School Reading Research Articles

The Content and Form of School Reading as a Factor Influencing Text Comprehension in Society 4.0

The content and form of School reading lists significantly impact pupils' understanding of various types of texts, including artistic, non-artistic, and electronic. To this end, a research study explores whether recommended School reading lists at secondary technical schools in the Moravian-Silesian and Zlín regions of the Czech Republic are available electronically on school websites. Additionally, the study aims to determine whether they include everyday life texts that reflect the current characteristics of Society 4.0, influenced by digitisation, automation, and electronicisation. The study examined factors influencing readers' comprehension of printed and electronic digital texts through a questionnaire-based survey of 439 pupils from four Czech secondary technical schools and two vocational schools. It also explored how the content and form of secondary school reading impact the comprehension of various types of traditional and non-traditional texts. The research findings indicated that Czech secondary school students tend to engage with texts from everyday life on social networks and electronic texts in their free time. However, they frequently struggle to understand journalistic texts such as reviews and do not frequently engage with everyday life texts in their schoolwork. These results provide valuable insights into the concept of traditional and non-traditional readers, along with current typologies of texting. Moreover, they highlight factors influencing functional literacy and reading comprehension, viewed through the lens of secondary school students in Society 4.0. It is worth noting that international research by PISA (2018, 2021) has drawn attention to the average to below-average reading and digital literacy levels among Czechs, particularly 15-year-old boys.

The Benefits of Reading: A Reflection on Nyerere’s Contributions to Education and Reading Culture

This paper addresses the reading culture during the tenure of Mwalimu Julius Kambarage Nyerere, the first President of the United Republic of Tanzania (URT) from 1961 to 1985. The importance of fostering a reading culture and its consequences for personal and social development is well documented. Various stakeholders have consistently emphasized the need for society to embrace a reading culture for both individual and national betterment. This study was designed to determine the potential academic and lifelong benefits of cultivating a reading culture in society. It was constructed using synthesized information extracted from past and present sources, integrating and analysing that data to generate findings. The study employed a desk research approach, screening secondary data and documents collected from various published sources. Primary data played a secondary role in this research. The objectives of the study were: (1) to determine how reading culture functions as an interlocking system of habits and logistics, (2) to assess the social construction of reading communities, (3) to explore the ideological constructions of reading, and (4) to evaluate the role of reading in healing, serving as an important reference for improving readership culture in academic settings. Findings from the study confirmed the importance and pleasure of reading, as Mwalimu Nyerere once stated: “It is a fact that we must recognize; that in dealing with the modern world, children in Europe have two big advantages over our own children. One is familiarity with mechanical things; the other, and perhaps even more important, is familiarity with books.” - Mwalimu Nyerere, Arusha, 29th November 1965. Documented research, along with individual observations, highlights that many people in Tanzania lack the habit of reading books. The noticeable decline in reading culture is alarming and threatens the development of a well-educated and learning-oriented society, including the quality of the nation's workforce. This research concluded that while the problem of poor reading culture is more pronounced in higher learning institutions and has effects on the job sector, it is attributed to several factors presented in this study. The study recommended that steps to promote reading culture are crucial to preventing the collapse of the nation's workforce. It also suggested that promoting reading in schools and universities is essential, and enhancing the reading culture should be integrated into the curriculum.

Is Information About Musculoskeletal Malignancies From Large Language Models or Web Resources at a Suitable Reading Level for Patients?

