Reading Research Articles

Learning Community Management (Kombel) In Improving Student Literacy At SDN 2 Jenggala, Tanjung Sub-District, North Lombok

This study aims to determine how the learning community (Kombel) improves student literacy at SDN 2 Jenggala, Tanjung District. The research is a study with the research subject being the Learning Community (Kombel) at SDN 2 Jenggala. Data collection techniques in this study were carried out by observation, interview, and documentation. The author uses triangulation techniques to analyze the information obtained. Based on data analysis, the results obtained from this study show that the learning community of SDN 2 Jenggala has carried out management principles with planning, program implementation, supervision, and evaluation of activities. This is done by the learning community of SDN 2 Jenggala to improve the quality of learning at SDN 2 Jenggala. The program of the SDN 2 Jenggala learning community in improving student literacy is the existence of a reading corner, reading aloud activities, labeling, Salaman ya (Saturday smooth reading), and one word before going home. It is hoped that this activity can be consistently carried out so that it can be transferred to other schools in the Tanjung sub-district. Keywords: Learning Community, Management, Teacher Empowerment

Suggestion of a hybrid computational model to optimize EEG motor imagery signals classification

Brain-computer interfaces (BCIs) have proven to be innovative and promising technologies for human-machine interaction. However, distinguishing with relative precision between EEG motor signals generated by real or imagined movements of the left and right hands has still been a major challenge. By analyzing brain electrical signals and the processes of reading, processing, and interpreting data, the hybrid model suggested in this dissertation contributed to greater effectiveness of the algorithms, with accuracy above that normally found in most models present in the most recent literature. The experimental and observational research carried out in the creation of the methodology applied in this dissertation ensures the replication of automation methods, techniques, and algorithms, machine learning, and more specifically, in data preparation, feature extraction, signal classification, and obtaining results with greater accuracy for the implementation of brain-computer interfaces, BCIs. This dissertation opens new possibilities for future research and deepening of techniques, tools, and new experiments. With a premise to create personalized BCIs and trained specifically for individual pattern recognition, as they have shown greater potential results. Each human being is unique and has singular characteristics that distinguish them from all other beings.

The impact of integrating Microsoft Teams – Reading Progress as an Artificial Intelligence (AI) platform for promoting learners’ reading aloud skills

The impact of integrating Microsoft Teams – Reading Progress as an Artificial Intelligence (AI) platform for promoting learners’ reading aloud skills

Oral reading promotes predictive processing in Chinese sentence reading: eye movement evidence.

Fluent sentence reading is widely acknowledged to depend on top-down contextual prediction, wherein sentential and contextual cues guide the pre-activation of linguistic representations before encountering stimuli, facilitating subsequent comprehension. The Prediction-by-Production hypothesis posits an explanation for predictive processes in language comprehension, suggesting that prediction during comprehension involves processes associated with language production. However, there is a lack of eye movement evidence supporting this hypothesis within sentence reading contexts. Thus, we manipulated reading mode and word predictability to examine the influence of language production on predictive processing. Participants engaged in silent or oral reading of sentences containing either high or low-predictable target words. Eye movements were recorded using the Eyelink1000 eye tracker. The findings revealed a higher skipping rate and shorter fixation times for high-predictable words compared to low-predictable ones, and for silent compared to oral reading. Notably, interactive effects were observed in the time measures (FFD, SFD, GD) during first-pass reading, indicating that word predictability effects were more pronounced during oral reading than silent reading. The observed pattern of results suggests that the activation of the production system enhances predictive processing during the early lexical access, providing empirical support for the Prediction-by-Production hypothesis in eye movement sentence reading situations, extending the current understanding of the timing and nature of predictions in reading comprehension.

