Reading Skills In Grade Research Articles

Impact of School-Based Feeding Program on Pupils Reading Performance in San Gabriel Elementary School

This study examines the impact of a school feeding program on the reading skills of Grade IV pupils. The research hypothesizes that a well-structured and effectively implemented feeding program can enhance pupils' reading performance. Specifically, the study aims to determine how the school feeding program influences the reading performance of Grade IV pupils at San Gabriel Elementary School during the 2022-2023 school year. The study sougth to address several key questions: What is the socio-demographic profile of the pupils (age, sex, parents’ education, family income, and BMI)? What is the impact level of the school feeding program in terms of physical facilities, fund management, paraphernalia, and food preparation? What is the reading performance of the pupils? Is there a significant relationship between the pupils’ socio-demographic profile and the effectiveness of the school feeding program? Lastly, is there a significant relationship between the feeding program’s impact and reading performance? The research employs a descriptive-correlational design and involves 32 Grade IV pupils from San Gabriel Elementary School, selected through purposive sampling. Data collection instruments included a modified pupil profile survey and a school feeding program assessment, with responses measured using a 5-point Likert scale. The data were analyzed using frequency, percentage, mean, standard deviation, Biserial Correlation, and Pearson r. Findings reveal that the pupils, all aged 9, consist of an equal number of boys and girls. Most parents had completed high school, and family incomes were typically below 9,000 pesos. Pupils generally had a normal BMI. The school feeding program was found to have an outstanding impact on both nutritional support and reading performance, with a significant correlation between program management and pupils' reading improvement. A significant relationship was also found between the socio-demographic profile and program effectiveness.

Extent of Electronic Gadget Addiction and Reading Skills of Grade One Learners

This study aimed to examine how gadget addiction affects the reading skills of Grade One learners. The study population consisted of Grade One learners aged 6 to 8, with 42% being female and 58% male. An analysis of the parents' educational attainment showed that 2% of the mothers had master’s units, while 18% of the mothers and 8% of the fathers were college graduates. Additionally, 16% of the mothers and 24% of the fathers had some college education, and 58% of the mothers and 40% of the fathers were high school graduates. Regarding family size, 50% of the learners had 1-2 siblings, and 38% had 3-4 siblings, while 58% of the families had a combined monthly income of ₱10,000 or below. The study found that the learners exhibited a moderate level of gadget addiction. In terms of reading skills, 78% of the learners were classified as outstanding, 16% as very satisfactory, 25% as satisfactory, and only 4% as poor. A statistical analysis of the relationship between gadget addiction and reading skills revealed a negligible negative correlation, with a value of -0.066, indicating that increased gadget use had a minimal impact on reading proficiency. The results suggest that while gadget addiction exists, it does not significantly hinder the reading development of Grade One learners, but continued monitoring and interventions are recommended.

The role of teacher–child relationships in kindergarten on children’s motivation and reading skills in grade 1

AbstractThe main aim of the current study was to investigate the role of teacher–child relationship quality in kindergarten on children’s motivation (interest in reading and task persistence) and reading skills in Grade 1. A total of 231 children (age at baseline 6.8 years; 50.6% girls) completed reading-related tasks and answered questions about their interest in reading. Eighteen kindergarten teachers completed questionnaires about the teacher–child relationship for each child in kindergarten. School psychologists reported on children’s task persistence during tests. A cross-lagged path model analysis revealed that teacher–child conflict in kindergarten predicted lower task persistence and interest in reading at the beginning of Grade 1. In addition, we found two indirect effects of teacher–child conflict in kindergarten on reading skills at the end of Grade 1 via task persistence and interest in reading at the beginning of Grade 1. The current study emphasizes the importance of teacher–child relationship quality in kindergarten and its longitudinal effects on the development of children’s motivation and reading skills in Grade 1.

Reading Skills of Grade 6 Learners

The reading skills of Grade 6 learners typically vary depending on various factors such as their prior exposure to reading materials, the quality of education they’ve received, individual learning styles, and their home environment. In this context, this study aimed to determine learners’ reading skills in an elementary school under a medium-sized Division in Central Philippines during the School Year 2023-2024. Data needed for this descriptive study was collected from 176 students using a self-made questionnaire that has passed the stringent tests of validity and reliability. Overall, the results of the study showed that students’ reading skills in terms of comprehension and fluency were moderate. Subsequent analysis indicated no significant difference in students’ reading skills level in comprehension and fluency when grouped according to the number of siblings. Conversely, a significant difference was found in students’ reading skills in terms of parents’ education and family income. This result calls for various stakeholders in the education sector to improve student reading skills and create a more supportive learning environment. Keywords: Education, reading skills, reading difficulties, learners, Bacolod City, Negros Occidental

