Journal articles: 'Reading skills'

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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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Yeshimbetova, Z., and Zh Kulekenova. "STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 70–72. http://dx.doi.org/10.51889/2020-4.1728-7804.13.

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The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

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Küçükoğlu, Hülya. "Improving Reading Skills Through Effective Reading Strategies." Procedia - Social and Behavioral Sciences 70 (January 2013): 709–14. http://dx.doi.org/10.1016/j.sbspro.2013.01.113.

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Nhapulo, Marcos Abilio, Ellen Simon, and Mieke Van Herreweghe. "Enhancing academic reading skills through extensive reading." Southern African Linguistics and Applied Language Studies 35, no. 1 (January 2, 2017): 17–40. http://dx.doi.org/10.2989/16073614.2016.1267578.

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Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (May 16, 2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

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Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, how to implement the search, solve, create, and share methods (SSCS). Third, how to increase learning using the search, solve, create, and share methods (SSCS). Fourth, the efforts to overcome the obstacles arisen in the application of search, solve, create, and share (SSCS) method. This study aims to improve critical reading skills of student's history textbook during learning history. This study uses a classroom action research model with Kemmis and Taggart design consisting of planning, implementation, observation, and reflection. This study aspects of the textbook's Critical reading skills are selecting information from the historical textbook that corresponds to the discussion, finding information from the history textbooks, analyzing the content of the reading in the history textbooks, asking questions to the teacher or friends about the learning materials in the history textbooks, making notes based on the readings from the history textbook, sharing the work based on the reading results. Based on the results, this search, solve, create, and share (SSCS) may improve Students’ critical reading skill in history learning . This is indicated by the increase in the critical reading skill on textbook of the learning process in each cycle.

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Markham, Paul, Linda Markstein, and Louise Hirasawa. "Developing Reading Skills: Beginning." Modern Language Journal 81, no. 2 (1997): 265. http://dx.doi.org/10.2307/328803.

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McCreary, Carol Fillips, and Laura Donahue Latulippe. "Developing Academic Reading Skills." Modern Language Journal 72, no. 3 (1988): 351. http://dx.doi.org/10.2307/327531.

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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (December 23, 2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.

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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

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Walczyk, Jeffrey J., Cheryl S. Marsiglia, Keli S. Bryan, and Paul J. Naquin. "Overcoming inefficient reading skills." Journal of Educational Psychology 93, no. 4 (December 2001): 750–57. http://dx.doi.org/10.1037/0022-0663.93.4.750.

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Abbott, Gerry. "Reading skills and terrorism." English Today 19, no. 3 (July 2003): 14–18. http://dx.doi.org/10.1017/s0266078403003031.

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Commodari, Elena, and Maria Guarnera. "Attention and Reading Skills." Perceptual and Motor Skills 100, no. 2 (April 2005): 375–86. http://dx.doi.org/10.2466/pms.100.2.375-386.

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Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11–14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.

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Bozic, Nick, and Steve McCall. "Developing Braille Reading Skills." British Journal of Special Education 20, no. 2 (May 31, 2007): 58. http://dx.doi.org/10.1111/j.1467-8578.1993.tb00034.x.

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Smith, Georgia. "Reading Digital Skills Network." ITNOW 65, no. 3 (August 23, 2023): 24–25. http://dx.doi.org/10.1093/itnow/bwad084.

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Abstract The latest BCS Digital Skills Network event headed to Reading in June, attended by over 100 delegates. The event included speakers from industry, education, training providers, and some apprentices. Georgia Smith reports.

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Hidayati, Mawaddah, Rita Inderawati, and Bambang Loeneto. "The correlations among critical thinking skills, critical reading skills and reading comprehension." English Review: Journal of English Education 9, no. 1 (December 15, 2020): 69–80. http://dx.doi.org/10.25134/erjee.v9i1.3780.

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Critical thinking skills, critical reading skills and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. The objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. This study conducted correlational research design. The data were collected by using tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension).

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Asriati, Maharani Dwi Putri, and Erizal Gani. "Contribution of Critical Reading Skills and Scientific Vocabulary Mastery to Exposition Text Writing Skills." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 31, 2022): 6825–34. http://dx.doi.org/10.35445/alishlah.v14i4.2202.