Reading Retardation: The Reading Difficulties and it’s Solutions According to Rushdi Ahmed Tuaima

This study aims to understand the concept of reading difficulties especially reading retardation, and the solution to fix that problem, according to Rushdi Ahmed Tuaima. The researcher also used a book by Abdul Hamid Sulaiman to compare the data. This type of research is library research. The method used in this research is a descriptive method with a qualitative approach. The data collection technique used is documentation and observation to know the application for treating reading difficulty in the school. Meanwhile, the data analysis technique used in this research is content analysis. This research reveals that Retardation reading is a student's slowdown individual process in reading. This is measured not by comparing them with others but by their mental abilities. Rushdi Ahmed Tuaima suggested that the teacher should not force the students to achieve standards that other students have achieved. Teachers must motivate students to restore their self-confidence. Apart from this, exercise is also essential to do. The treatment of reading difficulties was successfully applied in the 9th grade of Ali Maksum Islamic Junior High School, which improved the student's academic and mental aspects. The researcher hopes this research can be a reference for all teachers to implement for learning reading skills.

The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension Among Japanese Adolescents.

Previous studies demonstrated the influential role of sustained attention in the reading comprehension of alphabetic writing systems. However, there is limited understanding of how these cognitive functions contribute to reading comprehension in non-alphabetic systems, such as Japanese. This study seeks to explore this gap, focusing on how sustained attention and response inhibition function in a writing system where some of the characters represent meanings rather than sounds, introducing another layer of difficulty in the complex process of reading; Methods: Seventy-five Japanese 9th grade students performed a task to assess sustained attention and response inhibition. The cognitive test was carried out using tablets to enable feasible parallel group administration while maintaining high comparability with ecological classroom settings. Reading comprehension was measured using an exam that the participants took as part of their educational routine; Results: Our results indicate that both sustained attention and response inhibition significantly contributed to the reading comprehension of Japanese 9th grade students; Conclusions: These results replicate and expand previous studies documenting the contribution of sustained attention on the reading comprehension of alphabetic writing systems to a non-alphabetic system. Moreover, our findings unravel another important cognitive factor, namely response inhibition in reading comprehension. We suggest that response inhibition may play a crucial role in reading non-alphabetic writing systems that pose high cognitive demands, such as Japanese.

Curiosity and Digital Stories: Exploring Preschoolers’ Behaviors

<p style="text-align:justify">Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.</p>

Whole Exome Sequencing of Intracranial Epidermoid Cysts Reveals Immune-Associated Mechanistic and Potential Targets.

Background/Objectives: Intracranial Epidermoid Cysts (IECs) are rare intracranial tumors primarily treated through surgery. Cyst adherence complicates complete removal, leading to high rates of tumor progression after subtotal resection. The molecular drivers of IEC remain unknown. Consequently, advances in treatment have fallen short. Tumor genetic profiling has revealed potential targets for drug development, including FDA-approved options and reshaping treatment. The genetic landscape of IECs has not been explored. We applied Whole Exome Sequencing (WES) to IECs to gain insights into the mechanisms of oncogenesis and identify potential therapeutic targets. Methods: We performed WES on tumor tissue and matched blood samples, when available. Following GATK best practices, we conducted read processing, quality control, somatic variant calling, and copy-number inference. Data analyses and visualization were conducted in R. Results: Top altered genes are associated with the immune system and tumor microenvironment, suggesting a mechanism of immune evasion. Gene and pathway enrichment revealed a high mutation burden in genes associated with Extracellular Matrix (ECM) and PI3K-AKT-mTOR cascades. Recurrent and deleterious alterations in NOTCH2 and USP8 were identified in 50% and 30% of the cohort, respectively. Frequent amplifications in deubiquitinases and beta-defensins strengthened the involvement of immune mechanisms for oncogenic transformation. Conclusions: Top altered genes and recurrent mutations may play a role in shaping the microenvironment and modulating immune evasion in IECs. USP8 and NOTCH2 may serve as clinically relevant target for IECs. Finally, we present evidence that the crosstalk between the PI3K-Akt-mTOR and ECM signaling pathways may play a role in modulating the immune escape mechanism in IECs.

