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Journal articles on the topic 'Reading problems'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Doran, Teresa, and Wyn McCormack. "Reading Problems." Books Ireland, no. 215 (1998): 225. http://dx.doi.org/10.2307/20623685.

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2

SMITH, COLIN J. "Problems with reading." Support for Learning 8, no. 4 (November 1993): 139–45. http://dx.doi.org/10.1111/j.1467-9604.1993.tb00138.x.

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3

Jordan, Ian. "Reading problems? Visual dyslexia." Five to Seven 1, no. 6 (October 2001): 44–46. http://dx.doi.org/10.12968/ftse.2001.1.6.16861.

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4

Millichap, J. Gordon. "Reading Disability and Behavior Problems." Pediatric Neurology Briefs 10, no. 9 (September 1, 1996): 67. http://dx.doi.org/10.15844/pedneurbriefs-10-9-4.

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5

Choi, Dae-Woo. "Some Problems of Reading Donguisusebowon." Journal of Sasang Constitutional Medicine 25, no. 3 (September 30, 2013): 135–44. http://dx.doi.org/10.7730/jscm.2013.25.3.135.

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6

Swirsky-Sacchetti, T. "Visual efficiency problems in reading." Archives of Clinical Neuropsychology 14, no. 8 (November 1999): 685. http://dx.doi.org/10.1016/s0887-6177(99)80124-3.

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7

Swirsky-Sacchetti, T., M. M. Scheiman, and L. Catania. "Visual efficiency problems in reading." Archives of Clinical Neuropsychology 14, no. 8 (November 1, 1999): 685. http://dx.doi.org/10.1093/arclin/14.8.685.

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8

Braun, Frederick G. "Reading problems related to teaching." Literacy 19, no. 1 (April 1985): 20–23. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00577.x.

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9

Bicknell, P. G., and K. M. Ripley. "Reading problems and ocular anomalies." Child Language Teaching and Therapy 3, no. 3 (October 1987): 293–304. http://dx.doi.org/10.1177/026565908700300306.

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10

Stein, J. "Visuospatial Perception and Reading Problems." Irish Journal of Psychology 10, no. 4 (January 1989): 521–33. http://dx.doi.org/10.1080/03033910.1989.10557767.

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11

Witkowski, Joseph C. "Solving Problems by Reading Mathematics." College Teaching 36, no. 4 (November 1988): 162–65. http://dx.doi.org/10.1080/87567555.1988.10532141.

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12

Febriani, Dini, Elfrida Elfrida, and Fernandita Gusweni Jayanti. "READING COMPREHENSION PROBLEMS IN READING SECTION OF TOEFL TEST." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (September 16, 2019): 86. http://dx.doi.org/10.25157/jall.v3i2.2537.

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This research aims to find out the reading comprehension problems faced by the eight semester English Education Study Program students of Universitas Bengkulu in Reading Section of TOEFL test. The subject of this research is eight semester students of English Education Study Program in academic year 2018/2019 who have taken TOEFL test in Language Laboratory, FKIP, Universitas Bengkulu. The subject of this research is 70 students of 79 students. This research was used descriptive quantitative as the methodology and the data was collected by using questionnaire as an instrument that distributed via Google-form. The questionnaire consisted of 20 statements which represent 5 aspects of reading comprehension problems by Wutthisingchai (2011). This research uses 4-point Likert Scale to measure students perception of reading problem, ranging from never (1 point), sometimes (2 point), often (3 point), always (4 point). The result shows that the majority of the students have problems in reading comprehension in 5 aspects. The percentage average of each aspect from highest to lowest was the reading comprehension problems related to the Reading Comprehension Process. Second problems is Motivation. Third problems related to Background Knowledge. Fourth related to Lack Reading Strategies. The last problems related to Language Knowledge. From the results, it can be concluded that students of the eight semester at English Education Study Program still have reading comprehension problems.Keywords: Reading comprehension problems, TOEFL Test
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13

Lee, Soyoung. "Problems of Knowledge: Reading a Poem, Reading the Immemori." Korean Journal of Philosophy of Education 42, no. 4 (December 30, 2020): 93–116. http://dx.doi.org/10.15754/jkpe.2020.42.4.004.

