Training In Reading Skills Research Articles

PELATIHAN READING SKILL DALAM PENULISAN ARTIKEL ILMIAH BERSAMA PERSEKUTUAN PELAJAR RIRING-RUMASOAL AMBON

Reading Skill as a basic reading ability for students and a tool for students to find out the meaning in writing scientific articles. The faster the student's reading ability, the greater the opportunity to understand what is read. Community Service through training in reading skills to the Riring-Rumasalah Ambonese Student Association (PRRA) which is a combination of students from Riring Village and Rumassalah Village, West Seram Regency, Maluku Province to add insight, improve thinking skills, create imagination space, increase level literacy, and improve the ability to write scientific articles. Service activities are carried out with a mentoring approach per group and are going well. need more intense and periodic education to improve the reading ability of PRRA students which is very much needed in writing scientific articles

Cognitive differences between readers attentive and inattentive to task-related information: an eye-tracking study

PurposeAttentive to task-related information is the prerequisite for task completion. Comparing the cognition between attentive readers (AR) and inattentive readers (IAR) is of great value for improving reading services which has seldom been studied. To explore their cognitive differences, this study investigates the effectiveness, efficiency and cognitive resource allocation strategy by eye-tracking technology.Design/methodology/approachA controlled user study of two types of task, fact-finding (FF) and content understanding (CU) tasks was conducted to collect data including answer for task, fixation duration (FD), fixation count (FC), fixation duration proportion (FDP), and fixation count proportion (FCP). 24 participants were placed into AR or IAR group according to their fixation duration on paragraphs related to task.FindingsTwo types of cognitive resource allocation strategies, question-oriented (QO) and navigation-assistant (NA) were identified according to the differences in FDP and FCP. In FF task, although QO strategy was applied by the two groups, AR group was significantly more effective and efficient. In CU task, although the two groups were similar in effectiveness and efficiency, AR group promoted their strategies to NA while IAR group sticked to applying QO strategy. Furthermore, an interesting phenomenon “win by uncertainty”, which implies IAR group may get correct answer through uncertain means, such as clue, domain knowledge or guess, rather than task-related information, was observed.Originality/valueThis study takes a deep insight into cognition from the prospect of attentive and inattentive to task-related information. Identifying indicators about cognition helps to distinguish attentive and inattentive readers in various tasks automatically. The cognitive resource allocation strategy applied by readers sheds new light on reading skill training. A typical reading phenomenon “win by uncertainty” was found and defined. Understanding the phenomenon is of great value for satisfying reader information need and enhancing their deep learning.

Research on problems and countermeasures in reading skills training of boys majoring in preschool education

At present, reading teaching is a very important content in preschool education teaching, which plays an important role in improving the comprehensive quality of students. But at present, there are still many problems in reading course for boys majoring in preschool education. Starting from boys’ own learning characteristics, this paper finds out the problems, explores the reasons, seeks countermeasures, and puts forward corresponding solutions.

The Relevance of Inquiry-Based Learning in Basic Reading Skills Exercises for Improving Student Learning Outcomes in Madrasah Ibtidaiyah

This study discussed inquiry-based learning activities in reading skills training students in Madrasah Ibtidayah and elementary schools in Indonesia. In learning to understand according to Islam, reading skills receive special attention from other skills such as speaking, listening, and writing skills. Get an understanding and application of strengthening reading learning that can be started from the elementary school level, and this theme will be discussed with the literature review method from national and international journal publications. A descriptive qualitative design study will be a method of analyzing a series of data. The review process involves a phenomenological approach, coding systems, and critical evaluation to produce data findings to answer our research themes that meet the findings' validity and reliability. Finally, we can conclude our findings, among others, that the ten publications and literature have confirmed that the application of inquiry-based learning approaches is very relevant to be applied in the learning environment of elementary madrasah schools. Thus these findings will be useful to whichever party

How to understand what you don't believe: Metacognitive training prevents belief-biases in multiple text comprehension

Prior beliefs often bias the comprehension of multiple science-related texts such that belief-consistent texts are better comprehended compared to belief-inconsistent texts (text-belief consistency effect). Two experiments were conducted to investigate whether a metacognitive strategy training focusing on belief-biasing validation processes can reduce the text-belief consistency effect in multiple text comprehension. Participants in the control condition received the PQ4R training as a well-situated and effective reading skill training that increases receptive elaborative processing. In Experiment 1 (n = 39) and Experiment 2 (n = 53) participants receiving a metacognitive strategy training achieved a similar level of comprehension of belief-consistent and belief-inconsistent texts, whereas a text-belief consistency effect was found in the PQ4R condition. These results indicate that a training focusing on belief-biasing validation processes prepare readers for the challenges to comprehend belief-relevant multiple texts, whereas strategies that foster receptive processing of information are not sufficient in the context of controversially discussed topics.

