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Ohnishi, Koji, Hiroaki Akimoto, Yoshihiro Ugawa, and Satoru Itoh. "Geography education by the combination use of GIS and AR – Practices in National Institution of Technology, Toyama College." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-277-2019.
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<p><strong>Abstract.</strong> AR technology on the landscape is useful for people to identify the places with air tags. There are many people who cannot match landscapes and maps. For Map reading skill building, AR supports for people to match the landscape and maps. This paper tried to measure the effectiveness of AR technology to map reading skill building in high school geography education.</p><p>In Japan, Geography will be compulsory subject from high school from 2022. The compulsory Geography as school subject has three themes, 1 Maps and GIS, 2 International understandings and International Corporation, 3 Disaster prevention and ESD. Maps and GIS are fundamental skills for learning geography. Map reading is very important and there are several researches of the geography classes with paper maps, especially topographical maps (Ito, 2005). GIS education is also important for students to understand how to use the maps (Tani etal., 2002). In Japan, there are few high schools and teachers to use GIS on geography class. With curriculum reformation, every student will have to learn GIS, and teachers will have to teach GIS in the geography class, too. It is big problem.</p><p>Students learn topographical map reading technique on geography class as indoor activity. There are few activities to match the real landscape and topographical map. This skill is important for student to understand the map function and meaning of landscape. Fieldwork education is not popular among schools. Teachers have poor skills to do it. AR could build up the lessons to combine GIS, map and fieldwork education. It is not easy to match the topographical map and landscape. AR technology supports for students to do the tasks. The aim of this paper to check the effectiveness of AR support for map readings. We did three periods geography experimental classes in National Institution of Technology, Toyama College 1st grade. 1st period class content was physical geography especially on coastal geomorphology. 2nd period was understanding the lagoon with topographical map (Fig. 1). 3rd period was topographical map and landscape with AR.</p><p>In the 3rd period practice, they used tablet and smartphone to identify the landscape. They watched the landscape with air tags (Fig.2), and they tried to match the landscape and map (Fig.3). Students checked the worksheet and maps on the activities (Fig.4).</p><p>Students understood how to match the landscape and maps with AR air tags. It is adequate tasks for students to understand how to match between landscape and maps. They did these tasks in this class and they became to do it with no difficulties.</p><p>There were several technological problems. Digital compass is not accurate when the tablets were started. We should adjust the compass before the class. Next problem is air tags. If the tags are on same direction, the tags are overlapped. There problems are easy to get over. With this trial class, topographical maps and landscape education with GIS with AR is effective for students. Maps education with Geographical Information technology has important role for next generation. We should make textbook for teachers to do this method.</p>
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Bores-Calle, Nicolás Julio, Ana Escudero, and Daniel Bores-García. "Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines." International Journal of Environmental Research and Public Health 17, no. 22 (November 19, 2020): 8599. http://dx.doi.org/10.3390/ijerph17228599.
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Purpose: Fostering student’s map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum. Method: 238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2. Results: All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks. Conclusions: The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.
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Henty, Neil. "Map reading skills not required here." Early Years Educator 18, no. 3 (July 2, 2016): 5. http://dx.doi.org/10.12968/eyed.2016.18.3.5.
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Muir, Sharon Pray. "Understanding and Improving Students' Map Reading Skills." Elementary School Journal 86, no. 2 (November 1985): 207–16. http://dx.doi.org/10.1086/461444.
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Perrin, F., O. Bertrand, M. H. Giard, and J. Pernier. "Precautions in Topographic Mapping and in Evoked Potential Map Reading." Journal of Clinical Neurophysiology 7, no. 4 (October 1990): 498–506. http://dx.doi.org/10.1097/00004691-199010000-00005.
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Dong, Weihua, Yuhao Jiang, Liangyu Zheng, Bing Liu, and Liqiu Meng. "Assessing Map-Reading Skills Using Eye Tracking and Bayesian Structural Equation Modelling." Sustainability 10, no. 9 (August 28, 2018): 3050. http://dx.doi.org/10.3390/su10093050.
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Map reading is an important skill for acquiring spatial information. Previous studies have mainly used results-based assessments to learn about map-reading skills. However, how to model the relationship between map-reading skills and eye movement metrics is not well documented. In this paper, we propose a novel method to assess map-reading skills using eye movement metrics and Bayesian structural equation modelling. We recruited 258 participants to complete five map-reading tasks, which included map visualization, topology, navigation, and spatial association. The results indicated that map-reading skills could be reflected in three selected eye movement metrics, namely, the measure of first fixation, the measure of processing, and the measure of search. The model fitted well for all five tasks, and the scores generated by the model reflected the accuracy and efficiency of the participants’ performance. This study might provide a new approach to facilitate the quantitative assessment of map-reading skills based on eye tracking.
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Edler, Dennis, and Frank Dickmann. "Elevating Streets in Urban Topographic Maps Improves the Speed of Map-Reading." Cartographica: The International Journal for Geographic Information and Geovisualization 50, no. 4 (December 2015): 217–23. http://dx.doi.org/10.3138/cart.50.4.3131.
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Teck, Liaw Beng. "Effects of Practical Experience and Sequential Skills in Map Reading." Singapore Journal of Education 10, no. 1 (January 1989): 55–59. http://dx.doi.org/10.1080/02188798908547652.
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Schmidt, Marcio Augusto Reolon, André Luiz de Alencar Mendonça, and Małgorzata Wieczorek. "Preliminary Assessment of the Impact of Culture on Understanding Cartographic Representations." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-99-2018.