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14

Saygili, Gizem. "The problems and resolution suggestions in first reading and writing teaching." Journal of Education and Sociology 5, no. 1 (February 2014): 44–52. http://dx.doi.org/10.7813/jes.2014/5-1/7.

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15

DOMBEY, HENRIETTA. "Reading Recovery: A solution to all primary school reading problems?." Support for Learning 7, no. 3 (August 1992): 111–14. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00220.x.

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16

Rosa, Maria Carlota. "Ancient medical texts, modern reading problems." Memórias do Instituto Oswaldo Cruz 101, suppl 2 (December 2006): 147–50. http://dx.doi.org/10.1590/s0074-02762006001000022.

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17

Sanchez, Kathryn S., Luellen M. Bledsoe, Carmela Sumabat, and Renmin Ye. "Hispanic Students’ Reading Situations and Problems." Journal of Hispanic Higher Education 3, no. 1 (January 2004): 50–63. http://dx.doi.org/10.1177/1538192703259531.

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18

Stein, John. "The Sensory Basis of Reading Problems." Developmental Neuropsychology 20, no. 2 (October 2001): 509–34. http://dx.doi.org/10.1207/s15326942dn2002_4.

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19

Hawkins, Sue. "Early Intervention in Preventing Reading Problems." Academic Therapy 21, no. 2 (November 1985): 193–97. http://dx.doi.org/10.1177/105345128502100210.

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20

Ingram, Cregg F., and Lois Dettenmaier. "LD College Students and Reading Problems." Academic Therapy 22, no. 5 (May 1987): 513–18. http://dx.doi.org/10.1177/105345128702200510.

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21

Burmeister, Janina. "Recognising problems with spelling and reading." Early Years Educator 18, no. 6 (October 2, 2016): 32–34. http://dx.doi.org/10.12968/eyed.2016.18.6.32.

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22

Yakubovich, Ilya. "The Reading of LuwianARHAand Related Problems." Altorientalische Forschungen 39, no. 2 (December 2012): 321–39. http://dx.doi.org/10.1524/aofo.2012.0022.

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23

Blachman, Benita A. "Early intervention for childrenʼs reading problems." Topics in Language Disorders 12, no. 1 (November 1991): 51–65. http://dx.doi.org/10.1097/00011363-199112010-00006.

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24

Westby, Carol. "Reading Comprehension Problems as Language Impairment." Word of Mouth 26, no. 2 (October 2014): 5–8. http://dx.doi.org/10.1177/1048395014549160a.

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25

M., D. W., Peter Bryant, and Lynette Bradley. "Children's Reading Problems: Psychology and Education." American Journal of Psychology 99, no. 3 (1986): 449. http://dx.doi.org/10.2307/1422500.

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26

Rumack, Aaron M. "Chunking the Reading: Solving “Wordy Problems”." Mathematics Teacher: Learning and Teaching PK-12 114, no. 4 (April 2021): 312–17. http://dx.doi.org/10.5951/mtlt.2020.0186.

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Reading mathematics problems can frustrate students to the point of shutting down. Although Pólya’s four-step plan is a well-known problem-solving framework, my students benefited from a more concrete and detailed approach: chunking the reading.
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27

Stiff, Lee V. "Understanding Word Problems." Mathematics Teacher 79, no. 3 (March 1986): 163–215. http://dx.doi.org/10.5951/mt.79.3.0163.

