Reading Skills Research Articles

TRANSTORNOS ESPECÍFICOS DE APRENDIZAGEM: DISLEXIA, DISGRAFIA, DISORTOGRAFIA E DISCALCULIA EM FOCO

Educational legislation emphasizes the need to promote the full development of reading, writing and calculation skills, highlighting these skills as essential for the individual’s insertion and meaningful action in society. However, it is not uncommon for students to complete elementary school without mastering these essential skills for professional life. This article aims to investigate the difficulties faced by some students in the process of learning reading, writing and mathematical skills. Based on theoretical research, the article addresses Specific Functional Learning Disorders — Dyslexia, Dysgraphia, Dysorthography and Dyscalculia — as possible factors that negatively interfere with the academic development of these students. Presenting a theoretical foundation on the topic contributes to the review of pedagogical practice, suggesting the need for collective work in the search for resources and procedures that promote students’ proficiency both in reading and writing and in learning mathematical concepts and operations.

The Role of Phonics Instruction in Developing Early Reading Skills in Public Primary Schools in Ikungi District, Tanzania

The Role of Phonics Instruction in Developing Early Reading Skills in Public Primary Schools in Ikungi District, Tanzania

Reading Skills Enhancement of Secondary Learners Amid Pandemic: Narrative Exposition of English Teachers in Focus

This study explored the expositions of English teachers in enhancing the reading skills of secondary learners amid the pandemic, particularly in Davao del Sur division, there were ten (10) English teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the participants. The virtual in-depth interview was employed to gather some information as regards to their respective experiences as they implement school-based programs on the reading skills enhancement of secondary learners amid the pandemic. Using the thematic analysis, the following themes emerged: interrupted face-to-face reading program implementation, deteriorating reading abilities during the pandemic, and stalled parents' involvement in the reading development of children. The coping mechanisms of the English teachers in enhancing the reading skills of secondary learners were establishing a reading environment, strengthening parents' involvement in the reading program, and the use of technology-related reading lessons. The insights drawn from the findings of the study were: Upskilling and reskilling of teachers in enhancing the reading skills of learners, and Plan reading programs appropriate for remote learners. They may continuously be innovative in designing reading programs appropriate for every modality preferred by the learners. The teachers may continue upskilling themselves to address the gaps of every learner in the school that needed attention in terms of reading literacy. Attending webinars is an avenue to enhance their competency in being an effective reading teacher.

Same same but different: The graded influence of vowel quality and prosodic prominence on letter detection.

This study investigates the impact of phonetic realisation and prosodic prominence on visual letter identification, focusing on the letter <e> in German bisyllabic words. Building upon previous research, a computerised letter search task was conducted with 78 skilled adult readers. Words featuring different phonetic realisations of <e > (/eː, ɛ, e, l̩, n̩, ɐ/) in stressed and unstressed first and second syllables were systematically included. Analyses of error rates and response times revealed a graded pattern in the detection of <e>, with the closed long (/eː/) and closed short (/e/) realisations being easiest to detect, open (/ɛ/) and near-open central (/ɐ/) vowels becoming incrementally harder, and silent vowels in syllabic consonants (/n̩/) being the most challenging. Results divided by position and stress of the syllable containing the target letter further indicated influences of prosodic prominence. The findings contribute to understanding the intricate interplay of grapheme-phoneme correspondences and prosodic structure in skilled readers' visual letter recognition.

Parental Perceptions of Children’s Schooling in Urban Squatter Families in Bangladesh

SYNOPSIS Objective. This paper examines parents’ perceptions of their school-age male and female children’s performance in nine domains of school work and SES factors that are associated with fathers’ and mothers’ perceptions of children’s academic performance in urban squatter (baste) families in Bangladesh. Design. Fathers and mothers from 120 two-parent families with an elementary school-age child (M = 9.08 years) participated in the study. Fathers and mothers were interviewed separately in their homes. Results. Fathers and mothers did not differ in reporting male and female children’s school performance in all nine areas of school work, and both male and female children performed equally well. Fathers’ education was positively associated with their perceptions of children’s commitment to school, peer interactions, and math and reading skills; child age showed a positive association with children’s participation in school activities; and the number of children in the family was negatively related to children’s math skills. Mothers’ education and marital satisfaction were positively linked to children’s asking for academic help, and mothers’ age and children’s age were positively associated with children’s participation in school work. Marital satisfaction was positively related to children’s performance in math and reading. Conclusions. Findings are discussed with regard to parents’ changing views on gender roles, the importance of children’s education, and early childhood development in squatter families. The policy implications of the findings are to buttress parents’ involvement in their children’s education in squatter families in the majority world countries.

