Reading Mastery Research Articles

Targeting Phonology or Semantics to Improve Reading Aloud Response Times and Accuracy: A Case Series Investigation of Stroke Survivors With Aphasia.

Acquired reading deficits, or alexia, affect a significant proportion of individuals with aphasia. We sought to improve treatment for alexia by targeting specific cognitive information-processing components critical to reading (i.e., phonology or semantics). To target either phonological or semantic processing, we administered two anomia treatments, phonomotor treatment (PMT) and semantic feature analysis, modified to include a focus on reading throughout the therapy. Chronic left-hemisphere stroke survivors (N = 5) completed one or two 60-hr treatment rounds. Based on predictions from a computational reading model, three participants received the treatment recommended for their specific reading challenges (e.g., PMT for phonological deficits), while two participants had the nonrecommended treatment first, followed by the recommended model-matched treatment. Changes in reading aloud accuracy and response times (RTs) from before to after treatment were examined as a function of matching treatment to the deficit profile, type of treatment, therapy round, and word characteristics. Participants' reading aloud accuracy improved after treatment relative to baseline with higher accuracy for high-frequency words and shorter words. After the first treatment round, participants' accuracy and RT improved, irrespective of whether treatment was matched to the deficit profile. Furthermore, participants who completed the second treatment round continued achieving accuracy gains. Following treatment, participants demonstrated enhanced reading efficiency and generalized improvements on the selected sections of the Woodcock Reading Mastery Test. While larger studies are needed to test for the effects of matching treatment type to the deficit profile, we conclude that treatments targeting specific information-processing components can effectively improve reading. Doubling the treatment dose offers small but significant gains. https://doi.org/10.23641/asha.26517319.

How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach.

Early reading skills are critical for later academic outcomes, which include mathematics. Yet, these relations may vary by a child's ability level. This study examined how early reading skills relate to different levels of third-grade mathematics. The samples included 105 same-sex twin pairs (210 individuals, 57% female, 43% male) from the ongoing longitudinal Western Reserve Reading and Math Projects, assessed at kindergarten (M = 6.18, SD = 0.44) and third grade (M = 9.07, SD = 0.49). Kindergarten reading measures consisted of the Letter Identification task from the Woodcock Reading Mastery Test-Revised Normative Update, the Deletion subtests from Phonological Awareness Test, and the Letter Naming Fluency task from the Dynamic Indicators of Basic Early Literacy Skills; third-grade math measures included Calculation, Fluency, Applied Problem, and Quantitative Concepts subtests of Woodcock-Johnson III Tests of Achievement. Both linear and quantile regressions were conducted using reading measures as predictors and math measures as the dependent variables. Linear regressions indicated that the Deletion Summary Score was a unique predictor of Applied Problems, and Letter Naming Fluency was a significant and unique predictor of Calculation Fluency and Quantitative Concepts. Quantile regressions provided a more thorough analysis of these relations. It was found that Letter Naming Fluency was significantly associated with Calculation, Calculation Fluency, and Quantitative Concepts at the lower level. The Deletion Summary Score had relatively stable relations with Applied Problems across all levels. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A longitudinal study of the efficacy of the Cellfield reading intervention in a South African context

ABSTRACT The Cellfield reading intervention is based on the multi-deficit theory of reading difficulties and addresses several foundation skills of reading simultaneously. Existing research has confirmed that the Cellfield intervention leads to improvement in reading skill directly following the intervention, but little data exist to determine the long-term efficacy of Cellfield. The present study investigated the long-term efficacy of the Cellfield intervention in a group of South African children. Fifty-two struggling readers were assessed via two standardised tests (Woodcock Reading Mastery Tests and Gray Oral Reading Test). Of the 52 readers, 41 underwent the Cellfield intervention, while 11 did not. Children were assessed on six reading variables before the intervention and directly following the intervention (treatment group). Both groups were re-assessed on the same variables at least a year after the intervention ended. Statistical analyses showed that advances in the treatment group directly after the intervention were maintained in the long term.

