Post-test Reading Research Articles

Exploring the Efficacy of Multisensory Techniques in Enhancing Reading Fluency for Dyslexic English Language Learners

The research had age-related basic English language learners with dyslexia drawn from Abha City, the Kingdom of Saudi Arabia. The researchers were pursuing the question of the effectiveness of multimodal methods in building the reading fluency and comprehension of ELLs. Researchers implemented a quasi-experimental study with a random-assignment approach: the sample was divided between the experimental group and the control group of sixty students. The control group experiences learning through conventional instructional schemes. We used the pre-and post-test of reading to measure the fluency and comprehension levels with additional feedback received from the students to evaluate our class’s effectiveness. Through the implementation of this research, there was a remarkable increase in both reading fluency and the ability to understand, by the children involved. Moreover, students of the experimental groups exhibited significantly better perceptions of the course compared to the control groups than the others. Numerical analysis of significance having t-tests, ANOVA, and regressive analysis showed that multimodal technique was significant and positive. A final correlation study showed a positive relationship between students' favourable appraisals of a multimodal teaching method and their reading skills. It may be implied that dyslexic English language learners (ELLs) should use multimodal treatment in multifaceted settings to learn all academic subjects. The foci are to lend weight to educational policies that endorse the approach of inclusive teaching methods with educators. The paper also focuses on the fact that there is a need for the provision of teachers with the needed resources and skills development through teacher training. Consequently, how students are taught must include several modes that are appropriate to the distinct needs of all learners, including those with dyslexia. That's because blending all those methods supports students with language-based learning difficulties.

Effectiveness of Blended IAET Model in Promoting Higher Vocational Students’ English Reading Comprehension: A Parallel Cluster-Randomized Controlled Study protocol

Background: Increasing efforts have been focused on improving higher vocational students’ English reading comprehension with blended teaching model. There is limited literature focused on improving higher vocational students’ reading comprehension through the typically designed teaching model. Intercultural awareness experiential teaching (IAET) model is designed for higher vocational English reading classes by integrating three levels of intercultural awareness reflected in the reading materials of the textbook into the blended teaching process. Aim: The main objective of this study is to evaluate the feasibility and acceptability of the IAET model and to assess the impact of this model on promoting higher vocational English learners’ reading comprehension. Method: This study examines the improvement of higher vocational students reading comprehension using the intercultural awareness experiential teaching (IAET) model as an intervention. The intervention has been implemented for two months with two hours per week designed to improve higher vocational students’ reading comprehension in one higher vocational college of Henan province in China. 52 Students has been randomly assigned to the intervention group that will receive the IAET model and the control group with traditional teaching model. The feasibility was determined based on the effectiveness level of IAET model as measured by reading comprehension tests and semi-structured interviews. Independent sample T test and Welch t-test in SPSS 27 were used to compare the pretest and posttest reading comprehension scores in the control group and the experimental group. Findings: The findings showed that the IAET model has a large impact on the improvements of reading comprehension scores obtained from pre-test and post-test of the control group and the experimental group. Discussion: IAET model teaching method that can promote higher vocational English learners’ English reading comprehension systematically. During the implementation of IAET model, higher vocational English students have actively immersed themselves in cultural knowledge of reading materials and strive to comprehend them thoroughly. Moreover, the implementation of the online provision and practice tasks has also promoted students’ reading comprehension by utilizing their fragment time after classes. Contribution: The findings of this study provided an effective method for higher vocational English teachers to improve students’ reading comprehension systematically which is the implementing of the IAET model in China.

Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program

AbstractThis study investigated the feasibility and effectiveness of using a flipped classroom (FC) approach to combine self-regulated learning (SRL) instruction and out-of-class eLearning activities in a two-year reading intervention program to facilitate students’ learning of classical Chinese reading. A total of 352 junior secondary students from three Hong Kong secondary schools participated in the study voluntarily. Using a quasi-experimental design, students from each school were assigned to one of the following conditions: SRL instruction plus out-of-class eLearning (EG-I+E), SRL instruction only (EG-I), and control (CG). Both quantitative methods, including reading tests and student questionnaires, and qualitative methods, including teacher and student interviews, were adopted to collect data for the program evaluation. Findings indicate that after implementing the intervention program, EG students perceived significant changes in their classical Chinese lessons to be more SRL-oriented. While all treatment groups significantly improved their performance in the reading post-tests, only EG students significantly improved their strategy use, self-efficacy, and intrinsic motivation. Although both EG groups had similar improvements in all outcome measures, teachers and students of EG-I+E opined that the eLearning component of FC facilitated teachers’ implementation of the intervention and students’ strategy learning and motivation. Findings are discussed to shed light on applying SRL instruction and FC in a school subject long dominated by teacher-centered instruction.