Persistence and Emergence of Literacy Skills: Long-Term Impacts of an Effective Early Grade Reading Intervention in South Africa

Many countries strongly emphasize enhancing foundational reading skills, with the expectation that such improvements will catalyze the development of new cognitive abilities and lead to improved life outcomes. However, the relationship between early educational gains and later-life achievements remains theoretically complex and evidence is lacking, particularly from low- and middle-income countries (LMICs). This paper examines the long-term impacts of an early grade literacy intervention that was implemented in South Africa in Setswana language from 2015 to 2017. A unique feature of our study is the longitudinal tracking and assessment of the same group of students over a 7-year period, extending up to 4 years post-intervention. We found sustained improvements in Setswana oral reading fluency, indicating a lasting impact of the intervention. Moreover, treated students exhibited enhanced Setswana and English written comprehension skills, signifying the emergence of new skills. Grade progression also improved, potentially reducing dropout rates, and facilitating transitions to secondary education. This study contributes to the limited literature on the long-term causal impacts of early literacy investments in LMICs, suggesting potential for enduring educational benefits and improved later-life outcomes.

Is underweight associated with poorer diet, nutrient status, bone and cardiometabolic health, and school performance in Danish 8-11-year-olds?

Underweight, i.e. low body mass index for age and sex, may indicate undernutrition, but despite high prevalence, this aspect is largely overlooked in children in high-income countries. We explored if dietary intake, nutrient status, body composition, bone mineralization, cardiometabolic markers and school performance differed in schoolchildren with underweight compared to normal- and overweight. We used cross-sectional data from 815 Danish 8-11-year-old children collected in 2011. Intake of foods, macronutrients and key micronutrients (vitamin D, vitamin B12, calcium, iron, zinc and selenium) was assessed by 7-day dietary records. Measurements included anthropometry, dual-energy X-ray absorptiometry and tests of attention and reading skills. Fasting blood samples were analyzed for biomarkers of iron, long-chain n-3 fatty acids and vitamin D status as well as blood lipids, insulin and growth markers. Eighty-three (10.2%) children had underweight and were shown to have a lower intake of energy, red meat, protein and zinc and higher intake of added sugar than children with normal- and overweight. They also had higher fish intake relative to overweight, but blood biomarkers did not differ between groups. Children with underweight had lower fat percent and bone mineralization compared to peers with normalweight, but apart from lower insulin, they did not differ in overall cardiometabolic health or school performance. Although we found some differences in diet, there were no considerable differences in nutrient status, cardiometabolic health or school performance between children with underweight and their normalweight peers. However, the lower bone mineralization is a concern and needs further investigation.

Grade 10 Students’ Experiences with Catch-Up Fridays

This study investigated Grade 10 students’ experiences with Catch-Up Fridays at Prosperidad National High School during the 2023-2024 academic year. Utilizing a phenomenological approach, the research aimed to understand how students engaged with the program and its impact on their reading proficiency. A total of 30 Grade 10 students from Prosperidad National High School in Prosperidad District I, Agusan del Sur, were selected through purposive sampling for in-depth interviews. The study employed thematic analysis following Braun and Clarke’s (2006) guidelines, beginning with detailed readings of interview and focus group discussion transcripts. The findings revealed both challenges and benefits associated with the Catch-Up Fridays program. Students encountered significant issues with time management and task overload, which led to stress and decreased academic focus. The lack of engagement and relevance in some activities further diminished motivation, while limited teacher support exacerbated these difficulties. However, the program also demonstrated notable benefits, such as improved reading skills, increased engagement with diverse texts, and enhanced motivation and attitudes toward reading. These outcomes were consistent with the Theory of Student-Driven Learning, which emphasized the importance of student autonomy, relevant learning activities, robust support systems, and peer collaboration. The study highlighted the need for balancing workload, tailoring activities to student needs, ensuring effective support, and fostering a collaborative learning environment to improve the effectiveness of Catch-Up Fridays. Future research should explore integrating structured peer collaboration to enhance the program’s impact on student learning and confidence.