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The purpose of this study was to describe the contribution of critical reading skills to students' exposition text writing skills, to describe the contribution of scientific vocabulary mastery to students' exposition text writing skills, to describe the contribution of students' critical reading skills and scientific vocabulary mastery to students' exposition text writing skills. This type of research is quantitative with a descriptive method using a correlational design. The population of this research is the students of class X senior high school totalling 223 people. Sampling was carried out using proportional random sampling. The number of research samples was 45 students. The research instrument is an objective test and a performance test. The research data were in the form of exposition text writing skill scores, critical reading skills test scores, and students' scientific vocabulary mastery scores which were converted into grades. Data analysis used the Pearson product-moment correlation test, multiple correlation test, t-test, f-test, and determinant coefficient to determine the contribution of the independent and dependent variables. The results showed that critical reading skills contributed significantly 36.72% to the skill of writing exposition texts. Mastery of scientific vocabulary contributed significantly by 36.97% to the skill of writing expository text. Critical reading skills and scientific vocabulary mastery together contribute to the skill of writing expository text by 42.25%. In conclusion, critical reading skills and scientific vocabulary mastery together have a significant contribution to exposition text writing skills.

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R Kadirova, F. "THE NEED FOR TEACHING ENGLISH READING SKILLS TO FIRST YEAR STUDENTS OF HIGHER EDUCATIONS." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 2, no. 132/2 (March 2, 2022): 1–7. http://dx.doi.org/10.59251/2181-1296.v2.1322.42.

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Reading involves critical ability. While learning a foreign language one should know how to read and understand the texts and the discussions. The skill to read and interpret texts and discourses is important since learning English brings us into contact with written texts. Teaching reading skills is of utmost importance for students of higher education. Reading skill improves not only the knowledge of language but also it use for academic purposes. Reading comprehension is very necessary for training students of higher education for it enable the teacher to judge the competence of the students. In this paper I will focus only on using passages of reading comprehension to test the development of reading skills. Testing students for reading skills is largely diachronic activity, i.e., that is, testing their reading abilities across time. I conducted my research work with first year students in Samarkand and I used the manual which is designed for teaching reading skills alongside with other skills such as listening, speaking and writing.

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Jakaria, Ijang, Muhamad Ramdan Gumilar, and Dede Sustri. "ANALISIS KETERAMPILAN MEMBACA PEMAHAMAN SEBUAH CERITA PADA SISWA SD KELAS IV G DI SDN 036 UJUNG BERUNG." Khazanah Pendidikan 17, no. 2 (September 26, 2023): 286. http://dx.doi.org/10.30595/jkp.v17i2.18373.

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Students' skills in reading comprehension are still low, which is marked by the inability of students to answer questions when given questions about the contents of the reading. Therefore, this study aims to examine the reading skill of comprehension of stories in Indonesian language subjects and to analyze the factors that influence the reading skill of comprehension reading. The research sample was class IV G taken from 10 class IV classes at SDN 036 Ujung Berung. The research sample was collected using a purposive sampling technique with criteria. This research uses a qualitative approach with descriptive research types, data collection strategies used interviews, observation, and documentation. The results showed that students' reading comprehension skills were at the Advanced level (Advanced) at 54%, student's reading comprehension skills at the High level were at 25%, student's reading comprehension skills at the Intermediate (Intermediate) level were at 10.5%, students' reading comprehension skills at the Low level (Low) 10.5 %. The results of this study show that some students in class IV G already have reading comprehension skills at the Advanced level. Based on the results of observations on reading comprehension skills, there are supporting and inhibiting factors. Supporting factors include infrastructure, learning media, and fun teachers. While the inhibiting factors are the learning environment and student motivation

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Podlasińska, Ilona. "Reading and Understanding Texts." Glottodidactica. An International Journal of Applied Linguistics 34 (November 5, 2018): 105–15. http://dx.doi.org/10.14746/gl.2008.34.11.

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The ability to read effectively is essential to the success in life. Unfortunately many students experience difficulty in mastering this skill. That is why in this article I have presented certain techniques which can help to develop and improve the students' reading skills. Reading is widely considered to be a passive process whereas it is an active and involving one. To be able to read effectively, the reader must work out what they want to achieve and how well they are progressing. Reading is an active and interactive process involving many skills. Therefore the teacher's role in enhancing the reading skills is enormous.