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When users read a topographic map, they have to decode the represented information. This decoding passes through various processes in order to perceive, interpret, and understand the reported information. This set of processes is intrinsically a question that is influenced by culture. In particular, when one thinks of maps distributed across the internet or representations of audiences from different origins, the chance of efficient communication is reduced or at least influenced. Therefore, there should be some degree of common visual communication, which the symbology of maps can be applied in order to assure the adequate communication of phenomenon being represented on it. In this context, the present work aims at testing which evaluation factors influence the reading of maps, the understanding of space and reasoning of the map user, in particular national topographic maps. The assessment was through internet considering official map representation from Brazil and Poland and questionnaires. The results shown that conventional topographic maps on the same scale are not capable of producing the correct interpretation of the user from another culture. This means that formal training has a direct influence on the quality of the interpretation and spatial reasoning. Those results indicate that high levels of formal training positively influence the reading and interpretation results of the map and that there is no evidence that the specialists with the symbology of their own country have significantly positive results, when compared to those used maps with systematic mapping from another country.
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Ilmiani, Aulia Mustika, and Delima Delima. "Innovation in Learning Arabic Reading Skills using Higher Order Thinking Skills." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 1 (June 1, 2021): 99–110. http://dx.doi.org/10.23971/altarib.v9i1.2603.
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This study aims to describe Arabic Reading Skills learning activities with the HOTS (Higher Order Thinking Skill) system. The research method used is a qualitative method based on text analysis. This study indicates that HOTS-based Arabic Reading Skills learning activities categorized into three levels: Level of Analysis, Level of Evaluation, and Level of Creation. First, the Level of Analysis is oriented towards the ability of students to distinguish the form of the word Isim or fi'il from a text, distinguish and classify the position of fi'il, fa'il, or maf'ul, describe the content text using a concept map, and link main ideas or compare information about a topic from reading results. The second is the level of evaluation which is oriented towards students' ability to check or determine errors in writing letters, vocabulary, language rules, and punctuation in a text, and criticize, refute, conclude, provide reviews or reasons, and communicate reading results with different expressions. Third, the level of creation is oriented towards the ability of students to formulate a statement sentence into a question, or vice versa, reconstruct a reading text into a conversation, and produce reading results by developing thoughts or opinions into ideas or notions.
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Cebrykow, Paweł. "Elaboration of topographic bases for statistical maps, their contents and importance." Polish Cartographical Review 49, no. 3 (September 1, 2017): 97–106. http://dx.doi.org/10.1515/pcr-2017-0008.
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Abstract The author’s objective is to present the role of base contents for a statistical map and determine its desired features which would influence optimum perception of the main contents of the map. The article consists of two main parts. The first part discusses selection of cartographic projection. Presented recommendations could be summarized in a short conclusion that application of equal-area projections is the optimum solution. It results from the necessity of preserving correct spatial relations during the perception of the thematic map contents. It is recommended to show cartographic graticule on statistical maps, for it helps to recognize geometrical attributes of the map and plays the localizing role. The second part of the article concentrates on the issue of selection of base contents’ elements on statistical maps. Such selection depends on the method of presentation of the thematic contents of the map. Because of that the optimum contents of the map is discussed in the context of basic cartographic presentation methods, i.e. the dot method, the choropleth method, the diagram method and the isoline method. The role of base elements in the process of reading of the main contents is also underlined. It is shown that it is not only the localizing role. Including additional elements of base contents facilitates understanding of the spatial distribution of the phenomenon which is the main topic of the map. The article encourages extension of the contents of statistical maps by additional elements of contents, which, while keeping correct spatial relations, can improve the efficiency of map use.
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Jintae Chang and Kyong-Roc Lee. "The Right Brain Mind-Map Techniques to Improve English Reading Skills." Studies in Foreign Language Education 25, no. 2 (August 2011): 55–81. http://dx.doi.org/10.16933/sfle.2011.25.2.55.
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Hampson, P. J., and C. M. Daly. "Individual Variation in Tactile Map Reading Skills: Some Guidelines for Research." Journal of Visual Impairment & Blindness 83, no. 10 (December 1989): 505–9. http://dx.doi.org/10.1177/0145482x8908301007.
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A framework for studying individual variation in tactile map reading is offered and a set of research guidelines suggested. It is argued that the reading may be viewed as a many-leveled skill or set of skills, and that differences are best understood from an information processing rather than a psychometric perspective. Possible kinds of individual variation are distinguished, corresponding to differences in basic tactile abilities, amount of knowledge of the problem domain, different cognitive styles, and differences in affective factors. It is argued that the divergences must be related to a full task analysis.
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Starbuck, J. A. "Military Needs for Personal Navigation." Journal of Navigation 48, no. 1 (January 1995): 77–80. http://dx.doi.org/10.1017/s0373463300012509.
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Map reading has always been and will continue to be a vital military skill. The ability to relate map to ground and vice versa is an essential skill for all ranks. Having determined his position and that of his objective, a soldier must be able to navigate between the two in the most expeditious manner. The advent of the Global Positioning System GPS has not diminished this requirement. Map reading and navigational skills are practical subjects that must be regularly practised and assessed if skills are to remain high.
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Kuchinke, Lars, Julian Keil, Dennis Edler, Anne-Kathrin Bestgen, and Frank Dickmann. "Grid overlays reduce bias in mental representations of topographic maps." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-196-2019.
