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Artículos de revistas sobre el tema "Reading (primary)"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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1

Yalçin, A. Destina y Hulki Forta. "Primary reading epilepsy". Seizure 7, n.º 4 (agosto de 1998): 325–27. http://dx.doi.org/10.1016/s1059-1311(98)80027-7.

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2

Sáenz-Lope, E., F. J. Herranz-Tanarro y J. C. Masdeu. "Primary Reading Epilepsy". Epilepsia 26, n.º 6 (diciembre de 1985): 649–56. http://dx.doi.org/10.1111/j.1528-1157.1985.tb05706.x.

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3

Marjona, Sharopova. "FORMATION OF READING CULTURE AMONG PRIMARY STUDENTS". International Journal of Pedagogics 03, n.º 04 (1 de abril de 2023): 83–87. http://dx.doi.org/10.37547/ijp/volume03issue04-16.

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This article discusses how to develop students' independent thinking skills using a variety of interactive methods in completing exercises and assignments in primary school classes. In today's globalization process, the rapid receipt of information, its analysis, processing, theoretical generalization, leaving it alone for reporting to the student is one of the main urgent problems facing the education system. The use of pedagogical technologies to the educational process, in particular, to language education, serves as a positive solution to the specified relevant problem.
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4

Doniyarov, Mavlonbek Arabovich. "DEVELOPMENT OF READING LITERACY IN PRIMARY SCHOOL STUDENTS". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, n.º 09 (1 de septiembre de 2022): 36–41. http://dx.doi.org/10.37547/pedagogics-crjp-03-09-07.

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The article discusses the ways of developing the reading literacy of primary school students. Each student begins literacy lessons with simple reading, that is, adding letters into syllables and syllables into words. Usually, this process does not continue uninterruptedly, and it should be understood that it cannot give a sufficient result in achieving the goal by itself. Reading literacy can be understood as the basis for climbing the life ladder of knowledge, and entering the global knowledge system of mankind.
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5

Pryke, David. "Primary School Study Reading". Literacy 26, n.º 3 (noviembre de 1992): 30–36. http://dx.doi.org/10.1111/j.1467-9345.1992.tb00071.x.

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6

McGee, M. y S. Connolly. "P38.6 Primary reading epilepsy". Clinical Neurophysiology 117 (septiembre de 2006): 1. http://dx.doi.org/10.1016/j.clinph.2006.06.693.

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7

Mekhriniso, Musurmonova. "METHODS OF FORMING BOOK READING AND LIBRARY CULTURE IN PRIMARY CLASS STUDENTS". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 11 (1 de noviembre de 2022): 63–67. http://dx.doi.org/10.55640/eijmrms-02-11-17.

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The article focuses on the formation of a culture of reading and reading in primary school students, the formation of reading skills, the formation of a culture of reading, the development of spiritual and intellectual potential, consciousness and worldview.
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8

Kamalova, Nafisa T. "MODERN WAYS OF ASSESSING READING COMPREHENSION ACTIVITY OF PRIMARY CLASS STUDENTS". International Journal of Pedagogics 03, n.º 04 (1 de abril de 2023): 37–41. http://dx.doi.org/10.37547/ijp/volume03issue04-06.

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Reading occupies a special place in the structure of personality formation and reflects the spiritual state of society, its value orientations. The potential of reading activity contains aspects important for successful socialization and development of the student: cultural, educational, educational, communicative, psychological. Unfortunately, this potential is not always realized.
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9

Schmidt, N. S., V. Fana, H. M. Lindegaard y L. Terslev. "OP0312 THE IMPACT OF AN ULTRASOUND ATLAS FOR SCORING SALIVARY GLANDS IN PRIMARY SJÖGREN’S SYNDROME: A RELIABILITY EXERCISE". Annals of the Rheumatic Diseases 79, Suppl 1 (junio de 2020): 193.1–193. http://dx.doi.org/10.1136/annrheumdis-2020-eular.3639.

