Articoli di riviste sul tema "Stages of reading development"
Segui questo link per vedere altri tipi di pubblicazioni sul tema: Stages of reading development.
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Stages of reading development".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
1
Grigoryan, Astghik. "Major Stages Of Reading Skills Development". Armenian Journal of Special Education 1, n. 1 (21 febbraio 2020): 42–51. http://dx.doi.org/10.24234/se.2020.1.1.71.
Abstract (sommario):
The article introduces major stages and characteristic features of the entire process of reading. The professional literature data illustrate that the reading process is closely linked to the development of verbal communication. Good reading skills at both elementary and middle schools are a guarantee of high academic achievement, and in the heavy flow of information they are a reliable means of orientation, which the learner deals with. A mastery of good reading skills is the path to early-aged learner's further education as well as the most essential means of communication and information transmission in society.
2
Hoien, Torleiv, e Ingvar Lundberg. "Stages of Word Recognition in Early Reading Development". Scandinavian Journal of Educational Research 32, n. 4 (dicembre 1988): 163–82. http://dx.doi.org/10.1080/0031383880320402.
3
Davis, James N., Mary Ann Lyman-Hager e Susan B. Hayden. "Assessing User Needs in Early Stages of Program Development". CALICO Journal 9, n. 4 (14 gennaio 2013): 21–27. http://dx.doi.org/10.1558/cj.v9i4.21-27.
Abstract (sommario):
In this article, we argue that software developers should use a combination of methodologies to determine the reading difficulties of lower-level foreign language students. During the pre-production phases of our program, ClearText, we asked students of third-semester French at Pennsylvania State University to read a passage in French. One group circled all the unknown words and expressions in the passage; other students wrote the definitions of words we had underlined in the text; the last group wrote recall protocols based upon what they remembered from their reading. We demonstrate that each of these assessment instruments was necessary in product development in order for us to identify the different types of foreign language reading problems encountered by students at this instructional level.
4
Díaz-Cárdenas, A. F., H. A. Díaz-Furlong, A. Díaz-Furlong e M. R. Sankey-García. "Syllabic Schemes and Knowledge of the Alphabet in Reading Acquisition: Onset or Nucleus Variation". International Education Studies 9, n. 11 (27 ottobre 2016): 151. http://dx.doi.org/10.5539/ies.v9n11p151.
Abstract (sommario):
<p class="apa">Although there is a growing consensus that, in reading acquisition, it is essential to provide children with learning activities that promote the development of reading cognitive schemes, particularly intra-syllabic related patterns, there is no agreement on which kind of syllabic schemes should be worked out in the first place. The main aim of the present study is to analyse the readings of preschool Spanish-speaking children showing the development of syllabic schemes in the early stages of reading acquisition. Basically, we analyse their responses in relation to their previous knowledge of Spanish grapheme-phoneme correspondences (GPCs) or alphabet knowledge. Our results show that children’s recognition and construction of syllabic schemes, from the very first steps in preschool reading acquisition programmes, is facilitated by reading activities presenting shell-nucleus syllabic patterns, for which the only requirement, although not indispensable, is to know the five or six Spanish vowel GPCs. This kind of activity seems to be more adequate than reading drills involving onset-rhyme syllabic analogies that require previous knowledge of consonant GPCs. The conclusion we have reached is that the development of onset-rhyme syllabic reading schemes shows a stronger relation to alphabet knowledge that shell-nucleus syllabic reading schemes, at least in the early stages of reading learning.</p>
5
Skebo, Crysten M., Barbara A. Lewis, Lisa A. Freebairn, Jessica Tag, Allison Avrich Ciesla e Catherine M. Stein. "Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development". Language, Speech, and Hearing Services in Schools 44, n. 4 (ottobre 2013): 360–73. http://dx.doi.org/10.1044/0161-1461(2013/12-0015).
Abstract (sommario):
PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
6
Loveall, Susan J., e Andrea Barton-Hulsey. "Reading Skills in Down Syndrome: Implications for Clinical Practice". Seminars in Speech and Language 42, n. 04 (26 luglio 2021): 330–44. http://dx.doi.org/10.1055/s-0041-1730991.
Abstract (sommario):
AbstractThough children with Down syndrome can learn to read, they may have difficulty developing some component skills, including phonological awareness and word decoding. Given reading's foundation in language, speech-language pathologists (SLPs) should play a central role in supporting access to and providing reading instruction for children with Down syndrome. This article reviews the available research on reading in Down syndrome and offers guidance for SLPs working with this population. We start by reviewing the Down syndrome phenotype, highlighting physical features and cognitive and linguistic patterns of strength and weakness that impact reading development. Next, we define different reading subskills and outline typical reading development, including stages of prereading, learning to read, and transitioning to using reading as a tool for learning. We then use these stages to review what is known about reading in Down syndrome, including relevant intervention work. We also incorporate considerations for clinical practice. In particular, we encourage SLPs to advocate for supporting reading development in children with Down syndrome, to work with families to develop rich home literacy environments, and to work with educators to promote phonological awareness and decoding skills. Lastly, we note limitations in our current knowledge and include a call for more research.