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<p><strong>Abstract.</strong> Reading spatial information from topographic maps to form mental representations that guide spatial orientation and navigation is a rather complex cognitive process. Perceptual and knowledge-driven processes interact to support the map reader in building these mental representations. The resulting cognitive maps are not one-to-one mappings of the spatial information and known to be distorted systematically. It is assumed that spatial information is hierarchically organized in these mental models. We are interested in how map design based on cognitive principles supports memory formation and leads to less distorted mental representations.</p><p>Based on the results of empirical studies we are able to show that overlaid grids in these maps address the hierarchical nature of these mental representations of map space. When map users are asked to learn object locations in a map the availability of overlaid grid layers improve object location memory. This effect is independent of the shape of these grid patterns (square grids or hexagonal grids) and, moreover, can be shown to be effective even in situations where the grids are interrupted by other maps layers (i.e. so-called illusory grids).</p><p>These results seem best explained by the formation of less distorted mental representations based on the availability of superordinate hierarchical information and the application of Gestalt principles by the map user. Thus again, point to the interaction between perceptual and knowledge-driven processes in the formation of these mental representations of map space. This assumption receives further support by eye-tracking data that reveal that grids do not only attract attention towards their own location but also seem to structure the gaze patterns in relation to the relevant object locations that are not necessarily located close to a grid line.</p>
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Hanus, Martin, and Miroslav Marada. "What does a map-skills-test tell us about Czech pupils?" Geografie 121, no. 2 (2016): 279–99. http://dx.doi.org/10.37040/geografie2016121020279.
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The paper focuses on the impacts of the general education curriculum reform that has placed the pupils’ skills in the foreground of interest. Map skills are one of the most important groups of geographical skills. A test of map skills was drawn up in order to evaluate the level of map skills among pupils aged 11, 15 and 18. Its implementation proved, among others, the elementary assumption that map skills develop along with pupils’ growing age. It was also proven that Czech pupils primarily master cognitively less demanding operations with maps such as location of objects in the map, while more difficult uses associated with map reading and analysis of information posed rather serious problems to them. Statistical figures showed that girls faced the problems significantly more often than boys. Last but not least, it was proven that pupils have not acquired map skills on such a level as prescribed by the curriculum for a given educational level.
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Bina, Michael J. "Orienteering: Activities Leading to Skills Development." Journal of Visual Impairment & Blindness 80, no. 5 (May 1986): 735–39. http://dx.doi.org/10.1177/0145482x8608000506.
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Orienteering is presented with specific activities outlined stressing not so much the competitive nature but rather the essential orientation techniques leading to a broader and more relevant skill development. Five basic concepts: time; distance; direction; map reading; and physical concepts and skills are discussed with figures and detailed teaching methods.
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Hsu, Hsiao-Ping, Bor-Wen Tsai, and Che-Ming Chen. "Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom." Journal of Geography 117, no. 1 (July 18, 2017): 29–39. http://dx.doi.org/10.1080/00221341.2017.1346138.
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Fisk, A. D., and M. Eboch. "An automatic/controlled processing theory application to training component map reading skills." Applied Ergonomics 20, no. 1 (March 1989): 2–8. http://dx.doi.org/10.1016/0003-6870(89)90002-1.
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Ooms, Kristien, Philippe De Maeyer, Lien Dupont, Nina Van Der Veken, Nico Van de Weghe, and Stephanie Verplaetse. "Education in cartography: what is the status of young people’s map-reading skills?" Cartography and Geographic Information Science 43, no. 2 (March 24, 2015): 134–53. http://dx.doi.org/10.1080/15230406.2015.1021713.
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Moles, Janet, and Llewellyn Wishart. "Reading the Map: Locating and Navigating the Academic Skills Development of Pre-Service Teachers." Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 45–60. http://dx.doi.org/10.53761/1.13.3.4.
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This article reports on an action research project that was implemented to strengthen preservice teachers’ academic skills and competencies in a Bachelor of Early Childhood Education course. Strategies identified as effective included mapping assessment tasks to State and National Early Childhood Education Curriculum and Standards Frameworks and Graduate Teacher Standards and against the skills needed to complete assessment tasks. Tools and resources were developed by lecturers to identify students’ existing skill levels and then scaffold the required competencies into course teaching. The critical reflections of lecturers on their professional learning through this process were found to be integral to successful outcomes for students.
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McKissick, Bethany R., Fred Spooner, Charles L. Wood, and Karen M. Diegelmann. "Effects of computer-assisted explicit instruction on map-reading skills for students with autism." Research in Autism Spectrum Disorders 7, no. 12 (December 2013): 1653–62. http://dx.doi.org/10.1016/j.rasd.2013.09.013.
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Gromko, Joyce E., and Allison Smith Poorman. "Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?" Musicae Scientiae 2, no. 2 (September 1998): 157–70. http://dx.doi.org/10.1177/102986499800200204.
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The purpose of this study was to compare children's ability to perceive form in patterned art music after listening to music under one of two conditions: map-reading versus perceptual-motor performance. Twenty-nine upper-elementary children from a private school in a midwestem city in America participated in the study, with 15 children in the map-reading group and 14 in the perceptual-motor group. Map-reading children scored a mean of 6.80 (SD = 2.96) out of a possible 12 points on the Form Perception test; children from the perceptual-motor performance condition scored a mean of 9.93 (SD = 1.54). A Mann-Whitney test on Form Perception scores by group yielded U = 175.5, p < .01. Children in the perceptual-motor group, who mirrored the teacher in performance of kinesthetic analogues while listening to patterned art music and who assembled a visual listening map, were significantly better at perception of the form in patterned art music. A regression of Form Perception scores on Age (y = − 5.01 + 0.10x) was significant, F (1, 13) = 8.14, p < .05, for the map-reading group. That is, Form Perception scores for younger children in the map-reading group were lower than those for older children. Whereas the sign of the slope was also positive for the perceptual-motor group (y = 4.96 + 0.04x), the relationship of Form Perception scores to Age was not significant, F (1, 12) = 3.30, n.s. The significant effect of Age in the map-reading group suggests that merely reading the listening map may not be sufficient for perception of form in younger children. Children who are still developing reading and memory skills may benefit from perceptual-motor involvement during music listening.