Effectiveness of PBL Learning Model with Letter Card Interactive Media Approach in Improving Reading Skills of Grade II Learners in Elementary School

Elementary schools still have many problems, such as the need for more effectiveness in using models and media to improve reading skills. This study aims to determine the efficacy of a problem-based learning model with a letter card interactive media approach in enhancing the reading skills of grade II students. Type of research: Pre-experiment with a quantitative approach. The research design is One Group Pretest-Postest. The population of this study was all grade II students; 28 students of class II A were selected using the nonprobability sampling technique, a purposive sampling approach. Pre-tests and post-tests were given to determine the level of reading skills. The data collected was processed by paired sample t-test and effect size because the data was expected. This study concludes that using a problem-based learning model with a letter card interactive media approach is practical enough to improve reading skills in grade II. The sig value. 0.000 <0.05 indicates a difference before and after treatment, and the effect size test result is 0.298 with a reasonably effective category. Therefore, it is stated that the initial hypothesis is rejected, and the alternative hypothesis is accepted.Keywords: Problem Based Learning, Letter Card, Reading Skills

Transformation of Early Reading Ability Through Smart Wheel Media Based on the TGT Learning Model

This study introduces the Kintar/Smarwheel learning media, a one meter diameter Smart Wheel media that was developed using the Team Game Tournament (TGT) learning model to improve the initial reading skills of grade 1 elementary school students. The problem of urgency is highlighted by the low reading ability of the average grade 1 child, encouraging the development of effective learning media. This research aims to develop, validate and evaluate the effectiveness of Kintar in improving student learning outcomes in early reading. This study uses a development approach, integrating the product design phase, feasibility validation by media and materials experts, and effectiveness testing through small and large scale trials involving grade 1 students from SDN Purwoyoso 03, Semarang City. Feasibility assessments by experts confirmed a high degree of suitability for educational use, with significant improvements in student learning outcomes observed during the pilot. The small scale trial showed an average increase from pretest to posttest scores from 46.67 to 70.00, with a significant difference of 23.33. The large-scale trial showed a mean increase from 61.47 to 81.47, with a striking difference of 20.00. The N-Gain test results show a moderate impact, with values ​​of 0.3959 and 0.5298 for small and large scale tests, respectively. This study concludes that Kintar, integrated with the TGT learning model, is a powerful educational tool for improving early reading skills. Positive feedback from students and teachers underscores its effectiveness in generating engagement and improving learning outcomes in the classroom.

The Effect of the Use of Digital Book Media on the Reading Ability of Class I of SDN 23 Cakranegara

This study aims to determine the effect of using digital book media on the reading skills of grade 1 students of SDN 23 Cakranegara. This research uses experimental research with the type of quantitative research type One Group Pretest-Posttest. The results of data analysis using the paired sample t-test test obtained a sig value (2-tailed) of 0.009 < 0.05, if the significance value (P < 0.05) then the data has a significant difference. So it can be concluded that there is a significant difference using digital book media. The results of the hypothesis test show that Ho is rejected and Ha is accepted, meaning that there is an effect of using digital book media on the reading ability of grade 1 students of SDN 23 Cakranegara in the 2023/2024 academic year.

Improving the Reading Skills of Grade 5 Struggling Readers Through the Use of Interactive Learning Resources

Notably, the use of technology in teaching and reading instruction was found to have various effects on learners' attitudes towards engagement with the text and meaning-making. As a result, online sources as authentic materials can be an ideal resource for reading instruction. Given the context in which instruction is carried out in the new normal and the kind of intervention needed for the different learner groups where their reading skills is concerned, learning resources in interactive formats are optimized for maximum results. Specifically, the use of interactive learning resources such as the digital learning objects has become a valuable for teachers with regards to reading instruction. Its use in the different phases of instruction proved to be a valuable tool in addressing the reading difficulties of the elementary learners. Using the content-validated test as research instruments, results of the study showed how the Grade 5 struggling readers of Baquioen Elementary School benefitted from the use of interactive learning resources in reading instruction during the school year 2021-2022. Moreover, the results of the study reveal that there was significant difference in the levels of reading skills of the Grade 5 struggling readers after they were taught in English using digital learning objects. Thus, teachers are recommended to scaffold the reading instruction with the use of tools that target the best ways in which the students learn best.

