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Journal articles on the topic 'Literacy and reading'
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Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan, and Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.
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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.
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Aldaberdikyzy, А., and A. Аyazbayeva. "Reading literacy: definitions and implications." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 131, no. 2 (2020): 87–93. http://dx.doi.org/10.32523/2616-678x-2020-131-2-87-93.
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Kerneža, Maja, and Katja Košir. "Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education." Center for Educational Policy Studies Journal 6, no. 2 (June 30, 2016): 125–49. http://dx.doi.org/10.26529/cepsj.91.
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The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducingthe aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structureof the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestionsare offered for teachers’ work.
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Eldred, Janet Carey, and Peter Mortensen. "Reading Literacy Narratives." College English 54, no. 5 (September 1992): 512. http://dx.doi.org/10.2307/378153.
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Monroy, Guadalupe Echegoyen. "Promoting Reading Literacy." Procedia - Social and Behavioral Sciences 174 (February 2015): 3260–63. http://dx.doi.org/10.1016/j.sbspro.2015.01.991.
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Geetha, V. "Literacy and Reading." Contemporary Education Dialogue 9, no. 1 (January 2012): 63–84. http://dx.doi.org/10.1177/097318491100900104.
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Ochoa, Gabriel García. "Reading across cultures." Journal of Internationalization and Localization 3, no. 2 (December 16, 2016): 165–81. http://dx.doi.org/10.1075/jial.3.2.04och.
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Higher Education institutions worldwide are aware of the fact that intercultural and interdisciplinary collaborations will be an essential part of their students’ professional lives. To that effect, it is crucial to develop pedagogical strategies to provide students with the skills that will give them the mobility and flexibility to operate efficiently in different cultural contexts. ‘Reading Across Cultures’ is a module taught at Monash University that was specifically designed to enhance students’ levels of Cultural Literacy. The module is particularly innovative in that its structure follows that of a literary studies course, but it focuses on teaching students how to transfer the analytical and interpretative skills learnt in the classroom to real life scenarios. This article presents a detailed description of how ‘Reading Across Cultures’ does this. In the context of Localization and Internationalization Studies, the article discusses the need to teach our students how to ‘localize themselves’, and how this can be achieved by means of Cultural Literacy. It also provides an explanation of the overall structure of ‘Reading Across Cultures’, including a description of assignments that will be particularly useful for educators at a tertiary level who seek to plan similar courses aimed at enhancing students’ levels of Cultural Literacy or Intercultural Competence. The article focuses on two specific techniques that were used throughout the module to enhance students’ levels of Cultural Literacy: ‘destabilization’ and ‘reflection’.
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Suharso, Putut, and Sarbini Sarbini. "Coastal Community Response to the Movement of Literacy: a study on literacy culture in Demak pesantren's." E3S Web of Conferences 47 (2018): 07004. http://dx.doi.org/10.1051/e3sconf/20184707004.
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Coastal communities as open societies have historically known the tradition of literacy rather than inland communities. Openness has greatly influenced the teachings of Islam, which later developed into a Coastal Islam. Coastal Islam was born as a consequence of the birth of pesantren along the coast of Java. For pesantren, literacy culture is often interpreted as a routine activity of reading and writing that can not be separated from modern human lifestyle, especially in the world of education (school). In this millennial era, the culture of literacy is declining, along with the rapid use of social media as a new source of information. This study uses a cultural approach that attempts to describe the empirical realities of coastal communities, in the form of social movements, beliefs, social and cultural behaviors related to cultural literacy in pesantren of Demak district. To analyze the event by collecting data through observation, interview, and tracking documentation narrated in the form of qualitative-descriptive with descriptive-interpretative analysis. The results of research include; first Salafiyah-type pesantren view literacy culture is the same as reading al-Quran and tool books (Arabic) to understand the Qur'an and Sunnah. Both pesantrens of combination type, The culture of literacy understood the effort towards the culture of the Qur'an and Sunnah for the personal stabilization of the literate by equipping other readings for life skills. The three pesantren Ashriyah, literacy culture is understood as the refraction of reading and writing of the Qur'an and other literary readings, which are hierarchically started from the Kyai, Asatidz, senior to junior Santri, with collaborative, programmed, synergistic and continuous.
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Rackley, Eric. "Literary Scholars’ Disciplinary Literacy Orientations." Language and Literacy 23, no. 3 (October 26, 2021): 85–105. http://dx.doi.org/10.20360/langandlit29527.
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This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.
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Artelt, Cordula, Ulrich Schiefele, and Wolfgang Schneider. "Predictors of reading literacy." European Journal of Psychology of Education 16, no. 3 (September 2001): 363–83. http://dx.doi.org/10.1007/bf03173188.
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Hayes, Derren. "Supporting reading literacy, Finland." Children and Young People Now 2018, no. 12 (December 2, 2018): 52–53. http://dx.doi.org/10.12968/cypn.2018.12.52.
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Nadori, Neirouz. "Measuring the Effect of Parents’ Socio-economic Status and Early Literacy Experience on Moroccan Students’ Reading Comprehension Development: An Illustration from PIRLS 2016." Journal of English Language Teaching and Linguistics 4, no. 3 (December 14, 2019): 275. http://dx.doi.org/10.21462/jeltl.v4i3.299.
