems (9) Error not continuing the solution. The factors that cause students' errors in operating algebraic fractions include (1) not understanding the questions well (2) not mastering the prerequisite material (3) not mastering the concept of algebraic fraction operations (4) not being careful in reading questions (5) student habits in solving problems (6) are not yet skilled in manipulating algebraic fractions.

Multidimensional Computerized Adaptive Testing: A Potential Path Toward the Efficient and Precise Assessment of Applied Cognition, Daily Activity, and Mobility for Hospitalized Patients

ObjectiveTo develop and evaluate an efficient and precise variable-length functional assessment of applied cognition, daily activity, and mobility to inform mobility preservation and rehabilitation service delivery among hospitalized patients. DesignA multidimensional item bank tapping into these dimensions was developed, with all items calibrated using a multidimensional graded response model. The items were adaptively selected from the item banks to maximize the test information, and the test ended when a joint stopping rule was satisfied. A simulation study was conducted based on the completed instrument, the Functional Assessment in Acute Care Multidimensional Computerized Adaptive Test (FAMCAT), to compare its measurement precision and efficiency capabilities relative to conventional unidimensional computerized adaptive testing. Precision was measured by the bias and root mean squared error between the estimated and true (ie, simulated) θ estimates, whereas efficiency was measured by average test length. Data were collected by an interviewer reading questions from a tablet computer and entering patients’ responses. SettingA large Midwestern hospital. ParticipantsA total of 4143 patients hospitalized with medical diagnosis and/or surgical complications, with 2060 in the calibration sample and 2083 in the validation cohort. InterventionNot applicable. ResultsAmong the 2083 patients in the validation sample, FAMCAT administration required an average of 6 (SD=3.11) minutes. Ninety-six percent had their tests terminated by the standard error rule after responding to an average of 22.05 (SD=7.98) items, whereas 15 were terminated by the change in θ rule, with an average test length of 45.27 (SD=11.49). The remaining 76 responded until reaching the maximum test length of 60 items. ConclusionsThe FAMCAT has the potential to satisfy the need for structured, frequent, and precise assessment of functional domains among hospitalized patients with medical diagnosis and/or surgical complications. The results are promising and may be informative for others who wish to develop similar instruments when concurrent assessment of correlated domains is required.

ANALYSIS OF READING QUESTIONS IN ENGLISH FOR HEALTH COURSE BOOK BASED ON REVISED BLOOM’S TAXONOMY THEORY

The objectives of this research are to investigate the types of questions based on Revised Taxonomy Bloom used in reading task on English for health coursebooks and to investigate the dominant type of questions based on Revised Taxonomy Bloom used in reading task on English for health coursebooks. This study used descriptive study which tried to potrait the use of Taxonomy Blooms revise used in English coursebook for nursing students. This research used an English coursebook for nursery students entitled “English for Health” by Eka Susilowati and Agustin Widiani. The instrument of observation was checklist. The observation checklist contains six components of cognitive process of Revised Bloom‟s Taxonomy. The researcher gave mark (√) in the columns of the checklist if the task is using the component of cognitive process of Revised Bloom‟s Taxonomy. The finding showed that there were four components of cognitive domain were found in English for Health students textbooks, they were remembering, understanding, applying, and analyzing. There were 76 questions related to remembering component, then 14 questions belong to understanding component. Moreover, the rest two questions were included into one question for applying component and one for analyzing component. However, there was no question which belong to evaluating and creating component of cognitive domain in book. To conclude the “English for Health course book contained four components of cognitive domain, they were remembering, understanding, applying, and analyzing. Keywords : Reading Questions, English for Health, Revised Bloom’s Taxonomy

A entonação valorativa em livro didático de Português a partir das perguntas de leitura

This paper is affiliated to the field of Applied Linguistics, aiming to understand how the evaluative intonation supports in the construction of answers to the reading questions. These are partial results of the research, carried out through PIBIC / UNEAL-FAPEAL / 2019, under the responsibility of the Research Group Language, Interaction and Use - Linterus, in which it is intended to highlight that the evaluative intonation when considered in classroom, contributes to the realization of the act of reading. In order to address the intonation in reading questions, a model activity in a Portuguese textbook, referring to the PNLD / 2020, from the 6th year of elementary school, was used. As a theoretical-conceptual basis, it is anchored in the studies of the The research is underpinned in Bakhtin Circle, specifically, in Bakhtin (2016[1975]; 2014[1975]); Volóchinov (2019[1926; 1930]); Medviédev (2016 [1928]) and interlocutors such as Sobral (2009), Menegassi (2010); Fuza and Menegassi (2020). As a result of this study, it is pointed out that the evaluative intonation contributes to the elaboration of answers to reading questions and that the concept can be used as an element that favors the construction of meanings and supports in the development of student-reader autonomy.

