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Journal articles on the topic 'Reading achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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1

RITCHIE, DAVID, VINCENT PRICE, and DONALD F. ROBERTS. "Television, Reading, and Reading Achievement." Communication Research 14, no. 3 (June 1987): 292–315. http://dx.doi.org/10.1177/009365087014003002.

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2

Forsberg, Lisa, and Anthony Skelton. "Achievement and Enhancement." Canadian Journal of Philosophy 50, no. 3 (December 11, 2019): 322–38. http://dx.doi.org/10.1017/can.2019.43.

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AbstractWe engage with the nature and the value of achievement through a critical examination of an argument according to which biomedical “enhancement” of our capacities is impermissible because enhancing ourselves in this way would threaten our achievements. We call this the argument against enhancement from achievement. We assess three versions of it, each admitting to a strong or a weak reading. We argue that strong readings fail, and that weak readings, while in some cases successful in showing that enhancement interferes with the nature or value of achievement, fail to establish that enhancement poses an unusual threat to achievement.

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3

Islam, Syaiful. "INVESTIGATING CORRELATION BETWEEN READING STRATEGIES AND READING ACHIEVEMENT ACROSS LEARNING STYLES." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 1 (June 30, 2019): 88. http://dx.doi.org/10.24252/eternal.v51.2019.a8.

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The study was aimed to analyze the interrelationship between metacognitive reading strategy and reading achievements, the correlation between cognitive reading strategy and reading achievement, and to know the effect between metacognitive and cognitive strategy used by learners across their learning styles. This study used correlation research. The number of populations was 315. The researcher chose 113 Senior High EFL students at MA Nurul Jadid. Questionnaire and reading comprehension test were used to collect data. The researcher used two questionnaires to measure reading strategies used by the students and students’ learning styles. SPSS V. 20 was used to analyze questionnaires’ data. Descriptive statistics was applied to calculate the mean and standard deviation of 40 individual reading strategies. The results were: metacognitive and cognitive strategies were used in high and medium level when students did the tests. Metacognitive strategy significantly correlated with reading achievement where correlation coefficient is greater than critical value of correlation coefficient while cognitive strategy does not relate mutually to reading achievements. Then, reading strategies significantly affected students’ reading achievement.

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4

Zhang, Anqi. "Mandarin de-adjectival degree achievements as inchoative statives." Language and Linguistics / 語言暨語言學 24, no. 1 (December 12, 2022): 146–80. http://dx.doi.org/10.1075/lali.00128.zha.

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Abstract Mandarin degree adjectives can give rise to a degree achievement reading with the perfective marker le. In this paper, I argue that de-adjectival degree achievements in Mandarin are inchoative statives, whose core meaning component is a reflexive comparative that compares the present state with a previous state in some property of the same individual. My new analysis better captures the facts that de-adjectival degree achievements show variable telicity, that they give rise to stative readings with duration phrases, and that they are compatible with time as a comparative standard. Because the comparison is between two states at different times, a degree-achievement reading can be inferred even though the predicate is stative in semantics.

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5

Puccioni, Jaime. "Predictors of Reading Achievement." Literacy Research: Theory, Method, and Practice 64, no. 1 (November 2015): 249–66. http://dx.doi.org/10.1177/2381336915617598.

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6

Schoor, Cornelia. "Utility of reading — Predictor of reading achievement?" Learning and Individual Differences 45 (January 2016): 151–58. http://dx.doi.org/10.1016/j.lindif.2015.11.024.

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Kırmızı, Fatma Susar. "The effect of creative reading and creative writing activities on creative reading achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 406–12. http://dx.doi.org/10.18844/prosoc.v4i1.2283.

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8

Watkins, Timothy. "The Relationship between Reading Vocabulary and Reading Comprehension in a Direct Instruction Reading Program." Advances in Social Sciences Research Journal 9, no. 12 (January 5, 2023): 517–35. http://dx.doi.org/10.14738/assrj.912.13683.