Patients and caregivers may experience immense distress when receiving the diagnosis of a primary musculoskeletal malignancy and subsequently turn to internet resources for more information. It is not clear whether these resources, including Google and ChatGPT, offer patients information that is readable, a measure of how easy text is to understand. Since many patients turn to Google and artificial intelligence resources for healthcare information, we thought it was important to ascertain whether the information they find is readable and easy to understand. The objective of this study was to compare readability of Google search results and ChatGPT answers to frequently asked questions and assess whether these sources meet NIH recommendations for readability. (1) What is the readability of ChatGPT-3.5 as a source of patient information for the three most common primary bone malignancies compared with top online resources from Google search? (2) Do ChatGPT-3.5 responses and online resources meet NIH readability guidelines for patient education materials? This was a cross-sectional analysis of the 12 most common online questions about osteosarcoma, chondrosarcoma, and Ewing sarcoma. To be consistent with other studies of similar design that utilized national society frequently asked questions lists, questions were selected from the American Cancer Society and categorized based on content, including diagnosis, treatment, and recovery and prognosis. Google was queried using all 36 questions, and top responses were recorded. Author types, such as hospital systems, national health organizations, or independent researchers, were recorded. ChatGPT-3.5 was provided each question in independent queries without further prompting. Responses were assessed with validated reading indices to determine readability by grade level. An independent t-test was performed with significance set at p < 0.05. Google (n = 36) and ChatGPT-3.5 (n = 36) answers were recorded, 12 for each of the three cancer types. Reading grade levels based on mean readability scores were 11.0 ± 2.9 and 16.1 ± 3.6, respectively. This corresponds to the eleventh grade reading level for Google and a fourth-year undergraduate student level for ChatGPT-3.5. Google answers were more readable across all individual indices, without differences in word count. No difference in readability was present across author type, question category, or cancer type. Of 72 total responses across both search modalities, none met NIH readability criteria at the sixth-grade level. Google material was presented at a high school reading level, whereas ChatGPT-3.5 was at an undergraduate reading level. The readability of both resources was inadequate based on NIH recommendations. Improving readability is crucial for better patient understanding during cancer treatment. Physicians should assess patients' needs, offer them tailored materials, and guide them to reliable resources to prevent reliance on online information that is hard to understand. Level III, prognostic study.

Abstract B105: Quality and Accessibility of Online Information Regarding CAR-T Therapy in Hematologic Malignancies

Abstract Background Chimeric antigen receptor T-cell (CAR-T) therapies have changed the treatment landscape for various hematologic malignancies and are currently under development and being tested in clinical trials for multiple solid tumors. Given that patients commonly use the internet as a source of health-related information, we sought to investigate the quality, understandability, and readability of online information regarding CAR-T therapy. Methods We conducted a search in a commonly used search engine (Google) of five pre-determined search terms to identify 100 unique web pages regarding CAR-T therapy. Scientific publications were excluded. Validated instruments were used to ascertain health information quality (DISCERN), understandability (Patient Education Materials Assessment Tool; PEMAT), and readability (Flesch-Kincaid, Gunning Fog, and SMOG indices). Results were summarized using descriptive statistics. Results Among the 100 web pages reviewed, 68% originated from academic medical centers, and 64% included links to clinical trials. Only 11% of the web pages included references to primary literature. 17% of web pages were available in a language other than English, with Spanish (15%) and Arabic (7%) being the most common. Moderate-to-high quality information (DISCERN ≥ 3) was presented by 47% of web pages, and only 31% of web pages were considered understandable (PEMAT ≥ 70%). Average readability scores were 10.6 (SD = 2.09), 12.6 (SD = 2.3), and 13.1 (SD = 1.7) using the Flesch-Kincaid, Gunning Fog, and SMOG indices, respectively. Conclusion Our study highlights that online information for CAR-T therapies commonly features low-quality health information that is typically not understandable to the general population. Further, contrary to recommendations from federal agencies and medical societies, available online information requires, on average, high school reading comprehension. Healthcare teams and stakeholders should strive to improve existing content and ensure patients have access to trusted, high-quality information given the unique complexities, processes, and toxicities associated with receiving CAR-T therapy. Citation Format: Luis C. Garcia, Ana I. Velázquez. Quality and Accessibility of Online Information Regarding CAR-T Therapy in Hematologic Malignancies [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B105.

Analysis of learning difficulties in reading, writing, and counting (Calistung) in upper elementary school: A case study

Analysis of learning difficulties in reading, writing, and counting (Calistung) in upper elementary school: A case study

Influences of the Literary Canon: Statistical Analysis of High School Reading Lists in the Czech Republic

This study focuses on the analysis of the school lists of literary works for the graduation exam, which were published for the exam in the school year 2019/2020. The aim of this pilot study is to determine if there is a relation between school lists and the state-certified list, which is also a determining factor for the graduation exam in the Czech language and literaure. Questions regarding the influence of the school list on the success rate of the graduation exam or the relation between the type of school and the size of the list and the graduation exam are also discussed. We analyze the lists from 72 schools from the South Moravian Region in the Czech Republic. In total, we are dealing with 7 551 items, on which the correlation analysis, regression analysis and cluster analysis are applied.