7
Du, Jing, e Fuyin Thomas Li. "The convergence and divergence of extension and intension on semantic change". Review of Cognitive Linguistics 20, n. 2 (8 dicembre 2022): 438–75. http://dx.doi.org/10.1075/rcl.00118.du.
Abstract (sommario):
Abstract Despite the fact that semantic change studies have intensively argued that intensional readings develop from the literal reading as a whole, diachronic prototype semantics proposes that intensional readings arise from the extensional subsets of the literal reading. This study empirically explored this proposal by carrying out a corpus-based diachronic study. It is proved from the semantic change of Chinese pò that: (1) There exists a corresponding relationship between extensional usages and intensional readings of a lexical item. (2) Extension and intension both converge and diverge on semantic change. Their convergence lies in the fact that extensional usages give rise to intensional readings. Extensional usages, though nuanced, motivate the emergence and development of intensional readings. Their divergence is reflected in the independent development of extensional usages and intensional readings. The subsistence or dying out of extensional usages does not constrain the appearance or disappearance of intensional readings. (3) Semantic change involves three stages, namely the extensional stage, the intensional stage, and the grammaticalization stage. These three stages constitute an interweaving continuum in the process of semantic change.
8
Shavshishvili, Maia. "Development of Reading Ability in Childhood by the Example of Georgian Language". International Journal of Multilingual Education XI, n. 1 (29 giugno 2022): 131–45. http://dx.doi.org/10.22333/ijme.2022.200010.
Abstract (sommario):
Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.
9
Shavshishvili, Maia. "Development of Reading Ability in Childhood by the Example of Georgian Language". International Journal of Multilingual Education XI, n. 2 (28 dicembre 2022): 65–79. http://dx.doi.org/10.22333/ijme.2022.21006.
Abstract (sommario):
Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.
10
H, Nurhikmah, Muhammad Aris, Arismunandar Arismunandar, Sujarwo Sujarwo e Sukmawati Sukmawati. "Development of Local Content Teaching Material for the History of Wajo". Journal of Innovation in Educational and Cultural Research 3, n. 2 (1 marzo 2022): 264–70. http://dx.doi.org/10.46843/jiecr.v3i2.82.
Abstract (sommario):
This study aims to develop local content reading books for the history of Wajo in an effort to add insight for educators and students from aspects of local history in Wajo Regency. The development of reading books follows 3 (three) stages from 4 (four) stages of development in the Four D development model. The research subjects consisted of validators as media experts and material experts, two history teachers as practitioners, and 60 students as a test subject. Data collection techniques used questionnaires and interviews, which were analyzed qualitatively and quantitatively. The results of the study showed that: students needed interesting history learning and motivated students to learn more about history so there was a need for reading books that support learning the history of local content in the Wajo Region. Local history was seen as more interesting because it was more contextual than national history. The development of teaching material for the history of Wajo was realized into a digital book (e-book) through the stages of validation and testing to determine the level of practicality. The validity of reading books was carried out by validation by teaching material experts, media experts and Wajo historians. The practicality of this reading book reaches 75.22% in the good category so that it is suitable for use and does not need revision.
11
Janah, Rahmatul, e Imas Diana Aprilia. "Development Of A Beginning Reading Program For Slow Learners With Montessori Techniques". Proceeding of International Conference on Special Education in South East Asia Region 2, n. 1 (20 giugno 2023): 118–30. http://dx.doi.org/10.57142/picsar.v2i1.72.
Abstract (sommario):
Reading is the basis for mastering various fields of study. Slow learners generally fail to understand basic lessons and concepts in academics, such as reading, writing, mathematics and language. This is because the above processes require a fairly complicated cognition process. So in overcoming obstacles to learning to read at the beginning of slow learners, a reading technique is needed that suits the needs of children. One of the reading techniques that can be used is the Montessori technique which is based on the Montessori method.The objectives of this study are as follows: (1) Knowing the stages of the process of developing an initial reading program for slow learners with Montessori techniques (2) Knowing the feasibility of developing an initial reading program for slow learners with Montessori techniques. The research method used in this study is a mixed research method. The final product of this study resulted in a beginning reading learning program with Montessori techniques consisting of products: (1) initial reading identification and assessment format (2) Learning program plan (3) Guidebook for teachers (4) Student worksheets (5) Module on Montessori reading techniques that have been modified for slow learner children. Based on research findings, data analysis and theoretical discussion, it can be concluded that the application of the beginning reading program in slow learners with Montessori techniques is feasible because it suits the needs of children and is able to improve initial reading skills. This program also helps teachers to know the stages of making individual learning programs for students with special needs.
