Reading Success Research Articles

Optimizing Reading Instruction through Flexible Grouping Practices

This study investigated the teachers’ perceptions and effectiveness of various grouping practices in reading instruction within school classrooms. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews and document analysis with three participating school teachers. These multi methods not only enrich the data but also strengthen the trustworthiness and credibility of findings to explore complex phenomena of grouping providing depth, contextual understanding and systematic data collection. Thematic analysis, involving coding, categorizing and identifying themes, was used to analyze the data. The study revealed key insights regarding the implementation and perceived effectiveness of grouping including increased student engagement, targeted skill development and opportunities for collaboration. However, challenges were also identified, such as time constraints, the need for adapting instruction within groups and managing student behaviour during group work. Therefore, careful planning and implementation are crucial to address potential challenges. Further research can provide educators with a more comprehensive understanding of the potential and limitations of flexible grouping in fostering successful reading development.

Color evaluation of esthetic brackets when subjected to staining challenge

Objectives: To evaluate the color of ceramic and polycarbonate brackets (monocrystalline and polycrystalline), when stored in water and red wine, directly and on daily immersions in red wine during different time intervals. Methods: polycarbonate (Composite), polycrystalline ceramic (Ceramic and Zetta) and monocrystalline ceramic (Maia): 4 different compositions and trademarks of brackets were selected. The initial color reading of the brackets was performed using a spectrophotometer in CIE L* a* b*, then the brackets were divided into groups (n = 10): the control group (immersed in distilled water), a group immersed in red wine and a bath group (immersed in distilled water and given daily baths of 15 minutes in red wine). Successive readings were performed in the period of 15 days, 30 days and 45 days. The color change (ΔE) was calculated using the ΔE = ((ΔL)2 + (Δa)2+ (Δb)2)1/2 formula. Data were tabulated and analyzed statistically. Results: There was a color change in all tested materials. The highest color change was found in the direct immersion in red wine, followed by the group that underwent daily showers, and the group in distilled water. Polycarbonate suffered greater color change in relation to ceramics, and polycrystalline ceramic suffered greater color change compared to monocrystalline ceramic. The longest times showed the greatest color changes. Conclusion: The type of material and the time of contact with the colorant directly influence the color stability of the brackets.

Fostering Reading Success: Investigating Connected Phonation as a Key Strategy for Word Reading Fluency

This single case study examined the effects of segmented and connected phonation decoding training on improving word reading accuracy for three first-grade students who demonstrated challenges with accurate word reading and decoding skills. Visual analysis and single-case effect size calculations indicate students improved their correctly read words per minute performance across six weeks of intervention. Both segmented and connected phonation strategies are helpful when learning to read; however, when reading consonant-vowel-consonant words with short vowels and continuous beginning sounds, using the connected phonation decoding strategy may facilitate decoding skills for early readers more efficiently. Findings suggest students who require additional word reading practice and decoding opportunities may benefit from connected phonation. Implications for practice and suggestions for future research direction are provided.

Analyzing Alphabet Knowledge Acquisition in Young Children

Alphabet knowledge is one essential skill for the successful development of early literacy skills and is predictive of later reading success. Extant literature has examined both the assessment of early alphabet knowledge and how to teach alphabet knowledge to the youngest learners. One facet to further consider in both alphabet knowledge assessment and instruction is individual letter characteristics and how these characteristics may impact the efficiency in which letter names and sounds are mastered. Data was collected from two alphabet knowledge tasks (i.e., one measuring letter name knowledge and the other measuring letter sound knowledge). Hierarchical linear modeling (HLM) models were evaluated in a sample of 23,970 four-year-old pre-kindergarten students. Change in relative difficulty of letter name and sound items was also examined across three time points (i.e., beginning of year, middle of year, end of year). Results were consistent with previous studies; letters can be situated along a developmental sequence, with some being easier and others harder to learn. Additionally, results revealed how individual item difficulty changed over the course of an academic year, providing additional insight into alphabet knowledge acquisition in four-year olds. Given that individual letter characteristics may impact the efficiency with which letter name and sound knowledge is mastered, teachers might benefit from planning to spend more time teaching and having students practice retrieving knowledge of letter names and sounds for letters that have been shown to be more difficult for students to learn.

