Reading Skills Research Articles

Enhancing Algorithmic Thinking Skills through Phygital Games: The Case of Space Codyssey

This paper presents an educational phygital game, Space Codyssey, aiming at cultivating the algorithmic thinking skills of young children. Space Codyssey is a phygital game, and its contains programming activities for the Sequence, Repetition, and Selection Structures, as well as Code Debugging activities (Debugging). The game utilizes Augmented Reality technology to present missions via QR cards. Additionally, digital storytelling is used as a means of assistance and teaching for preschool and early primary students. In the game, reading skills are not a prerequisite, and programming is accomplished using symbolic commands through a "Visual Programming Language." The participatory design methodology that was adopted, involving 28 educators from various specialties, reflects a holistic approach to the development of educational technologies. This interdisciplinary collaboration allowed for the integration of diverse pedagogical perspectives, ensuring that the game meets the multifaceted needs of modern education. The paper highlights the educational goals and learning outcomes for the designtated age group. It presents the scenario, the subject, the elements of the game, the rules, and the game mechanics. It also describes the implementation stages and the development of the application. Finally, it presents the results from a study, which involved 28 educators and aimed to improve the game before its use in educational settings.

Increasing Slow Learner Reading Abilities Through Functional Reading : A Single-Case Study on An Elementary School Student

This study explored the effectiveness of teaching functional literacy to a 12-year-old slow learner in Indonesia. The participant struggles read words longer than two syllables and struggles to meet academic expectations. This research uses a qualitative approach with the single-subject design using the reversal method or the ABA research design. Data was collected through three phases: baseline, intervention, and evaluation phases. This study utilizes two sets of flashcards as instruments. The first set consists of pictorial cards displaying twelve common street signs, while the second set contains word cards with the matching names of the signs in Bahasa Indonesia. Each card is printed on a 13 cm by 7 cm flashcard. Over the intervention sessions, the participant demonstrated significant progress in functional reading skills. The data collected was then analyzed using visual analysis. The results indicates that slow learners benefit from frequent, concrete, and visually based learning abilities that aligns for their need for repetition. This study highlights the importance of functional literacy in enhancing independent living skills among slow learners, providing the students with the tool to better navigate their surroundings.

Development of basic reading skills in Latin: a corpus-based tool for computer-assisted fluency training

Development of basic reading skills in Latin: a corpus-based tool for computer-assisted fluency training

Pendampingan One Day One Surah Sebelum Belajar Siswa SMAN 3 Palangka Raya

The Qur'an serves as the primary guide for Muslims, providing guidance and values that need to be internalized in daily life. Reading skills of the Qur'an are very important; however, many students at SMAN 3 Palangka Raya still face difficulties in reading fluently. The aim of this community service is to enhance the students' ability to read the Qur'an through memorizing surahs that are recited before starting lessons via the One Day One Surah program. This program encourages students to read one surah every day, allowing them to master 30 surahs in a month. The method used in this service is Service Learning (SL), which is an approach based on direct experience. The results of this service indicate a significant improvement in students' Qur'an reading abilities after the One Day One Surah assistance was implemented. This is evidenced by the post-test data from class XI-9 obtained after the program was conducted, which shows that the number of students able to recite 22 surahs increased from 15 students, while those who could only recite 15 surahs decreased to 5 students. Furthermore, there was an increase in surah memorization in class XI-10, with data showing that the number of students able to recite 22 surahs rose to 16 students, while those who could only recite 15 surahs decreased to 3 students.

Development of Digital Teaching Materials for Short Story Texts Based on Local Wisdom in Middle Schools (Phase D)

Education must integrate local wisdom to prevent cultural values ​​from fading in the era of globalization. The Merdeka Curriculum supports this with the flexibility to emphasize character education and independence. Digital teaching materials based on local wisdom, such as short story texts, can improve students' reading, writing and cultural understanding skills. The aim of this research is to develop and test digital teaching materials for short story texts based on local wisdom for junior high school students. This research used the ADDIE method with the help of 2 media and language validators as well as 6 students and 3 teachers in testing teaching materials. Data collection techniques were carried out using questionnaires, interviews and documentation. The teaching material design process begins with an analysis of student needs and the curriculum, followed by creating a storyboard and validation by two validators who state that the teaching material is very worthy of being tested. The implementation of local wisdom-based teaching materials shows high effectiveness, with student responses reaching 90% and teacher responses 87%, both in the very good category.

