Student Reading Research Articles

INTER-RATER AGREEMENT ON ECG INTERPRETATION AMONG A CARDIOLOGIST, AN EXPERT READER

https://youtu.be/ccg0hX-FKqM INTRODUCTION The use of electrocardiograms (ECGs) in preparticipation evaluations (PPE) for athletes remains a topic of debate in the United States. Over the years, athlete-specific ECG criteria have evolved, leading to greater specificity and reduced false positive rates. Recent comparisons have been made between local physicians and those from specialized centers in their consistency of ECG interpretation using the 2017 International Criteria. However, there has been limited research on whether novice ECG interpreters, such as undergraduate students, can be trained to accurately interpret athletes’ ECGs using the 2017 International Criteria and further, be able to identify the abnormal condition seen on the ECG. This study aims to evaluate the overall and individual inter-rater reliability of novice ECG interpreters and exercise physiologist when compared to a cardiologist. METHODS Three novice ECG interpreters (undergraduate exercise science students) received training in interpreting athlete ECGs using the 2017 International Criteria over the course of one semester under the guidance of an expert reader. During an annual high school sports screening event, 1,350 ECGs were collected and assigned unique identification numbers. After the screening event, three novice interpreters (students), a cardiologist, and an Exercise Physiologist (exercise science professor) independently classified the ECGs as either "normal" or "abnormal" and identified the findings on abnormal ECGs based on the International Criteria. All participants were blinded to cardiologist classifications made during the screening event. Information on the athlete’s age, gender, race/ethnicity, and sport was included with the ECGs. Overall agreement between the cardiologist, exercise physiologist, and three students was assessed using a Fleiss’ kappa analysis and individual pair agreement was calculated using Crosstabs. RESULTS 1,350 athlete ECGs (males = 879; females = 471, age (mean + SD) 15.09 + 1.3y) were reviewed and 51 (3.8%) abnormal cases were identified and further diagnosed. The overall inter-rater agreement between a cardiologist, an exercise physiologist, and three student readers in classifying an ECG as normal or abnormal was rated as good (k = 0.711, p < .001). Individual agreement between which ECGs were classified as normal ranged from moderate, (k = .585) to very good (k = .845). Abnormal readings were further analyzed, and overall abnormal diagnosis agreement was rated as moderate (k = .432, p = 0.00) with individual agreement on abnormal diagnosis ranging from poor (k = .196) to very good (k = .851). CONCLUSION This study demonstrated that novice ECG readers could correctly classify ECGs based on the International Criteria as “normal and abnormal” but may need further training in accurately identifying ECG abnormalities in athletes.

Assistive Technology and Alternative and Augmentative Communication Options in the Language Skills Development of Students with Specific Learning Disorders

The use of augmented reality, assistive technology (AT), and augmentative and alternative communication (AAC) offers a promising opportunity to significantly enhance the general reading abilities of students with specific learning disorders (SLDs) by providing effective learning tools. This study aimed to assess students’ learning experiences to understand the effectiveness of AT and AAC in language skills development and identify the AT tools and devices commonly used in classroom settings, with the goal of better informing practitioners. A systematic literature review was conducted across various databases, resulting in the inclusion of 22 relevant articles, focusing on multiple implications of AT and AAC. Common factors associated with the implementation of AT in teaching students with SLDs were identified, and a thematic analysis revealed recurring patterns regarding the impact of AT solutions on students with SLDs. The findings indicate notable improvements in language skills among students with SLDs, including vocabulary, spelling, orthography, phonological awareness, and reading comprehension. However, two studies reported limited effects or no effects on language skills, self-efficacy, and self-esteem. This review shows that AT and AAC effectively support language skills development and outcomes for students with SLDs. Nevertheless, given the limited number of studies and the complexity of the factors explored, these conclusions should be interpreted with caution.

