Reading Skills Research Articles

Analisis Kemampuan Membaca Permulaan Kelas III di SDN Pedesaan dan Perkotaan

Reading at the beginning of elementary education is an important stage in the learning process of early grade students. This reading ability is an essential basis for developing more complex literacy skills in the future. The aim of this research is to analyze the comparison of two elementary schools in improving students' reading skills located in villages and urban areas, then the obstacles/difficulties experienced by students in understanding reading. This research is descriptive qualitative research with a case study approach. Data collection techniques used interviews, EGRA tests, and observation. Based on the research results, it shows that reading ability in rural SDNs is lower than in urban SDNs. Difficulties experienced by elementary school students in rural and urban areas include; 1) difficulty reading vowels 2) reading words that have no meaning, 3) difficulty reading a sentence, 4) difficulty remembering words that have been spelled. Based on reading ability, there are 2 Factors, namely inhibiting factors and supporting factors. Supporting factors include; 1) interest in reading, 2) motivation, and 3) learning methods and media. Meanwhile, inhibiting factors are physiological factors and family factors.

The longitudinal interplay of mothers’ and fathers’ literacy teaching and Chinese preschool children’s literacy interest and word reading abilities

AbstractThis study examined the longitudinal interplay of fathers’ and mothers’ literacy teaching and children’s word reading skills and interest in literacy. A total of 194 second-year kindergarten (K2) children and their fathers and mothers in Hong Kong participated. At the three time points from K2 to K3 (i.e., the third year in kindergarten), fathers and mothers independently reported the frequency of their own literacy teaching activities. Mothers reported their children’s interest in literacy-related activities. The children were individually assessed on Chinese word reading. The results from cross-lagged panel analysis showed that the children’s prior literacy interest was associated with later frequency of parental literacy teaching, but not the other way around. No significant relations were observed between the children’s word-reading skills and the literacy teaching provided by their mothers or by their fathers. Additionally, it was the children’s earlier word reading skills that predicted their later development of literacy interest, but not vice versa. Thus, the parents seemed to adjust their home literacy teaching flexibly in response to their perceptions of their children’s literacy interest. The findings also underscore the potential importance of word reading abilities in fostering children’s literacy interest.

Introduction Strategies for English Extracurricular Masterpieces

Comprehension Passages: A Guide for English Teachers provides a comprehensive overview of strategies and methodologies to enhance reading comprehension among English language learners. It begins by emphasising the crucial role of reading comprehension in language learning and identifying the common challenges students face while dealing with comprehension passages. The article outlines the cognitive processes involved in reading comprehension, including the decoding of text and the integration of new information with existing knowledge, and discusses the common obstacles students encounter. Key teaching strategies for reading comprehension are explored in detail. These include pre - reading strategies that activate prior knowledge and set purposes for reading, during - reading strategies that maintain engagement and foster understanding, and post - reading strategies that reinforce learning and evaluate comprehension. The integration of technology and multimedia in reading lessons is highlighted, emphasising the use of digital tools and interactive content to cater to diverse learning styles and preferences. Additionally, the article discusses the importance of adapting teaching methods to accommodate various learners, underscoring the need for understanding different learning styles in the context of reading comprehension. It also delves into the role of assessment and feedback in reading education, outlining effective methods for assessing reading comprehension skills and providing constructive feedback to improve student performance. Overall, the article serves as a practical guide for English teachers, offering insights and strategies to effectively navigate the complexities of teaching reading comprehension. It aims to equip educators with the tools necessary to enhance their students' reading skills, thereby fostering a deeper understanding and appreciation of the written word.

The Impact Of Implementing "Let's Read" To Enhance Students' Reading Skills at SMAN 1 Kademangan Blitar

This research explores the impact of the "Let's Read" application on enhancing the reading skills of eleventh-grade students at SMAN 1 Kademangan Blitar. Focusing on narrative texts, especially legends, the study employs a one-group pre-test post-test design to evaluate improvements in reading comprehension. Results reveal a significant increase in students' understanding and engagement with texts. The application offers an interactive, enjoyable learning experience, promoting student autonomy and critical thinking. By integrating digital tools, the study addresses limitations of traditional methods, providing insights into effective strategies for language education. This research underscores the potential of technology to transform reading practices, encouraging educators to adopt innovative approaches that cater to modern educational needs and enhance students’ overall learning experiences.