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<p><em>Because students’ reading development is a subject to many influences, home-based factors constitute important components in this process. Parents socio-economic status (parents’ occupation and educational level) as well as early literacy experience before school are strongly linked to students’ reading comprehension achievement. However, less is known about home-based effects on Moroccan students’ reading comprehension development. This research is concerned with investigating the relations between early literacy experience before school, parents’ occupation and educational level and reading comprehension development. This study is framed within developmental systems framework. This perspective states that influences on reading achievement do not exist in isolation and that we must direct attention towards examining the interactions between the different layers of the systems (psychological and contextual factors) and the learners’ developmental outcomes (reading comprehension achievement). The reading comprehension is measured based on two reading purposes; a) reading for literary experience, b) reading to acquire and use information. Data of 7805 grade 4 students participating in PIRLS 2016 (Progress in International Reading Literacy Study) is investigated. A multilevel linear regression analysis is used to model the relationship between parents’ SES, early literacy experience and reading comprehension achievement. These home-based factors explain 15% of variance in reading achievement. Early literacy activities before school and parents’ educational level, particularly fathers’ education have a substantial impact on reading comprehension achievement. These findings have important practical implications for encouraging early literacy experience before school and enhancing parents’ educational involvement</em></p>
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Lee Kyeong Hwa. "Basic literacy and reading instructionfor reading underachievers." Journal of CheongRam Korean Language Education ll, no. 71 (September 2019): 223–45. http://dx.doi.org/10.26589/jockle..71.201909.223.
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Kennedy, Jamaul. "Literacy Matters." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (July 2020): 10–30. http://dx.doi.org/10.4018/ijcdlm.2020070102.
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Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived impact on reading achievement and literacy acquisition of struggling fourth grade readers.
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Dawn Martelli, Cynthia. "A University Literacy Festival: The Impact of Connecting Children’s Authors with Students, Teachers, and Librarians from Title I Schools." ATHENS JOURNAL OF EDUCATION 9, no. 1 (November 3, 2021): 9–22. http://dx.doi.org/10.30958/aje.9-1-1.
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A literacy festival is one of the most effective ways to promote reading and fosters the idea that books make a difference, especially to under-supported students. This paper is based on a research study that focused on how a university literacy festival supported engagement and increased reading attitudes and habits for students of Title I schools. It also explores a longitudinal study that analyzed a university’s literacy festival and its impact on students, librarians, teachers, children’s authors, teacher candidates, and librarians from Title I schools in southwest Florida. The findings of this study suggest that a university literacy festival helps connect children with books, which can help promote a lifelong love of reading and writing. A university literacy festival featuring a variety of diverse authors presenting interactive workshops showcasing their literary craft enabled students from Title I schools to engage with the authors and to see themselves as writers and encouraged them to explore a university in their own backyard. This university literacy festival made a positive impact in the area of engagement in reading and found an increase in reading from students from Title I schools that attended the event. Keywords: literacy festival, children’s authors, Title I students, teacher candidates, reading
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Gergova, Hristina. "Encouraging Students Literacy and Reading in 1st – 4th Grades." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 63, no. 4 (August 9, 2021): 438–49. http://dx.doi.org/10.53656/bel2021-4-8-read-prim.
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The article examines the role of reading in the education and development of students. The text presents various techniques to promote literacy and reading in the early stages of primary education and their impact on the students' literary knowledge, skills and competences. Recently, interactive teaching methods have been used to achieve these goals, in addition to traditional methods. Interactivity make the learning environment more exciting and engaging, reducing the difficulty of mastering the language. The use of interactive methods in teaching Bulgarian language and literature in 1st - 4th grades helps foster literacy and reading desire among students. Using interactive techniques and methods in 1st – 4th grades encourages literacy and reading.
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Setiyadi, D. B. P. "E-literary Texts: Reading Materials for School Literacy Movement." KnE Social Sciences 3, no. 9 (July 26, 2018): 538. http://dx.doi.org/10.18502/kss.v3i9.2716.
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Wallace, Faith H., Joyce E. Many, Barbara Stanley, Shannon Howrey, John Ponder, Teresa Fisher, and Eudes Aoulou. "Literacy and Literacy Teacher Education in Grades 4-8." Georgia Journal of Literacy 30, no. 2 (October 30, 2007): 20–25. http://dx.doi.org/10.56887/galiteracy.91.
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Reading is a developmental process beginning with a foundation built in the primary grades and continuing throughout the lives of students and adults. Misconceptions arise that every child will learn to read by third grade, thus, students will be able to read for a lifetime. However, different sophisticated reading skills are needed as students progress through grade levels and in life. Reading becomes more complex. The processes of reading, which are necessary for more intensive study, change from learning to read, the focus of elementary school instruction to reading to learn (Chall, 1983). Text becomes a source of information using technical terms and graphics to further explanations. We specifically emphasize that reading instruction should also change in middle schools, as students are required to engage in more intensive study of subject matter (Irvin, 1992). Adolescent students in middle schools must be critical consumers of information from a multitude of print sources which requires different and additional reading strategies than are used during the learning-to-read phase of instruction.
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Simpson, Alyson, and Teresa Mary Cremin. "Responsible Reading: Children’s Literature and Social Justice." Education Sciences 12, no. 4 (April 8, 2022): 264. http://dx.doi.org/10.3390/educsci12040264.