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For several years now, I have been asked to share with junior and senior high school mathematics teachers in North Carolina ways to improve students' reading comprehension of word problems. My work with teachers and students has given me the opportunity to field-test several strategies for improving reading skills. One such strategy uses comprehension guides (Earle 1976; Herber 1978).
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28

Davis, Chayna J., Valerie S. Knopik, Sally J. Wadsworth, and John C. DeFries. "Self–reported reading problems in parents of twins with reading difficulties." Twin Research (2000) 3, no. 2 (June 1, 2000): 88–91. http://dx.doi.org/10.1375/136905200320565544.

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29

Davis, Chayna J., Valerie S. Knopik, Sally J. Wadsworth, and John C. DeFries. "Self-reported reading problems in parents of twins with reading difficulties." Twin Research 3, no. 02 (April 2000): 88–91. http://dx.doi.org/10.1375/twin.3.2.88.

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30

Bouck, Emily C., and Pei-Lin Weng. "Reading Math: A Comparison of Reading and Listening to Algebraic Problems." Journal of Special Education Technology 29, no. 4 (December 2014): 1–13. http://dx.doi.org/10.1177/016264341402900401.

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31

Rohmah, Galuh Nur. "CRITICAL READING: STUDENTS’ PROBLEMS, STRATEGIES, AND REFLECTIONS." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (June 29, 2018): 20. http://dx.doi.org/10.17977/um046v2i1p20-24.

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Critical reading has been considered as the highest level of reading behavior for English Department students. Students are expected to be able to critically read both non-fiction and fiction texts. This situation, for sure, has made EFL students face lot of problems. This study is intended to reveal students’ problems, strategies, and reflections on critical reading. Revealing those three points becomes an academic effort to add knowledge about critical reading in the EFL reading comprehension course context. This study is approached through a descriptive qualitative research design which primarily focuses on students’ written responses on open-ended questionnaire and interview. The EFL students who join in Reading Comprehension III were asked to give written responses based on statement starters. Then, by purposefully selecting students, they were interviewed to gain more information on their reflection. The findings reveal that students have both linguistic and non-linguistic problems in doing critical reading. The strategies they used cover both reading skill and non-reading skill strategies. The students reflect that reading III course has helped them to sharpen critical reading skill in terms of text analysis, summary writing, and questions development activities. It is suggested to engage students with more activities to evaluate and to develop questions. For further research, exploring effective strategies to read critically is highly recommended.
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32

Koda, Keiko. "Second language reading research: Problems and possibilities." Applied Psycholinguistics 15, no. 1 (January 1994): 1–28. http://dx.doi.org/10.1017/s0142716400006950.

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ABSTRACTA major purpose of this article is to examine first language (L1) reading theories from second language (L2) perspectives and, in so doing, to uncover significant research voids related to L2 problems. The article first considers the unique aspects of L2 reading in order to identify dimensions in which its theory must differ from accepted L1 constructs. It then discusses three fundamental distinctions that separate L1 and L2 reading: (a) the consequences of prior reading experience; (b) the effects of crosslinguistic processing; and (c) the compensatory devices stemming from the efforts of learners with limited linguistic knowledge to solve comprehension problems. Finally, several pedagogically oriented research themes which may be helpful in evaluating the instructional utility of current L2 reading theories are delineated.
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33

Kedem, Nir. "Reading for Vital Symptoms." Poetics Today 41, no. 4 (December 1, 2020): 539–59. http://dx.doi.org/10.1215/03335372-8720057.

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This article offers a Deleuzian practice of reading as a form of problematization: constructing or “mapping” an author’s lived problematics to which his or her writing responds as so many solutions. Unlike readings that treat authors as patients whose personal pathological symptoms manifest in their literary works, a Deleuzian reading sees them as physicians of their cultures responding to an intolerable mode of existence, which is indiscernibly both personal and collective. A Deleuzian reading thus explores both the symptoms of pathological social present and new possibilities of life as they receive formal expressions in the literary work and the author’s style. Such practice essentially operates by actively constructing a series of underlying problems and their corresponding formal solutions, a move that, at the same time, establishes immanent criteria for critically evaluating a particular literary response (a solution) to the entrapment of life forces in pathological modes of existence (a problematics). The author discusses how and why a Deleuzian reading is both possible and desirable and takes Israeli author David Grossman’s novel The Book of Intimate Grammar as its primary case. This reading studies the novel through three conceptual problems in literary theory: the author as the site of the creative process, the use of language as an expression of an author’s literary technique, and the conditions for literary enunciation. It also demonstrates the strengths and benefits of Deleuzian readings in extra-Anglophone and extra-Francophone contexts.
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34