Speechreading ability is related to phonological awareness and reading comprehension in adults with hearing impairment in China

ABSTRACT We investigated whether phonological awareness mediated the relationship between speechreading and reading comprehension in Chinese adults with hearing impairment (HI) and normal hearing (NH). Speechreading, phonological awareness, and reading comprehension tests were administered to 154 young adults with HI and 97 young adults with NH in China. Results revealed significant correlations between speechreading, phonological awareness, and reading comprehension in adults with HI, but not those with NH. Phonological awareness did not mediate the relationship between speechreading and reading comprehension in either group of participants. These results suggest that visual speech information (speechreading) contributes to the development of phonological representations in adults with HI, which in turn supports reading comprehension. This relationship was not observed in the adults with NH. Teachers and clinicians working with HI students need to have an understanding of this difference, and take into account the developmental nature of the relationship between speechreadaing, phonological awareness and reading comprehension in the HI students for differentiated reading intervention. If attention to the visual speech information via speechreading indeed contributes to better phonological awareness, HI students may benefit from other visual methods to develop component skills that are foundational to reading success.

Evaluating the large-scale implementation of structured literacy teaching in New Zealand: Evidence from the Better Start Literacy Approach

PurposeThe Better Start Literacy Approach (BSLA) is an evidence-based classroom literacy approach for students aged 5-to 7-years-old being implemented at scale across New Zealand through professional development for teachers. This research aimed to evaluate the effectiveness of the BSLA at scale and to determine the predictors of reading and spelling success within BSLA students. MethodData came from assessment measures collected as part of the BSLA teaching approach, with students assessed by their classroom teachers at baseline and after 10 weeks and 30 weeks of BSLA teaching. We focus on 4,796 students who started the BSLA upon school entry, and also draw upon additional data from the full dataset of 56,122 students across 885 New Zealand schools. ResultsStudents’ growth in foundational literacy skills in response to BSLA teaching was a key predictor of later reading and spelling success. Additionally, students performed at higher levels of reading and spelling after the first year of school when they attended schools with peers who had high rates of reading proficiency. Spelling performance was predicted by the length of time schools had been implementing BSLA. Predictive modelling indicates that students who receive BSLA teaching have a significantly greater probability of success in reading and spelling, compared to standard teaching. ConclusionThese findings build upon previous controlled research trials of the BSLA to demonstrate the effectiveness of the BSLA within its national implementation across New Zealand and indicate its potential to uplift the literacy skills of children across the country.

Frustration Readers in Senior High School: A Case Study

Reading is a crucial skill for students, yet many still struggle with reading performance, hindering their learning and understanding. Studies suggests that frustration readers need to develop their reading skills to improve academic performance. Students with low reading performance also perform poorly in English and other subjects. They have lower reading assessments than their current grade level, leading to difficulties in learning different subjects, increased class failure, and increased risk of bullying. Therefore, it is essential for educators to address these issues to improve students’ reading abilities. Frustration readers are students with low reading capability and scores in reading below their age level. This study explored the contributing factors to the difficulty in reading among the Senior High School students of Pulot National High School. A purposive sampling technique was used in identifying six Grade 11 students who served as the participants for this study. This study utilized a case study design using Yin’s method of data analysis. A researcher-made interview guide was used as the research instrument. Findings revealed that frustration readers in Senior High School were due to a lack of interest in reading, lack of parental support, and lack of time for school work. These resulted in poor academic performance, a source of bullying, and a feeling of envy. A teacher and peer-assisted reading can help the students address their concerns in reading. It is recommended that students will be enjoined to assisted reading which may be conducted more than three times a week. Assisted reading in the form of tutoring can effectively help students achieve success in reading.

The role of the hippocampus in working memory and word reading: Novel neural correlates of reading among youth living in the context of economic disadvantage.

