Specific Reading Skills Research Articles

Educational technology for reading instruction in developing countries: A systematic literature review

AbstractDespite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implicationsRationale for this studyThis systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research.Why the new findings matterThe findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital.Implications for research and practiceThis systematic review synthesises current research so that policy makers have guidelines when designing interventions. The review provides a comprehensive map of existing literature and gaps for researchers. Based on the findings from this systematic review, policy makers are encouraged to consider how technology engages students through multimedia and interactive features, is adapted to the local context and language, and is differentiated to students' different ability levels. Policy makers should also consider how technology supports student learning through the scaffolding of specific reading skills with a holistic connection to a broader literacy programme, teacher training and the local curriculum. Since little quality data exists in this area, these recommendations for policy are tentative, and it is recommended future research further explore some of the promising features that were found in numerous successful interventions.

Relation between digital tool practices in the language arts classroom and reading comprehension scores

Concerns about the negative effects of digitalization on students’ reading comprehension, empirically backed by recent meta-analyses, question the efficacy of digital tools in the language arts classroom. By analyzing data from 4 and 8th grade US students from NAEP 2017, we aimed to test the generalization of the negative association between screens use and reading comprehension test scores within language arts classrooms, and to identify teachers’ practices to support comprehension, which could reduce such a negative relationship. We used data from 149,400 4th grade and 144,900 8th grade students to predict their reading comprehension scores based on their frequency of use of digital devices in the language arts class, as well as on the specific learning activities performed with such devices. Results revealed that amount of daily use of digital devices was negatively related to scores on a reading comprehension test. In addition, teachers’ uses of digital tools to support students’ reading comprehension showed positive relations for student use of digital devices for reading projects, and negative relations for activities addressing specific reading skills, such as building and practicing vocabulary. We discuss these results in light of our current understanding of the effects of digitalization on reading.

Transtorno específico da aprendizagem

Specific Learning Disorder (ASD) is part of neurodevelopmental disorders and is characterized by impairments in specific reading, writing and/or math skills. The disorder significantly interferes with the individual's school performance, so that individuals with the condition present results below expectations for their intellectual and educational level, even if the conditions and context are adequate and favorable for learning. The origin of ASD is neurobiological, but its manifestation depends on the interaction between genetic, environmental and epigenetic factors. The disorder affects 5 to 15% of school-age children. To work with the ASD, it is necessary to use evidence-based interventions, pedagogical support that stimulates deficient skills and makes use of strengths, as well as family engagement.

Systematic Literature Review of Language Learning Strategies for Reading Skills in English for Specific Purposes among Business Students

This article analyses English language learning strategies adopted by students in learning English for Specific Purposes (ESP). Despite a broad study in language learning, there is still a scarcity of empirical evidence to emphasise the importance of LLS and the impact on students’ performance for ESP specifically. This topic is significant in reflecting the strategies and their adaptability by targeted students. It involves a systematic review of literature and studies from Malaysia and other parts of the world between 2009 and 2021. It references published research studies, analyses books and strategies students use in learning English and especially for specific purposes and reading skills. Out of 50 previous studies, 20 were chosen for a thorough analysis ranging from research journals, reports, and books on definitions and growth and development of ESP, and strategies for learning ESP. The studies revealed that though the majority of ESP students in Malaysia have embraced self-directed English language learning strategies, there is still a gap in the English proficiency in the Malaysian education system. While acknowledging the limitation occasioned by a smaller sample size, the study recommended the adoption of language learning from an out-of-classroom perspective and understanding the significance of Business English to students.

ELT MATERIAL FOR BIOLOGY EDUCATION DEPARTMENT STUDENTS: WHAT ARE THE STUDENTS' NEEDS?

This research is aimed to analyze the need of Biology Education Department Students at UIN Alauddin Makassar. Based on the preliminary study, the researcher found that English subject on Biology Education does not have a specific syllabus and also the material is not through the need analysis based on priorities needed by students of Biology Education Department. The research design used in this study was survey method. This need analysis comprises of Target Situation Analysis, Present Situation Analysis, and Learning Needs. The procedures included analyzing need by spreading questionnaire and conduct an interview. The result of this research shows that students of Biology Education Department needs more specific English material and need English reading skills more than other skills. It implies that the lecturer should design material related to the students need to fulfill their needs.

