Learning To Read Research Articles

TRANSTORNOS ESPECÍFICOS DE APRENDIZAGEM: DISLEXIA, DISGRAFIA, DISORTOGRAFIA E DISCALCULIA EM FOCO

Educational legislation emphasizes the need to promote the full development of reading, writing and calculation skills, highlighting these skills as essential for the individual’s insertion and meaningful action in society. However, it is not uncommon for students to complete elementary school without mastering these essential skills for professional life. This article aims to investigate the difficulties faced by some students in the process of learning reading, writing and mathematical skills. Based on theoretical research, the article addresses Specific Functional Learning Disorders — Dyslexia, Dysgraphia, Dysorthography and Dyscalculia — as possible factors that negatively interfere with the academic development of these students. Presenting a theoretical foundation on the topic contributes to the review of pedagogical practice, suggesting the need for collective work in the search for resources and procedures that promote students’ proficiency both in reading and writing and in learning mathematical concepts and operations.

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.

Cost and benefit of parafoveal information during reading acquisition as revealed by finger movement patterns

Contrary to expert readers, children learning to read have limited ability to preprocess letters in parafoveal vision. Parafoveal letters induce crowding cost: the features of neighboring letters interfere with target letter identification. We longitudinally studied the weight of parafoveal cost and benefit in two group of children (N = 42), during their first school year (Group 1) and at the end of second school year (Groupe 2). Using a novel digit-tracking method, a blurred text was presented and rendered unblurred by touching the screen, allowing the user to discover a window of visible text as the finger moved along it. We compared two conditions: (1) a large window, where crowding was enhanced by the presence of parafoveal information; (2) a small window, where crowding was suppressed by blurred parafoveal information. Finger kinematics were simultaneously recorded. We found that at the beginning of first-grade, digital fixations - brief slowing or stopping of the finger on a specific point - are significantly longer in the large compared to the small window condition, as parafoveal crowding increases text processing difficulty. This effect diminishes and disappears at the end of second-grade as reading performance improves. In the large window condition, longer digital saccades - rapid movements of the finger changing position - appear by the end of first grade suggesting that parafoveal exposure become more beneficial than harmful when children acquire basic reading skills. Our results show that in beginning readers, crowding has a cognitive cost that interfere with the speed of the learning reading process. Our findings are relevant to the field of education by showing that visual crowding in first grade should not be underestimated.

Increasing Slow Learner Reading Abilities Through Functional Reading : A Single-Case Study on An Elementary School Student

This study explored the effectiveness of teaching functional literacy to a 12-year-old slow learner in Indonesia. The participant struggles read words longer than two syllables and struggles to meet academic expectations. This research uses a qualitative approach with the single-subject design using the reversal method or the ABA research design. Data was collected through three phases: baseline, intervention, and evaluation phases. This study utilizes two sets of flashcards as instruments. The first set consists of pictorial cards displaying twelve common street signs, while the second set contains word cards with the matching names of the signs in Bahasa Indonesia. Each card is printed on a 13 cm by 7 cm flashcard. Over the intervention sessions, the participant demonstrated significant progress in functional reading skills. The data collected was then analyzed using visual analysis. The results indicates that slow learners benefit from frequent, concrete, and visually based learning abilities that aligns for their need for repetition. This study highlights the importance of functional literacy in enhancing independent living skills among slow learners, providing the students with the tool to better navigate their surroundings.

Reading Retardation: The Reading Difficulties and it’s Solutions According to Rushdi Ahmed Tuaima

This study aims to understand the concept of reading difficulties especially reading retardation, and the solution to fix that problem, according to Rushdi Ahmed Tuaima. The researcher also used a book by Abdul Hamid Sulaiman to compare the data. This type of research is library research. The method used in this research is a descriptive method with a qualitative approach. The data collection technique used is documentation and observation to know the application for treating reading difficulty in the school. Meanwhile, the data analysis technique used in this research is content analysis. This research reveals that Retardation reading is a student's slowdown individual process in reading. This is measured not by comparing them with others but by their mental abilities. Rushdi Ahmed Tuaima suggested that the teacher should not force the students to achieve standards that other students have achieved. Teachers must motivate students to restore their self-confidence. Apart from this, exercise is also essential to do. The treatment of reading difficulties was successfully applied in the 9th grade of Ali Maksum Islamic Junior High School, which improved the student's academic and mental aspects. The researcher hopes this research can be a reference for all teachers to implement for learning reading skills.