Mother tongue-based education in a diverse society and the acquisition of foundational skills: Evidence from the Philippines

The Philippines is an ethnolinguistically diverse country with 180 languages spoken. In 2012, the government massively expanded the language of instruction (LoI) options, a shift from a bilingual Filipino-English education to mother tongue-based education using 19 languages targeting students in kindergarten to grade 3. The policy intended to create a closer link between the school instructional language and students’ mother tongue in the early stage of formal schooling, which would improve foundational skills and increase the students’ ability to acquire proficiency in additional languages. We use nationally representative data to evaluate the policy's impact on foundational reading and mathematics skills, exploiting a variation between student cohorts and the variation in the instructional languages before and after the policy. We find that the policy reduced the mean linguistic distance between children's mother tongue and school LoI by between 43 % to 76 %. However, we find a statistically significant and negative effect on foundational reading skills when tested in Filipino or English. The magnitude is not negligible given the Philippines’ flat learning profiles. We find the policy also negatively impacted the foundational mathematics skills of the first cohort fully exposed to the policy. Our findings imply that governments need to reconsider the mother tongue-based education policy as a tool to improve foundational skills in a diverse society.

The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing

ABSTRACT Purpose We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US participated. The teachers included 6 White individuals, 2 Asian Americans, 1 Hispanic individual, and 1 person from another racial or ethnic background. Among the students, 46% were Asian American, 33% were Hispanic, 14% were White, and 5% were identified as multiracial. Teachers were randomly assigned to the SRSD Plus or business-as-usual (BAU) condition; students were assessed at pretest and posttest on writing, oral language, transcription, and reading skills. Results Multilevel model results showed that students in the SRSD Plus condition outperformed those in the BAU condition in spelling, vocabulary, sentence proficiency, planning from source text, discourse knowledge, and writing productivity and writing quality in source-based informational genre (.14 ≤ Effect Size [ES] ≤ .72), but not in word reading or handwriting fluency. Furthermore, although not the target genre, there was a positive transfer effect on writing outcomes in the opinion genre (.22 ≤ ES ≤ .34). Conclusion Integrated reading and writing instruction in SRSD Plus can improve primary grade students’ writing, discourse knowledge, planning, oral language, and spelling skills. Theoretical and practical implications and future directions are discussed in the context of the Science of Teaching Reading.

Read STOP Write: Teaching foundational skills in a multicomponent informational reading and writing intervention

Read <scp>STOP</scp> Write: Teaching foundational skills in a multicomponent informational reading and writing intervention

Пути преодоления трудностей при освоении учащимися младших классов читательских умений

Reading skills are the basis of schoolchildren’s reading literacy. A student’s readiness to find the necessary information in a text, analyze, interpret it and use it to complete educational and life tasks determines the successful mastery of the subjects of the curriculum in primary school. In the article, in the course of a comparative analysis of the main problems that teachers encounter when developing reading literacy in primary school students, as well as the difficulties demonstrated by Russian schoolchildren according to the results of the International Reading Literacy Study PIRLS, methodological solutions to the identified problems are proposed.

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 CERIC method plus social collaborative annotation improves critical reading of the primary literature in an interdisciplinary graduate course

BackgroundInnovative approaches to graduate education that foster interdisciplinary learning are necessary, given the expansion of interdisciplinary research (IDR) and its ability to explore intricate issues and cutting-edge technology.PurposeThis study examines an intervention to develop critical reading skills of the primary literature (CRPL), which are often assumed and unaided by formal instruction in graduate education (GE) yet are crucial for academic success and adapting to new research fields.MethodsThis study applied mixed methods and a pre-post design to assess the effectiveness of a CRPL intervention among 24 doctoral students from diverse fields engaging in the interdisciplinary field of science policy research. The intervention was a 4-week online course with explicit instruction in a categorical reading approach, the CERIC method (claim, evidence, reasoning, implications, and context), combined with social collaborative annotation (SCA) to facilitate low-stakes, peer-based discourse practice. It examined how participation changed participants’ CRPL skills and self-perceptions.ResultsThe intervention significantly improved CRPL, t(23) = 13.6, p &amp;lt; 0.0001; research self-efficacy, t(23) = 4.9, p &amp;lt; 0.0001; and reading apprehension, t(23) = 4.3, p &amp;lt; 0.0001. Qualitative findings corroborated these findings and highlighted the importance of explicit CRPL instruction and the value of reading methods applicable to IDR. These results aligned with sociocultural and social cognitive theories and underscored the role of discourse and social engagement in learning critical reading, which is traditionally viewed as a solitary activity.ConclusionThe findings present a valid and innovative model for developing CRPL skills in interdisciplinary GE. This approach provides a model for scaffolding CRPL that can be adapted to IDR contexts more broadly.ImplicationsThe study findings call for revising graduate curricula to incorporate explicit CRPL instruction with peer-based discourse, emphasizing integrations in higher education anywhere students encounter primary literature. The findings advocate for formal and informal adoption of the reviewed methods, offering a significant contribution to interdisciplinary GE pedagogy.

