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Cho, Eunsoo, Donald L. Compton, Jennifer K. Gilbert, Laura M. Steacy, Alyson A. Collins y Esther R. Lindström. "Development of First-Graders’ Word Reading Skills". Journal of Learning Disabilities 50, n.º 1 (3 de agosto de 2016): 95–112. http://dx.doi.org/10.1177/0022219415599343.
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Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.
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Cho, Hye Kyung. "A study on the Education in Dostoevsky’s Netochka Nezvanova: focusing on comparison with Rousseau’s Emile". Institute for Russian and Altaic Studies Chungbuk University 27 (31 de agosto de 2023): 109–34. http://dx.doi.org/10.24958/rh.2023.27.109.
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The purpose of this thesis is to explore what the writer Dostoevsky's view of education is by examining the problem of education in Dostoevsky's novel Netochka Nezvanova through the growth process of the main character, Netochka. The education Netochka received can be divided into three stages in her life's journey.
First of all, the problem with Efimov's education is that he looked at her Netochka as a means to achieve his own selfish ends, and furthermore, by ignoring Netochka's imaginary world. There was a problem in that it caused a his disingenuous attitude. Second, the problem of Mrs. Leotar's education was that it caused a sense of inferiority by comparing the learners of education with each other. This education eventually had a negative effect on Katya. Finally, Alexandra's education was tailored to Netochka's eye level, and she was able to convey her knowledge while stimulating her interest, curiosity, and imagination. Not only that, but she also gave Netochka the opportunity to self-direct her abilities and reflect on her past by allowing her to tell fully of her own past. She taught Netochka how to reconcile reality and imagination through reading and discussion.
The effect of the series of education mentioned above made Netochka to love herself, and further empathize with those who suffer like her own, and to face injustice and evil according to her own convictions. Before learning how to spell and reading books, first learn from what you see and hear, read books afterwards, learn the harmony and balance between imagination and reality, empathize with others, establish your identity as a member of society, and properly form self-love. Dostoevsky shows that true education is through Netochka's growth process.
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Kurkjian, Catherine y Nancy Livingston. "Learning to Read and Reading to Learn: Informational Series Books". Reading Teacher 58, n.º 6 (marzo de 2005): 592–600. http://dx.doi.org/10.1598/rt.58.6.9.
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呂育甄, 呂育甄 y 王瓊珠 Yu-Chen Lu. "國小識字障礙學生聲韻覺識、唸名速度與中英文識字之相關研究". 特殊教育學報 57, n.º 57 (junio de 2023): 001–36. http://dx.doi.org/10.53106/207455832023060057001.
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<p>本研究旨在探討國小高年級識字障礙學生聲韻覺識、唸名速度和中英文識字的關係，聲韻覺識、唸名速度對英文識字的預測力，以驗證「語言譯錄差異假說」的理論。研究對象包括國小高年級識字障礙學生，及其同生理年齡和同識字能力之兩組一般學生，每組人數各30位、總計為90位學生。研究工具包括智力測驗、中英文聲韻覺識及唸名速度測驗，以及中英文識字測驗。經由共變數分析、F考驗與逐步迴歸分析，以釐清中英文聲韻覺識、唸名速度等識字基礎認知能力是否為影響英文識字的關鍵因素。結果如下：(1)在聲韻覺識方面，識字障礙組明顯落後於同生理年齡組學生，但與同識字能力組學生相當，故可能不是識字困難的因。(2)在唸名速度方面，識字障礙組不僅明顯落後於同生理年齡組學生，也落後於同識字能力組學生，故可能是識字困難的因。(3)無論是識字障礙組或同生理年齡組之一般學生，英文聲韻覺識和唸名速度都最是能預測英文識字表現的變項，故未完全支持語言譯錄差異假說。</p> <p> </p><p>Purpose </p> <p> In the study of dyslexia, many empirical studies have pointed out that phonological awareness and rapid naming tasks are the most effective in distinguishing good readers from weak readers, so they are widely used in the early screening of children with suspected learning disabilities. In view of this, this study lists phonological awareness and naming speed ability as the main basic literacy cognitive variables, and further explores the influence of phonological awareness and rapid naming on literacy ability. In the 1980s, Sparks, Ganschow and others began to conduct a series of studies on foreign language learning difficulties, and later they proposed the “Linguistic Coding Differences Hypothesis” (LCDH) to explain the problem of foreign language learning difficulties. They believe that when a learner has difficulty in learning a foreign language, it is because the language processing ability of the learner’s mother tongue is inherently problematic. Reading and writing ability of the mother tongue is the prerequisite ability for learning a foreign language, especially those skills involving symbol decoding and phonological processing. Chinese and English are two different writing systems. While English is alphabetic writing system, Chinese is logographic writing system. Does LCDH still work for Chinese-speaking Taiwanese children with dyslexia when they learn English? Or the difference in writing systems will not pose as an obstacle, and students with Chinese literacy disabilities can also learn English well? What key problems do students with Chinese literacy disabilities encounter in learning English? Does it stem from the pre-existing difficulties of the mother tongue itself? Is there a commonality between the native language and the foreign language? If the relationship between the two languages can be further clarified, then findings can provide suggestions for teachers to conduct remedial instruction and help students who are not good at learning their mother tongue. This study was aimed to test the LCDH. We examined the relations between reading-related cognitive skills (i.e., phonological awareness and rapid automatized naming) and word reading of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). </p> <p> Methods </p> <p> A total of 90 children [30 with dyslexia (Ds), 30 chronological age (CA) controls, and 30 reading-level (RL) controls] participated in this study. The three groups were matched by IQ and SES. All children were administered measures of Chinese character list, English word reading, and rapid naming as well as phonological awareness tasks in both L1 and L2. Chinese phonological awareness tasks included initial sound detection, rime detection, and tone awareness. English phonological awareness tasks included initial sound deletion and sound sorting. Chinese rapid naming task was 5 Zhu-In-Fu-Hao symbols randomly presented 10 times. English rapid naming task was 5 alphabets randomly presented 10 times. Children were asked to name them as fast as possible. RL group refers to the control group whose chronological age is lower than the experimental group but has the same reading ability. It is assumed that the dyslexia group performs lower than the same chronological age control group in a certain cognitive ability, and is also worse than the same reading ability group. Then the researchers can speculate that the cognitive ability is not likely to be different due to the influence of reading ability, but may be the cause of the difference in reading performance. Therefore, participants of this study included the literacy disorder group in the upper grades of elementary school, the same chronological age group and the middle grade group with the same literacy ability, so as to clarify whether the basic cognitive ability of Chinese and English literacy is the key factor affecting English literacy. Three research questions were: (1) What were the differences of L1 and L2 phonological awareness performance in Ds, CA, and RL groups? (2) What were the differences of L1 and L2 rapid automatized naming performance in Ds, CA, and RL groups? (3) What were the predictive power of L1 and L2 phonological awareness and rapid automatized naming to the three groups learning English words? </p> <p> Results </p> <p> The major findings of this study were as follows: (1) Ds performed significantly lower than CA in all reading-related cognitive skills in Chinese. However, Ds also performed significantly lower than RL in rapid naming. To sum up, Chinese rapid naming may be the cause of Chinese character reading disability. (2) Ds performed significantly lower than CA in all reading-related cognitive skills in English. However, Ds also performed significantly lower than RL in rapid naming. To sum up, English rapid naming may be the cause of Chinese character reading disability. (3) There were significant correlations among phonological awareness (deletion), rapid naming and character reading in English; Chinese was not significantly correlated with English. Deletion and rapid naming were the best predictors of English character reading. </p> <p> Conclusions </p> <p> Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in rapid naming than RL controls. Rapid naming rather than phonological awareness may be the cause of Chinese character reading disability. Reading-related cognitive skills in Chinese did not contribute significantly to the ability to read English words, suggesting little cross-linguistic transfer from L1 to L2. This result did not fully support the linguistic coding differences hypothesis. According to the findings, recommendations of this study for further studies and practical implementation included: (1) Rapid naming was critical to L1 and L2 word reading performance. It could be a powerful detective index in early diagnosing children with dyslexia. (2) Phonological awareness and rapid naming were important to English word learning. Teachers can spend more time in teaching phonological awareness and rapid naming when children with dyslexia start to learn English. (3) Children in middle grade have shown big differences in English word reading task (from 0 to full scores). Teachers should pay attention to these children with low English reading performance and provide remedial instruction as early as possible. (4) LCDH was not fully supported in this study. In the future, different groups can be involved, such as participants with various language learning experiences or education levels, to explore the possibilities of LCDH in different conditions. </p> <p> </p>
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Becerra Coba, Karen Mabel, Sarah Jacqueline Iza Pazmiño, Cristina del Rocío Jordán Buenaño y Edgar Guadia Encalada Trujillo. "Enlightening vocabulary learning through educational websites". Medwave 23, S1 (1 de septiembre de 2023): eUTA191. http://dx.doi.org/10.5867/medwave.2023.s1.uta191.
