Reading Skills Research Articles

PENGEMBANGAN MEDIA BOARD GAME “PACAROLI” PADA KETERAMPILAN MEMBACA PERMULAAN SISWA KELAS I DI SD MUHAMMADIYAH AIMAS

This study aims to develop a learning media in the form of a board game called "PACAROLI" to improve the early reading skills of first grade students at SD Muhammadiyah Aimas, Sorong Regency. This study uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The results of the study indicate that the "PACAROLI" board game media is valid, practical, and effective to be used as a learning media. The validity of the media is proven by the average score from the experts of 96%. Practicality is measured through student responses, with more than 70% of students giving positive responses. The effectiveness of the media is shown through the results of the pre-test and post-test which showed a significant increase (p <0.05). Thus, the "PACAROLI" media can be an innovative solution in improving the reading skills of first grade students. The researcher provides suggestions to several parties in the world of education. For students who often do playing activities, it is expected that they can increase their knowledge through learning activities while playing. For teachers, so that they can sort and utilize learning media that are in accordance with student characteristics and can foster student interest in learning. For the principal, to be able to consider the use of learning media that are in accordance with the characteristics of students and the demands of today's education. For further researchers, it is expected to be able to develop products from this research that are in accordance with the development of the times, and consider the feasibility, effectiveness, and practicality of the media for further research.

Effectiveness of a Simplified ESP Curriculum for Adult Learners

This research investigates the effectiveness of a simplified English for Specific Purposes (ESP) curriculum tailored for male learners aged 35-55. The study employed a mixed-methods approach, combining quantitative proficiency assessments with qualitative insights from interviews and classroom observations. Sixty participants engaged in a 12-week program that focused on essential grammar, vocabulary building, and interactive tasks aligned with their professional needs. The curriculum was designed to address the specific linguistic and communicative demands of workplace scenarios, ensuring immediate applicability of the skills learned. The results indicate significant improvements in speaking, listening, and reading skills, with mean scores increasing by (30%), (24.1%), and (25.9%), respectively. Participants reported enhanced confidence in using English in professional settings, attributing this improvement to the curriculum's practical focus and opportunities for real-time practice during interactive tasks. Qualitative data from interviews revealed that learners found the curriculum highly relevant to their workplace needs, with many participants applying newly acquired vocabulary and expressions directly in their jobs. The study highlights the potential of minimalist curriculum design in adult ESP education, demonstrating that streamlined, context-specific approaches can effectively address the unique challenges faced by adult learners. By focusing on essential language skills and reducing cognitive load, the simplified curriculum not only improved language proficiency but also boosted learner motivation and engagement. These findings have important implications for ESP educators and curriculum designers, suggesting that simplified, goal-oriented programs can yield superior outcomes for adult learners.

Innovative Methods in Teaching Reading Skills

Innovative Methods in Teaching Reading Skills

Integrating WebQuests into ESL Classrooms to Reinforce Students’ Vocabulary and Reading Comprehension

This study examines the impact of WebQuests on the vocabulary and reading skills of ESL students in Saudi Arabia’s technical colleges. The primary objectives of the study are to determine whether WebQuests can improve the vocabulary and reading skills of ESL learners and to explore their perceptions regarding the use and impact of WebQuests on their academic performances. An experimental method was used to explore WebQuests’ impact by exposing the experimental group to 3 WebQuests over 3 weeks. The participants included 78 students from the Technical College of Girls in Buraydah (39 in each group). The experimental group received the traditional teaching method along with WebQuests as an additional tool, while the control group only received the traditional teaching method. A post-test was conducted to compare the performance of both groups and determine if there were significant differences resulting from the treatment. After the treatment, the data, elicited using a questionnaire completed by the experimental group, was analyzed to reveal their perceptions regarding WebQuests’ implantations. The results of the experiment underscore that no significant differences were observed between the experimental group and the control group concerning their post-tests. This demonstrates that WebQuests have a limited influence on students’ vocabulary and reading skills. On the other hand, the questionnaire indicated that learners expressed a favorable opinion towards WebQuests, considering them easy and effective for improving vocabulary and reading skills.

Development and Validity of the Adult Reading History Questionnaire (ARHQ) for Chinese.

