Reading Competence Research Articles

Translation as a Tool for Language Acquisition: Perspectives of Saudi English Majors

This study aims to explore the perceptions of English major students on translation, its use as a learning strategy, and the relationship between these perceptions and translation practices. A quantitative approach was employed, gathering data through two types of questionnaires. The results indicated that English majors at a public university in Saudi Arabia consider translation as a valuable tool for acquiring English language skills and understanding various linguistic aspects. These students utilized translation to enhance their language competence in reading, writing, listening, speaking, grammar, and lexis. Additionally, the study reveals a strong connection between students' beliefs of translation and their application of it as a strategy for learning English as a foreign language.

SCHOOL-BASED LITERACY PROGRAM TO IMPROVE STUDENTS’ READING COMPETENCIES IN EARLY YEARS OF PRIMARY EDUCATION IN RURAL AREAS

Improving literacy for early-grade children in primary schools in rural areas in Indonesia is a complex task due to the limited availability of reading resources and the varying teachers’ pedagogy competencies to teach students. This study aims to explore how school-based literacy programs by enhancing teachers’ teaching practices and improving the literacy learning environment at schools may improve students reading competencies, especially in lower grades. Using mixed methods, this study explains how students improve their reading competencies and this study also explores supporting factors and challenges to improve students' literacy. The sample of the study is 800 students and 92 teachers or principals in 28 primary schools in a district in West Kalimantan, Indonesia. The proportion of students who can read (categorized as a reader) improved after the program intervention. Several supporting factors that contribute to the improvement of student reading competencies have been identified such as teachers' motivation, teaching strategies, the availability of print-rich learning materials, and the support of school principals in literacy programs.

Studi Inflectional Affixes pada Teks Naratif: Implikasinya untuk Pengajaran Bahasa Inggris

This study aims to examine the use of the inflectional affixes -es and -ed in the narrative text "The Enchanted Fish" and their implications for English language teaching. Employing a descriptive qualitative research method through content analysis, the study identifies the patterns of -es and -ed suffixes attached to verbs in the narrative text. The analysis reveals that the -es suffix represents verbs in the third-person singular form in the present tense, while the -ed suffix represents verbs in the past tense within the narrative. The findings suggest that the use of various tenses in narrative texts enhances storytelling depth and richness, aiding students in understanding contrasts between ongoing events, habitual actions or permanent states, and past occurrences. In this context, the analysis of -es and -ed inflectional affixes on verbs in narrative texts can serve as a resource for teaching students about word formation, which can then be expanded into sentence construction. Furthermore, mastering this grammatical aspect can simultaneously support students' competence in reading and writing narrative texts

Requirements for the Development of Educational Activities in Primary School, Pedagogical Conditions and Principles of Activities to Improve the Interests of Readers

The article discusses the requirements and pedagogical conditions for the formation of reading competence, motivation for the art of the work, awakening, development of reading interest of primary school students. In particular, it takes into account the fact that children will have different interests, different requirements; motivate children's interest in reading; help a child read books as a reader; distribute books among young readers; take into account the criteria and principles for selecting texts for reading; take into account the text, type of work and genre diversity; diversity of speech in texts for to use the ability to illustrate with the correct understanding of the text; the graphic and artistic quality of the recommended book for reading; the correspondence of the plot and compositional construction of the work to the age and perception of the child; adaptation of texts presented in the textbook to students of this class; the text notes that such requirements as compliance with the norm of word ratio should be taken into account. Guided by general didactic principles, it was noted that along with them there are a number of principles that should be taken into account in the activities of preparing and motivating the reader to read in the lessons of literary reading and highlighted the main points. In addition, it should be noted that there are principles of focusing attention when performing written works based on the work read, parallel reproduction of the work read with the mental activity of students with a special emphasis on the educational value of the work presented for reading. Each principle is illustrated by some examples that help the teacher's activities, regulates his activities in the field of educating the reader.

Improving reading competence in aphasia with combined aerobic exercise and phono-motor treatment: Protocol for a randomized controlled trial.

Aphasia, a communication disorder caused primarily by left-hemisphere stroke, affects millions of individuals worldwide, with up to 70% experiencing significant reading impairments. These deficits negatively impact independence and quality of life, highlighting the need for effective treatments that target the cognitive and neural processes essential to reading recovery. This Randomized Clinical Trial (RCT) aims to test the efficacy of a combined intervention incorporating aerobic exercise training (AET) and phono-motor treatment (PMT) to enhance reading recovery in individuals with post-stroke aphasia. AET, known for its positive impact on cerebral blood flow (CBF) and oxygenation, is hypothesized to facilitate neuroplasticity when administered before PMT, an intensive therapy aimed at strengthening phonological processing. While most existing treatments focus on spoken language production, this study builds on evidence that PMT can also improve reading skills. The study is structured as a Phase I/II clinical trial and compares the effects of AET plus PMT to a control condition of stretching plus PMT on reading and other language outcomes including naming, auditory comprehension, and spontaneous speech. Additionally, it investigates the immediate and sustained impacts of the intervention on CBF, functional connectivity, and task-evoked brain activity. The central hypothesis posits that AET will increase CBF and, when combined with PMT, will lead to enhanced reading recovery, supporting treatment-induced plasticity. This trial represents one of the first large-scale interventions targeting post-stroke reading impairments and provides critical insights into the potential of combining AET with cognitive rehabilitation to improve language recovery in aphasia.