Impact of rapid reading skills training on reading rate and reading achievement among primary school students in China

The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the classroom to either an experimental (n = 54) or control (n = 54) condition. Students in the experimental group completed 12 sessions of rapid reading skills training designed to increase their ability to rapidly read Chinese text in silence. Students in the control group engaged in regular Chinese language curriculum for the same time period. After the three-week intervention period, students in the experimental group displayed significantly greater silent reading speed of Chinese characters (M = 1331.26 characters per minute) compared to students in the control group (M = 617.48 characters per minute; p < .001). Children in the intervention group also displayed a significantly greater effective reading rate (F = 87.11, p < .001, partial η2 = 0.46) at post-test compared to the control. Male students displayed greater increases in reading speed than female students. Neither intervention effect nor gender difference was evident for reading comprehension. Implications for educational interventions designed to increase silent reading speed among Chinese students are discussed.

THE PROBLEM OF DISORDERS OF SPELLING AND READING IN CHILDREN: DATA OF THE ALL-RUSSIAN POLL

The article describes the main results of a sociological survey of the Russian population (2,516 respondents), as well as of professional audience (32,406 employees of educational institutions) on the problem of dyslexia and dysgraphia in children. We studied the level of awareness and attitude to the difficulties of writing and reading skills training. The survey was carried out by telephone and with online questionnaire. The results show an extremely low awareness of the population (including modern parents) about dyslexia / dysgraphia, which creates the risk of failure to provide timely assistance to children, leads to social maladaptation and missed opportunities for timely help. The pre-test probability of writing and reading impairments is rated as high by the vast majority of professional audiences. However, school experts consider staffing insufficient: they say there is a shortage of speech therapists, psychologists and defectologists to attend children. A survey of teachers confirms that only a third of children having impairments are assisted sufficiently. Every fifth respondent said that assistance was not provided at all. Only half of school personnel consider themselves prepared to work with children having writing and reading impairments. The overwhelming majority of the population and professional audience are sure that children having dyslexia and dysgraphia are quite capable of mastering the school curriculum together with their peers subject to having additional classes with a speech therapist and psychologist. The more respondents know about the problem, the less likely they will be prepared to shift the blame on the child, instead be more prepared for taking-over the situation, cooperation and help.

Impact of cognitive flexibility on rapid reading skills training outcomes for primary school students in China

This study used a quasi-experimental design to investigate the impact of Rapid Reading Skills Training (RRST) on some reading outcomes for primary school students in central China and also examined the influence of cognitive flexibility on intervention outcomes. A sample of 108 students (mean age = 11.75 years) were recruited. Students' cognitive flexibility was measured with the Wisconsin Card Sorting Task. Cluster randomization was used to assign students at the whole class level to either an experimental or control condition. A 12-session RRST intervention was completed with the experimental class ( N = 54). Silent reading speed and passage comprehension were measured before and after training for all students. Independent samples t-tests and two-factor repeated measures ANOVA revealed that students in the experimental class displayed higher scores for reading speed and effective reading rate post-intervention than those in the control class. Students who had scored higher on cognitive flexibility showed significantly larger increases post-intervention than those scored lower. Results provide preliminary support for using RRST to increase rapid silent reading speed among Chinese primary school students, though replication and more rigorous experimental designs are needed. Cognitive flexibility may enhance gains associated with this type of intervention. Implications for school psychologists are discussed.

The metacognitive reading strategy awareness of first year EFL BA students: A mixed-methods study

Reading comprehension skills are a crucial set of skills which university students need. Even though these skills are not under-researched in either the international or the Hungarian context, research on the reading strategy awareness of first-year BA students at the beginning of their university studies is not extensive. In Hungary, no recent comprehensive studies investigating the input students receive in high school regarding reading strategy training can be found. Therefore, the aim of the present project is to explore the reading strategy awareness of first-year English major BA students, the reading skills training they received at high school, and to compare and contrast that training with the requirements stipulated in the official high school curriculum. To complete this research endeavour, a mixed-methods study was designed, involving a questionnaire and an interview study. The findings indicate that first-year university students lack the necessary reading strategies, and therefore the data suggests that offering targeted training to improve reading comprehension skills should be made part of not only secondary but also tertiary education. Raising students’ reading strategy use awareness is important because during their university studies they are constantly faced with tasks requiring excellent reading skills.