IMPROVING STUDENTS’ VOCABULARY MASTERY IN READING COMPREHENSION THROUGH GAMES AT SMPN 259 JAKARTA

This research aims to improve mastery of English vocabulary in reading comprehension through the use of game methods at SMPN 259 Jakarta. The type of research used is classroom action research using the Kemmis and McTaggart model. The subjects in this research were 33 students in class VIII at SMPN 259. The research took place over three cycles and each cycle consisted of one meeting. Data collection techniques use observation techniques and need analysis tests. Data analysis techniques use quantitative descriptive and qualitative descriptive. The results of the research show that the use of the games method can improve vocabulary mastery and students' learning outcomes in reading comprehension. In the pretest vocabulary activity, the class average score was 71.75, while the reading value was 68.18. After being given treatment for 3 cycles, the average post-test vocabulary score was 91.13 and the post-test reading score was 86.95. With this, it can be concluded that through the game method, students' reading comprehension ability increased by 27%.

Effect of asynchronous online learning modality on reading comprehension performance among Grade 10 students of an integrated school

This study investigates the impact of asynchronous online learning on the reading comprehension performance of Grade 10 students at Rufo de la Cruz Integrated School. The study employed quasi-experimental method. This research design aims to establish a cause-and-effect relationship between an independent and dependent variable. However, unlike a true experiment, a quasi-experiment does not rely on random assignment. Instead, subjects are assigned to groups based on non-random criteria (Cresswell and Clark, 2011). This study will utilize control and experimental groups that answered the pretest and posttest reading test before and after the intervention to compare and contrast the relationship between their reading comprehension performances before and after the asynchronous reading intervention.

Development and Evaluation of Marungko-Based Reading Intervention Material for Kindergarten Learners

With the call of the Department of Education, schools are encouraged to explore relevant strategies to achieve the desirable literacy performance outcomes, especially in reading in the foundational key stage of learning. To improve the beginning reading performance of Kindergarten learners, this study explored the development, validation, and utilization of a researcher-developed reading intervention material employing the principles of the Marungko approach. Participants of this study were 32 Kindergarten learners from a private school and three Kindergarten teacher-validators in the Schools Division Office of Nueva Vizcaya. Ethical research guidelines set by the division office and the participating school were strictly followed in the study. The participants were informed of the study’s objectives, associated benefits and risks, management of vulnerability issues, and their rights before their consent to participate was requested. The descriptive-comparative research design was employed where the pre-test and post-test reading performances and the validity indices of the developed intervention material were described, and a statistical comparison of both performances was made to assess the potential of the designed intervention material. The results revealed that the developed reading intervention material met the minimum standards set by the Department of Education and was valid for utilization. Also, increases in the performance levels of the Kindergarten learners across reading subskills were noted after the intervention. The reading performance of Kindergarten learners in the pre-intervention phase considering letters Mm, Ss, and Aa significantly improved after the two-week intervention using the developed Marungko-based intervention material. These findings emphasize the significance of employing developmentally appropriate practices in developing intervention materials toward improving foundational literacy. Further, the study highlights the necessity of evaluating the learning intervention materials to ensure compliance with the Department of Education’s standards before utilization.