The Adult Reading History Questionnaire (ARHQ) is a popular instrument for screening dyslexia in adults. Yet, there is no evidence suggesting its applicability in Chinese. The present study aims to develop a Chinese Adult Reading History Questionnaire (Chinese-ARHQ) and to assess its validity among Chinese adults. A total of 2439 Chinese adults completed the questionnaire of Chinese-ARHQ with 2234 questionnaires valid for further analysis (Nmales = 825, Mage = 26.29 years, SDage = 9.12). Among these participants, 184 completed the questionnaire twice and 221 completed reading-related tests. Results showed that the Chinese-ARHQ had good internal consistency reliability (Cronbach's α = 0.88), and the test-retest reliability was 0.81. Three factors (current reading, dyslexia symptoms and memory) were extracted through exploratory factor analysis. The scores of Chinese-ARHQ and its factors were both related to reading and phonological skills, revealing the good criterion validity of the questionnaire. Receiver operating characteristic (ROC) analysis revealed that the optimal threshold for the Chinese-ARHQ was 0.36 with a sensitivity of 83.3% and a specificity of 75.9%. Additionally, adults screened by the Chinese-ARHQ (> 0.36) performed worse in reading and phonological awareness, further validating the Chinese-ARHQ as a reliable screening tool for Chinese dyslexia in adults.

False-Negative Review from the Mammography Audit: Refining Breast Imaging Practice.

Annual review of false-negative (FN) mammograms is a mandatory and critical component of the Mammography Quality Standards Act (MQSA) annual mammography audit. FN review can help hone reading skills and improve the ability to detect cancers at mammography. Subtle architectural distortion, asymmetries (seen only on one view), small lesions, lesions with probably benign appearance (circumscribed regular borders), isolated microcalcifications, and skin thickening are the most common mammographic findings when the malignancy is visible at retrospective review of FN mammograms. Most FN mammograms are not due to radiologist error. There are common and predictable settings in which FN mammograms occur. Patient factors associated with elevated FN mammograms include dense breasts, elevated lifetime risk of breast cancer, and personal history of breast cancer treated with lumpectomy and radiation therapy. About half of FN cancers are detected by supplemental screening examinations and half manifest clinically. The most common manifesting symptoms for interval cancers are a palpable abnormality, nipple discharge, and skin changes. Interval cancers can have more aggressive pathologic features and higher rates of node positivity. The FN review includes Breast Imaging Reporting and Data System (BI-RADS) 3 cases that develop a cancer diagnosis during surveillance. Nonbreast malignancies diagnosed as interval cancers (most commonly lymphoma and metastatic disease) do not need to be counted as FNs for audit purposes. The FN review and annual audit are confidential processes that protect patient and radiologist information while allowing meaningful quality control and improvement. Although FN mammograms are rare, review of these cases is a valuable educational tool. The slide presentation from the RSNA Annual Meeting is available for this article. ©RSNA, 2025.

Implementing Jigsaw learning method to develop reading skills: A case study of secondary school students

The present study was intended to investigate how the study of reading was developed through jigsaw. Further, in-depth research was conducted to find out what extent to which the students' comprehension of reading was. For this purpose, 14 students were taken in a class on Elementary Reading Comprehension in the second semester of the academic year 2022/2023. This research was conducted by using action research which consisted of two cycles. Each cycle had four steps of teaching; they were planning, action, observation, and reflection. The data of this research were from the reading test, the observation note, and the questionnaire. The result of this research showed the students had a positive impact on the teaching of reading. They could elaborate on their ability to comprehend the text to the others. And from the questionnaire given, it showed the students enjoyed teaching reading by applying a jigsaw technique.

Voices Beyond Text: Unravelling Perceptions and Experiences of Thai Students with Visual Impairment using Microsoft’s Reading Progress - A Narrative Inquiry Approach

Students with disabilities have been facing issues in English proficiency improvement and limitations in material accessibility. This, too, happens to Students with Visual Impairment (SVIs). However, as announced in the United Nations' commitment to create equity in inclusive education, particularly in SDG Goal 4, it is vital for educators to draw attention to this issue. This qualitative study explores the perceptions and experiences of SVIs using Microsoft's Reading Progress program to develop English reading skills, particularly fluency and pronunciation, at a university in Thailand. Through a narrative inquiry approach, six Thai undergraduate students with visual impairments (SVIs) were purposively selected to narrate their perceptions and experiences through semi-structured interviews on the program assisting SVIs with English reading skill improvement. The collected data were analyzed and categorized into six themes regarding Pronunciation Improvement, bridging the Gap between Silent Reading and Pronunciation, Enhancing other English skills, and The Role of Microsoft’s Reading Progress Program in Enhancing Confidence in English Reading. However, challenges were revealed in the areas of accessibility facilitating SVIs users. Lastly, additional experiences also emerged under the themes of Balance Between Pronunciation and Comprehension. The study's implications are beneficial for educational institutions and policymakers to take accessible learning solutions into account under the unique needs of students with visual impairment and, importantly, to enhance equity in inclusive education.

