Journal articles on the topic 'Reading-accuracy achievement'
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Metsala, Jamie L., Rauno Parrila, Nicole J. Conrad, and S. Hélène Deacon. "Morphological awareness and reading achievement in university students." Applied Psycholinguistics 40, no. 03 (April 15, 2019): 743–63. http://dx.doi.org/10.1017/s0142716418000826.
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AbstractWe examined morphological awareness and reading achievement in university students in two ways. First, students with and without a self-reported history of reading difficulties were compared on word reading and text reading achievement, and on the reading-related skills of morphological awareness, orthographic processing, and phonological processing. Second, the unique contribution of morphological awareness to reading achievement was examined for a larger sample of first-year university students. Students with a self-reported history of reading difficulties (n = 54) showed moderate to large gaps in each area of reading achievement, and timed reading comprehension appeared more severely impaired than word-reading efficiency. These students had a deficit in morphological awareness that persisted even when (a) phonological awareness and orthographic processing skills, or (b) word-reading accuracy were statistically controlled. In the larger first-year sample (N = 211), morphological awareness contributed to variance in word reading beyond that accounted for by phonological awareness and orthographic processing. Furthermore, of the reading-related skills, only morphological awareness made a unique contribution to reading comprehension beyond variance accounted for by word reading. Taken together, these results demonstrate that morphological awareness makes unique contributions to university students’ reading achievement and is an additional difficulty for students with a self-reported history of reading difficulties.
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Behrmann, Lars, and Elmar Souvignier. "The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*." Zeitschrift für Pädagogische Psychologie 27, no. 4 (October 2013): 283–93. http://dx.doi.org/10.1024/1010-0652/a000112.
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Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.
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Rochman, Muhammad. "The IMPORTANCE OF TEACHING READING: IMPROVING STUDENTS’ READING COMPREHENSION IN EFL CONTEXT EMPHASIZED ON READING FLUENCY AND ACCURACY." JOURNEY (Journal of English Language and Pedagogy) 1, no. 1 (September 16, 2018): 6–14. http://dx.doi.org/10.33503/journey.v1i1.91.
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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Assessing reading fluency, teachers need to listen to students read aloud to make judgments about their progress in reading fluency. In other side, teaching reading in accuracy exercises encourage a thoughtful use of language and the information is intended to help students understand how English works.
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Robinson, Gregory L., and Robert N. Conway. "Irlen Filters and Reading Strategies: Effect of Coloured Filters on Reading Achievement, Specific Reading Strategies, and Perception of Ability." Perceptual and Motor Skills 79, no. 1 (August 1994): 467–83. http://dx.doi.org/10.2466/pms.1994.79.1.467.
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The effect of tinted nonoptical (Irlen) lenses was investigated with 29 lens-using subjects and a control group of 31 subjects. Assessment of reading four months after the initial screening showed a significant improvement in reading rate and comprehension but not in accuracy. A significant decrease in the number of pauses while reading was also noted for the lens users as well as increases in correlation between word repetition and reading rate and accuracy. The lens users also showed significantly improved scores on a scale of attitude towards school tasks.
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Berninger, Virginia Wise. "Normal Variation in Reading Acquisition." Perceptual and Motor Skills 62, no. 3 (June 1986): 691–716. http://dx.doi.org/10.2466/pms.1986.62.3.691.
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Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.
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Klingbeil, David A., Ethan R. Van Norman, Peter M. Nelson, and Chris Birr. "Evaluating Screening Procedures Across Changes to the Statewide Achievement Test." Assessment for Effective Intervention 44, no. 1 (January 12, 2018): 17–31. http://dx.doi.org/10.1177/1534508417747390.
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Several states have changed their statewide achievement tests over the past 5 years. These changes may pose difficulties for educators tasked with identifying students in need of additional support. This study evaluated the stability of decision-making accuracy estimates across changes to the statewide achievement test. We analyzed extant data from a large suburban district in Wisconsin in 2014–2015 ( N = 2,774) and 2015–2016 ( N = 2,882). We estimated the decision-making accuracy of recommendations from the Measures of Academic Progress for predicting risk on a Common Core State Standards aligned test (2014–2015) and a new test based on updated academic standards (2015–2016) in reading and math. Findings suggest that sensitivity and specificity estimates were relatively stable in math. Changes in the criterion measure were associated with decreased sensitivity when predicting performance in reading. These results provide initial support for educators to continue existing screening practices until test vendors or state educational agencies establish cut-scores for predicting risk on the newer test. Using a lower cut-score to establish risk (increasing sensitivity while decreasing specificity) may be prudent in reading. Limitations and directions for future research are discussed.
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Kuhlmann, Emily Hope, and Amy Lynn Conrad. "Word Reading in Boys With Isolated Oral Clefts: Comparison to Unaffected Average and Dyslexic Readers Using the Dual-Route Model." Cleft Palate-Craniofacial Journal 57, no. 3 (August 1, 2019): 310–20. http://dx.doi.org/10.1177/1055665619867015.
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Objective: To examine word reading performance between boys with isolated cleft lip and/or palate (iCL/P), unaffected average reading (uAR), and unaffected impaired reading (uIR), using the dual-route model. Design: Case/control study. Setting: University children’s hospital. Participants: Males, between the ages of 8 to 11 years, with iCL/P (n = 26), uIR (n = 33), or uAR (n = 28). Methods: Single word reading and achievement were evaluated. Analyses of variance and analyses of covariance evaluated group differences in achievement. Medical records were reviewed for iCL/P participants for audiology and speech history. Spearman ρ correlations were calculated between hearing, speech, and reading achievement for the iCL/P group. Main Outcome Measure(s): Reading performance was evaluated using select subscales from the Woodcock Johnson Reading Mastery Test, 3rd Edition and the Test of Orthographic Competence. Results: Participants with iCL/P had higher than expected rates of reading impairment, differing across cleft type (0% iCL, 50% isolated cleft lip and palate [iCLP], 71.4% isolated cleft palate only [iCP]). On measures of word reading accuracy, iCL/P participants outscored uIR participants, with uAR participants scoring the highest. This pattern was specific to nonlexical reading tasks. Participants in the uAR and iCL/P groups outscored uIR participants on lexical tasks, with no significant differences between uAR and iCL/P. Evaluation of speech and hearing revealed no significant relationship to single word reading or achievement measures in the iCL/P group. Conclusions: Boys with iCL/P are at a higher risk of reading impairments, particularly within the iCP subset. Regular screening should be encouraged, with skills from both lexical and nonlexical routes assessed.
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Bishop, Anne G. "Prediction of First-Grade Reading Achievement: A Comparison of Fall and Winter Kindergarten Screenings." Learning Disability Quarterly 26, no. 3 (August 2003): 189–200. http://dx.doi.org/10.2307/1593651.
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The purpose of this study was threefold: (a) to identify a combination of predictive measures that correlate with reading achievement, (b) to examine the predictive accuracy of these measures, and (c) to determine the most accurate time frame for test administration in kindergarten. One hundred and three kindergarten students from three schools participated over a period of two years. Measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming were administered in the fall and winter of the kindergarten year. Reading achievement was measured at the end of grade 1 using measures that included passage comprehension, fluency, sight-word recognition, and phonemic decoding. Five predictive models representing a combination of the predictive constructs were analyzed. The model combining letter identification, phonological awareness, and rapid automatized naming was identified as the best predictor of early reading achievement. There was no practical, significant difference between the fall and winter testing time frames. These findings hold important implications for predictive research by clarifying the importance of administering standardized measures that reflect the reading process. Most important, the results can provide practitioners with information for identifying the children most in need of early reading interventions.