12
Ley, Terry C., Barbara B. Schaer, Jone P. Wright e Kathy S. Neal. "Relations among Dimensions of Reading Attitudes and Stages of Internalization of Reading Attitudes Held by Prospective Teachers". Perceptual and Motor Skills 67, n. 2 (ottobre 1988): 407–14. http://dx.doi.org/10.2466/pms.1988.67.2.407.
Abstract (sommario):
To estimate how two reading attitude scales are related, 198 prospective teachers were administered the Mikulecky Behavioral Reading Attitude Measure and the Teale-Lewis Reading Attitude Scales. The former allowed classification of subjects according to Krathwohl's five stages of internalization of attitudes, while the Teale-Lewis scale measured the value subjects placed upon individual development, utilitarian and enjoyment dimensions of reading. Canonical analysis showed that the two instruments are related, with one significant function accounting for 64% of the variance. All subscales contributed significantly. The two-way multivariate analysis of variance with three dependent measures (Teale-Lewis dimensions) and two independent measures (sex and the five Mikulecky stages) gave one significant main effect—the five Mikulecky stages Readers classified at higher stages of internalization of attitudes tended 10 place greater value on all three Teale-Lewis dimensions than did readers at lower stages. Although 22% of the subjects were classified at one of the two highest stages (organization and characterization), 69% were classified at one of the two lowest stages (attending and responding).
13
Dewle, Monal Manik. "How Phase theory can be used to improve reading comprehension in children". International Journal of Language Teaching and Education 2, n. 2 (31 luglio 2018): 97–102. http://dx.doi.org/10.22437/ijolte.v2i2.5051.
Abstract (sommario):
The present paper gives summary about some development theories which focuses on how development of reading takes place in a child. It then focuses on one particular theory, i.e. the Phase theory by Ehri (1999) where this theory mentions with the help of four stages how a child goes from the stage of no knowledge of letters to full knowledge of letters in children. Though this theory has been criticized by some but it is still considered as the theory which explains the basic stages of development in a child while reading while refuting the earlier theories on development of reading. Further, this paper discusses how this theory can be used as a form of instruction for children to develop reading comprehension.
14
Muharramah, Apriliani, Rosmalah Rosmalah e Adnan K. Adnan K. "Analisis Pelaksanaan Gerakan Literasi dalam Meningkatkan Minat Baca Siswa Kelas Tinggi di Sekolah Dasar". JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 2, n. 3 (30 luglio 2022): 440. http://dx.doi.org/10.26858/pjppsd.v2i3.34569.
Abstract (sommario):
This research is a type of descriptive qualitative research. The problem of this research is how to implement the school literacy movement, especially in increasing students' reading interest. This research is a type of descriptive qualitative research. The results showed that the implementation of the literacy movement was carried out through 3 stages, namely the habituation stage; conducting literacy mornings and structuring a literacy-rich environment. development stage; follow-up activities and library visits. learning stage; use strategies in reading activities. The obstacles faced are the lack of reading books, improving reading corners, and students who are not fluent in reading. Efforts are being made to coordinate with school principals to improve literacy facilities such as procuring books and revamping reading corners. The conclusion of this research is that the implementation of the literacy movement in increasing students' reading interest is carried out in three stages, namely the stages of habituation, development, and learning, but there are obstacles in terms of facilities. Efforts are being made to improve the facilities for supporting the school literacy movement
15
Nosko, Artyom. "Development of reading skills in teaching English". Pedagogy and Psychology 47, n. 2 (30 giugno 2021): 204–11. http://dx.doi.org/10.51889/2021-2.2077-6861.23.
Abstract (sommario):
The article describes the relevance and significance of developing reading skills in the modern world as a tool for transmission and obtaining of information. The author introduces the algorithms and stages of working with the texts and their implementation at the English language lessons. In this article, the main focus is on using such kinds of reading strategies: in-depth reading, skimming, and scanning in language classes. The article also identifies the importance of using strategies for any kind of the purpose of reading. To successfully understand the text, the learner must master a set of techniques and strategies. The use of strategies is individual, but to choose what strategy applies, the learner must be aware of them. In this case, the questionnaire about using reading strategies at the lesson, to understand the general awareness among 24 8th grade students was proposed. This article is written as additional component for final diploma project.
16
Vostrikova, Natalia V. "Therapeutic Poems as Affirmations and as Another Opportunity to Relive the Stages of Development from 0 to 3 Years". Transactional Analysis in Russia 3, n. 2 (17 agosto 2023): 50–53. http://dx.doi.org/10.56478/taruj20233250-53.