Individual refresh ability modulates irrelevant speech effect in reading: Evidence from eye movements

This study randomly recruited 245 college students aged between 18 and 21 years old who had never studied Spanish and selected 60 subjects (30 with high refresh ability and 30 with low refresh ability) based on their scores on a refresh ability test. The mixed experimental design of 2 (refresh ability: high, low) ×3 (background sound: meaningful, meaningless, silent) was adopted. The Eyelink1000 eye tracker was used to record the eye movement data of the subjects when reading the sentences of scientific papers. At the same time, meaningful (news broadcasting) or meaningless (Spanish) background sounds are played. Based on this, the moderating effect of individual refresh ability with the impact of irrelevant speech was investigated. According to the results, the interaction between refresh ability and the meaningful background sound condition was significant, and it had an impact on the totalreading time, gaze count, regression count, total fixation time, and regression-path duration. However, the interaction with the meaningless background sound condition was not significant. The results showed that: (1) refresh ability significantly regulates the irrelevant speech effect in reading, compared with individuals with high refresh ability. The meaningful background sounds have a greater negative impact on the reading of individuals with low refresh ability; (2) the regulating effect of refresh ability occurs in the late stage of vocabulary processing and semantic integration. The results supported the attentional capture theory and found that the irrelevant speech effect in Chinese reading is modulated by individual refresh ability, which mainly acts on semantic components in late reading processing.

Facilitating Students’ Pronunciations on Plosive Consonant Sounds Through Sephonics Software

This research was about facilitating students’ pronunciations on plosive consonant sounds through Sephonics software. It was done at 3rd semester students of ELT Department of Walisongo State Institute for Islamic Studies in the academic year of 2011/2012. The background of this research was the difficulty in learning pronunciation. This research was aimed to responding the following questions; (1) How was the implementation of using sephonics software for teaching pronunciation (plosive consonant sounds) at third semester students of ELT Department, State Islamic Institute of Walisongo, Semarang? (2) Was there any improvement of students’ pronunciation of plosive consonant sounds after being taught using sephonics software? The participant of this research was the 3rd semester students of ELT Department of Education Faculty, Walisongo State Institute for Islamic Studies, Semarang that consisted of 28 students. It was a classroom action research that had two cycles. They were pre-cycle, cycle 1, and cycle 2. The use of sephonics software was used in cycle 1 and cycle 2. The methods of data collection were test and observation in all cycles. The test form was reading aloud that asked students to pronounce some words that contained plosive consonant sounds. Then, the result of test scores was analyzed by using mean to determine whether there was an improvement in each cycle. This study showed that: (1) the first thing that the teacher needed to do to use this software as a teaching aid was that he or she must conduct the class in a language laboratory. If it was not possible, the teacher could conduct the class in a regular classroom by providing several computers or laptops. Then, the students must be grouped based on the number of the computers. The second thing was that this was CALL learning based; the teacher might explain how to use the software in order that the students could practice by themselves outside of class schedule. (2) After collecting data, the result was found that the average (mean) of pre cycle test was 69. Then, it had very significant improvement in cycle 1 and cycle 2. It became 98.7 from cycle 1 test and 99.6 from cycle 2 test. It meant that the research was successful to improve the students’ pronunciation abilities. In conclusion, Sephonics software was successful to facilitate students’ pronunciations on plosive consonant sounds.

Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables

While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.

Augmented Reality Technology For Arabic Vocabulary Learning As A Model Of Quran Reflection For Hearing Impairment Adults

This study uses innovative Augmented Reality Technology to analyze a new model design of Quranic reflection through learning Arabic vocabulary for adult learners with hearing impairments. Learning the Arabic vocabulary contained in the Al-Quran and understanding its meaning will facilitate the process of reading, understanding, memorizing, and practicing it. Nevertheless, Tadabbur Al-Quran, through a vocabulary approach based on Augmented Reality Technology for deaf adult learners, has still not been researched and developed. Therefore, a new model should be well-designed and appropriate to their needs and preferred learning styles. This study uses the needs analysis model of Hutchinson and Waters, 1987 which consists of Lacks, Needs, and Wants to collect data. The study findings show that most respondents do not know the Arabic vocabulary in Juz 30 related to humans, animals, plants, and other natural creations and phenomena. In addition, most of them agreed to learn the Arabic language in Juz 30 with the help of AR technology. This study will provide a practical learning experience for adult learners with hearing impairments using Augmented Reality Technology.