An Empirical Study on Convergent Teaching of Academic English and General English in the Internet Era

Abstract In this paper, we first use Hamming distance to mine students’ English achievement, construct the data matrix to get the English achievement, and analyze the standard deviation of each row and column in the matrix to get the similarity and the degree of dispersion among the students’ accomplishments. The BGLL algorithm is used to analyze achievement data by clustering. The modularity of the data calculated by clustering is applied to the weighted graph to obtain the results of achievement clustering analysis. By analyzing the effect of the fusion teaching mode of academic English and general English after practice, it was found that the English reading and speaking scores of the students in the experimental class improved significantly. There was a significant difference between the reading posttest scores of the experimental class and those of the control class (p =0.002<0. 05), with a difference of nearly 10 points in the average scores. The student’s awareness score of the importance of English learning after teaching practice reached 4.308, the attitude score of English learning motivation averaged about 3.192, and the student’s knowledge and understanding of English teaching objectives were also more precise, with a mean value of 3.399. The application effect of the integrated English teaching model proposed in this paper is excellent, which lays the foundation for the integrated teaching of academic English and general English, and also provides reference data for the application of the teaching model in the future.

The Application of SPOC Teaching Model in Japanese Language Teaching

Abstract Currently, Japanese language courses in some colleges and universities are still based on didactic teaching, with a lack of interaction between teachers and students, which makes it challenging to meet the needs of students’ communicative ability development. This paper constructs a blended teaching model of the Japanese language in colleges and universities based on the SPOC teaching platform, selects two Japanese language parallel classes in the second year of a university in H city as the research object, and designs the relevant teaching process. Based on the students’ learning data in the SPOC teaching platform, the learners’ behavioral characteristics are analyzed. The K-Means algorithm is improved to obtain the optimal clustering center by using the density weights, and the learning characteristics are clustered. Then, the effectiveness of the SPOC teaching model was responded to by the teaching effect of students’ Japanese speaking and reading skills. In addition, the correlation between learner behavioral characteristics was analyzed using Pearson’s correlation coefficient. It was found that SPOC-based Japanese language teaching increased students’ willingness to learn independently by 5% to 31%, and students’ Japanese reading posttest scores in the experimental group increased by 5.123 points compared with the control group, and online learning behaviors showed a high degree of correlation with learning achievements. The application of the SPOC teaching mode in Japanese language teaching can effectively enhance students’ learning engagement, promote the enhancement of students’ intercultural communication skills, and provide a new path to improve the quality of Japanese language teaching.

Boosting the L2 Learners’ Reading Comprehension Capability by Employing Nearpod Media

Objective: This study aimed to enhance L2 learners' reading comprehension by integrating Nearpod media into the teaching strategy at Universitas Almuslim. The main goal was to evaluate the effectiveness of this technology-based learning in boosting L2 reading comprehension. Method: A pre-experimental research design was employed in this study, in which the L2 learners at Universitas Almuslim were grouped without a control group for comparison. Pre-tests and post-tests were conducted using the Nearpod platform to assess the L2 learners' reading comprehension skills. The data acquired from the pre-test and post-test were quantitatively analyzed with SPSS Statistics Output to determine whether or not there was a significant difference when using the Nearpod media in class. Results: The outcomes revealed a significant difference in the L2 reading comprehension when exposed to Nearpod. It showed that the post-test reading comprehension mean score was higher than the pre-test mean score. Thus, the null hypothesis (Ho) was rejected, whereas the alternative hypothesis (Ha) was accepted. Novelty: By integrating technology into the classroom, this study contributes to the growing body of knowledge on effective strategies for language learning. The findings emphasize the potential of Nearpod media to engage and empower L2 learners, providing a novel and prospective option for boosting language teaching, particularly in reading comprehension.

The effectiveness of Authentic Materials For Reading Comprehension of English for Specific Purposes (ESP) Students

This study aimed to investigate the effectiveness of using authentic materials on ESP students in reading comprehension. The participants of this study were the second semester students. Purposive sampling technique was used in this study. The participants were divided into two groups, the experimental was 30 students and the control group was 30 students. This study used quasi-experimental research. The instrument used in collecting data was multiple choice test. The total items of the test were 20 items. The finding shows that a mean score of 29.87 on the pre-test and 52.07 on the post-test reading through authentic materials can help students become more proficient readers, particularly in areas such as identifying primary ideas, supporting details, factual interactions, topic-related vocabulary, pronouncing references, and word meaning recognition. It shows that the hypothesis alternative (ha) was accepted. As conclusion that using authentic materials has positive effect of the students’ reading comprehension of English for specific purposes (ESP) class at UKI Paulus Makassar.