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Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (February 20, 2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.
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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.
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Ochs, Sarah, Milena A. Keller-Margulis, Kristi L. Santi, and John H. Jones. "Long-Term Validity and Diagnostic Accuracy of a Reading Computer-Adaptive Test." Assessment for Effective Intervention 45, no. 3 (December 6, 2018): 210–25. http://dx.doi.org/10.1177/1534508418796271.
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Universal screening is the first mechanism by which students are identified as at risk of failure in the context of multitiered systems of supports. This study examined the validity and diagnostic accuracy of a reading computer-adaptive test as a screener to identify state achievement test performance for third through fifth graders ( N = 1,696). Single time points and slopes within year and longitudinally were examined. Validity results for single points were moderate (.60–.79, p < .002). Validity for slopes and the state test were weak or not significant. Diagnostic accuracy cut scores that maximized sensitivity and specificity yielded high accuracy for single points whereas sensitivity was inadequate for slopes. Practical implications and future directions are presented.
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Cahyadi, Septian, Febri Damatraseta, and Lodryck Lodefikus S. "Comparative Analysis Of Efficient Image Segmentation Technique For Text Recognition And Human Skin Recognition." Jurnal Informatika Kesatuan 1, no. 1 (July 13, 2021): 81–90. http://dx.doi.org/10.37641/jikes.v1i1.775.
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Computer Vision and Pattern Recognition is one of the most interesting research subject on computer science, especially in case of reading or recognition of objects in realtime from the camera device. Object detection has wide range of segments, in this study we will try to find where the better methodologies for detecting a text and human skin. This study aims to develop a computer vision technology that will be used to help people with disabilities, especially illiterate (tuna aksara) and deaf (penyandang tuli) to recognize and learn the letters of the alphabet (A-Z). Based on our research, it is found that the best method and technique used for text recognition is Convolutional Neural Network with achievement accuracy reaches 93%, the next best achievement obtained OCR method, which reached 98% on the reading plate number. And also OCR method are 88% with stable image reading and good lighting conditions as well as the standard font type of a book. Meanwhile, best method and technique to detect human skin is by using Skin Color Segmentation: CIELab color space with accuracy of 96.87%. While the algorithm for classification using Convolutional Neural Network (CNN), the accuracy rate of 98%
Key word: Computer Vision, Segmentation, Object Recognition, Text Recognition, Skin Color Detection, Motion Detection, Disability Application
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Feinberg, Adam B., and Edward S. Shapiro. "Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading With Differing Achievement Levels." Journal of Educational Research 102, no. 6 (July 2009): 453–62. http://dx.doi.org/10.3200/joer.102.6.453-462.
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Arciuli, Joanne, Kirsten Stevens, David Trembath, and Ian Craig Simpson. "The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder." Journal of Speech, Language, and Hearing Research 56, no. 6 (December 2013): 1837–44. http://dx.doi.org/10.1044/1092-4388(2013/12-0034).
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PurposeThis study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children.MethodThe authors investigated children's reading ability using the Wide Range Achievement Test—Fourth Edition (Wilkinson & Robertson, 2006) and the Neale Analysis of Reading Ability—Third Edition (Neale, 2007). Parent report data was collected using the Vineland Adaptive Behavior Scales—Second Edition (Sparrow, Cicchetti, & Balla, 2005). Participants were 21 children with ASD (6–11 years) and their primary caregivers.ResultsDirect assessment of children's reading ability showed that some children with ASD have difficulty learning to read and exhibit particular weaknesses in comprehension. The results revealed positive relationships between Vineland Adaptive Behavior Scales scores in the Adaptive Communication domain and direct assessment of children's reading ability across 3 measures of reading (word-level accuracy, passage-level accuracy, and passage-level comprehension).ConclusionsAlthough literacy levels vary among children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children's reading ability.
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Al-Bataineh, Adel Tawfig, Lisa Brenwall, Kristi Stalter, and Jessica York. "Student growth through goal setting." International Journal of Learning and Teaching 11, no. 4 (October 31, 2019): 147–61. http://dx.doi.org/10.18844/ijlt.v11i4.4329.
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This mixed methods research study explored how goal setting influences student growth in reading fluency, motivation and self-efficacy of second through fifth graders at school in central Illinois. Literature suggests that student goal setting can have a positive impact on the academic development of a student. In addition to academic achievement, research found goal setting to affect self-efficacy and motivation. A combination of qualitative and quantitative data collection methods was used to gather and evaluate students’ reading fluency scores. This data provided a starting point from which surveys were utilised to gain a more in-depth understanding between goal setting, self-efficacy and motivation. The results of the study indicate that interventions along with goal setting could increase reading achievement. The analysis supports the claim that goal setting can affect words read correctly, but not accuracy. The analysis also found that goal setting can influence student self-efficacy growth. These findings could provide classroom teachers with valuable information that would have an impact on student growth.
Keywords: Elementary education, goal setting, reading fluency, self-efficacy, student growth
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Reifinger, James L. "The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children." Journal of Research in Music Education 66, no. 1 (February 13, 2018): 71–91. http://dx.doi.org/10.1177/0022429418756029.
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This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.
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Khaerana, Andi ST Aldilah, and Nadya Nurhidayah Nurdin. "THE EFFECTIVENESS OF STORY TELLING AND STORY READING METHODS IN TEACHING SPEAKING." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (December 31, 2018): 181. http://dx.doi.org/10.24252/eternal.v42.2018.a4.
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This research aims to find out the effectiveness of story telling and story reading methods in teaching speaking. The researchers applied comparative study method which aims at finding out the comparative effectiveness between the application of storytelling and story reading method in teaching speaking skill. The researchers apply experimental design that involves two groups; storytelling and story reading method in pretest, treatment and posttest. The subject in this research will consist of the 2nd semester students of Speaking 2 class of STKIP YPUP Makassar. There would be two variables in this research, independent and dependent variable. The independent variable is the effectiveness of story reading and story telling, while the dependent variable includes the students’ speaking ability. The result shows that there is no method which more effective between storytelling and story reading methods in teaching speaking. This conclusion refers to the overall of the students’ speaking achievement score. But based on the speaking categories investigations namely accuracy, fluency and comprehensibility, the storytelling method is more effective in increasing the students’ accuracy and fluency in speaking, while the story reading method is more effective in improving the students’ comprehensibility.
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Cooksey, Ray W., Peter Freebody, and Graham R. Davidson. "Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory." American Educational Research Journal 23, no. 1 (March 1986): 41–64. http://dx.doi.org/10.3102/00028312023001041.
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We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually obtains in the reading ecology. Preliminary work is described that examines the expectation policies of novice teachers when considering potential achievements in vocabulary development and reading comprehension. A multivariate application of SJT revealed that the novice teachers studied held generally accurate expectation policies with respect to the ecology, but showed large individual differences in the importance they placed on various cues. Subsequent cluster analysis of the expectation policies revealed several different types of policy weighting schemes. We draw implications of the general application of SJT for the study of informal classroom policies, and we point to the next step—the provision of policy feedback to teachers for the purposes of heightening awareness and improving policy accuracy.