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Kemp, Glin. "Reading across the curriculum: matching reading skills to reading materials." Support for Learning 1, no. 1 (February 1986): 7–12. http://dx.doi.org/10.1111/j.1467-9604.1986.tb00209.x.

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Temirbayeva, Gulzad, and Gulzat Maatazimova. "ELEMENTARY SCHOOL STUDENTS HAVE THE FORMATION OF READING SKILLS." Alatoo Academic Studies 23, no. 3 (September 30, 2023): 156–60. http://dx.doi.org/10.17015/aas.2023.233.17.

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The article will focus on the formation and development of reading skills in elementary school students. Definitions of the following terms in pedagogy are given: “reading skill", “reading technique", “reading comprehension", “correct reading", “fluent reading", “expressive reading", “intonation". 4 components of the reading skill are considered, as well as the conditions for managing the process of forming the reading skill. Along with the term "learning skill", the concept of "learning technique" is used. Study technique is a study method, pace and its correctness. Reading technique and comprehension are considered as two sides of the learning process. Technique is an integral part of reading comprehension. And the main purpose of reading is understanding. All of these learning components are interrelated and interdependent. Thus, the process of teaching a student to read should be built, taking into account the simultaneous work on all four components of reading skills, forming all these components in a complex and closely related relationship.

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Al-Hrout, Mosa Abd El-Qader, Sana’ Ababneh, Ali Suliman Mefleh AL-Swalha, Mohmad Khalid Mohmad Al Homran, and Haitham Mustafa Eyadat. "Effectiveness of reading & math initiative on the development of language & computational skills among early grade students: From teachers’ standpoint." International Journal of Education and Practice 11, no. 2 (February 20, 2023): 207–17. http://dx.doi.org/10.18488/61.v11i2.3301.

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The study aims to investigate the effectiveness of reading and math initiative on the development of language and computational skills among early grades students, from teachers’ standpoint. The study sample consisted of 180 male and female teachers of early graders in Amman city, Jordan. To achieve study objectives, researchers used a scale to measure the effectiveness of reading and math initiative on the development of students’ language and computational skills from teachers’ standpoint. The study results showed that teachers’ assessment of reading initiative effectiveness on developing language skills came high at both overall and sub-items levels (vocal awareness skill, letters’ sounds reading skill, vocabulary skill, reading absorption skill, and writing skill). Results also showed that teachers’ evaluation of the math initiative effectiveness on developing computational skills was high at both the overall and sub-items levels (problem- solving skill, standard counting skill, number manipulation skill & number sensory skill). Results also showed the non-existence of any statistically significant differences in teachers’ evaluation of the reading and math initiatives’ effectiveness due to gender variable.

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Azzahra, Shadrina, Putri Aulia Sitorus, Ratiqa Balqis Nasution, Laila Nadya, and Naila Audiva Hutasuhut. "Analisis Keterampilan Membaca Lanjutan Siswa Sekolah Dasar di Kelas III–A SD Negeri 064037." ANWARUL 3, no. 5 (July 14, 2023): 925–38. http://dx.doi.org/10.58578/anwarul.v3i5.1428.

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Advanced reading is a reading skill that is more complex and requires deeper understanding. Advanced reading skills are very important because they help a person to understand more complex information and broaden one's horizons. To improve advanced reading skills, one needs to practice beginning reading skills first. Beginning reading skills include the ability to recognize letters, read words, and read sentences. After the initial reading ability is well trained, a person can practice advanced reading skills by reading reading material that is more complex and requires a deeper understanding. One method that can be used to improve reading comprehension skills is the REAP (Read, Encode, Annotate, Ponder) method. This method involves four stages, namely reading, marking, writing, and pondering. This writing aims to find out to improve advanced reading skills in class III students of SD N 064037 advanced reading in high classes in order to improve reading skills in student learning in high classes & improve learning abilities. This research uses a rational approach method which was compiled based on the results of observation and study References. From the results of the study it can be concluded that the use of good and relevant strategies in advanced reading learning in high grades can affect effectiveness and can improve students' learning abilities.

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Alexander, Michael L., and Michele L. Henry. "The Development of a String Sight-Reading Pitch Skill Hierarchy." Journal of Research in Music Education 60, no. 2 (May 21, 2012): 201–16. http://dx.doi.org/10.1177/0022429412446375.