Impact of extensive reading programs on vocabulary development and reading comprehension

This study investigates the impacts of an Extensive Reading (ER) program on students’ vocabulary size and reading comprehension, addressing a critical gap in supporting learners with low English proficiency. The research focuses on students enrolled in the Written English 1 course at Petra Christian University, many of whom have repeatedly failed the course due to limited vocabulary and difficulties in reading comprehension. Participants include first-year students required to read at least 20 graded readers over one semester, progressing from level-1 to level-2 materials as part of their coursework. Data collection involves pre-and post-tests to measure vocabulary size and reading comprehension, student reading logs to track progress, and semi-structured interviews to capture student experiences and perceptions of the ER program. The research employs a mixed-methods approach, combining quantitative analysis of test results and qualitative insights from interviews to understand the program’s effectiveness comprehensively. Findings are expected to offer practical implications for enhancing reading and language proficiency in similar educational contexts.

The Perceptions Of Novice EFL Teachers On Addressing Comprehension Issues In Students’ Reading

The main concern of this research is to expose the Perceptions of Novice EFL Teachers on Addressing Comprehension Issues in Students’ Reading in junior high school setting. The research objective is to figure out the strategies of novice EFL teachers use to help students overcome reading comprehension issues. Qualitative research used as the research method with the case study design, involving two novice EFL teachers with advanced level and fewer years of experiences. Interview was used as the main instrument of this research, and Interactive Model by Miles and Huberman was also used as the technique of data analysis. The findings of this research expose that the novice EFL teachers face challenges in addressing students reading comprehension issues due to limited experiences and training. Despite these obstacles, they adapt by using strategies like pre-reading activity and vocabulary support. This highlights the need for targeted professional development to better equip novice EFL teacher in supporting students’ comprehension.

Investigating the Impacts of a Task-Based Extensive Reading Program on Reading Ability in Thai High School Students

This study aimed at investigating the impacts of a Task-Based Extensive Reading (TBER) program on the reading abilities of Thai high school students at a demonstration school in Thailand. Nine Mattayomsuksa 6 students from a Math-English program, selected through purposive sampling, participated in this TBER program. In this program, each student was required to read eight graded readers and complete task-based post-reading activities after finishing each book. Data were collected through pre- and post-tests to assess the effectiveness of the TBER program. In addition, verbal reports and semi-structured interviews were used to explore students’ perceptions. The test results revealed that all students in the experimental group showed considerable improvements in their post-test scores, whereas the comparison group indicated variations in their post-test scores, with some students showing gains, others experiencing declines, and some demonstrating no change. Furthermore, the students in the experimental group reported that they perceived improvements in reading ability, vocabulary acquisition and confidence in reading English books. Moreover, reading habits were gradually developed through this program. The results of the study indicate that the effectiveness of extensive reading can be enhanced when it is integrated with task-based language teaching, with supporting evidence discussed further in this article.

SCHOOL-BASED LITERACY PROGRAM TO IMPROVE STUDENTS’ READING COMPETENCIES IN EARLY YEARS OF PRIMARY EDUCATION IN RURAL AREAS

Improving literacy for early-grade children in primary schools in rural areas in Indonesia is a complex task due to the limited availability of reading resources and the varying teachers’ pedagogy competencies to teach students. This study aims to explore how school-based literacy programs by enhancing teachers’ teaching practices and improving the literacy learning environment at schools may improve students reading competencies, especially in lower grades. Using mixed methods, this study explains how students improve their reading competencies and this study also explores supporting factors and challenges to improve students' literacy. The sample of the study is 800 students and 92 teachers or principals in 28 primary schools in a district in West Kalimantan, Indonesia. The proportion of students who can read (categorized as a reader) improved after the program intervention. Several supporting factors that contribute to the improvement of student reading competencies have been identified such as teachers' motivation, teaching strategies, the availability of print-rich learning materials, and the support of school principals in literacy programs.

Lived Experiences of Teachers Implementing Reading Programs in Secondary Schools of Pudtol District