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Background:Salivary gland ultrasound (SGUS) may have the potential of facilitating diagnosis and therapy monitoring of salivary gland disease in patients with primary Sjögren’s syndrome (pSS). A novel consensus based OMERACT SGUS scoring system for the parotid and submandibular glands has recently been developed.(1)Objectives:To assess the reliability of 3 readers using the written definition of the scoring system provided by the OMERACT group and subsequent the impact of a SGUS-atlas based on the OMERACT SGUS scoring system.Methods:3 sonographers with 6 months to 10 years US experience performed a US exercise of 30 SGUS images of patients with SS. 16 images were of the submandibular gland (SMG) and 14 images of the parotid gland (PG) ranging from normal to varying degrees of abnormalities. The images were scored using the US scoring system provided by the OMERACT-group and subsequently using a SGUS atlas made for the study consisting of 4 images of every grade 0-3 of both the SMG and the PG. The readings were performed over 4 rounds: the first reading without using the atlas and second reading using the atlas 1 week later. The 30 images were scrambled by a physician not included in the readings and a third and fourth reading were performed without and with the atlas respectively – with 1 week in between. Inter- and intra-reader reliability were calculated by kappa-tests.Results:Light weighted Kappa for intra- and inter-reliability was determined for each reading. The results of the intra-reader reliability was ranging from moderate to almost perfect with improvement in the 2ndround of readings and with use of the atlas. The inter-reader reliability was moderate and better in the 2ndround of readings. Readings improved with the atlas. Details are shown in table 1.Table 1Intrareader reliability Weighted Kappa:Weighted Kappa, reader 1-3Reading 1 without atlas vs. reading 1 with atlas0.93, 0.85, 0.80Reading 2 without atlas vs. reading 2 with atlas0.78, 0.93, 0.78Reading 1 without atlas vs. reading 2 without atlas0.78, 1.00, 0.58Reading 1 with atlas vs. reading 2 with atlas0.93, 0.93, 0.86Interreader reliability Weighted Kappa:Weighted Kappa: mean (min – max)Reading 1 without atlas0.50 (0.33 – 0.72)Reading 1 with atlas0.55 (0.39 – 0.86)Reading 2 without atlas0.55 (0.33 – 0.93)Reading 2 with atlas0.60 (0.40 – 0.93)Conclusion:The results of the inter- and intra-reliability showed a moderate to almost perfect agreement respectively, of scoring SGUS in patients with pSS and especially in the 2ndround of readings indicating that training and the SGUS atlas increased the reliability.References:[1]Jousse-Joulin S, D'Agostino MA, Nicolas C, Naredo E, Ohrndorf S, Backhaus M, et al. Video clip assessment of a salivary gland ultrasound scoring system in Sjogren's syndrome using consensual definitions: an OMERACT ultrasound working group reliability exercise. Annals of the rheumatic diseases. 2019;78(7):967-73.Disclosure of Interests:Nanna Surlemont Schmidt: None declared, Viktoria Fana: None declared, Hanne Merete Lindegaard: None declared, Lene Terslev Speakers bureau: LT declares speakers fees from Roche, MSD, BMS, Pfizer, AbbVie, Novartis, and Janssen.
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10

DOMBEY, HENRIETTA. "Reading Recovery: A solution to all primary school reading problems?." Support for Learning 7, n.º 3 (agosto de 1992): 111–14. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00220.x.

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11

Qalandarov, Shuhrat. "METHODS OF WORKING ON FAIRY TALES IN PRIMARY CLASS READING LITERACY LESSONS". Current Research Journal of Philological Sciences 5, n.º 5 (1 de mayo de 2024): 47–52. http://dx.doi.org/10.37547/philological-crjps-05-05-10.