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Vančo, Ildikó, and Viktória Gergelyová. "A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia." Hungarian Studies 34, no. 1 (March 20, 2021): 120–32. http://dx.doi.org/10.1556/044.2020.00011.
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AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and subjective opinions related to the assessment of reading comprehension skills were assessed. The second part was a reading comprehension test, which consisted of three sets of texts and questions adapted to the cognitive abilities of the two age groups.An analysis of the answers shows that there is no significant difference between the self-evaluation of students in the two countries regarding their reading comprehension skills. There is however a difference between the reading habits of Hungarian students in Hungary vs. in Slovakia in both age groups, and a significant difference between the results of the reading comprehension test in the groups of students from the two countries.
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İneç, Zekeriya Fatih. "Investigating the Virtualized Cultural Heritage of Piri Reis with Social Participation and Map Literacy Skills." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 39–48. http://dx.doi.org/10.34293/education.v9i3.3698.
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In this study, it was aimed to transfer Piri Reis’s 1513 world map into an interactive and dynamic environment to reflect social participation and map literacy skills of pre-service social studies teachers, to determine the reflection of the skills from the views of the pre-service teachers and the information they have structured in the database. In this sense, the virtualized map was integrated into a geographical information system application developed by the researcher. This research, in which a qualitative research approach was adopted, was carried out as a case study. The views of the pre-service teacher’s skills and environment were evaluated with content analysis, and their reflection skills were evaluated with descriptive analysis. Eighteen students determined with the maximum diversity sampling method participated in the study, which lasted for two and a half months. It was concluded through the findings obtained from the views of pre-service teachers that social participation and map literacy skills could be reflected in various dimensions, the map could be interpreted collectively with social participation and map literacy skills, and cultural heritage could be transformed into a form of instructional technology. It was determined that the general views of pre-service teachers regarding this environment were mostly positive and the environment beneficially enabled them to discover cultural heritage, developed various skills and gave different perspectives. Still, some pre-service teachers remained passive in the environment. In the findings obtained from the database of the virtualized map, it was determined that the sub-dimensions of map literacy with social participation skill were mostly reflected in the form of understandinginterpreting symbols, finding location - coordinate, measuring distance, finding direction, reading - interpreting a map, but not reflected in using scales.
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Sumarwati, Sumarwati, and Siti Martabatul. "MEMBUAT PETA PIKIRAN PADA KEGIATAN PRABACA UNTUK MENGIDENTIFIKASI IDE POKOK DAN MENYIMPULKAN ISI TEKS BERITA MELALUI COLLABORATIVE ACTION RESEARCH." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 7, no. 1 (April 29, 2019): 137. http://dx.doi.org/10.20961/basastra.v7i1.35522.
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<p class="Default"><em>One of the obstacles in developing reading skills in students is that they are not trained in reading activities for specific purposes. Therefore, students read by giving equal attention to all parts of the reading. Thi study aims to improve the reading ability through thue use of mind mapping. This study was an classroom action research and conducted in three cycles. The participants were students class 8D and Indonesian Language teacher of SMP Negeri 8 Surakarta. The result showed that there was an improvement in the percentace of formulating the mind map, reading activity and ability. The effective learning procedure was as follows. The students surveyed the text, identified the main idea of the text with questions word 5W + 1 H, formulated mind map, memorized the main idea of mind map, read the text intensively that they </em><em>could use their maps as a review of information gained, </em><em> stated the conclusion about ideas in the mind map, and answered the questions (take a test</em><em>. The conclusion of this study is that the main ideas identified in the pre-reading activities to be developed into a mind band, not only allows the reading activities with a specific purpose, but also helps students to focus attention on the parts of the text.</em></p>
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Huda, Nurul. "KOMPONEN-KOMPONEN PEMBELAJARAN AL-KITÂBAH BAHASA ARAB." al Mahāra: Jurnal Pendidikan Bahasa Arab 2, no. 1 (June 15, 2016): 1–26. http://dx.doi.org/10.14421/almahara.2016.021-01.
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The main component of Arabic learning covers the same four language skills for all competencies. They are: listening (istimâ’), speaking (kalâm), reading (qirâ’ah), and writing (kitâbah). Those four skills mutually connected. For instance, listening skill contributes to speaking skill and vice versa. In turn, those two skills will be strengthened by student reading skill or vice versa. Speaking skill is very close related to listening skill. Speaking and listening skill refer to all means to communicate orally. Because of the importance of this writing skill, the writer sees the need of al-Kitabah study map and its parts that can be delivered to student systematically, start from the lowest level (Ibtidâiyyah) to the next level (I’dadiyyah) based on students condition and psychology, including components in Al-kitâbah.
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Barashid, Majed. "Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program." Frontiers in Education Technology 3, no. 4 (October 16, 2020): p30. http://dx.doi.org/10.22158/fet.v3n4p30.
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This study investigated the potential effect of a graphic organizers-based instructional program on Saudi EFL students’ critical reading skills. To this end, the researcher followed a quasi-experimental design. The sample of the study included 43 freshmen Saudi male students attending the Technology College of Al-Jouf. To carry out this study, the sample was divided into two groups. The first group, which consisted of 21 students, were assigned as the experimental group, while the second group, which consisted of 22 students, were assigned as the control group. The experimental group received treatment through a graphic organizers-based instructional program (i.e., Venn diagram, KWL chart, fishbone, concept mapping, and circle map) for eight weeks, whereas the control was taught using the more conventional method (i.e., using the teacher’s book). To collect the data, the researcher used a validated tool, viz. a pre- and post-tests which evaluate critical reading skills. The findings showed that the graphic organizers’ strategies contributed significantly towards the development of students’ critical reading skills. Based on these findings, the researchers recommended that EFL teachers should take graphic organizers into consideration when teaching reading skills. Further empirical studies on the effects that graphic organizers have on the critical reading skills of other levels of student in other regions of the Kingdom of Saudi Arabia are advised.