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In high accountability cultures, primary phase literacy education tends to focus on improving children’s test scores. Driven by each country’s performance in international league tables, this results in narrow, predominantly skills-based programmes designed to address attainment gaps. While scores may have been enhanced in recent years, there is little evidence that policy directives have positioned literacy in the lives of learners in ways that have become meaningful for them or been transferred into ways of thinking that promote social equity. Indeed, teaching practices that exacerbate the challenges for those young people who are already disadvantaged by circumstance have become more prevalent. Teachers, therefore, have an ethical responsibility to redress this through their teaching. This paper argues that literature is core to more equitable literacy development. As not all reading practices are equal, developing literacy education for a more socially just society needs to challenge the dominant pedagogic hegemony. Literature has the potential to spark the kind of mindful disruption necessary to shift standardised paradigms of thought, so literacy education should have children’s literature at its heart. By examining the value of literature through a set of complementary lenses, this paper seeks to reveal its affordances in young people’s lives. Then, through commentary taken from a pair of vignettes drawn from professional learning contexts, we illuminate shifts in teacher perception gained through scaffolded introduction to reading literary texts. The insights teachers gained reveal reconceptualisation of reading and the role of literature in primary education. This has the potential to redirect their future classroom practice. Consequently, we propose that for teachers to be adept at improving literacy outcomes through productive adoption and use of literary texts, they need: an aesthetic appreciation and knowledge of children’s literature; personal experience with reading such literature as social practice; and pedagogic insight into how to use literature to teach literacy and develop volitional readers. We call this knowledge set the additive trio, noting that no ‘step’ or understanding is sufficient on its own, and that together they can enable the development of Reading Teachers who work with literature to advance the social justice agenda.
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Frederking, Volker, Sofie Henschel, Christel Meier, Thorsten Roick, and Dickhäuser Petra Stanat. "Beyond Functional Aspects of Reading Literacy: Theoretical Structure and Empirical Validity of Literary Literacy." L1 Educational Studies in Language and Literature 12 S.I. Literature, Interpretation of Literature (June 2012): 1–24. http://dx.doi.org/10.17239/l1esll-2012.01.02.
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Coscarelli, Carla Viana, and Ana Elisa Ribeiro. "Literacy and Reading for the 21st Century." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 3 (August 10, 2018): 129–40. http://dx.doi.org/10.14195/2182-8830_6-3_11.
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Each textual genre requires a specific approach by the reader. She needs to understand the composition of the texts, the languages that are articulated in it, in order to notice the singularities of literary texts and the symbolic systems they involve. The ‘Redigir’ Project develops and makes available, free of charge, activities to be used by teachers of Portuguese. The project deals, among others, with literary texts, exploring their comprehension from a perspective of literary and digital literacy, multimodality, and multiliteracy studies. Our goal is the development of students’ reading skills and the training of teachers who will help the students improve their reading skills of diverse textual genres on printed and digital media. Our proposals include activities about contemporary poetry, whose authors are interviewed by our team. There are also proposals involving the creation of picture books exploring augmented reality. We aim to contribute to the teachers’ training and help them put into practice recent literary and linguistic theories, working in a meaningful, critical and transformative way.
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Veryeri Alaca, Ilgım. "Honing emergent literacy via food." Libri et liberi 8, no. 2 (December 4, 2019): 343–57. http://dx.doi.org/10.21066/carcl.libri.8.2.6.
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This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.
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Setyorini, Legian, Sri Haryani, and Endang Susilaningsih. "Development of e-module based on local wisdom to improve science literacy and reading literacy." Jurnal Pendidikan Kimia 14, no. 1 (April 30, 2022): 28–38. http://dx.doi.org/10.24114/jpkim.v14i1.32948.
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This research is motivated by (1) the results of reading literacy and science literacy in PISA, which is still low, and (2) technology and cultural-based learning media have not been developed by private high school chemistry teachers in Semarang. This research aims to develop a feasible E-module based on the local wisdom of spice drinks that can improve reading literacy and learners' science literacy. This research is a research and development with a 3-D model, which includes defining, designing, and developing. This study collects data through observation, questionnaires, and testing. The research instruments used are material expert validation sheets, multimedia expert validation, observation sheets, and instruments about reasoned multiple choice. The study subject was eight students of XI MIPA Kebon Dalem high school. Expert validation results of the material showed 92.85% (very valid). The validation results of media experts showed 85.71% (valid). E-modules are declared effective because there is an increase in the completion of learners' learning outcomes after using E-modules. E-Module based on local wisdom of spice drinks can visualize the factors that affect the rate of reaction material. So, it can be concluded that E-modules based on local wisdom spice drinks developed are worth using to improve learners' reading and science literacy.
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Husna, Meisye Asmaul, and Marlini Marlini. "Rancangan Kegiatan Literasi Informasi di SMA Negeri 1 Padang." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 1 (October 29, 2019): 242. http://dx.doi.org/10.24036/107345-0934.