Pengaruh Gerakan Literasi Ruang Pojok Baca Sekolah Terhadap Minat Baca Peserta Didik Kelas IV SDN Bugangan 01 Kota Semarang

The aim of this research is to find out how the school reading corner literacy movement is implemented on the reading interest of class IV students at SDN Bugangan 01, Semarang City. A quantitative approach was used in this research. In determining the sample, researchers used a non-probability sampling method. Observations were carried out with the aim of measuring the level of student involvement in using the reading corner, as well as assessing their reading interest and data collection techniques using questionnaires. The data analysis technique used in this research is descriptive. Based on the research results obtained from the implementation of the school reading corner literacy movement on the reading interest of class IV students at SDN Bugangan 01, Semarang City, the reading corner in class IV at SDN Bugangan 01 is in the good category. Likewise, the reading interest of class IV students in the Reading Corner at SDN Bugangan 01 and reading interest increased along with the presentation interval, reaching 64.5% in the good category

Fairy-tale texts as a means of teaching foreign-language reading in primary school. Part 2

The problem for the research. Teaching foreign languages in primary school is aimed at a harmonious development of a pupil’s personality. One of fruitful ways to achieve this goal is reading and discussing foreign-language fairy-tales. The problem of this study is related to the search for methods of using fairy-tale texts as an effective means of developing communicative skills and all spheres of a younger student’s personality. Methods of investigation. Experimental work on teaching reading of foreign-language fairy-tale texts in primary school was organized and conducted on the basis of Gymnasium No. 46 in Kirov, Russian Federation (52 pupils of grades 4 “A” and 4 “B”). Foreign-language fairy-tale texts are selected and organized, sets of exercises of an emotional and value character are constructed, aimed at achieving subject, meta-subject and personal learning results in a trinity; criteria and levels of their assessment are developed. The findings of the study. At the end of the experimental work, an increase in the subject results of teaching foreign-language reading was noted in 21 % of pupils of the experimental group and only in 10% of students of the control group. According to meta-subject results, the data are 23% and 16%, respectively, and 27% and 8% for personal results. The calculation of the G-criterion of signs shows that at the end of the creative experiment in the experimental group GEMP. ≤ GCR. (0 ≤ 5) for subject and meta-subject and 0 ≤ 6 for personal results. Consequently, the improvement in the performance of the experimental group students is not due to accidental circumstances, but to the conduct of experiential teaching. Conclusions. The theoretical justification and approbation of foreign fairy-tale texts in the educational process of primary school, as well as a set of exercises of an emotional and value nature for teaching reading, make it possible to assume that fairy tales are an effective means of a harmonious development of a younger student’s personality.

The motivation of reading of vocational-technical (VT) schoolchildren

The investigation of reading motivation is important in studying, regulating, and prognosing the development of personalities. The article deals with the investigation of one thousand vocational-technical schoolchildren and 300 teachers and tutors from seven schools. The data was collected through questionnaires, interviews, and observation. The computer of Vilnius University was used to amend the collected material. The reading motivation of regular and irregular readers was different. Some differences in the motivation of girls and boys were found. The reading motivation of VT schoolchildren is complicated, unstable, and not a strong construct, reflecting the main socio-psychological features of VT schoolchildren's socialization period. One-third of the tested young people indicated that reading is a matter of great importance. Another part of the schoolchildren expressed their positive but passive standpoint. The main obstacles in reading activity are time deficit, difficulties in finding interesting literature to read, challenges in buying books, and problems related to weak eyesight, memory, and attention. It is important to investigate the situational motivation for reading among VT schoolchildren in their school library. The main tasks of educators and librarians are to evaluate schoolchildren's reading practices and to uphold the prestige of reading in VT schools.