Mobile Learning Readiness and Pupils’ Reading Performance

Mobile learning, often referred to as M-learning, is an educational system that leverages mobile devices like smartphones, tablets, and other handheld gadgets to enable learning at any time and place. Being prepared for mobile learning involves several aspects, such as technological readiness, pedagogical strategies, and the learner's preparedness. This study investigated the level of mobile learning readiness and reading performance of Malitbog District I pupils in the Division of Bukidnon. Specifically, it aimed to describe mobile learning readiness in terms of basic readiness, skills readiness, and budget readiness, determine the pupils' reading performance, and ascertain the relationship between mobile readiness and the reading performance of pupils. Two hundred eighty (280) pupils were the respondents in the study. It was conducted in Malitbog District, Malitbog, Bukidnon. This study employed descriptive statistics such as frequency, mean, and standard deviation to determine the level of mobile readiness and pupils' performance. Pearson Product Moment Correlation was used to determine the relation between the variables. Findings revealed that the respondents' mobile readiness in terms of basic readiness was very high, while skills readiness and budget readiness were high. Moreover, the respondents' reading performance was at the instructional level. Furthermore, there was a significant relationship between mobile readiness and reading performance. It is recommended that pupils and teachers should explore educational apps, e-books, and online resources that can enhance reading skills.

Determinants of L2 English Reading Proficiency among Thai Learners of English in Tertiary Education: A Multicomponent Perspective

Multicomponent perspectives on second language reading proficiency offer a contemporary understanding of reading and its development (e.g., Yamashita, 2022). In this web-based experiment, we investigated the relationship among L2 reading proficiency measures—reading comprehension, listening comprehension, reading fluency—and component reading skills in English, assessed through tests of vocabulary, grammar, and orthographic knowledge. A sample of 101 L2 learners from a Thai university participated, providing demographic and language background information and completing a survey regarding their motivation to perform well. As expected, reading and listening comprehension were strongly correlated. Moreover, a three-factor model emerged, with word-decoding skills, linguistic comprehension, and word-processing speed as latent constructs explaining just over half of the overall variance in L2 reading proficiency. Notably, component skills in English contributed more significantly to individual variability in reading and listening comprehension than to reading fluency. These findings suggest that while both comprehension and fluency are important facets of reading proficiency, a different set of skills may underlie reading fluency in a second language. The findings are discussed in relation to current theories of reading proficiency, with implications for L2 reading instruction considered.

An In-Depth Analysis of the Oral Reading Comprehension of the Grade 7 Students of Liceo de Pulilan Colleges Inc.

Literacy, defined as the ability to read and write, was considered a vital skill for personal success and societal development. In the Philippines, the literacy rate was reported at 96% in 2019 (World Population Review, 2024). However, reading comprehension remained a significant concern. According to the 2022 Program for International Student Assessment (PISA), the Philippines ranked 76th out of 81 participating countries in reading comprehension (Servallos, 2023). This was not a new trend; in the 2018 PISA, the country had ranked the lowest among 79 nations, indicating a persistent challenge in improving reading skills among Filipino students. This study provided an in-depth analysis of the oral reading comprehension skills of Grade 7 students at Liceo de Pulilan Colleges Inc. It aimed to determine the factors that affected their reading proficiency and to identify strategies to enhance their comprehension abilities. Using a mixed-methods approach, the research assessed student performance through standardized tests, classroom observations, and teacher interviews. The findings revealed significant gaps in reading comprehension, which were attributed to several factors, including teaching methods, language exposure, socio-economic conditions, and limited access to reading resources. The study emphasized the need for targeted interventions and instructional improvements to bridge these gaps and foster a higher level of literacy among students. Ultimately, the research contributed to developing effective educational policies and practices that aimed to enhance reading skills, supporting students' academic success and lifelong learning potential.