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The purpose of this study was to examine the relationship beween Hispanic, Caucasian, and Africa American students’ reading voacabulary achievement and reading comprehension achievement in a Direct Instruction reading program. The study consisted of students from a small, rural school district in southeast Arkansas. A total of 230 students participated in the study. Seventeen were Hispanic students, 33 were Caucasian students, and 180 were African American students. The study used an Analysis of Covariance (ANCOVA) statistic to identify any potential differences in reading vocabulary and reading comprehension among the subgroups. The findings of this study suggest that statistically significant differences did exist between Hispanic, Caucasian, and African American students in reading vocabulary using a Direct Instruction reading program. The Hispanic participants had a higher mean achievement gain score in reading comprehension than either Caucasian or African American students. The Hispanic participants also had a higher mean achievement gain score in reading vocabulary achievement than the African American participants but a smaller mean achievement gain score than the Caucasian participants.

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9

Syafitri, Meity. "THE EFFECTS OF USSR STRATEGY, METACOGNITIVE STRATEGY, AND READING HABIT ON READING COMPREHENSION ACHIEVEMENT." Jurnal Ilmiah Bina Bahasa 12, no. 2 (December 31, 2019): 11–26. http://dx.doi.org/10.33557/binabahasa.v12i2.740.

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Reading is one of the language skills which has an important role for the people because by reading people can get much information which they need. However, reading is not a simple activity. English reading is still a challenging task for Indonesian students. Therefore, a certain strategy may be used for improving students’ reading achievements. Using the USSR and Metacognitive strategies, this study aimed at improving the students’ reading comprehension achievement and finding out whether or not there was interaction among both strategies and students’ reading habit toward reading comprehension achievement. The population of this study is the tenth graders. Sixty tenth graders were selected as the sample and equally divided into experiment group 1 and experiment group 2. Next, both groups were tested before and after the treatment. Using paired sample t-test statistics, the results showed that the students’ reading comprehension achievement was significantly improved. The result of two way ANOVA showed that there was interaction (0.009).

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10

Bouchamma, Yamina, Vincent Poulin, Marc Basque, and Catherine Ruel. "Impact of Students’ Reading Preferences on Reading Achievement." Creative Education 04, no. 08 (2013): 484–91. http://dx.doi.org/10.4236/ce.2013.48070.

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11

Carlisle, Joanne F., Kai S. Cortina, and Ji Zeng. "Reading Achievement in Reading First Schools in Michigan." Journal of Literacy Research 42, no. 1 (January 2010): 49–70. http://dx.doi.org/10.1080/10862960903583236.

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12

Lynn, R., and J. Mikk. "SEX DIFFERENCES IN READING ACHIEVEMENT." Trames. Journal of the Humanities and Social Sciences 13, no. 1 (2009): 3. http://dx.doi.org/10.3176/tr.2009.1.01.

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13

Porche, Michelle V., Daniel H. Pallante, and Catherine E. Snow. "Professional Development for Reading Achievement." Elementary School Journal 112, no. 4 (June 2012): 649–71. http://dx.doi.org/10.1086/665008.

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14

McDonald, Emma. "Reading achievement and educational disadvantage." Irish Educational Studies 17, no. 1 (March 1998): 208–21. http://dx.doi.org/10.1080/0332331980170119.

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15

Marsh, David D., and Diane M. Penn. "Self-Efficacy and Reading Achievement." Journal of College Reading and Learning 19, no. 1 (January 1986): 78–86. http://dx.doi.org/10.1080/10790195.1986.10850286.

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16

Mantzicopoulos, Panayota Y., and Delmont Morrison. "Early Prediction of Reading Achievement." Remedial and Special Education 15, no. 4 (July 1994): 244–51. http://dx.doi.org/10.1177/074193259401500406.

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The present study examined the early profiles of students who were screened for learning difficulties with search (Silver & Hagin, 1981), an early identification measure, and were found to be adequate or inadequate readers at the end of second grade. In order to gain insight into the problem of inaccurate classifications of atrisk status at kindergarten, this study investigated students' performance on cognitive measures and behavior problems, as well as socioeconomic background and teacher predictions of learning difficulties. Our results indicated that search tends to underidentify as not at risk some children from higher socioeconomic backgrounds and to over-identify as at risk children from lower socioeconomic backgrounds. Information from classroom teachers and individually administered assessment tools is necessary and useful in the process of identifying those young children who are truly at risk and in need of early intervention services.