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Gergelyová, Viktória. "READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA." SWS Journal of SOCIAL SCIENCES AND ART 1, no. 1 (July 23, 2019): 78–88. http://dx.doi.org/10.35603/ssa2019/issue1.08.
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This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.
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Gergelyová, Viktória. "READING HABITS AND SELF-ASSESSMENT OF READING COMPREHENSION SKILLS AMONG HUNGARIAN STUDENTS IN SLOVAKIA." SWS Journal of SOCIAL SCIENCES AND ART 3, no. 1 (March 5, 2021): 8–18. http://dx.doi.org/10.35603/ssa2021/issue1.02.
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This paper introduces the results of a survey examining the reading habits and self-assessment of reading comprehension skills of Hungarian students in Slovakia. As the largest ethnic minority in Slovakia is Hungarian, it has extensive primary and secondary native language school networks. The purpose of this research is to map the reading habits and self-assessment of reading comprehension skills of students to answer the question how these subjective views of different age groups change and what indicators (social background, school success) they correlate with. We have chosen questionnaires composed of 28 questions as a method for examining the students’ reading habits. The total number of survey respondents was 131. There were 98 respondents from average schools where reading comprehension and reading habits are not taught separately. In that case three age groups were involved: 23 students at a secondary grammar school, 38 pupils in the second stage of primary school and 37 pupils in the first stage of primary school. Interestingly, there is no big difference in reading attitudes among the different age groups. The respondents’ answers prove that only a fraction of students read in their free time. On the other hand, the groups, regardless of age, subjectively claim that they do not have problems with reading comprehension tasks. They claim that reading is easy for them, so they understand everything that they read. It can be concluded that these statements are highly controversial with the results of international surveys. At a later stage of the research the survey was conducted in a primary school where pupils have regularly reading comprehension classes. The number of respondents from this school was 33. There were 21 pupils from the second stage and 12 pupils from the first stage of primary school. Based on the results, there are considerable differences in the answers provided by the two groups. The pupils from the primary school with reading comprehension classes differently judge their level of understanding. These results have potential implications for further research to determine the reading habits and reading comprehension skills of Hungarian pupils in Slovakia.
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Pitts, Christine M. T., and Megan Kuhfeld. "Mind the kinder-gap: New data on children’s math and reading skills as they enter kindergarten." Phi Delta Kappan 102, no. 2 (September 22, 2020): 36–39. http://dx.doi.org/10.1177/0031721720963228.
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States have invested heavily in improving early childhood education in hopes of improving student reading and math skills before they enter kindergarten. However, there is limited national data from later than 2010 on children’s skills in these areas at kindergarten entry, so it is difficult for educators and policy makers to ascertain whether these investments have paid off. One available source is the NWEA’s MAP Growth assessment. Christine Pitts and Megan Kuhfeld have examined the data from 2010 to 2017 and found that upon entry into kindergarten, children’s reading and math scores have declined, while gaps between white and Black students and between white and Latinx students have decreased.
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Borokhovski, Eugene, Robert M. Bernard, Norman Segalowitz, and Anna Sokolovskaya. "Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data." Российский психологический журнал 15, no. 1 (August 29, 2018): 46–76. http://dx.doi.org/10.21702/rpj.2018.1.3.
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Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies.
Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types.
Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures.
Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.
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Anggraini, Cicilia Clara Devi, Tri Murwaningsih, and Retno Winarni. "Development of Materials Are Based on Character Values to Improve Intensive Reading Skill Students for Class III in Elementary School." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (April 1, 2018): 118. http://dx.doi.org/10.18415/ijmmu.v5i2.131.
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This research aims to develop learning material is insight of a fairy tale that containing character values for grade 3 students through a handbook, consisting of teacher books and student books that can improve students’ intensive reading skills. This fairy tale material involves learning fairy tales with character-oriented insights and guided by using the correct intensive reading skill steps and easy to learn, understand, and understood by the students. This instructional material is equipped with competency map to be achieved by the students, description of student learning materials, student learning activities, exercise questions, reflection, and assessment used to measure students ‘competence to the students’ intensive reading skill. Research method in this development is using Borg and Gall technique. Expert validation results show content-oriented teaching materials to improve students’ intensive reading skills that are valid and highly viable to use. Students’ responses to the understanding of character values are increasing. Teaching materials based on character values to enhance intensive reading skills can improve the intensive reading skill of students’ fairy tales. The results of this study indicate that there is a significant difference between post test of experimental group and control group. Mean experimental group postest 83.6 and average control group postestscore of 78, both groups had a difference of 5.6, indicating a significant increase in increment. So it can be said that the experimental group of learning by using old teaching materials plus storytelling materials with character values insight to improve intensive reading skills more effectively improve student learning outcomes.
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de A. Pereira, Gabriel, João Bravo, and Jorge Centeno. "A User Study of a Prototype of a Spatial Augmented Reality System for Education and Interaction with Geographic Data." Big Data and Cognitive Computing 2, no. 3 (August 1, 2018): 20. http://dx.doi.org/10.3390/bdcc2030020.