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Cheong, Michelle Heng Yue, Selena Ee-Li Young, Dawn Patricia Chuan Yu Young, Mary Lay Choo Lee, and Susan Jane Rickard Liow. "Early Reading Abilities of Bilingual Children With Nonsyndromic Orofacial Clefts." Cleft Palate-Craniofacial Journal 55, no. 2 (December 14, 2017): 259–68. http://dx.doi.org/10.1177/1055665617723923.
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Objective: To investigate the early reading abilities, and related cognitive-linguistic processes, in bilingual children with nonsyndromic cleft lip and/or palate (CL/P), and to identify deficits that might be amenable to intervention. Design and Participants: Bilingual participants with CL/P aged 5 to 6 years who were English-dominant ( n=17) or Mandarin-dominant ( n=18) were recruited using consecutive sampling from a national cleft treatment center and matched pairwise to a sample of typically developing (TD) children on language dominance, age, and socioeconomic status. All participants were assessed in English on single-word reading accuracy using the Wide Range Achievement Test (4th Ed), and key cognitive-linguistic factors associated with reading development: phonological awareness, rapid automatized naming (RAN), receptive and expressive vocabulary, and verbal short-term and working memory. Results: CL/P and TD groups were compared within language dominance group (Mandarin or English) for all measures. The Mandarin-dominant CL/P group had significantly poorer reading accuracy and phonological awareness than their TD peers. Additionally, regardless of language dominance, faster RAN correlated significantly with better reading accuracy in both the CL/P groups but not the TD groups. Conclusions: Children with CL/P who are learning English as a second language are at greater risk of reading difficulties. Furthermore, the cognitive-linguistic processes underlying early reading in bilingual children with CL/P differ from those of their TD peers. Routine screening and tailored intervention is advisable.
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Gross, Susan I., Carol A. Gross, Dan Kim, Sarah L. Lukowski, Lee A. Thompson, and Stephen A. Petrill. "A comparison of methods for assessing performance on the number line estimation task." Journal of Numerical Cognition 4, no. 3 (December 21, 2018): 554–71. http://dx.doi.org/10.5964/jnc.v4i3.120.
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The debate about how to characterize performance on the number line estimation (NLE) task has yielded a diverse set of accuracy measures. These accuracy measures include characterizing performance by deviation from the correct score with percent absolute error (PAE), modeling the shape of responses via the logarithmic-to-linear shift, and modeling the strategy use via the cyclical power model (one and two cycle). In the present study, accuracy on a symbolic NLE task was examined using phenotypic and quantitative genetic analyses of all four measurements. Data were collected from a same-sex twin sample at ages 12 and 15 (N = 150 pairs) as part of the Western Reserve Reading and Math Project. Linear mixed-effect models were used to compare how well the four NLE accuracy measures predicted math achievement, as measured by the Woodcock Johnson-III Fluency, Calculation, and Applied Problems subtests, after cognitive ability was controlled. NLE accuracy measures were not related to Fluency or Calculation after cognitive ability was controlled, but all NLE accuracy measures were related to Applied Problems at 12 and 15 years old. Although theories about what the NLE task measures have been contested in the literature, the relationship between NLE accuracy and achievement did not differ regardless of the type of accuracy measure used. In addition, the estimates for genetic and environmental influences were proportionately similar across the NLE accuracy measures. Overall, all proposed measures of accuracy in the present sample appear appropriate for prediction of math achievement in adolescents.
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Shinn, Mark R., Gerald A. Tindal, Deborah Spira, and Doug Marston. "Practice of Learning Disabilities as Social Policy." Learning Disability Quarterly 10, no. 1 (February 1987): 17–28. http://dx.doi.org/10.2307/1510751.
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This research presents an analysis of learning disabilities from a social-policy perspective. The reading performance of three groups of elementary students was systematically measured during the spring of the school year: regular education students receiving no supplemental instructional services, regular education students receiving remedial Chapter 1 services, and students labeled as learning disabled. The measures consisted of Curriculum-Based Assessment procedures, following the format developed at the Institute for Research on Learning Disabilities at the University of Minnesota. Students' reading performance was compared across the three groups, including the means and semi-interquartile ranges. A discriminant function analysis was applied to predict group membership. The three groups were sorted by level of reading skill with (a) very different means, (b) minimum overlap, and (c) high accuracy in classification. The results support the notion that schools may be consistent in their decision making and allocation of service delivery on the basis of students' classroom achievement. Regardless of legal or scientific definition, it is argued that schools widely employ a social-policy definition of learning disabilities designed to serve students most deficient in achievement.
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Stahl, Steven A., and Kathleen M. Heubach. "Fluency-Oriented Reading Instruction." Journal of Literacy Research 37, no. 1 (March 2005): 25–60. http://dx.doi.org/10.1207/s15548430jlr3701_2.
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This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.
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Dawson, Leisa, Martha L. Venn, and Philip L. Gunter. "The Effects of Teacher versus Computer Reading Models." Behavioral Disorders 25, no. 2 (February 2000): 105–13. http://dx.doi.org/10.1177/019874290002500202.
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The effects of three conditions on the reading rate and accuracy of four students identified with emotional or behavioral disorders were compared using an alternating treatments design. The conditions were (a) no model, (b) a reading model presented by the teacher, and (c) a reading model presented by a digital-electronic computer voice. Analyses indicated that the teacher model resulted in the greatest number of words read correctly per minute and the greatest percentage of words read correctly. The computer reading model resulted in a greater number of words read correctly per minute and a greater percentage of words read correctly than the no model condition. The results are discussed in terms of strategies teachers can use to enhance academic achievement of students with emotional or behavioral disorders.
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Chalmers, Kerry A., and Emily E. Freeman. "Working Memory Power Test for Children." Journal of Psychoeducational Assessment 37, no. 1 (September 15, 2017): 105–11. http://dx.doi.org/10.1177/0734282917731458.
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Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would facilitate early detection of WM deficits. This study investigated the psychometric properties of the Working Memory Power Test for Children (WMPT) in 170 Australian schoolchildren (8½-11 years). Reliability (internal consistency) and validity of WMPT accuracy scores were examined. WMPT accuracy predicted achievement in reading, numeracy, and spelling. The results provide preliminary evidence of reliability and validity that supports interpretation of the WMPT accuracy score. With additional research, the WMPT could be valuable as an easy-to-administer screener for WM deficits.
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Helwig, Robert, and Gerald Tindal. "An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests." Exceptional Children 69, no. 2 (January 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.
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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
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Heath, Steve M., and John H. Hogben. "Auditory temporal processing, phonological awareness, and oral language ability in prereaders: Can we identify children at risk for reading disability more accurately?" Australian Educational and Developmental Psychologist 17, no. 1 (2000): 32–62. http://dx.doi.org/10.1017/s0816512200028029.
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AbstractA longitudinal study was designed to investigate the possibility of improving current accuracy in prediction of reading disability, using phonological awareness (PA), oral language, and auditory temporal processing (ATP) as predictors. Preschoolers (n = 106) were tested on PA, and two groups were selected from the upper and lower quartiles of the PA distribution for initial testing as prereaders on ATP and oral language, and later testing on reading and oral language at the end of years 1, 2 , and 3. Oral language markedly improved levels of prediction previously achieved using PA alone. However, although ATP is related to PA and oral language in prereaders, it contributed little to prediction of reading achievement beyond that afforded by measures of PA and oral language. Options for improving the levels of prediction achieved here by increasing the sensitivity of our measure of AJP are discussed.