Developing Mind Reading Skills Training Program and Study of its Effectivness on Empathy and Systematic Quotient of High Functional Autistic Children (HFA)

Developing Mind Reading Skills Training Program and Study of its Effectivness on Empathy and Systematic Quotient of High Functional Autistic Children (HFA)

Effects of micro- and subtle-expression reading skill training in medical students: A randomized trial

Objectiveto investigate the effectiveness of the Micro Expression Training Tool (METT) and the Subtle Expression Training Tool (SETT) to help improve the non-verbal communication skills of medical students. MethodsIn a randomized controlled trial, all participants were randomly allocated to either a training (n=41) or control group (n=41) and were pre-tested before education with METT and SETT at baseline. Then, training students took second tests after a 1-h class about interpreting micro and subtle expressions and control students took the second tests without the class. ResultsMETT pre-test scores were positively related with female gender, agreeableness, whereas SETT pre-test scores were negatively related with age and positively related with female gender. Mean METT score increases of 29.3% and mean SETT score increases of 36.2% were observed after training, whereas the control group achieved only a mean METT score increase of 11.0% at second testing. Increases in both test scores in the training group were significantly higher than in the control group. ConclusionMETT and SETT are effective, simple tools for improving the micro- and subtle-expression reading skills of medical students. Practice implicationsMETT and SETT can be effective for improving the non-verbal communication skills of medical students.

Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?

&lt;p&gt;The aim of the current study was to investigate the reasons behind Saudi learners’ poor reading skills. To this end, the objectives were to identify the reading habits of Saudi English as a Foreign Language (EFL) middle school learners, to understand the extent to which Saudi EFL middle school learners use reading comprehension skills and to explore the perceptions of learners, teachers and supervisors regarding Saudi EFL learners’ reading abilities. The study sample consisted of 90 Saudi EFL middle school students, eight EFL teachers and six supervisors. The students were surveyed and interviewed about their reading habits and use of reading skills, while the teachers and supervisors were interviewed to explore their perceptions about reading instruction in the Saudi context. The results revealed that most Saudi EFL students lack the necessary reading habits in L1 and L2. In addition, they rarely make use of important reading skills when they read English texts. This study identified “lack of exposure to target language”, “poor teaching skills and teacher training programs”, “little attention to comprehension and more attention to reading aloud”, “students’ lack of motivation”, “little emphasis on reading skills in textbooks”, “unfamiliar and unsuitable reading topics”, “lack of reading skills training for students”, “students’ limited vocabulary” and “lack of parental involvement” as the most important factors behind Saudi students’ poor reading abilities. The study concluded with important recommendations and suggestions for future research.&lt;/p&gt;

Reading skills for sight translation in public sector services

Interpreters in public-sector services in Norway report that they sight translate almost every day; a mode of translation that requires well-developed reading skills. Nevertheless, in interpreter training programs and assessments, reading skills seem so far to have been taken for granted. In this article we discuss reading skills for sight translation and suggest a way of testing these skills. Furthermore, we argue that there is a need to rethink assessments and educational programmes based on an assumption of skills in reading. We base our arguments on a study of public-sector interpreters’ reading speeds in Norwegian. The results show that 70% of the interpreters tested did not have sufficient skills in one central component of reading, namely decoding; that there is vast variation in skills; and that decoding speed varies according to the interpreters’ linguistic backgrounds. Our results are a strong indication of a specific need for training in reading skills amongst many public-sector interpreters.

USING THE METHODOLOGY OF "LOGOTRAMPOLINE" IN PEDAGOGICAL SUPPORT OF CHILDREN WITH LEARNING DIFFICULTIES

The article analyzes the experience of studying the central processing of visual, vestibular and proprioceptive information by children having learning disorders. The study of oculomotor activities was carried out using the Eyegaze Analysis System (USA) software NYAN 2.0, Interactive Minds Company (Germany). The status of sensory integration, needed for maintaining the balance, was studied with Modified Clinical Test of Sensory Integration for Balance, Balance Master® NeuroCom International, Inc (USA). It was revealed that most children with learning disorder had deficit functioning of the segments of the nervous system, which ensure integration of different sensory modalities, such as visual, proprioceptive and vestibular senses. It was observed that vestibular stimulation creates optimal conditions for the formation of many learning skills. The authors have developed and tested the method Logo-trampoline, combining training of reading skills with intense vestibular and proprioceptive stimulation. The training takes into account the multilevel principle of skills formation proposed by N. Bernstein. Training Logo-trampoline is aimed at enhancing the B level according to N. Bernstein. The lessons can be recommended to children with dyslexia and difficulties in reading skills. The pilot experiment had very encouraging results.