The goal of this research was to describe the experiences of reading program implementers in Pudtol District, Province of Apayao as reading program implementers. Employing phenomenological approach among seven teacher participants, in-depth interview was conducted which answered the four fundamental questions. Essential themes were generated out from their responses to the research questions. The findings uncovered the participants’ lived experiences, and from it seven themes emerged: expecting students already know how to read, most students are slow readers, having a hard time implementing reading program to students, able to know the reading level of the students, able to influence students in reading, providing appropriate reading activities and able to know the learner’s capacity in reading. The participants also shared the challenges they encountered as reading program implementers, from which emerged five themes: the absenteeism of learners, learners’ lack of interest, the attendance of learners, providing time in reading implementation, and addition to workload. Further, for the coping mechanisms they revealed ten essential themes: conduct a meeting, prepared reading materials in different reading levels, peer-tutoring, providing differentiated activities, send letters to parents whose child is always absent, home visits, parents and students, students and co-teachers, ask parents to assist their child in reading, and technical assistance from co-teachers Lastly, for the insights, eight themes emerged: use appropriate reading materials, develop time management, be patient, provide more time in reading activities, provide assistance to the reading programs implementers, provide specified time and teacher for reading implementation, improvement on learners’ reading and comprehension skills, and upcoming high school students already know how to read. In view of the above, research and educational practices should continue to evolve to meet the changing needs of students in the new normal. Prioritizing early literacy interventions, continuous development of reading programs, and a coordinated effort to foster strong reading skills among students are essential steps towards a brighter educational future.

The Effectiveness of Wordwall Media in Improving Elementary School Students’ Reading Skills

Reading skills are one of the language skills that are closely related to other language skills. In fact, reading skills have a strong influence on writing skills. The problem that arises is that there are still many elementary school students who cannot read fluently due to a lack of reading ability. This study aims to pilot wordwall media in order to improve the reading ability of elementary school students. Wardwall media is a type of game that is allegedly able to improve the reading ability of elementary school students. This research is a type of classroom action research that is carried out in two learning cycles. The research was carried out on grade VI students of SD Negeri Tunas Karya. An instrument used to measure students' reading ability through a reading test. Some aspects used as guidelines for assessing the reading ability of elementary school students include (1) reading ability, (2) understanding of reading content, and (3) fluency in reading. Based on the results of the study obtained through two cycles, it shows that students' reading ability has improved This can be seen from the observation and work of the student group that has improved, where in the first cycle, the average observation score is 59%. The average test score was 81, while in the second cycle, the average observation score was 89%, and the average test result was 96. Based on these results, it can be said that wordwaal media is effective in improving the reading skills of elementary school students.

Anticipating future explorations in science and technology literature for university liberal arts majors

Scientific literacy emerges as a vital competency for aspiring preservice educators, underscoring the need for a multidimensional approach to literacy that transcends disciplinary boundaries and fosters a holistic understanding of knowledge. This study investigates the borrowing behaviors of 4,864 students across the teacher education, fine arts, and psychology departments at Nanjing Normal University from 2014 to 2023. A total of 15,859 science and technology book transactions were recorded, culminating in an overall borrowing of 38,783. The analysis employs chi-square tests to explore the relationship between gender and borrowing frequency, particularly in light of the COVID-19 pandemic. A ranking of book categories based on the Chinese Library Classification System is conducted, and the findings are analyzed through SPSS to evaluate the degree of correlation among various levels of borrowing data. Correspondence analysis is utilized to visualize patterns in borrowing across different majors, providing insights into preferences for specific literature and resources. The study further delves into topological structures of borrowing practices using Gephi to create network diagrams, revealing statistical connectivity among readers within a major. Annual borrowing averages for science and technology books are calculated, and predictions for future borrowing trends are visualized using Excel scatter plots, facilitating an understanding of science and technology book reading of liberal arts students, as well as evolving academic resource utilization. The results highlight distinctive borrowing patterns and the impact of demographic factors on students’ library usage, contributing valuable insights to academic resource management.

Teaching Reading Comprehension on Narrative Texts Through Whatsapp Group Features: An E-Learning Implementation in Junior Highs Schools

The act of reading necessitates that student readers employ various cognitive and linguistic tactics to comprehend the meaning embedded within the text. Using an e-learning method through WhatsApp groups to teach reading comprehension on narrative texts can be a new breakthrough. Therefore, the present study aims to find out the effect of WhatsApp groups on narrative text in junior high school students to teach reading comprehension. To reach the research aims, the study used experimental research method. The population of this research was 330 students of grade 9 of junior high school in Pematangsiantar. The researchers divided the samples intor control group and experimental group. The data collection method used was the reading tests employed to the students which covered pre-test, treatment, and post-test. The statistical analysis employed t-test analysis. Comparison of data from both groups indicated superior performance by the experimental group. The findings unequivocally show that the experimental intervention employing WhatsApp have significant effect on students’ reading comprehension of narrative text compared to traditional approaches. While WhatsApp has proven to be an effective tool, researchers must consider the challenges of using it for reading instruction in remote areas with limited internet connectivity. Students cannot access WhatsApp-based reading lessons without internet access, though they can still search for information through text messages. Therefore, it is important to examine the limitations of utilizing WhatsApp for reading education in areas with poor internet infrastructure.

