Artículos de revistas: "Reading ability"

1

Venezky, Richard L. y Charles A. Perfetti. "Reading Ability". American Journal of Psychology 100, n.º 2 (1987): 310. http://dx.doi.org/10.2307/1422416.

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Grabe, William y Charles A. Perfetti. "Reading Ability". Language 63, n.º 1 (marzo de 1987): 201. http://dx.doi.org/10.2307/415428.

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3

Kaya, Ebru. "The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students". ÜNİVERSİTEPARK Bülten 4, n.º 1-2 (30 de diciembre de 2015): 37–51. http://dx.doi.org/10.12973/unibulletin.412.4.

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4

Gaurifa, Agusnimar. "Ability Write Reading Summary". IJEMS:Indonesian Journal of Education and Mathematical Science 3, n.º 1 (19 de enero de 2022): 18. http://dx.doi.org/10.30596/ijems.v3i1.5499.

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5

TAKAHASHI, Noboru. "ACQUISITION OF READING ABILITY". Japanese Journal of Educational Psychology 44, n.º 2 (1996): 166–75. http://dx.doi.org/10.5926/jjep1953.44.2_166.

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6

Lee, Binna. "Analysis of Reading Self-efficacy, Reading meta-cognition and Reading Ability according to Writing Ability Level". Korean Association For Learner-Centered Curriculum And Instruction 21, n.º 7 (15 de abril de 2021): 159–79. http://dx.doi.org/10.22251/jlcci.2021.21.7.159.

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7

CARRELL, P. L. "Second Language Reading: Reading Ability or Language Proficiency?" Applied Linguistics 12, n.º 2 (1 de junio de 1991): 159–79. http://dx.doi.org/10.1093/applin/12.2.159.

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8

Ngân, Phạm Thị Hoàng, Mai Thị Thanh Thu y Trần Văn Đăng. "USING EXTENSIVE READING TO IMPROVE STUDENTS’ READING ABILITY". Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên 199, n.º 06 (29 de mayo de 2019): 45–50. http://dx.doi.org/10.34238/tnu-jst.2019.06.1130.

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Đọc là một cách để học tập và hưởng thụ. Đặc biệt, trong việc học ngoại ngữ thứ hai, khả năng đọc tốt là cần thiết cho việc học tiếng Anh với mục đích học thuật và mục đích nghề nghiệp cũng như trong nhiều chương trình giảng dạy của các trường đại học. Nhiều nghiên cứu trước đây đã chỉ ra, sinh viên dành nhiều thời gian đối với các bài học đọc để đạt được năng lực như vậy. Mặc dù có nhiều năm được hướng dẫn và thực hành về cách đọc, nhiều sinh viên học tiếng Anh vẫn gặp khó khăn trong việc cải thiện khả năng đọc. Tất nhiên, có một số lý do cho việc này như việc thiếu từ vựng, đọc lưu loát và thói quen đọc. Có nhiều cách khác nhau để cải thiện khả năng đọc của sinh viên và một trong số đó là phương thức “đọc mở rộng”. Do đó, bài báo nhằm mục đích chỉ ra các vấn đề mà sinh viên gặp phải trong khi học đọc và tìm ra lợi ích của việc “đọc mở rộng” đối với việc cải thiện khả năng đọc của sinh viên.

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9

TAKAHASHI, NOBORU. "Developmental Changes in Reading Ability". Japanese Journal of Educational Psychology 49, n.º 1 (2001): 1–10. http://dx.doi.org/10.5926/jjep1953.49.1_1.

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Carras, Porto. "Cerebral lateralization and reading ability". International Journal of Psychophysiology 18, n.º 2 (noviembre de 1994): 136. http://dx.doi.org/10.1016/0167-8760(94)90415-4.

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11

Aguiar, Linda y Susan Brady. "Vocabulary acquisition and reading ability". Reading and Writing 3, n.º 3-4 (diciembre de 1991): 413–25. http://dx.doi.org/10.1007/bf00354971.

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12

Swagerman, Suzanne C., Elsje van Bergen, Conor Dolan, Eco J. C. de Geus, Marinka M. G. Koenis, Hilleke E. Hulshoff Pol y Dorret I. Boomsma. "Genetic transmission of reading ability". Brain and Language 172 (septiembre de 2017): 3–8. http://dx.doi.org/10.1016/j.bandl.2015.07.008.

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13

Widyarini, Laksmi. "GOOGLE READING LOGS TO IMPROVE READING ABILITY AND INTEREST". Wiralodra English Journal 6, n.º 1 (3 de marzo de 2022): 74–88. http://dx.doi.org/10.31943/wej.v6i1.144.