A left-lateralized cortical reading circuit underlies successful reading and fails to engage in individuals with reading problems. Studies identifying this circuit included youth from economically advantaged backgrounds and focused on cortical, not subcortical, structures. However, among youth with low scores on reading tests who are living in the context of economic disadvantage, this brain network is actively engaged during reading, despite persistent reading problems. This finding suggests that other brain circuits may underlie reading in these youth. A hippocampal circuit is one likely candidate, as it has recently been shown to support domain-general processes like working memory (WM) that are also associated with reading. Given age-related increases in hippocampal volume, WM, and reading, and known associations between WM and reading, we hypothesized that hippocampal volume would be associated with reading via WM processes. Using a cross-sectional developmental design, we explored this in middle childhood (average age at MRI scan ∼10; N = 50) and adolescence (average age at MRI scan ∼17; N = 175). Results suggest that the hippocampus is a critical contributor to word reading in adolescents living in economically disadvantaged contexts, and that this operates through working memory processes. Such findings point to new targets for reading intervention in adolescents.

The Application of Interactive Games in Enhancing Kindergarten’s Level of Letter Recognition

Letter recognition is an essential skill in Kindergarten literacy development. It is the strongest foundations in reading success includes letter literacy. Teaching reading using traditional methods losses the learning interest of Kindergartens because of the lack of engagement during the process. This study explored the effectiveness of interactive games in enhancing Kindergartens’ level of letter recognition. It is a quasi-experimental design on the application of interactive games in enhancing Kindergartens level of letter recognition. The sample consisted of twenty (20) Kindergartens from Our Lady of Fatima Parochial School (OLAFPS), Calubian South District, Division of Leyte, Philippines. Data were collected over eight (8) weeks using pre-test before the application of interactive games and post-test after the application of interactive games. It is a teacher-made test instrument to determine the effectiveness of the interactive game in letter recognition. The post-test demonstrated a significant improvement in letter recognition compared to the pre-test. Interactive games improve kindergartens level of letter recognition by enhancing the engagement and participation that activates kindergarten interest to learn contributing higher retention. Hence, interactive game is an effective application in kindergarten for the improvement of letter recognition offering active learning and motivation in kindergarten. This application not only improves letter recognition but also promote playful yet impactful alternative to traditional method. Educators should consider utilizing this interactive game in enhancing kindergarten level of recognition. This study recommends the sustainability of the application of interactive games in enhancing Kindergartens’ level of letter recognition.

An examination of cortical thickness relationships within the reading network of adults.

Much brain imaging work has underscored the functional connections among the inferior frontal gyrus (IFG; articulation), supramarginal gyrus (SMG; letter-sound correspondence), superior temporal gyrus (STG; sound) and fusiform gyrus (FFG; print) during basic reading processes. This reading network supports and coordinates the complex processes that contribute to successful reading. In line with the Hebbian notion that 'neurons that fire together, wire together' we examined cortical thickness among these regions and the extent to which these regions showed structural relationships in average and impaired readers. Structural high resolution brain scans from 87 adult participants including average (N = 56; 51 right-handed; females = 29; mean age = 20.5; SD = 2.14) and impaired (N = 31; 27 right-handed; females = 24; mean age = 23.1; SD = 4.23) readers were collated. Cortical thickness measurements of the left and right IFG, SMG, STG, and FFG were extracted. Average readers had significantly greater cortical thickness in the right IFG and right SMG compared to impaired readers. Within each group, similarly strong relationships between the left and right structures were observed. Average readers had a significantly stronger connection between the left IFG-FFG compared to impaired readers (p = 0.012). In contrast, the impaired readers had a significantly stronger connection between the left STG-FFG compared to average readers (p = 0.027). In conclusion, the findings suggest that structural relationships within the reading network may contribute to variations in reading proficiency, with average readers exhibiting distinct patterns of cortical thickness and relationships compared to impaired readers. Further exploration of these structural differences could offer valuable insights into the neural mechanisms underlying reading abilities and disabilities.

THE CORRELATION BETWEEN STUDENT’S MOTIVATION AND THEIR READING COMPREHENSION AT ELEVENTH GRADE OF SMAN 1 RAJABASA

There are many factors that can influence reading comprehension. Reading motivation and comprehension are two key aspects in creating successful readers. The purpose of this study is to investigate the correlation between student’s motivation and their reading comprehension at eleventh grade of SMAN 1 Rajabasa and to find out the problems faced by the students during the reading process. 30 students of class 11 Merdeka 2 were sampled for data collection. Data were collected using the MRQ questionnaire, reading test and interview. Pearson product moment correlation was used to determine the correlation and strong relation between student’s motivation and reading comprehension which was 0.685. Then, the interview data shows that there are several problems that usually faced by students, such as vocabulary with double meaning and also a noisy environment.