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Introducción The web is a great medium of communication and is well suited to shorter documents with lots of links. The Web is not good for very long documents that need to present an ever-evolving argument. Some of the Internet technologies for the development and use of Websites are grouped in Web 2.0 tools. Which are a set of interaction mechanisms with visitors to a website where programmers offer new services on the sites, achieving greater interactivity to enable the formation of virtual communities. Educaplay is a platform for the creation of multimedia educational activities, characterized by attractive and professional results. Is aimed at creating a community of users with a vocation to learn and teach while having fun. The platform provides various possibilities for teaching professionals to install their own online educational space on the platform, where everyone can take classes to another level of participation. In addition, this application allows teachers to create different types of multimedia and interactive activities with educational orientation, through different scenarios such as Riddles, Complete, Crossword, Dialogue, Dictation, Order letters, Order words, Test. Objetivos To identify the importance of Educational Websites (Educaplay) for teaching vocabulary. Método The research was important to take into account and consider the different types of resources such as technical, technological, and human. Technical resources, books, articles, and online theses from the Universidad Técnica de Ambato repository, among others, were used to obtain the necessary information and guide the research. On the other hand, to apply the first variable were used some technological resources like computers, smartphones, and Educational websites (Educaplay). Then, to measure the second variable the Reading and Writing Part of Flyers Cambridge exam was chosen . Finally, in terms of human resources, there were 22 students from Unidad Educativa Sagrada Familia in 9th grade “A” of EGB, of which 12 students were women and 10 were men. This research was also based on a qualitative approach. It was qualitative because a series of interventions and observation techniques were carried out on the Educational Websites (Educaplay) and the influence on vocabulary teaching. Principales resultados The test that was applied consists of 3 parts. The first part comprised a dialogue between two people in which students completed multiple selection questions. The second part was about a gap-fill activity in which students chose an appropriate word to complete sentences. The third part featured a variety of sentences in which students had to read and choose the appropriate word that defines it. The rubric used allowed the students to obtain a score of 2.5 out of 2.5 points, for parts 1 and 2, on the other hand, in part 3 the students were able to obtain a score of 5 points. The student could obtain a maximum score of 10 points at the end of the test. For the analysis and interpretation of the results, a series of tables and graphs were prepared, which allowed a better understanding. These tables show the average result of each part that was evaluated in both the pre-test and the post-test. Conclusiones The use of this educational website (Educaplay) contributed to the development of abilities and skills, achieving a better understanding of vocabulary. The vocabulary level of students was reflected in the pre-test (A2 Flyers) taken at the beginning of the process. The overall percentage obtained was 5.23 out of 10 points which means that they had a medium level. This evidenced that the students had shortcomings in their vocabulary, they could not identify the meaning of some words that were unknown to them and that at their level they should have known. The results of the post-test were obtained to later infer that the use of educational websites for the English language had a significant impact on student’s learning. The percentage that students obtained was 9.59. As it can be seen, the score was high and that means that they improved their vocabulary level. Therefore, the use of educational websites is an important factor in the development of vocabulary skills in students.
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Nurani, Riga Zahara y Hatma Heris Mahendra. "Use of Big Book Learning Media to Improve Students’ Beginning Reading Skills in Primary Schools". Mimbar Sekolah Dasar 6, n.º 3 (31 de diciembre de 2019): 330–40. http://dx.doi.org/10.17509/mimbar-sd.v6i3.22893.
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This study is motivated by the fact that there are still many lower grade students who have not been able to read fluently. Big book learning media can be used by teachers to teach beginning reading to lower grade students. The purpose of this study is to describe the use of big book learning media to improve beginning reading skills. The study employed a qualitative descriptive method. The subjects were second-grade primary school students who were still unable to read. The research was conducted in one of the primary schools in Tasikmalaya City. The results revealed that students were more enthusiastic in learning to read using big book learning media, which could be seen from an increase in students' reading skills in each meeting. By using big book learning media, in addition to learning to read through a series of letters, students were able to learn to read through images followed by the writing. Therefore, big book learning media can be used to improve students' reading skills.
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Nurani, Riga Zahara y Hatma Heris Mahendra. "Use of Big Book Learning Media to Improve Students’ Beginning Reading Skills in Primary Schools". Mimbar Sekolah Dasar 6, n.º 3 (31 de diciembre de 2019): 330–40. http://dx.doi.org/10.53400/mimbar-sd.v6i3.22893.
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This study is motivated by the fact that there are still many lower grade students who have not been able to read fluently. Big book learning media can be used by teachers to teach beginning reading to lower grade students. The purpose of this study is to describe the use of big book learning media to improve beginning reading skills. The study employed a qualitative descriptive method. The subjects were second-grade primary school students who were still unable to read. The research was conducted in one of the primary schools in Tasikmalaya City. The results revealed that students were more enthusiastic in learning to read using big book learning media, which could be seen from an increase in students' reading skills in each meeting. By using big book learning media, in addition to learning to read through a series of letters, students were able to learn to read through images followed by the writing. Therefore, big book learning media can be used to improve students' reading skills.
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Biro, Sasha L. "Reading in a Time of Crisis". Teaching Philosophy 44, n.º 3 (2021): 241–54. http://dx.doi.org/10.5840/teachphil202132137.
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An important part of the work of an introductory philosophy class is learning how to read philosophy. The digital annotation platform Perusall can be useful in both F2F learning environments as well as in virtual learning environments, as it helps students learn how to read philosophy. While the traditional online learning environment relies heavily on the discussion forum to replicate the F2F learning experience, digital annotation is a valuable alternative for promoting student engagement with course material. This paper will describe the platform as well as how to use Perusall to facilitate student participation and close reading of texts.
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Arumugam, Nalini, Julina Munchar, Puspalata C. Suppiah, Sathiyaperba Subramaniam y Maizura Mohd Noor. "Fun Learning Series". International Journal of Modern Languages And Applied Linguistics 2, n.º 3 (1 de agosto de 2018): 5. http://dx.doi.org/10.24191/ijmal.v2i3.7634.
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The aim of this study was to develop an interactive learning tool using computer with a view to enhance preschoolers’ reading ability in English class. This study adopted an action research methodology addressing the call for more authentic materials for preschoolers to sensitise their curiosity by using authentic objects. This study consisted of two phases; in phase 1, a teacher taught preschoolers basic reading skill by introducing letters and words via printed worksheets while in phase 2, the preschoolers learned the same content via computer. Twelve preschoolers (7 girls and 5 boys) and two teaching staff from Smart Reader Kids participated in this study. The results showed that computer-based learning activities created multi-trial opportunities without any negative interference to the preschoolers. This experiential learning that involved trial and error approach enabled preschoolers to learn independently and at the same time engage in fun-filled activities to self-regulate their learning. Classroom observation further indicated that the preschoolers enjoyed participating in the reading activities designed for them. The use of authentic photographs and visuals in the exercises were appealing and encouraged them to engage in meaningful communication with their peers. In addition, preschoolers displayed a high level of confidence during the lesson as the environment was encouraging without much intervention from the class teacher. This ultimately persuaded the preschoolers to give their own responses while creating opportunity for themselves to explore their own learning.
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Alakawi, Kholood Moustafa. "Vocabulary Strategies and Bridging the Gap from Learning to Read to Reading to Learn". Journal of Language and Education 3, n.º 4 (31 de diciembre de 2017): 60–72. http://dx.doi.org/10.17323/2411-7390-2017-3-4-60-72.
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The present study offers a solution to students’ difficulties in reading by examining the effect of two instructional strategies for teaching reading: semantic mapping and morphological analysis, using multimedia as a vehicle for achieving the desired goals. Technology in the present study incorporates fun, meaningful resources that enhance the experimental group students’ vocabulary, and allow the reading instructor to assess the students’ progress in reading. 58 EFL university students enrolled in the first year of the English Department at Al-Imam University, Riyadh, Saudi Arabia participated in the present study. They were chosen randomly and were divided into two groups; an experimental group and a control one. Each group had 29 participants aged between twenty and twenty one years old. A pre-test was applied to check out their standard in comprehending the reading texts before the inauguration of the experiment. During the time of the experiment, the control group was taught by the traditional method which focuses on relying on their memorization of long lists of vocabulary, rote learning, reading aloud, repetition and the translation of the new vocabulary. Participants of the experimental group were taught by semantic mapping and morphological analysis that focus on the comprehension of the key vocabulary and concepts included in the reading texts. The experimental group only was taught in the reading classes by implementing the semantic mapping and morphological analysis strategies while the control group was taught by the traditional previously mentioned way. The post-test was applied on both groups of the study at the end of the experiment to check out the students’ reading comprehension standard. The experiment lasted for three months’ time during the first semester of the year 2015. The findings revealed that teaching reading by semantic mapping and morphological analysis strategies improved experimental group students’ comprehension of the reading texts.
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Izati, Risna Amalia, Lies Amin Lestari y Slamet Setiawan. "Digital Reading Engagement of Junior High School Students during the Online Learning". Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 8, n.º 2 (30 de diciembre de 2021): 181. http://dx.doi.org/10.33394/jo-elt.v8i2.3876.