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17

Fergusson, D. M., and L. J. Horwood. "Attention Deficit and Reading Achievement." Journal of Child Psychology and Psychiatry 33, no. 2 (February 1992): 375–85. http://dx.doi.org/10.1111/j.1469-7610.1992.tb00873.x.

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18

Jakubowski, Maciej, and Artur Pokropek. "Reading achievement progress across countries." International Journal of Educational Development 45 (November 2015): 77–88. http://dx.doi.org/10.1016/j.ijedudev.2015.09.011.

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19

Sky Marietta. "Reading Achievement in Eastern Kentucky." Appalachian Heritage 37, no. 2 (2009): 56–60. http://dx.doi.org/10.1353/aph.0.0136.

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20

박혜숙. "Relations among Motivation for Reading, Reading Activity, and Korean Reading Achievement." Studies in Humanities and Social Sciences 1, no. 21 (December 2008): 107–31. http://dx.doi.org/10.17939/hushss.2008.1.21.004.

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21

Pandey, Shruti Kant, and Baljeet Singh. "Correlates of Academic Achievement: A Study of Social Science Students." JOURNAL OF TEACHER EDUCATION AND RESEARCH 14, no. 02 (December 10, 2019): 31–33. http://dx.doi.org/10.36268/jter/1423.

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Aim: Present paper identifies the factors associated with the academic achievement of students in a social science subject. Factors studied in the present study associated with achievements were- Interest in studies, Reading ability, and critical thinking. Methods: A total of sixty students studying in class VII in Govt. Senior Secondary Schools of Delhi were selected randomly for the data collection. Interest Inventory by R P Singh (2010), Critical thinking scale prepared by C. G. Venkatesha Murthy (2014), Reading ability test, and achievement test prepared by researchers themselves were administered on the selected sample. Findings: This study reveals that academic achievement in social subjects, reading ability, and critical thinking are significantly and positively correlated with each other.

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22

Ratna Nery. "Enhancing students' reading comprehension achievement using patner reading strategy." Language and Education Journal 5, no. 1 (April 6, 2020): 57–65. http://dx.doi.org/10.52237/lej.v5i1.157.

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This research aimed to investigate whether the students who were taught using Partner Reading Strategy had better reading comprehension achievement than those who were not. The method used was quasi-experimental. The sample of this study was 70 tenth graders involved experimental group (class X MIPA 2) and control group (class X MIPA 3). Each group consisted of 35 students. The written test in the form of multiplechoice was administered to get data collection. Before giving the test, the test was tried out to non-samples students of the eighth-grade students of SMA Negeri 4 Kayuagung class X MIPA 1 to check the validity and reliability of the test. The data were analyzed using t-test. The result of the t-test was significant at p<0.05 with df = 68, the critical value of ttable = 1.995. Since the value of tobtained (9.304) was higher than the critical value of ttable = (1.995), Ho was rejected and Ha was accepted. It means that the students who were taught using Partner Reading Strategy had comprehension in reading that made their reading comprehension achievement improve better and that those who were not.

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23

Tamah, Siti. "The Effect of Collaborative Strategic Reading on Grade Six Students’ Reading Achievement." IJEE (Indonesian Journal of English Education) 2, no. 1 (June 25, 2015): 17–27. http://dx.doi.org/10.15408/ijee.v2i1.1501.

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One of the language skills to master by Indonesian EFL learners is reading. In order to assist learners comprehend reading texts, teachers are challenged to apply various teaching strategies. As this paper focuses on teaching reading, two teaching strategies dealing with reading instruction are compared. To be specific, in this paper the writers conduct a study to find the difference between Collaborative Strategic Reading (CSR) and teacher-centered teaching strategy (by applying skimming and scanning). This study was a quasi experimental, which was conducted upon the sixth graders of an elementary school. The finding showed that reading achievements of the students who are taught using CSR and teacher-centered teaching strategy are not significantly different. Nevertheless, this study using Cohen’s d formula finds that CSR gave a small effect on students’ reading achievement.

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24

Istiadah, Istiadah. "BOOSTING STUDENTS’ READING COMPREHENSION THROUGH TEAM PAIR SOLO." Abjadia 1, no. 2 (March 30, 2016): 89. http://dx.doi.org/10.18860/abj.v1i1.3377.

