Reading Media Research Articles

TEACHERS’ READING HABITS AND THEIR EFFECT ON THE STUDENTS’ LITERACY

This article is intended to show the importance of teachers’ reading habits to develop students’ literacy effectively. It is shown that the lack of teachers’ reading habits causing the deficiencies and lack of opportunity for students’ quality in EFL literacy. This study used mixed method approach and the data were collected through questionnaire, interview, reading test, and observation. The participants in this study were 6 teachers and 120 students from 6 schools. The result showed that teachers’ reading habits and affective states in EFL reading were in medium level and students’ literacy were in low level. It also exposed that teachers faced many reading problems and challenges throughout the years they studied English. There is a tendency that teachers’ deficiencies on their reading habits is from their perception about EFL reading that still focus on translating the words into their first language rather than critically involved with the main ideas in the text. The result concludes that teachers’ lack of reading habits had caused the lack opportunity of their students’ quality literacy instruction in the classroom. This lack of instruction caused the students are thriving and struggling as EFL readers who do not achieve proficiency, fluency, or comprehension. Moreover, there are also many factors that affect reading habits such as socio-economic background. Parents’ role and the development of technology that changes the medium of reading.

The Implementation of Inclusive Education in Indonesia: Challenges and Achievements

This study aims to show the factors in the successful implementation of inclusive education in Indonesia. And what causes obstacles to the implementation of inclusive education. This study uses a literature review through reading media from several national and international journals in the last 10 years that meet the criteria. The results show that the implementation of inclusive education in Indonesia has been quite successful in several big cities. This success is due to several supporting factors such as the existence of special educators, class management, and curriculum. However, there are still many small cities in Indonesia that are still not successful due to the unavailability of adequate facilities and lack of information about the inclusive education system. The government should not only pay attention to big cities but also pay attention to the problem of implementing inclusive education in small cities and make it easier to see data on the number of students with disabilities each year.

Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study

AbstractResearch on text comprehension in relation to the reading medium (paper or screen) has mainly involved undergraduate or high school students. To advance current knowledge on the effects of reading medium, this longitudinal study focused on beginner readers, specifically, the role of precursors in first graders’ comprehension of narrative and expository linear texts from reading on paper and computer screen. Working memory and inference skills as cognitive precursors and basic digital skills were measured at the end of preschool (T1); reading text comprehension and word reading, as a control variable, were measured at the end of the first grade (T2). Sixty-three children participated in total. The first graders read four texts, one narrative and one expository, on both paper and computer screen, in a counterbalanced order. Results showed no main effects of the reading medium or text genre, but the interactive effect of these variables was significant. At T2, the children had higher comprehension scores after reading narrative than descriptive texts from paper. In addition, reading from the screen was preferred at post-test, after all texts were presented. As precursors, working memory and inference skills predicted both printed and digital text comprehension. In contrast, basic digital skills predicted only digital text comprehension after controlling for medium, text genre, and word reading.

Book readers in the digital age: Reading practices and media technologies

With the rising popularity of digital reading media, leisure reading is undergoing a transformation process. However, the reasons for readers to adopt e-book reading or to stick to traditional printed books are mainly unknown. Therefore, we explored demographic and motivational differences between print readers, digital readers, and readers using both reading media. We further studied their book-reading practices, like the amount of reading, the preferred genres, the different reading situations, and if there are dedicated reading media for specific genres or situations. Additionally, we explored if digital reading media have changed the reading process or just appeal to a certain type of reader. Therefore, we conducted a survey ( n = 779) of adult book readers about their leisure reading behavior. The results show that print readers, digital readers, and readers using both media differ in age, gender, amount of reading, genre preference, and the situations in which they read. Furthermore, digital reading media especially foster reading on the move.

“I only wish that I had had that growing up”: Understanding Webtoon’s Appeals and Characteristics as an Emerging Reading Platform

AbstractThis study investigates the readers of Korean webcomics, Webtoon, to understand their motivations for reading Webtoon, appeals of reading Webtoon, and any informal learning experiences Webtoon readers encounter. This study adopts reader behavior theories and media studies as the two main theoretical foundations; within these frameworks, the authors aim to understand a hybrid reading media platform, Webtoon, which has characteristics of both multimedia and conventional reading content. To understand Webtoon readers and their reading experiences, the focus group method was used. Findings show that Webtoon reading motivations include relaxation, emotional affirmation, creating an identity as a reader, aesthetic appreciation, and habitual reading. Webtoon’s unique format characteristics, ease of access, inclusivity, immersive experience with sound and music, and interactive communications among the authors and readers, are appreciated by readers. Lastly, Webtoon’s cultural differences sometimes lead readers to additional research on their parts, learning more about Korean history, food, or other popular culture. The authors further discuss the findings through the lenses of reader behavior & Readers’ Advisory theories, media studies, and information encountering theories.