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The pandemic of COVID-19 has forced the teachers and students to hold the teaching and learning remotely. All the process of learning was conducted online via various mobile applications. Students widely use smartphones as a medium to receive learning materials, join online classes, and study. However, it was questioned whether students are engaged with their reading materials when they have to read the texts on screen or digitally and learn from them. It is expected that the use of digital devices has influenced students' reading engagement, especially when the reading is to learn. This study aims to find out about the students' engagement in reading digital texts during online learning. The study collects the data from self-report questionnaires, interviews, and observation. The result shows that students do not experience behavioral and affective engagement as well as a negative response while they are reading the texts onscreen during online learning.
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Fitkov-Norris, Elena y Ara Yeghiazarian. "Are learning preferences really a myth? Exploring the mapping between study approaches and mode of learning preferences". ACTA IMEKO 10, n.º 2 (29 de junio de 2021): 185. http://dx.doi.org/10.21014/acta_imeko.v10i2.565.
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This article tested for the presence of the conversion effect in the mapping related to the strength of students’ preferences for receiving information in a visual, auditory, read/write or kinaesthetic modality and the study approaches they adopt when taking notes in class, learning new concepts and revising for exams. The results indicated that the conversion effect is not ubiquitous but is context specific and only present when students seek to learn a new concept and revise for exams. It was present for students with strong visual and read/write preferences but only when attempting to learn a new concept. It was also present for students with a strong auditory preference when revising for exams, while these students preferred to learn a new concept by reading about it. However, the conversion effect did not emerge with kinaesthetic-leaning students in any of the contexts studied, while these students were significantly more likely to utilise auditory input when learning a new concept. Overall, the findings suggest that traditional educational approaches such as lectures and tutorials can be effective in supporting the learning for diverse student groups.
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Budjevac, Nevena. "From ”learning to read” to ”reading to learn”: An analysis of the reading mistakes made by students". Zbornik Instituta za pedagoska istrazivanja 51, n.º 2 (2019): 573–613. http://dx.doi.org/10.2298/zipi1902573b.
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Reading literacy is a complex competence that consists of a series of functionally applicable knowledge, skills, attitudes and strategies that the individual gains and uses through formal and informal education and through everyday life. In addition to the skills, which allow the reader to understand individual words and sentences, the backbone of the development of reading literacy is the development of skills and processes that allow them to construct the meaning of the entirety of the text. Mastering these skills paves the way for children to transition from the learning- to-read phase to the reading-to-learn phase, which should take place towards the end of the first cycle of compulsory education. This is why the aim of this study was to explore in detail the difficulties that pupils face at the end of the 4th grade, regarding reading comprehension. The study included 170 pupils from Belgrade. The study was conducted in groups and lasted for one school period. The study used 50 tasks that previous research had shown reliably tested different levels of reading comprehension at the given age. The tasks were divided into six blocks (6 to 9 tasks per block), and each child did two blocks of tasks (incomplete study design). All the incorrect answers were analysed in detail against the type of requirement that the specific task had, and they were classified according to the type of mistake that the child made. The results showed that at the end of the 4th grade a significant number of students had not developed skills that comprise the backbone for reading comprehension, based on which we concluded that their capacity to use reading as a tool of learning and development was somewhat limited.
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Obukhova, O. L. "The diagnostics of information texts’ understanding quality". Psychological-Educational Studies 8, n.º 4 (2016): 208–17. http://dx.doi.org/10.17759/psyedu.2016080420.
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New educational Standard provides a list of metacognitive results of junior school that must be achieved while learning to read. The technique “Calendar” permits to evaluate three types of reading competences: reconstructing reading, reflective reading and creative reading. The article is devoted to the principles of the technique’s construction and data of it’s approbation. Results of three different schools are compared and discussed according to their educational environments. It is proved that the technique permits to evaluate readiness to study in elementary school as “reading to learn”, find reading deficits and correct them. This work was supported by grant RFH (№ 16-06-00926).
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McNeel, Jennifer Houston. "Praying to learn, learning to pray: Reading the Lord’s Prayer in context". Review & Expositor 118, n.º 4 (noviembre de 2021): 507–12. http://dx.doi.org/10.1177/00346373221099440.
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The Lord’s Prayer is often recited and studied apart from its literary context. While the prayer on its own is valuable, studying it in the context of the Gospels of Matthew and Luke reveals further theological insights. This article analyzes the prayer first in the context of Matthew, as part of the Sermon on the Mount. Here, the prayer serves to highlight the connection in Matthew’s Gospel between an inner disposition of faithfulness and outward actions of compassion. Next, the prayer is read in the context of the Gospel of Luke, in which Jesus gives it as a response to the disciples asking him to teach them to pray. Here, the prayer serves to highlight Luke’s focus on prayer as connection to God and the importance of perseverance in one’s prayer life. While the meaning of the Lord’s Prayer in Matthew and the meaning of it in Luke are not contradictory, they are distinct, and interpretive riches are lost when readers fail to observe the differences in literary context and emphasis.
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Chmiel-Bożek, Halina. "The potential of the dynamic platform webtoons.com/fr in the teaching/learning of French as perceived by students of Romance philology". Neofilolog, n.º 62/2 (26 de junio de 2024): 396–408. http://dx.doi.org/10.14746/n.2024.62.2.4.
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Reading is an important element of independent work on the language, but offering students additional reading to improve their linguistic and cultural competences is an extremely difficult task, due to the evolving tastes of young people and the variability of the media they use. Given the popularity of manga and digital comics in France, Romance philology students were asked to read a series selected from the webtoons.com/fr platform in French. A survey was then carried out to find out their views on how this tool could be used in French language learning. The results of the survey clearly indicate that the webtoons.com/fr platform can be used as an effective tool for learning French. According to the respondents, reading the selected series allowed them, above all, to develop lexical resources and was also an enjoyable pastime that increased motivation to learn the language. Students also paid attention to the combination of word and image, appreciating both the aesthetic and practical side of reading digital comics. Finally, the practicality of using the platform, its ease of use and accessibility was emphasised.
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Bintari, Bertha. "Rfid Application For Designing Lowcost Learning Device For Play And Learning To Read Early Braille For Blind Children". International Journal of Applied Sciences and Smart Technologies 5, n.º 1 (15 de junio de 2023): 17–26. http://dx.doi.org/10.24071/ijasst.v5i1.5599.
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It is very important for children who have low vision or visual impairment to be able to recognize braille letters and recognize words. This ability will help them to be able to read and write Braille. Braille recognition learning methods currently use technology as a learning aid or assistive device. However, assistive devices with this technology are still rare and unaffordable for some schools and students in Indonesia. The design of this braille learning aid applies RFID as a low-cost solution for learning braille reading aids. This tool integrates several braille learning methods that have been carried out by teachers when teaching braille recognition in schools. The integrated methods are the Mangold method, the Fernald method, the Flashcards method and the scrabble method. This tool helps children recognize braille letters, arrange them as words and is confirmed directly by the tool through sound if the letters arranged as a word are right or wrong. With this integration method, children are expected to be able to learn to read braille while playing, and learn independently.
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Riyadi Saputra, Dwi Novri Asmara y Rahmania. "STRATEGI GURU DALAM MENINGKATKAN PEMBELAJARAN KEMAMPUAN MEMBACA PESERTA DIDIK KELAS II SEKOLAH DASAR NEGERI 238/VI TANJUNG PUTUS II". Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, n.º 04 (30 de septiembre de 2023): 366–77. http://dx.doi.org/10.36989/didaktik.v9i04.1642.
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This study aims to improve students' reading skills because there are obstacles in reading at the beginning of grade 2 students. Therefore the teacher applies strategies that can make students more easily and actively participate in learning to read so that students can learn easily and have fun. This study uses a qualitative descriptive research approach with a phenomenological research type. This research was conducted at SDN 238/VI Tanjung Putus II, Tanjung Putus Village, West Tabir District, Merangin Regency, Jambi Province. The data in this study uses primary and secondary data. Data collection techniques used in the form of observation techniques Interview Methods (interviews) and documentation. The data validation technique in this study went through three stages, including the preliminary stage, the filtering stage and the incomplete data completion stage. The data analysis technique used was analysis during data collection and analysis after the data was collected. The results of this study showed that the beginning reading ability of grade 2 students at SD Negeri 238/VI Tanjung Putus II was still low and there were several students who needed guidance and assistance from the teacher in reading. . 2) The strategy used in the process of implementing improving students' reading skills is the bottom-up strategy. Implementation of the strategy using the basal readers method is a series of reading activities carried out after students know and understand various forms of letters and various series of variations of combining letters into various words. Then proceed with using the distar method, the teacher also applies a peer tutor approach by asking students who are already fluent in reading to help their friends who can't yet. 3) The impact of using the early reading learning strategy in grade 2 is an increase in reading ability which is marked by students being able to read and write independently, only constrained in reading consonants. After the process of reading activities, students also dare to retell what they have read.
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Saha, Neena M., Stephanie N. Del Tufo y Laurie E. Cutting. "Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype". Journal of Learning Disabilities 52, n.º 6 (29 de julio de 2019): 442–55. http://dx.doi.org/10.1177/0022219419862266.