Recreational reading as a leisure activity: Perspectives from Georgian and Finnish hearing and deaf students

AbstractThe benefits of recreational reading for academic success are clear. However, the full potential of recreational reading for socialisation and well‐being remains untapped by young readers. Studies of young readers' recreational reading intentions and perceived barriers to translating intentions into reading are scarce. Deaf and hard‐of‐hearing students have been particularly excluded from research on leisure reading. Using a mixed methods approach, this study investigates Finnish and Georgian students' attitudes towards leisure reading and the relationship between their reading intentions and actual reading. Students' engagement in recreational reading is assessed through a quantitative survey, while their attitudes and intentions towards reading are revealed through focus group interviews. The results of this study suggest that students generally have positive attitudes towards reading, regardless of their country of origin and degree of hearing loss. Furthermore, the analysis reveals a wide range of barriers to reading, the most common of which are long school days, large amounts of homework, limited free time and preferences for other leisure activities. Some speculative findings from this study will be used as a basis for further research, focusing on reading during COVID‐19.

Students’ engagement for academic success in intensive reading

The aim of this research is to investigate a significant relationship between students' engagement and their success in academic focus in intensive reading at a private university in Malang, Indonesia. This research used a quantitative approach with a correlational research design to analyze the data. The sample of participants are third semester English Education Department students selected using convenience sampling technique. The data were tested and analyzed using the SPSS application and the Pearson correlation test was used. The results revealed a positive moderate category (r = 0.532, p < 0.05) between students’ engagement including behavioral, affective, social, and cognitive engagement and their academic achievement. The findings emphasize the essential role of engagement of the students in the classroom to enhance their academic success in an intensive reading context. The findings was also found that three dimensions of students' engagement correlate with academic success, including behavioral, social and cognitive engagement. Meanwhile, affective engagement is a dimension of student's engagement that has less influence on their academics. From these findings, it is hoped that educators will develop strategies to increase student engagement, especially in the context of intensive reading.

Measuring only sitting blood pressure without considering supine blood pressure underestimates cardiovascular risk in the elderly

Abstract Background and Objective Elderly individuals exhibit greater variability in blood pressure (BP) readings between sitting and supine positions. Nocturnal hypertension (supine position) is closely associated with cardiovascular diseases and mortality. However, the relationship between supine BP and cardiovascular risk remains unclear. This study aims to investigate the association between the occurrence of major adverse cardiovascular events (MACEs) with BP in sitting and supine positions. Methodologies A total of 3363 participants aged 65 years or older from the Northern Shanghai Study were included. Each participant is given 3 consecutive sitting SBP readings (SBP1, SBP2, SBP3) at 2-minute intervals, we then calculated the SBP1-2 (average of SBP1 and SBP2), SBP2-3 (average of SBP2 and SBP3), SBP1-2-3 (average of SBP1, SBP2 and SBP3). we also collected two supine BP readings (S-SBP1, S-SBP2). Kaplan-Meier and Cox proportional hazard regression were used to investigate the association of sitting and supine BP with MACEs (composite of nonfatal myocardial infarction, nonfatal stroke, or death). Results The mean age of participants was 71.5 years, and 1467(43.6%) were men. After a median of 6.4-year follow-up, a total of 362 events were recorded. Among 3 successive BP readings, SBP2-3 had strongest association with MACEs incidence (hazard ratio, 1.12 [1.00-1.26] per SD). Multiple cox proportional hazard regression showed supine BP had significant value in predicting MACEs, acute myocardial infarction (AMI) and mortality compared to sitting BP. Kaplan-Meier revealed significant differences in MACEs rates among participants without hypertension (HTN) in both sitting and supine positions, with HTN in both positions, or those with HTN in either position (Log rank P < 0.01). Compared to participants without HTN in both sitting and supine positions, those with HTN in both positions had a 1.4-fold (hazard ratio,1.40[1.08-1.82]) higher risk of MACEs and 2-fold (hazard ratio,2.01[1.24-3.26]) higher risk of stroke. Conclusion Supine BP measurements are more valuable than sitting BP in predicting MACEs in elderly individuals. Hypertension in both positions significantly increases the risk of MACEs. Taken together, supine BP may also need to be emphasized in the elderly.central illustration

The Relation of Linguistic Awareness Skills to Reading and Spelling for Autistic and Non-Autistic Elementary School-Age Children.