ОСНОВНІ ПІДХОДИ ДО ВИКОРИСТАННЯ ВЕБ-РЕСУРСІВ ДЛЯ НАВЧАННЯ ЧИТАННЯ В АНГЛІЙСЬКІЙ МОВІ В СТАРШІЙ ШКОЛІ

The article focuses on the fundamental approaches to using web resources for teaching reading in English in high school. The objective of the study is to identify effective methods that promote the development of reading competence among students through the integration of modern technologies into the educational process. Contemporary technologies provide students with access to a variety of resources, making the learning process more interactive and engaging. The research emphasizes the analysis of different types of web resources, such as e-books, interactive platforms, online courses, and blogs, which enable students to develop their reading skills in the context of real-life situations. The methodology of the study is based on a literature review, examination of practical examples of web resource usage in the educational process, and surveys of English language teachers, allowing for data collection regarding the effectiveness of these approaches. The scientific novelty of the work lies in the proposed systematic approach to integrating web resources into the educational process, which includes recommendations for teachers on the use of electronic materials and platforms to enhance students’ reading competence. This is crucial since traditional teaching methods often do not meet the needs of modern students who are accustomed to using digital technologies in their daily lives. The study also suggests the development of specific tasks and exercises that can be implemented based on web resources, fostering an active learning process. The use of web resources in teaching reading not only enriches lesson materials but also fosters critical thinking, self-education abilities, and motivation for learning English among students. Web resources offer opportunities for conducting lessons that extend beyond the classroom, encouraging students to actively participate in the learning process. Thus, the integration of web resources is essential for successfully forming students’ reading competence in the modern educational environment

A Study on Improving English Reading Competence Through Extensive Vocabulary Learning

A Study on Improving English Reading Competence Through Extensive Vocabulary Learning

Implementation of Phil-Iri Program and English Competence in Oral Read-ing of Grade 6 Pupils

This study explored the implementation of the Phil-IRI Program and its impact on the English oral reading competence of Grade 6 pupils in public elementary schools in San Marcelino, Zambales, Philippines. Using a descriptive-correlational approach with 557 pupils and 26 teachers in the district of San Marcelino, Zambales, it assessed oral reading competence levels before and after the program's implementation. Results showed that most pupils were at the instructional level pre-implementation but demonstrated significant improvements post-implementation. The findings highlight the value of regular reading assessments and interventions in addressing reading comprehension challenges. The study recommends ongoing evaluation of reading programs and professional development for teachers to enhance literacy outcomes and instructional effectiveness.

Exploring the Teaching of Reading in Lower Primary Classes: A Case Study of One Government Primary School in Kocheka Sub County, Uganda

Purpose: The purpose of this study was to investigates the methods teachers use to teach reading in lower primary classes at a government primary school in Kocheka Sub County, Uganda, focusing particularly on how these methods impact learners' reading competences. Methodology: A qualitative case study approach was utilized, employing interviews and document analysis to gather data from six teachers, one head teacher, and one District Inspector of Schools (DIS). Findings: The findings highlight the use of phonics, whole language, and balanced methods. Further, they reveal that teachers are conversant with these methods and understand how they affect learners’ reading skills. The DIS noted that his office provides textbooks for students and offers supervisory support via school inspectors. The data also indicated that the head teacher, in his management role, provides informal mentorship to lower primary teachers. Despite teachers’ familiarity with teaching methods and the support from the DIS and head teacher, challenges such as limited resources and large class sizes hindered their full effectiveness. Unique Contribution to Theory, Practice and Policy: The study recommends strengthening in-service and pre-service teacher training to equip educators with approaches to teaching reading in challenging, under-resourced contexts.

Does Students' Level of Intelligence Moderate the Relationship Between Socio-Economic Status and Academic Achievement?