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This research attempts to enhance the students’ achievement in reading comprehension through Team Pair Solo strategy. By employing classroom action research, this research was conducted in two cycles in which cycle I comprised four meetings and cycle II consisted of two meetings. 28 students of class X3 SMAN I Paciran were purposively selected to be the research subject. Their reading achievement was measured in the form of reading comprehension test (quantitative data). This research also employed diary notes, observation sheet and questionnaire showing that the Team Pair Solo strategy in the classroom was well-implemented. The results of the reading comprehension tests conducted in all cycles obtained better improvements. The students were active, interested and enthusiastic in reading. The research result delineated that Team Pair Solo strategy significantly improved students’ reading comprehension achievements.

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25

Ntim, Stephen Kwabena. "Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana." International Journal of Education 7, no. 3 (August 20, 2015): 31. http://dx.doi.org/10.5296/ije.v7i3.7040.

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<p>This study from four administrative districts in Ghana suggest that early parental involvement<br />in their children’s literacy practices is likely to predict better effects on these children in basic<br />reading skills. The benefits of parental involvement and support as predictor of literacy and<br />educational achievement are enormous. They go beyond early academic achievement in<br />pre-school. Early exposure to reading with parents from the homes predisposes children for<br />formal basic literacy instruction. Indeed, early involvement of parents in their child’s reading is<br />found to be the number one critical factor contributing positively to language and emergent<br />literacy. Home reading activities in which parents are involved significantly influence<br />achievements in reading as well as in language comprehension and expressive language skills.<br />This report also points to possible link between educational background of parents and<br />children’s reading achievement at the pre-school: the higher the parental education background,<br />the higher the level of home involvement predicting children’s early achievement in literacy<br />skills.</p>

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26

Smith, Jeffrey K., Lisa F. Smith, Alison Gilmore, and Madgerie Jameson. "Students' self-perception of reading ability, enjoyment of reading and reading achievement." Learning and Individual Differences 22, no. 2 (April 2012): 202–6. http://dx.doi.org/10.1016/j.lindif.2011.04.010.

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27

Geske, Andrejs, and Antra Ozola. "PARENTS’ IMPACT ON STUDENTS’ READING ACHIEVEMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 656. http://dx.doi.org/10.17770/sie2020vol3.5049.

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Scientific studies have proved that a family has a high impact on the students’ academic achievement, including their reading literacy. This paper focuses on the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age (reading together, singing, discussing the read text with a child, playing together, etc.) to explore the impact of these activities upon the reading literacy achievement of students in Grade 4. The research problem addresses the following questions: whether and to what extent the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age have an impact on students’ reading skills at the end of their fourth school year.The analysis is based on the research results from students’ tests, students’ and parents’ questionnaires of the Progress in International Reading Literacy Study (PIRLS) 2016, organised by the International Association for Evaluation of Educational Achievement (IEA). The impact of parents’ activities carried out together with their preschool aged children was studied performing a linear regression analysis along with a frequency and correlation analysis.A higher reading achievement was demonstrated by those fourth graders whose parents were actively involved in reading promotion activities. Although one determining activity could not be stated, reading together and storytelling were found to be significant. Parents’ education correlated positively with the frequency of their undertaken reading promotion activities; thus, the parents’ education was approved to have a multifaceted impact on a child’s reading achievement.

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Ningrum, Ary Setya B., and Rohmat Agung Wibowo. "INTELLIGENCE QUOTIENT (IQ) AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS." JEELS (Journal of English Education and Linguistics Studies) 4, no. 1 (April 12, 2017): 53–79. http://dx.doi.org/10.30762/jeels.v4i1.331.

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This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students’ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement. Keywords: Intelligence Quotient (IQ), reading, writing

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29

Muliawati, Ida. "Reading comprehension achievement: A comparative study between science and social science students." Studies in English Language and Education 4, no. 1 (March 1, 2017): 92. http://dx.doi.org/10.24815/siele.v4i1.7007.