Banned, Challenged, Questioned, or Lost? Information Access and the Path to an Information‐Resilient Society: ASIS&T Midwest Regional Chapter

AbstractHistorically, librarians and information professionals have professed and supported tenets of free thought and free access to all information. Guides, literature, conference sessions, and classroom exercises help guide LIS students and librarians through the provision of controversial materials. However, information professionals work within the political and practical boundaries of their institutions. They rely on imperfect and mediated technologies for access to information and communication. The reality is that such constraints, as well as external politics and broader societal and cultural challenges, can and do affect access to information. Librarians are thus limited in their impact by both internal and external factors.This panel joins the perspectives of LIS researchers and practitioners. The discussion will demonstrate disparate threads that exemplify current research on information access challenges, successes, and opportunities in a variety of contexts. Part of contributing to an information‐resilient society is being aware of the many ways that society censors or limits access to ideas and knowledge. The panel will discuss ways to create more equitable access to technology and digital information, provision of health and wellness information, the impact of user‐generated social media reading recommendations, persistent access to dissertation research information, and the hotly contested space of drag story‐times at libraries. The research projects illustrate a wellspring of opportunities for resistance against societal limitations on knowledge and illustrate ways to reinforce core values of the profession.

Solving Problems in Reading Buddhist Pali and Sanskrit Loanwords in Thai for Chinese Students at Kasetsart University

This research aimed at solving problems in reading Buddhist Pali (PL) and Sanskrit (SKT) loanwords in Thai of Chinese students who were studying in the Communicative Thai Language for Foreigners Program (CTLF) of Kasetsart University. The objectives of study were; 1) to explore causes of the problems in reading PL-SKT loanwords of third-year Chinese students in the CTLF program; and 2) to explore reading solutions and development. 5 Chinese students were selected for the study by purposive sampling technique from a total of 13 participants in the course ‘Thai Reading II.’ Research tools in the study were: 1) Buddhist PL-SKT loanword reading skill exercises, 2) Buddhist PL-SKT loanword cards with short messages; and 3) media for oral reading of Buddhist PL-SKT loanwords. The research results revealed that the causes of the problems were: 1) Chinese students had problems with the pronunciation of PL-SKT words, 2) they lacked reading skills, 3) they had no skill in reading compound PL-SKT loanwords (samasa) because they had different basic knowledge of the Thai and PL-SKT languages, and 4) they lacked continuity of practice in reading PL-SKT loanwords. These problems directly affected their Thai reading. As for the study of the solutions, Chinese students had different results in each reading test, but their development in reading improved continually, and finally, they were able to read and spell Buddhist PL-SKT loanwords properly and fluently although it still took some of them a long time to read a text. After three reading tests, they were able to attain a pass in the reading of Buddhist PL-SKT loanwords by obtaining a score of 100% in the final test.

DEVELOPING HOPSCOTCH BOARD FOR LEARNING READING OF DESCRIPTIVE TEXT IN JUNIOR HIGH SCHOOL

The aims of this research are to develop a hopscotch board for learning reading of a descriptive text in junior high schools, know the validity of the developed hopscotch board for learning reading of the descriptive text, and gain the teachers’ and students’ responses toward the developed hopscotch board for learning reading of the descriptive text. This research adapted Research and Development (R&D) design based on Sugiyono’s model, which includes: (1) Finding potential and problem solution; (2) Design and development; (3) Experts validation and revision; (4) Teachers’ and students’ responses; (5) Evaluation by experts and revision; and (6) Final product. The findings revealed that: (1) the model of developed hopscotch board for learning reading descriptive text consisted of a hopscotch board, markers, ownership signs, how to play (for one group instruction and more than one group instruction), cards (reading descriptive cards, exercise cards, a key answer of exercise cards, punishment cards, and key answer of punishment cards), and 2 guidebooks (for teacher and students). (2) The developed hopscotch board was valid, it was proved by the result of material experts’ validation of 95% (very valid), and media experts’ validation of 95% (very valid). Furthermore, (3) Students and teachers gave positive responses toward the developed hopscotch board as learning media for learning to read the descriptive text as reflected in the result of the questionnaire given in which got 89% (very good) from students and 90% (very good) from the teachers. From the result above, we can infer that the developed hopscotch board was valid and appropriate to be used as an alternative media for learning reading of the descriptive text in junior high schools.