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Barbosa-Pereira, Drielle, Pedro S. R. Martins, Amanda P. L. Guimarães, Emanuelle de O. Silva, Luana T. Batista, Vitor G. Haase, and Júlia B. Lopes-Silva. "How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities?" Archives of Clinical Neuropsychology 35, no. 4 (January 22, 2020): 413–28. http://dx.doi.org/10.1093/arclin/acz085.
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Abstract Objective The aim of this study was to investigate the psychometric properties and diagnostic accuracy of phoneme elision task (PET). Method We assessed cross-sectionally 470 Brazilian children (54.3% girls) aged between 7 and 11 years (mean age = 8.83, sd = 0.85), from the 2nd to 4th grades. Children were assessed in their phonemic awareness ability, as well as intelligence, general school achievement, both verbal and visuospatial working memory, single-word reading, and nonsymbolic magnitude comparison. Beyond the psychometric properties and diagnostic accuracy of PET, we also provided reference values. Results Our data suggest that PET is composed mainly of one single construct, with high item reliability and precision (KR-20 above 0.90). In general, items have acceptable discriminability, considering item-total correlations. Overall PET is generally a good screening tool for reading and spelling difficulties (SD), as well as to identify children with learning difficulties in the early grades. However, it is not a reliable measure for screening math learning difficulties. Finally, PET shows good convergent and divergent validity. Conclusions We provide evidence about the psychometric properties and diagnostic accuracy of a PET. Results contribute to the assessment of phonemic awareness in Brazilian children, in both clinical and research contexts. The PET can be used as a screening tool for reading and SD, which could lead to early interventions.
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Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.
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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.
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BÜYÜKATAK, Emrah, and Duygu ANIL. "An Investigation of Data Mining Classification Methods in Classifying Students According to 2018 PISA Reading Scores." International Journal of Assessment Tools in Education 9, no. 4 (November 29, 2022): 867–82. http://dx.doi.org/10.21449/ijate.1208809.
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The purpose of this research was to determine classification accuracy of the factors affecting the success of students' reading skills based on PISA 2018 data by using Artificial Neural Networks, Decision Trees, K-Nearest Neighbor, and Naive Bayes data mining classification methods and to examine the general characteristics of success groups. In the research, 6890 student surveys of PISA 2018 were used. Firstly, missing data were examined and completed. Secondly, 24 index variables thought to affect the success of students' reading skills were determined by examining the related literature, PISA 2018 Technical Report, and PISA 2018 data. Thirdly, considering the sub-classification problem, the students were scaled in two categories as “Successful” and “Unsuccessful” according to the scores of PISA 2018 reading skills achievement test. Statistical analysis was conducted with SPSS MODELER program. At the end of the research, it was determined that Decision Trees C5.0 algorithm had the highest classification rate with 89.6%, the QUEST algorithm had the lowest classification rate with 75%, and four clusters were obtained proportionally close to each other in Two-Step Clustering analysis method to examine the general characteristics according to the success scores. It can be said that the data sets are suitable for clustering since the Silhouette Coefficient, which is calculated as 0.1 in clustering analyses, is greater than 0. It can be concluded that according to achievement scores, all data mining methods can be used to classify students since these models make accurate classification beyond chance.
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Villanyi, Denise, Romain Martin, Philipp Sonnleitner, Christina Siry, and Antoine Fischbach. "A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 225. http://dx.doi.org/10.3991/ijet.v13i10.8876.
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Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.
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Feldman, Heidi M., and Richard H. Michaels. "Academic Achievement in Children Ten to 12 Years After Haemophilus influenzae Meningitis." Pediatrics 81, no. 3 (March 1, 1988): 339–44. http://dx.doi.org/10.1542/peds.81.3.339.
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Academic achievement by 23 children 10 to 12 years after treatment of Haemophilus influenzae meningitis was assessed using individually administered standardized tests, review of school transcripts, and parent and teacher questionnaires. The children's performance was compared with (1) their own performance in a previous study 6 to 8 years after the illness; (2) the performance of 23 similarly aged siblings in the previous study, a comparison which served to age match subjects and sibling controls; and (3) the performance of 11 of those similarly aged siblings retested in the current study. Subjects scored in the average range on all measures. Scores were comparable to results 4 years previous in four of six academic measures, with minor deterioration in reading single words and decoding nonsense words. There were no differences between subjects in the current study and control subjects from the previous study, except in decoding nonsense words, and no differences between subjects and control subjects in the current study, except in paragraph reading accuracy. Scholastic grade point averages and scores on parent and teacher behavior problem-rating scales showed no group differences. Subjects used more school-based remedial services, although the trend did not achieve statistical significance. Parents reported spending more time with subjects than with control subjects helping with homework. These findings suggest that children who have recovered from meningitis due to H influenzae can maintain scores and grades comparable to their siblings as they progress to middle school. Their academic success may involve more school and family support to compensate for the mild differences in intelligence quotient and neuropsychologic testing found in the previous study.
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Nugrahanta, Gregorius Ari, Eko Hari Parmadi, Paulus Mamok Suparmo, Hilary Relita Vertikasari Sekarningrum, Ni Kadek Swandewi, and Fransiska Tyas Virya Prasanti. "Kegiatan Literasi Berbasis Pendekatan Montessori di SD Kanisius Sorowajan Yogyakarta." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 6, no. 6 (December 30, 2022): 1480–89. http://dx.doi.org/10.31849/dinamisia.v6i6.11518.
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The decline in literacy skills and the character of students love of learning due to the COVID-19 pandemic at SD Kanisius Sorowajan Yogyakarta was the background for this community service activity. This activity aimed to improve reading and writing literacy as well as improve the character of students' enjoyment of learning by using the Montessori approach. The method used was Participatory Rural Appraisal involving teachers and grade 1 students. The results showed 1) there was an increase in literacy achievement in the ability to write cursive letters, cohesiveness of each letter, accuracy, completeness, and proportionality of each letter, layout accuracy, and completeness in copying and read stories. 2) There was an increase in the character of love of learning from pretest to posttest significantly by 44.162% with p = 0.000 (p < 0.05) which was included in the large effect category r = 0.9636 with an effectiveness level of 60.84%.
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Fumero, Keisey, and Sana Tibi. "The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 572–88. http://dx.doi.org/10.1044/2020_lshss-20-00027.
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Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.
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Tabatabaee-Yazdi, Mona. "Hierarchical Diagnostic Classification Modeling of Reading Comprehension." SAGE Open 10, no. 2 (April 2020): 215824402093106. http://dx.doi.org/10.1177/2158244020931068.
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The Hierarchical Diagnostic Classification Model (HDCM) reflects on the sequences of the presentation of the essential materials and attributes to answer the items of a test correctly. In this study, a foreign language reading comprehension test was analyzed employing HDCM and the generalized deterministic-input, noisy and gate (G-DINA) model to determine and compare respondents’ mastery profiles in the test’s predefined skills and to illustrate the relationships among the attributes involved in the test to capture the influence of sequential teaching of materials on increasing the probability of getting an item a correct answer. Furthermore, Differential Item Functioning (DIF) analysis was applied to detect whether the test functions as a reason for the gender gap in participants’ achievement. Finally, classification consistency and accuracy indices are studied. The results showed that the G-DINA and one of the HDCMs fit the data well. However, although the results of HDCM showed the existence of attribute dependencies in the reading comprehension test, the relative fit indices highlight a significant difference between the G-DINA and HDCM, favoring G-DINA. Moreover, results indicate that there is a significant difference between males and females in six items in favor of females. Besides, classification consistency and accuracy indices specify that the Iranian University Entrance Examination holds a 71% chance of categorizing a randomly selected test taker consistently on two distinct test settings and a 78% likelihood of accurately classifying any randomly selected student into the true latent classes. As a result, it can be concluded that the Iranian University Entrance Examination can be considered as a valid and reliable test.