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This study is aimed at 1) determining the procedure for using Google reading logs in improving students' reading skills and interest, and 2) identifying the effect of using Google reading logs on students' reading skills and interest. Participants in this study were early semester students of English Department, Universitas Sarjanawiyata Tamansiswa. The study employed a descriptive qualitative approach. The research data were collected through pre-test/post-test, questionnaires, and interviews. The study was initiated by collecting data regarding relevant facilities in Google Classroom as reading logs. The next phase was collecting data related with the students’ reading interest and skills. The results of the data analysis were then used to determine the procedure for using google reading logs. The data collected from the results of the pre-test/post-test, questionnaires, and interviews were summarized and analyzed. Based on the results of the analysis and data summary, it is concluded that google reading logs improve students' reading ability and interest.

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Jenkins, Joseph R., Rebecca Zumeta y Opio Dupree. "Measuring Gains in Reading Ability with Passage Reading Fluency". Learning Disabilities Research and Practice 20, n.º 4 (noviembre de 2005): 245–53. http://dx.doi.org/10.1111/j.1540-5826.2005.00140.x.

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15

Seo, Jiyoung, Yeongmi Choi y Youngmin Park. "Analysis of Reading Motivation and Reading Attitudes according to Reading Ability Level". Korean Association For Learner-Centered Curriculum And Instruction 20, n.º 8 (30 de abril de 2020): 601–25. http://dx.doi.org/10.22251/jlcci.2020.20.8.601.

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16

Smith, Jeffrey K., Lisa F. Smith, Alison Gilmore y Madgerie Jameson. "Students' self-perception of reading ability, enjoyment of reading and reading achievement". Learning and Individual Differences 22, n.º 2 (abril de 2012): 202–6. http://dx.doi.org/10.1016/j.lindif.2011.04.010.

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17

Tantowie, Tanto Aljauharie, Dadang Sunendar, Rahman Rahman y Tatat Hartati. "The Role of Metacognition (Metacomprehension) and Inferential Ability on Reading Comprehension Ability". International Journal of Learning, Teaching and Educational Research 21, n.º 11 (30 de noviembre de 2022): 262–81. http://dx.doi.org/10.26803/ijlter.21.11.15.

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In this study, the researchers explored the role of the metacognition component on reading comprehension ability and the role of reading comprehension ability in predicting the level of accuracy of metacomprehension. The first stage of research used experimental research to see the effect of inferential ability and metacognition on the reading comprehension ability. The second stage of research using the correlational method is used to study the relationship between the independent and dependent variables. This study involved 300 primary school students from 10 schools with a composition of 200 students involved in the first phase of research and 100 students involved in the second phase of research. Samples were taken randomly. The results show that the individual's reading comprehension ability can predict the level of metacomprehension accuracy. Metacognitive strategies that are carried out through planning, monitoring and evaluation have a significant impact on students' reading comprehension skills. Inferential-based questions have a significant impact on the accuracy of metacomprehension. In addition, the metacognitive component (metacomprehension), and inferential ability can improve students' reading comprehension skills, especially increasing inferential understanding. The implication of this research is that teachers can consider these aspects as well as optimise the role of these variables to enhance students' reading comprehension skills.

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18

Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability". Register Journal 11, n.º 2 (29 de noviembre de 2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.

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Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability

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19

Carver, Ronald P. "The Three Factors in Reading Ability: Reanalysis of a Study by Cunningham, Stanovich, and Wilson". Journal of Reading Behavior 24, n.º 2 (junio de 1992): 173–90. http://dx.doi.org/10.1080/10862969209547771.

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Cunningham, Stanovich, and Wilson (1990) tested college students and concluded from their 22 measures that three factors were needed to explain individual differences in reading ability; one of these factors was called Word Recognition. Their data have been reanalyzed to determine whether there is any support for the three individual difference factors advanced in rauding theory—called rauding accuracy level (AL), rauding rate level (RL), and rauding efficiency level (EL). A factor analysis of their nine variables that measured reading ability yielded two factors; one was readily identified as AL because its highest loadings were on vocabulary and listening tests, and the other was readily identified as RL because its highest loadings were on measures of reading rate. When a single factor fit was forced upon these data, the resulting factor was readily identified as EL because the highest loadings were on measures of general reading ability such as reading comprehension and efficiency. It appears that individual differences in almost all measures of reading ability can be explained by regarding AL and RL as correlated subfactors of general reading ability, EL. The Word Recognition factor found by Cunningham et al. appears to be a rate factor, called rauding rate level, RL.

