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Relevant bibliographies by topics / Reading skills

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Academic literature on the topic 'Reading skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Reading skills"

1

Rost, Detlef H. "Reading comprehension: skill or skills?" Journal of Research in Reading 12, no. 2 (September 1989): 87–113. http://dx.doi.org/10.1111/j.1467-9817.1989.tb00160.x.

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BAKI, Yasemin. "The Effect of Critical Reading Skills on the Evaluation Skills of the Creative Reading Process." Eurasian Journal of Educational Research 20, no. 88 (July 30, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.88.9.

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Mela, Desriliwa Ade, Mamluatul Hasanah, and Muhammad Fadli Ramadhan. "Reading Guide and Students' Arabic Reading Ability." Kitaba 1, no. 2 (August 6, 2023): 48–59. http://dx.doi.org/10.18860/kitaba.v1i2.21277.

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Reading is one of the literacy skills set as Indonesia's national education goal and become a necessary skill in the 21st century. The reading skill of students of MTs Al-Hidayah Batu has not met the ideal standard. Achieving reading skills requires adequate vocabulary mastery and selecting appropriate methods. This study was designed to measure the influence of the reading guide method on students' knowledge of Arabic reading skills. The design of this study is quasi-experiments. There are 30 samples taken from a total population of 120 people using the purposive sampling technique. Data collected through tests, questionnaires, and interviews are analyzed using a t-test. The results show that the reading guide method can improve students' reading skills. Proven by the t-test result of the reading ability with a sig (2-tailed) value of 0.010 < 0.05. This statistical test implied that Ho was rejected. Ha is accepted, which means that there is a positive influence on the use of the reading guide method in improving students' reading skills, indicated by increasing the ability to read appropriately, mentioning the meaning of vocabulary in the text, answering questions based on the text, summarizing and retelling the content.

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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (January 5, 2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.

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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second semester of 2016-2017. The results of the study supported the argument that skills in reading depend on the precise coordination of a number of special reading skills and there is a significant relationship between the knowledge of study skills and reading comprehension.

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Khan, Raja Muhammad Ishtiaq, Muhammad Shahbaz, Tribhuwan Kumar, and Imran Khan. "Investigating Reading Challenges Faced by EFL Learners at Elementary Level." Register Journal 13, no. 2 (October 3, 2020): 277–92. http://dx.doi.org/10.18326/rgt.v13i2.277-292.

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It is hard to ignore the importance of reading skills for desired proficiency in foreign languages. Reading can be beneficial for learners to immerse themselves in the target language and learn it efficiently. In EFL contexts like Saudi Arabia, learners face many challenges in reading skills. The main purpose of this research was to explore reading problems of elementary level students and causes of the readings skills inabilities. Following random and convenience sampling techniques; this mixed-method research obtained quantitative data from 290 elementary level students and qualitative data from nine teachers and supervisors. The analysis of quantitative data from the reading test and checklist and qualitative data retrieved from interviews suggests that students considerably perform relatively low in reading skills, and the main reasons are poor vocabulary, incorrect pronunciation, wrong spellings, slow reading pace, and flawed grammar. These five areas account for more than 90% of the challenges faced by learners in reading skills. Based on evidence from this research, we suggest that policymakers, teachers, and students should focus on these five areas for solving the issues related to reading skills. Although other avenues are essential, these items demand special attention to develop the reading skills of EFL learners in Saudi Arabia and elsewhere in the world.Keywords: Reading skill, Elementary level, Reading Pace, EFL

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Altmisdort, Gonca. "The Effects of L2 Reading Skills on L1 Reading Skills through Transfer." English Language Teaching 9, no. 9 (July 9, 2016): 28. http://dx.doi.org/10.5539/elt.v9n9p28.