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This study was designed to determine a pitch skill hierarchy for string sight-reading, to determine the effects of key on string sight-reading achievement, and to determine the validity of a tonal pattern system as a measurement of melodic sight-reading skill for string players. High school string students ( n = 94) obtained a mean score of 27.28 out of 31 on a modified version of the Vocal Sight-Reading Inventory. Success rates ranging from .99 to .72 were established for 31 pitch skills, grouped into eight tonal categories. Significant differences were found between skills appearing in the keys of D and E, with 11 of 31 skills obtaining significantly differing results by key. A .95 correlation between note-by-note and skill-based scoring systems indicates that skill-based scoring is a valid measurement of string players’ sight-reading of tonal pitch skills within a melodic context. Researchers should explore whether these pitch skills hold their relative difficulty level with less accomplished players and between instrument types, establish a hierarchy for rhythm skills, further investigate the effect of key, and identify anxiety levels for sight-reading when the consequences of performance quality vary.

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Wicaksono, Anggit Grahito, and Ifa Hanifa Rahman. "Prospective Elementary School Teachers’ Reading Literacy Profile Based on Minimum Competency Assessment with the Implementation of the Discovery Learning Model." SHS Web of Conferences 173 (2023): 01010. http://dx.doi.org/10.1051/shsconf/202317301010.

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Every student needs to have learning and innovation skills, media, information, and technology literacy, as well as life skills so they can work and survive in the 21st century. Reading literacy skill is required for developing 21st-century life skills. According to empirical data from the PIRLS test in 2011 and the PISA test in 2018, Indonesian students’ reading literacy skill is still subpar worldwide. High reading literacy skill is required of prospective elementary school teachers. Utilizing a discovery learning approach that strengthens prospective elementary school teachers and students reading literacy skills can help reduce these issues. The two main objectives of this study are: 1) to profile the reading literacy skill of prospective elementary school teachers based on the Minimum Competency Assessment and 2) to analyze the effectiveness of implementing the discovery learning model on prospective elementary school teachers’ reading literacy skill. The research method used is a mixed method with a sequential explanatory design that sequentially combines quantitative and qualitative research methods. The results showed that: 1) based on the Minimum Competency Assessment, prospective elementary school teachers’ reading literacy profile was still relatively low (i.e., average score: 54.03, average score for each indicator—finding information, understanding, evaluating and reflecting: 48, 51.8, and of 56.3 respectively); 2) based on the average score of the prospective elementary school teachers’ reading literacy skill before and after the implementation of discovery learning model (54.03 and 72.18 respectively), the implementation of the discovery learning model is effective in improving the reading literacy skills of prospective elementary school teachers who are included under the moderate criteria. This outcome is a result of the integration of the discovery learning model of each syntax training with reading literacy activities, which stimulates students’ reading literacy skills.

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Louw, Stephen. "Diagnosing Comprehension Skills." rEFLections 2 (April 2, 2018): 33–46. http://dx.doi.org/10.61508/refl.v2i0.117600.

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The skills approach to reading facilitates diagnosis of reading comprehension by enabling various reading skills to be isolated. By testing students on each of these skills, teachers are able to develop a focused remedial programme. This paper presents four reading comprehension skills and shows how a diagnostic test based on these skills can be developed for students of English as a second or foreign language. The strategies here form the basis of the Reading Comprehension Skills Battery, developed as a research project in the National Institute of Education, Singapore (Lim, 1994; Lim, Ho and Wong, 1994). It is hoped that English teachers will benefit from being able to focus on specific reading comprehension strategies to assist the students improve their comprehension capabilities, both in the language and content area subjects.

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Ningrum, Yunita, and Firosalia Kristin. "Peningkatan Keterampilan Membaca Pemahaman Melalui Model Cooperative Integrated Reading And Compotition Siswa Kelas 4 SD." Edukasi: Jurnal Penelitian dan Artikel Pendidikan 11, no. 1 (June 30, 2019): 43–54. http://dx.doi.org/10.31603/edukasi.v11i1.2682.