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Learning to read relies upon the integration of phonological, orthographic, and semantic information. However, no studies have investigated how children with varying reading abilities learn phonological-orthographic (PO) and semantic aspects of novel words as a function of both learning approach (LA; e.g., learning new words in isolation or context) and outcome (fluency or comprehension). In this study, 45 children participated in three tasks that differentially tested PO and semantic attributes of novel pseudo-words learned through two learning approaches. Children were classified into groups as having dyslexia (DYS), having specific reading comprehension deficits (S-RCDs), or being typically developing readers (TD). Differences were found between groups, with S-RCD poorer than TD on semantic but not PO components of learning. Children with DYS displayed impaired results on both semantic and PO learning but showed an interaction on task by LA performance. Specifically, in the DYS group, isolation LA yielded better performance on PO learning, while context LA was better for semantic learning. These results indicate that (a) children with S-RCDs have a unique learning profile that is dissociable from DYS and TD and (b) reading impairments are not static but rather influence acquisition of reading skill in different ways, depending on reading profile.
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Ilman Hanafi Destian, Dwiana Asih Wiranti y Aan Widiyono. "Strategi Guru Untuk Meningkatkan Kemampuan Membaca Permulaan Pada Siswa Kelas I SD di Masa Pandemi". DIAJAR: Jurnal Pendidikan dan Pembelajaran 1, n.º 2 (26 de abril de 2022): 197–203. http://dx.doi.org/10.54259/diajar.v1i2.778.
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The ability to read is one of the aspects of language that students in elementary school need to learn. The success of students in learning is influenced by the mastery of students' reading skills at the beginning level. The impact of the Covid-19 virus makes it difficult for grade 1 elementary school students to read so that they have difficulty understanding the material presented by the teacher through online learning. For this reason, steps were taken to implement the strategy by holding "Reading Lessons". Through this strategy, it is hoped that: 1) the students' initial reading ability will increase; 2) understand the supporting and inhibiting factors of teachers in implementing strategies to improve students' early reading skills. The research design used descriptive qualitative. The research subjects were teachers and first grade students of SDN 1 Bawu Jepara. Data collection techniques using observation, interviews, and documentation. Data analysis through data reduction, data presentation, and drawing conclusions. The results showed that: 1) the "Les Reading" strategy can improve students' initial reading skills through: a) planning (teacher preparation in delivering materials and using learning methods and media; b) implementing strategies (learning steps and student participation); and 2) The supporting factors for the strategy are parents, school policies, and the availability of learning media. While the inhibiting factors for the strategy are internal to the students and the limited time for implementation.
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Ilman Hanafi Destian, Dwiana Asih Wiranti y Aan Widiyono. "Strategi Guru Untuk Meningkatkan Kemampuan Membaca Permulaan Pada Siswa Kelas I SD di Masa Pandemi". DIAJAR: Jurnal Pendidikan dan Pembelajaran 1, n.º 2 (26 de abril de 2022): 197–203. http://dx.doi.org/10.54259/diajar.v1i2.778.
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The ability to read is one of the aspects of language that students in elementary school need to learn. The success of students in learning is influenced by the mastery of students' reading skills at the beginning level. The impact of the Covid-19 virus makes it difficult for grade 1 elementary school students to read so that they have difficulty understanding the material presented by the teacher through online learning. For this reason, steps were taken to implement the strategy by holding "Reading Lessons". Through this strategy, it is hoped that: 1) the students' initial reading ability will increase; 2) understand the supporting and inhibiting factors of teachers in implementing strategies to improve students' early reading skills. The research design used descriptive qualitative. The research subjects were teachers and first grade students of SDN 1 Bawu Jepara. Data collection techniques using observation, interviews, and documentation. Data analysis through data reduction, data presentation, and drawing conclusions. The results showed that: 1) the "Les Reading" strategy can improve students' initial reading skills through: a) planning (teacher preparation in delivering materials and using learning methods and media; b) implementing strategies (learning steps and student participation); and 2) The supporting factors for the strategy are parents, school policies, and the availability of learning media. While the inhibiting factors for the strategy are internal to the students and the limited time for implementation.
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Asmuni. "PAI Teacher’s Role In Increasing Student Motivation In Learning To Read The Quran In Smk Bina Insani Pinang City Tangerang". Scientia 2, n.º 1 (25 de enero de 2023): 317–25. http://dx.doi.org/10.51773/sssh.v2i1.168.
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This research is motivated by many students who have not been able to read the Koran well and correct and aims to determine the role of Islamic religious education teachers, in increasing student motivation to learn to read the Koran at SMK Bina Insani Pinang Tangerang City. This study uses a qualitative method of field study research. With the subject of 7 respondents. Data collection techniques in this study used observation, interviews, and documentation. The data analysis technique uses data reduction, data presentation and conclusion drawing. The results showed that the role of PAI teachers in increasing students' motivation to read the Koran greatly influenced students' success in learning to read the Koran because PAI teachers not only played a role as teachers but also played a role as parents of students in schools of course very high and had a big role in educating students to be a human being. One of the roles of Islamic Religious Education teachers is to teach the Qur'an to students through the method of giving assignments to students, giving motivation to be serious, always giving advice to students, the role of Islamic religious education teachers as mentors for students. The ability to read the Koran is the ability of students to read the Koran well, fluently and correctly in accordance with the rules of tajwid science and understand the Koran is the word of God revealed to the prophet Muhammad SAW. The role of Islamic education teachers in increasing students' motivation to learn to read the Koran is to plan and implement teaching and learning activities according to students' abilities so that students are accustomed to reading the Koran through the tadarusan in class for 5 to 10 minutes every day. And through the method of memorizing short letters along with the science of recitation and the laws of reading, giving examples of how to read the Koran correctly, practicing in turns. With the habit of reading the Qur'an in students is expected to increase the motivation of faith and piety.The factors that support the role of PAI teachers externally are the pedagogic and professional competence of good teachers, creativity in the implementation of learning. And the inhibiting factors consist of internal factors, namely from the personality of each student who is less motivated to learn the Qur'an and the attention of parents to their children since childhood. While external factors are one of the inhibiting factors from outside the surrounding community environment who are still less concerned about the various problems that exist in students, even though the community is a further education from the school level, and usually the community environment is part of non-formal education which greatly affects students' lives. in the motivation to learn to Read the Koran.
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Akbar, Eliyyil. "A2MIPARI (Aksi Anak Membaca Iqra’ Pagi Hari); Pembelajaran Al-Qur’an pada Pendidikan Anak Usia Dini “Ash-Shiby”". AL-ATHFAL : JURNAL PENDIDIKAN ANAK 3, n.º 2 (30 de diciembre de 2017): 197. http://dx.doi.org/10.14421/al-athfal.2017.32-07.
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The children is a sensitive time which is something that he obtained is easily drenched with how to learn while playing. The habit of children playing can be made reference to become the habit of learning, so that the same used to play and learn. The habit of learning to read the Qur'an is done by repeatedly as consequence of Early Child Education "Ash-Shiby" that learning the Qur'an done in the morning before the start of formal activities done because the morning is very effective in giving time and the spirit of the enthusiasm of children in exercising. This paper describes the implementation of A2MIPARI (Action Children Read Iqra' Morning); learning the Qur'an in the Early Child Education "Ash-Shiby" and the result of A2MIPARI (Action Children Read Iqra' Morning). The implementation of A2MIPARI not contained in a lesson plan and accommodate the moral development of religion and the Bible. The results from A2MIPARI is enthusiastic and motivated so that the progress of reading children always increased in every week. The actualisation can serve as a reference point in the teach the Qur'an making kebermaknaan life that reflected from the contents of the Qur'an.
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Valentina, Riesta Monic y Sukartono. "Application Of Flashcard Media In Learning To Read Of Second Grade Students". Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan 10, n.º 2 (30 de diciembre de 2023): 176–84. http://dx.doi.org/10.21009/improvement.v10i2.41544.
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This research focuses on the application of flashcard media in the beginning reading learning of grade 2 students at SDN 02 Brujul. The study uses interviews, observation, and documentation to gather data from five grade 2 teachers and students. The research identifies learning planning activities such as selecting learning methods, preparing media, and teaching materials. The application of flashcard media involves learning letters in series I, II, and III. Factors inhibiting the application of flashcard media include family factors, while supporting factors include teacher, student, and infrastructure factors. To address these factors, diligent practice at home and coordination with parents regarding child development can be implemented. The study highlights the importance of considering both supporting and inhibiting factors in the application of flashcard media in early reading learning.
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Aso, Maria Silvia, Helena Susanti Anur y Adrianus Nasar. "Pemanfaatan Media Video Animasi dan Permainan Tradisional dalam Bimbingan Belajar Siswa SD Selama Masa Pandemi Covid-19". Prima Abdika : Jurnal Pengabdian Masyarakat 1, n.º 3 (21 de septiembre de 2021): 98–106. http://dx.doi.org/10.37478/abdika.v1i3.1218.