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<p>This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the context of reading skills and sub-skills were analyzed. Fifty-three native Turkish-speaking adults English language learners were tested in this study. These participants were university students who had the same L1 Turkish proficiency backgrounds. While 26 students took L2 reading courses for four months, the other 27 students did not take any L2 reading courses. After four months of L2 reading courses, these two groups were given a standard L1 (Turkish) reading test. The Turkish reading test included vocabulary, comprehension, grammar and reading sub-skills questions. The results revealed that L1 reading skills were affected positively by the L2 reading skill transfer. The study reveals which L1 reading sub-skills are more developed by L2 reading skills transfer. For further studies, the correlations in L1 and L2 courses may open a way in language curriculum design. Both courses can be designed as an adjunct course formulated on the skill-based syllabus model, and reading skills can be transferred cross-linguistically. Thus, L2 reading proficiency will be transferred to L1 proficiency.</p>

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D. Dariagan, Andy Bon, and Marien A. Laureto. "Module Readability, Reading Skills, and Reading Comprehension of Grade 8 Students." Journal of Contemporary Issues and Thought 12, no. 1 (January 20, 2022): 24–41. http://dx.doi.org/10.37134/jcit.vol12.1.3.2022.

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This survey-correlational research aimed to determine the levels of readability of the grade eight English manual, reading skills, which constitute vocabulary and fluency, and the students’ reading comprehension of the grade eight students. The “standard” readability level of the grade 8 learners’ module indicates that the literary pieces and readings included in it are comprehensible. Grade 8 students are proficient readers; they have the skill in vocabulary and fluency. They can pronounce most of the words with accuracy and understand most of the English words and even give meaning to them. The level of reading comprehension of the grade 8 students is developing. The significant difference on the students’ reading skills in terms of age, monthly family income, fathers’ educational attainment and mothers’ educational attainment indicate that these factors affect the gaining of the students of their reading skills except when classified into sex. Thus, the reading skills of the grade eight students vary in terms of age, monthly family income, fathers’ educational attainment and mothers’ educational attainment. The significant difference on the students’ reading comprehension in terms of monthly family income, mothers’ educational attainment and fathers’ educational attainment may signify that the aforementioned factors contribute to the acquisition of the ability of the students to comprehend except with sex and age. The reading skills of the students are not significantly related to the readability of the material. The same is true with the module readability and reading comprehension, no significance has been identified. On the other hand, students’ reading skills are significantly related to their level of reading comprehension. Looking into the relationship of reading skills to reading comprehension and finding no relationship among readability with reading skills and reading comprehension, it is seen that the factor of learning relies on the students.

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Sari, Dewi Kartika, Etty Pratiwi, and Ana Thereana. "EFFECTIVE READING STRATEGIES FOR READING SKILLS." Esteem Journal of English Education Study Programme 2, no. 2 (October 29, 2018): 112. http://dx.doi.org/10.31851/esteem.v2i2.2429.

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Isik, Ayse Derya. "Reading environment and fluent reading skills." Pedagogical Research 8, no. 1 (January 1, 2023): em0148. http://dx.doi.org/10.29333/pr/12723.

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Language skills have an important place in people’s thinking, understanding people around them and expressing themselves. Reading skills, which are among the other language skills, play a vital role for an individual in adapting them into his daily life. Reading should not be interpreted as recognizing merely the letters, the word and articulating them. In addition to understanding what is written, being able to read fluently is also one of the skills that need to be developed in reading teaching. In today’s developing conditions, thanks to the effective use of technological tools in every aspect of our lives reading is not only done on paper, but also on the screens of many different technological devices. Considering all these, reading on the screen is different from reading on paper, and the development of reading skills from the screen is currently necessary as well as the development of paper reading skills. The aim of this research is to determine the role of the reading environment on fluent reading skills. 24 students who were enrolled in the third and fourth grades of a primary school in the center of Bartin participated in the study. The demographic features of the students such as gender, class, possession of technological tools (computer, tablet, smart phone, etc.), and duration of use of technological tools were identified using a personal information form. Using a formula developed for Turkish by Atesman (1997), which permits estimating the readability level of the text based on word and sentence length, a text consisting of 189 words with an “easy” readability level was chosen in order to test the students’ fluency in reading. This text was read by the students both on paper and on the tablet computer screen, and their fluent reading skills were evaluated. In the end of the research, it is determined that the number of words students correctly read, the rates of their correct reading and prosodic reading skills differ according to the time of using a computer in reading from the screen; the number of words read correctly differs according to the time it takes to have a tablet computer in reading from paper; the classes differ in both paper reading and screen reading in favor of the 4th classes, whereas the correct reading rates differ only in paper reading. In line with the results of the research, suggestions were made to support the use of electronic media in schools and improve reading skills by supporting the use of technological tools.