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Hindin, Alisa, and Jeanne R. Paratore. "Supporting Young Children's Literacy Learning through Home-School Partnerships: The Effectiveness of a Home Repeated-Reading Intervention." Journal of Literacy Research 39, no. 3 (September 2007): 307–33. http://dx.doi.org/10.1080/10862960701613102.
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The purpose of this study was to examine the effectiveness of a home repeated-reading intervention on the reading achievement of eight low-performing second-grade children in an urban school by taking into consideration their need to develop automaticity and the role their parents play in this process. Specifically we posed the following questions: Does participation in a home repeated reading intervention improve children's (a) reading accuracy, (b) reading fluency, and (c) reading skills on an independent reading task? When parents participate in a home repeated reading intervention, (a) what word-study strategies do they use to support their children's reading and (b) how do the strategies they use influence children's subsequent word errors? A multiple-baseline across-subjects design and a pre-post design were used to assess the effectiveness of the intervention. Results indicated that all participants made substantially fewer reading errors during the intervention as compared to their performance on baseline stories. All participants demonstrated decreased error rates from the first to the last reading of stories, and significant fluency gains were evident in all cases when comparing mean baseline fluency with mean intervention fluency. All participants made considerable gains in fluency from the first to the last reading of each story, and all children improved on an independent reading measure. All participants read more than 10,000 words during the home intervention. Parents monitored their children's home reading. Four parents provided substantial word-level support, and the children who received this support made fewer repeated reading errors. The children who begin school with full, or nearly full, literacy pocketbooks, in terms of the dominant literacy Discourse, will consistently and inevitably outperform, outlearn, and outscore those children who arrive at the school door with considerably less. While it is the responsibility of the schools to teach what is needed, programs that focus on increasing the level and degree of literacy in the homes of children have begun and are desperately needed. (Purcell-Gates, 1995, pp. 198–199)
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Sperling, Rayne, John Nietfeld, Samira Syal, and Taylor Young. "Missions with Monty: A Game-Based Learning Environment to Promote Comprehension Monitoring and Science Achievement." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 535–42. http://dx.doi.org/10.34190/ecgbl.16.1.792.
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While game-based learning environments (GBLE) are an increasingly popular means to engage learners, there remains limited research on the benefits of GBLEs for students’ learning and metacognitive skills in classroom contexts. Missions with Monty is a GBLE developed to engage students as they learn comprehension strategies to support their scientific literacy with targeted Next Generation Science Standards content. The current missions focus on ecosystems, earth and human activity, molecules, and organisms. Students navigate through the game to solve challenges that require the application and transfer of science knowledge. One primary and unique focus of Missions with Monty is to benefit students’ metacognition through comprehension monitoring. Comprehension monitoring is an essential strategy to support literacy and is measured through students’ accuracy in rating their performance on comprehension items. In the game, students are explicitly taught and subsequently practice essential comprehension monitoring strategies. Additional key educational outcomes for students playing Missions with Monty include reading achievement, science knowledge, and transfer of science learning.
In this study we examined 10 and 11 year old students’ outcomes as they either played the game (n = 144) or learned the content via a computer-based learning environment (CBLE) without game elements in a comparison condition (n = 80) within classrooms of diverse learners in the United States. Significant gains for science learning were found across conditions, (t(223) = 13.67, p <.001). The primary research question of interest focused on whether students who played Missions with Monty were better able to monitor their understanding of science text after playing the game and therefore we compared monitoring, as measured by bias and accuracy, before and after the game play. Effective metacognition is demonstrated by low bias and high accuracy. Findings revealed that both conditions demonstrated improved bias (t(223) = 4.44, p < .001) and accuracy (t(223) = 11.81, p < .001). Thus, students were better able to monitor their science learning through the game, an essential skill for scientific literacy. Future research should continue to examine the benefits of GBLEs versus CBLEs in terms of benefits for motivation and learning.
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Stevenson, Nathan A. "Comparing Curriculum-Based Measures and Extant Datasets for Universal Screening in Middle School Reading." Assessment for Effective Intervention 42, no. 4 (February 1, 2017): 195–208. http://dx.doi.org/10.1177/1534508417690399.
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As a school-wide framework, Multi-Tiered Systems of Support (MTSS) relies on the prevention and early identification of students at risk of academic failure. Approaches to early identification of students in need of support include the administration of universal screening assessments and the analysis of existing student data such as attendance, grades, office discipline referrals, and prior performance on statewide assessments. However, there is little research that directly compares the accuracy and reliability of these approaches, particularly in middle grades. This investigation provides a direct comparison of curriculum-based measures in reading and the examination of archival data at the middle school level for the identification of students at risk for academic failure. Data were collected for students in Grades 7 ( n = 197) and 8 ( n = 237). Data were analyzed through hierarchical logistic regression using statewide reading achievement tests as the dependent variable. Results inform how data from universal screening assessments and existing sources can be used to accurately and efficiently identify students in need of academic support.
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Chen, Hsin Chin, Chia Cheng Hsu, Hung Chang Li, Chih Chin Huang, and Yueh Min Huang. "The Development of an Automatic Question Generation System on Facebook Using an Artificial Bee Colony Algorithm." Applied Mechanics and Materials 311 (February 2013): 141–46. http://dx.doi.org/10.4028/www.scientific.net/amm.311.141.
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Facebook is currently one of the world's most popular social networking services, and has been widely used in the field of e-learning. In general, learners in e-learning environments need to evaluate their learning ability through taking tests to present the learning achievement. In order to evaluate their ability on e-learning platform with social network services, this study proposes an automatic question generation system for individual learning status. The proposed system uses the artificial bee colony algorithm to find suitable questions for each learner according to the learner's profile, reading experience, professional ability, and the e-learning records in the system. The experimental results indicate that the proposed method improves the accuracy of the automatic question generation system and that it outperforms the random method.
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Petscher, Yaacov, and Sharon Koon. "Moving the Needle on Evaluating Multivariate Screening Accuracy." Assessment for Effective Intervention 45, no. 2 (August 22, 2018): 83–94. http://dx.doi.org/10.1177/1534508418791740.
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The assessment of screening accuracy and setting of cut points for a universal screener have traditionally been evaluated using logistic regression analysis. This analytic technique has been frequently used to evaluate the trade-offs in correct classification with misidentification of individuals who are at risk of performing poorly on a later outcome. Although useful statistically, coefficients from a multiple logistic regression can be difficult to explain to practitioners as it pertains to classification decisions. Moreover, classifications based on multivariate assessments are challenging to understand how performance on one assessment compensates for performance on another. The purpose of this article is to demonstrate and compare the use of logistic regression with classification and regression tree (CART) models in the identification of students who are at risk of reading comprehension difficulties. Data consisted of 986 Grade 1 students and 887 Grade 2 students who were administered a screening assessment at the middle of the school year as well as the 10th edition of the Stanford Achievement Test. Results indicated that CART performs comparably with logistic regression and may assist researchers and practitioners in explaining classification rules to parents and educators.
