Reading Research Research Articles

READING STRATEGIES EMPLOYED BY HUE UNIVERSITY NON-ENGLISH MAJORED STUDENTS IN READING ENGLISH LEVEL B1 TEXTS

The first half of the 20th century has witnessed a change in language teaching and learning, especially in reading skill. It is argued that, “although for beginner readers, reading seems to be a linear, predictable and clear-cut process, various reading comprehension models have been developed to prove the complexities of reading process” [4, p.173]. However, though students have to read a large volume of academic texts in English, many of them entering university education are unprepared for the reading demands placed on them [5]. As a result, the focus in reading research was shifted from the product of reading to the process of reading, with particular attention to strategies that readers use to assist comprehension in various reading contexts. This paper aims to find out the reading strategies that non-English majored students often used in their reading of English level B1 texts. A questionnaire was used before and after the reading strategy instruction to collect data. The findings of this research indicate that students use a wide variety of strategies in their reading English texts after receiving the intervention. Accordingly, reading strategy instruction should be taken into greater considerations by both EFL teachers and students so as to purposely activate and strengthen these strategic reading tools for students’ life-long learning.

Why higher-level reading is important

Societies are facing fundamental transformations as digital technologies are changing the ways we live, interact, work, study and read. The social and cultural impact of the digitization process on reading skills and practices remains under-researched. While digital technologies offer much potential for new forms of reading, recent empirical research shows that the digital environment is having a negative impact on reading, in particular on long-form reading and reading comprehension. It also remains unclear whether the transition to digital media actually lives up to its promise of improving learning outcomes. Recent studies of various kinds indicate a decline of crucial higher-level reading competencies and practices, such as critical and conscious reading, slow reading, non-strategic reading and long-form reading. Current educational policy, meanwhile, relies heavily on monocultural standardized testing of basic reading capabilities and on growing use of digital technologies. Reading education, assessment, research and policy-making should focus more on higher-level reading practices in both adults and children in order to understand the development of reading skills and practices in an age increasingly dependent on a ubiquitous digital infrastructure.

Reading Difficulties Identification: A Comparison of Neural Networks, Linear, and Mixture Models

ABSTRACT Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a different set of kindergarten-age factors emerge as the strongest predictors of reading fluency and comprehension difficulties across the models. Method RD were identified in a Finnish sample (N ≈ 2,000) based on Grade 9 difficulties in reading fluency and reading comprehension. The predictors assessed in kindergarten included gender, parental factors (e.g., parental RD, education level), cognitive skills (e.g., phonological awareness, RAN), home literacy environment, and task-avoidant behavior. Results The results suggested that the neural networks model is the most accurate method, as compared to the linear and mixture models or their combination, for the early prediction of adolescent reading fluency and reading comprehension difficulties. The three models elicited rather similar results regarding the predictors, highlighting the importance of RAN, letter knowledge, vocabulary, reading words, number counting, gender, and maternal education. Conclusion The results suggest that neural networks have strong promise in the field of reading research for the early identification of RD.

Centering Black women’s ways of knowing: A review of critical literacies research in early childhood

In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker’s (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research. Similarly, I analyze the affordances of Pro-Black and marginalized theories in critical literacies research, such as Black Feminist Thought (Collins, 2002), for understanding and expanding how we attend to positionality in early literacy educational research. Grounded in Black Feminist theories (Collins, 2002) and methodologies (Evans-Winters, 2019) as well my own positionality as a Black woman, this article takes up one specific concern from the call for this special issue, that is to address the lack of Pro-Black research in early literacy education. In so doing, I aim to broaden the ways that a historically praxis-oriented body of research in early childhood and elementary education, critical literacies research, is theorized and enacted by integrating more thoroughly Black women’s ways of knowing. I explore how to leverage our individual and combined perspectives, which are grounded in our rich history of resistance and thriving in the face of adversity, to produce knowledge and literacy practices useful for justice-oriented education. Through an analysis of academic literature related to critical literacies research and Black women educators in early childhood and elementary education, I address the question: How are Black women’s ways of knowing integrated in early childhood and elementary critical literacies research with participants who are Black women educators? I offer a sense of the extent to which Black women educators’ ways of knowing are associated with the term critical literacy and also identify fruitful strategies that critical literacies researchers can use to integrate Black women’s ways of knowing into the knowledge base and practices of critical literacies in early literacy research. Some strategies include integrating Black women educators' emotions and spiritual knowledge into the research and co-researching with Black women who are also participants.