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Bruck, Maggie, and Gloria Waters. "Effects of reading skill on component spelling skills." Applied Psycholinguistics 11, no. 4 (December 1990): 425–37. http://dx.doi.org/10.1017/s0142716400009668.

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ABSTRACTThis study examined the influence of reading experience on the development of component spelling skills. Three groups of sixth-grade children were identified – good readers-good spellers (Good), good readers-poor spellers (Mixed), and poor readers-poor spellers (Poor). The children completed three different spelling tasks that assessed component spelling skills involving the use and knowledge of sound-spelling, orthographic, morphological, and visual information. Good subjects performed consistently better than Mixed and Poor subjects. Mixed and Poor subjects did not differ on measures requiring use and knowledge of sound-spelling, orthographic, and visual information. Mixed subjects performed better than Poor subjects on measures assessing use and knowledge of morphological information. It is suggested that, as a result of their greater experience with print, Mixed subjects have better knowledge of some of the linguistic, but not the visual, characteristics of words.

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Dissertations / Theses on the topic "Reading skills"

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Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.

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Aitkenhead, Lynne. "Reading skills in adolescents with cochlear implants." Thesis, Royal Holloway, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588519.

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Reading outcomes following cochlear implantation are extremely variable. Understanding the factors underlying this variability is of clinical importance, and research has concentrated on how children with cochlear implants encode and process information. Existing research has focussed on younger children; the present study investigated the relationship between short-term and working memory and reading outcomes in adolescents with cochlear implants. A cross-sectional comparative design was selected. 18 adolescents with cochlear implants were recruited from a cochlear implant programme in London. All participants completed neuropsycho- logical measures of reading, phonological and visual working memory and non-verbal IQ, and scores were compared with normative data for hearing children: Significantly more adolescents with cochlear implants had below average reading outcomes than would be expected. Reading Composite scores were positively correlated with performance on a phonological working memory task (WISe-IV Digit Span). This correlation was not significantly different from manual norms for normal-hearing children. These findings show that the difference in reading attainment between children with cochlear implants and their hearing peers continues into adolescence. In keeping with previous research, outcomes were highly variable. Reading scores in adolescents are significantly correlated with Digit Span scores, consistent with findings in younger children. The size of this correlation did not differ significantly from normative data for hearing children. The results of this study stress the importance of careful, individualized assessments of reading for children with cochlear implants, and indicate that monitoring should continue into adolescence. The effect of interventions designed to improve or compensate for limited working memory capacity on reading outcomes is an important area for future research.

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Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.

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Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.

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Darr, Alan Duane. "Utilizing Contextualized Reading in Career and Technical Education to Enhance Reading Skills." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1607.

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The traditional education system in the United States developed a goal of sending a high number of students to post secondary schools. The expectation of going to college starts at elementary school and continues through high school and is pushed by the school district’s hierarchy. Schools annually publish numbers through the Department of Education at state and national levels of students moving to college. College progression has become such a priority that many students feel they have failed if not college bound. Students not considered academic often move toward vocational education with the intent of post-secondary education to support a chosen career field. Students with lower grades and abilities are routed to vocational classes utilizing a shop model. The education system identifies and educates students at expected age and grade level requirements. High stakes testing has been established to determine if students meet those educational requirements considered necessary for success. Students not meeting established math, English and reading requirements are given remediation to bring academic skills to appropriate age and grade levels. My thesis described a contextual reading program for building reading skills. Content area material is used to teach academic skills in writing, reading and math to levels supporting high stakes testing needed for success. Contextual reading has improved reading competencies for vocational education students in the CATER program at Kathleen High School in the Polk County School System as well as in the other statewide settings. This has the potential to improve career and technical education (CTE) in other systems. A contextual approach also has potential to improve teaching and learning in socalled academic areas, and improving scores in high stakes tests. Recommendations for further study include following this line of action for younger and adult students

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Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

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Blackburn, Judith Frances. "Reading skills in children exposed to domestic violence." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204531.

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Thesis (Ph.D.)--Indiana University, Dept. of Speech and Hearing Sciences and Cognitive Science, 2006.
Source: Dissertation Abstracts International, Volume: 67-01, Section: B, page: 0226. Adviser: Raquel Anderson. "Title from dissertation home page (viewed Feb. 22, 2007)."