The association between school students' social background and school achievement is well documented. Recent studies demonstrated that this association might be moderated by the level of cognitive potential. Based on these results, we recruited an elementary school sample (N = 837) and an adolescent sample at the end of their compulsory school time (N = 2100) to investigate whether the associations between students' social background and their academic achievement in math and language arts were moderated by the level of their general cognitive competencies, i.e., intelligence. To this end, we assessed intelligence, math and reading competencies, teacher-reported grades, and students' socio-economic background (number of books at home). In both samples, the association between students' socio-economic background and language arts grades was moderated by their intelligence level but not the ones with math grades, reading, and math competencies. The association between socio-economic background and language arts grades was strongest in the average intelligence sample and smaller in the above-average intelligence sample. Results are discussed with regard to their implications for the discussion of social injustice in schools.

The Positive Effects of Self-Regulation Strategy in EFL Reading Dynamics

Amidst complex reading learning enterprises, it is fair to be acknowledged that globalized EFL learners need to improve their reading competencies and activate a self-regulation strategy to experience a positively sound reading learning atmosphere and become more strategic L2 readers knowing the reading strategies working best for their particular reading dynamics. This present small-scale qualitative investigation was conducted with the support of a library study approach to generate more reliable and apprehensible research results beneficial for the betterment of future reading learning dynamics. To achieve this main research objective, the researcher selectively selected 20 previous studies focusing on discovering the positive influences of self-regulation strategy in EFL reading enterprises. Thematic analysis was simultaneously employed while analyzing the previously obtained research results to yield more accurate themes that were rewarding and to pave more meaningful reading pathways for worldwide second language reading instructors and EFL learners. Based on the obtained research results, the internalization of the self-regulation strategy has successfully promoted more enjoyable reading learning processes where they can progressively transform into more autonomous L2 readers. As a point, these specifically attained research results strongly suggested globalized second language reading instructors cultivating EFL learners’ self-regulation growth at the onset of reading learning activities to gradually enable them to become high-achieving L2 readers. Keywords: self-regulation strategy; reading; library study

Enhancing Reading Ability Through the Cooperative Integrated Reading and Composition (CIRC) Model: A Study with Fifth-Grade Elementary School Students

Reading comprehension is a vital aspect of language proficiency that elementary school students must master. Proficient reading skills enable students to actively acquire diverse information efficiently. The cooperative integrated reading and composition (CIRC), is a teaching model designed to enhance students’ reading comprehension skills through collaborative learning activities. This research aims to investigate the impact of the CIRC model on the reading comprehension abilities of fifth-grade students at SD Negeri 1 Kairatu. Employing an experimental design with a one-group pretest and post-test setup, the study involved 41 students. The CIRC model served as an independent variable, while reading comprehension ability constituted the dependent variable. The research instrument utilized was a reading comprehension test. Data analysis was conducted via a paired sample t-test, revealing a significant difference in students’ reading comprehension abilities before and after learning with the CIRC model (p = 0.00, < 0.05). These findings underscore the effectiveness of the CIRC model in improving students’ reading proficiency. The study’s results underscore the importance of prioritizing reading skills development to enhance elementary students’ literacy levels. It recommends the widespread adoption and continuous practice of the CIRC model in elementary schools to cultivate students’ interest and competence in reading. This research contributes to the ongoing efforts to enhance reading education methodologies and promote literacy among elementary school students. Keywords: CIRC model, reading comprehension, reading literacy, elementary school students

Biomedical Engineering Literature: Advanced Reading Skills for Research and Practice

Medical engineering is a field of study that combines biological and medical sciences with engineering to develop improved healthcare technologies. It is imperative that you possess a deep understanding of both the material and the technical language used in this rapidly advancing field in order to effectively grasp key topics and navigate the rapidly expanding literature. This paper examines the future of the biomedical engineering profession through the lens of advanced reading strategies. It starts with the assertion that biomedical engineering literature presents three challenges: the level of density is technical, the area is interdisciplinary, and the growth of knowledge is exponential. In the view of the above challenges, the paper discusses various advanced reading skills in relation to biomedical engineers. These skills include the ability to critically read scientific texts, both at a fast pace for an overview and in detail for deeper understanding, to identify key ideas and methodologies relevant to the field, and to assess the validity of scientific claims and data representations. The paper also aims at pointing out how separate elements like the use of systematic reviews, of meta-analysis, of data visualization tools that complement reading, help the researcher in the process of managing gathered information from various sources. This paper describes teaching these skills for both academic and professional practice, with examples of how improved reading competencies can enhance research quality and contribute to innovations in medical technologies, tissue engineering, and clinical trials. Furthermore, the paper aims to discuss the future trends due to the increasing incorporation of continuous learning for addressing the challenges posed by novel technologies including artificial intelligence and nanotechnology that define the future of biomedical engineering. biomedical engineering students require the acquisition of higher order reading skills in preparation for information reading: national and international publications in the engineering profession, policy and technology in support of health care delivery systems, product development, and other purposes. The ideas stated and demonstrated in this paper should be practical to both beginning scholars and veteran professionals in the biomedical engineering field as well as useful for seminar and workshop participants in seminars and workshops on biomedical engineering literature.