IMPLEMENTASI BELAJAR MEMBACA (BABACA) MENGGUNAKAN MEDIA PUZZLE KATA DI KELAS 2 SDN 51 CAKRANEGARA

One of the skills students must have is reading skills. Even so, there are still many students who have not mastered this skill. Of the 29 2nd graders, only 11 have read well. This is the basis for researchers to provide reading tutoring through the BABACA program. In its implementation, researchers also use media such as word puzzles as an attraction in learning to read. The research method used is qualitative descriptive. Based on the BABACA program and the use of word puzzle media that has been carried out, the results were found in the form of the development of students' reading skills. Of the five students who received guidance, there was only one student who did not have the progress of developing their abilities. Word puzzle media also has a positive impact on its utilisation. Students look happy and excited to break the letter arrangement of the words mentioned by the teacher.

Advanced and AI Embedded Technologies in Education: Effectiveness, Recent Developments, and Opening Issues

This paper offers a brief analysis highlighting the effectiveness of several well-known Artificial Intelligence (AI) technologies applied in education, particularly in teaching and learning. It provides an overview of how modern classrooms can benefit from more effective teaching strategies that encourage students to engage in hands-on learning. Advanced technologies are changing how knowledge is found and shared, as well as how teaching is delivered. Memorization has been emphasized in educational models as a crucial learning skill until relatively recently. The technologies alter how knowledge is accessed and taught in schools today. Based on that, most knowledge is readily available, quickly accessible, and available online. The skills of reading, sharing, listening, and acting are now prerequisites for schooling. Most recent developments in advanced technologies in education are provided. Some analyses related to opening issues and challenges are shown for future work.

Linear Regression Algorithm the Effect of Game Time on Students' Reading Interest

Education plays an important role in shaping an individual's character and abilities, with students' interest in reading as the main foundation for intellectual development and critical thinking skills. However, in today's digital age, there has been an alarming decline in students' interest in reading, who are more interested in spending their free time playing games than reading. The development of information technology and digital entertainment such as smartphones, tablets, and computers has changed students' habits in utilizing their free time. Playing games is the main choice, while reading interest is marginalized, which has a negative impact on students' literacy skills. The decline in reading interest has serious implications, especially in Indonesia, where the Human Development Index (HDI) in the field of education is still low compared to neighboring Malaysia. This low interest in reading is influenced by the lack of reading habits from an early age and unequal access to education. Good reading skills not only affect academic achievement but also the development of critical, analytical, and creative thinking skills. This study aims to understand the factors that affect students' interest in reading, especially the influence of game time. The Simple Linear Regression method was used to analyze the relationship between game play time and students' reading interest, which provided valuable insights for educators and parents in designing effective educational strategies. The study focused on SMP Negeri 7 Binjai and used a linear regression method to analyze data on students' reading and gaming habits. The results of the study show that excessive game playing time, an average of 9 to 10 hours per day, has an impact on increasing and decreasing students' interest in reading. This data was analyzed using the RapidMiner application, which showed a correlation between playing games and students' reading interest.

Can playing video games enhance reading skills through more efficient serial visual search mechanisms? Insights from an eye tracking study

ABSTRACT Reading disorders are associated with atypical top-down visual attention (VA) processes like reduced VA span and slower serial visual search (SVS). In contrast, expert action video game (AVG) players, known for their efficient top-down VA, exhibit improved reading abilities. It is unclear whether these benefits stem solely from AVGs or apply to other gaming experiences. To explore this, AVG players (AVGPs), players of genres excluding AVGs (VGPs), and non-players were evaluated on their VA span, and behavioural and oculomotor performance in SVS. VGPs, but not AVGPs, demonstrated enhanced performance and oculomotor behaviour in SVS compared to non-players, while both player groups showed a trend towards better VA span skills. Notably, reading-related skills were enhanced in the two player groups, but particularly more so in VGPs. These findings support the existence of potential benefits of playing video games different from classical AVGs for the development of top-down VA and reading-related abilities.