Developing Mobile Learning Application as Instructional Media for Reading Comprehension

Students nowadays are no longer enjoy reading printed books. They mostly read from their mobile phone or computers' screens. Teachers need to encourage students to read and comprehend texts. Teachers should adopt and adapt technology in teaching reading comprehension to students in light of the rapidly changing existence of technology. The purpose of this research is to develop appropriate media for learning reading. This research has employed Research and Development design based on ADDIE model. This model is used for media development by requiring 5 stages, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The research subjects are the tenth graders and the English teacher. Both the media and language experts validated the developed product. The instruments used in the needs analysis are questionnaires for the students and interviews with the English teacher. The final result is in the form of a mobile application that suits the needs of teachers and students. This media consists of 63 slides. The size of this mobile application is 52 Mb. The developed application consists of three main menus and eleven sub-menus. They are the intro page, loading section, menu page, materials page, core competence page, vocabulary building page, learning summary page, exercise page, glossary page, verb form page, user’s guide page, lesson plan page, description of the product page, and exit page. The result of this research could be seen in the enthusiasm, development, and students’ interest in mobile application media. Therefore, it is recommended for teachers to use mobile applications in teaching reading and for other developers to develop applications for the learning process.

Why do you need to read fiction? The role of transportation through fiction reading in improving perspective taking

Late adolescents are reported to have poor perspective-taking. This study aimed to determine whether an improvement to perspective-taking is achieved after participants read fiction, and whether a transportation process is involved in it. The participants in this study were late adolescents (17-22 years old) with poor perspective-taking and certain degrees of experience and interest in reading fiction (N = 8). This study used a pretest-posttest-follow-up design. The Friedman test results show that there is a significant difference in the perspective-taking scores of participants before and after receiving manipulation in the form of supply of fiction reading media (p = 0.002, ̄x pretest = 11, ̄x posttest = 37.25, ̄x follow-up = 37.1). The simple regression analysis test results show that the improved perspective-taking is not influenced by the occurrence of transportation in participants when reading fiction (p = 0.072, r = 0.175, β = 0.473). The participants showed improved perspective-taking right after the manipulation treatment was given, but slightly declined in the subsequent week.

Developing SPOK Litaracy Board Media (PALIPOK) for Reading of First Grade of Elementary School

Based on the results of observations, namely by knowing the conditions in the field with a total number of students, namely 13 students, the learning media is said to have not trained students' reading skills and students have not experienced, still have difficulty in carrying out learning. For that we need media that can support students' reading skills in learning activities. This study uses the ADDIE model with five stages, namely: analysis, design, development, implementation, and evaluation. The results of the evaluation through the material expert validation test stage 1 were 72.72 in stage 2 of 86.36, while the media validation test was 73.07, the teacher's response was 65.62 and the results of student responses from 13 students who did not enter 2 were 72, 10. This falls into the good category and is good to use as the basis for a conversion table. The results of these efforts indicate that the media is in the appropriate category for use.

Development of Android-Based Early Reading Learning Media

Early reading is a skill that students should have. This skill becomes a provision for the next stage of skills .Learning to recognize letters, especially early reading in Golan Kindergarten during the pandemic, experienced problems. Students feel less interested when the learning process is carried out conventionally. In addition, parents also have difficulties when it comes to delivering material to children. Through the use of android-based learning media, the learning process is expected to attract students. The method developed the Borg & Gall model, which consisted of ten stages. The data collection techniques used include observation, interviews, and questionnaires. Observation is used to find out the learning conditions in schools. Interviews, conducted with teachers to find out the use value of the media created. Meanwhile, the questionnaire is used as a reference to find out the level of needs in schools. The resulting learning media is tested through media expert validation tests and practicality tests. Validation of media experts to assess whether media is suitable for use as an alternative to learning media in schools. Practicality test, used to assess the level of practicality of the resulting medium. The results of media expert validation obtained a percentage of 81.5, stating that the media was valid. The practicality test was 8,262, and the mean score of students was 77. The two results presented that the android-based learning media for early reading was feasible