The Implementation of Make a Match Method Using the Jakarta Post to Improve Students’ Reading Skills

The main objectives of the study are 1) to find out students reading mastery before being taught by applying Make a Match using The Jakarta Post in the learning process. 2) to find out students reading mastery after being taught by applying Make a Match using The Jakarta Post in the learning process. 3) to find out the differences between the students reading mastery taught by applying by Make a Match and without applying Make a Match using The Jakarta Post in the learning process. In this case, the researcher adopted Quantitative Research. This study took data sources of 72 students from class X Man 1 students in Semarang. Then the researcher made an instrument by making double choice questions as a pre-test and post-test to assess students' reading progress after being taught Make a match as a method and applied to the text in the form of Jakarta post. The result of pre-test mean of both classes is 66.25 for experiment class and 61.39 for control class. And the result of post-test mean of both classes is 85.97 for experimental and 74.03 for control class. Those result were formulated with t-test formula. The test score showed that t-test > t-table. The t-test is obtained 1.935 for 5 percent (0.05) alpha level of significant. The percentage of t-table 5% is -2,021. The computation shows that 1,935 > -2,021. The conclusion of this study is to improve students’ reading by applying Make a Match using The Jakarta Post is recommended and effective.

PENGARUH METODE PRIVAT TERHADAP KELANCARAN MEMBACA IQRA’ DI MADRASAH DINIYAH TPA/TPQ “HIDAYATUSH SHIBYAN” NGRECO KABUPATEN KEDIRI

This research aims to evaluate the effectiveness of using private methods in improving students' reading skills at Madrasah Diniyah TPA/TPQ "HIDAYATUSH SHIBYAN". This research uses a systematic and scientific quantitative approach to explore the relationship between the use of private methods and the ability to read iqra'. This research method is included in the exploratory category, with a survey approach carried out in the field. Data was collected through interviews, observation and documentation. The results of the research show that reading mastery is the main focus in the learning process at Madrasah Diniyah TPA/TPQ "HIDAYATUSH SHIBYAN". Even though there is only one teacher teaching in each class, all students receive equal attention and the material is taught with variety to keep students interested. The application of private methods allows more intense interaction between teachers and students, facilitating better understanding of learning material. However, the success of this method depends on the balance between the number of teachers and students and the availability of sufficient time. This research concludes that learning methods that focus on individual interactions between teachers and students, such as private methods, are effective in improving students' reading abilities and comprehension at Madrasah Diniyah TPA/TPQ "HIDAYATUSH SHIBYAN". The research results provide valuable insights for educational practitioners in improving the quality of learning in non-formal educational institutions and confirm the importance of focusing on reading mastery in the educational process.

Comparing subject-specific mastery motivation in Hungary and the Republic of Moldova

Research on mastery motivation has documented its importance in personality development and school achievement, yet there is little research that examines school subject-specific motivation, specifically cross-cultural research. The objective of this study was to investigate the school subject-specific nature of mastery motivation in the context of middle and secondary school grades 5, 7, and 9 in Hungary (N = 1121) and Moldova (N = 939) in Reading, Math, Science, English as a foreign language, Music, and Art. The findings indicated that subject-specific mastery motivation (SSMM) domains in Hungary and Moldova have different paths across grade levels. In Hungary, there was a constant decreasing trajectory across all grades in all domains with the exception of English, whereas in Moldova, the decrease was identified in Math, English, Music, and Art between the fifth and the seventh grades but not between the seventh and the ninth grades, while Reading mastery motivation levels remained stable. Upon conducting a cross-cultural comparison of SSMM levels across the countries and grades, we identified only one statistically significant difference in science mastery motivation. The study attempts to explain the absence of cross-cultural differences not only through a conventional lens focusing on the unique characteristics of individual educational systems but also by considering the cultural values associated with each country.

Toward an Educative EEG-Based neuroIIR System for Adapting Contents

The pursuit of information is an integral aspect of a learner’s daily routine, often facilitated by information retrieval systems. In this study, we explore the correlation between text complexity and reading comprehension through the lens of neuroinformatics. Our objective is to ascertain whether it is feasible to infer the difficulty level of a text for a learner based on their brain activity, quantified by an electroencephalogram (EEG), during the information retrieval process. To accomplish this, we administered a section of the Woodcock Reading Mastery Test to our participants, evaluating their average reading fluency. Subsequently, the 18 participants under observation read paragraphs of varying complexity and responded to questions pertaining to the text. Utilizing the amassed data, we trained a deep learning model known as EEGNet to autonomously discern the complexity of the text being read, relying on the EEG signals. Furthermore, we conducted a comparison with previous research that employed a distinct characterization approach and employed a random forest algorithm for classification. The outcomes revealed that the present approach (EEGNet) outperformed the former method, achieving an accuracy rate of 80.83% across all subjects, whereas the random forest algorithm achieved a mere 50.28% accuracy. Our findings suggest the potential to classify the EEG signals in accordance with the level of difficulty a student encounters when comprehending the text. We propose several avenues for extending our work into real-time scenarios.