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This study was aimed at finding different achievements in reading comprehension between the science and social science students at a senior high school in Banda Aceh. It was also aimed at finding factors that influenced their achievements by using a comparative study involving 40 second grade (year 11) students of the school. The instruments used for this study were a reading comprehension test and a questionnaire searching for answers about language attitude, intelligence and motivation of the students towards the English subject. The result from the t-test was 3.67 which were higher than t-table of 2.042 at the level of significance of 0.05. This indicated that the levels of students’ achievement in reading comprehension in the two programs were quite different. The study also found and discussed the factors that made positive differences in achievement of these two groups of students in reading comprehension; they were positive attitudes toward the language, high motivation and higher intelligence.

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30

Ningrum, Ary Setya B., and Rohmat Agung Wibowo. "Intelligence Quotient (IQ) as a Predictor of Reading Comprehension and Writing Achievement of EFL Learners." JEELS (Journal of English Education and Linguistics Studies) 4, no. 1 (May 11, 2022): 53–79. http://dx.doi.org/10.30762/jeels.v4i1.49.

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This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students' reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement.

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31

Pang, Valerie Ooka, Peggy P. Han, and Jennifer M. Pang. "Asian American and Pacific Islander Students." Educational Researcher 40, no. 8 (November 2011): 378–89. http://dx.doi.org/10.3102/0013189x11424222.

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The authors studied more than 1 million Asian American and Pacific Islander (AAPI) and White seventh graders in a statewide California testing program between 2003 and 2008, examining their reading and math achievement. AAPI student performance is often reported as an aggregate in discussions of the success of schoolchildren and issues of racial and ethnic achievement gaps. The authors disaggregated the performance of 13 AAPI subgroups and found significant achievement gaps between White Americans and their AAPI peers in reading and math. The data refuted the premise of the model minority myth. The evidence indicated that AAPI students are diverse in their achievements and demonstrate a continuum of academic performance.

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32

Amiruddin, Amiruddin. "The Influence of SQ3R Technique and Students’ Reading Interest towards Students’ Reading Comprehension Achievement." Journal of Social Work and Science Education 3, no. 1 (February 10, 2022): 60–66. http://dx.doi.org/10.52690/jswse.v3i1.273.

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This study was experimental research. The writer conducted this study at senior high school of SMK Negeri 3 Palembang. This study investigated to find out whether or not : (1) there is significant difference in reading comprehension achievement between the students who both have high reading interest taught by using SQ3R technique and those who are taught by using conventional technique, (2) there is significant difference in reading comprehension achievement between the students who both have low reading interest taught by using SQ3R technique and those who are taught by using conventional technique, (3) there is significant difference in reading comprehension achievement between the students who have high reading interest and low reading interest taught by using SQ3R technique, (4) there is significant difference in reading comprehension achievement between students who have high reading interest and low reading interest taught by using conventional strategy, (5) there is significant interaction effect of SQ3R strategy and reading interest towards the students’ reading comprehension achievement. From the finding it was found that SQ3R contributed to improve students reading comprehension achievement.

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33

정세화. "Foreign Language Reading Motivation and Achievement." English Language Teaching 21, no. 1 (March 2009): 209–29. http://dx.doi.org/10.17936/pkelt.2009.21.1.010.

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34

Whitney, Paul. "Commentary: Reading Achievement and Isolable Subprocesses." Reading Research Quarterly 20, no. 5 (1985): 654. http://dx.doi.org/10.2307/747948.

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35

Naglieri, Jack A. "Do Ability and Reading Achievement Correlate?" Journal of Learning Disabilities 34, no. 4 (July 2001): 304–5. http://dx.doi.org/10.1177/002221940103400403.

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36

Linnakyla¨, Pirjo, Antero Malin, and Karin Taube. "Factors behind low reading literacy achievement." Scandinavian Journal of Educational Research 48, no. 3 (July 2004): 231–49. http://dx.doi.org/10.1080/00313830410001695718.

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37

McGill-Franzen, Anne, and Richard L. Allington. "The Gridlock of Low Reading Achievement." Remedial and Special Education 12, no. 3 (May 1991): 20–30. http://dx.doi.org/10.1177/074193259101200304.

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38

Bowey, Judith A., and Rinu K. Patel. "Metalinguistic ability and early reading achievement." Applied Psycholinguistics 9, no. 4 (December 1988): 367–83. http://dx.doi.org/10.1017/s0142716400008067.