초등 읽기부진 아동의 음운인식과 인지기능 요인 간의 관계 분석

The purpose of this study is to provide basic data for acquiring phonological awareness of children with poor reading by grasping the relationship between phonological perception and cognitive function factors of children with poor reading skills in elementary school. The subjects of this study were analyzed with 95 students enrolled in the 1st to 6th grades of elementary school commissioned by four regional education support offices in Jeollanam-do for poor reading. The analysis results are as follows. First, as a result of conducting an independent sample t-test to verify the difference between the measurement variables through intelligence tests, attention tests, and phonological awareness tests of children with poor reading in elementary school, there was a significant difference between grades(low grades, upper grades) in attention and phonological awareness. Second, as a result of conducting correlation analysis to find out the relationship between phonological awareness and measurement factors of children with poor reading in elementary school, attention, language understanding, and working memory had a significant positive correlation. Third, as a result of conducting hierarchical multiple regression analysis to find out the relative influence of the measurement variables on the phonological awareness of children with poor reading in elementary school, it was found that selective attention and working memory abilities had the greatest influence on phonological awareness.

Strategi Komunikasi Organisasi dalam Upaya Meminimalisir Konflik Senioritas pada Pengurus Ranting Fatayat Nu Desa Parakanmanggu

Students' interest in reading in Indonesia is still relatively low, so reading literacy or fostering interest in reading in schools is very well implemented. This research aims to identify the strategies used by the principal of SMAN 1 Langkaplancar to increase students' interest in reading. The research method used is qualitative with a case study approach. Data was collected through in-depth interviews. The research results showed that the school principal used several strategies such as school literacy programs, improving library facilities, collaborating with regional libraries, and involving the community in literacy activities. These strategies have proven effective in increasing students' reading interest. Factors such as principal leadership, teacher and parent support, adequate facilities, and community involvement are key to the success of this program. By continuing to develop and expand literacy programs, it is hoped that students' interest in reading can continue to be increased thereby contributing to improving the quality of education in schools. Improving library facilities is an important part of the principal's strategy to increase students' interest in reading. At SMAN 1 Langkaplancar, various efforts to improve library facilities have succeeded in creating an environment that supports literacy activities and encourages students' interest in reading.

Strategi Kepala Sekolah untuk Meningkatkan Minat Baca Siswa di SMAN I Langkaplancar

Students' interest in reading in Indonesia is still relatively low, so reading literacy or fostering interest in reading in schools is very well implemented. This research aims to identify the strategies used by the principal of SMAN 1 Langkaplancar to increase students' interest in reading. The research method used is qualitative with a case study approach. Data was collected through in-depth interviews. The research results showed that the school principal used several strategies such as school literacy programs, improving library facilities, collaborating with regional libraries, and involving the community in literacy activities. These strategies have proven effective in increasing students' reading interest. Factors such as principal leadership, teacher and parent support, adequate facilities, and community involvement are key to the success of this program. By continuing to develop and expand literacy programs, it is hoped that students' interest in reading can continue to be increased thereby contributing to improving the quality of education in schools. Improving library facilities is an important part of the principal's strategy to increase students' interest in reading. At SMAN 1 Langkaplancar, various efforts to improve library facilities have succeeded in creating an environment that supports literacy activities and encourages students' interest in reading.

A Study on English Reading Teaching and Subject Literacy Cultivation Strategies in High School: The Impact of Task-Based Approaches in High School Reading

This study takes the task-based approach to English reading teaching as the entry point and explores its role in fostering high school students’ English subject literacy through research methods such as questionnaire surveys and teaching experiments. The results indicate that compared to traditional teaching methods, task-based English reading teaching can better cultivate students’ comprehensive English application abilities and enhance the level of subject literacy, especially showing significant effects on the integrated training of language knowledge and discourse ability. There is a positive correlation between students’ English reading ability and subject literacy. The study proposes targeted strategies for English reading teaching to promote the development of subject literacy. This research provides theoretical basis and practical pathways for promoting task-based English reading teaching reform and achieving literacy-oriented teaching goals.