Development of Preliteracy in Preschool Education in the Czech Republic

The level of reading competency in children makes a difference in their academic progress, and subsequently such progress influences their quality of life. The excellence of pre-primary education is based on curricular and procedural quality. The aim of the research was to find out how preschool teachers develop reading literacy in preschool children in the Czech Republic and how they understand the concept of preliteracy. Data were collected using a qualitative multi-case study by semi-structured interviews with participants, repeated semi-structured observations of their teaching work, and analysis of reports of teaching implementation (N = 8). The results show that teachers have insufficient knowledge about the content of literacy development. In practice, they tend to focus on the development of areas related to the acquisition of reading and writing, while the area of comprehension development is inadequately covered. Findings can contribute to improve curricula on national or institutional level, not only in the Czech Republic but also internationally.

DEVELOPING READING COMPETENCE IN A FOREIGN LANGUAGE: STRATEGIES, DEFINITIONS, AND MODERN PERSPECTIVES

This article explores the multifaceted nature of reading competence in a foreign language, emphasizing its linguistic, cognitive, and socio-cultural dimensions. Drawing from the insights of renowned scholars, it highlights the complexity of reading as an interactive process that involves decoding, comprehension, and critical analysis. The discussion underscores the importance of metacognitive strategies, such as self-regulation and monitoring, to enhance reading comprehension and engagement. Additionally, the article addresses the evolving role of digital literacy in the context of reading, reflecting the demands of the modern era. By examining definitions and instructional strategies, the article provides valuable perspectives for educators and researchers seeking to enhance reading proficiency in multilingual and globalized contexts.

HOW READING EXERCISES CONTRIBUTE TO DEVELOPING COMMUNICATIVE COMPETENCE IN TEACHING EFL IN THE CASE OF SPECIALIZED SCHOOLS IN UZBEKISTAN

In this article, the author discusses the specialized schools existing in Uzbekistan, their objectives, and their distinctive characteristics. Additionally, the author provides information about the importance of developing reading competence through communicative technologies in English language classes for upper grades of specialized schools.

A brief research report on the efficacy of a RAN training in elementary school age children

Numerous studies could prove that children with reading disorders show RAN deficits and that RAN is especially strongly connected to the automatization of word recognition. In contrast intervention studies so far have provided little convincing evidence for the trainability of RAN or even a transfer effect on reading competence. The aim of this study is therefore to evaluate the efficacy of an adaptive, software-based RAN-training in a group of 57 children aged 9.3 years (SD 1.10 years) with a RAN-Deficit and/or difficulties with word-reading-speed and to determine if there is a transfer effect to reading speed of words and pseudowords as well as to reading comprehension on the word-, sentence and text level. The software-based training of RAN letters, numbers and colors is an intervention over 18 training days. Children were encouraged to name visually presented items in a serial format as fast as a red rectangle jumping from item to item. The speed of the red rectangle was successively increased with each successful training session. Univariate ANOVAs with repeated measures showed that children had a significantly higher naming speed for letters and numbers both immediately after completion of the intervention and in the follow-up measures. A transfer of the training effect to reading speed for words, reading comprehension on the word- and sentence-level, but not to reading speed for pseudowords and text comprehension, could be demonstrated. Due to the missing of a control-group comparison, it remains to be proven in subsequent research whether this effect is a maturation-related change or a training effect.

Audio-visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya

ABSTRACT The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning.

Towards a Pedagogy of Ancient Egyptian Language and Hieroglyphs

This paper discusses the challenges of teaching the Middle Egyptian language and Egyptian hieroglyphs to adult anglophone learners outside university settings. These challenges include the lack of L1 speakers; the large volume of signs in the script; the difficulty in reconstructing pronunciation due to the paucity of written vowels; and the lack of accessible learning tools such as readers and textbooks for the intermediate stage. As spoken proficiency in this extinct language is not a feasible goal, it is argued here that teaching should revolve around achieving reading competence. The paper advocates for a pedagogical approach that centres on using vocabulary, including variant spellings, as the fundamental building blocks of learning. This entails reading words, sentences and paragraphs of increasing complexity, which over time aids memorisation of vocabulary and builds confidence. Grammar and syntax can be gradually introduced and contextualised by reading practice sentences. It is also argued here that producing digitised versions of ancient Egyptian texts using hieroglyphic font software such as JSesh allows for the creation of practice texts in a standardised and legible format. This, in turn, makes it possible to use pedagogical aids such as adding spaces between words and adding signs omitted by the ancient scribes. Finally, it is argued that learning vocabulary and grammar is enhanced by discussions of the wider semantic and cultural meaning(s) of the ancient text in question.

Reading Proficiency Among Grade 7 Learners

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