Meningkatkan Keterampilan Membaca Teks Berita melalui Metode STAD (Student Teams Achievement Division) pada Siswa Kelas XI SMA Negeri 3 Bone

Indonesian language learning at all levels of education is to provide teaching or guidance for students to be able to apply Indonesian in various aspects. One of the basic competencies taught in Senior High Schools, especially for grade XI students and related to reading skills, is reading news texts briefly, concisely, and clearly. Learning to read news texts is in line with the objectives of learning Indonesian Language and Literature, namely to improve students' ability to communicate both orally and in writing and to obtain various accurate information. This study aims to determine the improvement in learning outcomes in reading news texts in grade XI MIPA 5 students of SMA Negeri 3 Bone, totaling 37 students through the application of the STAD (Student Teams Achievement Division) method. This type of research is classroom action research (PTK) or classroom action research. Data collection techniques used through observation, interviews, tests and documentation. The data obtained are then analyzed, the data used in this study is qualitative and quantitative descriptive data analysis techniques. Process data is analyzed qualitatively and student test result data is analyzed quantitatively. The results of the study indicate that through the application of the STAD method, it can improve the efficient learning process in learning to improve news text reading skills in grade XI MIPA 5 students of SMA Negeri 3 Bone.

PENERAPAN MODEL VISUAL, AUDITORY, KINESTHETIC (VAK) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR

This study investigated the effectiveness of the Visual, Auditory, Kinesthetic (VAK) model in improving the initial reading skills of grade 1 students at SDN 007 Bangkinang Kota. The research was motivated by the low reading ability observed in this group of students. Employing a class action research (PTK) design with two cycles, the study involved 26 students (13 male and 13 female). Each cycle consisted of two meetings and four stages: planning, implementation, observation, and reflection. Data collection, conducted in July 2023, utilized documentation and observation techniques, analyzed qualitatively and quantitatively. Instruments included teacher and student activity observation sheets, and student worksheets. Pre-action results revealed a learning completeness rate of only 30.76%. Following the implementation of the VAK model, this rate progressively increased across both cycles. By the end of cycle II, meeting II, the learning completeness rate reached 92.30%, with 24 students achieving mastery. These findings suggest that the VAK model holds significant potential for enhancing initial reading abilities in grade 1 students

PENINGKATAN KEMAMPUAN MEMBACA PESERTA DIDIK MELALUI MEDIA PERMAINAN KARTU HURUF DI MI DARUS SHOLIHIN

Education is something that must be obtained by all Indonesian citizens without exception from the lower classes to the upper middle classes, for this reason the government requires twelve years of study or up to high school. This is in accordance with the educational goals of the Indonesian nation as stated in paragraph 4 of the 1945 Constitution. As educators, we must be able to adapt to the times and do the best for our students, especially those at the elementary school level. The aim of this research is to improve the reading skills of grade 1 students at MI. Darus Sholihin, Boto Village, Lumbang District, Probolinggo Regency using PTK research (Classroom Action Research). Data collection techniques used observation, interview and documentation methods. The results of this study showed that between cycle 1, among others, children's accuracy in playing letter cards was 68.05%, children's accuracy in sorting the alphabet was 64.02% and children's ability to arrange letters into sentences was 67.01%, while in cycle 2, children's accuracy in playing letter cards was 97.01%, children's accuracy in sorting the alphabet was 95.07% and children's ability to arrange letters into sentences was 98.05%. So there was an increase between cycle 1 to cycle 2 using the Letter Card Game Media.

Pengembangan Game Ular Tangga dengan Kartu Baca Untuk Meningkatkan Kemampuan Membaca Permulaan Kelas 2 SD Plosojenar

The aim of this research is to develop and determine the feasibility of learning media in the form of snakes and ladders in class 2 of SD N Plosojenar. This research uses the Borg and Gall model, which is a method or step for creating new products or developing and perfecting existing products. The subjects of this research were 13 grade 2 students at SD N Plosojenar. Data collection techniques include observation, interviews, pre and post test methods, as well as teacher and student responses. The type of data is qualitative and quantitative data which contains evaluation category criteria to determine product suitability. The results of this research are as follows: 1). Snakes and Ladders media was also developed. 2). The teacher's response to snake media was with a score of 4.82. Based on calculations based on the teacher's response, it can be concluded that the snakes and ladders game media is "very feasible" and the students' response to the snakes and ladders media is an increase in students' interest in participating in learning. 3) The students' pretest score obtained an average of 50 and after being given treatment the posttest score increased to an average of 74.09. In the same pre and post test there was an increase in learning outcomes of 24.09. Thus, Snakes and Ladders for grade 2 students at SDN Plosojenar was declared suitable for use and could improve their early reading skills in grade 2.