Integrating Interactive Digital Media into Problem-Based Learning in EFL Reading: an Investigation on EFL Teacher Educators’ Experiences

Extensive research on online EFL reading has proliferated in recent years. However, specific studies that investigate EFL teacher educators’ experiences of integrating digital media into problem-based learning in EFL reading classes are underexplored. To fill the gap, the present study was designed to construe (1) six Indonesian EFL teacher educators’ experiences of teaching EFL reading using interactive digital media and (2) their approaches to alleviating EFL students’ contextual challenges in the digitally-mediated EFL reading activities. Data were collected using focus group discussion activities that lasted around one to two hours with the participating teachers. The data analysis followed Braun and Clarke’s (2006) thematic analysis procedure. The findings revealed that the participating teachers enacted EFL students’ autonomous learning when selecting their reading texts online and employed varied digital media in students’ problem-based and project-based reading activities. The participating teachers also used group work and integrated problem-based learning to solve students’ contextual challenges in the digitally-mediated EFL reading activities. The study’s findings suggest that reading teachers integrate digital tools in reading classes and integrate problem-based learning to develop EFL students’ critical thinking and reading literacy.

Game-Based Reading Instruction: Insights from Student Perceptions Using Digital Jigsaw Puzzles

Indonesian students' reading literacy is still categorized as low, according to the PISA 2022 results. This fact improves efforts to familiarize reading at any educational level, including the school teaching-learning process. The research aims to discover students' perceptions of both affective and micro-skills of reading assisted with digital jigsaw puzzles. The study was a descriptive qualitative design involving junior high school students in Indonesia. In-depth interviews and observations collected the data. The data is analyzed through interactive analysis or three flows of thought. The findings show widespread affective perceptions of the learning reading using digital jigsaw puzzles. In addition, digital jigsaw puzzles raise students' positive perceptions of understanding the following reading macro-skills: the gist, main idea, explicit information, reference words, and inference. However, few students struggle to find implicit information and word meaning due to limited vocabulary mastery and rush time. All in all, digital jigsaw puzzles can be a preferential instruction to enhance students' reading literacy.

Using a Claim-Support-Question (CSQ) Technique in Teaching and Learning English Reading for the 3rd Year English Education Students at the Department of Foreign Languages, Faculty of Education, National University of Laos

The main purposes of this study were to: 1) examine the efficiency index of reading lesson plans; 2) investigate the effectiveness index of learning reading outcomes; and 3) to study the 3rd year English education students’ satisfaction towards the teaching and learning of reading using a CSQ technique. The research instruments include four lesson plans, a pre-posttest which consists of 21 items, an observation form, and the satisfaction questionnaire, which consists of 22 items. The target group of the study was the 3rd year English education students at the Faculty of Education, National University of Laos, with a total of 28 students (23 female). The data obtained were analysed using a computer program to find the mean ( ), standard deviation (S.D), percentage (%), efficiency index (E1/E2) and effectiveness index (E.I). The findings reveal that: The efficiency index of the reading lesson plans through using a CSQ technique for the 3rd year English education students was 82.05/88.44, which is higher than the criteria of 80/80. The effectiveness index of reading learning performance through using a CSQ technique was 6699, which was equal to 66.99%, which is higher than the criteria .05 (55%). The 3rd year English education students’ satisfaction towards teaching and learning reading through using a critical thinking technique (CSQ) was at a high level ( = 4.29, S.D = 0.77).

New Ways for Doing Extensive Reading: Hyperlearning and Cultural Context

Extensive reading is an effective approach to learning reading. However, this approach is sometimes criticized since it is difficult to measure the improvements in learners’ reading skills. This is due to the primary objective of extensive reading being "reading for pleasure." A refreshment is needed regarding the learning process by adding some supplements to the learning activities. This paper proposes a fresh perspective on implementing an extensive reading project by incorporating the concepts of hyperlearning and cultural context-based reading. Hyperlearning is leveraging technology to improve the reading experience while also solidifying a profound value whilst the cultural context involves selecting texts that are relevant to the interests or background of the learner. By incorporating this approach into their learning experience, learners can improve their language skills while enjoying a more dynamic and personalized learning experience. In this way, learners will cultivate learning habits that are called "hyperlearners".

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.

The Effectiveness of Literature Circles (LC) Strategy on Learners’ Reading Comprehension at the VIII Grade of UPTD SMP N 3 Kec. Guguak