Role of reading medium and audio distractors on visual search

PurposeVisual search is an active perceptual task influenced by objective factors and subjective factors such as task difficulty, distractors, attention and familiarity respectively. We studied the effect of different search directions, task medium and presence or absence of audio distractors on visual search time in young normal subjects MethodsTwenty-four young (19–27 years) subjects with normal ocular health (except refractive error) participated in the study after obtaining informed consent. Subjects performed a word search task of ten 7-letter words of medium difficulty level. It was performed by each subject in Up-down, Down-Up, Left-Right, Right-Left, Diagonal and Random directions, with equal number of distractors. The task was performed in paper and digital medium, with or without audio distractors. The conditions were performed in random order by each subject and the time taken to accurately complete the word search was documented for each condition. ResultThe visual search time (VST) was significantly different with different search directions (ANOVA p<0.0001, df=5), considering both digital and non-digital medium, with or without audio distractors. The average VST was the least for left-right search direction (100±7.2 s) and was highest for random search direction (291±19 s), on a digital medium (VSTdigital: 183±77 s) and in presence of an audio distractor (VSTaudio: 184±77 s). The VST scores were not correlated with the age (r=-0.14, p = 0.25). ConclusionThe visual search time is significantly delayed for search direction other than left-right direction and in presence of an audio distractor on a digital medium. These factors could play a significant role in visual orientation and specific tasks such as reading.

ENGLISH LANGUAGE LEARNING STRATEGY ADOPTION AND PROFICIENCY OF GRADE 9 LEARNERS IN THE NEW NORMAL MODALITIES

This study focused on determining the English language learning strategy adoption and the language proficiency of the respondents in online and modular distance learning modality. This examined the use of the English Language Learning Strategy in terms of its six subscales: memory, cognitive, comprehension, metacognitive, affective, and social strategies, while the level of language proficiency of Grade 9 learners reflected from the result of their grammar test. A descriptive research method design was used in this study to gather and treat the data. The respondents of this study consisted of ninety-five (95) Grade 9 learners in online distance learning and (95) Grade 9 learners in modular distance learning. It was found out that after the statistical analysis data that the level of language proficiency level of Grade 9 learners in terms of distance learning modalities as to Online Distance Learning Modality was very satisfactory with a mean score of 36.40 and a standard deviation of 3.20. Finding shows that even in modular distance learning, students? level of language proficiency is still very satisfactory which may because they can learn through the medium of reading as they are more engage in modules and other learning resources that can help them improve their vocabulary. Based on the findings, we can infer that at 0.05 level of significance, the null hypothesis ?There is no significant difference in language proficiency levels among Grade 9 learners in online and modular distance learning modalities? is rejected. Thus, the alternative should be accepted inciting that there is a significance between the two. It is recommended that the teachers and school should continue promoting the importance of English language proficiency in their education. Encourage the learners to speak confidently using English language. For modular distance learning modality, teachers and school administrators should extend the use of other learning resources that can help them improve their language proficiency.

The effect of communicative purpose and reading medium on pauses during different phases of the textualization process

Multiple factors simultaneously interact during the writing process. The effect of these interacting factors must be considered if writing is studied as a dynamic and complex process that constantly changes. Based on that premise, the study aims to determine how the interaction between the reading medium and the communicative purpose of a writing task affects the pauses during different stages of the writing process. At the same time, it seeks to determine how this interaction is related to the writer's competence. Using a 2-by-2 experimental design, undergraduate students (n = 66) read documents (print or digital format) and completed a computer-embedded writing task with different communicative purposes (to persuade or to inform). While writing, pauses-related keystrokes were recorded. The results show that neither the reading medium nor the task purpose or the interaction of these two variables affect pauses. However, communicative purpose interacts with the stages of the writing process, so regardless of participants' writing competence, they took longer at the end of the writing process when the purpose was to persuade. Other interactions indicated that the type of pause interacts differentially with the stage and communicative purpose. These interactions and main effects were systematically related to the writer's competence; because once it was statistically controlled, these interactions and main effects were no longer significant. The results are analysed in terms of the cognitive processes underlying pauses, considering evidence from studies on hybrid reading-writing and integrated writing studies.

Analysis of Student Reading Interests During Learning from Home in the COVID-19 Pandemic

Learning activities from home impacts changing students' lifestyles, especially reading activities. This study aimed to describe and explain reading interest among undergraduate students of the Indonesian Language and Literature Education Study Program (S-1 PBSI) of Universitas Sebelas Maret (UNS) while learning from home during the COVID-19 pandemic. This study was qualitative research with a descriptive survey method. The sampling technique was designed for S-1 PBSI UNS who are still active in the Academic Year 2021/2022. The data collection technique in this study employed a questionnaire consisting of five categories:1) attitudes toward reading, 2) reading preferences, 3) reading frequency, 4) reading sources, and 5) types of reading materials during learning from home. The following conclusions are reached as the research results and discussion. First, students still had an enthusiastic attitude towards reading activities while learning from home and reading anything, including books or academic material. Second, students preferred to read online with the fiction reading type in the form of novels rather than literary texts. Third, students' reading frequencies during learning from home were 30 minutes to 1 hour for 3–6 days a week. Students could read for more than one hour for fun, but only 30 minutes to 1 hour to read academic texts. Additionally, they could read 4–6 books in one semester. Fourth, students received online learning resources, mostly websites, and offline learning sources, primarily textbooks. Smartphones were the most commonly used reading media. Fifth, the majority types of student reading were novels.