Criticalities of Non-Verbal Reading Competencies: An Afrocentric Ethnological Approach to Qualitative Research

Body contact and body language reading are unique and existential and, although culturally dependent and socially embodied, they are critical ethno-specific communication forms confined within contextual geo-spaces. The interactive narratives of ethno-specific, non-verbal communication in my qualitative research approach were facilitated using e-mails, web blogs and thread observations generated by senior research leaders who shared their views on appropriate Afro-ethno-specific qualitative data collection methodologies. Afro-ethno-specific qualitative data collection methodology needs a new narrative that focuses on creating Afrocentric research practices and data collection instruments that are validated for African contexts. Research findings indicate that non-verbal reading competencies that take cognizance of the application of the 3 Cs of non-verbal communication; context, clusters and congruence that are group and Afro-ethno specific were often ignored by researchers in South Africa. The article argues that the application of Afro-ethno specific non-verbal reading competencies, knowledges and skills is critical for it takes into cognizance people’s ethnic origin, culture, identity, race, nationality, norms, values, religion or belief systems.

The need for integration of reading, critical thinking and academic reading skills: a quantitative analysis of Slovak undergraduates’ reading performance

AbstractBased on recent research (Alderson, 2005; Khalifa and Weir, 2009), this study focuses on three areas of reading comprehension necessary for a successful academic career: general L2 EFL reading skills, more specific academic reading skills and critical thinking and reading. The study presents an analysis of quantitative research conducted in 2020, based on a sample of Slovak undergraduate students reading an academic text in English as L2 in EFL CLIL-formatted classes in humanities.The respondents’ general reading skills were analysed in the context of their critical reading skills and academic preparedness. When tested for general reading skills, respondents were asked to identify implicit and explicit information and the gist of the text. Academic abilities were tested via the ability to identify the attributes of an academic text, such as the system of references, rational and logical language and causeeffect type of argumentation, which indicated the author and genre of the text. In order to evaluate participants’ critical skills with a focus on the social aspects of the text, respondents were asked to identify the importance of the text for themselves and for their community and life. The participants’ mean scores and differences in their performances on each task type were compared using descriptive statistics, and multiple analysis of variance. The results suggest that the general reading skills of university undergraduates in Slovakia are adequate, however, more difficulty was encountered with implicit, rather than explicit, tasks. Students also need to improve their critical reading skills and reading for academic purposes. The research outcomes highlight the need to hone the education of future linguists to the new needs of a more text-based society.

Reading skills deficits in people with mental illness: A systematic review and meta-analysis.

Good reading skills are important for appropriate functioning in everyday life, scholastic performance, and acquiring a higher socioeconomic status. We conducted the first systematic review and meta-analysis to quantify possible deficits in specific reading skills in people with a variety of mental illnesses, including personality disorders (PDs). We performed a systematic search of multiple databases from inception until February 2020 and conducted random-effects meta-analyses. The search yielded 34 studies with standardized assessments of reading skills in people with one or more mental illnesses. Of these, 19 studies provided data for the meta-analysis. Most studies (k=27; meta-analysis, k=17) were in people with schizophrenia and revealed large deficits in phonological processing (Hedge's g=-0.88, p<0.00001), comprehension (Hedge's g=-0.96, p <0.00001) and reading rate (Hedge's g=-1.22, p=0.002), relative to healthy controls; the single-word reading was less affected (Hedge's g=-0.70, p <0.00001). A few studies in affective disorders and nonforensic PDs suggested weaker deficits (for all, Hedge's g <-0.60). In forensic populations with PDs, there was evidence of marked phonological processing (Hedge's g=-0.85, p<0.0001) and comprehension deficits (Hedge's g=-0.95, p=0.0003). People with schizophrenia, and possibly forensic PD populations, demonstrate a range of reading skills deficits. Future studies are needed to establish how these deficits directly compare to those seen in developmental or acquired dyslexia and to explore the potential of dyslexia interventions to improve reading skills in these populations.