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20

Tse, Shek Kam, Xiao-yun Xiao y Wai-yip Lam. "The influences of gender, reading ability, independent reading, and context on reading attitude". Written Language and Literacy 16, n.º 2 (3 de septiembre de 2013): 241–71. http://dx.doi.org/10.1075/wll.16.2.05tse.

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The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students’ reading attitudes reflected the influence of the student’s gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students’ reading attitudes. Moreover, teaching the students reading skills explicitly and the school’s overall reading attainment were positively related to the students’ reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed.

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Aisyah, Siti y Ratih Punamasari. "Relationship between Fifth Grade Students’ Reading Interest and Reading Ability". JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, n.º 1 (20 de febrero de 2021): 80. http://dx.doi.org/10.33578/jtlee.v4i1.7865.

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The purpose of this study was to determine the relationship between reading interest and students' reading comprehension ability. Research approach using quantitative with correlational study method. The subjects of this study were students of class VA and VB at SD Negeri Karya Bhakti totaling 90 students. The sample was taken by 47 students, then this study was obtained using a five-scale questionnaire for the Reading Interest and Reading Comprehension Ability variables using tests. Therefore, from the data obtained, it was found that a moderate relationship between reading interest and reading comprehension ability was seen from the accumulated calculation results, which was 30% such as using the time to read books in the library, while 70% is influenced by other factors such as students who are motivated by the teacher to increase reading interest so that students can to read a comprehension and other factors are also influenced from outside of students, namely when doing tasks, students are guided and assisted by parents. . Based on the results of the research above, it can be concluded that there is a positive relationship between Reading Interest and Reading Comprehension Ability in class VA and VB students of SD Negeri Karya Bhakti Odd semester of the 2019/2020 academic year.

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TAKAHASHI, MAIKO. "Role of Oral Reading in the Development of Reading Ability :". Japanese Journal of Educational Psychology 61, n.º 1 (2013): 95–111. http://dx.doi.org/10.5926/jjep.61.95.

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Kirby, John R. y Phillip J. Moore. "Metacognitive Awareness about Reading and its Relation to Reading Ability". Journal of Psychoeducational Assessment 5, n.º 2 (junio de 1987): 119–37. http://dx.doi.org/10.1177/073428298700500204.

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Nguyen, Angeline M., Suzanne W. van Landingham, Robert W. Massof, Gary S. Rubin y Pradeep Y. Ramulu. "Reading Ability and Reading Engagement in Older Adults With Glaucoma". Investigative Opthalmology & Visual Science 55, n.º 8 (22 de agosto de 2014): 5284. http://dx.doi.org/10.1167/iovs.14-14138.

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Virgiyanti, Diska Fatima. "The Use of Extensive Reading to Encourage Students’ Reading Ability". International Journal of English Learning and Applied Linguistics (IJELAL) 1, n.º 1 (15 de diciembre de 2020): 78. http://dx.doi.org/10.21111/ijelal.v1i1.5016.

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Riza, Armilia. "TEACHING READING THROUGH SHARED READING STRATEGY". TELL-US JOURNAL 2, n.º 2 (17 de marzo de 2017): 78–84. http://dx.doi.org/10.22202/tus.2016.v2i2.1337.

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This study was aimed at looking at the effect of using Shared Reading Strategy toward reading ability of students of SMP N 1 IV Jurai Pesisir Selatan, West Sumatra. This study is based on the fact the poor ability of students to understand the monologue text. This study used pretest-posttest design given to the experimental and control groups. The results showed that the experimental group posttest result was higher than the control group. It showed that the Shared Reading Strategy gave significant effect toward students’ reading ability at SMP N 1 IV Jurai. This statement is supported by the results of t test with significant value of 2.26.

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Vuković, Mile, Rada Reljić-Trivković y Slađana Ćalasan. "Reading ability of young school-age children". Биомедицинска истраживања 13, n.º 1 (2022): 27–36. http://dx.doi.org/10.5937/bii2201027v.

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Introduction. Reading is a complex linguistic and cognitive ability, acquired through learning. Children of typical development in the first four years of school completely master the reading skill. However, some children may have difficulty learning to read despite their preserved intellectual abilities and adequate training. The aim of this paper is to determine the reading ability and to identify reading disorder in children of younger school age. Methods. The sample consisted of 123 students of third, fourth and fifth grade of elementary school. The three-dimensional reading test - the text "One Snowy Day" was used. Reading speed, reading accuracy and reading comprehension were assessed. Results. Slow reading was identified in 35.3% of third graders and 22.2% of fourth graders. Deficits in reading accuracy were observed in 8.8% of third grade students. Delays in the development of reading comprehension were identified in most of the examined students. On the whole, our results showed that there is no statistically significant difference in reading ability between boys and girls. Conclusion. A significant number of children is late in mastering reading skills. Given that reading speed increases significantly with age, and the number of errors decreases, we expect that many slow readers will reach an appropriate reading speed, and that most of the children who showed unexpected number of errors will master accurate word decoding. Since comprehension deficits were identified in the majority of respondents, we conclude that a significant number of children did not reach the developmental stage in which reading becomes a means of learning.