Abstract (sommario):
The article presents the authors view on the three stages of human development (at the age of 0 to 6 months, 6-18 months and from 18 months to 3 years). The author considers the question of how, with the help of therapeutic poems, you can support yourself to relive these childhood stages in adulthood. In this paper the author suggests a way to give yourself the permissions that you did not have in your childhood, in order to start living your life, beyond the restrictions of your life script, and to give these permissions to your children not only with the help of the right phrases, but also by reading affirmation poems that include all the necessary permissions for specific stages of the childs development. These poems can be applied for self-use and reading to yourself. A therapist can also recommend reading the poems to his clients as an addition to the permits written by Pamela Levin for reliving their childhood stages or helping clients children on their stages of personal development.
17
Hidayati, Fithiryah Nurul. "PENGEMBANGAN MEDIA PEMBELAJARAN TOEFL READING BERBASIS VIDEO MIND MAP UNTUK MAHASISWA IAIN SURAKARTA". Konstruktivisme: Jurnal Pendidikan & Pembelajaran 7, n. 1 (5 gennaio 2015): 1–12. http://dx.doi.org/10.30957/konstruk.v7i1.20.
Abstract (sommario):
The objective of this study is to map reading 4 materials in a mind map framework and visualizing the materials in the video program for TOEFL reading materials on mid map basis for TOSE students at IAIN Surakarta. The study used Research and Development (R&D) assigning TOSE students and lecturers in the program. Three stages of R&D devised by Borg & Gall (2003) were implemented in the study, covering: exploration, development of prototype, and effectiveness assessment of the product. The study found the following findings. First, exploration stages commenced from needs analysis and development of initial prototype. Second, the development of prototype began with devising reading materials in a video program on the basis of mind map. Prototype was evaluated based upon expert judgement and main field testing resulting revision on the teaching materials. Third, Mind Map-Based TOEFL Reading materials gives better results than reading materials of conventional version.
18
Wedell-Wedellsborg, Anne. "Reading Memories in the Drizzle". Copenhagen Journal of Asian Studies 39, n. 2 (8 dicembre 2021): 77–87. http://dx.doi.org/10.22439/cjas.v39i2.6366.
Abstract (sommario):
This vignette presents Yu Hua´s novel from 1991 and analyses two different interpretations of the novel with fifteen years between them written by the same prominent critic, Chen Xiaoming. The first interpretation was written in 1992 when China was in the early stages of economic reform. The second was written in 2007 when deep-going social changes had affected the life of the individual. By comparing these two essays, I aim to show how a literary text may act as a catalyst for bringing out existential issues at stake at a particular point in time.
19
Rubtsova, Svitlana. "Subsystem of exercises and tasks for prospective engineers lexical competence in professionally oriented reading development". Scientific and methodological journal "Foreign Languages", n. 3 (30 settembre 2021): 37–43. http://dx.doi.org/10.32589/1817-8510.2021.3.241158.
Abstract (sommario):
The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks.
20
Gálvez, Juan Diego, e Marcela Del Campo. "Strengthening Reading Competence in English Using a Reading Comprehension Module". Profile: Issues in Teachers' Professional Development 25, n. 1 (6 febbraio 2023): 229–43. http://dx.doi.org/10.15446/profile.v25n1.101251.
Abstract (sommario):
This article reports the results of a study carried out at a public high school in Colombia whose objective was to design and determine how a reading comprehension module contributed to strengthening English literacy competence in sixth graders. The methodological framework entailed a basic outline of the action-research cycle. The qualitative data analysis was designed descriptively, focusing on three research moments corresponding to each cycle’s stages. The results show that the implementation of the material had a significant impact on the development of literacy competence, which suggests the material could be a tool for supporting English language learning.
21
Kopoteva, G., e I. Merzlikina. "The Use of Multimedia for the Development of Reading Literacy of Primary Schoolchildren". Primary Education 7, n. 6 (25 dicembre 2019): 32–36. http://dx.doi.org/10.12737/1998-0728-2019-32-36.
Abstract (sommario):
The article discusses the problem of the need to use the enthusiasm of schoolchildren with gadgets to activate their need for reading, the formation of reading literacy among them. As a means of solving this problem, the integration of interdisciplinary programs for the development of universal educational actions “Reading. Work with text” and “Formation of ICT readiness of schoolchildren” is proposed. The universality of the proposed model and technologies is emphasized, which allows in the process of extracurricular activities to increase the level of universal reading educational actions of schoolchildren at the initial and main stages of general education.
22
Kopoteva, G., e I. Merzlikina. "The Use of Multimedia for the Development of Reading Literacy of Primary Schoolchildren". Primary Education 8, n. 1 (19 febbraio 2020): 37–40. http://dx.doi.org/10.12737/1998-0728-2020-37-40.