This research was conducted based on problems found by researcher in the learning process about reading comprehension using the Literature Circles (LC) strategy. It found that learners had problems when understanding the text although the teacher taught by using the Literature Circles strategy. Next, learners had difficulty to make a summary although the Literature Circles strategy was used. Last, in applying the Literature Circles strategy teacher had tried to help learners to comprehend some words that learners did not know from the text, but learners still tend to have difficulty in understanding those words. The purpose of this research was to see the effectiveness of using the Literature Circles strategy in teaching reading comprehension for VIII grade at UPTD SMP N 3 Kec.Guguak. The method used in this research was descriptive quantitative research, which aims to describe the significant effect of using Literature Circles (LC) strategy on reading comprehension learners. The population of this research were all of the learners in VIII grade of UPTD SMP N 3 Kec.Guguak. Then, the instrument used in this research was a reading comprehension test. The finding reveals that the use of Literature Circles strategy is effective to improve reading comprehension at VIII grade of UPTD SMP N 3 Kec. Guguak. It shows that in indicators the identifying the main idea and identifying generic structure in the text get the highest percentage of score (91.6%). Meanwhile, the result percentage of average score in indicator the vocabulary in the context get the lowest percentage of score (57.3%). Even though there is low score in those one reading comprehension’s indicator, but the total percentage of average score from all indicators in reading comprehension learners is 79.5%. According to the table of interpretation of the effectiveness percentage, 79.5% indicated ‘Effective” category. It means in using Literature Circles strategy is effective to improve the learners reading comprehension.

A Empirical Study on Critical Thinking Ability in College English Reading Teaching under CBI

In the context of the new liberal arts, the ordinary English teaching model is difficult to adapt to the development of college English teaching, and English reading, as a necessary part of cultivating students’ comprehensive language ability and critical thinking ability, has played an important role in college English teaching. As a text-based teaching method, Content-Based Instruction (CBI) is more in line with the learning of English reading. Based on Krashen’s input hypothesis and Swain’s output hypothesis theory, it selected 66 English major seniors from Y University as the research subjects, who subsequently are divided into control classes and experimental classes. Data was collected by survey questionnaires and reading tests. Based on the analysis and discussion of relevant data, it concludes that: firstly, the critical thinking ability of college students is at a moderate level. Secondly, the CBI teaching method is significantly positively correlated with students’ critical thinking ability. Thirdly, the CBI teaching method has a positive impact on students’ critical English reading skills.

Penerapan Media Aplikasi OME TV Dalam Pembelajaran Bahasa Indonesia Bagi Penutur Asing (BIPA)

This research aims to describe the results of implementing the Ome Tv media application in learning Indonesian for Foreign Speakers (BIPA). BIPA learning has a big problem, namely student learning motivation. A boring class atmosphere is one of the reasons students are not motivated to study BIPA. Generating learning motivation among BIPA students aged teenagers and early adults is by providing something extraordinary and new in BIPA learning. The method used in this research is descriptive qualitative research using a case study approach. The results of this research indicate that the Ome Tv application media can be used to achieve these learning objectives efficiently. The Ome Tv media application is able to deliver listening, speaking, reading and grammar courses in BIPA learning. This can provide fun learning in the classroom. The Ome Tv application is not only interesting and entertaining for students, but there are many reasons to use it in BIPA learning.

A pilot study of adapting, validating and further developing a map skills model to improve the teaching and learning of map reading at primary and secondary school level

A pilot study of adapting, validating and further developing a map skills model to improve the teaching and learning of map reading at primary and secondary school level

Tadris Maharah al-Kitabah bi al-Kalimah al-Mutaqathi'ah

Teachers play an important role in the reading skills learning process. Apart from being teachers, teachers are also teachers who are always required to provide interesting, effective and efficient learning. The aim of this research is to explore more deeply about learning writing skills using crossword puzzles, apart from anything that can help the activity process. In this research, researchers used a qualitative approach with a library method where the data source came from credible books according to the topic of discussion. The results of the research are the steps for learning reading skills starting with 3 important aspects, namely Introduction, Process, and Conclusion or Correction from the teacher. Previously acquired language skills as well as learning experience and a strong mental aspect can help make it easier to achieve the goals in this learning.

Leitura e escrita acadêmica na formação inicial de professores: Que letramentos?

From a historical perspective on the initial training of teachers in Brazil, a survey of research developed was carried out, locating in articles published in the last two decades the modes of functioning of the school institution, in the continuous movement of learning-teaching-learning reading and academic writing. Historically, Brazil has presented many difficulties in universalizing the learning of reading and writing in a socially significant way. In the direction of the formation of the critical citizen, we discuss the difficulties to make academic reading and writing effective as processes of forming and transforming the condition of citizenship of the Brazilian population. Proceeding with a qualitative approach, the articulation between the lines of investigation of the selected studies, which focused on teacher training, teaching work and the construction of a teacher's professional identity, were analyzed in the defense that being a teacher is to develop a work based on a solid specific training and that initial training courses should also be concerned with teacher professionalization (Nóvoa, 2017). In the case of initial training, it should allow students to go through teaching and learning experiences that are based on the use and reflection of the characteristics of academic writing, so that future teachers know how to deal with the prescriptions inherent to their work context and document their experiences, as the written record becomes part of a routine developed since initial training when the triad reading is adopted, analysis and production of academic texts as a formative and evaluative principle. In this sense, the analyses carried out reveal that academic literacy should permeate the entire initial training of teachers, with objective prescriptions, considering the autonomy of the trainer to plan and replan his classes coherently with his didactic-methodological choices (Mizukami, 2005-2006; 2000), in a political and pedagogical project committed to an education linked to more assertive teaching practices (Gatti, 2014; André et. al., 2010), with academic writing as one of the constitutive elements of a socially referenced quality education.