Examining the Influence of Interactions Between Early Reading Skills and Executive Functioning on Second Grade Reading Achievement

Questions still exist about the interplay between foundational literacy components and budding cognitive structures that are thought to influence advanced reading abilities. Understanding interactions between executive functions (EFs) and specific early reading skills could contribute to our understanding of later reading achievement. The present study used multilevel modeling to examine whether EFs (i.e., working memory, cognitive flexibility, and inhibition) moderate the relation between various early reading skills in kindergarten and second grade reading achievement in a sample of 18,174 participants from the ECLS: K-2011 database. Our findings suggested that early teacher-rated reading skills are related to second grade reading abilities. Both working memory and inhibition were important moderators for reading independently in kindergarten and are associated with later reading achievement in second grade. Research implications and the importance of understanding the intersection of cognitive processes and learning in early childhood are discussed.

Guidelines for teaching Language University students to read Newspapers

It is general knowledge that in the twenty first century news and information are easily available via the Internet. But newspaper still remains one of the main sources of news and information for many people. Students of Language Universities should be taught to read newspapers in the target language. The should be taught newspaper language. It is useful if the students can familiarize themselves also in terminology, structures and skills related to newspapers. All university graduates should have a general overview about what is going on around them in everyday public life. The need to teach our students to develop different tools to analyze newspaper texts in detail and to talk about the text in any mode, to develop skills about texts, and to improve their understanding of newspaper and journal texts. A teacher can involve the students by helping them and enabling them to practice English communicative skills. The teacher’s goal is to encourage the students to learn English more actively through papers. This article suggests ways of developing newspaper reading skills by designing tasks which can be adapted to students of different levels. It is important to be pragmatic in aspect of authentiсity. The newspaper article has to the interesting and relevant for the students. There are numerous possibilities for making use of authentic newspaper materials if the teacher is creative. Authentic materials should be used at all levels. It is also general knowledge that it is advisable to grade the texts and tasks. It is sometimes necessary to concentrate on training specific newspaper reading skills rather than allowing students to read without guidance.

Complejidad textual, vocabulario pasivo y comprensión lectora en escolares chilenos de segundo ciclo básico

El objetivo de este estudio fue determinar en qué medida la complejidad textual y la comprensión del vocabulario pasivo inciden en la comprensión global de los textos y en las habilidades especí­ficas de lectura establecidas por la tarea de comprensión. Se llevó a cabo una investigación de tipo cuasiexperimental y la muestra estuvo compuesta por 66 alumnos de sexto año básico (de entre 11 y 12 años). Se elaboraron dos versiones de una misma prueba y se modificaron los í­ndices de dificultad de cada texto. La comprensión del vocabulario pasivo se midió a través del test de vocabulario en imágenes (TEVI-R) validado para Chile. Los datos de este estudio muestran diferencias en los grupos comparados de acuerdo con la complejidad de los textos, pero no debido a la comprensión del vocabulario pasivo en el caso de la comprensión global. El análisis multivariado de la varianza solo arroja resultados significativos en algunos análisis univariados, los que se discuten en este estudio.

Preparing Teacher Candidates to Successfully Complete A High-Stakes Licensure Assessment

This design case describes the creation, implementation, and refinement of an online asynchronous teacher education course that supports elementary education teacher candidates in their design of learning segments in preparation for the high-stakes teacher education assessment, edTPA. edTPA is a performance-based assessment that is a requirement for teacher candidates to successfully complete to graduate and earn their initial teacher license. This design case will focus on the instructional design and assessment aspects of the edTPA assessment, in which candidates must design and implement a learning segment focused on a specific reading skill. The design case will include screen captures of the course, and describe the iterative design of developing the online course, as well as two cycles of revising the course based on data that includes feedback from candidates, input from faculty experts, as well as learning outcomes from the course and the high-stakes assessment. Data from teacher candidates who completed the course will be included to provide readers with a vicarious experience about the design case.