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Recent technological advancements in many areas have changed the way that individuals interact with the world. Some daily tasks require visualization skills, especially when in a map-reading context. Augmented Reality systems could provide substantial improvement to geovisualization once it enhances a real scene with virtual information. However, relatively little research has worked on assessing the effective contribution of such systems during map reading. So, this research aims to provide a first look into the usability of an Augmented Reality system prototype for interaction with geoinformation. For this purpose, we have designed an activity with volunteers in order to assess the system prototype usability. We have interviewed 14 users (three experts and 11 non-experts), where experts were subjects with the following characteristics: a professor; with a PhD degree in Cartography, GIS, Geography, or Environmental Sciences/Water Resources; and with experience treating spatial information related to water resources. The activity aimed to detect where the system really helps the user to interpret a hydrographic map and how the users were helped by the Augmented Reality system prototype. We may conclude that the Augmented Reality system was helpful to the users during the map reading, as well as allowing the construction of spatial knowledge within the proposed scenario.
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Gromko, Joyce Eastlund, and Christine Russell. "Relationships among Young Children's Aural Perception, Listening Condition, and Accurate Reading of Graphic Listening Maps." Journal of Research in Music Education 50, no. 4 (December 2002): 333–42. http://dx.doi.org/10.2307/3345359.
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The purpose of our study was to explore relationships among children's aural perception, music listening condition, and the accuracy of children's reading of listening maps. The aural discrimination skills of 41 elementary children were tested using the Intermediate Measures of Musical Audiation (IMMA). The children were then systematically assigned to one of three listening conditions: passive, unstructured active, or structured active. After listening to European art music according to their assigned condition, every child traced a graphic listening map while listening to the music a second time. Results of an ANCOVA with accuracy of map reading as the dependent variable, listening condition as factor, and IMMA as covariate, showed a significant effect for the IMMA [F (1, 37) = 8.86, p < .01], but no significant effect for listening condition. In a separate analysis, IMMA scores were shown to be related to piano experience. When group means for accuracy of map reading were compared by piano experience, children with piano experience had a significantly higher mean accuracy score of 48.25, SD = 18.75 (n = 16) compared to children with no piano experience, M = 32.44, SD = 17.39 (n = 25), t = 2.76, p < .01. Our results support previous research in which investigators found that music experience explained accuracy of music-reading ability in children and adults.
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Moreno, Sylvain, Deanna Friesen, and Ellen Bialystok. "Effect of Music Training on Promoting Preliteracy Skills: Preliminary Causal Evidence." Music Perception 29, no. 2 (December 1, 2011): 165–72. http://dx.doi.org/10.1525/mp.2011.29.2.165.
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the present study investigated whether music training fosters children's preliteracy skills. Sixty children were randomly assigned to participate in a 20-day training program in either music or visual art. Before and after training, children's phonological awareness and their ability to map visual symbols onto words (i.e., visual-auditory learning) were assessed. Equivalent improvement after training was observed for both groups on the phonological awareness measure, but the children with music training improved significantly more than the art-trained children on the visual-auditory learning measure. Music training appears to benefit certain skills necessary for reading.
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Alsowat, Hamad H. "A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students." Advances in Language and Literary Studies 8, no. 5 (November 2, 2017): 30. http://dx.doi.org/10.7575/aiac.alls.v.8n.5p.30.
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This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only (24.43%) of those studies. In addition, (73.30%) of the conducted studies were at the university level indicating a limit interest of the school-level research. In addition, (68.52%) of those studies focused on writings kills , reading skills and achievement indicating the necessity to give more attention to speaking, listening, pronunciation, vocabulary and grammar research at all education sectors in the future. The in-depth review also indicated an obvious focus on reading and writing skills and most the studies were undertaken at the university level. The findings were discussed and a number of language skills research gaps were pointed out.
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Wannmacher Pereira, Vera, and Danielle Baretta. "Leitura de e-book em formato linear e em formato de mapa conceitual: compreensão, processamento e estratégias." Forma y Función 33, no. 1 (January 1, 2020): 147–71. http://dx.doi.org/10.15446/fyf.v33n1.84183.
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The objective of the study is to examine the reading of e-books on the theory and practice of Portuguese language teaching, in both linear and conceptual map formats, during the final years of high school. The idea is to assess understanding, thinking, and use of strategies. The analysis is based on psycholinguistic studies on reading in relation to education, as well as on conceptual maps, computational skills, instruments and e-books. The sample was made up of 20 professors. Data was gathered electronically through the Reading Comprehension Test and a software that captures subjects’ processing and strategies during reading in each one of the formats. Results show similar scores in the two formats, as well as use of the same strategies for detailed reading and bottom-up processing, thus demonstrating the potential of the e-books studied in terms of fulfilling their objective.
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Hubbard, Eleanor. "Reading, Writing, and Initialing: Female Literacy in Early Modern London." Journal of British Studies 54, no. 3 (June 5, 2015): 553–77. http://dx.doi.org/10.1017/jbr.2015.61.
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AbstractThis article reopens the vexed question of how many women in early modern England could read by calling attention to the precise ways in which women marked, initialed, and signed legal depositions in late sixteenth- and early seventeenth-century London. It shows that initialing and signing were closely correlated skills, and it argues that women who wrote their initials had begun to learn how to read. Using initials as a proxy for elementary reading literacy, it goes on to map female literacy in early modern London, showing that urban upbringings fostered female literacy and that reading literacy was far more broadly socially diffused than the ability to write. Changes in initialing patterns as women aged suggest that women found reading to be useful and relevant to their lives, and that literacy carried social prestige.
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Kane, Steven T., John H. Walker, and George R. Schmidt. "Assessing College-Level Learning Difficulties and “At Riskness” for Learning Disabilities and ADHD." Journal of Learning Disabilities 44, no. 6 (January 20, 2011): 533–42. http://dx.doi.org/10.1177/0022219410392045.
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This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument’s validity as a screening tool for learning disabilities and ADHD are presented. This article also describes unique characteristics of the LDA including its user-interface design, normative characteristics, and use as a no-cost screening tool for identifying college students at risk for learning disorders and ADHD.