Innovative Approaches in English Learning: AI Smart Chatbots As A Model

The current study aims to highlight the role of “artificial intelligence-based conversational bots for learning English” as an innovative tool that provides advanced educational solutions, providing an effective and free learning opportunity for all students at all educational levels. It is also discussed how to benefit from the capabilities of chatbots, including learning about some text and voice chat programmes designed in artificial intelligence applications for learners of English as a second language. These bots have reached a degree of professionalism, as they have transcended imagination and entered the fields of creative vision, self-learning, and greatly simulating the human mind. The current study followed the descriptive method in collecting, classifying, and analyzing information by studying literature and previous scientific research related to artificial intelligence technology and its applications. The results of this study were: AI English language learning applications and chatbots offer numerous benefits, including personalized learning, voice recognition, and writing and reading skills development. They provide instant feedback on grammar and writing style, offer flexibility in accessing resources, and enable students to apply English knowledge in real-life contexts.

An Analysis Of English 9th Grade Turkish Efl Coursebook For High School According To Critical Thinking And Problem Solving In 21st Century Principles

This study looks at how critical thinking and problem-solving abilities can be developed using Uplift Coursebook, a Ministry of National Education English Course textbook intended for English language instruction (ELT) at the ninth grade level. The study is to look into how course materials assist these abilities in a setting where problem-solving and critical thinking are becoming more and more crucial in reading skills. The document analysis method, which is a qualitative research method, was used in the process of finding and analyzing the values in the book.A checklist for reading skills that was based on the Facione Model was used to conduct the analysis. Critical thinking and problem-solving abilities were assessed in relation to the coursebook's objectives, exercises, and provided materials. The coursebook's capacity to promote student participation and its student-centered approach were also taken into consideration.Results indicate that the coursebook has a great deal of promise for fostering critical thinking and problem-solving abilities. It is said, meanwhile, that certain areas still need work and that putting the suggested tactics into practice can assist support these skills more successfully.As a conclusion, this study offers a foundation for comprehending the function of Grade 9 ELT coursebooks in fostering critical thinking and problem-solving abilities as well as pinpointing areas in which these abilities may be strengthened.

ASSESSMENT SYSTEM FOR ARABIC LANGUAGE LEARNING WITHIN THE INDEPENDENT CURRICULUM

The Arabic Language Learning Assessment System explores a range of evaluative approaches aimed at measuring student progress in Arabic language acquisition. This study delves into various assessment methods and strategies for evaluating communicative competencies, reading, writing, and other linguistic skills pertinent to Arabic. It also highlights the significance of adopting diverse and contextually appropriate assessment techniques. Moreover, the study discusses how an effective assessment framework can enhance students' comprehension and proficiency in Arabic. Findings indicate that the Independent Learning Curriculum significantly contributes to the educational process, with an emphasis on student engagement through both summative and formative assessments. It is recommended that educational institutions innovate by improving learning facilities, particularly through enhanced technological support, such as the integration of projectors in the learning environment. This study underscores the necessity for continuous development in educational tools and strategies to better support Arabic language learning.

Perceptual-Motor Abilities and Reversal Frequency of Letters and Numbers in Children Diagnosed with Poor Reading Skills

Purpose: This paper investigated the visual–perceptual and visual–motor skills and the reversal frequency of letters and numbers that mirror one another in one hundred children aged 6–13 years diagnosed with poor reading skills. Methods: TVPS-4th, VMI-6th, and RFT were performed. Age and sex analysis was carried out. The impact of the eye movement patterns in the perceptual–motor skills and laterality–directionality concepts was also estimated to determine the relationship among tests to predict future results. Results: Most children scored between average and 3 stds below average on the motor VMI-6th test, while half of the participants scored between average and 2 stds below average on TVPS-4th. In the RFT, the majority scored between average and 1.5 stds below average. Participants scored higher on the spatial relationship subtest of the TVPS-4th and lower in the VMI-6th test (p<0.001). Statistically significant differences were found between the youngest and oldest participants on the TVPS-4th overall performance, as well as VD, FC and VFG skills (p<0.05). A strong relationship was found between the TVPS-4th and VMI-6th, (p<0.001). RFT results were different among all groups (p<0.05). The RFT was better related to the VMI-6th than TVPS-4th; however, it was statistically insignificant. The horizontal component of the DEM test was the best predictor for the TVPS-4th and ratio for the RFT, without attaining statistical significance. No sex differences were found. Conclusions: Results showed that children with poor reading skills exhibit perceptual–motor and reversal frequency difficulties, which are independent of the oculomotor performance. Considering that visual and motor processing are essential elements of the reading and writing process, their evaluation and treatment should be included as part of the multidisciplinary approach for children with poor reading skills. This would boost the general outcome and contribute to their academic achievement.