Comparing options for screening of reading difficulties in middle school: Do teacher ratings improve accuracy?

Reading problems may emerge beyond the primary grades when the linguistic and cognitive demands of reading comprehension increase in middle school. The accurate identification of students requiring supplemental reading instruction is critical to provide remediation and decrease the prevalence and likelihood of reading problems in secondary settings and beyond. Nevertheless, research guidance on middle school reading screening is scarce. This study analyzed data from 193 sixth-grade students across 12 classrooms to examine (a) how well various reading screeners predicted proficiency on the year-end state assessment, (b) what combinations of reading screeners were most accurate, (c) the extent to which a brief teacher rating improved classification accuracy, and (d) the agreement rates between the most accurate combinations of screeners. Screeners included the Sight Word Efficiency, oral reading fluency (ORF), maze, and a multiple-choice reading comprehension (MCRC) assessment. Results from logistic regressions and receiver operating characteristic curve analyses suggested that no single screener was appropriate for use and that combinations of two or three screeners assessing different reading skills improved classification accuracy (i.e., ORF + MCRC, ORF + maze + MCRC). Moreover, teacher ratings further improved classification accuracy but its predictive value depended on the combination of screeners. Finally, there was a high agreement regarding which students were identified as needing intervention between these combinations of screeners. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Analysis of the Effectiveness of the Teaching at the Right Level (TaRL) Approach in Improving Students' Literacy Skills through the 15-Minute Literacy Program at Primary School

This research aims to analyze the effectiveness of the Teaching at the Right Level (TaRL) approach in improving students' literacy skills through a 15-minute literacy program. This approach is based on grouping students according to their ability levels, allowing teaching strategies to be tailored to students' needs. The method used in this study is descriptive with a qualitative approach, where data is collected through observation, interviews, and documentation. Students are grouped based on their reading abilities: beginner, letters, words, paragraphs, and stories. The instruments used in this study are initial diagnostic and developmental tests conducted orally at the beginning and during the research process. These tests measure the overall development of students' reading skills over time. Data analysis is conducted to evaluate students' engagement and their responses to short but intensive literacy activities. The results indicate a significant improvement in students' literacy skills at all reading ability levels, both in comprehension and reading fluency. This improvement suggests that the TaRL approach can effectively enhance elementary school literacy skills. This research is expected to significantly contribute to developing more effective literacy strategies in elementary schools to optimize short yet effective learning time.

The Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

The Teaching Practice of Primary School Malay Language Teachers in Basic Reading Skills: A Literature Review

Expecting less in hard times: How the state of the economy influences students’ educational expectations

Students’ realistic aspirations about their educational attainment (expectations) are predictive of their efforts, actions, and future outcomes. Limited evidence suggests these expectations are affected by the macroeconomy; however, the direction is ambiguous. We combine seven waves of Programme for International Student Assessment (PISA) data to examine this relationship in 38 OECD countries. Using within-country fixed-effect regressions, we find students have significantly lower educational expectations when GDP growth is low or negative. Assessing the heterogeneity of these relationships, we find that the expectations of students with below-average reading skills or who attend non-metropolitan schools are most strongly affected by the state of the economy. The results also suggest that when GDP growth is weak, students are significantly more likely to complete zero homework and arrive late to school, are less likely to participate in extracurricular academic programs, and expect lower labour market returns to completed education.

"We're going to sit with a generation [of learners] who cannot even construct a CV because they can't bloody read": Reading interventions by English teachers

Teaching reading skills is one of the most intricate tasks expected of teachers. This is especially true since the COVID-19 pandemic because of the decline in Grade 4 learners' reading comprehension levels. The Department of Basic Education indicated that the 2021 PIRLS report revealed that 81% of South African Grade 4 learners struggle to read with comprehension in their home language. This hinders Intermediate Phase learners' ability to transition effectively from learning to read to reading to learn, given that they must start acquiring subject-specific knowledge. In this article, we explore how English Home Language (EHL) and English First Additional Language (EFAL) Intermediate Phase teachers have been teaching reading since the COVID-19 pandemic. Using an interpretivist qualitative research approach with a phenomenological research design, we determined the reading teaching practices used by EHL and EFAL Intermediate Phase teachers to teach reading.

