Reading Literacy Research Articles

Rancangan Strategis Pemantapan Literasi Membaca Di Sekolah Di Era Digital

Literacy is the ability to read and write that a person has. Literacy plays an important role in student character building. Character is something that is inherent in every individual and is not formed from birth, but rather influenced by various factors such as in the school, family and community environment. This article aims to explore the role of literacy culture in shaping students' character. Reading literacy is a very important basic skill for primary school students as it serves as a foundation for learning at the next level of education. This article aims to identify and explain effective strategies in improving reading skills and fostering interest in reading among students. Various methods such as the phonetic approach, shared reading and story-based learning are discussed as practical solutions to be implemented in the classroom. Through the implementation of effective literacy strategies, it is hoped that schools can create a learning environment that supports reading skills and encourages the formation of reading habits from an early age.

Interactions Among Text Formats and Reading Processes in Young Learners' L1 Reading Literacy

AbstractReading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models by integrating text formats (continuous, mixed, and non‐continuous) and cognitive processes involved in reading (information retrieval, interpretation, and reflection) and their interaction in a large dataset. The study aims to complement the results of previous research by analyzing how cognitive aspects function in the meaning‐making process in various text formats. Representative samples (N = 3229) of young Hungarian L1 learners participated in the study. Data obtained from a longitudinal study in grade 2 and grade 4 is used to test the underlying measurement model of reading literacy and to explore the issue of the dimensionality of reading processes along three different text formats. Findings suggest that students' reading development trajectory and rate differs when it comes to reading texts with different formats. Text formats affect reading subskills significantly but the interaction between text and reading processes changes over time. Results provide a clearer understanding of the text format achievement gap. Implications for research and practice are discussed.

The reading seed programme (RSP)'s efficacy in fostering toddlers' reading habits in early childhood literacy

The Reading Seed Programme (RSP), an in-house literacy program inaugurated by Sarawak's State Library (PUSTAKA Negeri Sarawak, Malaysia), has the potential to become the country's primary literacy initiative, particularly in terms of fostering a reading culture. The purpose of this paper is to empirically establish the reliability of survey measures as well as the feasibility of this toddler literacy program. The findings revealed that RSP capable enculturates effectively and has a significant positive impact on toddlers' reading ability. Nonetheless, the early childhood reading literacy program must consider each learner's unique learning style, incorporate updates or monitoring systems, improve training, develop a strategic plan outlining RSP outcomes, and clearly communicate the program's attitudinal components in relation to the desired results.

PENGARUH LITERASI MEMBACA TERHADAP PRESTASI BELAJAR SISWA KELAS VIII MATA PELAJARAN ILMU PENGETAHUAN SOSIAL DI SMP NEGERI 34 KOTA BEKASI

This research aims to determine the effect of reading literacy on the learning achievement of eighth-grade students in the subject of Social Sciences (IPS) at SMP Negeri 34 in Bekasi City. In this study, the method used is a quantitative method with a descriptive approach. The sampling technique used is random sampling taken from the total population of class VIII A-I randomly, with a total sample of 79 students. The analysis technique used is simple linear regression. The results of the analysis of the coefficient of determination test in the model summary show an R square value of 0.135, which means that the influence of reading literacy on student learning achievement is 13.5%. The theoretical and practical implications suggest that by developing reading materials, schools should ensure the availability of relevant and engaging reading sources to enhance reading literacy activities at SMP Negeri 34 in Bekasi City. This research makes a significant contribution to the understanding of the critical role of reading skills in improving the academic performance of eighth-grade students in Social Studies

Does it matter if some learners read slowly? Exploring relationships between reading comprehension and oral reading fluency

Background: Although Zimbabwe has performed quite well on Grade 6 SACMEQ literacy assessments compared to other African countries, reading levels are generally low and there is little research on reading literacy in Zimbabwean primary schools.Aim: Grade 3 and 4 learners’ reading comprehension (RC), accuracy and speed in oral reading fluency (ORF) were assessed to examine more closely the relationship between these aspects of reading development.Setting: Data were obtained from Grade 3 and 4 learners from four different primary schools within Gweru urban district in Zimbabwe.Methods: A RC test was administered to 374 learners across the two grades, and ORF data were obtained from a subsample of 72 learners. Data were analysed using descriptive and inferential statistics.Results: The learners’ RC performance was generally poor (41%–45%) across the grades and the four schools, showing much variation within and across grades. Oral reading fluency results were equally varied in terms of accuracy and speed. There was no significant difference in mean learner performance in RC and ORF between Grades 3 and 4, indicating little growth in reading from one grade to the next. However, the results showed robust correlations between ORF accuracy, ORF speed and RC.Conclusion: Given the robust relationship between ORF accuracy, ORF speed and RC, there is need for reading literacy instruction to attend to all these aspects of reading development and to assess them early and systematically so as to provide appropriate interventions for early remediation and to ensure growth in reading from one grade to the next.Contribution: This article contributes to the small but growing body of research on oral reading fluency and its relationship to reading comprehension in African primary schools.