THE EFFECT OF THE CAKE PLATFORM TOWARD STUDENTS’ SPEAKING SKILLS (A Pre-Experimental Research to the First-grade IPS 1 Students at SMAN 1 Peudada)

ABSTRACT
 The title of this research is the effect of cake platform toward students’ speaking skills (An experimental research to the first grade IPS-1 students of SMAN 1 peudada). The problem of this research 1) is the Cake platform can improve students’ speaking skills of the first-grade IPS 1 students at SAMN 1 Peudada? 2) is the use of the Cake platform effective toward speaking skills of the first-grade IPS 1 students at SMAN 1 Peudada?. The purpose of this research 1) to determine whether or not the Cake platform can improve students’ speaking skills of the first–grade IPS 1 students at SMAN 1 Peudada. 2) to determine whetheror not the Cake platforms effective toward speaking skills of the first grade IPS 1 students at SMAN 1 Peudada. The methodology of this research was a pre-experimental design. The population of this research was SMAN 1 Peudada. The sample of this research was first-grade IPS 1 which consist 28 students in the class. The used of intrument of this research was speaking test and questionnaire. Data were analyzed quantitatively using SPSS Statistics Output, such as the Normality Test and Paired-Sample T-test. Meanwhile, the average pre-test and post-test speaking scores were analyzed differently based on specific objectives. The use of the Cake platform as a medium to improve students' speaking skills is effective, this can be seen from the average post-test reading comprehension score µ = 76.25 higher than the pre-test reading comprehension average score. From the data analysis, the results of the Paired-Sample T-test were 0.000 <0.05 with a significant value if Sig. (2-tailed) < 0.05 means there is a significant difference, with normally distributed data, Asymp. Sig. (2-tailed) = 0.434 on the basis of the Normality Test decision making using the Kolmogorov-Smirnov significance data, if the significance value is > 0.05 then the residual value is normally distributed. Thus, the alternative research hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It can be interpreted that the influence of the Cake platform as a media for improving students' speaking skills is an effective strategy for students to improve their speaking.

Optimization of Innovative Teaching Model of College English Reading Based on Perceptual Machine Model

Abstract Reading is an essential part of English learning and one of the basic elements of language proficiency. This paper proposes a joint analysis model based on multilayer perceptron, which uses an LSTM network model suitable for text processing. Using the BiLSTM network can obtain all the contexts before and after the current word and avoid the problems of gradient disappearance and gradient explosion that exist in ordinary recurrent neural networks. Two multilayer perceptrons are used, one for predicting lexical annotations and the other for predicting the relationship types of dependency arcs, and the model accuracy is further improved by continuously optimizing the parameters in the model. The English corpus is divided into a training set and a test set, and the prediction rate of the model in this paper reaches 96.02% in the English corpus. To test the effectiveness of this method for college English reading instruction, this model was implemented in the experimental class, while the traditional PWP teaching model was still used in the control class. The mean reading post-test score of the experimental class was 31.54, and the mean post-test score of the control class was 26.35. The mean reading post-test score of the experimental class was 7.7 points higher than the mean score of the pre-test. Therefore, the method in this paper is effective in teaching English reading and can improve college students’ reading performance.

The Effect of Using Classcraft on EFL Students’ Reading Comprehension

Students nowadays are considered as the generation who have never known the world without video games, cell phones, and the internet. Hence, gamification has become a solution. It is a method that can boost the students' mood during lectures, so they feel enjoy during the learning process. In short, this study aims to examine whether using Classcraft has a significant effect on the reading comprehension of EFL students. This study was classified as a pre-experimental study (N=37), followed by assessing their reading comprehension. Two-session treatment began, which included teaching reading comprehension using Classcraft. At the end of the course, a reading post-test was administered. The findings propose a statistically significant difference in the pre-test and post-test scores for the treatment group. By implementing Classcraft’s features allows EFL students to be more competent in English reading comprehension, especially in making inferences and encouraging them through gamified learning. The current study offered empirical evidence of how reading instruction using Classcraft promoted EFL students’ reading comprehension.