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Fairy tales hold a crucial place in the development of reading literacy among primary school children. This article explores various methods of engaging primary class students with fairy tales, aiming to enhance their reading skills, comprehension, and overall literacy. Through interactive, creative, and analytical approaches, educators can foster a love for reading and a deep understanding of literary elements among young learners.
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12

Kitchen, Margaret Clare, Maree Jeurissen y Susan Gray. "Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning". Teachers' Work 12, n.º 1 (3 de diciembre de 2015): 63–77. http://dx.doi.org/10.24135/teacherswork.v12i1.48.

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Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.
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13

Deda, Silvija Hanžić. "Metacomprehension Awareness of Primary School Plurilinguals". Sustainable Multilingualism 19, n.º 1 (1 de noviembre de 2021): 141–72. http://dx.doi.org/10.2478/sm-2021-0017.

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Summary This qualitative-quantitative study examines the level of metacomprehension awareness in international primary school students before, while, and after reading narrative texts. The first part of the study brings a short overview of theoretical background and previous research pertaining to metacognition and metacognitive strategies, reading comprehension, and plurilingualism in the context of formal education. The second part describes the participants, along with their diverse personal experiences regarding language and education. Two tests and a brief questionnaire were used for collecting the majority of information. A semi-structured interview was conducted to inquire about the participants’ attitudes towards reading narrative texts and the languages to which they give preference while reading such texts. The findings reveal that, at the age of ten, plurilingual students demonstrate a certain amount of metacomprehension awareness while reading narrative texts in English. No major differences were found between two language-specific groups defined by the students’ mother tongues, but certain differences occurred between boys and girls. Established reading language and language preferences for reading narrative texts seem to play an important role in effective reading comprehension, whereas age seems to be a more critical factor in the development of metacomprehension awareness of plurilingual 10-year-olds.
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14

Tomilova, Svetlana Dmitrievna. "READING PRIORITIES OF PRIMARY SCHOOL CHILDREN". Pedagogical Education in Russia, n.º 2 (2020): 127–34. http://dx.doi.org/10.26170/po20-02-15.

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15

Birketveit, Anna, Hege Emma Rimmereide, Monika Bader y Linda Fisher. "Extensive reading in primary school EFL". Acta Didactica Norge 12, n.º 2 (14 de junio de 2018): 9. http://dx.doi.org/10.5617/adno.5643.