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Lenertz, Michele Lynn. "Music as a tool to strengthen reading skills." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2073.

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This project focused on the rate of growth in reading skills of two first grade classrooms. The goal of this project was to improve the reading skills of below grade level students through musical activities.

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Whalley, Karen M. "The Role of prosodic skills in reading comprehension." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107458/1/Karen_Whalley_Thesis.pdf.

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The thesis investigated prosody, often described as the rhythm and melody of spoken language, and largely absent in text, and established its importance in reading comprehension in children and adults. A series of studies showed that prosodic skills played a unique, hitherto largely unrecognised, role in reading comprehension in grade 3 and 4 children, beyond prosody’s indirect role in supporting word identification and listening comprehension. Using electroencephalography (EEG) the real-time processing of spoken complex sentences with and without prosody were investigated in adults. Prosodic speech was processed differently (right hemisphere-based), suggesting an interaction with syntactic processes to support superior comprehension.

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Lu, Daisy Tan. "The effects of teaching music skills on the development of reading skills among first graders : an experimental study /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7929.

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Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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Books on the topic "Reading skills"

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Fitzgerald, Holly. Reading skills. [Grand Rapids, Mich.]: Instructional Fair, 1990.

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Mikulecky, Beatrice S. Reading power: Reading for pleasure, comprehension skills, thinking skills, reading faster. 2nd ed. White Plains, N.Y: Longman, 1998.

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Linda, Jeffries, ed. Reading power: Reading for pleasure, comprehension skills, thinking skills, reading faster. 3rd ed. White Plains, N.Y: Pearson Education, 2005.

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Markstein, Linda. Expanding reading skills. 2nd ed. [Place of publication not identified]: Newbury House, 1990.

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Spears, Deanne Milan. Developing reading skills. 3rd ed. New York: McGraw-Hill, INC., 1991.

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Spears, Deanne Milan. Improving reading skills. 3rd ed. New York: McGraw-Hill, 1996.

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Mullins, Carol. Life skills reading. New York: Educational Design, 1991.

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Charles, Bazerman, ed. Reading skills handbook. 8th ed. Boston: Houghton Mifflin, 1999.

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Charles, Bazerman, ed. Reading skills handbook. 5th ed. Boston: Houghton Mifflin, 1991.

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Nick, Hawken, ed. Reading skills 3a. Oxford: Heinemann, 1999.

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Book chapters on the topic "Reading skills"

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Williams, Kate. "Reading." In Study Skills, 3–26. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19936-5_1.

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Levin, Elizabeth, and Leslie Villeneuve. "Reading Skills." In Encyclopedia of Child Behavior and Development, 1224–26. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2348.

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Ritvo, Ariella Riva, Fred R. Volkmar, Karen M. Lionello-Denolf, Trina D. Spencer, James Todd, Nurit Yirmiya, Maya Yaari, et al. "Reading Skills." In Encyclopedia of Autism Spectrum Disorders, 2517–18. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1579.

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Lestrud, Michelle. "Reading Skills." In Encyclopedia of Autism Spectrum Disorders, 3861–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1579.

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Levin, Stacy E. "Orthographic Reading Skills." In Encyclopedia of Child Behavior and Development, 1045–46. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2044.

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Litchfield, Kyle A., and Heather M. Kelley. "Phonemic Reading Skills." In Encyclopedia of Child Behavior and Development, 1088–89. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2142.

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Cottrell, Stella. "Reading between the lines." In Critical Thinking Skills, 85–104. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1_6.

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Cottrell, Stella. "Reading between the lines." In Critical Thinking Skills, 73–87. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1_6.

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Raban, Bridie. "Reading Skills: Emergent Literacy." In Encyclopedia of Language and Education, 19–26. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_3.

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Altinay, Levent, Alexandros Paraskevas, and Faizan Ali. "Developing academic reading skills." In Planning Research in Hospitality and Tourism, 27–50. 3rd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003405795-2.

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Conference papers on the topic "Reading skills"

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Košek Bartošová, Iva. "Reading Skills In Relation To Reading Practice Methods." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.47.

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Vettori, Chiara, and Ornella Mich. "Supporting deaf children's reading skills." In The proceedings of the 13th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2049536.2049608.