The interplay between students’ home literacy environment, reading attitudes and comprehension: a serial mediation analysis using PIRLS 2021-data

BackgroundProviding a rich home literacy environment (HLE) is considered to contribute to the development of students’ reading comprehension. However, less research attention has been given to the underlying mechanisms that influence this relationship, including potential mediating characteristics. The present study aims to assess whether students’ reading enjoyment, reading motivation and reading frequency mediate different aspects of the active and passive HLE and reading comprehension of Grade 4 students in Flanders (Belgium).MethodsThis study uses the Flemish data of the Progress in International Reading Literacy Study (PIRLS) 2021. Participants were 5114 students from 141 schools and their parents. The hypotheses were tested using a serial mediation model implemented through structural equation modelling.ResultsWe observed different associations between specific aspects of the HLE and fourth graders’ reading comprehension. Both an active reading climate and the amount of books at home were found to be positively associated with students’ reading comprehension. We found no contributions of parents’ reading enjoyment and their own reading frequency to their child’s reading comprehension. We found significant indirect effects of both the active reading climate and parents' reading enjoyment on students' reading comprehension, mediated through students' reading enjoyment, motivation and reading frequency. Additionally, we found evidence for an indirect pathway from the amount of books at home to students' reading comprehension, mediated by their reading frequency.ConclusionsOur findings highlight the importance of conceptualizing HLE as a broad construct consisting of multiple components (e.g., activities, beliefs, availability of literacy-related resources at home), as these aspects are related to students’ reading comprehension development in different ways.

Strengthening Reading and Writing Literacy to Foster Creative Writing Skills at Madrasah Ibtidaiyah

This study aims to describe various reading literacy strengthening activities implemented by Madrasah Ibtidaiyah to foster creative writing skills. Using a qualitative research method with a case study approach at MIN 1 Banyumas, data was collected through observation, interviews, and documentation. Data analysis involved reduction, presentation, and conclusion drawing. The findings indicate that teachers strengthen literacy through: 1) mandatory library visits, 2) literacy corners in each classroom, 3) updated wall magazine content, and 4) a daily 15-minute reading program. Writing literacy activities include three stages: 1) pre-writing, 2) writing, and 3) post-writing. In Islamic education, reading and writing are activities with spiritual and intellectual significance, aligning with Islamic values that emphasize knowledge acquisition and dissemination. The study contributes theoretically by expanding the understanding of literacy practices in Madrasah Ibtidaiyah.

Understanding the role of cognitive constructs employed in reading in global math and science achievement.

We utilized PISA-2018 data from 71 countries to investigate the relationship between cognitive constructs employed in reading literacy (locating information, understanding, evaluating and reflecting, single and multiple thinking) and math and science achievement. We found that these cognitive constructs collectively accounted for 56% of the variance in math and 63% in science achievement, even after adjusting for gender, socioeconomic status, and country fixed effects. This means that the majority of cultural differences in math and science achievement (resulting from different education systems) can be explained by cognitive constructs employed in reading. We also noted that, at the country level, coefficients of cognitive constructs employed in reading demonstrated an interesting reconciliatory pattern. Countries with a weaker coefficient on the "locating information" dimension tended to have stronger coefficients on the "understanding" and "evaluation and reflection" dimensions; whereas, countries with a stronger coefficient on "understanding" dimension tended to have a weaker coefficient on "evaluation and reflection" dimension. These findings are particularly significant for STEM interventions aiming to enhance math and science achievement, as they indicate that a substantial portion of the variance in these achievements can be explained by cognitive constructs employed in reading literacy. Furthermore, culture-specific reconciliatory patterns imply that strengths in certain cognitive skills can compensate for weaknesses of others. Therefore, schools should consider modifying their curricula to integrate cognitive constructs employed in reading literacy more into math and science education.