Exploring reading comprehension skill relationships through the G-DINA model

By analysing the test data of 1029 British secondary school students’ performance on 20 Programme for International Student Assessment English reading items through the generalised deterministic input, noisy ‘and’ gate (G-DINA) model, the study conducted two investigations on exploring the relationships among the five reading comprehension skills defined by six English language experts. Skill groups, skill types and conflicting relationship were discovered in the investigation about the relationship among reading comprehension skills as part of the cognitive structure of the examinees, which provided insights into the sequence of reading skill training. The investigation about the relationship among reading comprehension skills in the problem-solving process, conducted at the item level, conceptualised skill relationship patterns as strategies for solving items. The study also demonstrated that saturated G-DINA model catered to the characteristics of reading comprehension skills and could be applied to tests involving highly interactive and hierarchical skills.

Reading strategies and CLIL: the effect of training in formal instruction

Content and Language Integrated Learning (CLIL) is a multifaceted educational approach which has emerged as a major innovation in improving language learning and subject learning in the curriculum. In order to analyse the effect of this approach, a number of studies (Dalton Puffer, C., T. Nikula and U. Smit, eds. 2010. Language Use and Language Learning in CLIL Settings. Amsterdam: John Benjamins; Ruiz de Zarobe, Y. and R.M. Jiménez Catalán, ed. 2009. Content and Language Integrated Learning: Evidence from Research in Europe. Bristol: Multilingual Matters; Ruiz de Zarobe, Sierra, and Gallardo del Puerto. ed. 2011. Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. Bern: Peter Lang) have provided a comprehensive compilation of some of the learning outcomes of CLIL settings. The majority of these studies have supported the benefits of the integrative approach in formal contexts; however, there is very little research about the fundamental concept of learning strategies and strategic instruction in CLIL, even though learning strategies are an integral part of the curricular elements that help students to learn. In this paper, we examine whether strategic instruction, centred on reading strategies, can provide the specific techniques that are needed for successful language learning in CLIL settings (Chamot, A.U. 2001. Teaching learning strategies in immersion classrooms [Bridge insert]. The Elementary Immersion Learning Strategies Resource Guide (2nd ed.). http://www.nclrc.org/eils). For our research, we have developed a strategic training programme in reading for students in primary education taught through a Trilingual Education Framework (Basque-Spanish-English) in the Basque Country, Spain. One of our groups received strategic training in reading skills for a period of seven weeks, while the other group did not. Pre-tests and post-tests were carried out for both the control group (no strategic instruction) and the experimental group (strategic instruction). Results indicate that those students who were trained strategically in reading seemed to have greater metacognitive awareness and thus, they obtained better results. However, no significant differences were found between the number and types of strategies used in both groups. Some explanation related to the influence of age and the length of the training procedure will be discussed.

Reading Skills Development Among Greek Tertiary Education Students: Principles and Practice of an Experimental Intervention

Abstract The study investigates the effect of a teaching intervention which was designed with the aim to improve reading skills among Greek tertiary education students on the basis of assessment of their perceived needs and deficiencies. Experimental research design was employed. The post-intervention data revealed that the experimental group outperformed the control group in terms of test scores while between-groups comparison indicated statistically significant differences in reading skills performance of the experimental group. The data signified the merits of the adopted reading component and the provision of training in reading skills based on sound principles and practice.

Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training

The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific texts and self-explained after each sentence. They also answered comprehension questions. Students showed improvement in the quality of their self-explanations and in the performance on the comprehension questionsasa function of both live and computer-based training. However, there were some differences in response to iSTART training as a function of reading skill. Specifically, less skilled readers improved their performance on text-based questions, but not bridging questions. The opposite was found for skilled readers. These results indicate that computer-based, reading-skills training is effective, but different readers may improve at different levels of comprehension.

Phonological awareness, phonological processing, and reading skill training system and method

Phonological awareness, phonological processing, and reading skill training system and method

Phonological awareness, phonological processing, and reading skill training system and method

A training tool for training and assessing one or more auditory processing, phonological awareness, phonological processing and reading skills of an individual is provided. The training tool may use various graphical games to train the individual's ability in a particular set of auditory processing, phonological awareness, phonological processing and reading skills. The system may use speech recognition technology to permit the user to interact with the games.