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Gravenhorst, Tammy. "Reading Ability: Negotiating Academe on Crutches". Medieval Feminist Newsletter 19 (marzo de 1995): 26–29. http://dx.doi.org/10.17077/1054-1004.1490.

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Siregar, Masyunita. "Alternative Learning Media Pre Reading Ability". Early Childhood Research Journal (ECRJ) 2, n.º 1 (2 de enero de 2020): 9–13. http://dx.doi.org/10.23917/ecrj.v2i1.7466.

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The ability to read early is an important ability given to children. Through reading skills, children will be able to gain other knowledge. Learning media is a tool for delivering material and facilitating learning activities. Learning to procure media to improve the ability to read the beginning that is appropriate for children's development is very necessary. Wrong-name learning media is one of the new media alternatives to improve initial reading skills. The purpose of this article is to add learning media to request the ability to read the beginning. And to add to the literature about the ability to read the beginning.

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Shrestha, Kumar Narayan. "“Reading” ability of students in Nepal". Journal of NELTA 20, n.º 1-2 (4 de mayo de 2018): 41–50. http://dx.doi.org/10.3126/nelta.v20i1-2.19776.

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Reading is the main means of exposure for English as a second or foreign language learner. The present study aimed at finding out the reading comprehension ability (RCA) of the master level students, majoring in English at Tribhuvan University (TU), Nepal in relation to IELTS academic reading test. Administering a sample testand analyzing its data, it was found that the RCA of the master level students is not adequate in terms of IELTS standard since their RCA is 41% and the IELTS score is 3.70 band. This shows that they are at ‘Extremely Limited User’ level for the admission policies in IELTS recognised countries and not eligible to get the admission in the IELTS recognised Universities. The implication of the study is that there is a need for reading skills development programme incorporating the enhancement of inferential, predictive and interpretive skills. Journal of NELTA, Vol 20 No. 1-2, December 2015, Page: 41-50

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Markides, Andreas. "Background noise and lip-reading ability". British Journal of Audiology 23, n.º 3 (enero de 1989): 251–53. http://dx.doi.org/10.3109/03005368909076507.

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Naglieri, Jack A. "Do Ability and Reading Achievement Correlate?" Journal of Learning Disabilities 34, n.º 4 (julio de 2001): 304–5. http://dx.doi.org/10.1177/002221940103400403.

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Kickey, Kathleen. "Reading Ability of Cerebral Palsied Children". Developmental Medicine & Child Neurology 4, n.º 2 (12 de noviembre de 2008): 209–10. http://dx.doi.org/10.1111/j.1469-8749.1962.tb03137.x.

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Jackson, Nancy E., Gary W. Donaldson y Lynne N. Cleland. "The structure of precocious reading ability." Journal of Educational Psychology 80, n.º 2 (1988): 234–43. http://dx.doi.org/10.1037/0022-0663.80.2.234.

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Wheeler, N. Jill. "Test of Early Reading Ability – 2". Diagnostique 24, n.º 1-4 (marzo de 1999): 229–40. http://dx.doi.org/10.1177/153450849902401-420.

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Perfetti, Charles. "Reading Ability: Lexical Quality to Comprehension". Scientific Studies of Reading 11, n.º 4 (26 de septiembre de 2007): 357–83. http://dx.doi.org/10.1080/10888430701530730.

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Bigelow, Elizabeth R. y Beryl E. McKenzie. "Unstable Ocular Dominance and Reading Ability". Perception 14, n.º 3 (junio de 1985): 329–35. http://dx.doi.org/10.1068/p140329.

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Arciuli, Joanne, Berna Gurisik y Natalie Munro. "Parental Perceptions of Children's Reading Ability". Asia Pacific Journal of Speech, Language and Hearing 13, n.º 1 (marzo de 2010): 61–66. http://dx.doi.org/10.1179/136132810805335146.

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Padden, Carol y Claire Ramsey. "Reading Ability in Signing Deaf Children". Topics in Language Disorders 18, n.º 4 (agosto de 1998): 30–46. http://dx.doi.org/10.1097/00011363-199808000-00005.