Danish Students’ Interactions With PIRLS Items

This article is based on a qualitative research project related to PIRLS (Progress in International Reading Literacy Study). We explore how 25 Danish students from two fourth-grade classes interact with PIRLS items as readers and writers. We focus on two specific constructed-response items from a literary text used in PIRLS 2016 by examining and comparing students’ written responses to these items and oral responses expressed during interviews. To some extent, students’ text interactions differ from expectations presented in the international scoring guide. Based on our analysis, which draws on reader-response theory, we find that the scoring guide largely expects students to assume an efferent or discursive approach to reading, whereas many students in this study seem to approach texts and respond to items based on a more personal literary experience. We also find that the written student responses contain less elaboration than their oral responses. In this article, we discuss both written and oral responses as indicators of reading comprehension in PIRLS and the inferences related to student performance, with a focus on aesthetic and efferent reading.

Reading Skills Enhancement of Secondary Learners Amid Pandemic: Narrative Exposition of English Teachers in Focus

This study explored the expositions of English teachers in enhancing the reading skills of secondary learners amid the pandemic, particularly in Davao del Sur division, there were ten (10) English teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the participants. The virtual in-depth interview was employed to gather some information as regards to their respective experiences as they implement school-based programs on the reading skills enhancement of secondary learners amid the pandemic. Using the thematic analysis, the following themes emerged: interrupted face-to-face reading program implementation, deteriorating reading abilities during the pandemic, and stalled parents' involvement in the reading development of children. The coping mechanisms of the English teachers in enhancing the reading skills of secondary learners were establishing a reading environment, strengthening parents' involvement in the reading program, and the use of technology-related reading lessons. The insights drawn from the findings of the study were: Upskilling and reskilling of teachers in enhancing the reading skills of learners, and Plan reading programs appropriate for remote learners. They may continuously be innovative in designing reading programs appropriate for every modality preferred by the learners. The teachers may continue upskilling themselves to address the gaps of every learner in the school that needed attention in terms of reading literacy. Attending webinars is an avenue to enhance their competency in being an effective reading teacher.

Reading Comprehension Questions in Fourth Grade Arabic Language Textbooks in Oman: An Analysis From the Perspective of Progress in International Reading Literacy Study

The study aimed to determine the extent to which the reading comprehension questions in the book, I Love My Language for the Fourth Grade, Part One and Two, consider the reading comprehension processes. It also measured the level of consideration of the reading comprehension questions for the reading comprehension processes by the international study Progress in International Reading Literacy Study (PIRLS). The descriptive analytical method was used, and its tool was a content analysis card, which included four processes with 237 questions. The results showed that the book I Love My Language for the fourth grade included the four reading comprehension processes and carefully analyzed most of its sub-processes. It is recommended to reconsider the balance of processes in the book. This is important in light of the reading comprehension processes and the diversity of reading comprehension questions. It is necessary to take into account the four comprehension processes and their sub-processes in the two parts measured by the international study "PIRLS".

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

Identifying quality responses using an analysis of response times: the RTcutoff function in R.

The present study aims to develop an R function to develop and visualize thresholds that describe the response time of individuals concerning their sample. The function utilizes the cumulative proportion correct (CUMP) approach, to estimate item-specific time threshold, which originated in the work of Guo and his colleagues. Besides the CUMP approach, the present function presents response time profiles on a measure using the mean of the sample and + 1SD times so that it can discern between thoughtful engagement and processing with an item (termed problem-solving behavior) and rapid responding, guessing, and disengagement with the test. The advantage of the CUMP model utilized here is that it simultaneously engages both response time and response correctness to establish thresholds that differentiate engaged from disengaged participants. Given data on a measure of reading comprehension for students in Saudi Arabia (n = 494) using the Progress in International Reading Literacy Study (PIRLS 2021) international assessment, high and low-achieving individuals that engaged in different behavior patterns were identified and plotted against their sample. Results pointed to the importance and necessity of the RTcutoff function to identify variable forms of engagement that have implications for person-score validity but also have implications for test validity and the need to increase measurement precisio.

Susun Kata Tingkatkan Literasi: Pelatihan Kreatif bagi Anak-Anak Kampung Onggatmit

The quality of education in Indonesia is still low, one of the causes is the low ability to read, in this case reading literacy and critical thinking skills, especially in children. This is based on data that Papua Province ranks last with a score of 19.90 which shows a very low category. Onggatmit Village is one of the villages in Merauke, South Papua Province with many children who are still unable to read and even recognize letters and numbers. Basic literacy needs to be applied early in primary school-age children when brain development can still be shaped. Due to conditions that cannot gain knowledge in school, one of the activities that can be done to improve basic literacy is to conduct basic literacy training for children in Onggatmit Village with word stacking games. This service activity was carried out in four stages, namely survey, socialization, training and monitoring. The results of this service activity run smoothly and can improve basic literacy skills carried out with word stacking games for children in Onggatmit Village.

