Basic Reading Research Articles

Development of basic reading skills in Latin: a corpus-based tool for computer-assisted fluency training

Development of basic reading skills in Latin: a corpus-based tool for computer-assisted fluency training

Apie gaidį ir „žemčiūgą“: žvilgsnis į XIX amžiaus lietuvių literatūrinę savimonę

This article examines seven different renditions of Aesop’s fable “The Rooster and the Pearl”, written by various 19th-century Lithuanian authors. The aim is to show how these texts reflect the demands of early readers and the literary consciousness of 19th-century Lithuanian society. The differences in the texts and their significant features are revealed by comparing them with each other and with the original sources, where such sources can be identified. Of particular interest is the inclusion of Lithuanian elements in these narratives, typically used for their evocative imagery or to capture the reader’s attention. The influence of social and cultural life on literature is bidirectional. As societies change over time in cultural, ethical and other ways, these changes inevitably affect literary production. The ethical perspective is relevant to the plot of The Rooster and the Pearl, but the specificity of the texts analysed is determined more by aesthetic and persuasive qualities, thus serving as precursors to shifts in literary consciousness.

Prosodic features in production reflect reading comprehension skill in high school students.

Young children's prosodic fluency correlates with their reading ability, as children who are better early readers also produce more adult-like prosodic cues to syntactic and semantic structure. But less work has explored this question for high school readers, who are more proficient readers, but still exhibit wide variability in reading comprehension skill and prosodic fluency. In the current study, we investigated acoustic indices of prosodic production in high school students (N = 40; ages 13-19) exhibiting a range of reading comprehension skill. Participants read aloud a series of 12 short stories which included simple statements, wh-questions, yes-no questions, quotatives, and ambiguous and unambiguous multiclausal sentences. In addition, to assess the contribution of discourse coherence, sentences were read in either canonical or randomized order. Acoustic cues known to index prosodic phenomena-duration, fundamental frequency, and intensity-were extracted and compared across structures and participants. Results demonstrated that high school readers as a group consistently signal syntactic and semantic structure with prosody, and that reading comprehension skill, above and beyond lower-level skills, correlates with prosodic fluency, as better comprehenders produced stronger prosodic cues. However, discourse coherence did not produce consistent effects. These results strengthen the finding that prosodic fluency and reading comprehension are linked, even for older, proficient readers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Book influencers in the library?

The digital revolution has transformed reading promotion in a world where technology competes with traditional entertainment, posing challenges for libraries, especially in engaging audiences. Adapting actively is crucial to making reading appealing. The rise of book influencers and reading promoters on social media is pivotal for reading education, offering libraries opportunities to diversify programs. Using the "walkthrough" method on four platforms, our research identified 60 Hungarian book influencers and reading promoters. Structured interviews with 23 influencers aimed to unveil their activities, motivations, and the aspirations and reading experiences behind their content. The study contributes to literary and cultural mediation, exploring the intersection between libraries and literacy promoters. It addresses how literacy promoters can enhance reading promotion in the community, emphasizing their role in generating interest in books and literature. Findings suggest that social media and influencers complement libraries' literacy strategies, benefiting both libraries and readers. Collaborating with influencers can foster a reading culture aligned with the digital era's demands. Encouraging influencers to collaborate could also educate their followers, transforming them into library users.

"The Identity of Novel Reading Education -Focusing on the ‘Way’ in the Book-"

"The Identity of Novel Reading Education -Focusing on the ‘Way’ in the Book-"

An Investigation of the Effects of Dialogic Reading Program Applied in Children s Homes on Children s Language Development

The aim of this study is to investigate the effect of dialogic reading education given to care staff working in children's homes on the language development of children in need of protection and the views of care staff on dialogic reading. The study was designed using the explanatory sequential mixed method in which quantitative and qualitative research methods were used together. The study group consisted of 9 children aged 5-8 years living in children's homes and 6 care staff responsible for their care. Girls and boys live in separate homes, and the average age of the children is 6 years and 7 months. One of the participating care staff members is male, and the remaining five are female. The ages of the participating staff range between 35 and 40. First, dialogic reading training was given to a total of six care staff members working in two different care homes. The training was completed in two sessions. After the training, the Peabody Picture Vocabulary Test was administered to the children in the children’s homes as a pre-test. The care staff who completed the training were asked to read books to the children for four weeks using the dialogic reading technique. After the application, the same test was administered as a post-test. Following the quantitative data collection, qualitative data were gathered through semi-structured interviews with the care staff. As a result of the study, a significant difference was found between the pre-test and post-tests of the children who received dialogic reading. In addition, the participant staff stated that dialogic reading increased children's interest in book, developed various skills in children, and contributed to their professional development. This study recommends that care staff in children's homes receive training on dialogic reading and that this method be integrated into daily practice. Additionally, future studies with larger sample sizes and control groups should be conducted, and early interventions for language development in early childhood should be prioritized.