Abstract (sommario):
The article discusses the problem of the need to use the enthusiasm of schoolchildren with gadgets to activate their need for reading, the formation of reading literacy among them. As a means of solving this problem, the integration of interdisciplinary programs for the development of universal educational actions “Reading. Work with text” and “Formation of ICT readiness of schoolchildren” is proposed. The universality of the proposed model and technologies is emphasized, which allows in the process of extracurricular activities to increase the level of universal reading educational actions of schoolchildren at the initial and main stages of general education.
23
Jumaini, Jumaini. "Development of Reading Comprehension Teaching Materials Using the CIRC Model in Primary School". International Journal of Educational Dynamics 1, n. 1 (3 gennaio 2019): 162–68. http://dx.doi.org/10.24036/ijeds.v1i1.49.
Abstract (sommario):
motivated by teaching materials that are used by teachers which do not contain the complete reading process (pre-reading, reading, and post-reading). This study aims to develop reading comprehension teaching materials using the CIRC model for elementary school class V that is valid, practical, and effective. This type of research is development research. This study uses the ADDIE model which consists of 5 stages, namely: the stage of analysis, design, development, and implementation, and evaluation. Validity test data is obtained through assessment sheets of teacher and student responses. Effectiveness is seen from the activities of students, assessment of the process and results of the test of reading comprehension of students. Based on the results of the validity, practicality, and effectiveness tests obtained teaching materials that are valid, practical, and effective, and able to improve reading comprehension skills. It can be concluded that teaching reading comprehension materials using the CIRC model developed can be used in reading comprehension learning in grade V of Elementary School.
24
Al-Baihaqi, Muhammad Fauzi. "DEVELOPING GRADED READING MATERIALS TO ENHANCE EXTENSIVE READING FOR STUDENTS OF SENIOR HIGH SCHOOL". Lingua Pedagogia, Journal of English Teaching Studies 2, n. 1 (9 agosto 2020): 47–60. http://dx.doi.org/10.21831/lingped.v2i1.32966.
Abstract (sommario):
Improving literacy and a reading habit remains a major challenge to the Indonesian education system. To achieve maximum fluency in reading, the students should not only rely on classroom activities. They need a considerable amount of exposure. Therefore, there is a need to develop self-access learning materials to enhance independent learning through extensive reading. The objectives of this research were to identify the students’ target needs, identify the learning needs, and develop self-access graded reading materials to enhance extensive reading. The study employed the procedure of materials development by Jolly and Bolitho (2011) with some adaptations. There are originally 7 main stages, however, the steps were adapted and reduced into 5 stages. The adapted stages include needs analysis, syllabus planning, materials production, materials evaluation, and revision for the final draft. The data of this research were collected by using questionnaires and interviews. The developed materials employ three levels of difficulty based on the number of headwords and readability ease. The materials were evaluated in terms of content, language, presentation, and layout appropriateness. The results of the materials evaluation showed a good outcome according to the expert judgment results.
25
Dolzhenkova, Marina I., Nikolay V. Medvedev e Nadezhda V. Hausmann-Ushkova. "Foreign language reading competence development via hypertexts". Tambov University Review. Series: Humanities, n. 3 (2023): 613–24. http://dx.doi.org/10.20310/1810-0201-2023-28-3-613-624.
Abstract (sommario):
Importance. Nowadays most interactions with texts take place on the Internet. Because of this, it is required to implement the properties of hypertextuality for education materials creation in order to develop relevant reading skills. The purpose of the study is to integrate hypertextuality into the process of forming reading competence. Materials and methods. A comparative analysis of the reading organization theories was used to identify a universal list of strategies. The synthesis of empirical data obtained as a result of studying the functional properties of hypertexts contributed to determining the specifics of this educational material in the context of foreign language teaching methods. Results and Discussion. The composition of the foreign language reading competence was determined and studied. It consists of three components: motivational, cognitive and practical. The components define the requirements for the properties of the text, among which is a structural diversity used to provoke the implementation of various reading strategies required to perform communicative tasks. S.K. Folomkina’s classification was used as a universal typology of reading types. It was found that interaction with hypertext is more of a research strategy which combines skimming with the other three types of reading. Conclusion. The proposed model of interaction with hypertext, divided into four stages, makes it possible to effectively implement all components of a foreign language reading competence: motivational due to the interactivity of hypertext, predisposing to the autonomy of research; cognitive due to the authenticity and potential infinity of educational materials presented by hypertext; practical due to the creation of conditions for the integrated use of all types of reading.
26
Roessingh, Hetty, e Susan Elgie. "Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study". TESL Canada Journal 26, n. 2 (3 giugno 2009): 24. http://dx.doi.org/10.18806/tesl.v26i2.413.
Abstract (sommario):
This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered
27
Hidayati, Fithriyah Nurul. "PENGEMBANGAN MULTIMEDIA INTERAKTIF READING PADA TEST OF STANDARD ENGLISH". LEKSEMA: Jurnal Bahasa dan Sastra 2, n. 1 (30 giugno 2017): 87. http://dx.doi.org/10.22515/ljbs.v2i1.645.