Enhancing Reading Ability Through the Cooperative Integrated Reading and Composition (CIRC) Model: A Study with Fifth-Grade Elementary School Students

Reading comprehension is a vital aspect of language proficiency that elementary school students must master. Proficient reading skills enable students to actively acquire diverse information efficiently. The cooperative integrated reading and composition (CIRC), is a teaching model designed to enhance students’ reading comprehension skills through collaborative learning activities. This research aims to investigate the impact of the CIRC model on the reading comprehension abilities of fifth-grade students at SD Negeri 1 Kairatu. Employing an experimental design with a one-group pretest and post-test setup, the study involved 41 students. The CIRC model served as an independent variable, while reading comprehension ability constituted the dependent variable. The research instrument utilized was a reading comprehension test. Data analysis was conducted via a paired sample t-test, revealing a significant difference in students’ reading comprehension abilities before and after learning with the CIRC model (p = 0.00, &lt; 0.05). These findings underscore the effectiveness of the CIRC model in improving students’ reading proficiency. The study’s results underscore the importance of prioritizing reading skills development to enhance elementary students’ literacy levels. It recommends the widespread adoption and continuous practice of the CIRC model in elementary schools to cultivate students’ interest and competence in reading. This research contributes to the ongoing efforts to enhance reading education methodologies and promote literacy among elementary school students. Keywords: CIRC model, reading comprehension, reading literacy, elementary school students

Differences between governors and non-governors of the Holy Koran in the development of reading skills of educated learners

This study aims to reveal the differences between the keepers and non-keepers of the Holy Quran in the development of reading skills of educated learners, on a sample of 45 pupils who are keepers of the Holy Quran and 45 pupils who are not keepers of the Holy Quran in some primary schools in Boumerdes State, chosen intentionally and with the adoption of the prescribed curriculum. - The existence of statistically significant differences between governors and non-governors of the Holy Koran in the development of reading skills of educated learners. - The existence of statistically significant differences between the sexes in the development of reading skills among learners studying for the benefit of schoolgirls. This indicates that the motivation of schoolgirls is higher than that of pupils in linguistic attainment. The study concluded with a series of recommendations drawn from the findings of previous studies and the results of the current study. Keywords: Holy Quran, Literacy Development, Learners, Teachers.

Development of Interactive Digital Worksheets (LKPD) Using Liveworksheet to Improve the Reading Skills of Javanese Script

The learning media currently used for teaching Javanese script reading do not meet the needs of teachers and students in terms of quality and quantity. This issue affects the quality of learning and, consequently, student learning outcomes. Therefore, the aim of this study is to develop an interactive digital worksheet (LKPD) using Liveworksheet, based on the ADDIE model, to assess the validity of its quality and measure its effectiveness in improving students' Javanese script reading skills. This research follows an R&amp;D and experimental design. The selected sample consisting of 31 students from popuation 191 students. The methods used include observation, interviews, questionnaires, and tests. Instruments used to collect data are validation test sheets and tests. The data analysis technique employed is descriptive statistical analysis. The interactive digital worksheet Liveworksheet has a significant impact on improving students' Javanese script reading skills. It is concluded that the interactive digital worksheet Liveworksheet is feasible to use as a learning medium for Javanese script reading and is effective in enhancing students' reading skills in Javanese script.