Reading Skills Of Grade 4 Learners: Appreciation, Practices, And Challenges Of The Parents And Teachers In Bayugan South District

Reading Skills Of Grade 4 Learners: Appreciation, Practices, And Challenges Of The Parents And Teachers In Bayugan South District

Effect of Catch Them Early Approach on Expository Reading Skills of Grade 7 Students

Effect of Catch Them Early Approach on Expository Reading Skills of Grade 7 Students

Increased Initial Reading Through Picture Word Cards

The purpose of this research is to address the need for fun and student-centered education, which is essential in the 21st century. Active learners are crucial for enhancing student engagement and positively impacting their lives. The specific focus is on improving the initial reading skills of grade III students at SDN Caringin II, which have been observed to be low. The research utilizes Classroom Action Research (PTK) following the model developed by Kemmis and Taggart, implemented in two cycles with two actions each. Data collection involves observation and the use of a rubric to assess reading skills. The results demonstrate that the use of picture word cards effectively enhances students' initial reading abilities, with 83% of students meeting the criteria for initial reading proficiency across various indicators. These indicators encompass aspects such as letter recognition, vowel and consonant combinations, and reading comprehension of sentences and paragraphs. Consequently, the research recommends the incorporation of picture word cards as an alternative learning method to cultivate and strengthen students' initial reading skills.

Improving The Levels of Reading Skills Of Grade 1 Learners Through Story-telling Via Phone Calling

The study aimed to assess the effectiveness of storytelling via phone calling strategy to improve the levels of reading skills of Grade 1 pupils at San Miguel Elementary School, Schools Division of Zambales during the School Year 2022-2023. Further delimitation included the following: (1) levels of reading skills based on pre-test and post-test results of reading inventory; and (2) significant difference in the reading levels of the learners in pre-test and post-test result of reading inventory. This research undertaking used the One-Group Pre-Test and Post-Test Experimental Design where a single group was measured or observed before and after the intervention program. After careful evaluation of parental consent and the willingness of the students to undergo intervention program, the researcher purposively selected twenty-eight students under “frustration reading level”. The study used a two-tailed Wilcoxon Signed Ranks Test with an alpha level of 0.05. It means that there is a significant difference between learners’ reading levels in pre-reading and post-reading inventory indicating a positive effect of the intervention used to the learners in the “frustration reading level”. The marked increase of the performance of the Grade 1 pupils in the pre-test and post-test can be concluded that the intervention used came to play as factor. With that, storytelling via phone calling is effective and responsive as one of the strategies to use in reading. One of the recommendations is Storytelling via phone calling reading strategy could be used by other teachers also to improve the levels of reading skills of their learners as well, especially amidst pandemic where there is no face-to-face interaction between students and teachers.

Early cognitive predictors of spelling and reading in German-speaking children

Theoretical backgroundWhile reading and spelling skills often are interconnected in models of literacy development, recent research suggests that the two skills can dissociate and that reading and spelling are associated with at least partly different cognitive predictors. However, previous research on dissociations between reading and spelling skills focused on children who have already mastered the first phases of literacy development. These findings suggest that dissociations are due to distinct deficits in orthographic processing (i.e., unprecise orthographic representations vs. inefficient serial processing). It is therefore unclear whether dissociations already become apparent during the initial stages, or rather emerge later in development. This study aims to enhance the understanding of the predictors of early spelling and reading skills, investigating potential variations, by considering various cognitive factors beyond well-established ones.MethodsData were collected at two time points: cognitive predictors and early reading and spelling skills were assessed at the end of kindergarten (T1) before formal literacy instruction started, and reading and spelling skills were again assessed in Grade 1 (T2). The data analysis included 353 first-grade participants. Linear regression analyses assessed predictive patterns, while logistic regression analyses explained children's likelihood of belonging to different proficiency groups (at-risk or typical skills).ResultsResults revealed phonological processing, letter knowledge, and intelligence, as significant predictors for Spelling in grade 1 (T2), even after adding the autoregressor (Spelling in kindergarten at T1) and the respective other literacy skill (Reading T2). For Reading in grade 1 (T2), phonological processing, and rapid automatized naming (RAN) surfaced as significant predictors after adding the autoregressor (Reading T1). However, only RAN surfaced as a significant predictor for Reading T2 after adding the respective other literacy skill (Spelling T2). In line with these findings, logistic regression analyses revealed that phonological processing predicted group allocation for Spelling T2 and RAN predicted group allocation for Reading T2.ConclusionsOverall, the study underscores the importance of phonological processing and letter knowledge as early predictors of spelling and reading skills in Grade 1. Moreover, intelligence is identified as a predictor for early spelling, while rapid automatized naming (RAN) emerges as a predictor for early reading.