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Ali, Nooraihan, Mohd Hilmi Abdullah, and Asyraf Ab Rahman. "Penilaian Keberkesanan Modul Pembelajaran Kendiri Strategi Pemahaman Membaca Teks Bahasa Arab (MPK SPMBA) Untuk Pelajar Pengajian Islam Di Institusi Pengajian Tinggi." Jurnal Islam dan Masyarakat Kontemporari 21, no. 1 (April 26, 2020): 20–37. http://dx.doi.org/10.37231/jimk.2020.21.1.437.
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Penggunaan strategi kemahiran membaca di kalangan pelajar adalah salah satu faktor yang menyumbang kepada pencapaian akademik pelajar dalam bidang pengajian mereka. Walau bagaimanapun, banyak kajian menunjukkan bahawa penggunaan strategi kemahiran membaca dalam kalangan pelajar pengajian Islam adalah mengecewakan. Oleh itu, tujuan kajian ini adalah untuk menilai keberkesanan modul pembelajaran kendiri strategi pemahaman membaca teks bahasa Arab yang telah dibangunkan untuk membantu mereka menguasai kemahiran membaca bahasa Arab dengan lebih berkesan. Modul ini telah direka dan dibangunkan untuk membantu pembaca meningkatkan kepantasan dan ketepatan memahami bacaan bahasa Arab, untuk kegunaan pelajar, guru atau pembaca yang telah mempunyai asas bahasa Arab seperti asas nahw, sarf dan balaghah. Pengajaran strategi membaca dalam modul tersebut diadaptasi daripada strategi membaca SQ3R (survey, question, read, recite and review). Instrumen kajian yang digunakan adalah sebuah modul pembelajaran kendiri strategi pemahaman membaca bahasa Arab yang dikenali sebagai MPK SPMBA, dan ujian pencapaian yang terdiri daripada satu set soalan ujian pra kefahaman teks dan satu set solan ujian pasca kefahaman teks, dan satu set soal selidik penggunaan strategi membaca yang diuji selepas ujian pra kefahaman dan pasca kefahaman teks. Data dianalisis menggunakan ujian t untuk menunjukkan perbezaan antara pemboleh ubah kajian menggunakan program SPSS-Windows versi 20.0. Penemuan kajian menunjukkan bahawa penggunaan MPK SPMBA mempunyai kesan positif dalam meningkatkan kepantasan dan ketepatan pemahaman bacaan teks bahasa Arab dalam kalangan peserta kajian. Penggunaan modul pembelajaran kendiri ini adalah relevan dengan tuntutan Dasar Pendidikan Nasional Malaysia yang bertujuan untuk " memastikan setiap murid Islam berpeluang mengikuti Pendidikan Islam dan bahasa Arab yang berkualiti".
The use of reading skills strategies among students is one of the factors contributing to students' reading and academic achievement in their field of study. However, many studies show that the use of reading skills strategies among Islamic students is disappointing. The purpose of this study is therefore to evaluate the effectiveness of a self-study module on Arabic language reading comprehension strategies that have been developed to help them master Arabic reading skills more effectively. The module is called the Self-Learning Module of Arabic Reading Comprehension Strategy (MPK SPMBA). This module has been designed and developed to help readers improve their reading speed and accuracy in reading Arabic material. The MPK SPMBA is specially designed for students, teachers or readers with basic Arabic language such as the basics of nahw, sarf and balaghah. It comes with the teaching of reading strategies adapted from the SQ3R reading strategies (survey, question, read, recite and review). The research instrument used in this study is a module known as the MPK SPMBA and achievement test consisting of two sets of text comprehension test questions, pre and post test, and a set of questionnaire using the reading strategy tested before the pre and post test. text comprehension. Data were analyzed using t-test to show differences between study variables using SPSS-Windows program version 20.0. The findings of the study indicate that the use of SPMBA MPK has a positive effect on improving comprehension and reading speed of Arabic texts among study participants. The study's findings suggest that the MPK SPMBA should be used as a self-directed teaching tool in enhancing the ability of Islamic students to understand Arabic text reading more accurately and quickly. The use of this self-learning module is relevant to the demands of the Malaysian National Education Policy which seeks to "ensure that every Muslim student has the opportunity to pursue quality Islamic Education and Arabic".
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Dianawati, Heffy. "Voluntary Reading and Narrative Speaking Instructional Strategies to Enhance Students' Speaking Ability." Journal of ELT Research 3, no. 1 (February 6, 2018): 97. http://dx.doi.org/10.22236/jer_vol3issue1pp97-106.
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This research aimed at investigating classroom strategies to encourage students’ participation in speaking activity. Specifically, the study addressed three research questions: 1) what are the strategies to help students encounter difficulty in speaking English in classroom, 2) to what extent does voluntary reading prior speaking activity help students develop ideas and motivation to speaking English in the classroom, 3) does the application of narrative speaking strategy in speaking classroom affect students’ speaking achievement? The participants of the research were students at Al Azhar 28 Islamic Junior Secondary School aged 13 to 14 who joined English extracurricular program. A mix method design combining two research strands, qualitative and quantitative, was adopted. The data were collected through multiple methods: speaking test, focus group interview, and observation. The study showed positive finding. Based on the qualitative data drawn, doing a voluntary reading could diminish students’ anxieties in speaking, decrease speaking block, increase students’ motivation to do good speaking task, and improve students’ social awareness. Meanwhile, the narrative speaking fostered students’ speaking fluencies, grammar accuracy, pronunciation, and knowledge measured through observations and speaking rubrics to achieve the data analysis. The result showed there was significant improvement on students’ speaking skill shown by significance or p-value <0.001 or less than α = 0.05 with standard deviation of the pretest was 3.70 and posttest was 3.96.
Keywords: voluntary reading, speaking skill, teaching and learning speaking, conference publications
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Du, Nannan. "Analysis of Teaching Strategies of College English Speculative Reading Based on Big Data Analysis of Student Behavior in Cross-Cultural Education Environment." Journal of Environmental and Public Health 2022 (September 10, 2022): 1–11. http://dx.doi.org/10.1155/2022/1385074.
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Both dynamic and interactive, cross-cultural education emphasizes respect, interaction, and understanding between various cultural groups. Its fundamental principle is to acknowledge and value cultural diversity while opposing attempts to artificially unite cultures in order to recognise the equality and common heritage of all cultures. The goal of intercultural education, from an individual’s perspective, is to support those who are educated in understanding, accepting, and respecting other foreign cultures in order to better adapt to and thrive in a multicultural society. To develop students’ intercultural communication skills is the goal of intercultural education. Based on the associations between intercultural education and speculative reading, this essay analyzes the crucial role that intercultural English teaching and speculative reading instruction play in colleges and universities before going over the situation and approaches that English speculative reading instruction is currently facing. This paper primarily discusses the data on students from the student work management system, the relationship between grades and actual behavior, and the rules that are mined to provide a scientific basis for decision-making for the relevant units in colleges and universities. According to experimental analysis, the data mining algorithm in this paper performs better than the other two in terms of predicting students’ English achievement, with an average accuracy of 0.86 compared to 0.71, 0.075, and 0.73 for the other three algorithms. The decision tree created using this methodology can quantitatively reflect the impact of different teaching factors on learning quality and offers a clear and reliable foundation for formulating targeted improvement strategies.