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AbstractBased on the results of research that has been done, the literacy activities at SMAN1 Padang are in accordance with the activities in the Master Design Movement of the School Literacy Movement, then it can be concluded as follows. First the design of information literacy activities at SMAN 1 Padang, namely: (1) reading activity 15 minutes before learning, i.e. making a literacy journal for students; (2) reading award, namely literacy ambassador. (3) Literacy corner, holding a reading corner in the park. (4) reading books by utilizing the role of the library, holding user guidance. (5) procurement of libraries as a source of literacy, making literacy bulletin boards. Second, constraints in the utilization of information literacy at SMAN 1 Padang, namely: limited implementation time in reading activities 15 minutes before learning, lack of placement of reading corners and completeness of reading collections in the literacy corner, lack of implementing reading award activities. Third, efforts to overcome obstacles in information literacy activities at SMAN 1 Padang, namely: increasing the implementation time of reading activities 15 minutes before learning, increasing collection and placement of reading corners in the school environment, continuing reading reading activities and adding prizes to students.Keywords: design, literacy
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Roux, Karen, Surette van Staden, and Elizabeth J. Pretorius. "Investigating the differential item functioning of a PIRLS Literacy 2016 text across three languages." Journal of Education, no. 87 (July 25, 2022): 1–21. http://dx.doi.org/10.17159/2520-9868/i87a07.
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This study forms part of a larger study (Roux, 2020), which looked at the equivalence of a literary text across English, Afrikaans, and isiZulu from the Progress in International Reading Literacy Study (PIRLS). PIRLS is a large-scale reading comprehension assessment that assesses Grade 4 students' reading literacy achievement. PIRLS Literacy 2016 results for South African Grade 4 students indicated poor performance in reading comprehension, with approximately eight out of 10 Grade 4 students who could not read for meaning. Descriptive statistics led to the Rasch analysis, which was conducted using the South African PIRLS Literacy 2016 data. Even though the Rasch analysis indicated differential item functioning across the three languages for this specific passage, there was no universal discrimination against one particular language. By conducting differential item functioning, it was possible to determine whether the selected text had metric equivalence, in other words, whether the test questions were of similar difficulty across languages.
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McKenzie, Cori Ann, and Scott Jarvie. "The limits of resistant reading in critical literacy practices." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 298–309. http://dx.doi.org/10.1108/etpc-01-2018-0017.
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Purpose This paper aims to draw from work in the field of English that questions the “limits of critique” (Felski, 2015) in order to consider the limits of critical literacy approaches to literature instruction. The study focuses on the relational and affective demands that resistant reading places on readers and texts. Design/methodology/approach Drawing from post-critical (Felski, 2015) and surface (Best and Marcus, 2009) reading practices in the field of English, the authors perform analyses of two recent articles that illustrate critical literacy approaches to literature instruction, drawing attention to the ways the resistant reading practices outlined in each article reflect Felski’s description of critique. Findings The authors’ readings of two frameworks of critical literacy approaches to literature instruction produce two key findings: first, in emphasizing resistant readings, critical literacy asks readers to take up a detective-like orientation to literature, treating texts as suspects; second, resistant reading practices promote a specific set of affective orientations toward a text, asking readers to cultivate skepticism and vigilance. Originality/value While the authors do not dismiss the importance of critical literacy approaches to literature instruction, the study makes room for other relational and affective orientations to literature, especially those that might encourage readers to listen to – and be surprised by – a text. By describing critical literacy through the lens of Felski’s work on critique, the authors aim to open up new possibilities for surprising encounters with literature.
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Ariyanto, Bambang, Rahmad Syaifudin, Misrodin Misrodin, Tri Alim Saputra Hidayat, and Alexis Arizabal Enriquez. "The Effect of School Literacy Movement on Students’ Reading Interest and Reading Skills." Bulletin of Pedagogical Research 2, no. 2 (August 7, 2022): 118. http://dx.doi.org/10.51278/bpr.v2i2.347.
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The article was to determine the effect of the school literacy movement on the reading skills of the students at State Elementary School 1BrajaYekti. This type of research was ex post facto. The sample of this research was 104 students. The sampling technique used random sampling. Analysis of the data used analysis prerequisite test consisting of normality test and linearity test, as well as the final analysis test consisting of simple regression test, simple correlation test, and coefficient of determination test. The results showed that: There was a positive and significant influence between the school literacy movement on reading interest as indicated by the value of tcount > ttable (6.315>1.980).There was a positive and significant effect between the school literacy movement on reading skills as indicated by the value of tcount > ttable (6.3397>1.980).The magnitude of the influence of the school literacy movement on reading interest was 25.6%.The magnitude of the influence of the school literacy movement on reading skills was 26.1%.' Based on the results of the research conducted, it was known that the school literacy movement could increase in reading literacy atState Elementary School 1BrajaYekti.
Keywords: School Literacy, School Literacy Movement, Reading Skills
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Lin, Joyce, Stephanie M. Reich, Sabrina Kataoka, and George Farkas. "Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading." Child Development Research 2015 (January 12, 2015): 1–6. http://dx.doi.org/10.1155/2015/218984.
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Although early reading practices impact a host of child literacy, language, and school outcomes, many parents do not read to their young children. One possible explanation for this lack of early literacy practices is mothers’ feelings about their ability to successfully read to their children. A series of multiple regressions were used to explore whether new mothers’ reading self-efficacy predicted their perceived barriers to reading to their 18-month-old children. Findings suggest that self-efficacy buffers against mother-centered (e.g., too tired), child-centered (e.g., toddler fussy), and structural (e.g., environmental distractions) barriers to reading. Given the importance of early literacy and that not all mothers read to their toddlers, increasing reading self-efficacy may offer a way to reduce perceived barriers to early literacy practices.