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Koifman, Julia. "Teaching Reading Skills More Effectively." In 9th International Conference on Artificial Intelligence and Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131804.

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It is hard to disagree that reading is one of the most important skills in learning. Children learn to read very early, and before they start school, they are supposed to be able to read. Nevertheless, some of them struggle. For instance, some of them confuse letters or may have difficulty reading comprehension, while others may have difficulty remembering, which might be the consequence of learning difficulties (LD), for instance, dyslexia, one of the most common cognitive disorders. It often affects reading and language skills. Researchers have found out that about 40 million people in the USA suffer from dyslexia, but only about 2 million of them have been diagnosed with such a disorder. At the same time, about 30% of people diagnosed with dyslexia also suffer from autism spectrum disorders (ASD) and attention deficit hyperactivity disorder (ADHD) to one degree or another

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Yusiana, Yusiana, Ermanto Ermanto, and I. Basri. "Contribution of Reading Comprehension and Reading Interest Skills to the Text Writing Exposition Skills." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289543.

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"Study on Application of Reading Skills in Critical Reading Teaching." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.049.

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Oktarini, Ryan, and Sugirin Sugirin. "PQ4R and Collaborative Strategic Reading: The Effectiveness on Reading Skills." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.78.

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Sun, Zhiyong. "English Reading Skills of College Students." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.29.

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Capek, Jaromir, Vladimir Kovarik, Martin Hubacek, and Hana Hubova. "Map reading skills of future officers." In 2021 International Conference on Military Technologies (ICMT). IEEE, 2021. http://dx.doi.org/10.1109/icmt52455.2021.9502739.

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Mudrenko, H. A. "Strategies for improving reading comprehensive skills." In PHILOLOGICAL SCIENCES AND TRANSLATION STUDIES: EUROPEAN POTENTIAL. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-261-6-84.

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Verrawati, As Janah, Wuri Wuryandani, and Septia Sugiarsih. "Drill Method: Improving Reading Aloud Skills?" In 5th International Conference on Current Issues in Education (ICCIE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220129.058.

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Reports on the topic "Reading skills"

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Guryan, Jonathan, James Kim, and David Quinn. Does Reading During the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20689.

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Сорочан, Л. Ф. Forming and Developing Reading Skills of the First Year Students at Pedagogical University. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5580.

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The article deals with main principles of reading process which enable a teacher to observe the students ’ steady progress toward skillful, independent reading. Some essential items of every reading lesson are pointed out and some pieces of advice are given to develop and improve reading habits in an easier and more efficient way. Special attention is given to different reading activities and strategies.

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Robbins, Gail. A survey of reading-readiness skills and their application to the late reader. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2836.

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Atuhurra, Julius, Rastee Chaudhry, Tahrima Hossain, and Michelle Kaffenberger. Instructional Alignment in Nepal Using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/057.

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The content coverage of the Integrated Curriculum (IC) for Nepali Language Arts and Reading is broad, but some topics, including foundational reading and writing skills, are emphasised more than others. The IC generally emphasises middle levels of cognitive demand. IC content is highly aligned across Grades 1-3. Grade 1 teachers cover IC topics more broadly, and typically at lower cognitive demand levels, than the curriculum prescribes. The Classroom-Based Early Grade Reading Assessment (CB-EGRA) focuses on a narrower set of skills than either the curriculum or instruction, and typically at higher cognitive demand levels. Student performance on the CB-EGRA is low, suggesting the need for greater support on specific topics and at more basic skill levels so students have a stronger foundation for future progress.

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Spindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.

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In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.

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Abeberese, Ama Baafra, Todd Kumler, and Leigh Linden. Improving Reading Skills by Encouraging Children to Read in School: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17185.

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.

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Cribb, Jonathan, and Claire Crawford. The link between childhood reading skills and adult outcomes: analysis of a cohort of British children. Institute for Fiscal Studies, April 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00169.

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Ekenna-Kalu, Chidiebere U., and Nausheen Momen. Assessment of the Potential for Color Overlays to Enhance the Reading Skills of Enlisted Navy Recruits. Fort Belvoir, VA: Defense Technical Information Center, July 2006. http://dx.doi.org/10.21236/ada531671.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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