Hong Kong Chinese character psycholinguistic norms: ratings of 4376 single Chinese characters on semantic radical transparency, age-of-acquisition, familiarity, imageability, and concreteness

Several norms of psycholinguistic features of Chinese characters exist in Mandarin Chinese, but only a few are available in Cantonese or in the traditional script, and none includes semantic radical transparency ratings. This study presents subjective ratings of age-of-acquisition (AoA), familiarity, imageability, concreteness, and semantic radical transparency in 4376 Chinese characters. The single Chinese characters were rated individually on the five dimensions by 20 native Cantonese speakers in Hong Kong to form the Hong Kong Chinese Character Psycholinguistic Norms (HKCCPN). The split-half reliability and intra-class correlations testified to the high internal reliability of the ratings. Their convergent and discriminant patterns in relations to other psycholinguistic measures echoed previous findings reported on Chinese. There were high correlations for semantic radical transparency, imageability and concreteness, and moderate-to-high correlations for AoA and familiarity among subsets of items that had been collected in previous studies. Concurrent validity analyses showed convergence in predicting behavioral response times in various tasks (lexical decision, naming, and writing-to-dictation) when compared with other Chinese character databases. High predictive validity was shown in writing-to-dictation data from an independent sample of 20 native Cantonese speakers. Several objective psycholinguistic measures (character frequency, stroke number, number of words formed, number of homophones and number of meanings) were included in this database to facilitate its use. These new ratings extend the currently available norms in language and reading research in Cantonese Chinese for researchers, clinicians, and educators, as well as provide them with a wider choice of stimuli.

Automated Identification of Incomplete and Complete Retinal Epithelial Pigment and Outer Retinal Atrophy Using Machine Learning

To assess and validate a deep learning algorithm to automatically detect incomplete retinal pigment epithelial and outer retinal atrophy (iRORA) and complete retinal pigment epithelial and outer retinal atrophy (cRORA) in eyes with age-related macular degeneration. In a retrospective machine learning analysis, a deep learning model was trained to jointly classify the presence of iRORA and cRORA within a given B-scan. The algorithm was evaluated using 2 separate and independent datasets. OCT B-scan volumes from 71 patients with nonneovascular age-related macular degeneration captured at the Doheny-University of California Los Angeles Eye Centers and the following 2 external OCT B-scans testing datasets: (1) University of Pennsylvania, University of Miami, and Case Western Reserve University and (2) Doheny Image Reading Research Laboratory. The images were annotated by an experienced grader for the presence of iRORA and cRORA. A Resnet18 model was trained to classify these annotations for each B-scan using OCT volumes collected at the Doheny-University of California Los Angeles Eye Centers. The model was applied to 2 testing datasets to assess out-of-sample model performance. Model performance was quantified in terms of area under the receiver operating characteristic curve (AUROC) and area under the precision-recall curve (AUPRC). Sensitivity, specificity, and positive predictive value were also compared against additional clinician annotators. On an independently collected test set, consisting of 1117 volumes from the general population, the model predicted iRORA and cRORA presence within the entire volume with nearly perfect AUROC performance and AUPRC scores (iRORA, 0.61; 95% confidence interval [CI] [0.45, 0.82]: cRORA, 0.83; 95% CI [0.68, 0.95]). On another independently collected set, consisting of 60 OCT B-scans enriched for iRORA and cRORA lesions, the model performed with AUROC (iRORA: 0.68, 95% CI [0.54, 0.81]; cRORA: 0.84, 95% CI [0.75, 0.94]) and AUPRC (iRORA: 0.70, 95% CI [0.55, 0.86]; cRORA: 0.82, 95% CI [0.70, 0.93]). A deep learning model can accurately and precisely identify both iRORA and cRORA lesions within the OCT B-scan volume. The model can achieve similar sensitivity compared with human graders, which potentially obviates a laborious and time-consuming annotation process and could be developed into a diagnostic screening tool.