Reading skills in males with 47,XXY: Risk factors and the influence of hormonal replacement therapy (HRT)

Purpose47,XXY is often associated with reduced expressive language and literacy skills. This retrospective cross-sectional study investigated risk factors (hormone replacement deficiency, pre-or postnatal diagnosis, and history of family learning disabilities [FLDs]) associated with reading skills in 152 males. MethodsWe analyzed Woodcock Reading Mastery Test scores among 7 prenatally diagnosed male hormone replacement therapy (HRT) groups using analysis of variance along with analysis of variance and 2 postnatally diagnosed male HRT groups (No-T and T) using t tests. Treated prenatally diagnosed males with FLDs were compared with an identically treated prenatal HRT group with no history of FLDs using a t test. ResultsIn prenatally diagnosed males, significant treatment differences were observed on several reading scales (eg, total reading: χ2 = 17.96, P = .006), in which the highest modality HRT group (mean [M] =119.87) outperformed the untreated group (M = 99.88). In the postnatal analysis, we observed a significant effect of treatment on basic skills (P = .01). Despite equal HRT status, males with FLDs (M = 105.79) exhibited reduced total reading skills compared with those in the no FLD group (P = 0.0006). ConclusionOur findings in this pilot study reveal that the most optimal reading trajectory is associated with a prenatal diagnosis, absence of FLDs, and the highest modality HRT.

Effects of an Augmentative and Alternative Communication Technology Decoding Feature on Single-Word Reading by Individuals With Down Syndrome and Limited Functional Speech.

Literacy skills are foundational to participation in adolescent and adult life, and decoding skills (i.e., sounding out to read words) are critical to literacy learning. Literacy also increases communication options for individuals with developmental disabilities who use augmentative and alternative communication (AAC). Yet, current AAC technologies are limited in their support of literacy development (especially decoding skills) for the individuals with developmental disabilities who require them. The purpose of this study was to conduct a preliminary evaluation of a new AAC feature designed to support decoding skills. Three individuals who had limited functional speech and limited literacy skills, specifically two adolescents and one young adult with Down syndrome, participated in the study. The study used a single-subject, multiple-probe, across-participants design. All three participants demonstrated increases in reading performance, including decoding of novel words. High variability in performance was observed, however, and no participant reached reading mastery. Still, analysis reveals that for all participants, interacting using the new app feature increased reading. These results offer preliminary evidence that an AAC technology feature that provides models of decoding (upon selection of AAC picture symbols) can support individuals with Down syndrome in building decoding skills. While not intended to replace instruction, this initial study offers initial evidence in its efficacy as a supplemental avenue for supporting literacy in individuals with developmental disabilities who use AAC.

Subject Specific Mastery Motivation in Moldovan Middle School Students.

Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path.

Overcoming Reading Delay with CIRC Learning Model in Class II

Based on the results of observations, it was found that the problem of reading delays in class IIB Sitiharjo elementary school so that improvements were needed to improve students' reading skills. The purpose of this study was to determine the implementation of the CIRC (Cooperative Integrated Reading And Composition) model in overcoming reading delays in class IIB Sitiharjo elementary school. The research method used is classroom action research. The variables of this study consisted of the independent variable, namely the CIRC learning model and the dependent variable, namely reading delay. The subjects of this study were 28 students of class IIB Sitiharjo elementary school. The instruments used were student and teacher observation sheets and student reading ability assessment sheets. The stages of this research consist of four stages, namely planning, implementation, observation and evaluation, and reflection. Data analysis used descriptive qualitative techniques for observation results and descriptive quantitative for students' reading ability test results. The results of the study stated that in the first cycle the average value obtained by students was 55.71 then in the second cycle there was an increase of 17.82 so that the average value in the second cycle was 73.53. The criteria in the first cycle were failed while in the second cycle the students' reading ability criteria was good. In the first cycle the percentage of students' reading mastery is 32.14% and in the second cycle is 67.85%. There was an increase of 35.71%. So in conclusion, the CIRC model has proven to be successful in overcoming the problem of reading delays in class IIB students at Sitiharjo elementary school.