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The purpose of tutoring for the students of SDK Kekandere 2 is to help students understand the material well in the midst of the ongoing Covid-19 pandemic situation. The learning media used during tutoring are animated videos and traditional games as learning methods. The purpose of using animated videos is to make students more enthusiastic about participating in learning and also to increase students' understanding of the material they are learning. Traditional games are used so that students do not get bored easily or students can learn while playing. Besides that, it also helps students to find their own concepts because previously students only got material information from the teacher. And in between learning activities, reading exercises were carried out for students who were not yet fluent in reading. The results of the tutoring carried out can improve students' understanding, students are very enthusiastic about participating in the learning process and students are able to learn to find their own concepts even though they are not perfect. Meanwhile, to read only needs regular practice from students.
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Suhartono, Suhartono, Ahmad Sodikin y Ahmad Ulin Ni’am. "Upaya Meningkatkan Kefasihan dan Kelancaran Membaca Al-qur’an Melalui Metode Iqro’ pada Santri Asrama Miftahul Huda Sukaraja". Jurnal Indonesia Mengabdi 2, n.º 2 (10 de diciembre de 2021): 29–35. http://dx.doi.org/10.30599/jimi.v2i2.986.
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Efforts to improve fluency and fluency in reading the Qur'an through the Iqro method for Miftahul Huda Sukaraja Dormitory students are carried out with the aim of increasing fluency and fluency in reading the Qur'an in Miftahul Huda Sukaraja Dormitory students. The approach used in the implementation of community service is a functional approach. The method used in the implementation of activities is the Iqro 'learning method. one method of how to quickly learn to read the Qur'an. The results obtained from this activity were that the Miftahul Huda Sukaraja dormitory students experienced an increase in their ability to read the Qur'an in terms of fluency and fluency in accordance with the rules of recitation. Of the 10 students who took part in this activity, there were 8 students who were fluent and fluent in reading the Qur'an in accordance with the rules of recitation of 80%, while there were 2 students who were not fluent and fluent in reading the Qur'an 20%.
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Barzegar, Najmeh y Ali M. Fazilatfar. "Reading Strategies and Reading Fluency: A Case Study of Reading in First or Second Language". Journal of Language Teaching and Research 10, n.º 5 (1 de septiembre de 2019): 989. http://dx.doi.org/10.17507/jltr.1005.10.
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The ability to read in second or foreign language (L2/FL) is a vital skill for academic and autonomous language learning. This study investigates the reading performance of two TEFL students from different language backgrounds on two English texts and their equivalent Persian translations comparing their reading rate and comprehension in L1 and L2. A combination of think-aloud protocol, interview and observation methods was used in order to figure out the reading strategies used by each participant in the process of reading and comprehending each text. First, participants were asked to model the steps of their thinking when reading the same text and to discuss what strategies and process they went through while interacting with the passage. Then, they were asked to respond some questions at the end of each reading passage. Last, an interview about their reading experiences and strategies is conducted. Findings of collected data from multiple sources were examined in the sense that the overall extracted themes were triangulated. The data were analyzed based on the Uso-Juan, Esther and Alicia Martinez-Flor (2006) framework for key reading strategies. The result showed that there is a positive relationship between reading fluency and reading comprehension. The most effective strategies employed by each participant were also reported. Through critically and analytically reflecting on differences between L1 and L2 reading, language learners can learn how to read so as to get the most out of their academic materials.
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Laing, Sandra P. "Miscue Analysis in School-Age Children". American Journal of Speech-Language Pathology 11, n.º 4 (noviembre de 2002): 407–16. http://dx.doi.org/10.1044/1058-0360(2002/044).
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It has been suggested that children who have trouble learning to read may use less effective decoding strategies than children who learn to read typically. The present investigation examined reading miscues (errors) made by typically developing children and children who demonstrated below-average language and reading abilities to answer the following questions: (a) Do typically developing children and children with below-average language and reading skills evidence similar types of miscues while reading aloud? (b) Do typically developing children make more grapho-phonemically similar errors (in which the error resembles the text word in two or more phonemes) and more nonsense-word errors than children with below-average language and reading ability and, (c) What is the relationship between the nature of reading miscues and comprehension performance? Results suggested that typically developing children made more miscues that preserved the meaning of the text than children with below-average language and reading abilities. Groups were equally likely to make errors that were grapho-phonemically similar and/or nonsense words. Comprehension performance for both groups was best predicted by omission of content words and phonologically similar real-word errors that maintained the meaning of the text. Analysis of oral-reading errors may be useful in prescribing specific intervention to improve automaticity and efficiency in reading for children with language-learning disorders.
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Riva Setyo Wati, Nurzaki Alhafiz y Agus Mursidi. "BEHAVIOR TECHNIQUES TO REDUCE LAZY IN READING CASE STUDY ARTICLES OF PGRI BANYUWANGI UNIVERSITY STUDENTS". SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL 13, n.º 1 (24 de junio de 2024): 6–12. http://dx.doi.org/10.36526/sosioedukasi.v13i1.3907.
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It is very important that students' interest in reading influences their learning outcomes, because a high interest in reading allows a person to understand the basics of science perfectly. The aim of this research is to what extent students increase their willingness to read to understand articles at PGRI Banyuwangi University in order to get the expected results from the research. The method used is descriptive qualitative. Data was obtained from active students in the Guidance and Counseling study program at PGRI Banyuwangi University who attended lectures from the 2nd and 4th semesters of the 2022 and 2023 classes. Qualitative research collected data by observation and interviews. The PGRI Banyuwangi University Guidance and Counseling Study Program class of 2022 and 2023 still do not understand how to read articles well and also as a requirement to support completing lecture assignments. With this, we still don't understand what is being done and what the student understands. Reading more articles is searched on the Google Scholar site than on other websites. The results show that to avoid laziness in reading, students must first understand how they learn and change their behavior to create a personalized learning plan. Stimulus given by lecturers to students who want to read articles for lectures and other assignments, so that they can gain knowledge about the articles they read while increasing their understanding of both the material and its content.
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Ramadhanty, Putri Gayatri y Indah Wahyuni. "KEGIATAN BTA SEBAGAI PEMBENTUKAN KARAKTER SISWA YANG ISLAMI DI SMP MUHAMMADIYAH 4 SAMBI BOYOLALI". Buletin Literasi Budaya Sekolah 2, n.º 2 (8 de diciembre de 2020): 113–19. http://dx.doi.org/10.23917/blbs.v2i2.12838.
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The implementation of Al-Qur'an reading and writing activities at SMP Muhammadiyah 4 Sambi Boyolali is carried out from Tuesday to Thursday, which is carried out after teaching and learning activities. This activity must be carried out by all students and students based on their abilities. For reading and writing Al-Quran Iqro 'takes place in each student's class, while for reading and writing Al-Quran and Tahfidz takes place in the mosque around the school. Application of Read and Write Al-Quran is the right way to form an Islamic character in oneself. Among the series of activities to read and write Al-Qur'an, the teacher always provides motivation, guidance and responsibility to students. The person in charge of reading and writing Al-Qur'an activities is the walikelas who holds each grade level. The series of activities to read and write Al-Qur'an are mandatory for students at SMP Muhammadiyah 4 Sambi because it is a work program of the school principal himself to shape the behavior and character of students who draw closer to Allah SWT. Islamic student character can be formed in a student by practicing good life habits and always worshiping Allah SWT.
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Auliya, Prativi Khilyatul, Tri Yuli Ardiyansah y Ribeh Najib Muhammad. "Mobile Assisted Language Learning: Platfoms To Support Students Teacher Improving Reading Skill". Journal of English Teaching, Literature, and Applied Linguistics 5, n.º 1 (15 de abril de 2021): 70. http://dx.doi.org/10.30587/jetlal.v5i1.2527.
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This study was investigating the platforms on Mobile Assisted Language Learning (MALL) that mostly used by students teachers on first and second year to improve their reading skill. Qualitative research design which used questionnaire and interview was employed to gain and analyze the data. The result showed that 79.3% students benefited various platforms, while the rest never used any platforms to support improving their reading skill. The top-five platforms were; (1) Wattpad, (2) Social Media, (3) Duolingo, (4) U-Dictionary, and (5) Quora. Students favored those platforms due to its popularity, attractiveness, efficiency, and benefit. The up-to-date and popular platform such as various social media and Quora were used to improve reading skill by connecting them to communicate to English native. Attractive platform such as Wattpad, where they could read countless stories was demanded to please their soul of readers. The efficient ones, Duolingo and U-Dictionary were chosen by them who prefer to learn in organized way. Fortunately, all of those platforms offered advantages for students such as improving their vocabulary acquisition, grammar competence, reading speed, and reading comprehension as well.
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Rizky Vita Losi, Sri Wahyuni, Sisi Rosida y Putri Zahra. "Comic Strip: a Media to Teach English". JOLADU: Journal of Language Education 1, n.º 3 (31 de mayo de 2023): 127–33. http://dx.doi.org/10.58738/joladu.v1i3.202.