Can reading practitioners and researchers improve intensive reading support systems in a large urban school system?

One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data‐based decision‐making process called data‐based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta‐analyses of DBI studies by university‐based researchers have shown positive effects, but university research studies do not involve many of the implementation science‐related factors that affect success. This study addresses the dearth of data from practice‐based studies that incorporate DBI and was done as a researcher–practitioner collaboration, developed with based on the theory that the collaborators' combined knowledge and skills could produce positive outcomes. Mixed methods were used to examine whether there was evidence of success in implementation DBI conducted through a researcher–practitioner partnership in New York City Public Schools, the largest public school system in the United States. Specifically, data were collected concerning the quality of DBI implementation and changes in teachers' and administrators' perspectives about the value of implementing intensive intervention. Results indicated that district‐level implementation met many criteria for effective DBI, that school teams (N = 6) implemented DBI with an overall high level of fidelity (mean score of 4.1 on a 5‐point scale) and that teachers and school administrators changed their thinking about intensive intervention as a result of participation in DBI. Stakeholder interview data indicated a high level of social acceptability for DBI implementation. Features of the research–practice partnership thought to have contributed to the success of the project are discussed.

Phallacy: Life Lessons from the Animal Penis

We thought the opening chapters of Emily Willingham’s Phallacy: Life Lessons from the Animal Penis were superb. Willingham demonstrates how to critique a scientific paper for underlying bias: What questions are being asked, and in what ways do a study’s design sway the likelihood of reaching different conclusions? These critical thinking skills are invaluable for students first learning to read research literature. Sometimes data are more ambiguous than students would expect from the way science is covered in the popular press; sometimes authors’ conclusions aren’t really supported by the data. (Willingham draws on a traditional boogeyman—low-sample-size evolutionary psychology studies—for examples of the latter.)Then Willingham provides a lucid portrait of evolution in action. Readers are likely to gain a great understanding of convergent and divergent evolution, as well as the sorts of environments that are most likely to give rise to each.These are essential concepts for biology students to master. The opening chapters would make for an excellent teaching tool. For older readers students, mind you. Kirstin most certainly won’t recommend Phallacy to her high schoolers, because—as you’d predict from a book titled Phallacy that sports a delightfully suggestive pink squid on its cover—Willingham works through all this material from the attention-grabbing standpoint of sexual behavior, discussing in detail the genitalia and reproductive habits of both human and nonhuman animals. All of it seems like a great way to keep the attention of learners who are ready for the material, but not everyone will be.The latter chapters are also interesting, but in a different way: Willingham presents a whole smorgasbord of fun animal facts. On every page, readers will encounter unexpected trivia: our world is a fascinating place, and evolution has produced an incredible array of different body morphs and behaviors.But, unlike in the opening chapters, there’s not a decisive intellectual framework scaffolding all these facts together. The central argument is that we shouldn’t base our ethical decisions on the behaviors of other animals (a fallacy Willingham terms “the Lobster Trap”), because each species has confronted very different evolutionary pressures. Even if physical bulk and aggression has led to greater mate access among lobsters—or even if this held true among our own ancestors—that doesn’t have much bearing on the ways that we humans ought to structure our interpersonal relationships today. Quite true, but readers should be aware that some hundred pages of trivia will be provided in support of this message. It’s excellent fodder for conversation, but not so necessary from an educational standpoint.All of this is to say the first half of Phallacy seems great for more mature learners, and the second half seems great for people who like to interject remarks like “Did you know that the orange mud crab copulates for six hours after days of devoted courtship?” into their dinner party conversations.There’s some risqué wordplay here, but nothing likely to shock someone who has chosen to read a book entirely about penis evolution. More alarming might be the puns. Kirstin is a card-carrying member of team “Most Puns Are Good Puns,” but others (e.g., Frank) might find themselves groaning. It’s also worth noting that the author has a pronounced political bent that’s readily apparent from the very beginning of the book. We don’t think anyone is likely to distrust an author for invoking Jeffrey Epstein as a villain, but there are also brief negative references to Brett Kavanaugh and Donald Trump that, unfortunately, might make some readers less likely to absorb Willingham’s excellent analyses. Kirstin has definitely seen students shut down when they feel stereotype threat, including over their political beliefs.All in all, we had great fun reading Phallacy—just don’t let yourself be tricked by the book’s subtitle (Life Lessons from the Animal Penis), since the main message here is that all the odd quirks of evolution can’t tell us how to live our lives.