Students Perception towards the Use of Insert Learning App in Blended Learning to Enhance Reading Comprehension

One of essential skills to expand students’ knowledge and abilities is reading. Various media and platforms have been used by teachers to support the learning and teaching process moreover during the online class. However, to help students to easily understand about what they read, teachers have to make and provide technique, strategy and media for the needs of their students, including in reading mastery. The use of appropriate media can be pivotal for teachers in order to make the students understand by considering its efficiency. This paper focuses on investigating the students’ perception towards the use of Insert Learning App in Blended Learning and Teaching to enhance students’ comprehension in reading. This study uses a case study method. The participants were master degree students of English Department, in total 50 students consisted of 22 male students and 38 female students. To find out the students’ perception towards the use of Insert Learning, the data were collected mainly through questionnaires and interviews. The result of this study reveals that the majority of students have positive perceptions regarding the usage of Insert Learning as a teaching media for reading comprehension in blended learning. It is beneficial tools to makes reading more interactive and engaging. Students also claim that Insert Learning is easy to use because it is connected as an extension in Google Chrome.

Peran Orang Tua dalam Meningkatkan Kemampuan Membaca Permulaan di Sekolah Dasar

As a language skill, reading is a complex thing to master. A person's reading ability is passed through the stages of initial reading and advanced reading. Beginning reading is given to students I and II while continuing reading is given to students in grades III, IV, V, and VI. Beginning reading ability is the competency possessed by students in reciting symbols in a clear and precise voice. Therefore, beginning reading becomes something that is important for students to master before acquiring/learning advanced reading. Beginning reading mastery is strongly influenced by how the teacher is able to develop various approaches, methods and strategies used in teaching beginning reading.
 Keywords; Role, Teacher, Parents, Beginning Reading Ability, Elementary School

The Effect of Reciprocal Teaching Strategy on Students’ Reading Comprehension in Narrative Text

This research aims to investigate the effectiveness of Reciprocal teaching as a strategy to improve students’ reading mastery. It is believed that Reciprocal teaching as a strategy could be used effectively to attract students’ interest in increasing their reading mastery. By using true-experimental research with quantitative design, there are 52 students were divided into two groups, 26 students for experimental group and 26 students included in control group. This research used test as research instrument. There are several findings to prove that Reciprocal teaching is an effective teaching strategy to improve students’ reading skills. By conducting test as instrument, it was found that the average score of students taught by Reciprocal teaching was 79.85. It was higher than those who taught by conventional teaching (71.50). By analyzing the data, it can be concluded that there are significant different between students taught by teaching strategy than those taught by conventional teaching.

Effects of Unilateral Hearing Loss on Speech-Evoked Auditory Brainstem Responses and Reading: A Preliminary Study.

The purpose of this study was to determine whether the speech-evoked auditory brainstem responses (sABRs) obtained by stimulating the ear with normal sensitivity in children with unilateral hearing loss (UHL) were different from that of children with normal hearing (NH), and to explore correlations between the sABR findings and measures of reading. Eleven children with UHL and 11 children with NH were tested via the BioMARK sABR protocol using the syllable /da/; latency and amplitudes of Waves V, A, C, D, E, F, and O were measured. Participants also were tested on the Phonemic Synthesis Test (PST) and the Woodcock Reading Mastery Test-Revised (WRMT-R), particularly the Reading Readiness, Basic Skills, and Comprehension subtests. Multivariate analysis of variance testing showed a significantly higher amplitude for Wave A for the NH group as compared to the UHL group. Separate ANOVAs also found significantly lower scores for the UHL group compared to the NH group on Basic Skills and Comprehension subtests of the Woodcock. Significant positive Spearman rho correlations were found for the UHL group between wave amplitudes for V, A, and O and the Reading Readiness score, and between wave amplitudes for V, A, D, and O and the Reading Comprehension score. A significant correlation also was found between the Total Reading score and wave amplitudes for V and A. No such correlations were found between wave amplitude and Woodcock scores for the NH group. Further testing of the UHL data found significant relationships between the pure-tone average of the hearing loss ear and the Basic Skills, Comprehension, and Total Reading scores from the WRMT-R. There was also a significant correlation between the PST score and Wave C amplitude. There may be a connection between speech encoding and measures of reading in children with UHL.