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Mulyani, Asri, Dede Kurniadi, Muhammad Rikza Nashrulloh, Indri Tri Julianto, and Meta Regita. "THE PREDICTION OF PPA AND KIP-KULIAH SCHOLARSHIP RECIPIENTS USING NAIVE BAYES ALGORITHM." Jurnal Teknik Informatika (Jutif) 3, no. 4 (August 20, 2022): 821–27. http://dx.doi.org/10.20884/1.jutif.2022.3.4.297.
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The aim of the research is was to predict the scholar recipient for Peningkatan Prestasi Akademik (PPA) and the Kartu Indonesia Pintar Kuliah (KIP-K). The prediction results of scholarship recipients will provide information in the form of the possibility of acceptance and non-acceptance of scholarship applicants. To achieve this goal, this study uses the Naive Bayes algorithm, where this algorithm predicts future opportunities based on past data by going through the stages of reading training data, then calculating the number of probabilities and classifying the values in the mean and probability table. The data analysis includes data collection, data processing, model implementation, and evaluation. The data needed for analysis needs to use data from the applicants for Academic Achievement Improvement (PPA) scholarship and the Indonesia Smart Education Card (KIP-K) scholarship. The data used for training data were 145 student data. The results of the study using the Naive Bayes algorithm have an accuracy of 80% for PPA scholarships and 91% for KIP-K scholarships.
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Lennox, Carolyn, and Linda S. Siegel. "Visual and phonological spelling errors in subtypes of children with learning disabilities." Applied Psycholinguistics 14, no. 4 (October 1993): 473–88. http://dx.doi.org/10.1017/s0142716400010705.
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ABSTRACTThis study investigated the hypothesis that children with a reading disability understand and use sound-spelling correspondence rules less frequently in spelling than children with other learning disabilities and normally achieving children. To test this hypothesis, spelling errors of children between the ages of 6 and 16 with a reading disability (RD), an arithmetic disability (AD), and normally achieving children (NA) were examined. Two groups of children with an arithmetic disability were included: those with good spelling skills (AD-good), and those with poor spelling skills (AD-poor). The accuracy of the spelling errors according to sound-spelling correspondence rules (phonological accuracy) of the children was determined using both a constrained system (inclusion of position cues) and an unconstrained system (in which positional cues were irrelevant). The visual similarity of the error to the target word was also determined. The RD group at all ages produced significantly fewer phonologically accurate misspellings than the children with normal achievement scores, whether the constrained or the unconstrained scoring system was used. The AD-poor spellers and the RD group produced significantly fewer phonologically constrained, accurate misspellings than the NA group. Using the unconstrained measure, the AD-poor spellers at the youngest age level displayed as much difficulty using rudimentary sound-symbol conversion rules as the RD group, while at the older age levels, they did as well as the NA group. AD-good spellers performed as well as the NA group on both measures at all age levels. Children who were good readers and spellers (Good RS) were compared with children who were poor readers and spellers (Poor RS) and with children who were good readers and poor spellers (Mixed RS). Mixed RS produced significantly more phonologically and visually accurate misspellings than Poor RS. In summary, subtypes of learning-disabled children use spelling strategies that are significantly different from each other. RD children have the most difficulty acquiring the knowledge of soundspelling correspondence rules that are necessary for English spelling skills. The performance of AD children depends on the complexity of the scoring system, age, and spelling ability. Those students whose knowledge of sound-spelling correspondence rules is sufficiently well developed for reading but not for spelling (good readers/poor spellers) develop their phonetic skills more slowly than the good readers/good spellers. The understanding and use of phonological rules varies according to the subtype of learning disability, with children with a reading disability performing the most poorly at all age levels.
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Syam, Andi Tenrisanna, Amalia Yahya, and Riska. "Using Mind Mapping to Teach Speaking Skill to the Tenth Grade Students of MAN Palopo." FOSTER: Journal of English Language Teaching 2, no. 1 (February 2, 2021): 1–12. http://dx.doi.org/10.24256/foster-jelt.v2i1.28.
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The purpose of this research is to find out whether the students who are taught by using mind mapping have better achievement than the students who were taught by using a non-mapping strategy. This research used a quasi-experimental method. The population of this research consisted of tenth-grade students of MAN Palopo. The writer used purposive sampling, where there were two classes as the sample. They were; class X MIA I and X MIA II. Each class consisted of 30 students. The writer gave pretest and posttest to the students—three aspects of speaking skill assessed, namely accuracy, fluency, and comprehensibility. The result of this research shows that the students who were taught by using mind mapping did not have better achievement than the students who were taught by using non-mind mapping. The data showed that t-obtained was higher than t-table (t-o > t-table). The findings of t-obtained were 0.216, whereas the level of significance of 0.05 (5%) was 2.002. It means that 2.002 ≥ 0.216. The orienting number of significance shows that 0.830 > 0.05. Therefore, the Null Hypothesis (H0) accepted, and the Alternative Hypothesis (H1) rejected. Some problems found by the writer namely, the students switch code to speak up because they did not know the English meaning of the words, the students still read the text to speak because they did not memorize the language pattern that had been given. So, they had difficulties in speaking without reading the text. They felt hungry, tired, and bored in the class, and some of the students had meetings’ organization after they were an exam.
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Alghamdi, Noof Awad, Israa Mohammed Budayr, Samar Mohammed Aljehani, and Majed Mohammed Aborokbah. "A Scheme for Predicting Energy Consumption in Smart Cities Using Machine Learning." Webology 19, no. 1 (January 20, 2022): 3481–99. http://dx.doi.org/10.14704/web/v19i1/web19230.
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Fluctuating result on weather condition throughout several decades became a global concern due to the direct or indirect effect on energy consumption, and that was well-defined in several sector. Research investigates the use of technology and the speed of obtaining information ، which helps in decision-making. This paper Emphasize the role of data science and their application to monitoring energy consumption, also, explain the importance used and challenges of Internet of Things (IoT). Thus, there is a global concern on data transformation from IoT devices when taking into account deferent weather variations. Cities are a critical part when of energy management, it presents the effect of urbanization and some of the success achievement in several cities around the world. Our Analysis indicate that three dissimilar types of sensors can detect massive amount of information up to four hundred thousand rows, compared to traditional methods for collecting data. The results depict the resilient of IOT performance which provide an aggregate of measures reach around 405,184 rows in a record time, with achieved accuracy up to 99% when implementing the decision tree algorithm, the outcome after applying the algorithm was vary 27.60 per-cent recorded by the first device while the other devices scored 26.14%,46.26% respectively, throughout different circumstances with continuous reading in a short period of times around 8 days.
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Rosiana Dewi, Ni Wayan Emmy, I. Gede Aris Gunadi, and Gede Indrawan. "Detection of Class Regularity with Support Vector Machine methods." Lontar Komputer : Jurnal Ilmiah Teknologi Informasi 11, no. 1 (April 30, 2020): 20. http://dx.doi.org/10.24843/lkjiti.2020.v11.i01.p03.
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One of the most factor that affects the achievement and learning motivation of students is a conducive classroom environment. It can be seen from the student's regularity in the class. Teachers can determine whether the class is adequate or not by monitoring the class condition through video. The research tries to apply the extraction of imagery and sound features by using the Centroid extraction method and the MFCC along with classifying the regular or irregular classrooms with the SVM methods which are taken by video installed in a classroom. The video will be split into image data and sound data. The process of image data starts with reading the input, then it goes to the stages of preprocessing, segmentation with K-Means, morphology, and the most important part is to get information before it is classified by the SVM method to get its class regularity. The sound frequency will be extracted by the MFCC method and then it is classified by the SVM method to get the class noise. The results of this research get an accuracy value of 78% in the linear kernel and 70% in the polynomial kernel. This research uses 50 test data consisting of 25 regular data and 25 irregular data taken directly through video recording. These results prove that the SVM method has given good classification results for regular and irregular classes.