Abstract (sommario):
This research aims to develop interactive multimedia (web-based) to improve students’ Reading score of Test of Standard English (TOSE). This research was conducted at the FITK IAIN Surakarta on Reading class with 30 students. The data for the research were gathered by questionnaires, interviews, and observations. The data analysis used qualitative descriptive method. This study used research and development (R & D) assigning TOSE Students and the lecturer in the program. The stages of R & D devised by Bord & Gall (2003) were implemented in the study, covering exploration and development of prototype. Exploration stages commenced from needs analysis and development of prototype. The development of prototype began with devising reading materials in interactive multimedia. The prototype was evaluated based upon expert judgment. The findings show that the interactive multimedia provide chat room, hyperlinks, TOSE exercises, and interesting materials.
28
Nurhasanah, Youllia Indrawaty, Irma Amelia Dewi e Bagus Ade Saputro. "Iqro Reading Learning System through Speech Recognition Using Mel Frequency Cepstral Coefficient (MFCC) and Vector Quantization (VQ) Method". IJAIT (International Journal of Applied Information Technology) 2, n. 01 (31 maggio 2018): 29. http://dx.doi.org/10.25124/ijait.v2i01.1173.
Abstract (sommario):
Historically, the study of Qur'an in Indonesia evolved along with the spread of Islam. Learning methods of reading the Qur'an have been found ranging from al-Baghdadi, al-Barqi, Qiraati, Iqro', Human, Tartila, and others, which can make it easier to learn to read the Qur'an. Currently, the development of speech recognition technology can be used for the detection of Iqro vol 3 reading pronunciations. Speech recognition consists of two general stages of feature extraction and speech matching. The feature extraction step is used to derive speech-feature and speech-matching stages to compare compatibility between test sound and train voice. The speech recognition method used to recognize Iqro readings is extracting speech signal features using Mel Frequency Cepstral Coefficient (MFCC) and classifying them using Vector Quantization (VQ) to get the appropriate speech results. The result of testing for speech recognition system of Iqro reading has been tested for 30 peoples as a sample of data and there are 6 utterances indicating the information failed, so the system has a success rate of 80%.
29
Smyshlyak, K. "PRE-LISTENING AND AND PRE-READING STAGES’ ACTIVITIES FROM THE SPEAKING SKILLS DEVELOPMENT PROSPECTIVE (based on Skyeng lesson development practice)". Focus on Language Education and Research 2, n. 1 (24 febbraio 2022): 10–13. http://dx.doi.org/10.35213/2686-7516-2021-2-2-10-13.
Abstract (sommario):
The article focuses on the possibility of usage of Pre-listening and Pre-reading stages not only for traditional purposes of perception facilitation, but for development of students’ speaking skills. There have been presented typical exercises which fulfil the traditional aims of these stages together with the new aims. The topicality of the research lies in the attempt to shift the traditional aims of the Pre-reading and Prelistening stages to those which are aimed at student’s speaking for fluency skills. The authors claim that this practice might help design more student-centered lessons and balance the teacher and the student talking time during the lesson. All the practices described in the article are currently used during development of ESL/EFL lessons in Skyeng school which is one of the market leaders in the sphere of online English teaching. There have been justified the reasons why these practices are seen as preferred and important in the process of lesson development. The following research methods have been used: critical analysis of scientific sources and data; experimental studying (through the educational Vimbox platform in Skyeng); direct observation method. The outcomes of the research may be applied both in an online and traditional offline classroom environment to design student-centered ESL/EFL lessons.
30
Snowling, Margaret J. "Individual Differences in Children’s Reading Development: Sound and Meaning in Learning to Read". Vernon Wall Lecture 1, n. 21 (2001): 1–19. http://dx.doi.org/10.53841/bpsvern.2001.1.21.1.
Abstract (sommario):
The ‘Triangle’ model of reading of Plaut and colleagues (Plaut, McClelland, Seidenberg & Patterson, 1996) is used a framework for considering individual differences in children’s reading development. In the early stages of learning to read, resources are devoted to establishing a system for mapping letters on to sounds as a foundation for decoding skills. At this early stage, individual differences in letter knowledge and phoneme awareness predict reading achievement even when differences in IQ are controlled. Later in development, however, semantic as well as phonological skills are independent predictors of reading fluency. With these findings as a back-drop, the paper considers the developmental dissociation between dyslexia (poor decoding skills) and poor reading comprehension (poor word recognition and reading comprehension in the face of normal phonological skills). However, such pure dissociations are rare in development. The framework is also productive for considering how semantic skills can act to exacerbate reading problems in children with general language delay, or as protective factors to allow compensation for decoding difficulties in children with a genetic disposition for dyslexia. The implications for reading interventions are also considered.