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The learning process requires several skills that need to be mastered by students, one of which is reading comprehension skills. The learning process in Kutowinangun 04 of elementary school has problems with the low reading comprehension skills. The low reading skills resulted in the results of reading comprehension skills not being optimal. This study aims to improve reading comprehension skills through the application of the Cooperative Integrated Reading and Compotition model. Data collection techniques used were observation sheets to collect data on reading comprehension skills and student activities supported by documentation to prove activities during the learning process. The data analysis technique uses quantitative data and qualitative data analysis. The results of the study of reading comprehension skills using the Cooperative Integrated Reading and Compotition (CIRC) model showed an increase in the percentage of the average reading comprehension skill based on the category of 11.78%, that is from 60.34% (categories need guidance) in pre-action which increased to 72 , 12% (good category) in the first cycle, then increased again by 18.02% from 72.12% (good category) in the first cycle increased to 90.14% (very good category) on cycles II. It can be concluded that the application of the Cooperative Integrated Reading and Compotition (CIRC) method can improve reading comprehension skills.

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Pan, Xiaoxuan. "Receptive Skills." Learning & Education 10, no. 5 (March 13, 2022): 157. http://dx.doi.org/10.18282/l-e.v10i5.2716.

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The training of reading and listening ability is very important in a comprehension lesson of English as a second language teaching. it refers to some factors, for example, inherent in the reading and listening material (its linguistic difficulties, contents, length and types), some are presented on the students (their motivation and level). The receptive skills of listening and reading is different in many ways, the essay provides a basic model and specific activities for teaching and organizing them.

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Ikhtiyorovna, Karimova Go’zal. "MASTERING THE ART OF EFFECTIVE SPEAKING AND READING: STRATEGIES FOR IMPROVING SPEAKING AND READING SKILLS." International Journal Of Literature And Languages 3, no. 10 (October 1, 2023): 32–38. http://dx.doi.org/10.37547/ijll/volume03issue10-06.

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Effective communication is a vital skill in today's fast-paced world. Whether it's delivering a presentation, participating in meetings, or engaging in everyday conversations, being a confident and articulate speaker can have a significant impact on personal and professional success. In this article, we will explore some valuable strategies to improve your speaking skills andbecome a more effective communicator.

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Fayer, Joan M., Keith S. Folse, Lewis Levine, and Lucinda S. Hughey. "Intermediate Reading Practices: Building Reading and Vocabulary Skills." Modern Language Journal 70, no. 3 (1986): 337. http://dx.doi.org/10.2307/326992.

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Afflerbach, Peter, P. David Pearson, and Scott G. Paris. "Clarifying Differences Between Reading Skills and Reading Strategies." Reading Teacher 61, no. 5 (February 2008): 364–73. http://dx.doi.org/10.1598/rt.61.5.1.

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V. Mainar, Dr. S.V. Karthiga. "Enhancing Oral Reading Skills to Improve Reading Comprehension." Tuijin Jishu/Journal of Propulsion Technology 44, no. 3 (December 1, 2023): 4676–79. http://dx.doi.org/10.52783/tjjpt.v44.i3.2632.

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Reading is a pleasurable activity. Reading skills contain several objectives and methods. An overall discussion on the identification of the problems that students may face in their schooling is an important aspect. The main objective of this study is to analyze and process the link between students' reading skills and their potential to make out the texts they read. The steps of using certain methods portrayed by secondary sources in the study based on the proper approaches and individual communication approaches. The process of using the steps of certain methods in this study have been portrayed in a manner that helps the students not only in their academic career but also their daily scheme of communication. The proper advancement of reading skills is the crucial topics of accuracy, reading speed, and other activities. This paper will enlighten the strategies while highlighting oral reading activities.

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Kaya, Ebru. "The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students." ÜNİVERSİTEPARK Bülten 4, no. 1-2 (December 30, 2015): 37–51. http://dx.doi.org/10.12973/unibulletin.412.4.

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P., Ms Sowmya, and Ms Nischitha S. Hoblidar. "Reading in Digital Era: A Study on Enhancing Reading Skills." International Journal of English Literature and Social Sciences 7, no. 5 (2022): 219–24. http://dx.doi.org/10.22161/ijels.75.34.

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One of the basic skills of language learning is reading skill. It is integral to develop comprehension, pronunciation and intonation skills. It also helps to improve vocabulary and communication skills, broadens the horizons and enhances the knowledge of the students. Hence, it is very essential to inculcate the habit of reading among the students from a very young age. With the surge of digital tools, several modern methods can be adopted to make reading more interesting and engaging for the students. Availability of online books, graphic literature, use of digital art in literature, interactive novels and write-ups - all of it have indeed made reading easy and enjoyable to the students. However, there are several challenges involved in it as the majority of the students are not very actively involved in any reading process. The present paper aims to discuss the scope of reading, its types, methods and tools that can be used in the classroom to build reading skills, active utilisation of digital tools, and the difficulties involved in it. The paper also attempts to analyse the impact of digital media on the reading habits of the students and how it can be utilised for the benefit of the students.