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ABSTRACTThis study explored the conceptual status of metalinguistic ability by determining whether or not metalinguistic ability can account for variation in early reading achievement independently of more general language abilities. First-grade children were given a test battery assessing phonemic awareness, syntactic awareness, receptive vocabulary, syntactic proficiency, word decoding ability, and reading comprehension ability. Strong zero-order correlations were observed among all experimental measures. However, multiple regression analyses revealed that metalinguistic ability did not contribute to the prediction of early reading achievement when general language ability effects were statistically controlled.

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39

KELLEY, MARY. "BOOKS AND LIVES, READING AND ACHIEVEMENT." Modern Intellectual History 10, no. 1 (April 2013): 193–205. http://dx.doi.org/10.1017/s1479244312000418.

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This deeply researched and beautifully crafted study takes as its subject a generation of women who came to maturity in America's Gilded Age. They were scientists and social workers, physicians and educators, and, perhaps most notably, Progressive reformers engaged in the pursuit of social justice. Claiming the newly available opportunities for higher education and professional employment, these women successfully pursued lives in uncharted territory. Barbara Sicherman introduces us to a less visible but equally salient factor in their journey to public identities marked by achievement and acclaim—their sustained and sustaining engagement with reading.

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40

Lockwood, J. R., Jennifer Sloan McCombs, and Julie Marsh. "Linking Reading Coaches and Student Achievement." Educational Evaluation and Policy Analysis 32, no. 3 (September 2010): 372–88. http://dx.doi.org/10.3102/0162373710373388.

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41

Pohan, Albert Efendy. "STUDENTS’ READING ACHIEVEMENT TROUGHTHINK-ALOUD-STRATEGY." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 6, no. 2 (June 2, 2016): 66. http://dx.doi.org/10.33373/anglo.v7i1.1089.

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The research is done in order to measure the effect of think aloud strategy toward the students’ reading achievement of eight grade students of SMPN 9 Batam. As we know, that reading ability is very needed, in order to get information as much as possible. Readers in general and also students still think aloud strategy is boring activity, especially in english. The causes are because, they feel hard to understand and get the main point from the reading passage. The method in this thesis is experimental method. The writer does some experimental to prove the influence of think aloud strategy to increase the students ability in reading. As the population, the writer takes eight grade students of SMPN 9 Batam. And as the sample, the writter takes 80 students, which is devided into two groups, 40 students as a control group and 40 students as an experiment group. There are two kinds of test, they are pre-test and post-test. After analizing the data, the writer got that there is a significant differences between the two group test result, it is proved that think aloud strategy is effective to students’ reading achievement.Keywords:Think Aloud Strategy, Reading Achievement

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42

Bukhori, Baidi, Hamdan Said, Tony Wijaya, and Faizah Mohamad Nor. "The Effect of Smartphone Addiction, Achievement Motivation, and Textbook Reading Intensity on Students’ Academic Achievement." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 09 (September 5, 2019): 66. http://dx.doi.org/10.3991/ijim.v13i09.9566.

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<h1>This study investigates the effect of smartphone addiction, achievement motivation, and textbook reading intensity on academic achievement. This quantitative study involved 720 students from two public universities. The cluster random sampling technique and three psychological scales namely Smartphone Addiction Scale, Achievement Motivation Scale, and Reading Textbook Intensity Scale were employed for data collection. The data were analyzed using path analysis technique. The study found that (i) smartphone addiction and achievement motivation directly affect the intensity of reading academic textbooks, and (ii) smartphones addiction, achievement motivation, and the intensity of reading academic textbooks directly affect the academic achievement. Although the intensity of reading academic textbook mediated the effect of smartphone addiction on academic achievement, it did not mediate the effect of achievement motivation on academic achievement.</h1>

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43

Smith, Teresa D., and Billy L. Smith. "Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test." Psychological Reports 83, no. 3 (December 1998): 963–67. http://dx.doi.org/10.2466/pr0.1998.83.3.963.

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The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the Basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading spelling, and arithmetic.

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PRIJANA, P., and A. YANTO. "Student Academic Achievement with the Ability to Read a Collection of Textbooks from the Library Collection." University Library at a New Stage of Social Communications Development. Conference Proceedings, no. 7 (December 30, 2022): 141–46. http://dx.doi.org/10.15802/unilib/2022_270733.