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Sterzik, Angela Meyer, and Carol Fraser. "RC-MAPS: Bridging the Comprehension Gap in EAP Reading." TESL Canada Journal 29, no. 2 (August 23, 2012): 103. http://dx.doi.org/10.18806/tesl.v29i2.1103.
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In academic environments, reading is assigned not simply to transmit information; students are required to take the information, and based on the task set by the instructor, assess, analyze, and critique it on the basis of personal experiences, prior knowledge, and other readings (Grabe, 2009). Thus text-based comprehension (Kintsch, 1998) alone is not sufficient for academic success. Top-down processing is also required; this involves applying prior knowledge to define purpose(s), to make and verify hypotheses, and to infer and question content (Macaro & Erler, 2008; Urquhart & Weir, 1991). Although research has given teachers direction regarding the approach to use when providing strategy instruction in their classrooms, it has been left to teachers to develop the specific teaching tools required. In this article, I propose Reading Comprehension MAP for Situation-based comprehension (RC-MAPS): an instructional technique that provides teachers with an easily modified tool to assist in developing interpretative comprehension skills among second-language readers in academic environments through the strategy of questioning.
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O'Dowd, Sean, Tudor Munteanu, Daniel Hardiman, Niall Sheehy, and Janice Redmond. "THE MAN WHO MISTOOK THE FRIDGE FOR A DOOR: AN ATYPICAL PRESENTATION OF DEMENTIA WITH LEWY BODIES." Journal of Neurology, Neurosurgery & Psychiatry 86, no. 11 (October 14, 2015): e4.141-e4. http://dx.doi.org/10.1136/jnnp-2015-312379.50.
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A 61-year old engineer was referred for a fourth opinion regarding visual symptoms. He had a recent history of depression, and was taking fluoxetine. He reported an eight-year history of progressive visual symptoms, manifest particularly as difficulty judging distances and depth. He acknowledged visual misperceptions and rare visual hallucinations; his reading had deteriorated; he complained of loss of mathematical skills. There had been episodic topographical disorientation. Memory and insight were preserved. There were no extrapyramidal symptoms. Examination (see video) revealed evidence of significant parietal and some frontal dysfunction. Visuospatial and visuoperceptual impairments were particularly marked. There was no evidence of parkinsonism. A diagnosis of posterior cortical atrophy (PCA) syndrome was made. Structural imaging was reported as normal but SPECT imaging revealed bilateral presynaptic dopaminergic denervation and FDG-PET demonstrated significant parieto-occipital hypometabolism. CSF tau and beta-amyloid levels were normal. A diagnosis of probable dementia with Lewy bodies (DLB) was made. PCA is a relatively rare and often under-recognised neurodegenerative syndrome, most frequently associated with Alzheimer pathology. The clinical and paraclinical findings in this case suggest a Lewy body process, which very rarely presents as PCA. The challenges pertaining to the accurate diagnosis of PCA and the implications for management are discussed.
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Giancola, Marco, Paola Verde, Luigi Cacciapuoti, Gregorio Angelino, Laura Piccardi, Alessia Bocchi, Massimiliano Palmiero, and Raffaella Nori. "Do Advanced Spatial Strategies Depend on the Number of Flight Hours? The Case of Military Pilots." Brain Sciences 11, no. 7 (June 25, 2021): 851. http://dx.doi.org/10.3390/brainsci11070851.
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Background: Military pilots show advanced visuospatial skills. Previous studies demonstrate that they are better at mentally rotating a target, taking different perspectives, estimating distances and planning travel and have a topographic memory. Here, we compared navigational cognitive styles between military pilots and people without flight experience. Pilots were expected to be more survey-style users than nonpilots, showing more advanced navigational strategies. Method: A total of 106 military jet pilots from the Italian Air Force and 92 nonpilots from the general population matched for education with the pilots were enrolled to investigate group differences in navigational styles. The participants were asked to perform a reduced version of the Spatial Cognitive Style Test (SCST), consisting of six tasks that allow us to distinguish individuals in terms of landmark (people orient themselves by using a figurative memory for environmental objects), route (people use an egocentric representation of the space) and survey (people have a map-like representation of the space) user styles. Results: In line with our hypothesis, military pilots mainly adopt the survey style, whereas nonpilots mainly adopt the route style. In addition, pilots outperformed nonpilots in both the 3D Rotation Task and Map Description Task. Conclusions: Military flight expertise influences some aspects of spatial ability, leading to enhanced human navigation. However, it must be considered that they are a population whose navigational skills were already high at the time of selection at the academy before formal training began.
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지경민, 노진아, and 김정민. "The Effect of Reading Diary Using Mind Map on Writing Skills and Attitude of Elementary Students with Physical Disabilities." Journal of Special Children Education 14, no. 1 (March 2012): 387–415. http://dx.doi.org/10.21075/kacsn.2012.14.1.387.
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Hovland, Ingie. "The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL." Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 27–44. http://dx.doi.org/10.20343/teachlearninqu.9.1.4.
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This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment to be most helpful. This led to a further question: why maps? In a close reading of students’ reading reflections, two themes stood out: students experienced maps as helping them create a mental overview of the reading, and maps facilitated greater ownership of the act of reading. In conclusion, I argue that humanities instructors who wish to teach advanced reading skills can start by providing pre-class assignments that allow for making-while-reading, and that this making should not be merged with other reading steps. In an epilogue I reflect on the inductive research process. I suggest that SoTL scholars who use this process may reach an impasse when deciding how to present meaningful answers because their conceptual answers will stand in tension with SoTL’s practical orientation. I propose focusing on conceptual generalization (rather than empirical generalization), while still foregrounding a balance between “what works” and “what is.”