Teachers’ Insights into the Efficacy of the ‘Reading Circle’ Project Using English Language Teaching Graded Readers

The Sustainable Development Goals Report 2024, published by the United Nations, highlights quality education as a priority goal, emphasising its essential role in facilitating the achievement of other goals. Although there has been modest progress since 2019, several areas require further advancement, including the development of reading skills. Extensive reading plays an important role in foreign language acquisition, as it not only significantly enhances students’ vocabulary, text comprehension, reading, speaking, and writing skills, but also fosters the development of sustainable learning and self-regulated learning skills. In order to substantially increase students’ reading opportunities, the ‘Reading Circle’ (RC) project was initiated, allowing teachers and their students to read five to eight graded readers during English as a Foreign Language (EFL) classes throughout the school year. During the school year 2023/2024, 45 teachers and 1328 students of Grades 3–11 participated in the 9-month project. The aim of this study was to analyse teachers’ perceptions on the efficacy of the ‘Reading Circle’ project and the most common teaching techniques. The data indicate that the most commonly used teaching techniques across all levels of language learning were the text discussions and the completion of ready-made exercises, while a significant difference across the levels emerged in the techniques of students reading aloud versus reading silently. The findings of this study reveal that teachers highly evaluated the benefits of the project and observed positive improvements in students’ reading motivation, text comprehension, and advancements in their reading and speaking skills, and the outcomes imply that the ‘Reading Circle’ project is an effective method of enhancing sustainable learning and self-regulated learning skills.

The Effects of Using Augmented Reality on Phoneme and Word Reading for First Grade Students With Autism and Developmental Delays

This study was to determine the effectiveness of augmented reality on phoneme and word reading for three first-grade students with developmental delays and autism in a self-contained elementary school classroom. Effectiveness of the intervention was evaluated with a multiple probe across word sets research design. An augmented reality iPad app was used to overlay video models for the process of reading decoding over a printed sheet for each word. The printed sheet contained triggers for separate videos showing reading of each individual phoneme, blending all phonemes together slowly, reading the word aloud, and defining the word. All participants increased their ability to read phonemes and words. Our findings have implications for teachers who want to use interactive technology to teach reading skills to young students with autism and developmental delay.

OPTIMALISASI KETERAMPILAN BERBAHASA INDONESIA DENGAN PROJECT-BASED LEARNING DI UPT SDN KADINGDING

This research aims to explore how implementing a project-based learning model can improve students' Indonesian language skills. With a more active and collaborative approach, it is hoped that students will not only master technical language skills, but can also apply them in a wider social and cultural context. This research aims to explore how implementing a project-based learning model can improve students' Indonesian language skills. With a more active and collaborative approach, it is hoped that students will not only master technical language skills, but can also apply them in a wider social and cultural context..This learning approach emphasizes students' active participation in designing, implementing, and presenting projects as a way to develop their knowledge and skills. The method used in this research is classroom action research (PTK) which is carried out in two cycles, each of which includes planning, implementation, and evaluation. The subjects in this research were fifth grade students at UPT SDN KADINGDING school year 2024/2025. The research results showed that the application of the project-based learning model was successful in improving students' Indonesian language skills, including speaking, writing, listening and reading skills. Students also show significant increases in motivation, creativity, and communication skills through the projects they undertake. Thus, the project-based learning model can be an effective choice for improving students' Indonesian language skills.