Depression Detectives (Citizen Science)

Depression Detectives was a (pilot) online user-led citizen science project which ran between Feb-Sep 2021. It brought together people with lived experience of depression, and researchers who study it, as EQUAL partners. Each participant gave as much or as little time as suited them. 
 Method: Depression Detectives took part in Q&A sessions where they quizzed scientists and discussed where there were gaps in the research. They then designed their own research study.
 From a huge list of over 50 potential research areas, the group settled on the question: “Do people report all episodes of depression to their GP? And if not, why not?” They looked at this in two ways:
 
 A data science project, carried out by PhD student, Melissa Lewins.
 A set of Focus group questions and an anonymous survey that were answered by members of the Facebook Group.
 
 Results: Focus group / Survey: 84% of our respondents had gone to the doctors with half or less of their episodes of depression. Many went only with their more serious episodes or when they needed practical help (e.g. to be signed off work). Half of them had regretted not going afterwards.
 50% had used private talking therapy instead. Many had managed their episodes using things like exercise, meditation, yoga or social contact. Thus, many of the ways they treated their depression would not be visible within their health records (i.e. not available to data science researchers).
 UK Biobank 1,342 people within UK Biobank answered questionnaires in a way that suggested they had experienced depression AND had given permission for UK Biobank to analyse their GP records. Of those, Melissa found that 67% had no mention of depression in their GP records.
 Impact Public
 “ I liked the way that participants were involved in at an early stage. It felt like we had more influence and choice because of this. It's much more meaningful to involve people early in the project, before major decisions have been made.” All of the participants spoke about their realisation that depression is more complex than they had realised. Some felt more motivated to read research literature. Others had developed a more critical perspective on research and its limitations. One person said they would approach their health-care provider differently – giving more information about complexities/comorbidities. Depression Detectives was not a peer support project, but participants still benefitted immensely from sharing experiences. All interviewees said that they would take part again / recommend to others.
 Researchers “We discovered that things researchers might take for granted are unknown by the public and vice versa.” “Insightful directions for future research.” “Really useful to get the opinions of people with lived experience over time.”
 Dissemination of Results A short report and infographics for researchers, GPs, policymakers and patients can be found on our blog: https://blogs.ed.ac.uk/depressiondetectives/
 This project was a collaboration between Edinburgh Neuroscience and Public Engagement Practitioner Sophia Collins and her team. It was funded by the MRC and Horizon 2020.