Multimodal reading in reading-only versus reading-while-listening modes: evidence from Chinese language learners

Abstract Language educators and researchers have shown keen interest in enhancing second language (L2) learners’ reading skills, and recently, more emphasis has been placed on multimodal learning. Multimodal learning theories posit that the confluence of auditory and visual stimuli facilitates learners to establish robust referential connections, and thus integrating audio cues has emerged as a strategy to enhance reading performance. While prior research has affirmed the advantages of incorporating audio cues for fostering reading fluency and comprehension in general, the findings are inconsistent. These investigations have predominantly focused on learners of English as a second language. Considering the differences between English and Chinese, especially their relationship between written scripts and oral language, investigating the reading experiences of Chinese language learners can contribute to a fuller understanding of the effect of audio inclusion on L2 learners. This study compared reading comprehension and reading experiences in reading-only and reading-while-listening modes for intermediate-low and intermediate-high-level Chinese language learners. After learners read in two different modes, a T-test was conducted on their comprehension performance followed by a qualitative analysis of their perspectives on their reading experiences. The findings showed a significant influence of audio integration on enhancing reading comprehension among intermediate-low-level Chinese language learners engaged in multimodal Chinese reading, and these learners displayed a preference for audio inclusion. On the other hand, a lack of significance in the effects of supplementary audio cues on reading comprehension was identified for intermediate-high-level learners, who manifested a mixed attitude towards audio integration with reading. This study complements the existing understanding of multimodal reading based on alphabetic language, particularly in English. Moreover, the findings carry pertinent implications for Chinese language reading pedagogy.

Does a dialect-shifting curriculum help early readers who speak African American English? Results from a randomized controlled study

Does a dialect-shifting curriculum help early readers who speak African American English? Results from a randomized controlled study

Deskripsi Media yang Digunakan oleh Guru Kelas I dalam Modul Ajar Pembelajaran Membaca di SDN 9 Sungai Ambawang

The learning media used includes human-based, print, visual, and audio-visual media, which are aimed at helping students understand the basic reading material. This study examines the use of learning media in teaching reading for grade 1 students of SDN 9 Sungai Ambawang, an elementary school in a rural area with limited facilities. This research uses a qualitative approach with a descriptive method, through observation and interviews with teachers. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results showed that human-based media, such as lectures and discussions, were most predominantly used (56%), while visual and audio-visual media were underutilized (16% and 4%). Although the limitations of the means affect the use of more modern media, teachers' innovations in utilizing simple media are still effective in helping students learn to read. This study recommends increasing the use of visual and audio-visual media to increase students' interest and understanding, as well as the importance of paying attention to local contexts, including the use of regional languages in reading learning.

ТЕАТР ӨНӨРҮНДӨГҮ КӨРКӨМ ОКУУНУ ОКУТУУНУН АЙРЫМ МАСЕЛЕЛЕРИ

The article discusses some issues of teaching art education in the theatrical arts. I must say that there is very little research on the great values of the Kyrgyz people, including theatrical art. Generally speaking, we all know that our culture ‒ these are literature, theater, cinema, fine arts, folk art, etc.B. It should be recognized that there are very few works published in the form of special books, except for articles published on the pages of periodicals devoted specifically to this theatrical art. Today, art reading education is in demand not only in the theatrical sphere, but also in various spheres of society, in the field of culture and television. Thus, it is safe to say that by improving the teaching of art education in higher and secondary educational institutions, we will contribute to the moral education of the younger generation, improving aesthetic taste. Creating conditions for solving such research tasks, making efforts, and carrying out scientific activities is a requirement of time.

Do Preschool Children Access Quality Books? Reading Culture of Parents and Teachers and Book Selection for Children

This correlational study aimed to evaluate the reading cultures of preschool teachers and parents of 3–6-year-old children, and their book selection criteria for preschool children. For this purpose, data were collected from 242 preschool teachers and 247 parents who voluntarily participated in the study. Participants were asked to evaluate their own reading culture and book selection criteria for their preschool children through measurement tools. They were then asked to send them to other parents and teachers they knew through snowball sampling. As a result of the analyses, it was found that there was a positive correlation between both parents' and preschool teachers' reading for individual development, basic reading skills, book choices for themselves and reading culture total scores and physical characteristics, language and character, content and total children's book selection criteria scores. In the light of the findings, suggestions were made to parents and teachers about creating a reading culture and selecting quality books.

Exploring the Path of Ideological and Political Construction in College English Curriculum under the Background of Artificial Intelligence

With the continuous deepening of higher education reform, building a curriculum ideological and political teaching system and improving students’ comprehensive literacy have gradually become a key task for current leaders and teachers. Meanwhile, with the continuous development of the social economy, artificial intelligence technology is constantly upgrading, bringing new opportunities and ideas for the development and innovation of various industries. Therefore, college English teachers can rely on artificial intelligence technology to construct an ideological and political teaching model for English courses. This can integrate teaching resources, innovate teaching models, teach students basic English knowledge and reading and writing skills, cultivate moral literacy, cultural confidence, and political consciousness, and promote comprehensive development. This article explores the ideological and political construction of English courses for college students, which plays an important role in improving the ideological and political system of courses and cultivating students’ English literacy. Firstly, this article provides a literature review on artificial intelligence and English course ideological and political education, followed by a conceptual explanation of artificial intelligence and course ideological and political education. Then, the basic principles and educational value of English course ideological and political construction are proposed and finally, specific construction paths are proposed based on artificial intelligence.

Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

Reading acquisition among students in Grades 1-3 with intellectual disabilities in Sweden.

This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre-reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre-reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1-3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.

Modeling Nonlinear Effects of Person‐by‐Item Covariates in Explanatory Item Response Models: Exploratory Plots and Modeling Using Smooth Functions

AbstractExplanatory item response models (EIRMs) have been applied to investigate the effects of person covariates, item covariates, and their interactions in the fields of reading education and psycholinguistics. In practice, it is often assumed that the relationships between the covariates and the logit transformation of item response probability are linear. However, this linearity assumption obscures the differential effects of covariates over their range in the presence of nonlinearity. Therefore, this paper presents exploratory plots that describe the potential nonlinear effects of person and item covariates on binary outcome variables. This paper also illustrates the use of EIRMs with smooth functions to model these nonlinear effects. The smooth functions examined in this study include univariate smooths of continuous person or item covariates, tensor product smooths of continuous person and item covariates, and by‐variable smooths between a continuous person covariate and a binary item covariate. Parameter estimation was performed using the mgcv R package through the maximum penalized likelihood estimation method. In the empirical study, we identified a nonlinear effect of the person‐by‐item covariate interaction and discussed its practical implications. Furthermore, the parameter recovery and the model comparison method and hypothesis testing procedures presented were evaluated via simulation studies under the same conditions observed in the empirical study.

Advancing Whole-Book Reading Teaching in Primary and Secondary Schools by Regional Instructional Cooperation: A Case Study of Yangzhong City in Jiangsu Province of China

For primary and secondary school students, enhancing reading skills at the basic education level is crucial for their lifelong linguistic and cognitive development. However, instructors may find reading teaching, particularly the teaching of whole-book reading, time-consuming and unproductive. This article is a case study of the possibilities of advancing whole-book reading education via regional instructional cooperation, citing the practices of Yangzhong City in China’s Jiangsu province as an example. It also highlights the implications of Yangzhong City’s experiences for popularizing regional instructional cooperation in Chinese language education across the nation.

Fundamentos filosóficos para una pedagogía de la cultura

The general objective of this paper is to elaborate a pedagogical reading of Ernst Cassirer’sPhilosophy of Symbolic Forms, focusing on the Phenomenology of Knowledge where the author detailsthat the foundations adduced by Paul Natorp, in Introduction to Psychology constitute a critical viewof psychology as the foundation of intellectual operations. In general, there are three results to beshown: first, it will be shown that this recovery of the Natorpian vision allows Cassirer to maintainthat all cultural activity (language, mythology, art, science, etc.) has as its foundation the psychologicalactivities of the subject, which implies that all symbolic formation is both an intellectual product ofthe individual and a cultural activity. Second, it will be shown that part of the development of acritical psychology, in accordance with Natorp’s general plan, is the need for a theory of formationthat explains how the cultural environment shapes the intellectual activities of the subject, a generalthesis assumed by Cassirer for the development of his theory of the symbol. Finally, it will be notedthat the cultural formative agents considered by Natorp for the formation of the individual (state,art and religion, mainly) constitute the theoretical bases of culture on which the student will laterdevelop his theory of language, myth/religion, art and science as cultural formations.

Practice Courses Reform of Agriculture-Related Majors Under the Background of Farming and Reading Education—Taking< Skills Practice in Vine Yard > as an Example

Cultivation culture is a precious wealth developed and inherited in the long-term agricultural activities of our country. The combination of cultivation culture and labor education into practice courses can effectively realize the cultivation of contemporary college students' labor spirit, make labor education more practical. In view of the problems existing in the teaching of practice courses of agriculture-related majors, taking the course of “Skills Practice in Vine Yard” as an example, this paper probes into the establishment of teaching objectives, the reform of course contents, teaching methods and examination methods, etc. Promote the cultivation of new agricultural talents through these measures.

The Independent Works of Luke: Further Evidence on the Early Christian Reception of Luke and Acts

Abstract Literary and rhetorical analysis has led scholars to approach the Gospel of Luke and the Book of Acts as a two-volume work, often referred to as Luke-Acts. In response to increased attention to Luke-Acts, there is renewed interest in the early reception history of these books. Research has focused primarily on the second century ce and yielded little to support the assumption that early recipients consistently read these books together. This lack of evidence for the unified reading of Luke-Acts, heightened by Acts’ own varied reception, has enlivened the discussion of how one should approach the study of Luke and Acts today. This paper seeks to contribute to the discussion by examining early Christian prologues to Luke’s writings, ranging from the second century to the sixth century ce. The prologues will be examined in light of three questions: (1) How do the prologues describe the author of Luke and Acts? (2) How do they engage with Luke’s own prefaces to the books? (3) How do they frame Luke and Acts in light of other literature? What emerges from these texts is that early readers were aware of a connection between Luke and Acts, but such a connection was overshadowed by other associations.

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.