Use of E – Book in Science Learning of Junior High Students in the University of Batangas

The Department of Education Order 105, s. 2009 stated that as this country advances through the 21st - century, the use of technology to research, organize, evaluate and communicate information has grown. In response to this, the use of E-book or Electronic Book is one of the 21st - century educational tools that provide opportunities to practice learning fundamentals in as many as possible. Moreover, this study aimed to assess the use of e-book as an instructional material in science learning among the junior high students of the University of Batangas, Batangas City, Philippines with the end purpose of developing activities that will enhance the teaching-learning process. It determined the usefulness of ebook in improving students’ achievement, study habits and acquired skills including the common problems met by teachers and students in using an e-book. The descriptive method was used with a questionnaire as the main data gathering instrument with an interview. The respondents were composed of two groups, 40 Grade 10 students and 42 teachers are selected through purposive sampling. The statistical tools used were t-test and weighted mean. The results of the study revealed that teachers agreed that the content presents a series of activities in each section or unit, while students agreed that the contents have comprehensive and appropriate topics. The teachers agreed that the graphics use contrasting colors to the background for easy reading, while students agreed that it uses varying fonts and sizes. There are no significant differences between the assessment of teachers and students on the use of e-book as instructional material in learning Science in terms of contents, design, and graphics. The teachers and students agreed that e-book helps in enhancing student’s achievement in the attainment of the content standard. The teachers agreed that students enhanced their acquired skills by demonstrating independent learning, while students agreed that their skills improved because they can transfer specific print-based reading skills to interactive. The common problems met by the respondents are the compatibility and design limitation of the software. The proposed activities have interactive visual features, varying fonts, sizes and color that can sustain the interest of the learners.

Developmental trajectories of white matter structure in children with and without reading impairments

Left temporal-parietal white matter structure is consistently associated with reading abilities in children. A small number of longitudinal studies show that development of this area over time is altered in children with impaired reading. However, it remains unclear how brain developmental patterns relate to specific reading skills such as fluency, which is a critical part of reading comprehension. Here, we examined white matter development trajectories in children with dysfluent reading (20 dysfluent and inaccurate readers, 36 dysfluent and accurate readers) compared to non-impaired readers (n = 14) over 18 months. We found typical age-related increases of fractional anisotropy (FA) in bilateral temporal-parietal areas in non-impaired readers, but a lack of similar changes in dysfluent readers. We also found steeper decreases of mean diffusivity (MD) in the right corona radiata and left uncinate fasciculus in dysfluent inaccurate readers compared to dysfluent accurate readers. Changes in diffusion parameters were correlated with changes in reading scores over time. These results suggest delayed white matter development in dysfluent readers, and show maturational differences between children with different types of reading impairment. Overall, these results highlight the importance of considering developmental trajectories, and demonstrate that the window of plasticity may be different for different children.

Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data

Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies.&#x0D; Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types.&#x0D; Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures.&#x0D; Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.

From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension

Previous research suggests that (a) individual differences in reading and language development are stable across childhood, (b) reading and vocabulary are intertwined, and (c) children’s oral narrative skill contributes to later reading comprehension. Each of these three phenomena is assessed using a longitudinal design spanning 15 years, from when children were 19 months old until they were 16 years old. Alongside measures for maternal vocabulary, a host of language and (early) reading measures, including vocabulary, early literacy development, oral narrative skill, and reading comprehension, were administered across eight time points to a sample of 58 children. Specific early language and reading skills were generally strongly correlated over time. Reading comprehension at age 12 was predicted by vocabulary at 19 months and emergent literacy at school entry. Vocabulary at 19 months of age predicted early literacy skills prior to school entry and reading comprehension at age 12 years, as did school entry literacy skills. Controlling for maternal and infant vocabulary, children’s oral narrative skill around school entry related uniquely to reading comprehension 10 years later. Findings provide new evidence for the long-term interplay between early language, literacy, and later reading and vocabulary development.