THE ABILITY TO READ RESEARCH ARTICLES: PROFILE OF STUDENTS IN THE BIOLOGY EDUCATION PROGRAMS' OF UIN WALISONGO SEMARANG

This study aims to determine the profile of students of the undergraduate Biology Education program at UIN Walisongo Semarang. This study is descriptive qualitative with a survey method. The number of participants was 96 students of the Biology Education Program from different years. The instruments used were reading scientific articles and tests of the ability to read scientific articles. Data in the form of test answers, given a score and analyzed using the formula mean and percentage, then categorized. The results showed that the student's ability to read research articles was categorized as very low (Counterargument (15.67%) and Refutation (1.8%)), low (Motive (35.62%), Support (23.85), and Implication (28.17)), moderate (Novelty, 52.92%), and high (Objective (75.59%) and Main Conclusion 76.55%)). This research concludes that the ability to read scientific articles of undergraduate biology education students still needs improvement by applying learning methods/models or giving an assignment that can improve the ability to read scientific articles.

ANALISIS EFEKTIVITAS PEMBELAJARAN JARAK JAUH DI SEKOLAH DASAR

The purpose of this research is to describe: 1) The concept of distance learning methods in elementary schools; 2) The application of distance learning in elementary schools so that the learning process is effective; 3) The relationship between distance learning and the effectiveness of the learning process in elementary schools. This research uses descriptive qualitative analysis with the type of literature study or literature study (Library Research), which is a series of activities related to collecting library data by exploring, observing, analyzing, identifying reading journals, notes, reports, research results, and other sources. which is relevant. Sources of data used in this study using primary and secondary data sources. Data collection techniques used in this research are editing, organizing, and finding. And analyzed using comparative, interpretative, deductive and inductive analysis. The results of the analysis that have been carried out prove that distance learning has a fairly good influence on the effectiveness of the learning process in elementary schools. This is proven based on the results of the analysis of research that has been done previously. The implementation of distance learning will be successful or effective if you apply the steps correctly. Distance learning steps include pre-learning steps, during learning and after learning or also called preparation, implementation and evaluation steps.

Shared Voices of Indonesian Teacher-Educators from Virtual Research-Workshop-Series: Reflections on Covid-19 Pandemic Driven Professional Development

This study aims to explore the perceptions and experiences of Teacher-Educators (TEs) who participated in virtual research-workshop-series as professional development programs. Six TEs, three from natural science and three from social science, participated in a nine-month virtual research workshop series organized by the faculty. In the frame of a case study, the data were gathered from in-depth interviews and a set of questions. The findings revealed that TEs had sufficient research knowledge as they were able to identify good quality of research, read relevant reading research, and signified the importance of research as part of their professional identity. Completion of other tasks, lack of research motivation and collegiality, shortage of research skills and competencies including how to read academic articles due to vocabulary and sentence construction hindered them from conducting research. The workshop has facilitated the TEs autonomy, research skills and competencies, research collaboration, and goal-orientation. The PD program strengthened their research motivation and engagement that scaffold positive insights into their self-research awareness. Moreover, all TEs were able to complete their papers and submit them to reputable journals.

EFEKTIVITAS PROGRAM APLIKASI SAMBARA DALAM PENINGKATAN KUALITAS PELAYANAN PADA SISTEM ADMINISTRASI MANUNGGAL SATU ATAP KOTA BOGOR

Samsat Mobile West Java (SAMBARA) application is an electronic-based innovation made by BAPENDA West Java whose function is to check Motor Vehicle Tax in West Java Region. The application can display motor vehicle tax information both two-wheeled and four-wheeled in Jabar online. The benefits of this application, checking motor vehicle tax and also to make payment of motor vehicle tax, knowing the schedule of samsat roving and Samsat Gendong (Samdong), and through the Sambara application can also find out the location of Samsat services. In this study researchers used the theory of effectiveness of Sutrisno and indicators of the quality of public services according to De Vreye. And the method used is descriptive qualitative with data collection techniques conducted by researchers is to take data in the library, read, record, and process research materials. With this Sambara application to facilitate and shorten the time for people who will pay taxes so that people no longer have to wait in line when they want to pay motor vehicle tax