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Putriani, Ida, and Ervika Dewi Wahyuni. "Gaining Students’ Literacy through Local Wisdom of Blitar: Implementing of Gerakan Literasi Sekolah (GLS)." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 2 (December 30, 2019): 265–84. http://dx.doi.org/10.25217/ji.v4i2.611.
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This study aimed to explore the implementation of literacy activities in elementary school using children's literature through local wisdom of Blitar. Case study methods were applied in this research. The participants of this research were students from grades I until grade VI at Elementary School Sukorejo 1 Blitar. Collecting data used observation, interview, and documentation. The results showed that the implementation of literacy in elementary schools was carried out as a habituation procedure to read in literacy programmes. Planning literacy program was the most important part in the consistency of literacy implementation. The implementation literacy of children's literature on the local area of Blitar begins with the preparation of the program by the teacher, the implementation of activities with two methods, namely self-reading and reading aloud, and the evaluation literacy program conducted every two months.
Keywords: Students’ Literacy, Gerakan Literasi Sekolah (GLS), Literary Local Wisdom
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Basallo Gómez, Juan Sebastián. "Adult EFL Reading Selection: Influence on Literacy." PROFILE Issues in Teachers' Professional Development 18, no. 1 (January 28, 2016): 167–81. http://dx.doi.org/10.15446/profile.v18n1.49943.
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<p><span>This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students’ text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.</span></p>
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Perfetti, Charles A., Julie van Dyke, and Lesley Hart. "The psycholinguistics of basic literacy." Annual Review of Applied Linguistics 21 (January 2001): 127–49. http://dx.doi.org/10.1017/s0267190501000083.
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We review major issues in research on reading, including theories of word reading, cross-writing system comparisons, comprehension, reading difficulties, learning how to read, and cognitive neuroscience studies of reading. Each of these topics has psycholinguistic components that reflect the language foundations of reading. These foundations lie in two facts: (1) a writing system connects to a linguistic system at one or more levels, meaning that word reading is partially a psycholinguistic process; and (2): reading comprehension shares processes (e.g., parsing) with general language comprehension. One trend of recent research is the development of models of word identification that rely on single rather than dual mechanisms and their extension to explain reading difficulties. Another is the conclusion that phonology plays a role in reading that cuts across writing systems. Reading comprehension research continues to reflect two different traditions, sentence parsing and text comprehension. Both show increasing influence of general cognitive explanations, as opposed to strictly linguistic explanations, for comprehension phenomena. Studies of brain activation bring converging evidence on reading processes and provide neuroanatomical correlates of reading problems. In one area, the acquisition and teaching of reading, advances come from increasing consolidation and practical use of previous research gains.
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Renwick, Kerry. "Critical Reading in Health Literacy." International Journal of Literacies 19, no. 2 (2013): 99–107. http://dx.doi.org/10.18848/2327-0136/cgp/v19i02/48777.
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Gyeongrok Cheon. "Community Literacy and Reading Education." Journal of CheongRam Korean Language Education ll, no. 46 (December 2012): 311–33. http://dx.doi.org/10.26589/jockle..46.201212.311.
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Gyeongrok Cheon. "Transformational Reading and Critical Literacy." KOREAN EDUCATION ll, no. 101 (December 2014): 7–35. http://dx.doi.org/10.15734/koed..101.201412.7.
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Parry, Kate. "Culture, Literacy, and L2 Reading." TESOL Quarterly 30, no. 4 (1996): 665. http://dx.doi.org/10.2307/3587929.
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Schubert, Frank, and Rolf Becker. "Social inequality of reading literacy." Research in Social Stratification and Mobility 28, no. 1 (March 2010): 109–33. http://dx.doi.org/10.1016/j.rssm.2009.12.007.
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Wilson-Lopez, Amy, Kristin Strong, and Christina Sias. "Critical Literacy, Disciplinary Literacy: Reading the Engineering-Designed World." Theory Into Practice 56, no. 4 (October 2, 2017): 238–45. http://dx.doi.org/10.1080/00405841.2017.1389219.
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Mirizon, Soni, Machdalena Vianty, Ida Rosmalina, and Erlina Erlina. "Secondary school students’ English literacy achievement based on PISA reading literacy test 2009." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 165. http://dx.doi.org/10.22373/ej.v9i1.9459.
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Reading literacy has become global concern that Organisation for Economic Co-operation and Development (OECD) has conducted Program for International Student Assessment (PISA) reading literacy test to assess what students know and can do in reading. Participating in PISA test since 2000, Indonesian students’ reading literacy has not shown a significant improvement. Because PISA reading literacy test is adapted into language of instruction of each participating country, it is Indonesian students’ reading literacy in Indonesian language which is not satisfactory. Considering the fact that Indonesian fifteen-year-old students study English as a compulsory subject, investigating students’ reading literacy in English is considered important. There has been much research investigating issues in reading achievement in Indonesia, but there are limited studies focussing on PISA reading literacy based on school location, school accreditation, gender, and academic major. Employing survey study design, this study assessed reading literacy of two thousand and two hundred secondary school students sampled from twenty four public secondary schools accredited A+, A, and B in Palembang. Data were obtained using PISA reading literacy test 2009 and were analysed statistically. The findings revealed that students’ English literacy was in level 3 (low category). Students studied at schools in central urban district performed better than those of in peri urban district. Those from secondary schools accredited A+ outperformed their counterparts in schools accredited A and B. Female students performed slightly better than male. Students majoring in science were better than those of majoring in social. The results lead to the conclusion that students’ English literacy achievement should be enhanced using innovating strategies to achieve targeted literacy level that is needed to survive in school academic life.