ANALISIS PENGARUH PENGGUNAAN MEDIA KARTU KATA BERGAMBAR TERHADAP KEMAMPUAN MEMBACA SISWA KELAS 1 SEKOLAH DASAR

Based on findings from MI Islamiyah Tugu Mantup researchers, researchers found that students' reading abilities were relatively low, there were some students who were able to read, but some still had difficulty reading. With this, researchers are carrying out research on picture word card media, which is expected to present a more visual and interesting learning concept for students. This research aims to conduct a qualitative analysis of the impact of using picture word card media on the reading ability of grade 1 elementary school students. The method used in this research is descriptive qualitative method, this research involves grade 1 students who are involved in learning using picture word cards as media. Data was collected through classroom observations, teacher interviews, and document analysis. The research results show that this media makes a positive contribution to the development of students' reading skills. Visualization of words through images not only improves contextual understanding, but also stimulates students' interest in the text. There was a significant difference in reading comprehension before and after media use, as well as a marked improvement in students' reading progress. Student engagement also increased, reflected in active participation in discussions. Teachers recognize the effectiveness of this media in creating an interactive learning environment. This research shows that picture word card media can be an effective learning tool to improve the reading skills of grade 1 students. It is hoped that teachers will integrate this media into the curriculum and provide additional training to teachers to maximize its potential. These findings contribute to the development of reading learning strategies at the initial level of education.

Effectiveness of Contextualized Marungko Approach-Based Supplementary Reading Material

Acquiring solid reading skills is significant in education as it is the cornerstone for academic success and lifelong learning. This sequential explanatory mixed-methods study investigates the effectiveness of a contextualized Marungko approach-based supplementary reading material in improving the reading performance of Grade 1 pupils. In the pre-experimental phase the Early Grade Reading Assessment (EGRA) tool was utilized to measure the reading skills of the twenty four (24) Grade 1 pupils in terms of identifying letter sounds, identifying initial sounds, reading familiar words, reading invented words, and reading oral passages before and after the implementation of the contextualized Marungko approach-based supplementary reading material. Findings revealed a significant improvement in the early reading skills of Grade 1 pupils after using the supplementary reading material. This indicated that the reading material effectively enhanced the Grade 1 pupils’ reading performance. The responses of the five (5) participants in the qualitative phase, which were examined following Braun and Clark (2013) analysis, yielded two (2) themes. It is recommended that educational institutions and policymakers should consider incorporating the Marungko Approach into their reading instruction programs to enhance alphabet knowledge, phonemic awareness, word recognition, decoding, and oral reading fluency.

Upaya Meningkatkan Keterampilan Membaca Melalui Metode Global Di Kelas 2 Sekolah Dasar Negeri 117830

Reading skills are very important for elementary school students to master. To improve reading skills in elementary school is to use global methods. This research aims to determine the beginning reading ability of grade 2 students in elementary school. Based on the author's initial observations of the initial reading skills of grade 2 students at State Elementary School (SDN) 117830, low results were obtained. This can be seen from the symptoms that occur in learning, such as students being less active, not understanding letters, not understanding punctuation marks and students' low reading skills. This research is classroom action research. It consists of several main aspects of treatment and observation, namely increasing initial reading skills using global methods which were implemented at SDN 117830, involving 28 students consisting of 15 girls and 13 boys who were registered in the 2023/2024 academic year, using a research design Kemmis and Mc. Taggart which consists of two cycles. Each cycle is held twice in class and each cycle consists of four stages, namely planning, implementation, observation and reflection. The results of the research showed that in the first cycle of action, the average ability of students to read at the beginning reached 66% and the ability of students to read classically was 54%. In the second cycle of action, there was an increase in the initial reading ability to reach 87%, while the classical reading ability was 93%. Thus, it can be concluded that the application of the global method can improve the beginning reading skills of grade 2 students at SDN 117830.