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When students are asked to write or read any English stories, then they need to learn about vocabulary as well. Writing skill challenges foreign students to be creative to create stories, while reading skill invites students to be good at comprehending the text. Recent studies have claimed in preference for the use of comic strips in language learning. The current study will go into detail about the use of comic strips as a learning medium, its advantages, and the effect to English learning at class. This literature review used George's (2008) model as a research method. The information was gathered from research articles about the use of comic strips in learning languages that were published in trustworthy international journals and recognized national journals. According to the review, prior research has shown that using comic strips in language learning can benefit students with their vocabulary, writing, and reading skills.
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Kurniawati, Lely Widorini. "Effect of Flash Card Media Effectiveness on Beginning Reading Ability and Symbolic Thinking in Early Childhood 5-6 Years: Case Study in Kindergarten. Imam Syafi'I Jember Odd Semester 2022-2023 Academic Yea". Journal of Education Technology and Inovation 6, n.º 1 (30 de junio de 2023): 47–58. http://dx.doi.org/10.31537/jeti.v6i1.1328.
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Learning media is an important tool in supporting the effectiveness of learning in schools, one of the visual learning media uses flash card media that displays a series of cards containing pictures, letters, and words that can attract interest in learning for early childhood. This study aims to see the effect of the effectiveness of flashcard media on the ability to read the beginning and think symbolically in early childhood 5-6 at Imam Syafi'i Kindergarten. This study uses a simple regression analysis method to see the effect of effectiveness of flashcard media on the ability to read beginning and think symbolically in early childhood 5-6 in Imam Syafi'i Kindergarten. It was concluded that partially the flash card media had a significant effect on beginning reading ability, partially the flash card media had a significant effect on children's symbolic thinking while simultaneously the flash card media had a significant effect on children's beginning reading ability and symbolic thinking
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Yani, Sri Ayu Merlinda, Khairun Nisa y Heri Setiawan. "FAKTOR PENGHAMBAT MEMBACA PERMULAAN PADA SISWA KELAS II SDN 32 CAKRANEGARA TAHUN AJARAN 2020/2021". JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL 2, n.º 2 (20 de diciembre de 2021): 136–46. http://dx.doi.org/10.29303/pendas.v2i2.394.
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This study aims to determine the inhibiting factors for early reading in grade II students of SDN 32 Cakranegara and alternative solutions that can be used so that they do not experience obstacles in beginning reading. Internal factors include intelligence, interests, talents, and motivation, while external factors include family environment, school environment, and community environment. This type of research uses a descriptive qualitative approach. Data collection techniques were carried out through interviews, observation, and documentation. The data analysis technique used is data reduction, data presentation, conclusion or verification. . Test the validity of the data using triangulation of sources, and the availability of references. The subjects of this study were second grade students. The results of this study indicate that the inhibiting factor for early reading of students in grade II is the lack of interest, talent, motivation from within the students themselves to learn to read, this is also supported by family and school environmental factors. First, the lack of support and motivation from parents and families towards students in the absence of special attention given to students in teaching students to read at home, secondly, the absence of teacher creativity in teaching students to read and the absence of facilities from schools that support the learning process. There are also strategic efforts used by the teacher in overcoming the obstacles to students' early reading, namely dividing students / focusing on teaching students who cannot read, providing special books for early reading, playing games / games, reminding parents to often teach children to read at home, no matter how busy they are, and train students on a daily basis.
Keywords: analysis, inhibiting factors, early reading, SDN 32 Cakranegara.
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Bao, Jie, Uldis Bojars, Ranzeem Choudhury, Li Ding, Mark Greaves, Ashish Kapoor, Sandy Louchart et al. "Reports of the AAAI 2009 Spring Symposia". AI Magazine 30, n.º 3 (7 de julio de 2009): 89. http://dx.doi.org/10.1609/aimag.v30i3.2253.
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The Association for the Advancement of Artificial Intelligence, in cooperation with Stanford University's Department of Computer Science, was pleased to present the 2009 Spring Symposium Series, held Monday through Wednesday, March 23–25, 2009 at Stanford University. The titles of the nine symposia were Agents that Learn from Human Teachers, Benchmarking of Qualitative Spatial and Temporal Reasoning Systems, Experimental Design for Real-World Systems, Human Behavior Modeling, Intelligent Event Processing, Intelligent Narrative Technologies II, Learning by Reading and Learning to Read, Social Semantic Web: Where Web 2.0 Meets Web 3.0, and Technosocial Predictive Analytics. The goal of the Agents that Learn from Human Teachers was to investigate how we can enable software and robotics agents to learn from real-time interaction with an everyday human partner. The aim of the Benchmarking of Qualitative Spatial and Temporal Reasoning Systems symposium was to initiate the development of a problem repository in the field of qualitative spatial and temporal reasoning and identify a graded set of challenges for future midterm and long-term research. The Experimental Design symposium discussed the challenges of evaluating AI systems. The Human Behavior Modeling symposium explored reasoning methods for understanding various aspects of human behavior, especially in the context of designing intelligent systems that interact with humans. The Intelligent Event Processing symposium discussed the need for more AI-based approaches in event processing and defined a kind of research agenda for the field, coined as intelligent complex event processing (iCEP). The Intelligent Narrative Technologies II AAAI symposium discussed innovations, progress, and novel techniques in the research domain. The Learning by Reading and Learning to Read symposium explored two aspects of making natural language texts semantically accessible to, and processable by, machines. The Social Semantic Web symposium focused on the real-world grand challenges in this area. Finally, the Technosocial Predictive Analytics symposium explored new methods for anticipatory analytical thinking that provide decision advantage through the integration of human and physical models.
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Kurnia, Agus. "IMPLEMENTASI METODE AL-HIDAYAH DALAM PEMBELAJARAN BACA TULIS AL-QUR’AN". Jurnal Tatsqif 15, n.º 1 (28 de junio de 2017): 69–96. http://dx.doi.org/10.20414/j-tatsqif.v15i1.1309.
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Learning, especially studying Koran, is obligatory for every Muslims. the condition of Muslim children at early age in urban areas especially in Bandung age 6 to 13 years allegedly almost 80% have not been able to read the Koran, therefore Al-Hadi Middle School (SMP) feels obliged to overcome these problems by requiring all students to learn read and write the Koran through Local Subject that is read and write the Koran. To achieve the effectiveness of learning, Al-Hidayah Method is used which is adjusted to the conditions and objectives of learning Read and Write Koran in school. The research used is Analytic Descriptive Method based on observation result, in-depth interview and test conducted. The result of this research shows Al-Hidayah method in Al-Hadi middle school implemented by using classical pattern, individual and cooperative learning. The obstacle is the lack of learning modules and not yet mastered the concept of learning the method of al-hidayah. While the superiority seen in the shortness of existing materials and exercises that enable students to achieve basic competence in reading and write Koran is shown from the number of students who can achieve the basic competencies that have been set.
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Aulia agustiar y Nur chalis. "Tatbiq Tariqah al-Ta’allum al-Ta’awuni bi Uslub JIGSAW li Tarqiyah Qudrah al-Talabah ‘ala Fahm al-Nusus al-‘Arabiyyah (Dirasah Ijraiyyah bi Ma’had SMPIT Madrasah al-Quran Aceh Besar)". EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics 1, n.º 1 (24 de junio de 2020): 70–84. http://dx.doi.org/10.22373/maqalah.v1i1.519.
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Students at SMPIT Madrasatul Quran boarding school memorize verses of al-Quran, memorize Arabic vocabulary, learn Arabic grammar and learn Arabic texts. This process will be a good attempt to improve students' ability to read and understand Arabic texts. In reality, however, some students are not able to read and understand Arabic texts well, as there are errors in "makhrajul huruf", errors in "late rendering", errors on "stop places while reading texts" and are unable to " explain the meaning of the text read". Therefore, the researcher wanted to study the application of cooperative learning method with Jigsaw model to improve the ability of SMPIT Madrasatul Quran boarding school students to understand Arabic texts. The purpose of this study is to know the process of teaching students, students' responses to learning and to know the efforts of teachers in applying cooperative learning methods with Jigsaw model to improve the ability of SMPIT Madrasatul Quran boarding school students in understanding Arabic texts. The approach of this research is procedural research method. The research results that cooperative learning method Jigsaw model is effective to improve the ability of SMPIT Madrasatul Quran boarding school students in understanding Arabic texts. As a proof that the value of students in the first round is 66.89 (accepted). In the second half was 72.58 (acceptable). In the third round was 82.58 (good). In the fourth round their value increased to 86.20 (good). And also after observing learning by using cooperative learning method, there is a change in teaching and learning process. And the efforts of researchers in finding solutions to student problems have increased their competence and courage to read and understand Arabic texts
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Yusmi, Yusmi. "Application Of Sq3r Learning Model For Improving Student Learning Outcomes And Activities In Learning Bahasa Indonesia". Jurnal Ilmiah Pendidikan Scholastic 2, n.º 2 (28 de octubre de 2018): 28–36. http://dx.doi.org/10.36057/jips.v2i2.264.