THE READING SKILLS OF EFL UNIVERSITY STUDENTS (Case study: The reading skills of the students learning English as a Foreign Language (EFL) at Universitas Al-Ghifari)

This study explores the reading skills of English texts of students learning English as a foreign language at Al-Ghifari University, focusing on the challenges they face, the strategies they use, and the relationship between reading skills and academic performance. Given the importance of reading skills for academic success, this study aims to provide in-depth insights through a mixed approach that includes quantitative and qualitative data. Quantitative data were obtained from students’ self-reports of their abilities and challenges, while qualitative interviews offered personal perspectives on their reading experiences. The results of the study are expected to provide valuable information for educators to improve the reading skills and academic performance of students learning English as a foreign language.

A multilevel analysis of student and school characteristics associated with 15-year-olds’ reading performances: a Southeast Asian perspective

This paper explores student and school level factors associated with 15-year-old students’ reading performance in five Southeast Asian (SEA) countries. It investigates predictors of reading performance, including student gender, economic, social, and cultural status (ESCS), social well-being, and experiences of bullying at the student level. It also explores the school sector, school climate and the proportion of socioeconomically disadvantaged students at the school. Using Hierarchical Linear Modelling (HLM), this study identifies significant relationships between these student-level factors and learning outcomes, illustrating the complex associations that shape academic success. The findings align with prior research, highlighting disparities in reading skills between genders and the negative association of bullying with academic performance. Additionally, the study emphasizes the positive association of ESCS and social well-being on reading achievements, underlining the importance of socioeconomic status and socio-emotional wellbeing in students’ learning success. The associations with school level factors vary across Southeast Asia.

The Interconnectedness Of Cognitive And Formative Skills In Elementary Students With Specific Reading Disabilities: Insights For Early Education

The current research aims to investigate the development of formative abilities in elementary school-aged children with specific reading disabilities and its relationship to reading efficiency. In this context, the analysis depicted poor performance in design tasks exhibited by SRD students compared to regular readers and GLD students. The researchers attribute these results to cognitive failures within the concerned mechanisms, including orientation, sequence, and organization of the Visual Analysis System. The findings indicate that these deficiencies affect not only visual representation but also reading and writing. More importantly, there were solid correlations between design abilities, perceptual-motor skills, and memory, pointing to the interrelationship between those skills. As a result, the findings recommend highly targeted interventions at an early stage of education and suggest the need to incorporate creative design-based activities into reading skill enhancement and support for students with special needs.

PERSPECTIVES ON ENGLISH READING-WHILE-LISTENING STRATEGY AMONG NON-ENGLISH-MAJORED STUDENTS AT NAM CAN THO UNIVERSITY, VIETNAM

Quantitatively, the present study was carried out in a Vietnamese university to investigate perspectives on reading-while-listening strategy (RWL) among 680 non-English-majored students. A questionnaire adapted from Billy (2010) was delivered to the selected samples for 2 weeks. SPSS (version 20) was run for descriptive statistics (mean score, standard deviation) to examine their perspectives on RWL. Findings showed that reading tapescript while listening is of great importance to help students enhance their reading skills. Furthermore, reading the tapescript before the day of the classroom is really an accurate measure of students’ reading rate in English. Recommendations, limitations, and conclusions for further research are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0494/a.php" alt="Hit counter" /></p>

Implikasi Metode Yanbu’a Terhadap Kualitas Maharah Qira’ah Jahriyyah Santri Madrasah Tahfidz Putri Anak Yogyakarta

The Yanbu'a method is a method of memorizing the Qur'an that pays attention to aspects of clarity and fluency. To support Qur'an memorization activities, Madrasah Tahfidz Putri Anak in Yogyakarta teaches the Yanbu'a method in its educational activities. The background of this study is because there are still Arabic pronunciation errors that are not good in reading skills, so there needs to be an appropriate strategy in improving the quality of reading the Qur'an. The purpose of this study is to try to find the relationship between the quality of Qur'anic recitation in the Yanbu'a method and the quality of students' ability to read and pronounce fluent Arabic texts with a fluent tongue expressively. The educational implications of the Yanbu'a method are interesting to study its impact on the quality of reading aloud which is not limited to reading and understanding by heart, but includes abilities such as expressing it with the correct tongue. This research is all the more interesting because almost all literature that discusses the Yanbu'a method relates it to fluency in reading the Qur'an. However, in this study, the researchers tried to relate it to a different aspect, namely the ability to read aloud Arabic texts other than the Qur'an. This research uses descriptive qualitative method by collecting data through observation, interview, and documentation. The data sources in this study are the Qur'an and a collection of school supervisors. Future researchers can develop this article by discussing how the implementation of the Yanbu'a method in improving the quality of maharah qira'ah jahriyyah outside of reading the Qur'an.