Development of Local Culture-Based Pop-Up Book Media to Improve Students' Reading Literacy in Elementary Schools

This study aims to develop local culture-based pop-up book media to improve the reading literacy of grade V students in elementary school. This type of research is development or Research and Development (RD) using a design model from Borg Gall. Data collection is carried out by observation, interviews, questionnaires, tests and documentation. The research was conducted at SD Muhammadiyah 1 Kudus. The data analysis technique used is a quantitative data analysis technique. The results showed that the practicality of the media obtained an average percentage of practicality of 97% of the "very practical" category and the results of the T test on the pre-test and post-test of reading literacy achieved a Sig.(2-tailed) score of 0.000. The score showed that there was a difference in the average of pre-test and post-test results in the reading literacy of the students of this study. Then the results of the N-Gain pre-test and post-test reading literacy obtained a score of 0.567 with the category "Medium". The N-Gain score identified an increase in students' reading literacy towards a better one. So it can be concluded that the Local Culture-based Pop Up Book media is effective for improving students' reading literacy. Keywords: [Media Pop Up Book, Local Culture, Reading Literacy]

Investigating the effectiveness of blended learning in reading proficiency: Evidence from intermediate EFL learners

As an alternative solution to solve different reading comprehension problems in learning English as a foreign language (EFL), it is necessary to implement a blended learning model that combines both online and face-to-face (f2f) teaching modes. This study aimed at investigating the impact of blended learning on Iranian intermediate EFL learners’ reading proficiency. Sixty EFL learners were chosen based on their performance on Oxford Placement Test. Then, they were divided into two groups (an experimental and a control group). The experimental group received reading materials through blending learning techniques and the control group received training in the traditional way. During treatment, the teacher designed and assigned activities for students to read the text effectively and reinforce their comprehension. The activities were designed to teach reading like scanning, skimming, and reading for accurate comprehension. Afterward, both groups participated in the reading post-test at the end of the study. The results showed that the experimental group outperformed the control group in the post-test of reading comprehension and the intra-group progress was higher for the experimental group than the control group.

Improving Students’ Reading Comprehension Skills through Short Stories in Higher Education Institutions

The purpose of the study was to examine the role of short stories on students' reading comprehension. To achieve its objective, this Quasi-Experimental study utilized pre-test and post-test design. The participants were classified into group 1, the Experimental Group, and Group 2, the control group. Data were collected through the pre-test and post-test reading tests. Then, the data were analyzed using SPSS 24, based on average scores, standard deviation, descriptive statistics, and t-tests for pre and post-test analysis. The findings of the study showed that students who learned to read through the technique of using carefully selected short stories improved their reading comprehension and reading skills more than students that studied with the other approach of using the national instructional material. Based on the study’s findings, it has been determined that learning to read with the help of short stories improves students' reading comprehension. The literary texts helped in students' learning strategies, in students' attention, and the improvement of students’ reading skills that indirectly improved their reading comprehension.

Creative thinking in the teaching of Chinese language and literature in colleges from the perspective of educational psychology.

In the major of Chinese language and literature, the reading of Chinese language and literature is the most basic part. With the development of internet technology, the teaching of Chinese language and literature has also ushered in new changes. In order to better innovate the teaching methods of Chinese language and literature education according to the emerging internet technology, this study applies the scaffolding teaching model based on educational psychology to Chinese language teaching. Firstly, the educational psychology and scaffolding teaching theory are analyzed, and a scaffolding teaching model of educational psychology is proposed. Secondly, this model is applied to the teaching of Chinese language and literature majors in colleges, and teaching experiments are carried out. The results show that the Chinese language and literature reading anxiety of the students in the experimental class has been alleviated to a certain extent. After using the scaffolding teaching model based on human-computer interaction and educational psychology to conduct teaching experiments, the average reading anxiety of the experimental class is 67.13 points, and the average reading anxiety of the control class is about 76.52 points. The average post-test reading anxiety of the experimental class is 9.39 points lower than that of the control class. The students’ Chinese language and literature scores improve after the experiment. Therefore, the scaffolding teaching model based on educational psychology can be used in the teaching of Chinese language and literature majors in colleges and universities. This study can realize the effective teaching inside and outside the classroom of Chinese language and literature in colleges and universities, promote the deep integration of educational psychology and the teaching of Chinese language and literature, and provide a new teaching idea for Chinese language and literature teachers.