Comparing CNN-based Architectures for Dysgraphia Handwriting Classification Performance

Deep learning algorithms are increasingly being used to diagnose dysgraphia by concentrating on the issue of uneven handwriting characteristics, which is common among children in the early stage of basic learning of reading and writing skills. Convolutional Neural Network (CNN) is a deep learning model popular for classification tasks, including the dysgraphia detection process in assisting traditional diagnosis procedures. The CNN-based model is usually constructed by combining layers in the extraction network to capture the features of offline handwriting images before the classification network. However, concerns have been expressed regarding the limited study comparing the performance of the Directed Acyclic Graph (DAG) and Sequential Networks in handwriting-related studies in identifying dysgraphia. The proposed method was employed in this study to compare the two network structures utilized for feature extraction in classifying dysgraphia handwriting To eliminate this gap. Therefore, a new layer structure design in the Sequential and DAG networks was proposed to compare the performance of two feature extraction layers. The findings demonstrated that the DAG network outperforms the Sequential network with 1.75% higher accuracy in classification testing based on confusion matrix analysis. The study provides valuable insights into the efficiency of various network structures in recognizing inconsistencies identified in dysgraphia handwriting, underlining the need for additional research and improvement in this field. Subsequently, these findings highlight the necessity of deep learning approaches to advance dysgraphia identification and establish the framework for future research.

Penerapan Metode CIRC (Cooperative Integrated Reading and Composition) dalam Pembelajaran Pendidikan Agama Islam di SDN 20 Kota Bengkulu

This study aims to analyze the implementation of the Cooperative Integrated Reading and Composition (CIRC) method in Islamic Education learning at SDN 20 in Bengkulu City. The research method used is descriptive qualitative with research subjects consisting of 28 sixth-grade students and teachers teaching Islamic Education at SDN 20 in Bengkulu City. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted through data reduction, data presentation, and drawing conclusions. The research results indicate that the implementation of the CIRC learning method involves all school authorities, supportive facilities and infrastructure, media selection, modes, strategies, and lesson plan preparation by Islamic Education teachers. With the implementation of this learning model, students are able to understand reading texts and solve issues within the readings. The CIRC learning method is considered effective as it enhances student engagement, makes them enjoy the learning process, and aids in understanding readings without feeling bored. Based on the research findings, it is concluded that the application of the CIRC method is effective in Islamic Education learning at SDN 20 in Bengkulu City. This method enhances students' understanding of Islamic concepts and their ability to apply religious values in daily life. Therefore, it is recommended to continue implementing the CIRC method in Islamic Education teaching to enhance the quality of learning and students' learning outcomes consistently. Keywords: CIRC Method, Islamic Education, Implementation

Effect of the development of precursor skills for literacy in Spanish on learning to read in English

The purpose of this study was to analyze the effects of Spanish literacy precursor skills on reading learning to read in the mother tongue and their degree of transfer to English. A quasi-experimental design was used, which allowed for a repeated measures comparison between two groups of students, who underwent a follow-up assessment one year after the end of the intervention. A total of 386 schoolchildren, aged 6–7 years at the time of the intervention, who were beginning to learn to read, participated in the study. The results show that the implementation of teaching models that favor the development of precursor reading skills in a first language, such as Spanish, contribute to the literacy process in a second language such as English, and that the benefits acquired are maintained over time.

PEMANFAATAN POJOK BACA SEBAGAI SARANA ALTERNATIF MENUMBUHKAN MINAT BACA PADA PEMBELAJARAN IPA SISWA SD

This research aims to find out how the reading corner is used to foster students interest in reading in science learning at SDI Dhereisa. This research is a qualitative research with descriptive methods, aiming to see and determine the use of reading corners to foster students interest in reading in improving science learning at SDI Dhereisa. The targets of this research were all SDI Dhereisa. Students, from grade 1 to grade 6, with a total of 125 students. The problem that researchers found was the lack of students interest in reading in science learning which was still very low. The results of the research show that there has been an increase students interest in reading in science learning at SDI Dhereisa, this can be seen from the increasing number of students who spend time reading in the reading corner. Based on the increase in the number of students visiting the reading corner, it has been shown that having a reading corner can increase students interest in reading in science learning