Contribution to Self-efficacy and Time-management to Enhance Reading Literacy

Reading is a basic knowledge and provides for competitiveness in this globalization and technology era, however, it is challenging for middle school students who are still in the identity crisis phase. This study aims to describe self-efficacy, time management, and reading literacy skills, and also analyze the contribution of self-efficacy and time management towards reading literacy skills of the Indonesian language in middle school students. The research method used a correlational relationship. A total of 372 middle school students participated in the research. The sample was gathered using probability sampling, which was a cluster random sampling technique. Data were collected using a self-efficacy scale, time-management scale, and reading literacy evaluation scores. Then, they were analyzed using multiple linear regression, after the assumption test. Results found that self-efficacy and time management separately aren’t significantly related to reading literacy skills, yet together they significantly contribute to reading literacy skills in the Indonesian language among middle school students. Self-efficacy contributed to 9.1% and time management contributed 8.6% to reading literacy skills. The proposed regression model is adequate for predicting the reading literacy variable. Keywords: reading literacy, self-efficacy, time management

PENINGKATAN KEBIASAAN MANDIRI SISWA MELALUI KEGIATAN RUTIN DI SDN CIPICUNG

One of the focuses of KKN activities is improving the quality of education in the surrounding environment. Routine activities carried out during KKN, especially in the educational environment, one of which is at SDN Cipicung includes: (1) Flag Ceremony on Monday, (2) Reading Literacy on Tuesday and Wednesday, (3) Fatonah (Memorization) on Thursday, (4) Yasinan on Friday, and (5) Sports on Saturday. These activities are designed to familiarize students with routines that can support their independent learning. The results of observations show that routine activities at SDN Cipicung have a positive impact on improving students' independent learning habits. Students show increased self-discipline, responsibility, and good learning habits. This article concludes that routine activities carried out at SDN Cipicung can be a model in developing educational practices that support students' independent learning

Analisis Peran Guru Sebagai Fasilitator dalam Literasi Dasar Membaca di Kelas Rendah

This research aims to analyze the role of teachers as facilitators in basic reading literacy in lower grades. This research uses descriptive qualitative research. Qualitative emphasizes meaning rather than generalization and the data cannot be resolved with statistical calculations. Qualitative research is research that provides an overview of a phenomenon or situation that occurs. The aim of this research was to determine the role of teachers as facilitators in basic reading literacy in class III at SDN Ranji. The results of the research show that literacy in class III is good and is carried out every day, because there is a teacher's role in providing facilities in the classroom to support literacy activities. The role of the teacher as a facilitator in literacy activities is observed by the author from several indicators, including: Providing facilities for literacy activities , Providing non-physical facilities, acting as a partner, Carrying out duties and functions as a facilitator teacher, literacy environment and reading skills.

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.

Valid and reliable instrument for measuring Indonesian students’ reading literacy

The study aims to verify the validity and reliability of a set of tests for measuring Indonesian students’ reading literacy achievement that has been developed by the Center for Language Strategy and Diplomacy Development as well as the Educational Assessment Center, two institutions under the auspices of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. The construct validity of the test was verified using confirmatory factor analysis (CFA) and the reliability was estimated using the composite reliability (CR) formula. The data used were responses from a sample of 6,539 students from 294 high schools in 34 provinces in Indonesia. The sample was established using a multistage sampling technique from the study population of 15-year-old students in Indonesia. The results indicated that the construct validity of the test was verified and the reliability coefficient was 0.805, which was defined good. Based on the results, it can be concluded that the set of tests is appropriate to be used to measure Indonesian students’ reading literacy achievement. In other words, using the set of tests will establish measurement that can reflect the reading literacy achievement of Indonesian students.

THE GOALS AND OBJECTIVES OF INTEGRATED CLASSES IN ELEMENTARY SCHOOL TECHNOLOGY CLASSES AND THE IMPORTANCE OF INTERDISCIPLINARY COMMUNICATION

This article is currently talking a lot about the integration of Primary School Education. This concept is characterized by the perception of the universe around a small schoolboy as a whole, for him not by the name of Natural Science, Russian language, mathematics, reading literacy and other educational sciences, but by the curiosity of the variety of sounds, colors, volumes of objects of the surrounding universe. The teacher feels and knows that students need to be taught to see the connection of nature and everything in everyday life. In the process of passing the subject of tenology, the teacher provides education, upbringing, forms some characteristic of students. It is in the process of fulfilling those goals in practice that several disciplines are addressed.Therefore, questions such as whether educational integration meets the current demand, how to organize it, are gaining relevance.