A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1

Bloom’s Taxonomy was produced in 1956 by the educational psychologist Benjamin Bloom with the aim of fostering higher order thinking skills in education. In time, the original taxonomy was revisited by applying some changes. This up to date taxonomy mirrors a more active style of cognition and is possibly more precise. The revised one developed the practicality of the taxonomy by employing action words. There are six steps of cognitive domain in the revised version, the levels of which are conceptually different. These are remembering, understanding, applying, analyzing, evaluating, and creating in the revised version and they are beneficial in forming learning outcomes since specific verbs are particularly suitable for each level. Accordingly, this paper focuses on exploring how the revised Bloom’s taxonomy is contained in the reading questions of an EFL reading course book. Therefore, two research questions were promoted to respond to the cognitive skills in the revised taxonomy. The first research question aims at evaluating the lower level while the second one hints on the higher cognition level. The analyzed EFL reading course book was inquired through descriptive content analysis method. The results of the study displayed that the assessed reading course book lacks the higher level cognitive skills underlined in the revised Bloom’s taxonomy. Thus, related assumptions have been produced to suggest how the reading course books which are being produced or will be produced should refer to the revised Bloom’s taxonomy while assessing reading comprehension.

THE DEVELOPMENT OF TEACHING MATERIALS ON TOIEC READING FOR IMPROVING A MINIMUM SCORE STANDARD THROUGH THE ANALYTICAL SKILL ON QUESTION ITEMS

Students at STMIK Bina Sarana Global is given TOEIC as one of compulsory subjects. However, after four years since TOIEC was taught, students had not significantly improved both their analytical skill of the question items as expected and in the targeted minimum score as to be achieved. The teaching materials have undergone changes for three times. Nevertheless, students still find the textbooks hard to understand, resulting in the low score students gained, particularly in the Reading section. This research is aimed at designing teaching materials to assist students in developing their analytical skill, with ADDIE as its research Method. ADDIE which encompasses five phases -- Analysis, Design, Development, Implementation, and Evaluation became the basis analytical skill from which this in-depth research was conducted. The TOEIC Reading Skills textbook provides the content of units, which commences from the warm up activity, followed by topic explanation, to practice tests and word lists. Twenty students as the subjects of this research and a group of 6 lecturers served as evaluators whom were involved for the purpose of giving more thorough analyses towards the book content. Implementing mixed-method research in the data collections and analyses, the development of the teaching materials has been proven to be valid, effective, and practical. Students felt at ease comprehending the explanation, grew their interest in relation to the teaching materials and performance well on the practice test. As a result, they have shown significant improvement in sharpening their analytical skill towards the Reading question items and in obtaining a higher score. These were proven from the Post-Test, class discussions, interview, and questionnaire results.

The Use of Authentic Materials Toward Students' Critical Thinking Skill

This study was conducted to investigate the use of ‘authentic materials’ in reading to promote students’ critical thinking. Critical thinking ability becomes important since it includes analyzing problems, making decisions, and solving problems that will affect daily life attitudes. A qualitative method was applied in this research: the data were analyzed, referring to critical reading questions and text analysis framework by Robert McGregor (2001). The results show that students’ thinking skill level is analyzed by referring to the stages of Critical Thinking Rubric and Bloom’s Taxonomy. This study discovered that authentic materials can be used as effective teaching materials to promote students’ critical thinking abilities. However, the students’ thinking ability was in the comprehension stage. This implies that the use of authentic materials should also be supported by other aspects such as; suitable chosen texts and appropriate teaching methods.

Introduction

RISE 4.2 is a festive anniversary tribute to one of Ireland’s most eminent poets Medbh McGuckian. The articles to be found in this issue address McGuckian’s expansive oeuvre through a number of diverse foci. These range from the work’s engagement with political violence during the Troubles and their competing representations in cultural memory; through considerations of the commemorative thrust of individual poems and collections; and questions of knowledge, faith and scepticism; to the prominence of the image and the visual in McGuckian’s poetics. The question of reading is brought up repeatedly in these pages, be it concerned with the reception of McGuckian’s poetry or her writing method, based on the reading of texts by others. In their diverse approaches to the poet’s work these articles demonstrate that while McGuckian’s own art begins with an act of reading, in her act of writing she instructs us in the art of reading.
 
 Keywords: McGuckian, Medbh; Irish poetry; Northern Irish poetry; the Troubles; intertextuality; reading

MEASURING STUDENT’S DIFFICULTIES IN READING COMPREHENSION IN LOWER SECONDARY LEVEL

The aim of this study was to prove the ability of students’ comprehension in measuring their difficulties of reading comprehension in junior high school level. This study was conducted towards students’ difficulties related to types of questions of reading comprehension. After analyzing the data from the test, the researchers concluded that the study in MTs 1 Muhammadiyah Ciputat had problems in reading comprehension. There are five sorts of the categories as difficult questions in reading comprehension. They are primary thought, making induction, finding reference, vocabulary, and detail data. The results of study revealed that students’ difficulties in answering reading questions were in comprehending main idea of reading (38%), finding reference (52%), making inference (52%), vocabulary (79%), and detail information (77%). The researchers also measured the level of difficulty in reading comprehension to figure out the students’ ability in comprehending the English text. As a result, most of the students had difficulty in determining the main idea.