Shuman, R. Baird. "A School-Wide Attack on Reading Problems." Clearing House: A Journal of Educational Strategies, Issues and Ideas 79, no. 5 (May 2006): 219–22. http://dx.doi.org/10.3200/tchs.79.5.219-222.

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35

Apsari, Yanuarti, and Yana Yana. "TEACHERS’ TECHNIQUES AND PROBLEMS IN TEACHING READING." P2M STKIP Siliwangi 2, no. 2 (November 30, 2015): 217. http://dx.doi.org/10.22460/p2m.v2i2p217-233.181.

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36

Jolliffe, David. "Twelve readers reading: Exemplary responses, thorny problems." Assessing Writing 3, no. 2 (January 1996): 221–31. http://dx.doi.org/10.1016/s1075-2935(96)90016-1.

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37

SULLIVAN, MICHELE G. "Reading Problems Resolve When Ear Infections Resolve." Pediatric News 39, no. 1 (January 2005): 15. http://dx.doi.org/10.1016/s0031-398x(05)70177-6.

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38

Fergusson, David M., and Michael T. Lynskey. "Early Reading Difficulties and Later Conduct Problems." Journal of Child Psychology and Psychiatry 38, no. 8 (November 1997): 899–907. http://dx.doi.org/10.1111/j.1469-7610.1997.tb01609.x.

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39

Menyuk, Paula, Marie Chesnick, Jacqueline Weis Liebergott, Blanche Korngold, Ralph D'Agostino, and Albert Belanger. "Predicting Reading Problems In At-Risk Children." Journal of Speech, Language, and Hearing Research 34, no. 4 (August 1991): 893–903. http://dx.doi.org/10.1044/jshr.3404.893.

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This study was designed to determine early predictors of reading problems in children at risk for such problems. Three groups of children participated in the study: those with a specific language impairment; those who presumably had a language delay or disorder early in life and had no or a mild disorder at present; and a group of premature children. The data collected were standard speech and language test measures, given as the children entered the study, measures of language metaprocessing abilities on an experimental battery, given 6 months after they entered the study; and standard measures of reading, given when the children were aged 80 to 96 months. Many significant relations were found between measures of oral language ability and meta-processing ability at an earlier age and reading ability in first and second grade. The language processing battery scores accounted for a somewhat greater amount of variance on the reading tests than did the scores on the standard language tests. Three ability groups, comparatively high, middle, and low, were found in the population as a result of cluster analysis. Some premature children and some children with early language disorder or mild language disorder at entry into the study, as well as most SLI children, were members of the low language-ability group. These data were then examined to see if membership in the low language-ability group, as measured by either standard speech and language tests or the language meta-processing battery predicted at-risk reading performance on the WRAT. Forty-six children were found to be at risk by this test. Twenty-one of the children were identified by either set of measures, an additional 10 were identified by the language meta-processing measures alone, an additional 3 by the intake measures alone, and 12 of the children were not identified by either set of measures as potential problem readers. The results indicate that early measures of language awareness are good predictors of later reading performance but that different measures of this awareness are good predictors for different children.
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40

Algozzine, Bob, Richard Parker, Jan E. Hasbrouck, and Carolyn Denton. "How to Tutor Students With Reading Problems." Preventing School Failure: Alternative Education for Children and Youth 47, no. 1 (January 2003): 42–44. http://dx.doi.org/10.1080/10459880309604428.