The Effects of Task-Based Instructions on Secondary Students' Reading Performances

The study's goal is to cast light on the impacts of task-based instruction on the reading comprehension of EFL secondary students. The process was undertaken in a middle school in Kien Giang province in 2022. Reading pre-test and post-test data were first employed to gather research data from more than 70 students in a Secondary school. The post-tests were conducted after the pre-tests for five weeks. Then the data was converted into an excel version to be processed. Research results reveal that task-based instruction positively influenced learners' reading performances. The mean scores from the reading post-tests are relatively higher than those of the reading pre-tests. It can be inferred that students who participated in the treatment could improve their reading capability. Thus, having said that teachers used the TBI appropriately, they could scaffold their students' reading performance in particular and boost students' reading competency as a whole.

THE EFFECT OF SOMATOSENSORY INPUT BYAPPLICATION OF KINESIOTAPING OVER WRIST IN SUBACUTE AND CHRONIC STROKE PATIENTS

Background: Post-stroke motor function disability is a common complication in patients with stroke and a key contributor to impaired hand function after stroke: Cerebrovascular accident (CVA) is the second most frequent cause of death in the world. Nevertheless, most victims do survive and need treatment, and hand function is one that has to be dealt with in the rehabilitation process. Kinesio Taping (KT) is a bandaging method that can be applied along the muscle fibers to provide stimulation. Studies have shown its efficacy in providing afferent stimuli to weakened muscles, thus eliciting contraction with greater recruiting of motor units and inducing neuroplasticity. Objective: The purpose of this study was to investigate the effects of Kinesio taping on managing motor function of wrist motor performance in patients with sub-acute and chronic stroke. Method: An experimental comparative study design, 30 patients (mean age range40-66) with stroke and randomized 15patients in each group, Group A received conventional therapy and group B received kinesiotape with conventional therapy. Both groups were assessed in week o (before study) and week 5 (end of study) assessment measures were done using Fugl- Meyer scale and nine-hole peg test. Results: A total number of 30 patients were included in both the groups. 15 patients were put in Group A and B respectively. For Group A- treated with conventional therapy had undergone test on day 1(mean of pre-test readings) and after (mean of post-test reading) t=(p<0.0001). For Group B Kinesiotaping of wrist along with Conventional therapy. Total no patients (-M, -F with mean age) had undergone test on day 1(mean of pre-test) and after (mean of post-test) t=(p<0.0001). This study is to compare the Conventional therapy (mean=) and Conventional therapy with kinesiotaping of wrist (mean=) in chronic stroke Patients with two sample t-test for population mean with 5% level of significance. Conclusion: The effect of kinesiotaping along with conventional therapy is significantly better result as compare to conventional therapy on reducing spasticity and improving functional disability in patients with motor dysfunction.

Implementing Experiential Learning on Students Reading Comprehension

The goal of this study is to expand on the use of experiential learning in students' reading comprehension. The method used in this study is called a "pre experiment." Pre-test, treatment, and post-test are all included in it. The purpose of the initial pretest was to learn more about the audience before they read. Treatment is the implementation of the experiential learning theory in the learning to learn program, which is done roughly three times. The purpose of the final posttest is to understand how students learn after being instructed using the experiential learning theory. Matriculants in the second semester of the STKIP Kie Raha Ternate English language program for the academic year 2020–2021 make up the majority of this study. Population: 172 students. The research was applied purposive sampling technique. It is meant that the researchers choose one class which consists of 30 students. The result can be reported that the students’ achievement in reading in pretest was classified as poor (X1 = 5,3) and the students’ achievement in reading posttest was classified as good score were (X2 = 7.83 ). For the level of significance (P) = 0,05 and degree of freedom (df) = N – 1 (29), then the value of t-table (25.3 > 2.045). It means that, there was significant difference between the pretest and posttest score of the students’ reading comprehension by Experiential learning theory. In other words, the Null hypothesis (HO) is rejected and the alternative hypothesis (H1) is accepted. From the analysis above, the researchers concluded that there was significance different between the score that got by students in pretest and posttest in learning reading comprehension by Experiential learning theory.