Linking fine motor skills with theory of mind in school-age children

Motor skills have been linked to language and social development with implications for theory of mind. This study examined theory of mind (attribution of intentions task) in school-age children (N = 62, mean age 8 years; 2 months, standard deviation [SD] = 1;3) in relation to fine motor skills (grooved pegboard), receptive vocabulary (Peabody Picture Vocabulary Test), receptive grammar (Test for the Reception of Grammar), reading comprehension (Woodcock Reading Mastery Tests), verbal short-term (nonword repetition), and visual-spatial working memory (one-shape array memory). All variables except verbal short-term memory correlated with accuracy on theory of mind. In regression models, fine motor skills accounted for variance in theory of mind after controlling for age, language, and working memory. The results add to research linking fine motor skills with faux pas understanding, indicating the potentially broad impact of motor skills on social cognition. Given the cross-sectional study design, longitudinal research is warranted to address causality.

Reciprocal Teaching Model in Science Learning in Elementary Schools

The purpose of this study was to describe the Reciprocal Teaching model in science learning in elementary schools. The research approach used is descriptive qualitative with a literature review. The data sources used in this article are from journals categorized as main sources and supporting sources in the span of 10 years (2012 to 2020). The research findings indicate that the Reciprocal Teaching model can be used as an alternative in the science learning process in elementary schools because it is an effective learning model with an understanding of empathy strategies, namely summarizing readings, asking questions, predicting advanced material, and clarifying difficult to reach terms. The use of the Reciprocal Teaching model in learning in elementary schools can improve student learning activities, science learning outcomes, critical thinking skills, science knowledge competencies, students' reading skills, students' communication skills, students' reading mastery, and student learning mastery.

The Students’ Responses of English Instagram Account for English Reading Mastery

"Reading" is the process of looking at a set of written symbols and giving them meaning. When we read, we use our eyes to pick up the written symbols (letters, punctuation marks, spaces) and use our brains to turn them into words, sentences, and paragraphs that convey something. In order to master the ability of reading skills effectively in this digital era, English students need to take another learning movement from conventional learning to digital learning. Instagram is one of the digital social media that could be used to learn English. Therefore, the purpose of this research is to find out how the social media instagram along with the content and information about English could influence students’ motivation on English reading from the smallest thing like how to read vocabulary properly. Data was collected using questionare via google form distributed to 20 students at UIN Saizu Purwokerto. In collecting data, researchers used 12 question in questionare which were used to collect data. The participant of this study were random sixth grade English students of UIN Saizu Purwokerto. This study uses quantitative methods to describe the research results. Based on statistical data showed that most of the students feel they have much motivation in reading English text and vocabulary because using instagram is fun, unique, and easy to understand also it provide interesting content that could trigger them.

The Students’ Responses of English Instagram Account for English Reading Mastery

"Reading" is the process of looking at a set of written symbols and giving them meaning. When we read, we use our eyes to pick up the written symbols (letters, punctuation marks, spaces) and use our brains to turn them into words, sentences, and paragraphs that convey something. In order to master the ability of reading skills effectively in this digital era, English students need to take another learning movement from conventional learning to digital learning. Instagram is one of the digital social media that could be used to learn English. Therefore, the purpose of this research is to find out how the social media instagram along with the content and information about English could influence students’ motivation on English reading from the smallest thing like how to read vocabulary properly. Data was collected using questionare via google form distributed to 20 students at UIN Saizu Purwokerto. In collecting data, researchers used 12 question in questionare which were used to collect data. The participant of this study were random sixth grade English students of UIN Saizu Purwokerto. This study uses quantitative methods to describe the research results. Based on statistical data showed that most of the students feel they have much motivation in reading English text and vocabulary because using instagram is fun, unique, and easy to understand also it provide interesting content that could trigger them.

THE INFLUENCE OF USING CHORAL READING TECHNIQUE TO THE ELEVENTH GRADE STUDENTS’ READING MASTERY AT SMA NEGERI 1KASIMBAR

This paper focuses on the using of choral reading technique to the eleventh grade students’ reading mastery at SMA Negeri 1 Kasimbar. The writer applied quasi experimental research design and need pre-test and post-test to both experimental and control class. The pre-test was to know the level of students’ reading mastery ability before giving treatment while the post-test was used to know the result after giving treatment. There was a significant difference score of the post-test of the experimental class (1.495) and the control class (1.235). The level of significance was set up 0,05 with 40 degree of freedom ( (df) = Nx + Ny = 21 + 21 + 40). The result of data analysis indicates that tcounted (3,729) which was higher than ttable, it means that the hypothesis of the research was accepted. Thus, there was significant influence of using choral reading technique to the eleventh grade students at SMA Negeri 1 Kasimbar.