Abstract word comprehension in sentences for primary school readers: its effects on first graders with different levels of equal sign knowledge proficiency

Abstract word comprehension in sentences for primary school readers: its effects on first graders with different levels of equal sign knowledge proficiency

Program Pendampingan Peningkatan Literasi Bagi Siswa Sekolah Dasar

This research was conducted to provide a solution to the lack of literacy among students in the primary school environment, especially in the learning process. Therefore, a programme is needed that can improve primary school reading skills through the implementation of a literacy programme. The purpose of this study is to find out the implementation of the literacy programme, the results of the literacy programme as well as the supporting and inhibiting factors of the implementation of the literacy programme in improving the reading skills of primary school students. This research is a qualitative research with descriptive method. The results obtained in this study show that the literacy programme is very important for primary school students in improving reading skills. The literacy activities include: literacy trees and corners, literacy clinics, smart flowers and library revitalisation. The obstacles in implementing the literacy programme are related to time and students' attitudes during learning.

ANALISIS PERAN POJOK BACA SEKOLAH SMA N 1 SEDAYU DALAM MENINGKATKAN MINAT BACA SISWA

The reading corner at school is part of the library which is a facility and infrastructure in increasing reading interest in the school library. Therefore, the role of the school reading corner is very helpful in utilizing the library materials in the reading corner. The purpose of this research is to find out the implementation of the reading corner program at SMA N 1 Sedayu and to find out the role of the reading corner program in increasing students' interest in reading at SMA N 1 Sedayu. The method used in this research is descriptive qualitative method. Data collection techniques are carried out by means of observation, interviews, and documentation. Analysis of research data using descriptive qualitative using data reduction, data presentation, and draw conclusions. The results of research on the role of the reading corner program as an effort to increase students' interest in reading at SMA N 1 Sedayu, namely the implementation of the reading corner at SMA N 1 Sedayu is the result of coordination between the principal and teachers. In addition, the reading corner of SMA N 1 Sedayu is the result of a comparative study to international schools. SMA N 1 Sedayu has also built not only a class reading corner, but also a reading corner in the school environment in the form of OASE and outside of school such as at the health center, sub-district office, and sub-district office which started with school accreditation, namely in 2019. The role of the reading corner in SMA N 1 Sedayu namely 1) fulfilling the information needs of students through a reading corner 2) providing direct experience through practice 3) helping to increase student creativity. Reading corners in schools are still rarely found, therefore it still needs to be studied by further research.

The RMS teaching model with brainstorming technique and student digital literacy as predictors of mathematical literacy

In the field of educational sciences, combining various research studies is essential for the development of key competencies such as digital and mathematical literacy. However, there is a research gap in understanding the challenges of implementing the Reading, Mind Mapping, and Sharing (RMS) teaching model in Indonesian schools, which requires a model customised for the unique context of the Indonesian education system. The objective of this research is to assess the impact of the RMS teaching model on students' digital and mathematical literacy. The study employed a quasi-experimental design, consisting of two experimental classes and one control class. The first experimental class used the RMS teaching model with brainstorming techniques. The second experimental class used the RMS teaching model without brainstorming. The control class followed standard instruction based on the school curriculum. During the even semester, a total of 96 secondary school students from two different schools in Bandar Lampung, a province in Indonesia, participated in both the experimental and control groups. Data collection was carried out using a questionnaire and a test. To analyse the data, Winstep and SPSS applications were used. The study's findings supported for the effectiveness of the RMS teaching model combined with the brainstorming method in enhancing students' mathematical literacy and digital literacy. Students who were taught this approach demonstrated higher mathematical literacy skills compared to those who received instruction using the RMS teaching model and direct instruction methods. This model can act as a guide for teachers to modify their approaches creating a captivating learning atmosphere that matches the requirements of students.

Longitudinal trajectories of brain development from infancy to school age and their relationship to literacy development.

Reading is one of the most complex skills that we utilize daily, and it involves the early development and interaction of various lower-level subskills, including phonological processing and oral language. These subskills recruit brain structures, which begin to develop long before the skill manifests and exhibit rapid development during infancy. However, how longitudinal trajectories of early brain development in these structures supports long-term acquisition of literacy subskills and subsequent reading is unclear. Children underwent structural and diffusion MRI scanning at multiple timepoints between infancy and second grade and were tested for literacy subskills in preschool and decoding and word reading in early elementary school. We developed and implemented a reproducible pipeline to generate longitudinal trajectories of early brain development to examine associations between these trajectories and literacy (sub)skills. Furthermore, we examined whether familial risk of reading difficulty and a child's home literacy environment, two common literacy-related covariates, influenced those trajectories. Results showed that individual differences in curve features (e.g., intercepts and slopes) for longitudinal trajectories of volumetric, surface-based, and white matter organization measures in left-hemispheric reading-related regions and tracts were linked directly to phonological processing and indirectly to second-grade decoding and word reading skills via phonological processing. Altogether, these findings suggest that the brain bases of phonological processing, previously identified as the strongest behavioral predictor of reading and decoding skills, may already begin to develop early in infancy but undergo further refinement between birth and preschool. The present study underscores the importance of considering academic skill acquisition from the very beginning of life.