Exploring Students’ Perception on The Implementation of a Web-Based Materials in Intensive Reading Class

Intensive Reading is one of reading subjects learned by English Department students. This course is a reading activity to find information and understand the contents of various reading texts. Good reading skills will enable students find and understand information from various texts proficiently. Besides knowing and applying reading strategies, students can improve their reading skills by doing reading practice continuously. Therefore, students need to have an easy access of various texts that are used as intensive reading materials. Website is one of the media that can be used to provide intensive reading materials. This is a descriptive qualitative research that is aimed to explore students’ perception on the implementation of a web-based materials in intensive reading class. The participants were the second semester of English Department students learned intensive reading. The data were obtained from observation, interview, and documentation. The findings showed that students have positive perception on the implementation of a web-based materials in intensive reading class. It was found that the implementation of websites can motivate students in learning to read, help students improve their reading comprehension, and form students’ reading habits.

Development of magic box media in enhancing reading skills: A study on second-grade students at SDN 2 Tilongkabila

Development of magic box media in enhancing reading skills: A study on second-grade students at SDN 2 Tilongkabila

Learning spellings and meanings: Longitudinal relations to reading

BackgroundProminent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier learning of the spelling and meaning of words is associated with later core aspects of reading: orthographic representations, word reading and reading comprehension.MethodsParticipants were 120 English‐speaking children followed longitudinally from Grade 3 to Grade 4 (i.e., from 8 to 9 years of age on average). At Grade 3, children read stories containing new words and answered questions about the spelling and meaning of these new words, evaluating orthographic and semantic learning, respectively. Children also completed outcome measures of orthographic representations (with a choice task targeting the spelling of existing words), word reading and reading comprehension (with standardised tasks) at Grades 3 and 4. We conducted regression analyses controlling for age, nonverbal reasoning, working memory, vocabulary and phonological awareness.ResultsWe found that each of orthographic and semantic learning predicted gains in orthographic representations from Grade 3 to Grade 4. Furthermore, orthographic learning at Grade 3 predicted word reading at Grade 4, while semantic learning at Grade 3 predicted reading comprehension at Grade 4.ConclusionsThese longitudinal associations between orthographic and semantic learning and core aspects of reading strengthen the evidence in support of the hypothesis that children's word learning capacity plays a key role in reading development.

Aging and word predictability during reading: Evidence from eye movements and fixation-related potentials.

The use of context to facilitate the processing of words is recognized as a hallmark of skilled reading. This capability is also hypothesized to change with older age because of cognitive changes across the lifespan. However, research investigating this issue using eye movements or event-related potentials (ERPs) has produced conflicting findings. Specifically, whereas eye-movement studies report larger context effects for older than younger adults, ERP findings suggest that context effects are diminished or delayed for older readers. Crucially, these contrary findings may reflect methodological differences, including use of unnatural sentence displays in ERP research. To address these limitations, we used a coregistration technique to record eye movements (EMs) and fixation-related potentials (FRPs) simultaneously while 44 young adults (18-30 years) and 30 older adults (65+ years) read sentences containing a target word that was strongly or weakly predicted by prior context. Eye-movement analyses were conducted over all data (full EM dataset) and only data matching FRPs. FRPs were analysed to capture early and later components 70-900 ms following fixation-onset on target words. Both eye-movement datasets and early FRPs showed main effects of age group and context, while the full EM dataset and later FRPs revealed larger context effects for older adults. We argue that, by using coregistration methods to address limitations of earlier ERP research, our experiment provides compelling complementary evidence from eye movements and FRPs that older adults rely more on context to integrate words during reading.

The Use of Project-Based Learning on Early Childhood Financial Literacy Skills

Literacy is a set of individual abilities and skills in reading, writing, speaking, counting, and problem-solving at a certain level of expertise required in everyday life. Basic literacy consists of 6 things, namely language literacy, numerization literacy, science literacy, digital literacy, financial literacy, and cultural/civic literacy. Financial literacy is education on how to manage finances wisely as needed. Financial literacy education is given to children from an early age with the hope that children are used to managing finances well so that they can be free from financial problems in the future and can achieve their welfare This research is an experimental research that aims to find out whether there is an influence of project-based learning on early childhood financial literacy skills. The data analysis technique is analyzed using the paired sample t-test technique. Based on the paired sample test results, a t-value of -16.412 was obtained with a significance value of 0.001 < 0.05. It can be concluded that project-based learning has a significant effect on early childhood financial literacy skills.