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Amina, Bouali. "Exploring the metacognitive reading strategy awareness in promoting students’ reading comprehension skills." Global Journal of Foreign Language Teaching 12, no. 4 (November 29, 2022): 203–12. http://dx.doi.org/10.18844/gjflt.v12i4.7400.

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The fundamental role of reading comprehension is to promote a successful learning process and to enhance some Meta-cognitive reading strategies that are likely to raise learners' awareness in mainstream education. In this vein, the present paper endeavors to explore the effect of implementing a Metacognitive Reading Strategy on EFL students’ reading comprehension skills. To fulfill this study, the researchers opted for a group of 43 EFL students enrolled in the University of Oran2 as a sampling of this research to answer a structured questionnaire employed to measure students’ Metacognitive reading strategies. The results have shown that EFL students chiefly use problem-solving skills, global reading strategies, and support reading strategies to prop up their reading comprehension. Significant skill, cognitive and Metacognitive strategies form an ideal complement that helps to stimulate reading skills at higher-level complexity and L2 proficiency in general. Keywords: EFL; Meta-cognitive; problem-solving skills; reading comprehension; reading strategies.

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Selian, Salamuddin, Nazriani Lubis, and Yusnita . "Exploring Factors Affecting Indonesian EFL Students’ Reading Skill through Extensive Reading Activities." International Journal of Research and Review 9, no. 1 (January 29, 2022): 650–57. http://dx.doi.org/10.52403/ijrr.20220176.

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Extensive reading in EFL context has the impact with English language skills, and language sub-skills; vocabulary mastery, reading speed rate. This research is conducted by applying This research is applied quantitative research method with ADDIE model in order to achieve the goal of increasing interest and understanding in reading English texts. The research location is in Faculty of Teacher Training and Education Universitas Muslim Nusantara (UMN) Al Washliyah, Medan, North Sumatera. In this research, questionnaire with Likert scale is used to help assess students' reading habits and critical thinking skills. According to the research result, Indonesian EFL students find the difficulties to improve reading skill, and the students also believe that ER activities will be the solution in to achieve English skill level. ER activities absolutely concern with the reading frequency, vocabulary mastery, prior knowledge, and higher order thinking. HOTs in ER activities will be more achievable because they way students understand English texts through enjoyable reading materials can be interpreted and evaluated. Keywords: EFL students, extensive reading, reading enjoyment.

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Kalsum, Ummi. "Pengaruh Penggunaan Metode Jigsaw dan Minat Baca Terhadap Keterampilan Membaca Pemahaman pada Siswa Sekolah Dasar." el-Ibtidaiy:Journal of Primary Education 4, no. 2 (October 31, 2021): 201. http://dx.doi.org/10.24014/ejpe.v4i2.14575.

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This research is motivated by a phenomenon that occurs in the field, namely students have difficulty in reading comprehension. This can be seen from the low scores obtained by students in reading comprehension. This phenomenon makes researchers interested in conducting research. This study aims to obtain information about the effect of using the Jigsaw method and reading interest on reading comprehension skills for elementary school students. This type of research is quantitative research with a quasi-experimental method. Sampling technique The sample in the population is taken using the Simple Random Sampling (SRS) technique. The research data were collected using a reading interest questionnaire and a reading comprehension skill test. The results showed that: (1) the reading comprehension skills of students who were taught using the jigsaw method were higher than the students' reading comprehension skills taught by the conventional method, (2) the reading comprehension skills of students who had high reading interest taught by the jigsaw method were higher. than the reading comprehension skills of students who have high reading interest who are taught by conventional methods, (3) the reading comprehension skills of students who have low reading interest who are taught by the jigsaw method are higher than the reading comprehension skills of students who have low reading interest who are taught by conventional methods , and (4) there is no significant interaction between the jigsawl method and students' reading interest on reading comprehension skills. Based on the research conducted, it can be concluded that reading comprehension skills for elementary school students increase when using the jigsaw method and are associated with reading interest.