Analisis Tujuan Membaca Mahasiswa Semester 1 Program Studi Pendidikan Bahasa dan Sastra Indonesia

The research aims to analyze reading interest, as well as what interests require first semester students majoring in Indonesian Language and Literature Education to read. This research was conducted using a qualitative descriptive method, which focuses on problems based on facts that are carried out by observing or observing. As for data collection, it was carried out using a questionnaire which was then filled in by 1st semester PBSI students, after the data was collected, the researchers analyzed the data. From the results of data analysis, the average interest in reading of 1st semester PBSI students is around 75%-80%. In fostering interest in reading, someone must expect something from what is read, one of which is someone's purpose for reading. For this reason, in the variation of reading purposes, the majority of students (37.5%) have the purpose of reading to find information about a term or obtain information compared to other variations of reading purposes. By reading they can achieve what they want to achieve after reading, students have hopes of obtaining information to increase insight. Reading is also expected to foster inspiration, increase creativity, and provide new input related to new topics that need to be learned, besides that reading can also be a means of entertainment.

The impact mechanism of teaching strategies on student reading achievement in PISA 2018

ABSTRACT Effective teaching strategies are essential for teaching effectively and are crucial to improving classroom teaching efficiency. This study explores the relationship between teacher teaching strategies and high-school students’ reading performance. The results show that (1) Teaching strategies have significant heterogeneous effects on students’ reading achievement. Specifically, adaptive instruction and stimulation of reading engagement instruction can significantly enhance students’ reading performance, while teacher-directed and teacher-feedback teaching has significant adverse effects. (2) Regarding the degree of impact, stimulation of reading engagement instruction strategies has a greater effect on improving reading achievement. (3) The quantile regression model results indicate that teaching strategies have heterogeneous effects on the reading performance of students with different abilities. (4) The mediating effect found that reading enjoyment mediates between teaching strategies and reading achievement. Therefore, schools should create favourable conditions to ensure the effective implementation of different teaching strategies by teachers. Meanwhile, teachers should pay attention to the existing knowledge and experience of students at different ability levels, focus on optimizing and improving adaptive teaching strategies and stimulation of reading engagement instruction strategies, and pay attention to the two-way feedback between teachers and students in the classroom teaching to enhance the effectiveness of classroom education.

Improving Cognitive Empathy Through Traumatic Brain Injury Experiential Learning: A Novel Mixed Methods Approach for Speech-Language Pathology Graduate Education.

The aim of this study was to gauge the impacts of cognitive empathy training experiential learning on traumatic brain injury (TBI) knowledge, awareness, confidence, and empathy in a pilot study of speech-language pathology graduate students. A descriptive quasi-experimental convergent parallel mixed methods design intervention pilot study (QUAL + QUANT) was conducted with a diverse convenience sample of 19 first- and second-year speech-language pathology graduate students who engaged in a half-day TBI point-of-view simulation. The simulation was co-constructed through a participatory design with those living with TBI based on Kolb's experiential learning model and followed the recommendations for point-of-view simulation ethics. After setting goals, participants engaged in four station activities completing cognitive communication activities of daily living, while experiencing manipulations to their sensory systems. Activities included reading while wearing goggles with blurred or double vision, listening with tinnitus and auditory processing disorder, and taking notes during a manipulated college lecture. Participants also interacted with an individual living with TBI and responded to targeted prompts throughout the day. Quantitative outcomes were measured using published TBI knowledge and empathy scales and analyzed with descriptive, parametric and nonparametric statistics, while qualitative data were analyzed through thematic analysis. Data were then triangulated through mixed methods. Mixed methods design quality was ensured by following the Mixed Methods Appraisal Tool (Hong et al., 2018). After experiential learning, significant increases in speech-language pathologist (SLP) TBI knowledge, empathy, and awareness of TBI symptom and symptom impacts were found. Many, but not all, participants also reported changes in clinical confidence. Cognitive empathy training using experiential learning appears to be a viable method to increase SLP knowledge, empathy, and symptom awareness for TBI clinical care. Future research should replicate the study with different types and locations of speech-language pathology graduate programs to consider TBI empathy training as a standard training method to improve both individual and provider outcomes. Individuals and families living with traumatic brain injury (TBI) say their providers lack necessary knowledge; do not seem to understand what living with TBI is like; and can be dismissive, uncaring, and lacking empathy. Health care providers do not automatically imagine the world from the patient's perspectives, to "walk in another's shoes"; it takes intentional effort and training. This project attempted to train those specific empathy skills for speech-language pathology graduate students through experiential learning. Experiential learning is a process where people engage in meaningful activities and spend lots of time reflecting on their experiences. Working with people living with TBI, we built a half-day workshop where 19 graduate students completed normal daily activities (such as texting, reading) through different stations that provided insights into what it may be like to have a TBI, such as wearing goggles to induce blurred or double vision, having ringing in their ears (tinnitus), and watching an overwhelming manipulated college video lecture. Afterward, participants listened to a person living with TBI and asked questions. This was important because engaging in activities without interacting with someone living with TBI misses a key idea about listening to and learning from individuals and families. We measured TBI knowledge, empathy, and confidence by looking at surveys pre- and posttraining and reading students' written reflections. Participants reported significant changes in how they think about brain injury and how they will provide clinical care for people living with TBI in the future. https://doi.org/10.23641/asha.28098254.