For non-autistic children, it is well established that linguistic awareness skills support their success with reading and spelling. Few investigations have examined whether these same linguistic awareness skills play a role in literacy development for autistic elementary school-age children. This study serves as a first step in quantifying the phonological, prosodic, orthographic, and morphological awareness skills of autistic children; how these skills compare to those of non-autistic children; and their relation to literacy performance. We measured and compared the phonological, prosodic, orthographic, and morphological awareness skills of 18 autistic (with average nonverbal IQs) and 18 non-autistic elementary school-age children, matched in age, nonverbal IQ, and real-word reading. The relations between linguistic awareness and the children's word-level literacy and reading comprehension skills were examined, and we explored whether the magnitude of these relations was different for the two groups. Regression analyses indicated the relative contribution of linguistic awareness variables to performance on the literacy measures for the autistic children. The non-autistic children outperformed the autistic children on most linguistic awareness measures. There were moderate-to-strong relations between performances on the linguistic awareness and literacy measures for the non-autistic children, and most associations were not reliably different from those for the autistic children. Regression analyses indicate that the performance on specific linguistic awareness variables explains unique variance in autistic children's literacy performance. Although less developed than those of their non-autistic peers, the linguistic awareness skills of autistic elementary school-age children are important for successful reading and spelling.

Teaching reading in digital era: Exploring Indonesian in-service teachers’ perceptions and challenges

This illustrative case study investigation was conducted to learn how Indonesian in-service teachers perceived teaching reading in a digital era and the challenges they encountered. The data were submitted by a total of 30 teachers who participated in the subject post for Indonesian junior high schools. Data collection strategies include participatory classroom observation, interviews, and guided written reflection. The data were analyzed using the constant comparative method. The study’s findings highlight issues concerning teachers’ perceptions and teachers’ challenges while teaching reading in a digital setting. As many as 63% of teachers believe that the proportion of time teachers spend to practice reading skills from online sources is 40%–50% of total teaching hours at school. Furthermore, 40% of them believe that the criteria for teacher success in reading is when pupils improve their reading comprehension skills. The analysis also revealed that teachers encountered a number of challenges: (1) lack of knowledge about models and media for learning to read in a digital context, (2) lack of students’ ability to read multi-text sources, and (3) lack of motivation and awareness among students in reading. The findings of this study impact the understanding and training requirements of junior high school teachers concerning reading instruction methods in a digital context. Future studies should focus on innovation and the development of learning models to improve the quality of reading comprehension in a digital environment.

Challenges and Facilitators in the Instruction of ESL Reading Comprehension to Autistic Students

This article examines the difficulties encountered by educators while instructing English as a second language reading comprehension to autistic individuals. Autism Spectrum Disorder is characterized by unique challenges in social communication and interaction, which also affect intellectual activities such as reading comprehension. The study is significant as it attempts to identify the critical factors for successful ESL reading comprehension instruction for autistic students. The study conducts an analysis of existing literature on the challenges faced by educators while teaching their autistic students. These challenges include communication, sensory processing, abstract thinking, and language structural deficiencies. The article also emphasises the presence of effective facilitators like a whole-school approach and immersion in research learning communities, which aid teachers in enhancing their students’ reading comprehension skills development. Teachers can utilize visual supports, scaffolding, and multisensory approaches to assist their students’ learning process. Implementing a whole-school management approach and team collaboration also fosters a supportive environment for developing teachers’ capabilities. Teachers can engage with current research and development through participation in structured opportunities such as research learning communities. The finding implies that enabling inclusive education demands an ongoing commitment to professional growth, emphasizing contextual learning and social practice-based learning.