Urgensi Pembelajaran Multiliterasi bagi Mahasiswa Pendidikan Bahasa Indonesia dalam Menghadapi Kurikulum Merdeka

The education curriculum in Indonesia has undergone significant changes, with the 2024 launch of the Merdeka Curriculum as the latest innovation. This curriculum demands a more flexible, student-centered learning approach, which requires readiness and adaptive skills from prospective educators, including Indonesian Language Education students. Multiliteracy learning becomes a strategic choice to equip students with the skills needed to face the dynamically changing curriculum. Multiliteracy, encompassing reading, writing, speaking, and digital media usage skills, supports students in comprehending and conveying materials in a profound and engaging manner. In the evolving digital era of the 21st century, multiliteracy skills also equip future educators with critical thinking, collaboration, and problem-solving abilities. This research employs a literature review method to examine the urgency of multiliteracy learning for Indonesian Language Education students. The results indicate that a multiliteracy approach not only enhances students' cognitive skills but also fosters adaptive and innovative attitudes relevant to the Merdeka Curriculum. The urgency of multiliteracy learning is expected to support students in becoming high-quality educators ready to meet the challenges of the new curriculum.

Boosting Early Reading Skills with Alphabet Puzzle Media: The Effectiveness of Positive Reinforcement

One of the learning media that can be used to support the development of children's reading skills is letter puzzles. This media is chosen because it can capture children's attention through its varied shapes and colors. The goal is to evaluate the effectiveness of the intervention using letter puzzle media in improving pre-reading skills in preschool-aged children. This study is designed with an experimental approach to assess the effectiveness of the intervention using letter puzzle media in enhancing pre-reading skills in preschool-aged children. The research results show that the implementation of positive reinforcement is proven effective in improving reading skills in early childhood, including through increased learning motivation, self-confidence, and self-regulation. The implications of these findings suggest that providing positive reinforcement not only accelerates the learning process but also builds a foundation of positive character that can support children's future academic and social success.Salah satu media pembelajaran yang dapat digunakan untuk mendukung perkembangan keterampilan membaca anak sebagai puzzle huruf. Media ini dipilih karena mampu menarik perhatian anak-anak melalui bentuk dan warna yang bervariasi. Tujuan untuk mengevaluasi efektivitas intervensi menggunakan media puzzle huruf dalam meningkatkan keterampilan pra-membaca pada anak-anak usia prasekolah. Penelitian ini dirancang dengan pendekatan eksperimen untuk mengevaluasi efektivitas intervensi menggunakan media puzzle huruf dalam meningkatkan keterampilan pra-membaca pada anak-anak usia prasekolah. Hasil penelitian bahwa penerapan reinforcement positif terbukti efektif dalam meningkatkan kemampuan membaca pada anak usia dini, baik melalui peningkatan motivasi belajar, rasa percaya diri, maupun kemampuan pengendalian diri. Implikasi dari temuan ini menunjukkan bahwa pemberian reinforcement positif tidak hanya mempercepat proses pembelajaran, tetapi juga membangun fondasi karakter positif yang dapat mendukung keberhasilan akademik dan sosial anak di masa mendatang.

AI AND CRITICAL READING SKILL AMONG UNIVERSITY STUDENTS (The impact of artificial intelligence (AI) on Al-Ghifari University Students’ critical reading skills)

This research examines the impact of artificial intelligence (AI) on Al-Ghifari university students' critical reading skills. As AI tools become more common in education, understanding their effects on students' analytical and evaluative abilities is crucial. A survey of 200 students assessed their AI usage for reading assistance, in addition to a reading comprehension test to evaluate critical reading skills. Results showed that 75% of students regularly used AI tools, particularly for text summarization. However, those who relied heavily on AI scored lower in critical reading assessments, indicating a negative correlation between AI usage and performance. These findings suggest that while AI can enhance immediate comprehension, it may hinder deeper analytical engagement. The study highlights the need for a balanced approach to AI integration in education, emphasizing strategies that develop critical reading skills among students.

Variation in second-grade reading in children who are deaf and hard-of-hearing.