The effect of augmented reality storybooks on the story comprehension and retelling of preschool children.

This study aimed to compare the retelling and story comprehension performance of two groups of preschool children-an experimental and a control group-who experienced printed and augmented reality storybooks. The participant group consisted of 90 participants, with 45 in the experimental group (22 girls, 23 boys) and 45 in the control group (21 girls, 24 boys). The average age of the children was 54.2 months. In the study, the researcher evaluated children's story-retelling performance using the rubric and used a Story Comprehension Test to measure their story comprehension performance. The researchers utilized the ROAR application to incorporate augmented reality content into the books. In the pre-test phase, the teachers read the designated texts to the children in the experimental and control groups. After the eight-week break, the control group experienced the same texts with printed books, while the experimental group experienced them with augmented reality support. Each child participated individually in the reading process with the teacher. In the study, teachers asked the children to retell the story and asked the questions from the Story Comprehension Test at the end of each book reading section for pre-test and post-test measurements. The pre-test results revealed no significant difference in the two groups' story-retelling and Story Comprehension Test scores. The post-test results indicated a significant difference in the story-retelling performance and Story Comprehension Test scores between the experimental and control groups, favoring the experimental group. Based on these findings, the augmented reality content can potentially enhance children's retelling and story comprehension performances.

Unlocking the Power of Process-based Reading Models: Pedagogical Insights for the EFL Classrooms

This article discusses the concept of reading as a process rather than a final outcome, emphasizing its importance in the EFL (English as a Foreign Language) classroom. It explores various process-based reading models, highlighting their pedagogical implications. It argues that understanding reading as a process is crucial for effective teaching and learning in the EFL context. The main objective is to provide a comprehensive analysis of process-based reading models and their implications for pedagogy in EFL classrooms. This article delves into the significance of viewing reading as a dynamic process rather than a mere end result within the realm of English as a Foreign Language (EFL) education. It navigates through various process-based reading models, shedding light on their profound implications for pedagogy. Emphasizing the pivotal role of understanding reading as a multifaceted process, the article endeavours to provide a comprehensive examination of these models and their instructional ramifications. Through an extensive literature review, the article scrutinizes the diverse linguistic processes intrinsic to reading, while revisiting prominent process-based models such as Irwin and Baker’s reading comprehension model, and the Triangle Model of Reading. Each model, it elucidates, offers distinctive insights into the reading process: the Triangle Model underscores the interplay between phonological and semantic pathways.

Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study

Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer to the acquisition of subsequent constructions without explicit guidance is an unexplored domain. This study addresses these research gaps by recruiting 42 Korean undergraduate students and assigning them to the metalinguistic or baseline groups. The metalinguistic group read an English text supplemented with bottom-margin metalinguistic explanations, which elucidated the first half of the target grammar (without explanations for the second half), whereas the baseline group read the same text without explanations. This study used eye-tracking technology to register participants’ eye movements during reading, followed by an announced reading comprehension test and an unannounced error correction test. Statistical analyses using linear mixed-effects models (LMMs) and t-tests revealed that metalinguistic explanations significantly enhanced incidental grammar acquisition in L2 learners without compromising overall reading processes and comprehension. However, the benefits of metalinguistic explanations in the metalinguistic group failed to extend to the incidental learning of other unexplained constructions.

Task Activities to Enhance Reading Aloud in English in Students From 8th Grade, San Pablo, Heredia

Task Activities to Enhance Reading Aloud in English in Students From 8th Grade, San Pablo, Heredia

Mechanisms of Defect-Mediated Memristive Behavior in MoS2 Monolayer.