The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students

Although an increasing body of reading research explores motivation among students from underrepresented racially minoritized groups in academic settings, the research tends to either lump students into an “underrepresented racial minority” (URM) or an “Other” category or focus on students from specific racial backgrounds (e.g., White, Asian, or Black students). This approach results in students too few in number being overlooked (e.g., American Indian students). However, these students represent an important part of the U.S. culture and school population. The scarce research available focuses on achievement gaps, rather than studying factors such as reading motivation and reading self-concept, which have been suggested to contribute to reading success among American Indian students. Therefore, this study explored self-determined reading motivation, reading self-concept, home reading environment, and student reading behaviors in the prediction of reading achievement among American Indian students representing 19 American Indian Tribes (in comparison to Hispanic students) from one Southwestern State and explored the interrelations between these variables. In a sample of 343 grade 5–8 students (n = 219, 63.8%, American Indian students; n = 124, 36.2% Hispanic students) multiple-group path analyses in Mplus revealed differential relations among the variables: Whereas reading self-concept was the strongest predictor of reading achievement for both groups of students, intrinsic motivation was negatively related to reading achievement for American Indian students. Potential explanations of the observed interrelations are discussed.

Introduction to the Special Issue: Understanding the contexts in which vulnerable students learn, develop, and achieve in reading in the United States.

New Directions for Child and Adolescent DevelopmentVolume 2022, Issue 183-184 p. 5-8 COMMENTARY Introduction to the Special Issue: Understanding the contexts in which vulnerable students learn, develop, and achieve in reading in the United States Nicole Patton Terry, Corresponding Author Nicole Patton Terry npattonterry@fsu.edu Florida State University & Florida Center for Reading Research, Tallahassee, Florida, USA Correspondence Nicole Patton Terry, Florida Center for Reading Research, 2010 Levy Ave, Suite 100, Tallahassee, FL 32310, USA. Email: npattonterry@fsu.eduSearch for more papers by this authorAstrid Pohl Zuckerman, Astrid Pohl Zuckerman The Ohio State University, Columbus, USASearch for more papers by this authorPeggy McCardle, Peggy McCardle Peggy McCardle Consulting, LLC, Tarpon Springs, Florida, USASearch for more papers by this author Nicole Patton Terry, Corresponding Author Nicole Patton Terry npattonterry@fsu.edu Florida State University & Florida Center for Reading Research, Tallahassee, Florida, USA Correspondence Nicole Patton Terry, Florida Center for Reading Research, 2010 Levy Ave, Suite 100, Tallahassee, FL 32310, USA. Email: npattonterry@fsu.eduSearch for more papers by this authorAstrid Pohl Zuckerman, Astrid Pohl Zuckerman The Ohio State University, Columbus, USASearch for more papers by this authorPeggy McCardle, Peggy McCardle Peggy McCardle Consulting, LLC, Tarpon Springs, Florida, USASearch for more papers by this author First published: 11 July 2022 https://doi.org/10.1002/cad.20472Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume2022, Issue183-184Special Issue: Education and Intervention in Vulnerable Student Populations: Science and PracticeJuly 2022Pages 5-8 RelatedInformation

EPIC OF DERWÊŞÊ EVDÎ AND EDÛLÊ FORM THE PERSPECTIVE OF ETHNIC AND RELLIGOUS ATTITUDES

National epics are very important in the expression of social identities that we gain insights into society through research on them. This type of knowledge, although not based on historical documents, is in some way show us the emotional tendencies, hopes, perceptions of the past and future of that social group. As religious, social classes, gender, and ethnic groups emerge within society, so we see that folklore narratives reflect this diversity of society. Each folk epic, contains many social characteristics both from its own time and before its own time and transmits them to the future. Therefore the study of folk epics is also a study of society. Through reading and analytical research on these texts we also gain a lot of information about the reflexes of that society. In this study, we will look at some variants of the Epic of Derwêşê Evdî and Edulê and try to show how these types of folklore texts become the subject of societal claims of identity. These variants that we will examine in our study were compiled from the Kurdish Muslim community and the Yezidi Kurds.