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Zaim, M., Refnaldi Refnaldi, Yetti Zainil, and Fiona Ramadhani. "PISA reading literacy assessment and senior high school reading literacy assessments: How do they differ?" International Journal of Research in Counseling and Education 5, no. 1 (December 1, 2021): 72. http://dx.doi.org/10.24036/00466za0002.
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The Program for International Student Assessment (PISA) is an international program assessment to evaluate and determine the education system's effectiveness by focusing on reading, mathematics, and science. This study aims to analyze the differences between PISA reading literacy assessment and senior high school reading literacy assessment in West Sumatera. Reading literacy is abilities and skills in reading needed in everyday life to develop students' knowledge and potential. The method of this study was comparative method. Data were taken from PISA reading literacy 2018, which OECD published, and reading tests made by English teachers from ten Senior High Schools in West Sumatera. In addition, this study used document analysis to collect the data. The differences between PISA reading literacy assessment and reading literacy assessment at senior high school were seen from eight indicators: cognitive process, form of text, types of text, form of test, situation, types of question, level of question, text medium, and text environment. It was found that PISA reading literacy assessment was more complex compared to reading literacy assessment at senior high school.
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Lan, Xinya, and Zhonggen Yu. "A Bibliometric Review Study on Reading Literacy over Fourteen Years." Education Sciences 13, no. 1 (December 27, 2022): 27. http://dx.doi.org/10.3390/educsci13010027.
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Reading literacy has been considered one of the essential vital competencies in modern society and has thus gained increasing attention in research. With both qualitative and quantitative research methods, this study aimed to investigate the overall picture in this research field and investigate the role of reading motivation and online reading activities and how online reading literacy was assessed. The top ten organizations, countries with the highest publications, author keywords, all keywords, cited references, cited sources, and cited authors were visualized via VOSviewer clustering and counting techniques. Reading motivation, online reading activities, and digital reading literacy assessment tests were also explored through the visualization citation network in CitNetExplorer. In conjunction with the citation network, 13 peer-reviewed articles were selected for further analysis based on the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P). The results show that reading motivation played an essential role in reading literacy achievement in formal schooling, while online reading activities could both positively and negatively affect digital reading literacy due to their multifaceted nature. The digital reading literacy assessment tests vary across the world. Implications for widely investigating adults and L2 reading literacy and relevant support or interventional measures to boost reading literacy were also discussed.
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Firdaus, Muhammad Zakia, and Sukiman Sukiman. "Menumbuhkan Budaya Baca Mahasiswa Melalui Program Literasi Sepuluh Menit Sebelum Perkuliahan." Educatio 15, no. 2 (December 31, 2020): 44–54. http://dx.doi.org/10.29408/edc.v15i2.2804.
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This study aims to describe the reading culture of students through a literacy program ten minutes before lectures. The research method used is qualitative research. Research subjects, Indonesian Language Education students in semesters one, three, and five. Collecting data to determine the reading culture of students through observation, interviews, and questionnaires. Based on the results of data collection conducted on Indonesian Language Education students, Billfath University, the following data were obtained: reading culture among sixth semester students was 58% of the total 46 students. In the third semester students the reading culture level of students is 93.75% of the total number of 20 students. The reading culture in first semester students is 65% of the total number of students 46. Thus, the literacy program ten minutes before lectures is able to foster a reading culture in students. This can be seen when the literacy program has not been implemented ten minutes before lectures. In terms of reading the most students read, namely: 65% of students read journal articles with the theme of education / teaching, 20% of students read language journal articles, and 15% of students read literary journals.
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Lailiyah, Isnaniatul. "Pelaksanaan Pembelajaran Literasi di SMP Negeri 1 Jember Tahun 2019." heritage 2, no. 1 (June 30, 2021): 51–59. http://dx.doi.org/10.35719/hrtg.v2i1.39.
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Literacy learning is an activity, a program implemented by schools to train students to have extensive reading, insight, and information about many things. This is doing by students in other to have critical thinking about what they have read. On the other hand literacy learning is done not only by reading, but also by writing. Reading and writing become a unity in the implementation of literacy learning. The purpose of this study is to describe the implementation of reading literacy learning in SMP Negeri 1 Jember and describe the implementation of cultural and citizenship literacy learning at SMP Negeri 1 Jember. This study uses a qualitative approach and descriptive research type. The location of this research is in SMP Negeri 1 Jember. Determination of informants using purposive techniques. Data collection techniques with interviews, observation and documentation. Data analysis uses the interactive model of Miles, Huberman and Saldana. The validity of the data uses technical triangulation and source triangulation. The results of this study indicate the implementation of reading literacy learning is carried out with several activities, namely learning to read silent reading literacy, reading literacy 4 books every 1 semester, learning literacy reading with a mandatory library visit day system, learning literacy reading outside the classroom, and making reading corners and implementing learning cultural and citizenship literacy is carried out with several activities, namely the implementation of literacy presentations, class mading competitions, literacy competitions to write poems on the Heroes' Day and Youth Pledge, cultural literacy exhibitions, and book fairs.