Finnish children born very preterm have good reading comprehension but weak reading fluency at age 11 years – a longitudinal cohort study

ABSTRACT Children born very preterm (<32 gestational weeks and/or birth weight ≤1500 g) are at elevated risk for reading difficulties. This study aimed to investigate reading fluency and reading comprehension at 11 and to analyze the associations between literacy skills at 7 and reading skills at 11 in 134 Finnish-speaking very preterm children. At 11, reading fluency and reading comprehension were evaluated. At 7, pre-reading skills, decoding, and writing were assessed. Results showed that there were more preterm children with weak skills in reading fluency compared to a normative test population. Reading comprehension was age appropriate. Additionally, 62% to 68% of the children with weak literacy skills at 7 had weak reading fluency at 11, compared to those with more advanced skills (43% to 33%, p < 0.001 to 0.026). Respectively, 30% to 50% of the children with weak literacy at 7 had weak reading comprehension at 11 compared to those with more advanced skills (13% to 17%, p < 0.001 to 0.005). Findings highlight the importance of screening reading fluency until 11 years and providing support for the continuum between literacy skills in the beginning of schooling and reading outcome at later school age.

Reading Skills of Grade 6 Learners

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

Parental Involvement In The Learners’ Reading Development

Good parenting in reading development causes intellectual stimulation, better self-concept, and better educational aspirations in the child. Parents’ greater involvement would result in a greater reading relationship with their children. In this premise, the key purpose of this study was to find out the involvement of parents in the Learners’ Reading Development as a facilitator, role models, and motivators. Data needed for this descriptive study was collected from 89 parents using a 30-item self-made data-gathering instrument that has passed the rigorous test of validity and reliability. The collected data was dealt with using the mean and Mann-Whitney U-test. The results revealed that the level of Parental Involvement in the Learners’ Reading Development was high in terms of facilitator, role model, and motivator. A difference was found in the level of parental involvement in the learners’ reading development in the area of facilitator when compared to the average family monthly income. The result of this study serves as a a guide for parents and teachers in finding ways to improve the learners’ reading skills. The study calls for education authorities to formulate parental involvement policies and programs for early reading development to ensure high levels of parent-teacher partnership in basic education. Keywords: Parental Involvement, reading development, learners, Manjuyod, Negros Oriental.

Teachers’ Motivational Skills In Primary Reading

Teachers’ motivational skills in primary reading are essential because they inspire primary learners, foster a love for learning, and contribute to academic success, laying the foundation for lifelong literacy and educational achievement. In this context, this study aimed to determine the level of teachers’ motivational skills at the primary level. The study was tested on 86 primary school teachers using a self-made questionnaire that passed stringent validity and reliability tests. The data were statistically analyzed using the mean, t-test, and analysis of variance. The results revealed that the level of teachers’ motivational skills in attention, confidence, and satisfaction was very high, while the areas of relevance were high. The level of teachers’ motivation skills, when grouped according to the variables above, was lowest in terms of relevance. Further, no significant differences emerged in teachers’ motivational skills when grouped and compared by their profile variables. Notably, the lower motivation in the relevance dimension prompts inquiry into underlying factors affecting its perception. It calls for tailored professional development interventions to address these issues, potentially leading to more effective teaching practices and learner outcomes. Keywords: Teachers’ Motivational Skills, Primary Learners, Education, Valencia, Negros Oriental.

Reading Comprehension of Learners in a Last-Mile School

Analyzing student’s reading comprehension at a last-mile school can reveal valuable insights into a range of educational and socio-economic development. It is along this premise that this paper aimed to determine the level of Reading Comprehension of Learners in a last-mile school in a fourth-class municipality in Negros Occidental during the School Year 2023-2024 as the basis for a contextualized instructional plan. Data needed for this descriptive study was collected from 119 respondents using a 40-item self-made data-gathering instrument that has passed the rigorous tests of validity and reliability. The ensuing analysis showed that learners’ reading comprehension in a last-mile school was average. In literal, inferential, and applied comprehension, learners were found to be at the average level but at a low level around appreciative comprehension. The result calls for the teachers to create and craft more engaging learning and reading materials that suit the background and interests of learners to encourage them to read more and hone their reading skills. They also need to make sure that despite the distance of where the school is located, learners receive quality instructional material. Keywords: Language Education, Literal, Inferential, Applied, Appreciative Level of Reading Comprehension, Negros Occidental, Philippines