Analysis of student errors in solving comparative trigonometry problems of right-angled triangles based on watson's criteria

This study aims to analyze the location of students' errors in problem solving and the causal factors based on Watson's criteria. This type of qualitative descriptive research, with the subject of three students of class X AKL 1 taken based on certain considerations according to the criteria or can be called purposive sampling technique. Data collection techniques include direct observation in schools, interviews with subjects and documentation. Triangulation techniques used for data analysis include data reduction, presentation and conclusion drawing. From the results of the analysis, it was found that four types of errors were located inimproper procedures, indirect manipulation, missing data and missing conclusions. The cause of the error is students lack understanding of material concepts, being careless in reading questions, forgetting formulas, being in a hurry, and new factors are found, namely students use other paper to write down the completion steps. The results of the study can explain in detail the errors made by students in solving problems, so that it can minimize the occurrence of similar errors and improve the learning process of mathematics.

The Correlation between English Reading Habit and English Reading Comprehension for EFL Students

This research focused in Reading Habit and Reading Comprehension in students' English ability in second grade. The result of data obtained from SMP Negeri 26 Samarinda second grade. There were four classes in second grade, while the number of each class is 32 students. Thus, there were 128 populations in second grade. For this research, the researcher used correlation technique quantitative analysis and simple random sampling to choose the sample until consists of 35 subjects as samples. The instruments used are the questionnaire and reading test. The researcher used a questionnaire and reading test with reading text and questions that the researcher has a choice after the researcher knowing how far skill reading text in second grade and how much valid the result from per question in try out test at Class 8A as the first research. And then, the researcher used a population of Class 8B, 8C, and 8D as secondary research for the tested questionnaire and reading test. There were 35 students chosen as the subject. The result from the correlation test is counted low negative correlation result (-0,358) with sig. p-value <0,05 (0,035). Based on the result of the tests, Ha Hypothesis is accepted and Ho Hypothesis is rejected.
 
 Keywords: reading habit; reading comprehension

Toward a Tender, Decolonial, Feminine Universality in Olga Tokarczuk’s Flights

Abstract Can literature re-imagine universality in a way that would not be an expression of an underlying urge toward homogeneity and totality? Beginning with the remarks from Olga Tokarczuk’s Nobel Lecture “The Tender Narrator” where she calls for literature to “universalize our experience” that involves—somewhat counterintuitively—a tender attunement to the fragment, this article discusses a new, paradoxical, feminine formulation of universality in Tokarczuk’s bestseller Flights. By analyzing mobilizations of flight in the novel, the article suggests its universal is woven out of “the shadows of consciousness,” untranslatable idioms of language, pagan Slavic mythologies, old Slavic sect of Bieguni that is virtually unknown in Eastern Europe, and forgotten historical figures and incidents that the narrator “tenderly” narrates. It proposes that universality in Flights emerges as an ethical and political question of reading, translating, and writing across not only national, social, historical languages and contexts, but also across itinerant and fractured subjectivities, languages, myths, and temporalities embedded within the fabrics of Tokarczuk’s novel. This universal is also structured of ambivalent capitalist presents and socialist pasts—though not explicitly addressed, post-socialist transition surfaces here as the unresolvable political, temporal, and subjective liminality. Finally, the article proposes that Tokarczuk’s unique formulation of universality in terms of attention to the fragmentary, forgotten, and fleeting informs recent decolonial, emancipatory attempts in Eastern European feminist scholarship and offers a way out of a certain deadlock created by the frequent dismissal of universality due to its association with the patriarchal status quo and the repression of difference.

Pengaruh Penggunaan Metode Reading Questioning and Answering (RQA) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Sejarah Kelas XI IIS di SMA N 3 Padang

This study looked at the effect of using the Reading Questioning and Answering (RQA) method on student learning outcomes in history learning in class XI IIS at SMA Negeri Padang. Based on the results of processed research data with a predetermined formula and the help of Microsoft Excel, it was found that the results showed that there was an effect of the reading, questioning, and answering (RQA) method on the history learning outcomes of class XI IIS students at SMA Negeri 3 Padang. Learning with the Reading, Questioning, and Answering (RQA) method is good for the learning process because with the Reading Questioning and Answering (RQA) strategy learning method students participate actively in the learning process and make students more serious in reading and understanding the reading content, and find concepts about the material being studied. In addition, the presence of students making questions and answering these questions themselves can strengthen students' cognitive abilities and can empower their thinking skills deliberately. And through the independent application of this method by making questions and answers individually, students are more competent in a sporting way to get awards. Meanwhile, the application of the Reading Questioning and Answering (RQA) method with a system of dividing students into several groups can foster a system of cooperation and social attitudes among students in doing the assignments given by the teacher. The results of this study are very important because there is an influence from each variable, namely between the independent variable and the dependent variable.