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Nurkaeti, Nunuy, Sani Aryanto, and Yosi Gumala. "READ ALOUD: A LITERACY ACTIVITY IN ELEMENTARY SCHOOL." PrimaryEdu - Journal of Primary Education 3, no. 2 (October 1, 2019): 55. http://dx.doi.org/10.22460/pej.v3i2.1377.
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Reading literacy is the main key on develop knowledge. Reading literacy in elementary schools was developed through the implementation of the school literacy movement. The literacy activities are carried out as evidence of the implementation of the school literacy movement. This study aims to describe the implementation of reading literacy activity and read aloud in elementary schools. The research method used was descriptive qualitative through data collection based on a questionnaire and documentation study at ten elementary schools in Majalengka. The results show that literacy activities have been implemented in primary schools, although they have not been routinely carried out. Reading literacy methods used include read aloud, review, alphabetical methods, and reading comprehension. There are schools that have used read aloud as an effort to increase the reading literacy of elementary school students. Generally teachers in schools do not yet know the read aloud and its implementation. Training is needed for teachers to developing literacy activities in primary schools, so that could optimizing literacy activities through the use of various reading strategies.
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Nippold, Marilyn A., Jill K. Duthie, and Jennifer Larsen. "Literacy as a Leisure Activity." Language, Speech, and Hearing Services in Schools 36, no. 2 (April 2005): 93–102. http://dx.doi.org/10.1044/0161-1461(2005/009).
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Purpose: Literacy plays an important role in the development of language in school-age children and adolescents. For example, by reading a variety of books, magazines, and newspapers, students gain exposure to complex vocabulary, and reading becomes a prime opportunity for learning new words. Despite the importance of reading for lexical development, little is known about the pleasure reading habits of today’s youth. The first goal of this investigation was to examine the preferences of older children and young adolescents with respect to reading as a leisure-time activity and its relationship to other free-time options that are likely to compete for their attention. The second goal was to examine the amount of time that young people spend reading for pleasure each day and the types of materials they most enjoy reading. The third goal was to determine if preferences for free-time activities and reading materials would evince age- and gender-related differences during the period of development from late childhood through early adolescence (ages 11–15 years). The findings could serve as a reference point for understanding what is reasonable to expect of students during this age range. Method: The participants were 100 sixth graders (mean age=11;7 [years;months]) and 100 ninth graders (mean age=14;8) attending public schools in western Oregon. Each group contained an equal number of boys and girls, all of whom spoke English as their primary language and were considered to be typical achievers. All participants completed a survey concerning their preferred free-time activities and reading materials. They also reported the average amount of time they spent reading for pleasure each day. Results: The most popular free-time activities were listening to music/going to concerts, watching television or videos, playing sports, and playing computer or video games. Least preferred activities were cooking, running or walking, writing, and arts and crafts. Reading was moderately popular. The most popular reading materials were magazines, novels, and comics; least popular were plays, technical books, and newspapers. Interest in pleasure reading declined during this age range (11–15 years), and boys were more likely than girls to report that they spentno time reading for pleasure. Clinical Implications: Given the importance of reading tolexical development in school-age children and adolescents, reading should be promoted as a leisure activity during these years. School-based speech-language pathologists (SLPs), in their role as language consultants, can benefit from understanding the pleasure-reading patterns of today’s youth. It is especially important for SLPs to monitor these patterns in students who have language disorders, as it is common for these young people to experience deficits in reading and in lexical development. Fortunately, much can be done in school settings to encourage strong literacy habits in all students if SLPs work collaboratively with teachers, principals, psychologists, librarians, parents, and students. Suggestions are offered for ways to encourage young people to spend more time reading for pleasure.
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Taspınar, Seyda Eraslan. "Reading image and thinking image in a new visual age." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 417–26. http://dx.doi.org/10.18844/prosoc.v2i1.326.
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We are living in the age in which visually is prevailing intensely and mass communication is based upon image rather than expression. It is a significant skill for our age to comprehend the language of images in this new visual age. Art and visual world are not independent concepts. Visual literacy, a branch of multiple literacies emerged with the development of information and its transfer style, is a visual language utilized to work out issues of this new visual age.  In this study, the relation of visual literacy concept to art and art education is investigated based on the literature in the light of technological advancements.  Improvability of visual literacy skills through art education is discussed by compiling the results and comments of other studies and investigating the interrelation of art and visual literacy. At the end of the research with the scanning method, evaluations on the relations of visual literacy concept to art education and their interactive sides were carried out, and conclusions and recommendations were stated relevant to raise productive individuals that have visual literacy skills through an effective art education.Keywords: visual literacy, visual thinking, visual arts, visual arts education
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Sumaryanti, Lilis. "MEMBUDAYAKAN LITERASI PADA ANAK USIA DINI DENGAN METODE MENDONGENG." AL-ASASIYYA: Journal Of Basic Education 3, no. 1 (November 25, 2018): 117. http://dx.doi.org/10.24269/ajbe.v3i1.1332.