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41

Chinggeltei. "On the Problems of Reading Kitan Characters." Acta Orientalia Academiae Scientiarum Hungaricae 55, no. 1-3 (September 2002): 99–114. http://dx.doi.org/10.1556/aorient.55.2002.1-3.8.

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42

Grogan, Sarah C. "Nonverbal Communication in Children with Reading Problems." Journal of Learning Disabilities 21, no. 6 (June 1988): 364–69. http://dx.doi.org/10.1177/002221948802100608.

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43

Eden, Guinevere F., John F. Stein, Maria H. Wood, and Frank B. Wood. "Verbal and Visual Problems in Reading Disability." Journal of Learning Disabilities 28, no. 5 (May 1995): 272–90. http://dx.doi.org/10.1177/002221949502800503.

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44

Shuman, R. Baird. "A School-Wide Attack on Reading Problems." Clearing House: A Journal of Educational Strategies, Issues and Ideas 93, no. 3 (April 28, 2020): (76)—(80). http://dx.doi.org/10.1080/00098655.2020.1733888.

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45

Merrell, C., and P. Tymms. "Identifying reading problems with computer-adaptive assessments." Journal of Computer Assisted Learning 23, no. 1 (January 10, 2007): 27–35. http://dx.doi.org/10.1111/j.1365-2729.2007.00196.x.

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46

Cremins, James J., Egilius L. H. Spierings, Lynn J. Meltzer, Harley B. Messinger, and John Lebbink. "Reading Problems In Adult Chronic Headache Sufferers." Headache: The Journal of Head and Face Pain 31, no. 4 (April 1991): 244–48. http://dx.doi.org/10.1111/j.1526-4610.1991.hed3104244.x.

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47

Condor, Anita, Vicki Anderson, and Michael Saling. "Do reading disabled children have planning problems?" Developmental Neuropsychology 11, no. 4 (January 1995): 485–502. http://dx.doi.org/10.1080/87565649509540633.

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48

Jankowiak, J. "Beyond social awkwardness: Problems with "reading" faces?" Neurology 65, no. 10 (November 21, 2005): E20—E21. http://dx.doi.org/10.1212/01.wnl.0000189315.99934.fc.

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49

Mahyuddin, Yazirwan Mahyuddin. "A DESCRIPTIVE STUDY ON THE PROBLEMS IN READING COMPREHENSION OF THE ELEVENTH GRADE OF STUDENTS OF SMA NEGERI 6 BANJARMASIN." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 2, no. 1 (November 23, 2019): 39. http://dx.doi.org/10.20527/jetall.v2i1.7375.

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Reading is one of four skills that is learned school. Reading is a process of how we find information from what we see. Like the other skills, reading comprehension is not easy. Students often face many problems in reading comprehension because of their limited ability and vocabulary in understanding readings materials. The researcher interested in students problems in reading comprehension of eleventh grade of SMA Negeri 6 Banjarmasin in Academic year 2017/2018. The objective of study is to describe the problems faced by the students of eleventh grade of SMA Negeri 6 Banjarmasin in reading comprehension. The researcher used descriptive quantitative research as the type of research. The population of the research was 253 and the sample was 71 students. The technique sampling is cluster random sampling. The instruments used were test-retest and questionnaire. Based on the research result, the students had two problems. There are finding main idea and guessing meaning from context. The mayor problem is guessing meaning form context and the minor problem is finding the main idea. From questionnaire, students had a problem in finding main idea and guessing meaning from context. Finally, it is suggested that for English teacher to improve reading skills and improve student’s vocabulary, word meaning, and knowledge about main idea in reading by providing more exercises in reading comprehension and active to find the meaning of the word that they found. The students should read English text not only in school but also read in outside school.
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50

TORIUMI, Koh. "Methodological Problems on Field Survey, Photo Reading and Map Reading in Geographic Education." New Geography 37, no. 4 (1990): 40–47. http://dx.doi.org/10.5996/newgeo.37.4_40.

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