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AbstractReading in the English subject in both primary and secondary school often involves studying course book texts in detail. Therefore, pupils are rarely exposed to longer texts which require reading for meaning, a skill needed in higher education and working life. With the right reading material, extensive reading (ER) should start already in primary school. This article reports on a study of primary school pupils from three different schools and their perceptions of an extensive reading and writing project, as well as their responses to the reading material offered. The study was designed to address the following research questions:1. Which types of reading material appeal to the pupils in the study?2. What is the role of gender in the pupils’ evaluation of the reading material?3. Are there differences between the pupils’ evaluation of the reading material offered, depending on their previous academic achievement?4. What are the pupils’ attitudes towards (extensive) reading?Two sets of questionnaire data were collected in the course of the project. First, during the reading, the learners were asked to answer a questionnaire about each book they had read or attempted to read. At the end of the project, the learners were asked to complete a questionnaire about their overall perception of the project. The study shows that there was a significant difference between the schools in the evaluation of the reading material, and there was also a significant difference between boys and girls in the perception of the reading material. More¬over, the study shows that the learners valued the chance to select the reading material themselves highly. When carrying out ER with pupils, it is essential to be aware of gender differences in reading preferences and ensure that there are enough books to cater for both boys’ and girls’ particular interests. Moreover, fostering a reading culture in both the Norwegian and English subjects is important.Keywords: extensive reading, gender differences, choice of books, the impor-tance of self-selection of books, motivation for readingEkstensiv lesing i engelsk som fremmedspråk i barneskolenSammendragLesing i skolefaget engelsk i både barne- og ungdomsskolen betyr ofte at elevene må gjøre rede for lærebokteksten på detaljnivå. Derfor møter elevene sjelden lengre tekster som krever forståelse av meningen med teksten, en ferdighet det forventes at de behersker i høyere utdannelse og i arbeidslivet. Med det rette utvalget av tekster burde elevene øve seg på ekstensiv lesing allerede i barneskolen. Denne artikkelen legger frem resultater fra en studie av elever fra tre forskjellige barneskoler og deres oppfatninger av et ekstensivt lese- og skrive-prosjekt i tillegg til deres respons på utvalget av tekster. Forskningsspørsmålene i studien er som følger:1. Hvilke typer lesestoff appellerer til elevene i studien?2. Hvilken betydning har kjønn i elevenes evaluering av lesestoffet?3. Har elevenes tidligere akademiske resultater betydning for deres evaluering av lesestoffet?4. Hvilke holdninger har elevene til ekstensiv lesing?To typer spørreskjema-data ble samlet inn i løpet av prosjektet. Først, i løpet av leseperiodene, ble elevene bedt om å svare på et spørreskjema om hver bok de hadde lest eller prøvd å lese. Når prosjektet var avsluttet, ble elevene bedt om å fylle ut et spørreskjema om deres totale opplevelse av prosjektet. Studien viser at det var en signifikant forskjell mellom skolene i elevenes vurdering av tekstene som ble tilbudt som lesestoff, og det var også en signifikant forskjell mellom gutter og jenter. Dessuten viser studien at elevene satte stor pris på muligheten til å velge lesestoff selv. Når man gjennomfører ekstensiv lesing med elever, er det viktig å være klar over kjønnsforskjeller i elevenes lesepreferanser og forsikre seg om at utvalget av bøker er stort nok til å ivareta både gutters og jenters spesielle interesser. Dessuten er det viktig å utvikle en kultur for lesing i både norskfaget og engelskfaget.Nøkkelord: ekstensiv lesing i engelsk, kjønnsforskjeller, elevers valg av bøker, betydningen av å velge bøker selv, motivasjon for lesing
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16

Mason, Anne. "Reading research in the primary classroom". Journal of Research in Reading 16, n.º 2 (septiembre de 1993): 128–37. http://dx.doi.org/10.1111/j.1467-9817.1993.tb00042.x.

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17

Roberts, Tessa. "Organising reading in the primary classroom". Literacy 19, n.º 2 (julio de 1985): 93–99. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00590.x.

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18

Wheldall, Kevin. "Reading recovery in Sydney primary schools". Australasian Journal of Special Education 17, n.º 2 (enero de 1993): 51–63. http://dx.doi.org/10.1017/s1030011200022910.

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This paper reviews the findings from a controlled experimental study of the effectiveness of the Reading Recovery Program undertaken in ten primary schools in Sydney, during the second year of its implementation. Children, selected by their teachers as low progress readers after one year at school, were randomly allocated to either Reading Recovery or to a control condition in which they received only the resource support typically provided to at-risk children. Low progress children from five schools of similar socio-economic level, but without a Reading Recovery Program, also took part in the study. All children were pre-tested on a number of norm and criterion referenced reading related literacy measures, post-tested on the same measures fifteen weeks after the Program commenced, and once again after a further fifteen weeks to assess maintenance effects. Results indicated that Reading Recovery students clearly outperformed students in the control group condition on most measures but, at this early stage of Reading Recovery implementation, there appeared to be no spill-over effects to other low progress students and their teachers in Reading Recovery schools. Furthermore, the practice of matching children to appropriate book level in the regular classroom, which is necessary to ensure maintenance of the Reading Recovery intervention, was not being adopted in most schools. Finally, because of the extremely low book level scores found among all Year 1 children in the ten Reading Recovery schools at the commencement of the study, serious implications arise about the selection of students for Reading Recovery in metropolitan New South Wales, their most appropriate point of entry into the Program, and the maintenance of their skills at discontinuation when they return to regular classes where average book levels continue to be low.
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19

Bao-yun, Dai y Lu Ji-ping. "Reading reform in Chinese primary schools". Prospects 15, n.º 1 (marzo de 1985): 103–10. http://dx.doi.org/10.1007/bf02195707.