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In an increasingly sophisticated era of globalization, the challenges of the times demand that all be developed, including having broad knowledge and knowledge and supported by positive habituation, namely by cultivating literacy in everyday life. The process of introducing and planting literacy must begin at an early age so that this habituation can be inherent in each individual. Consumptive souls who want everything to be instantaneous by utilizing certain tools to simplify work and can make time efficient become obstacles for the community to cultivate literacy. This problem causes the reading interest of the next generation to decline. Literary works have been known since ancient times. Evidenced by the many works that have been produced, one of them is a fairy tale. Fairy tales are literacy works produced by previous ancestors as a form of literary culture. The creation of this tale is an effort to move the culture of literacy of the next generation. Literacy culture by reading fairy tales is an effort of parents to help early childhood in developing self-potential and teach life experiences because in the "golden age" children develop in imitation.
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Zhang, Su Zhen, George K. Georgiou, and Hua Shu. "What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at risk controls?" Preschool and Primary Education 7, no. 1 (April 16, 2019): 1. http://dx.doi.org/10.12681/ppej.18868.
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We examined what aspects of the home literacy environment (formal home literacy activities, informal home literacy activities, access to literacy resources, age of onset of literacy instruction, child’s interest in reading, and parents’ expectations) differentiate Chinese children at risk for reading difficulties from their not-at-risk controls. Eighteen children from Jining, China, who were at risk for reading difficulties and 32 not-at-risk controls participated in the study. Their parents also participated in the study by filling out a home literacy questionnaire, by recording the daily parent-child reading activities (diary), and by completing the Children’s Title Recognition Checklist. Group comparisons revealed significant differences only in items measuring children’s access to literacy resources and reading interest. Results of discriminant function analyses further showed that the home literacy environment variables could discriminate well between the children at risk for reading difficulties and their controls. Taken together, our findings suggest that to the extent environment plays a role in reading difficulties in Chinese, this should be traced to factors such as child’s interest in reading and access to literacy resources.
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Cahya, Wahyu Dwi, and Luh Putu Artini. "The Implementation of Independent Reading Literacy Activities in Secondary Education." Journal of Education Research and Evaluation 4, no. 1 (March 11, 2020): 63. http://dx.doi.org/10.23887/jere.v4i1.23515.
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The present study aimed at describing the implementation of independent reading literacy activities at SMA N Bali Mandara and how it affects students’ English literacy skills. This study followed case study design, and the primary data were obtained through interview, observation, and document analysis. The results of the study revealed that the implementation of independent reading literacy activities was applied in three stages: 1) the habituation stage; 2) the development stage; and 3) the learning stage. In the habituation stage, the school used silent reading to form reading habits. This positive habit maintained by providing students real-world literacy activities in the development stage to develop their reading interest through storybook writing and cooperative literacy program. In the last stage, the teachers implemented reading for enjoyment in the learning process through news reading and book review. The students’ average score in storybook writing was 90.6, in cooperative literacy program was 90.36, in news reading program was 90.2, and in book review was 90.47. The findings of this study indicate that independent reading literacy activities are effective to enhance students’ English literacy skills.
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Al-Buraiki, Sheikha Ali. "A Qualitative Case Study on Reading Practices and Habits of High School Students." World Journal of English Language 12, no. 6 (August 5, 2022): 229. http://dx.doi.org/10.5430/wjel.v12n6p229.
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Reading has been identified as an indicator of successful academic achievement. The present qualitative study explored reading literacy practices of Omani adolescent students. Three high school students participated in semi-structured interviews. The findings revealed four main factors that determined their reading practices: motivation to read, home literacy practices, students' reading rituals, and digital literacy practices. These four factors were discussed in light of other related topics which included reading interest and school reading activities as they influenced students' motivation to read, and parental involvement and availability of home library as examples of home literacy practices. Furthermore, students' reading rituals were discussed considering their quest for meaning, pre-reading preparation tasks, and preferred time of day to read, whereas the digital literacy factor encompassed the sub-topics of internet and mobile applications and the role of other devices provoking reading interest. Understanding the reading literacy practices of adolescent learners offers insights into how to develop effective strategies to improve those practices. These insights can subsequently aid educators and parents in their reading instruction and ability to be productively involved in their children’s reading literacy development, respectively. Moreover, other students may learn from their peers’ successful reading practices.
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Ababil, Salza Nabila, M. Muktiarni, and Jonah Mupita. "Sundanese Short Story (Carpon) as an Effort to Improve Reading Ability of Middle School Students." Indonesian Journal of Multidiciplinary Research 1, no. 2 (September 11, 2021): 405–12. http://dx.doi.org/10.17509/ijomr.v1i2.38597.
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In Indonesia, the literacy level of students is still very low, especially in learning Sundanese. This research is motivated by seeing children nowadays who very rarely even forget about cultures, as well as the lack of literacy in Sundanese literary works, including short stories (known as Carpon or Carita Pondok). Therefore, we are looking for ways to increase Sundanese literacy, one of which is by getting used to reading Carpon. The purpose of this study was to find out how far the level of understanding of student literacy after reading Carpon also fosters reading interest in Carpon. This research is descriptive quantitative. The research instrument carried out was in the form of a pre-test and post-test which was carried out by distributing questionnaires (google form) to students via whatsapp groups, the source of data in this study were students of junior high school. The results showed that the pre-test results were 61% of students who answered yes, and 39% of students who answered no and in the post-test 85% of students answered yes and 15% of students answered no. It can be said that the level of student literacy and students' understanding of Carpon reading activities has greatly increased.