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Oetari, Rahmi, Welly Sando, and Yesica Devis. "Implementation of Medical Record File Processing at the Petala Bumi Regional General Hospital, Riau Province in 2022." Jurnal Olahraga dan Kesehatan (ORKES) 1, no. 2 (August 31, 2022): 399–413. http://dx.doi.org/10.56466/orkes/vol1.iss2.33.
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The processing of medical record files has an important role to support the achievement of administrative order in efforts to improve health services in hospitals. This study aims to see how the process of processing medical record files at the Petala Bumi Regional General Hospital, Riau Province 2022. The research method used is qualitative analytics. The informant consisted of 6 people, namely the Head of the Medical Support Services Section, the Head of Medical Record Installation and 4 medical record officers. How to collect data with in-depth interviews and observations at the Petala Bumi Regional General Hospital, Riau Province. Research shows that Human Resources in Medical Record Installations are still lacking and medical record file processing training has not been carried out thoroughly to officers. Facilities and infrastructure to support the work of officers are inadequate. In the assembling section, there are still incomplete documents. Coding officer had difficulty in reading the doctor's writing and the diagnosis was not found in the ICD-10 book The process of indexing medical records has not been carried out in full. In the reporting of the hospital SIMRS is still in the process of being refined. The analysis section has not been intense in the communication of the medics with the medical records officers. The filling part of the medical record file storage system lacks storage racks and narrow storage space. It is necessary to add medical records officers and infrastructure in the Medical Record Intalation. The process of processing medical record files needs accuracy and clarity in terms of completeness and diagnosis. In the filling section, it is necessary to add a medical record file storage rack and expand the storage space so that the medical record file processing process can run effectively and efficiently.
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Makotrova, Galina V., Olga A. Moiseenko, Natalia L. Shehovskaya, Elena N. Krolevetskaya, and Alexander I. Korol. "Teaching Reading Digital Texts within Neuroscientific Achievements." SHS Web of Conferences 97 (2021): 01022. http://dx.doi.org/10.1051/shsconf/20219701022.
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The authors consider the process of teaching learners reading digital texts as pedagogical support for their search activity. Taking into account psychophysiological regularities and psychological mechanisms a teacher gets an opportunity to simulate the environment and conditions for learners to form implications, formulate questions and implement research and search for new questions based on the obtained results with the help of hypertextuality, multimedia and interactivity of digital texts in a real educational process. The purpose of the study is to identify a strategy for reading digital text. The simulation experiment for senior learners includes two opposite ways of teaching reading digital text. He/she had to start first with the short text reading, then with the corresponding picture and vice versa. The personal significance of the read text or picture, understanding of the text content and the accuracy of its reproduction were taken into account. Experimental evidence suggests the importance of using strategies for teaching reading a digital text as strategies allow the learner to act as a subject of attitude to the subject of knowledge. Teacher’s digital text-based sequencing of learning situations, based on the principle of integrity, provides a sequence of future-oriented behavioral acts in the context of neuroscience achievements.
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Song, Juan. "English Teaching Quality Monitoring and Multidimensional Analysis Based on the Internet of Things and Deep Learning Model." Computational Intelligence and Neuroscience 2022 (April 28, 2022): 1–10. http://dx.doi.org/10.1155/2022/9667864.
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With the development of the times, English as the universal language in the world has been highly valued by the society and schools, and English skills have become a basic skill in the society. The school is actively developing, and in the process of reform and development, the monitoring of teaching quality is essential. Teaching quality is a complex and vague concept. The establishment of a teaching quality monitoring system helps to ensure the quality of personnel training and improve the level of education and teaching, and the quality of classroom teaching is the core content of education quality. Teaching quality monitoring is the management process of various measures and actions taken to ensure the continuous improvement of students’ learning quality and to achieve certain quality standards by systematically supervising and controlling various factors affecting the teaching quality in the teaching process. The research results of the article show that (1) under the traditional teaching mode, the average grades of the three groups were 74, 72, 67, 62, and 62, respectively. The score of the oral test module is relatively low, the highest score is only 63 points, the overall score shows a low level, the academic achievement is hovering on the edge of passing, and the students’ English learning situation is poor. Under the new classroom quality monitoring mode, the average scores of the three groups were 96, 92, 90, 86, and 84, respectively. Compared with the ordinary teaching mode, the scores of the five detection modules were greatly improved, and the average score of the listening module was improved. The teaching contents include 22 listening modules, 20 reading modules, 23 cloze modules, 24 translation modules, and 22 speaking modules. Overall, students’ English learning level has been greatly improved. (2) Generally speaking, the overall reliability coefficient of the sample data with full English teaching content is mostly kept in the range of 0.70–0.95, and only a few parts show a low situation, which also shows the overall situation of the diversity of teaching content. The overall reliability coefficient of the sample data of good teaching methods shows a relatively high situation, the reliability coefficient of the improvement of learning interest can reach 0.93, the reliability coefficient of the understanding of the learning content can reach the highest 0.96, the problem analysis ability can reach the highest 0.97, and the innovation ability can reach 0.96. The improved reliability coefficient can reach up to 0.98, which shows the authenticity and validity of the experimental data. (3) The detection result of the new classroom quality monitoring teaching mode is the highest among several models, the accuracy rate can reach 96.42%, the recall rate can reach 97.21%, and the F1 value can reach 97.46%, indicating that the new classroom quality monitoring teaching mode is effective. Teaching performance is the highest. According to the ROC curve values of the four models, we can also conclude that the ROC value of the new classroom quality monitoring teaching has been maintained at 0.98 without major twists and turns. Whether it is in the test set or the training set, the detection results of the new classroom quality monitoring are still the highest, the accuracy rate can reach 94.42%, the recall rate can reach 94.78%, and the F1 value can reach 94.49%. After the training set runs, except the performance of the traditional teaching mode increases, the performance of the other 3 models decreases.
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Dmitrieva, E. S., and V. Ya Gelman. "Perception of Auditory and Visual Emotional Information in Primary School Age Children and its Impact on Their Academic Progress." Психологическая наука и образование 23, no. 5 (2018): 29–39. http://dx.doi.org/10.17759/pse.2018230504.
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This work explored the connection between the characteristics of perception of non-verbal emotional information in two modalities of presentation — visual and auditory — with indicators of school achievements in 32 schoolchildren aged 8—9 years.We studied how the children recognised four basic emotions — "joy", "sadness", "anger", "fear" — in facial expressions and intonation of speech.The characteristics of their perceptions were compared with their academic achievements in three school disciplines: Russian language, reading and mathematics.It is shown that there is a clear correlation between the child’s school progress and acoustic perception of emotions, while no connection with visual perception was found.It was revealed that the features of the relationship between the effectiveness of perception of emotions and school performance differed in boys and girls and also depended on the specific school subject and the type of emotion.Unlike girls, boys showed an improvement in academic performance when the accuracy of their emotion recognition increased.There was no evidence of a link between successful learning and the preferred type of perception of emotional information (acoustic or visual) in primary school children.