Biomedical Engineering Literature: Advanced Reading Skills for Research and Practice

Medical engineering is a field of study that combines biological and medical sciences with engineering to develop improved healthcare technologies. It is imperative that you possess a deep understanding of both the material and the technical language used in this rapidly advancing field in order to effectively grasp key topics and navigate the rapidly expanding literature. This paper examines the future of the biomedical engineering profession through the lens of advanced reading strategies. It starts with the assertion that biomedical engineering literature presents three challenges: the level of density is technical, the area is interdisciplinary, and the growth of knowledge is exponential. In the view of the above challenges, the paper discusses various advanced reading skills in relation to biomedical engineers. These skills include the ability to critically read scientific texts, both at a fast pace for an overview and in detail for deeper understanding, to identify key ideas and methodologies relevant to the field, and to assess the validity of scientific claims and data representations. The paper also aims at pointing out how separate elements like the use of systematic reviews, of meta-analysis, of data visualization tools that complement reading, help the researcher in the process of managing gathered information from various sources. This paper describes teaching these skills for both academic and professional practice, with examples of how improved reading competencies can enhance research quality and contribute to innovations in medical technologies, tissue engineering, and clinical trials. Furthermore, the paper aims to discuss the future trends due to the increasing incorporation of continuous learning for addressing the challenges posed by novel technologies including artificial intelligence and nanotechnology that define the future of biomedical engineering. biomedical engineering students require the acquisition of higher order reading skills in preparation for information reading: national and international publications in the engineering profession, policy and technology in support of health care delivery systems, product development, and other purposes. The ideas stated and demonstrated in this paper should be practical to both beginning scholars and veteran professionals in the biomedical engineering field as well as useful for seminar and workshop participants in seminars and workshops on biomedical engineering literature.

Inadequate foundational decoding skills constrain global literacy goals for pupils in low- and middle-income countries.

Learning to read is the most important outcome of primary education. However, despite substantial improvements in primary school enrolment, most students in low- and middle-income countries (LMICs) fail to learn to read by age 10. We report reading assessment data from over half a million pupils from 48 LMICs tested primarily in a language of instruction and show that these pupils are failing to acquire the most basic skills that contribute to reading comprehension. Pupils in LMICs across the first three instructional years are not acquiring the ability to decode printed words fluently and, in most cases, are failing to master the names and sounds associated with letters. Moreover, performance gaps against benchmarks widen with each instructional year. Literacy goals in LMICs will be reached only by ensuring focus on decoding skills in early-grade readers. Effective literacy instruction will require rigorous systematic phonics programmes and assessments suitable for LMIC contexts.

Impact of Augmented Reality-Based Learning on Preparing Children for Creative Reading Skills in Childhood Education Stage

This study investigated the impact of augmented reality (AR)-based learning on developing creative reading skills in early childhood education. Using validated instruments, including an AR-based learning guide, and a creative reading skills test, the study involved 254 primary school children from northern Jordan. The sample of the study was divided into an experimental group of 127 children who engaged with AR technology, and a control group of 127 children who received traditional teaching. Findings indicated that the experimental group scored significantly higher on the creative reading skills test than the control group. Statistical analysis using one-way ANOVA confirmed these differences as significant, underscoring the effectiveness of AR-based learning in improving creative reading skills. These results suggest that AR technology holds potential to develop learning outcomes in early childhood settings. Based on these findings, it is recommended to integrate AR technology into early childhood curricula to better support children’s creative reading abilities. As an engaging and interactive tool, AR can nurture creative thinking and cognitive skills that go beyond traditional teaching. Additionally, AR transforms learning into a stimulating, multidimensional experience that enhances children’s motivation to engage actively in the educational process. By creating virtual environments with interactive elements, AR aligns learning closely with real-world contexts, promoting innovative approaches to reading skill development. Further research should explore AR applications in other early childhood education areas, and expand AR-based educational tools, with an emphasis on adapting content to local cultural contexts to achieve effective, impactful results in children’s skills development.

Efektifitas Token Ekonomi untuk Meningkatkan Kemampuan Membaca pada Anak

Reading skills play a vital role in everyone’s life. By ages 5-6, children should ideally begin recognizing early writing indicators, having already started learning grammar and developing a vocabulary of around 3,000 words. The aim of this study is to examine the effectiveness of a token economy system in enhancing children’s reading skills. This research is quantitative, employing an experimental approach. The intervention method used here is the token economy system, in which researchers apply an observation guide to monitor and adjust subjects’ behaviors to align with desired reading behaviors. The findings from this intervention show a rapid improvement in the subject's early reading skills. The child was able to identify and point to letters independently, differentiate between letters on their own, name words in pictures, and break down words independently. This study concludes that the token economy system is effective in improving children’s reading skills.