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20

Duke, Nell K. y Meghan K. Block. "Improving Reading in the Primary Grades". Future of Children 22, n.º 2 (2012): 55–72. http://dx.doi.org/10.1353/foc.2012.0017.

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21

Foorman, Barbara R. "Primary Prevention in Classroom Reading Instruction". TEACHING Exceptional Children 39, n.º 5 (mayo de 2007): 24–30. http://dx.doi.org/10.1177/004005990703900504.

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22

Girmen, Pinar. "Reading Experiences of Primary Schools Students". International Journal of Learning: Annual Review 15, n.º 5 (2008): 15–24. http://dx.doi.org/10.18848/1447-9494/cgp/v15i05/45780.

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23

Wheldall, Kevin. "Reading recovery in Sydney primary schools". Australasian Journal of Special Education 17, n.º 2 (1993): 51–63. http://dx.doi.org/10.1080/1030011930170207.

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24

Houtveen, Anthonia A. M., Wim J. C. M. van de Grift y Saskia K. Brokamp. "Fluent reading in special primary education". School Effectiveness and School Improvement 25, n.º 4 (10 de diciembre de 2013): 555–69. http://dx.doi.org/10.1080/09243453.2013.856798.

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25

Bayraktar, Hatice Vatansever y Buket Acikses Firat. "Primary School Students' Attitudes towards Reading". Higher Education Studies 10, n.º 4 (12 de noviembre de 2020): 77. http://dx.doi.org/10.5539/hes.v10n4p77.

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The purpose of this study is to examine the level of primary school students' attitudes towards reading and whether they differ according to various variables. Descriptive scanning model was used in the research. The universe of the research consists of primary school students studying in the 2nd, 3rd and 4th grades in Istanbul. The sample of the study consists of 534 primary school students who study in 2, 3 and 4 classes in primary schools in Avcılar and Beylikdüzü districts of Istanbul. In the research, “Personal Information Form” and “Reading Attitude Scale” were used as data collection tools. SPSS was used in the analysis of the data. As a result of data analysis, it was observed that primary school students' attitudes towards reading were high. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to variables of gender, book-magazine reading status and state of enjoying the gift of books. The attitudes of female students, those who read books and magazines, and those who like to give books to them are higher. The attitudes of primary school students towards reading show a statistically significant difference according to the variable of buying book magazines to read in the sub-dimension of reading for entertainment and in the total scores. This difference is in favor of those who buy book and magazines to read. The attitudes of primary school students towards reading show a statistically significant difference in sub-dimension of reading for entertainment purposes according to the number of siblings. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to the variables of the class she studied and the number of books read per week. Primary school students' attitudes towards reading do not show a statistically significant difference according to variables.of mother and father educational status and favorite book type.
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Lonergan, Roisin, Alan McCarthy, ASM Shamsu, Jill Byrne, Aine Merwick, Richard Reilly, Tim Lynch, Christopher McGuigan y Sean Connolly. "READING BETWEEN THE LINES: A CASE SERIES IN PRIMARY READING EPILEPSY". Journal of Neurology, Neurosurgery & Psychiatry 84, n.º 11 (9 de octubre de 2013): e2.149-e2. http://dx.doi.org/10.1136/jnnp-2013-306573.33.

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27

AMAECHI ANIDI, CHARLES. "EFFECT OF COOPERATIVE LEARNING ON PRIMARY SCHOOL PUPILS’ READING ACHIEVEMENT IN AWKA METROPOLIS". Journal Plus Education 30, n.º 1/2022 (1 de mayo de 2022): 67–78. http://dx.doi.org/10.24250/jpe/1/2022/caa/ioo/ecn/eno.