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Objective. The students’ academic achievement is related to their intelligence (IQ). Studies on factors that affect student academic achievement are still relatively limited and few. Purpose of this research is to consider student academic achievement with the ability to read a collection of textbooks from the library collection. Methods. The research method used is quantitative research. While the method of observation is experiment. Results. First hypothesis is academic achievement has a significant relationship with the good reading method. The hypothesis is accepted because academic achievement has a significant relationship with reading habits. Both the experimental group and the control group showed that academic achievement has a significant relationship with students reading methods, or it can be said that the good reading method is equivalent to students' reading habits. Second hypothesis, academic achievement has a significant relationship with students' reading ability is accepted. The calculated Chi-square count is greater than the Chi-square table. Third hypothesis, academic achievement has a non-significant relationship with access to information sources, meaning that the hypothesis is rejected. Conclusions. Student’s academic achievement had a significant relationship with the good reading method and a non-significant relationship with reading ability. Student’s academic achievement had a non-significant relationship with access to information sources.

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Grigorenko, Elena L., Aleksandr N. Kornev, Natalia Rakhlin, and Suzanna Krivulskaya. "Reading-Related Skills, Reading Achievement, and Inattention: A Correlational Study." Journal of Cognitive Education and Psychology 10, no. 2 (2011): 140–56. http://dx.doi.org/10.1891/1945-8959.10.2.140.

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Here we investigated the psychological texture of a literacy-related disability, specific reading disability (SRD, also referred to as dyslexia), as it is manifested in Russian and defined in the Russian Federation. Specifically, we attempted to understand the emerging properties of this deficit among 96 students in grades 2 and 3 (38 girls and 58 boys, aged 7.90–10.42 years, mean = 8.87, SD = 0.56) attending a public primary school in St. Petersburg, Russia. Based on the linguistic properties of the Russian language, we designed a literacy-skills assessment battery that incorporates both internationally common (i.e., the traditional IQ-achievement discrepancy-based) and Russia-specific (i.e., typology-based) approaches to identifying reading difficulties in emergent readers. In addition, we measured children’s levels of general intelligence, inattention, and hyperactivity (i.e., the symptomatology related to attention deficit and hyperactivity disorders, ADHD). Multi-trait-multi-method methodology was employed in that data were collected both from teachers and students for multiple reading-related processes, using both self-report and maximum performance assessments. The results are interpreted in terms of the convergence (and lack of such) between the common and country/language-specific approaches to the identification of reading difficulties, and the relevance of the general level of intelligence to diagnosing specific reading difficulties in Russian and in Russia.

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Barber, Ana Taboada, and Susan Lutz Klauda. "How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 27–34. http://dx.doi.org/10.1177/2372732219893385.

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Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade classrooms. The article concludes with policy recommendations centering on (a) the need for school administrators and teachers to learn principles of reading motivation and engagement and (b) the importance of devoting time to planning, in collaboration with researchers, how to apply these principles with particular students in particular classrooms.

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Kush, Joseph C., Marley W. Watkins, and Susan M. Brookhart. "The Temporal-Interactive Influence of Reading Achievement and Reading Attitude." Educational Research and Evaluation 11, no. 1 (February 2005): 29–44. http://dx.doi.org/10.1080/13803610500110141.

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Blatchford, Peter, Jessica Burke, Clare Farquhar, Ian Plewis, and Barbara Tizard. "Associations between Preschool Reading Related Skills and later Reading Achievement." British Educational Research Journal 13, no. 1 (March 1987): 15–23. http://dx.doi.org/10.1080/0141192870130102.

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Blatchford, Peter, and Ian Plewis. "Preschool Reading‐related Skills and Later Reading Achievement: further evidence." British Educational Research Journal 16, no. 4 (January 1990): 425–28. http://dx.doi.org/10.1080/0141192900160409.

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Amendum, Steven J., Yongmei Li, Leigh A. Hall, Jill Fitzgerald, Kimberly H. Creamer, Darlene M. Head-Reeves, and Heidi L. Hollingsworth. "Which Reading Lesson Instruction Characteristics Matter for Early Reading Achievement?" Reading Psychology 30, no. 2 (March 18, 2009): 119–47. http://dx.doi.org/10.1080/02702710802275173.

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