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To learn a lesson well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do it", that is to describe something in their own way, to show their example, to try to practice their skills and to do tasks that demand the knowledge they have gained. Problems to be studied in this research are: Does using SQ3R model can improve student learning result of SD N 30 Timbulun in Indonesian language lesson? Steps taken in using the SQ3R learning model? The location of this research is SD Negeri 30 Timbulun. Subjects and Characteristics of students. Improved subjects are Indonesian subjects, while the number of students who became the target of research in class I as many as 27 people consisting of 15 women and 12 men. This research is in the form of process (observation and field note) and result of test. Observation is used to get data about students in following the learning of Indonesian language. This research indicates that the application of SQ3R model can improve comprehension comprehension if applied properly and in accordance with the implementation stage. Implementation of SQ3R model that is not perfect, less improve student learning result read comprehension. This is seen in classroom action research in cycle I to cycle III. Based on the research objectives, it can be concluded that the efforts of teachers to apply SQ3R model in reading comprehension learning can improve students' understanding of the reading. the details are as follows. 1) Increased reading progress through SQ3R model, every cycle I average score 56,44%, cycle II average value 66,11%, cycle III achievement result 88,11%. 2) The atmosphere of teaching and learning process goes well. All students do the job actively. This is seen when students strive to implement the stages of the strategy. Students can mention things that are known to the topic topics, can recount in their own words as well as summarize the content of the reading. 3) Activity of students in learning to run well because of its motivation to learn.
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Arif, Khairil, Olyivia Retdwina Rusma y Trio Mahendro Alam Sad. "The Influence of the R2L Learning Model on the Material of the Human Digestive System on Students’ Scientific Literacy". JURNAL EKSAKTA PENDIDIKAN (JEP) 7, n.º 1 (29 de mayo de 2023): 94–104. http://dx.doi.org/10.24036/jep/vol7-iss1/750.
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2018 PISA results show that Indonesia is ranked 71st out of 77 countries in the world. While Indonesia has been successful in increasing the access of 15-year-olds to the school system, greater efforts are still needed to educate them so that the percentage of low-achieving students is kept as low as possible. Based on the results of observations made, students' scientific literacy at SMP Negeri in Bukittinggi is still relatively low. This research was a quasi-experimental study with a non-equivalent control group design which aims to determine the scientific literacy profile of students using the Reading to Learn (R2L) model. The R2L model has a main focus on teaching students to read texts and then gain a deeper understanding of the contents of the reading and rewriting what they have learned (note-taking). Based on the results of statistical analysis, the data is normally distributed and homogeneous so that a parametric test (T-test) is carried out. The results of the calculation of the T-test obtain a value of 0.05, thus H0 is rejected and H1 is accepted. This shows that there is an influence of the Reading to Learn (R2L) model on the digestive system material on the scientific literacy skills of junior high school students.
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Barger, Rita H. y Cynthia G. Bryant. "Calendar Capers: A Star is Born". Mathematics Teaching in the Middle School 8, n.º 6 (febrero de 2003): 316–23. http://dx.doi.org/10.5951/mtms.8.6.0316.
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The unit described in this article connects many topics of mathematics. It was designed to help students become mathematically literate. To truly learn, as opposed to just learning for a test, the mathematics skills that students will need throughout their lives, they must be given opportunities to make conjectures, investigate, explore, discover, and solve problems. This unit encompasses all these skills. It also enables students to use reasoning and logic; to systematically collect, organize, and describe data; and to construct, read, and interpret displays of data while developing an understanding of mean, median, mode, and range. Finally, the unit also integrates science, history, reading, and art with mathematics in a captivating way that allows students at all levels to both learn and enjoy.
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Oke, Isdin, Nicole H. Siegel, Crandall E. Peeler, Steven D. Ness y Jean E. Ramsey. "Completing the Basic and Clinical Science Course as a First-Year Ophthalmology Resident". Journal of Academic Ophthalmology 11, n.º 02 (julio de 2019): e54-e58. http://dx.doi.org/10.1055/s-0039-3401848.
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Abstract Background The Basic and Clinical Science Course (BCSC) is the primary educational curriculum for ophthalmology resident physicians in the United States. The Ophthalmic Knowledge Assessment Program (OKAP) examination is an annual evaluation completed by residents that is based primarily on the BCSC curriculum. First-year ophthalmology residents are encouraged to complete the 13 volume BCSC series in preparation for the OKAP examination while balancing a steep clinical learning curve and substantial call schedule. By calculating the daily time commitment necessary to read each volume in the series, we hope to help residents create a realistic study plan to compete the entire BSCS series before the OKAP examination. Methods We determine the word counts of each volume using an electronic copy of the 2018–2019 BCSC series. We include all text sections and legends, and we exclude all figures and tables. We calculate the time per day of dedicated reading required to complete a goal number of BCSC books between the start of ophthalmology residency (postgraduate year 2 [PGY2]) and the OKAP examination by developing a formula that is a function of self-assessed reading speed. Results A first-year ophthalmology (PGY2) resident with an average reading speed of 250 words per minute must read for 25.0 minutes per day to complete the entire BCSC series before the OKAP examination. If studying is initiated at the beginning of intern (PGY1) year, the resident must read for 10.2 minutes per day. We introduce a formula and provide a table to guide residents on the amount of time needed to dedicate to reading the BCSC each day as a function of self-assessed reading speed. Discussion Completion of all volumes of the BCSC requires a daily commitment with little room for missed sessions. The commitment is substantially more realistic if initiated during the PGY1 year; thus, residency programs should encourage an early start to OKAP preparation. We hope with a better understanding of the daily time commitment involved in completing the BCSC series, ophthalmology residents will be able to develop more successful study plans.
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Ardhan, Toybul y Hasan Basri. "FAKTOR PENYEBAB BERHENTINYA SANTRI YANG SUDAH BISA MEMBACA AL-QUR’AN DAN SOLUSINYA". JURNAL PENDIDIKAN ISLAM AL-ILMI 6, n.º 2 (27 de julio de 2023): 274. http://dx.doi.org/10.32529/al-ilmi.v6i2.2660.
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Every Muslim is required to study the Qur'an so that according to what was taught by the Prophet read according to ability, calmly, and repeated so that it is really true. Reading it and practicing it is a very noble deed and will get a double reward. The purpose of this research is to find out the factors causing the cessation of students who can already read the Koran and the solution at Madrasah Diniyah Raudhatul Jannah, Sukorejo Village, Sidayu District, Gresik Regency. While this research uses a qualitative approach, this type of case study. Based on the presentation and discussion of research data, it can be concluded that the factors causing students not to continue learning the Koran: (1) child factors, (2) family, (3) playmates, and (4) IT development. While the solutions are (1) for the ustad to provide an understanding to the parents of the students, how important it is to learn the Qur'an, and (2) for the ustad to remain enthusiastic about learning al-Qur'an learning methods so that the students do not seemed bored and would feel at home still studying at Madrasah Diniyah Raudhatul Jannah. Continuing to read and practice the Qur'an is caused by internal factors and external factors that make students leave the routine of studying the Qur'an.
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Putri, Ninda Oktaviana, Entis Sutisna y Asih Wahyuni. "Metacognitive Strategy on Students’ Literal and Inferential Comprehension in L2 Reading". Pedagogia: Jurnal Ilmiah Pendidikan 13, n.º 2 (31 de diciembre de 2021): 94–101. http://dx.doi.org/10.55215/pedagogia.v13i2.4506.
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Reading is one skill that should be master by the students who want to learn English. However, students often find difficulties while learning English. To solve the problem, students should mastered four language English skills, and one of them is Reading. However, based on the preliminary data taken by the Researcher, it shows that students often did not know what they read. They are not aware of their own reading process. To solve this problem, the students need to know what kind of strategy that they should use while reading. The appropriate strategy that student should use when read is the metacognitive strategy. This paper entitled Metacognitive strategy on students’ literal and inferential comprehension is conducted to know what kind of metacognitive strategy used on students’ reading comprehension, especially their literal and inferential. The aims of this study are to know what kind of metacognitive strategy used on students’ literal and inferential comprehension skills in L2 reading and how are the use of metacognitive strategy on students’ literal and inferential comprehension to their reading skill. There were 3 strategy subscales or factors; Global Reading Strategies, Problem-Solving Strategies and Support Reading Strategies. Results revealed that participants reported frequent use the third metacognitive-strategy types stated by Mokhtari. K And Reichard. The method of this research is qualitative research. It takes place at Pakuan University. The population of this study were Fifth-semester students of the English language Education study program. While the sample of this research are students from class A and Class D that consists of 37 students. The technique and instruments of collecting data for this research are questionnaires, interviews, and forum group discussions. In conclusion, the result shows that the students use metacognitive strategy in their reading process.
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Inayah, Ratih y Ningtyas Orilina Argawati. "NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING". Indonesian EFL Journal 5, n.º 2 (23 de julio de 2019): 121. http://dx.doi.org/10.25134/ieflj.v5i2.1781.
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This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.
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Alard, Pascale. "Jedi Mindset: Discussing Effective Learning Strategies with Students". Journal of Immunology 208, n.º 1_Supplement (1 de mayo de 2022): 106.15. http://dx.doi.org/10.4049/jimmunol.208.supp.106.15.