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This study investigated the effect of cooperative learning on reading achievement of primary school pupils in Awka Metropolis in Awka South Local Government Area. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental design specifically the pre-test, post-test control group design. The population comprised of 3,419 primary five pupils in Awka metropolis and 65 pupils selected from schools that use Macmillan English who participated in the study formed the sample for the study. Reading Achievement Test (RAT) with a reliability coefficient of 0.89 determined using Kuder-Richardson Formula 20 was used to collect data for the study. Pupils in the experimental group were taught reading using reciprocal peer tutoring, a type of cooperative learning considered in the study while those in the control group were taught reading using conventional method. Data collected were analyzed using mean scores for research questions and Analysis of Covariance (ANCOVA) for testing the hypotheses at 0.05 level of significance. Major findings revealed that pupils taught reading with Reciprocal Peer Tutoring (RPT) performed significantly better than those taught with conventional method did. There was no significant difference in the performance of male and female pupils taught reading with RPT. Based on the findings, it was recommended that teachers training colleges and universities should incorporate reciprocal peer tutoring in their curriculum so that prospective teachers will be acquainted with the basic skills for designing RPT instructional materials for use in their respective classrooms. Teachers should be well equipped and integrated with RPT for an effective teaching, mastery and its application in the teaching and learning processes.
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Sayfullayevna, Xamrayeva Iroda. "PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL PRINCIPLES OF FORMING CONSCIOUS READING IN PRIMARY SCHOOL STUDENTS WITH MENTAL IMPAIRMENT". Current Research Journal of Pedagogics 5, n.º 5 (1 de mayo de 2024): 29–34. http://dx.doi.org/10.37547/pedagogics-crjp-05-05-06.

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In this article, the process of acquiring reading skills in people, the study of the processes of acquiring reading skills from a psychological, pedagogical, methodological point of view, the basics of the method of mastering conscious reading, the stages of the formation of reading skills, the quality of reading skills, the scientific research of scientists on the formation of conscious reading in intellectually disabled students was studied and analyzed.
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van der Sande, Lisa, Ilona Wildeman, Adriana G. Bus y Roel van Steensel. "Nudging to Stimulate Reading in Primary and Secondary Education". SAGE Open 13, n.º 2 (abril de 2023): 215824402311663. http://dx.doi.org/10.1177/21582440231166357.

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Many students infrequently read during leisure time. Due to fast, unconscious decisions, they may overlook the possibility of reading. We tested the impact of nudging on reading frequency, reading attitude, and reading skills. Two studies targeting Grades 4 to 6 ( N = 105) and Grades 7 and 8 ( N = 146) compared: (1) a nudging condition—participants twice a week receiving reminders to read, (2) an information condition—participants once receiving information about the importance of reading, and (3) a control condition—participants receiving neither information nor reminders. In primary education, nudges positively affected parents’ knowledge of children’s books and students’ reading attitudes. In secondary education, nudges positively impacted students’ book knowledge. All effects only occurred for those students and parents most prone to reading. For the majority of the students, nudges did not improve reading outcomes. Therefore, we speculate about more effective ways of nudging reading.
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Li, Jing. "The Improvement Path of Primary School Students' Chinese Literacy under Diversified Reading". Journal of Education and Educational Research 4, n.º 3 (24 de agosto de 2023): 27–30. http://dx.doi.org/10.54097/jeer.v4i3.11338.

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Reading is the key content of primary school Chinese teaching, so teachers should stimulate students 'interest in reading, deepen students' reading comprehension, optimize students 'reading effect, and finally improve students' core quality of reading. However, there are still many outstanding problems in the current reading teaching, such as students 'weak interest in reading, inappropriate reading strategies, superficial reading and teachers' disordered reading guidance. This requires primary school Chinese teachers to combine the basic situation of reading teaching, and actively explore measures to better optimize reading teaching driven by problems, so as to lay a solid foundation for the comprehensive improvement of students' reading ability and reading literacy. This article explores the path of improving primary students' Chinese literacy under diversified reading, including blank reading, stimulating reading interest, group reading, improving the quality of thinking; theme reading, light up the spiritual world; group book reading, rich life background; speculative reading, sound personality charm, and fashion reading, enriching life connotation.
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31

Calahan, Charles A. "Temperament of Primary Caregivers and Development of Literacy". Perceptual and Motor Skills 81, n.º 3 (diciembre de 1995): 828–30. http://dx.doi.org/10.2466/pms.1995.81.3.828.