Examining Relationships Between Sub-Components of Reading in Xitsonga

Reading is developed over time and involves the interaction of both simple and complex skills characterised by a hierarchical sequence of foundational reading skills. However, research has shown that children who do not acquire mastery of foundational reading skills have limited chances of acquiring reading success. This study examines the relations between sub-components of reading in Xitsonga and their impact on Grade 1 learners’ reading ability. It also aims to identify which early reading skills predict later reading accomplishment. Data in this study was obtained from 75 Grade 1 learners in the Limpopo Province. The early-grade reading assessment tool adapted to Xitsonga was used to test the learners’ foundational reading skills: phonological and phonemic awareness, letter-sound knowledge, word reading, oral reading fluency and reading comprehension skills. The results present a compelling relationship between the subcomponents of reading and show that deficits in the development of foundational reading skills negatively impact learners’ ability to read. Regression analysis showed that oral reading fluency was the only significant predictor of reading comprehension. Hence, there is a need for reading to be taught and learned consciously in alphabetic languages to help learners develop their early reading skills, which play important roles in the acquisition of reading.

Reading Comprehension and Test-Taking Strategies of Different Achievement Levels

The complexity of the reading process, which poses significant challenges for EFL and ESL learners, underpins this research into effective strategies for both reading comprehension and answering English reading texts. This qualitative phenomenological research aimed to explore the strategies that students use during reading activities and while taking reading comprehension tests. The study involved four fourth-semester students, differentiated by gender and achievement levels: a high-achieving female, a low-achieving female, a high-achieving male, and a low-achieving male. The research identified that students employed a variety of strategies, with 11 metacognitive strategies being used out of a possible 23, including determining word meaning, making connections, inferring, and summarizing. Additionally, four out of the five FIVES reading strategies were utilized: inference, vocabulary, summarization, and experience. High-achieving students employed more strategies, leading to better comprehension and higher test scores. For test-taking, strategies such as careful time management, revisiting difficult questions, and employing process-of-elimination techniques were noted. The effectiveness of both reading and test-taking strategies, along with factors like topic familiarity and the ability to make inferences, were crucial in determining reading success. These findings underscore the importance of targeted interventions that focus on teaching effective strategies, enhancing topic familiarity, and supporting students in developing robust test-taking strategies, particularly for low-achieving students.

The interplay between teacher beliefs, instructional practices, and students’ reading achievement: national evidence from PIRLS 2021 using path analysis

BackgroundReading and reading comprehension are crucial skills, yet many students in grade 4 struggle with them. To address this, several instructional practices have gained popularity. For one, explicit reading strategy instruction (ERSI) is deemed useful, given the finding that successful readers tend to employ reading strategies. As a second example, differentiated reading instruction (DRI) is believed to improve all students’ reading comprehension. Indeed, a one-size-fits-all approach may not work for all students, considering their different reader profiles. Despite the importance of ERSI and DRI, much uncertainty remains about what happens in the classroom and why. One way to understand teacher instructional practices such as ERSI and DRI, is by applying psychological behavioural theories to the teaching context. They provide a framework to predict human behaviour based on human characteristics and beliefs. Educational research points to teachers’ self-efficacy (TSE) and attitudes (TA) as particularly important concepts, especially in the field of science. However, associations between TA, TSE, instructional practices and students’ reading achievement remain insufficiently studied. This study addresses this knowledge gap by exploring the interplay between TSE and TA regarding ERSI and DRI, the implementation of these practices, and students’ reading achievement.MethodsDigitalPIRLS 2021 data from Belgium (Flanders) were used. To gather information about ERSI, DRI, TA and TSE, national adaptations were made to the teacher questionnaires. Three nested path models with a two-level design (students nested into classes) were estimated.ResultsThis study indicates that teachers with higher TSE and more positive TA in ERSI and DRI implement these practices more frequently. Positive TA regarding ERSI and DRI also correspond to positive TSE regarding these instructional practices. Furthermore, ERSI and DRI implementation are positively related. Finally, no significant associations between teacher beliefs, instructional practices, and students’ reading comprehension were found.ConclusionWhereas TSE and TA are considered highly context-dependent, uncertainty remains about TSE and TA regarding ERSI and DRI. The results highlight the importance of subject-specific TSE and TA for teachers’ instructional practices. Ultimately, the findings emphasize the necessity of supporting teachers in developing their TSE and TA towards reading comprehension instruction.