31
Moh. Rif'attullah e Fahry Rizaldy Putra. "SELF-REGULATED LEARNING STRATEGY DEVELOPMENT ON ENHANCING STUDENTS READING COMPREHENSION SKILLS". Journal of Educational Learning and Innovation (ELIa) 3, n. 2 (14 settembre 2023): 440–55. http://dx.doi.org/10.46229/elia.v3i2.744.
Abstract (sommario):
This conceptual paper explores the importance of self-regulated learning strategy development in enhancing students' reading comprehension skills. It presents an overview of empirical research conducted in this area, emphasizing the impact of metacognitive self-regulated strategies on students' comprehension, engagement, and overall academic success. The paper discusses the Self-Regulated Strategy Development (SRSD) model as a framework for implementing self-regulated learning strategies in reading instruction. The six stages of SRSD, including developing background knowledge, discussing, and modeling the strategy, memorizing it, supporting its use, and establishing independent practice, are outlined as a comprehensive approach to fostering metacognitive awareness and self-regulation in reading. This paper underscores the importance of incorporating self-regulated learning strategies into reading comprehension to empower students as independent, metacognitive readers. By equipping students with cognitive and metacognitive tools, educators can foster a lifelong love for reading and enhance students' comprehension abilities, leading to academic success and continued growth as self-regulated learners.
32
Batini, Federico, Valerio Luperini, Eleonora Cei, Diego Izzo e Giulia Toti. "The Association Between Reading and Emotional Development: A Systematic Review". Journal of Education and Training Studies 9, n. 1 (6 dicembre 2020): 12. http://dx.doi.org/10.11114/jets.v9i1.5053.
Abstract (sommario):
Reading practice is associated with numerous psychological benefits. However, its influence over individual emotional dimensions has generally been underestimated by research. Only recently has it been recognized across different developmental stages but evidence is still scarce. The aim of this systematic review is to shed light over the association between reading and the several (and sometimes hardly distinguishable) socio-emotional constructs that we have identified in literature: interpersonal skills and prosocial behavior; emotional and behavioral symptoms; emotional regulation and expression; empathy and theory of mind; emotional knowledge and comprehension; and emotional responses. A total of 50 studies were analyzed, including all age groups, various settings, research drawings, and different emotional constructs in order to create a comprehensive view of the association between reading and emotions. Results show that overall reading practice has a positive impact on socio-emotional development, whatever its declination, regardless of age, gender or setting of implementation.
33
Yamashita, Junko, Kunihiro Kusanagi e Toshihiko Shiotsu. "Development of EFL reading rate in adolescents in Japan". Journal of Second Language Studies 6, n. 2 (31 dicembre 2023): 238–65. http://dx.doi.org/10.1075/jsls.22005.yam.
Abstract (sommario):
Abstract This longitudinal study employed latent growth curve modeling to investigate the development of EFL reading rate in a sample of L1-Japanese adolescents from Grade 9 to 11. It also examined the contributions of four components (word recognition, phonological processing, orthographic processing and vocabulary breadth) to the reading rate with word recognition as a mediator. The growth trajectory was non-linear with steeper gains between Grades 9 and 10 than Grades 10 and 11. The components contributed to the reading rate in complex ways, either directly or through the mediation of word recognition. Although some catching up by slower readers was observed, the advantage the faster readers had at the outset remained after two years, indicating the importance of the achievement levels at early stages for later development.
34
Nurazizah, Siti. "DEVELOPMENT OF VIDEO-BASED ARABIC READING LEARNING MEDIA". Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab 11, n. 2 (31 dicembre 2023): 284–97. http://dx.doi.org/10.24952/thariqahilmiah.v11i2.8437.
Abstract (sommario):
This study aims to develop video-based Arabic reading learning media at Al-Azhar Islamic High School Kelapa Gading Jakarta. The research method used is development research with the ADDIE model. The subject of the study was a grade XI student of Al-Azhar Islamic High School Kelapa Gading Jakarta. Development research with the ADDIE model has five stages of research, namely: Analyze, researchers analyze student needs for the development of video-based learning media; Design, researchers collect material and design media to be developed; Development, researchers carry out the process of developing video-based learning media; Implementation, testing products that have been developed; and Evaluation, evaluating activities to determine the quality of media products that have been developed. The results of the material expert assessment get a percentage of 86.67% with the very decent category and the results of the media expert assessment get a percentage of 90.58% with the very decent category and the results of student assessment and evaluation get a percentage of 85.12% with the very decent category. Based on the assessment above, video-based learning media is suitable to be used as an Arabic learning medium, especially in reading Arabic.
35
Zhang, Yingkun. "On Development of English Reading Teaching in China: A Literature Review (2003-2023)". International Journal of Education and Humanities 4, n. 1 (23 febbraio 2024): 60–74. http://dx.doi.org/10.58557/(ijeh).v4i1.205.