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Parents can strongly influence the development of reading literacy in their children. Constructs such as parental attitude, parental style, reading technique, mother-child attachment, etc. influence the development of children's literacy. This study examined the relationship between the temperament of 55 primary maternal caregivers and readiness to involve their 3– to 5–yr.-old children in extracurricular reading activities. Mothers' temperament may foster activities that support reading.
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32

Richdale, Amanda L., John E. Reece y Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools". Behaviour Change 13, n.º 1 (marzo de 1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.

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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experience and experience and training in managing reading difficulty. These teachers then provided information concerning the ability level, behavioural problems, perceived cause of reading difficulty, assessment, and adequacy of assistance for 303 Year 3 children whom they identified as having a reading difficulty. Results indicated that 42.7% of teachers predominantly used a whole language approach to teaching reading and that, by teacher definition, only 36.6% of children were receiving adequate assistance for their reading difficulty. Regression analysis showed that the factors most strongly associated with adequate assistance were a less severe level of reading difficulty, a higher level of support available within the school, and more children with reading difficulty in the class. The implications of these findings and other characteristics of the children with reading difficulties are discussed.
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Concannon-Gibney, Tara y Brian Murphy. "Reading practice in Irish primary classrooms: too simple a view of reading?" Literacy 44, n.º 3 (21 de octubre de 2010): 122–30. http://dx.doi.org/10.1111/j.1741-4369.2010.00564.x.

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Pradhan, Suren y Karma Wangchuk. "Promoting Reading Habits of Upper Primary Grade Learners". Journal of Scientific Research and Reports 30, n.º 5 (11 de abril de 2024): 784–802. http://dx.doi.org/10.9734/jsrr/2024/v30i51998.

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Having been in the teaching profession and teaching mathematics for almost two to three decades, It has been realized that one thing common in mathematics students is that of not being able to solve story or word problems including other subjects. Students in the examination hall wait for the questions to be read and explained to them triggers the curiosity of the researches. The level of curiosity has led to a review of literature which hinted on reading challenges. A peer group reading and teacher guided reading were some of the ways found to promote the reading habits in students which is influenced by a conducive reading atmosphere. Thus, a study project was taken up collecting 10 girls and 10 boys by designating an assumed role of expert and weaker reader, where they peered into two to help each other for the entire study. A total of 20 samples were drawn purposefully from class IV and V that total up to 40 samples, which was also known as the experimental group. The influential group of 36 control groups who came voluntarily for the reading was also invited. Inclusive of these groups, researchers have gathered 76 samples from the strength of 209 students in the whole school. To find their trend of reading, 10 samples of 5 boys and 5 girls (gender representative) were drawn following the semi-structured interview. A questionnaire was administered to only 40 participants and a detailed diary and observation were made. The investigation was confirmed after the post-line data collection. The study revealed peer group reading is essential for the promotion of reading habits and the most important part is selection of their partners (peer) influences reading.
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Hellmich, Frank y Fabian Hoya. "Primary School Students’ Implicit Theories and Their Reading Motivation". Zeitschrift für Psychologie 225, n.º 2 (abril de 2017): 117–26. http://dx.doi.org/10.1027/2151-2604/a000288.

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Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback.
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Guo, Liang. "Effective Strategies for Developing Reading Habits in Elementary School Students". Journal of Education and Educational Research 3, n.º 1 (13 de mayo de 2023): 175–78. http://dx.doi.org/10.54097/jeer.v3i1.8382.