Development of Basic Literacy E-Comic Based on Local Wisdom Efforts to Improve the Skills of Reading Narrative Texts in Elementary School Class

This research aims to develop e-comics based on local wisdom as an effort to improve narrative text reading skills in lower-grade elementary school students. In the digital era, the use of information technology in education is increasingly important, and e-comics have emerged as an interesting and effective learning medium. Based on initial analysis, the reading skills of lower-grade students at Gajahmungkur 01 State Elementary School, Semarang City, are still low. The method used is research and development (R&D) with the ADDIE model, which includes six stages: analysis, design, development, implementation, and evaluation. Currently, research has reached three stages, namely analysis, design, and development. At the analysis stage, researchers identified students' needs and the existing cultural context, revealing students' high interest in stories that raised the theme of local wisdom, especially from the Samin tribe. At the design stage, e-comics are designed with interesting visual and narrative elements, including habituation literacy, development literacy, and learning literacy. The development stage involves creating and refining the e-comic to suit students' needs. It is hoped that the development of this e-comic can make a significant contribution in creating education that is more relevant, innovative, and supports the preservation of local culture among students. Keywords: E-Comic Basic Literacy, Local Wisdom, Narrative Text Reading Skills

Fostering Reading Skills through Simplex Didactics and Music: Creation of an Inclusive Tool for Pupils with Dyslexia

During the last decades, prevalence of pupils with Specific Learning Disorder, and more specifically with Dyslexia, is on the increase in Italian schools. It requires both researchers and teachers to investigate, adapt and adopt simplex teaching strategies. that may foster pupils learning process at primary schools by taking account of their educational needs, their learning styles and preferences. According to these premises, the following article aims to create a teaching tool that may support the reading learning process of pupils with dyslexia, during the first years of primary schools, by adopting the simplex principle of detour and the educational potential of music. Keywords: music, simplexity, specific learning disorders, inclusive education, reading skill

Prediction of hearing impairment by indirect hyperbilirubinemia in neonates

Background: Hearing is a special sense and one of the most important components of communication. The ability to communicate and acquiring skills largely depends on the ability of hearing. Hearing impairment can have a substantial influence on a child's speaking ability, language development and social skills. Early detection and timely initiation of treatment for childhood hearing loss is very crucial as inadequate auditory input during first few years of life irreversibly delays the language skills for communication and reading. This study aimed to predict the frequency of hearing impairment in neonates with indirect hyperbilirubinemia. Methods: This was a cross-sectional study conducted at the Neonatal intensive care unit (NICU) and Special care neonatal unit (SCANU) of Bangladesh Shishu Hospital and Institute, Dhaka, Bangladesh during the period from January 2020 to December 2021. In this study, we included 85 hospitalized neonates with hyperbilirubinemia based on the selection criteria. Results: The mean age of the patients was 5.6 (±1.6) days. Pre-term babies were 63.5% and 36.5% were termed babies. Among all patients, 49.4% and 43.5% of patients had indirect bilirubin levels from 15 to<20 mg/dl & 20 to<25 mg/dl respectively. Among 11 hearing-impaired neonates, 3 (27.2%) had mild to moderate impairment, 6 (54.5%) had moderate to severe impairment and 2 (18.1%) had severe to profound hearing impairment. Sepsis, ototoxic drugs and indirect hyperbilirubinemia were independent predictors of hearing impairment. Conclusions: This study concluded that indirect hyperbilirubinemia of≥15 mg/dl in preterm and≥20 mg/dl in term neonates is an important predictor of hearing impairment in neonates.

Analisis Perkembangan Akademik Siswa Tunagrahita dalam Lingkungan Pendidikan Inklusif pada Kelas V di SDN Kebun Bunga 1

This study aims to analyze the academic development of students with learning disabilities in an inclusive education environment in grade V at SDN Kebun Bunga 1, focusing on learning strategies, teacher support and their impact on students' academic outcomes. The main issues faced were challenges in inclusive learning, including limited resources and the implementation of effective strategies. With a qualitative approach using the PRISMA method, data was collected through observation, interviews and document analysis. The results show that material simplification, individualized guidance, and the use of interactive learning media play a significant role in improving the understanding and independence of students with disabilities. Despite facing cognitive and emotional limitations, students showed progress in reading skills, concept understanding, and social interaction. The implications of this study are the need for more in-depth teacher training, close collaboration with parents, and the development of more innovative learning media to support inclusive education. This research contributes to the development of adaptive and inclusive education strategies for students with special needs.