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Basuki, Slamet. "APPLYING SCANNING AND SKIMMING SKILLS TO UNDERSTAND LIFE SKILLS READING." Journal of English Language and Literature (JELL) 3, no. 01 (August 23, 2018): 129–42. http://dx.doi.org/10.37110/jell.v3i01.46.

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The purpose of life skills reading is to extract information that will assist the reader in performing some task of work or for daily life. Most formal school students who are given training on the life skills reading, they can comprehend the meaning of the text. Since the purpose of life of reading skills is to derive meaning from it, the readers should not translate word by word what they have read. Therefore skimming and scanning skills are important to be trained to senior school students as well as college students. This research is given to the senior school students. The findings show that students who have skimming and scanning skills are able to comprehend the meaning of the texts. By obtaining skills on reading such those kinds of text, students are expected to be able to comprehend what they have read and assist people who need help in understanding the life skills reading. This research suggests the teachers to encourage students to be able to know the meaning of the life skills reading so that the people around them can take the benefit of him/her. It also has the implication that teachers can give their students skimming and scanning skills in the reading activities

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Hendriani, Maifit. "Kontribusi Keterampilan Membaca Pemahaman terhadap Keterampilan Pemecahan Masalah Matematika Kelas V SD Negeri Kecamatan IV Nagari, Kabupaten Sijunjung." Autentik : Jurnal Pengembangan Pendidikan Dasar 2, no. 2 (June 29, 2020): 65–74. http://dx.doi.org/10.36379/autentik.v2i2.24.

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Based on preliminary study in the fifth grade elementary school in IV Nagari district at Sijunjung, problem-solving skills of the mathematics at students is relatively low, from 10 questions of the problem-solving skill that contain in odd semester exam only 43% students can complete it. This research main to describe the comprehension reading skills and problem solving skills math, and contribution comprehension reading skills of the mathematical problem solving skills Elementary School fifth grade students in IV Nagari district, at Sijunjung. This research is a correlational study. The population in this study is a fifth grade students throughout the District IV Nagari, Sijunjung. The sampling technique used random sampling. Instruments for collecting data is comprehension reading skill test, creativity and problem solving skills of mathematics. The analysis technique used descriptive and correlational. The results show: 1) Elementary School fifth grade students in IV Nagari district have high comprehension reading skills is 42.86% and high math problem-solving skills is 50.55%; 2) there is a significant and positive contributiont correlation between reading comprehension skills to the math problem solving skills with a correlation coefficient 0.646

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Reifinger, James L. "Teaching Pitch Notation–Reading Skills." General Music Today 33, no. 3 (December 7, 2019): 21–28. http://dx.doi.org/10.1177/1048371319891419.

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The teaching of music-reading skills has been cited as a neglected area of music education needing improvement. Music reading is the process of translating notation into sounds. Producing the notated sounds by singing, more specifically referred to as sight-singing, is especially demanding because it requires the individual to first mentally construct aural images of the sounds, an essential process that is challenging to teach and assess. This article describes a series of activities for teaching music-reading skills in general music or choir, focusing mainly on reading and singing pitch notation, though many of the ideas could also be used to teach rhythm reading. The activities are sequential, are easy to implement, and allow for the assessment of skill acquisition at various stages of development.

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Apoko, Tri Wintolo, and Widya Marcellinda. "EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 1 (January 14, 2023): 312–32. http://dx.doi.org/10.51276/edu.v4i1.351.

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Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.

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Pinto, Giuliana, Lucia Bigozzi, Christian Tarchi, Claudio Vezzani, and Beatrice Accorti Gamannossi. "Predicting Reading, Spelling, and Mathematical Skills." Psychological Reports 118, no. 2 (April 2016): 413–40. http://dx.doi.org/10.1177/0033294116633357.

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This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study ( M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children’s domain-general and domain-specific skills were assessed through standardized tests. In primary school, children’s reading, spelling, and mathematical competences were assessed through standardized tests. Results showed that domain-specific predictors contribute to the explanation of reading, spelling, and mathematical performances more than domain-general predictors do. Each primary school skill is mainly predicted by their respective domain-specific kindergarten skill, although some cross-domain relations exist, for example, phonological awareness contributing to both reading and mathematical performances.

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Journal articles on the topic 'Reading skills'

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