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Padden, Carol y Claire Ramsey. "Reading Ability in Signing Deaf Children". Topics in Language Disorders 18, n.º 4 (agosto de 1998): 30–46. http://dx.doi.org/10.1097/00011363-199818040-00005.

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Conklin, Joan W., Phyllis K. More y Eugene W. Muller. "Reading Ability and Success in Nursing". Nurse Educator 21, n.º 1 (enero de 1996): 22. http://dx.doi.org/10.1097/00006223-199601000-00012.

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Bowey, Judith A. y Rinu K. Patel. "Metalinguistic ability and early reading achievement". Applied Psycholinguistics 9, n.º 4 (diciembre de 1988): 367–83. http://dx.doi.org/10.1017/s0142716400008067.

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ABSTRACTThis study explored the conceptual status of metalinguistic ability by determining whether or not metalinguistic ability can account for variation in early reading achievement independently of more general language abilities. First-grade children were given a test battery assessing phonemic awareness, syntactic awareness, receptive vocabulary, syntactic proficiency, word decoding ability, and reading comprehension ability. Strong zero-order correlations were observed among all experimental measures. However, multiple regression analyses revealed that metalinguistic ability did not contribute to the prediction of early reading achievement when general language ability effects were statistically controlled.

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Kirby, John R., S. Hélène Deacon, Peter N. Bowers, Leah Izenberg, Lesly Wade-Woolley y Rauno Parrila. "Children’s morphological awareness and reading ability". Reading and Writing 25, n.º 2 (25 de marzo de 2011): 389–410. http://dx.doi.org/10.1007/s11145-010-9276-5.

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Brown, James D. "Components of engineering-English reading ability?" System 16, n.º 2 (enero de 1988): 193–200. http://dx.doi.org/10.1016/0346-251x(88)90033-4.

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Realo, Anu, Jüri Allik, Aire Nõlvak, Raivo Valk, Tuuli Ruus, Monika Schmidt y Tiina Eilola. "Mind-reading ability: Beliefs and performance". Journal of Research in Personality 37, n.º 5 (octubre de 2003): 420–45. http://dx.doi.org/10.1016/s0092-6566(03)00021-7.

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Chuang, Hui-Kai, R. Malatesha Joshi y L. Quentin Dixon. "Cross-Language Transfer of Reading Ability". Journal of Literacy Research 44, n.º 1 (27 de diciembre de 2011): 97–119. http://dx.doi.org/10.1177/1086296x11431157.

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Palmer, Rebecca E. y Michael C. Corballis. "Predicting reading ability from handedness measures". British Journal of Psychology 87, n.º 4 (noviembre de 1996): 609–20. http://dx.doi.org/10.1111/j.2044-8295.1996.tb02611.x.

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Mufaridah, Fitrotul y Siti Lutfiyah. "READING INTENSITY ON STUDENTS’ SPEAKING ABILITY". ELLITE: Journal of English Language, Literature, and Teaching 5, n.º 1 (31 de mayo de 2020): 21–26. http://dx.doi.org/10.32528/ellite.v5i1.3277.

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Speaking as a language skill has been considered the most difficult one to master by the students especially in Songserm Wittaya School Songkla, Thailand. It was found that the majority of the students found it difficult to speak English fluently. As a productive skill, speaking is complex because learners need to acquire the accuracy and fluency in speaking. However, one EFL class showed a bit difference in the ability of speaking English because of their reading intensity. The design of the research was descriptive qualitative. The data were collected by a questionnaire for intensive reading and an interview on speaking to 30 students at 4/3 grade. The results of this research in general revealed that most of the students at grade 4/3 Thailand are good in speaking English due to their intensive reading that reached 50%. It was clearly seen from the analysis of some aspects of speaking (pronunciation, grammar, vocabulary, fluency and comprehension) in the interview section and questionnaire of reading intensity that 50% of the participants can speak English better through reading activity intensively. This finding implies that intensive reading has become a meaningful input for students’ speech production.

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Hermelin, Beate y N. O'Connor. "READING ABILITY OF SEVERELY SUBNORMAL CHILDREN". Journal of Intellectual Disability Research 4, n.º 2 (28 de junio de 2008): 144–47. http://dx.doi.org/10.1111/j.1365-2788.1960.tb00762.x.

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Mann, Virginia A. "Phoneme Awareness and Future Reading Ability". Journal of Learning Disabilities 26, n.º 4 (abril de 1993): 259–69. http://dx.doi.org/10.1177/002221949302600406.

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