“Quem gostou da história?” – a compreensão de leitura na educação infantil: possibilidades e desafios

&lt;p&gt;O presente trabalho teve como objetivo conhecer as concepções sobre leitura e compreensão de textos escritos de professoras que atuavam nos últimos anos da educação infantil. Os sujeitos de nossa pesquisa foram duas professoras da rede municipal do Recife. Partimos do entendimento de que a compreensão de texto é algo que pode ser ensinado (BRANDÃO; ROSA, 2010). Adotamos o conceito de leitura como construção de sentido (SOLÉ, 1998) e defendemos que algumas habilidades específicas de leitura devem ser desenvolvidas para essa compreensão (Oakhill; Cain, 2004). Realizamos entrevistas semiestruturadas.Os resultados indicam que as professoras tinham uma representação de leitura bastante positiva, porém não identificavam a compreensão de textos como objeto de ensino. Percebeu-se que, mesmo sendo uma prática rotineira, não tinham como objetivo o desenvolvimento da compreensão de texto por parte das crianças.&lt;/p&gt;

Full-day kindergarten and children's later reading: The role of early word reading

Full-day kindergarten is one means to improve the academic skills of children, particularly those at risk for academic difficulties. Full-day children generally earn higher end-of-kindergarten reading scores than those in half-day. Unfortunately, the benefit of full-day programs fades shortly after kindergarten. Research, however, has not considered whether the specific reading skills children attain in kindergarten help sustain the full-day kindergarten benefit. This study examined full- and half-day kindergarten children's early word reading attainment (composite of letter knowledge, beginning sounds, ending sounds, and sight words) and its association with reading in elementary school. Full-day children were more likely to attain early word reading by the end of kindergarten which, in turn, predicted higher reading scores in first, third, and fifth grades. Early word reading attainment was associated with decreased SES–related reading gaps in elementary school.

Assessing Learners' Reading Literacy through New Approaches

Reading comprehension is a process that has been the subject of studies for several years; there have been many attempts to make it a reference model, especially for teachers. Studies on the topic differ greatly depending on whether the approach is linguistic, social, or psychological. However, the common starting point of these studies is the procedural nature of comprehension and the active role played by the reader in the construction of meaning; a centrality that the reader also maintains in an era, the current, which is characterized by a nature deeply digital and in which the impact with the “text” is very strong and immediate and the dimension of participation assumes thickness in an immersion in network charge of charm. Therefore this paper represents the introduction to a thorough research that the author would develop to analyze the impact the digital reading has on the learning process of students. The survey referred, and of which it will be in the following essays to this, has as its object of study “Process and system evaluation and digital technologies.” In this paper, however, starting with a few mentions to the executive research plan we focus only on the relative in reading literacy. For this reason, this paper will examine some of the models present in the literature that are useful in providing valuable guidance to teachers on teaching /learning strategies that can promote learners' acquisition of specific reading skills. The purpose is to understand if, by changing the “medium” book, these strategies are valid and sufficient to produce learning in a context of digital reading.

Who’s Really Struggling?: Middle School Teachers’ Perceptions of Struggling Readers

This study explored middle school teachers’ perceptions of struggling readers, including influences such as: understandings of components and factors relating to reading difficulties; views of struggling readers’ behaviours and affect; classroom implications of their difficulties; and feelings of both competency and responsibility in the teaching of struggling readers. Using a phenomenological case study approach, survey data from 35 respondents, and interview data from ten participants across three different school districts were analyzed using both a within-case and cross-case analysis method. Identified common themes included teachers’ difficulty defining and assessing students who struggle with reading, and tending to attribute the difficulties to factors beyond their control. Teachers realized the correlation between reading difficulties and motivation, but were unsure how to mitigate the ensuing behaviours in their classrooms. Participants believed that middle school students should be competent grade level readers and did not believe it their job to teach specific reading skills in content area classes, as they were constrained by both a lack of knowledge and time. The findings suggest that teachers, both pre-service and in-service, need more education about reading difficulties, classroom strategies and practice. The research indicates a need for more optimal use of specialist teacher time, professional development and literacy coaching.