Virtual Course-Based Undergraduate Research Experience (CURE) During the COVID-19 Pandemic

Abstract Translation of research to practice is essential for competent practitioners but requires skills and experience in reading and understanding research. Course-based undergraduate research experiences (CUREs) may be a means of developing research skills for all students in a course. For successful CUREs, faculty evaluate students’ research skill development and decide on a project that appropriately promotes student learning. In this case, we chose an open-ended project. We then evaluated the experiences of music students (music therapy, music performance, and music digital media) as they participated in a virtual CURE during the COVID-19 pandemic. Results of a sequential explanatory mixed-methods design with two surveys and open-ended responses of the whole group (n = 22) and a focus group with a volunteer subsample of students (n = 7) indicated important gains in understanding research articles, writing a scholarly paper, understanding the relevance of research to their coursework, and developing communication and teamwork skills. Student suggestions for improvement included clarification of the expectations and timelines, particularly in a virtual setting, and better distribution of effort during the semester. Overall, a virtual CURE may support student research skill development and help them become more effective research consumers.

PEMBELAJARAN MITIGASI BENCANA BANJIR TERHADAP SISWA SEKOLAH DASAR

This research aims to describe flood disaster mitigation to improve students' understanding of flood disaster preparedness. This research uses literature study methods. Data collection and information is carried out by reading, recording, and processing research materials based on written work from research results both that have been and have not been published. The results show that. Flood mitigation learning in schools can be done through learning in schools such as thematic learning, the use of comic media, extracurricular scouts, and seminars. Children with Special Needs also needs to be taught about disaster mitigation. Children with Special Needs also has the same right as other children to be able to learn about how to protect themselves and save themselves when disasters occur. Basic education also needs to teach about the formation of self-concept

The The Changing Role of Textbooks in Primary Education in the Digital Era: What Can We Learn from Reading Research?

Textbooks have been the primary teaching tool since the 19th century. By their nature, they contained a comprehensive compilation of the content of a particular subject with the intention of explaining it; this knowledge, in turn, was usually filtered to conform to a particular society’s expectations of elementary knowledge about the natural and social environments. There has been a great deal of research on how the content of textbooks has changed in line with changing values in different societies and over different periods. However, little research has been done on how textbook reading substrates and design have changed and how these changes have affected learning and comprehension: studies that systematically examined the effects of different reading substrates and different layouts on reading and learning comprehension did not appear until the late 20th century and early 21st century. We examine such studies and PISA 2021 results to draw five conclusions for future textbook research. These conclusions indicate that screens are worse than printed texts for some types of reading, while interactivity and dynamic design are not values per se but require coherent design to improve reading performance and higher-level thinking skills.

Current status and problems of orthopaedic residents in Thailand and Myanmar.

Background: There is no research about current experiences of orthopaedic residents in Thailand and Myanmar. Methods: A questionnaire survey was distributed among Thai and Myanmar orthopaedic residents to assess their current experiences. This study included a total of 168 participants, comprising 92 orthopaedic residents in Thailand, and 76 in Myanmar who answered the questionnaire. The survey comprised nine questions about issues such as the contents of residency training programs, current training satisfaction, and future careers. The survey was administered anonymously between October 2020 and January 2021. Results: Regarding training content, 24 residents (14.3%) reported being "very satisfied", 103 (61.3%) were "satisfied", 37 (22.0%) were "moderately satisfied", and four (2.4%) were "dissatisfied", and respondents spent a mean of 3.1 h/day reading textbooks and research papers. As for salary, five (3.0%) residents answered "satisfied", 46 (27.4%) responded "moderately satisfied", and 117 (69.6%) were "dissatisfied". Conclusions: Many orthopedic residents in Thailand and Myanmar were enthusiastic about and satisfied with their training. Their only problem was that the salary was low.