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Bhatti, Muhammad Safdar, Alvons Habibie, Shaista Noreen, Sabir Hussain, and Shahla Bajwa. "Realia-Mediated Instruction: An Effective Tool for Improving Young Learners' Vocabulary Skills." Al-Lisan 6, no. 2 (September 5, 2021): 157–66. http://dx.doi.org/10.30603/al.v7i2.2176.
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A foreign language teacher often employs realia to strengthen pupils' association between words and objects. The current study investigates real-life activities that improve vocabulary learning in the English language and the impact of realia on improving students' vocabulary learning performance. It was an experimental study with only post-test design. Forty students participated in the study. The data were collected and analyzed statistically. The results revealed that vital activities used for vocabulary development were menu selection, game recognition, picture identification, activity identification, magazine adds understanding, and identification of cities and map reading, respectively. It was evident that the experimental group performed better when compared with the control group. The study suggested that students may focus their attention, stimulate their interest, give them real impact, make them aware, and modernize their language learning through vocabulary improvement.
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HADDAD, AMY. "Thinking About Difficulties: Using Poetry to Enhance Interpretative and Collaborative Skills in Healthcare Ethics Education." Cambridge Quarterly of Healthcare Ethics 29, no. 3 (June 2, 2020): 459–69. http://dx.doi.org/10.1017/s0963180120000201.
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AbstractViewing difficulty as an opportunity for learning runs counter to the common view of difficulty as a source of frustration and confusion. The aim of this article is to focus on the idea of difficulty as a stepping-off point for learning. The literature on difficulty in reading texts, and its impact on thinking and the interpretive process, serve as a foundation for the use of poetry in healthcare ethics education. Because of its complexity and strangeness compared to the usual scientific and clinical texts health science students encounter, poetry is an excellent means to achieve the aim of thinking through difficulties in ethics. Specific examples of teaching and learning strategies for turning difficulty into opportunities for learning are presented, including the difficulty paper and the triple mark-up method. Both methods require students to examine their process of working through difficulties, reflect on how they make sense of difficult texts and then share their process and interpretations in a collaborative manner with peers. The importance of framing difficulties as a public, visible, collaborative process rather than a personal process is emphasized. Working together to hypothesize reasons for difficulty and map out plans to come to terms with difficulty are equally relevant for reading text as they are for reading complex ethical situations. Finally, I argue that transference of this kind of personal and collaborative learning about difficulties benefits interprofessional clinical practice, particularly when dealing with ethical issues.
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Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability." Register Journal 11, no. 2 (November 29, 2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.
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Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability
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Pedersen, Paula, Pat Farrell, and Eric McPhee. "Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course." Journal of Geography 104, no. 5 (September 2005): 195–202. http://dx.doi.org/10.1080/00221340508978984.
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Sumaroh, Atieka, Neneng Sutjiati, and Ahmad Dahidi. "METODE MIND MAP DALAM MENINGKATKAN MINAT DAN KEMAMPUAN MEMBACA PEMAHAMAN BAHASA JEPANG TINGKAT DASAR." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 1, no. 3 (December 15, 2016): 5. http://dx.doi.org/10.17509/japanedu.v1i3.5287.
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Ada empat keterampilan berbahasa yang dipelajari, diantaranya adalah menyimak, membaca, menulis, dan berbicara. Untuk meningkatkan minat dan kemampuan membaca pemahaman pembelajar bahasa Jepang diperlukan metode dan cara pembelajaran yang unik dan menyenangkan. Perkembangan teknologi yang semakin pesat membuat tren minat membaca dikalangan pelajar khususnya mengalami penurunan. Dikarenakan pembelajar lebih memilih media internet dan sebagainya daripada membaca buku. Tujuan penelitian ini untuk mengetahui metode mind map dapat meningkatkan minat membaca dan kemampuan dalam memahami teks berbahasa Jepang. Penelitian ini dilakukan pada kelas XI IPA 8 SMA Negeri 1 Cirebon. Agar tumbuhnya minat untuk membaca teks bahasa Jepang, di perlukan metode pembelajaran yang tepat. Salah satu metode pembelajaran yang bisa digunakan dalam pembelajaran membaca pemahaman bahasa Jepang yaitu metode mind map. Penelitian ini tidak menggunakan kelas pembanding, hanya menggunakan satu kelas eksperimen dalam melakukan pengumpulan datanya, yang disebut dengan eksperimen semu. Adanya peningkatan hasil rata – rata yang diperoleh subjek penelitian setelah menggunakan metode mind map, dari 56,35 menjadi 73,38 yang berarti masuk dalam kategori cukup. Dapat disimpulkan jika taraf signifikansi 5% thitung = 16,22 › ttabel = 1,8 maka hipotesis kerja (Hk) pada penelitian ini diterima. There are four language skills are learned, such as listening, reading, writing, and speaking. To increase interest and reading comprehension Japanese language learners required methods and ways of learning a unique and fun. Increasingly rapid technological developments make trends interest in reading among students in particular has decreased. Due to the learners prefer internet media and so rather than read a book. The purpose of this study to determine the method of mind mapping can increase interest in reading and the ability to understand the Japanese language text. This research was conducted in classes XI 8 SMA Negeri 1 Cirebon. In order for the growth of interest to read the Japanese text, in need of appropriate learning methods. One of the methods that can be used in teaching reading comprehension Japanese language is a method of mind mapping. This study did not use comparison class, uses only one experimental class in collecting the data, the so-called quasi-experiment. An increase in the average yield - average obtained a research subject after using the mind map, from 56.35 into 73.38 which means that the entry in the category enough. It can be concluded if the significance level of 5% t = 16.22> table = 1.8, the working hypothesis (Hk) in this study received.