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Abstract Students' ability to retrieve acquired knowledge long-term is critical for every discipline. The research on learning shows undergraduate students use ineffective learning strategies, misjudging passive vs active ways of learning, and prioritizing grade over long-term learning, while they could achieve both by switching to effective learning strategies. Moreover, first generation graduates may be at a disadvantage as they have less opportunity to learn from family member experience. Sixty percent of students who attend medical, dental or graduate school continue to use ineffective strategies, e.g., re-reading. Our goal was to discuss learning strategies with our incoming graduate students to encourage them to switch to effective ones. We held four consecutive weekly sessions before courses started to discuss the book by Dr. Saundra McGuire entitled, “Teach yourself how to learn”. Incoming graduate students read a few chapters for each session and discussed what they had read with facilitators and senior students, who shared their own experience about the program and provided advice. The final session revisited the various concepts with short podcasts highlighting the different points. A majority of our students were willing to modify their study habits and will be surveyed regularly to assess whether they continue to use effective learning strategies. More importantly, students who switched to effective learning strategies understood concepts better and scored higher on exams, including comprehensive exams. Our study suggests that regularly discussing effective learning strategies with graduate students is easy to implement, and may be beneficial to their understanding of material, performance and long-term retrieval. Supported by None
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Jaminar, Jaminar. "Improving Reading Skills At First Class Students Sdn 04 Koto Ranah Kecamatan Iv Nagari Bayang Utara Kabupaten Pesisir Selatan Through Model Of Singing Learning". Jurnal Ilmiah Pendidikan Scholastic 2, n.º 2 (28 de octubre de 2018): 53–63. http://dx.doi.org/10.36057/jips.v2i2.273.
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The existence of elementary school as a basic educational institution is very high to participate in helping children grow. For Students class I SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 is a place to play, socialize and also learn is quite representative. In general, people know that learning in class I Sdn 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 apply the principle of playing while learning or learning while playing. But in its application, it turns out that between theory and practice are not aligned. It was found that in the first grade students of SDN 04 Koto Ranah, Sub District IV Nagari Bayang Utara, Pesisir Selatan District, the Lesson Year 2015/2016 has been taught the lesson and its delivery as it is to teach the lessons to the children of Advanced School. Concerns arise when society generally thinks that the standard of teaching success in class I SDN 04 Koto Ranah Subdistrict IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 is students who have completed education in elementary school able to write, read and count. Parents will feel proud when their son graduated from elementary school has been fluent in reading, writing and counting. Based on what the authors have done, can be drawn some conclusions that: Reading practice in teaching and learning process with singing techniques more easily ditangkapa by grade I SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson 2015/2016. During this activity, there is a seriousness of the children to follow the lesson. Children can learn to read without feeling depressed and always in a pleasant atmosphere. The results of monitoring quantitatively shows that 75% of children are able to read smoothly so that invites students class I SDN 04 Koto Ranah District IV Nagari Bayang North Pesisir Selatan District Lessons 2015/2016 reading practice with singing techniques proved to foster interest in reading children early on. A teacher meeting program with parents who are held once a month before delivering materials to children is very influential in helping children to succeed in SDN 04 Koto Ranah Sub District IV Nagari Bayang Utara Pesisir Selatan District Lesson 2015/2016. The author realizes that the delivery of the material has not been implemented optimally, given the number of children who exceed the capacity. If implemented more intensively and with the ideal ratio of teachers and children, then the quantitative and qualitative of course the result will be better.
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Magulod, Gilbert Cabilangan. "Innovative Learning Tasks in Enhancing the Literary Appreciation Skills of Students". SAGE Open 8, n.º 4 (octubre de 2018): 215824401882038. http://dx.doi.org/10.1177/2158244018820382.
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Literature is life. It is the gateway of looking the world outside. We can learn, understand and appreciate the world. Reading literature is the best way to know who we are, what we are, and what we used to be. Using descriptive correlational research design, the study ventured on assessing the literary appreciation skills and reading performance of university students in literature, which may provide input to propose innovative learning tasks in enhancing their literary competence. Ninety students enrolled in the literature subject of the three college departments of one campus of a public higher education institution in the Philippines, were the participants of the study. Findings revealed that the students have a moderate level of skill in literary appreciation areas but a relatively low skill level in recognizing author’s point of view, ability to judge the text, recognizing personal philosophy based on literary text read, and relating the stories to their personal lives. Meanwhile, students showed fair performance in literature learning, while literary appreciation skills and reading performance differed when students are grouped according to their college affiliations. Furthermore, a positive relationship exits between literary appreciation skills and reading performance of the students. This study proposes the implementation of twenty-nine innovative learning tasks for literature classes. The different learning tasks were presented in this paper for classroom use.
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Hasiana, Isabella. "PENGARUH PERMAINAN KARTU HURUF TERHADAP KEMAMPUAN MEMBACA ANAK KELOMPOK A DI TK AMANDA CIPTA MENANGGAL SURABAYA". Incrementapedia: Jurnal Pendidikan Anak Usia Dini 3, n.º 01 (30 de junio de 2021): 26–31. http://dx.doi.org/10.36456/incrementapedia.vol3.no01.a3851.
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This research is motivated by the lack of use of letter cards in learning in kindergarten, in this case to develop children's reading skills, it is very necessary to have interesting learning such as letter card games, because by using letter card games develop the ability of the right brain, can recognize letters easily, with letter cards children can learn while playing, so that children are not easily bored and bored, children in kindergarten Amanda are less developed reading skills because of that many children can not read, develop abilities reading children can help children in preparing themselves to enter elementary school, this can make it easier for children to read because children already know the basics.
The purpose of this study was to determine whether there is an effect of the game of letter cards on the reading ability of group A children at TK Amanda Cipta Menanggal Surabaya. The method in this study is a quantitative research method using the type of Pre-Experiential Design in the form of One Group Protest-Postest Design. This quantitative research has 3 stages: pretest, treatment treatment and posttest. Data collection used is observation and documentation.
The results of the study were that there was no effect of letter card games on the reading ability of group A children in Amanda Cipta Menanggal Kindergarten, this was evidenced from the pre-test and post-test data obtained using SPSS v.20 which showed that the sig value obtained was 0,21<0.05, then Ho is automatically accepted Ha is rejected.
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Arifin, Muhammad y Ahmad Muhammad Husni. "ISTIRĀTĪJIYYAT TA'LIM AL-LUGAH AL-'ARABIYYAH 'AN BU'D". Jurnal Al-Maqayis 8, n.º 1 (30 de junio de 2021): 24. http://dx.doi.org/10.18592/jams.v8i1.4783.
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Active learning strategies are all forms of learning that allow students play an active role in the learning process. There is a covid pandemic 19 can hinder its implementation, such as delivery methods, quotas and networks Internet. In this case the tutors must determine the right strategy in learning delivery of Arabic language matrices such as the four maharahs online. The formulation of the problem in this study is to explore language learning strategies distance Arabic on the four aspects of language skills. And the goal in this research is to find out how the strategy is implemented. This research method uses a qualitative approach by using Qualitative descriptive method with the type of field research on a matrix scale consisting of from analysis with data collection tools in the form of observations, interviews, documentation. The results of the study show that the learning strategies used in listening skills is a PAKEM strategy with the samiyah syafahiyah method, in the third subject using the method correctly according to the aspects of listening skills while the other subjects tend to learn skills read. The learning strategies of speaking skills applied are: PAKEM strategy with direct method, the third subject using the method correctly according to the aspect of listening skills, while the other subjects tend to learn reading skills. Learning strategies on reading skills using the PAKEM strategy by the third tutor, while the other tutors use the inquiry method. The three tutors use the method qiraah jahriya. The Arabic language learning strategy for writing skills that is applied is the PAKEM strategy for the third tutor, and the others using inquiry. All tutors use the imla masmu and imla manqul methods.
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Triananda, Anak Agung Ayu Novi. "Preference of English Language Education Students of Learning Styles". Journal of Educational Study 2, n.º 1 (15 de febrero de 2022): 126–33. http://dx.doi.org/10.36663/joes.v2i1.271.
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Students bring their own unique characteristics during the learning process in the class. They have different ways of following the learning process itself. This way can be called preference or style. They will use the style that matches and help them in comprehending the learning material during the learning process. There is known that students' learning styles are divided into many kinds according to some experts. Therefore, this study aimed at investigating the prominent styles of EFL students using VARK Model by Neil Fleming. To gather the data, the study used a descriptive study with a survey. The participant in this study come from 20 English Language Education of Ganesha University students from the 7th semester. This study revealed that the prominent of students' learning preferences came from Multimodal style which were the combination between reading/write (R) and kinestheticstyle learners. Students who are learning with a read/write style like to demand information in the form of words or text. They like to read and taking notes while learning. Some visual-real aids like graphs, diagrams, etc., helped them a lot while learning. Meanwhile, for students with kinesthetic learning style, they tend to have a hands-on interaction for it is essential to them. The greatest ways for kinesthetic learners to learn is they like to directly do a physical touch while learning and like doing some authentic activity like practical exercises, trial and error activities, and solving some case studies.