Reading Achievement of Chilean Second-Grade Students after Covid-19

Background: Low levels of reading comprehension have remained persistent in South America, as evidenced by third-grade results from the ERCE. A deeper understanding of the underlying reading subprocesses is essential to addressing reading comprehension lags in the region. Methods: We conducted a diagnostic study to assess the reading skills of a representative sample of Chilean second-grade students from a large metropolitan area. Results: for 60% of students reading comprehension was below the level expected by the end of first-grade. These results cannot be explained by language comprehension alone, since most of those students (63%) had above second grade listening comprehension skills. Instead, low reading comprehension levels seem to be more strongly associated with deficits in frequent word recognition and vocabulary knowledge. Specifically, 88% and 58% of these students, respectively, performed below end-of-first-grade levels. Conclusions: strengthening these specific reading subprocesses is crucial to prevent comprehension deficits as reading tasks become more complex.

The Correlation Between Students’ Reading Speed and Their Reading Comprehension in Narrative Text at the Ninth Grade of SMPN 1 Ampek Angkek

This research was due to the problems that were found in SMPN 1 Ampek Angkek. The problems that were found were that students had difficulty in understanding the text, lack of vocabulary, and students were slow reader. Furthermore, the researcher also found that students who read slow scored higher than the students who read fast in reading comprehension. This research was quantitative research. The design of this research was correlational research. The researcher used two variables which they were variables X and variable Y. Variable X was students’ reading speed and variable Y was students’ reading comprehension. The researcher used cluster random sampling technique in this study. This means that the sample was taken randomly based on the class, and class IX 2 and IX 5 were chosen as the sample. There were 51 sample. For the method, the researcher asked the students to read the text. While the students were reading the text, the researcher counted the time by using a stopwatch. After collecting data, then the researcher analyzed students reading speed and the number of correct on the reading comprehension test. Furthermore, the correlation test was done by using SPSS. It was done to see whether there was a correlation between students’ reading speed and their comprehension. Based on the findings and discussions in this research, there were 3 finding of this research. First, there was no significant correlation between reading speed and reading comprehension. Second, there was positive correlation between two variables. Third, the correlation magnitude between two variables was low. It can be concluded that this study against the theory that said close relationship between reading speed and reading comprehension. The data revealed that students with a high level of reading comprehension do not always have a high reading speed, and vice versa.

A Cross-Lagged Panel Analysis of Reading, Writing, and Math in First-Grade Elementary Students

A Cross-Lagged Panel Analysis of Reading, Writing, and Math in First-Grade Elementary Students

What Are Students Reading? An Exploratory Study of Bookstore Acquisitions for Introductory Family Science Courses

This exploratory analysis examined publicly available assigned course readings from undergraduate degree programs in Family Science within universities across the United States and Canada. It illustrates the constellation of resources used during one semester. Issues related to publication processes, relevance, discipline-specificity, accessibility, and representation are explored. Results demonstrate that five of the eight most frequently textbooks focus on individual development and societal context, one focuses largely on human development and family studies, and one on family and consumer sciences as distinct fields of inquiry and employment. Findings indicate consideration needs to be given to the ways in which reading selection impacts relevant knowledge being disseminated to students in the field of Family Science, particularly given the heavy reliance on commercially published textbooks. Results point to the need for discipline-specific resources, which could be achieved by scholars with interdisciplinary backgrounds and training in family scholarship. Recommendations for enhancing the existing state of Family Science resources through emphasis on accessibility, usability, and inclusion are provided, with implications and suggestions for future research.