We investigated relations between kindergarten precursors and second-grade reading skills in deaf and hard-of-hearing (DHH) children, and aimed to identify subgroups based on reading skills, in order to explore early signs of later reading delays. DHH children (n= 23, Mage kindergarten = 6.25) participated from kindergarten-second grade. They were tested on phonological awareness, letter knowledge, spoken vocabulary, speechreading, fingerspelling, and sign vocabulary in kindergarten, and word decoding and reading comprehension in second grade. In second grade, word decoding scores were low-average while reading comprehension scores were below average compared to hearing norms. Word decoding correlated with phonological awareness, letter knowledge, and spoken vocabulary. Reading comprehension correlated with all measures except fingerspelling. Cluster analysis identified three second-grade-reading subgroups; group-1: below-average word decoding and reading comprehension; group-2: high-average word decoding, below-average reading comprehension; group-3: average word decoding and reading comprehension. Furthermore, group-1 differed from group-2 and group-3 on word decoding, group-1 and group-2 differed from group-3 in reading comprehension. Regarding kindergarten measures, group-1 scored below group-2 on letter knowledge, and below group-3 on spoken and sign vocabulary. We found that particularly letter knowledge and spoken and sign vocabulary seem to be crucial for the development of reading skills 2 years later.

The Relationship Between Reading English Attitude and Students’ Reading Achievement in General

Reading English has become a global trend in twenty first century because of its professional use worldwide. Students are motivated to improve their reading skills because they know that doing so would help them get better-paying jobs and advance in their chosen fields. Therefore, it is crucial to investigate how reading proficiency and views regarding general English reading are related among university students. Students’ positive attitudes about reading were reflected in recent research findings. General English, since there is a present need to understand and read English. The new research is crucial because it shows that kids need to devote more time to reading in English to succeed academically and build a successful future career. According to the results, students in Saudi Arabia believed that learning English was essential for their academic growth and exposure to new ideas. In this case, educational institutions should set clear regulations permitting students to acquire English outside of the course requirement.

Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes.

Phonology is an important foundation of reading development; however, little is known about the neural substrates of speech sound processing and reading development in autistic children. We investigated early auditory event-related potentials (ERPs) in response to speech sounds and their association with reading ability (word recognition and reading comprehension). 56 kindergarteners (28 ASD, 28 TD) completed an ERP task using rhyming, bisyllabic pseudowords (/gibu/ and /bidu/) in an old/new design: 50% "old" and 50% "new" stimuli presented following a sensitization block of 100% "old" stimuli. Behavioral measures of reading ability were completed at kindergarten entry and exit. Results from generalized linear mixed models revealed a significant three-way interaction between stimuli ("new" vs. "old"), diagnosis (ASD vs. TD), and reading ability (for word recognition and reading comprehension) for P1 and P2 amplitude. Follow-up analyses revealed that autistic children with lower reading abilities showed greater P1 and P2 amplitudes for "new" vs. "old" stimuli, with effects ranging from marginal to significant (p's 0.04-0.07). Regression analyses revealed that old/new ERP difference scores significantly predicted later word recognition at kindergarten year-end (P1 amplitude: p = .05; P2 amplitude: p = .04), but not reading comprehension, controlling for sex and nonverbal IQ. Autistic children with poorer reading skills, specifically those with weaker word recognition abilities, show neural differences when processing speech sounds compared to autistic peers with greater reading ability and typically developing children. A better understanding of the neural basis of speech sound processing could enhance our insight into the heterogeneity in reading among individuals with ASD and guide future treatment approaches.

Meningkatkan Minat Baca Siswa SDIT AT-Tibtan Melalui Program <i>Library Visit</i>

Reading interest is one of the key factors in developing students' literacy skills from an early age. This article discusses the importance of the library visit programme in increasing elementary school students' interest in reading. This type of research uses descriptive qualitative research, with a fenamology approach. In addition, the data analysis technique used is data triangulation. This article identifies the introduction of the library visit programme, its implementation, efforts to improve students' reading skills, and students' activities during library visits. The creative activities conducted during the library visit proved to be able to increase learners' engagement and motivate them to read more. In addition, learners get a new atmosphere. The results showed that the library visit programme had a positive impact on increasing students' interest in reading and literacy skills. Collaboration between schools, libraries, teachers and parents was seen as a key factor in the success of the programme. With the right support, the library visit programme can be an effective tool in promoting literacy education among primary school students. The library visit programme has great potential to increase elementary students' interest in reading and contribute to improving the quality of education in Indonesia.