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The importance of reading for the growth of a person's life is self-evident. In order for children to hold books and fall in love with reading, the formation of good reading habits is essential, and primary school is particularly important for the formation of a person's habits. Starting from the importance of cultivating primary school students' reading habits, this article discusses effective strategies for cultivating primary school students' reading habits from the aspects of creating a good reading environment, stimulating primary school students' interest in reading, and guiding primary school students to form correct reading habits.
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Ko, Hwa Wei y Yi Ling Chan. "Family Factors and Primary Students' Reading Attainment". Chinese Education & Society 42, n.º 3 (mayo de 2009): 33–48. http://dx.doi.org/10.2753/ced1061-1932420302.

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Mashrabjonova, Shakhrizoda. "The importance of reading in primary education". ACADEMICIA: An International Multidisciplinary Research Journal 11, n.º 5 (2021): 663–67. http://dx.doi.org/10.5958/2249-7137.2021.01454.3.

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Henning, Elizabeth. "Reading as learning in the primary school". South African Journal of Childhood Education 6, n.º 1 (15 de diciembre de 2016): 6. http://dx.doi.org/10.4102/sajce.v6i1.504.

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Lockwood, Michael. "Attitudes to reading in English primary schools". English in Education 46, n.º 3 (septiembre de 2012): 228–46. http://dx.doi.org/10.1111/j.1754-8845.2012.01132.x.

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Knapp, Nancy Flanagan y Anne P. Winsor. "A reading apprenticeship for delayed primary readers". Reading Research and Instruction 38, n.º 1 (septiembre de 1998): 13–29. http://dx.doi.org/10.1080/19388079809558275.

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Bates, Caroline y Ted Nettelbeck. "Primary School Teachers' Judgements of Reading Achievement". Educational Psychology 21, n.º 2 (junio de 2001): 177–87. http://dx.doi.org/10.1080/01443410020043878.

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Rolle, Teresa, Laura Dallorto, Riccardo Cafasso, Roberto Mazzocca, Daniela Curto y Raffaele Nuzzi. "Reading Ability in Primary Open-angle Glaucoma". Optometry and Vision Science 96, n.º 1 (enero de 2019): 55–61. http://dx.doi.org/10.1097/opx.0000000000001319.

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Hatch, Ann. "Book Review: Boosting Reading in Primary Schools". Improving Schools 9, n.º 1 (marzo de 2006): 87–88. http://dx.doi.org/10.1177/136548020600900115.

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Diesfeldt, H. F. A. "Impaired phonological reading in primary degenerative dementia". Neurocase 1, n.º 3 (1 de septiembre de 1995): 251e—257. http://dx.doi.org/10.1093/neucas/1.3.251-e.

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DIESFELDT, HAN F. A. "IMPAIRED PHONOLOGICAL READING IN PRIMARY DEGENERATIVE DEMENTIA". Brain 114, n.º 4 (1991): 1631–46. http://dx.doi.org/10.1093/brain/114.4.1631.

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Shegar, Chitra. "Buddy Reading in a Singaporean Primary School". RELC Journal 40, n.º 2 (10 de junio de 2009): 133–48. http://dx.doi.org/10.1177/0033688209105864.

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Alexander, Douglas G. y Ann W. Engin. "Dimensions of Reading Attitude of Primary Students". Educational and Psychological Measurement 46, n.º 4 (diciembre de 1986): 887–901. http://dx.doi.org/10.1177/001316448604600409.

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Whysall, Roger. "Reading for Information in the Primary School". Literacy 21, n.º 3 (noviembre de 1987): 169–77. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00640.x.

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Hvitfeldt, Christina. "Reading and Reasoning in the Primary Classroom". Literacy (formerly Reading) 31, n.º 1 (abril de 1997): 19–20. http://dx.doi.org/10.1111/1467-9345.00039.

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