No Negative Effects of Reading on Screen on Comprehension of Narrative Texts Compared to Print: A Meta-analysis

ABSTRACT While some argue digital reading media may impair text comprehension, the empirical literature is ambiguous, in particular when it comes to the reading of narrative texts. Therefore, a comprehensive and systematic meta-analysis of studies exploring the effect of screen reading media on reading comprehension of narrative texts was conducted (k = 32, N = 2239). Multimedia and interactive functions in general, the type of multimedia and interactive functions, the change in effect over time, and the type of digital reading device (computer, e-reader, and tablet) were explored as moderating variables. In general, the analyses did not reveal a significant impact of the reading medium (screen vs. paper) on the reading comprehension of a narrative text. Moreover, there does not seem to be a difference over time and between different types of digital reading devices. Also, the analysis of the subsample of studies using plain digital text without any additional functions in comparison to print showed no significant differences. In contrast, multimedia and interactive functions of digital texts affect reading comprehension positively, regardless of the type of additional function. In conclusion, the results do not suggest a negative effect of digital reading media on reading comprehension when reading narrative texts.

Implementasi Manajemen Perpustakaan di MI Nurul Islam Jombang

This study focuses on the implementation of general management functions in managing libraries in school and how to increase students interest in reading which in closely related to the library management strategy undertaken. In essence, library management is carried out so that students are able to use school facilities to the maximum and help train students to become a generation that cares about literacy. It cannot be denied that education must balance with this increasingly advanced technology, so that to make students able to compete academically through reading media. That is why library management is very important for the sake of achieve the quality of students in both academic and non-academic fields and prepare a generation capable of responding to the challenges of the times.

Effects of reading medium on the processing, comprehension, and calibration of adolescent readers

This study investigated the effects of reading texts on paper versus on screen on reading time, text comprehension, and calibration of performance, while controlling for relevant individual difference variables. In a within-subjects design, eighth graders (N = 150) read two informational texts, one printed on a sheet of paper and one on a tablet. Reading time was registered. Text comprehension was assessed with open-ended questions at three levels: main idea, key points, and other relevant information. Calibration of performance was assessed as calibration bias by subtracting participants’ actual comprehension performance from their judgment of comprehension performance. Results of linear mixed models showed that reading medium did not affect reading time, but an interaction effect of medium with gender on reading time emerged. Boys were faster when reading on screen than on paper. Reading medium affected comprehension at the level of the main idea, favoring reading on paper. Moreover, reading medium affected calibration of performance, with larger calibration bias when reading on screen. Further, an interaction of medium with gender on calibration bias showed that boys were less calibrated when reading on screen than when reading on paper. Finally, mediation analyses showed that calibration bias mediated the effects of reading medium on text comprehension at the levels of main idea and key points.

Extremism in a classroom: topics discussed and Estonian teachers' experiences and self-reflective choices

Violent acts motivated by extreme interpretations of ideologies (right-wing, left-wing, religions, etc.) catch a lot of attention and cause serious deep emotions such as fear, hate, uncertainty, support polarization of society, and stigmatization of certain people, things, and societal groups. However, little attention has been given to how educators have addressed issues of violent radicalisation, extremism and terrorism with their students. According to Vallinkoski et al., 2021 as schools are one of the primary settings where most children spend their time, educators are needed to help children foster these (critical media reading and interpreting skills) skills to support students in understanding the reasons behind and aftermath of extremist events.&#x0D; This article gives overview of the results of a pilot study focusing on Estonian educators' experiences with discussing and tackling extremism in a classroom. The study examines educators' experiences in discussing topics related to extremism with students and colleagues and an overview of topics that students have raised. It also answers whether educators self-censorship themselves in discussing topics related to extremism and if so, what are the reasons for doing that. The study's questionnaire is created based on a similar study conducted in Finland by Vallinkoski, Koirikivi and Malkki (2021) with the permission of the authors and with adaptions for the Estonian context. The study results show that Estonian teachers discuss the extremism-related context in classroom by their and students' initiative. While doing it, they face difficulties in defining 'extremism', understanding how to interpret the students reactions and ideas, and when to contact further counterparts.