Fairy-tale texts as a means of teaching foreign-language reading in primary school. Part 1

The problem for the research. Teaching foreign languages in primary school is aimed at a harmonious development of a pupil’s personality. One of fruitful ways to achieve this goal is reading and discussing foreign-language fairy-tales. The problem of this study is related to the search for methods of using fairy-tale texts as an effective means of developing communicative skills and all spheres of a younger student’s personality. Methods of investigation. Experimental work on teaching reading of foreign-language fairytale texts in primary school was organized and conducted on the basis of Gymnasium No. 46 in Kirov, Russian Federation (52 pupils of grades 4 “A” and 4 “B”). Foreign-language fairy-tale texts are selected and organized, sets of exercises of an emotional and value character are constructed, aimed at achieving subject, meta-subject and personal learning results in a trinity; criteria and levels of their assessment are developed. The findings of the study. At the end of the experimental work, an increase in the subject results of teaching foreign-language reading was noted in 21% of pupils of the experimental group and only in 10% of students of the control group. According to meta-subject results, the data are 23% and 16 %, respectively, and 27% and 8% for personal results. The calculation of the G-criterion of signs shows that at the end of the creative experiment in the experimental group Gemp ≤ Gcr. (0 ≤ 5) for subject and meta-subject and 0 ≤ 6 for personal results. Consequently, the improvement in the performance of the experimental group students is not due to accidental circumstances, but to the conduct of experiential teaching. Conclusions. The theoretical justification and approbation of foreign fairy-tale texts in the educational process of primary school, as well as a set of exercises of an emotional and value nature for teaching reading, make it possible to assume that fairy tales are an effective means of a harmonious development of a younger student’s personality.

Effects Of Jolly Phonics Strategy on Pupils’ Reading Achievement and Attitudes in Lagos State Lower Basic Schools

This study investigated the effectiveness of implementing the Jolly Phonics strategy on pupils’ reading achievement and attitude within the context of lower basic schools in Lagos State, Nigeria. Two research questions and two hypotheses guided the study. The study adopted the quasi-experimental pre-testing, post-test, control group experimental design. The population of the study consisted of all basic 1 pupil in public lower basic schools in Lagos State. While the sample size was Three hundred and twenty-four (324) pupils of Lower Basic 1 and Nine (9) teachers who were randomly and purposively selected using Simple Random sampling technique. The sample size was drawn from three schools from three Local Government Education Authority Areas (LGEAs) in Lagos State public lower basic schools. Two research questions were used and three instruments used for eliciting responses were Achievement Test in Reading (ATR), Pupils’ Attitude to Reading Questionnaire (PARQ) and Pupils’ Verbal Ability Test (PVAT). The instruments were validated by experts in early childhood and measurement and evaluation. The test re-test method was adopted for instrument reliability at 0.75. The data collected were analyzed using descriptive statistics (Mean and Standard deviation) Variance and Analysis Covariance (ANCOVA) Findings revealed that Jolly Phonics had significant effect on the academic achievement in reading of basic 1 pupil in lower basic schools and their attitude. Pupils taught with Jolly Phonics strategy performed better in reading achievement and had positive attitude than those taught with conventional method. It was recommended that Jolly phonics instructional strategies should be incorporated into basic school reading curriculum. This will help them develop reading skills easily. Individual differences in pupils’ reading ability should be identified and addressed through variation of reading strategies as was provided for in the experimental groups with jolly phonics strategy. Government, school managers and administrators should provide adequate instructional materials that will motivate pupils to easily adapt to jolly instructional strategy.