The switching dynamics of a Au∥VS2@MoS2 atomristor is explored by first-principles computations of the atomic-configuration energy and electron transport. It is found that external bias can reduce the energy barrier between the two (high- and low-) conduction states, to achieve nonvolatile resistive switching. We find that the force acting on the switching atom is a combination of electrostatic force (while its charge is induced both electrostatically and chemically) and also by electron-wind, whose effect may hinder the writing process at larger bias. The analysis uncovers how the writing and reading processes of the atomristor depend on several factors: (i) atomic structure details of the Au tip; (ii) the space-gap distance between the tip and MoS2 layer; and (iii) tip metal choice. The fundamental understanding of switching events provides useful guidance for memristor design and possible limitations.

Item Bank Development and Content Validation of a Youth Sport Specialization Assessment

OBJECTIVE: To refine and evaluate the content validity of a bank of items representing the physical, social, and motivation behaviors associated with youth sport specialization. DESIGN: Qualitative analysis METHODS: The conceptual framework for item generation involved an existing consensus-based definition of youth sport specialization. Purposive sampling recruited English literate youth athletes who participated in at least one organized sport in the past 12 months to participate in individual cognitive interviews. Three rounds of interviews used a ‘read aloud; think aloud’ strategy to evaluate the comprehension, relevance, and comprehensiveness of the items and their response structure. One reviewer conducted thematic analysis of verbatim transcripts following rounds 1-2; after round 3, two independent reviewers evaluated the content validity of all items. The full research team reviewed results and established consensus regarding item acceptance, revision or removal. RESULTS: Twenty-two participants (64% male, 13.8±3.0 years) were interviewed. Participants were classified as low (59%), moderate (23%), and high (18%) specialization. Thirty-one items organized into participation volume, physical, motivation, and social domains were tested. Comprehension of 24 items in the physical (n=6), motivation (n=12), and social (n=6) domains was acceptable. No participation volume items achieved content validity. Acceptable items were considered relevant to youth sport specialization, and the item bank was deemed comprehensive. Participants affirmed the response structure was easy to understand and use. CONCLUSION: Content validity was established for a bank of patient-reported items assessing youth sport specialization. An appropriate next step is to conduct psychometric evaluation and develop a youth sport specialization assessment.

Shared reading aloud to enhance language and literacy

ABSTRACT In an era of evolving literacy challenges, an Italian based project ‘Leggere: Forte!’ (Reading Strong) is promoting shared reading aloud to spark youth interest in reading and improve language skills. Now in its third year, the project team have analysed the impact of daily shared reading on 1829 children aged 3-10. The results show significant benefits in language, comprehension, and literacy, and highlight disparities between the experimental and the control groups. Teacher feedback underscores the positive effects of this version of shared reading. The initiative demonstrates the educational value of shared reading and calls for its integration into modern education, suggesting it as a foundation for further research and the development of rich, diverse learning environments.

Acoustics of the alignment of narrow focus prosody and lexical stress in native and nonnative English productions.

This study examined the acoustic correlates of the alignment between lexical stress and narrow focus prosody in English and investigated how this alignment is learned by second language learners whose native language is prosodically distinct from English. A production experiment was conducted where native English speakers and Korean learners of English were asked to read aloud sentences with a narrow focus on trisyllabic words with various stress patterns (e.g., ánimal, Novémber, submaríne). In the native English productions, the stressed syllables were characterized by either a rising F0 contour (for word-initial stress) or increased periodic energy (for word-medial and -final stress). The Korean speakers (KSs) produced stressed syllables with a rising F0 contour regardless of stress position, differing from the native speakers, and they exhibited greater periodic energy for word-medial and -final stressed syllables, similar to the native speakers. In addition, the KSs with higher English proficiency showed more native-like patterns by exhibiting a post-focus F0 drop immediately after word-initial stressed syllables. These findings are discussed in the context of existing literature and potential factors contributing to the challenges observed in L2 prosody learning.