Abstract (sommario):
Reading is the foundation of mastering a language as well as a primary instrument to obtain information. Reading teaching has always been a hot topic in English language teaching (ELT). The present study sought to trace the characteristics of existing studies on English reading teaching in China. Based on research articles in the CNKI database collected by Chinese core journals and CSSCI in the past two decades, 603 studies on English reading teaching were selected and analyzed. Firstly, the Cite Space software is used to visualize the annual number of published papers, research hotspots and research trends. Subsequently, a detailed content analysis was conducted to distil and summarise the predominant research foci in English reading instruction in China over the past twenty years. The results show that the number of published papers on reading teaching research in China increases first and then fluctuates. The evolution of research topics is discerned to encompass three distinct stages and was influenced by prevailing educational policies. The research foci mainly include three aspects: English reading teaching modes, English reading teaching strategies and English reading ability. This comprehensive review aims to map out the current research landscape, shedding light on future scholarly inquiry in English reading teaching
36
Tong, Xiuli, e Catherine McBride. "Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development". Journal of Learning Disabilities 51, n. 5 (10 luglio 2017): 482–89. http://dx.doi.org/10.1177/0022219417718199.
Abstract (sommario):
Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character reading development. The underlying assumption of this model is that Chinese character recognition is a process of competitive mappings of phonology, semantics, and orthography in both lexical and sublexical systems, operating as functions of statistical properties of print input based on the individual’s specific level of reading. This model leads to several testable predictions concerning how the quasiregularity and continuity of Chinese-specific radicals are organized in memory for both child and adult readers at different developmental stages of reading.
37
Levitsky, Vadim, e Yuriy Serbaliuk. "The use of elements of the method of global reading in the formation of reading skills in children with intellectual disabilities of primary school age". Actual problems of the correctional education (pedagogical sciences) 18 (13 dicembre 2021): 97–110. http://dx.doi.org/10.32626/2413-2578.2021-18.97-110.
Abstract (sommario):
The article contains the results of theoretical generalization and practical work on the formation of reading skills in children with intellectual disabilities of primary school age. The success and speed of the child's progress in mastering reading depends on the formation of mental functions, which are the basis of the functional basis of reading. The most important components of the process of reading formation include: vocabulary, grammar, pronunciation of sounds and words of different syllables, phonemic processes, visual and acoustic perception, auditory and visual memory, constructive and dynamic practice, attention. Research based on the study of the process of learning the native language by students with normative development and the experience of teaching children with intellectual disabilities allowed to put forward methodological provisions, the importance of which becomes especially relevant, namely: communicative orientation of learning; unity in the implementation of areas of work: the development of speech and thinking; obligatory motivation of students' speech and speech activity; formation and reliance on it in educational activities; the relationship of oral and written speech in the process of their development. The article roughly identifies four stages of formation of the reading process: the formation of motivation, interest in the reading process; assimilation of sounds and letters; study of constituent structures and individual words; reading elementary texts. The relevance of the use of elements of the method of global reading of children with intellectual disabilities along with the use of orthodox-classical analytical-synthetic method of literacy. Positive dynamics of reading in students with intellectual disabilities bright. With the development of reading techniques less variability and individual characteristics in the reading process. The speed of reading from class to class increases due to the formation of the integrity of perception. The development of correct reading depending on the year of study can also be traced. The number of errors in each category is significantly reduced. But at all stages the main mistakes are repetition and substitution of words. The reason for this phenomenon is the inertia of nervous processes.
38
Muh. Zuhdy Hamzah, Marwah Densi e Muhamad alfi khoiruman. "Pengembangan Bahan Ajar Membaca Cepat Berbasis E-Learning (Studi Pengembangan Di SDN Tidung Kota Makassar)". JURNAL ILMU PENDIDIKAN 1, n. 2 (20 dicembre 2022): 51–56. http://dx.doi.org/10.58222/jurip.v1i2.88.
Abstract (sommario):
This research is a development research. The focus of the research was to develop e-Learning-based fast reading fiction text teaching materials for grade 5 students at SDN Tidung Makassar City. The subject of this research is a valid, practical, and effective fast-reading teaching material for fiction texts. The teaching material product development method uses the Four-D model development design from Thiagarajan which consists of four stages. The four stages are define, design, develop and disseminate. The results showed that the e-Learning-based fast reading of fictional texts for grade 5 students at SDN Tidung Makassar City was in the very valid category because the average expert validation results for the e-Learning-based fast reading of fictional texts reached the predetermined standard, in the very category. practical because the average value of the percentage of students who agreed with the statement items in the student response questionnaire was 99.46%, and very effective because the pretest results were in the incomplete category, while the posttest results were in the complete category.
39
Fogle, Stephen. "SPIRITUAL DEVELOPMENT AND AGING HUMANITIES: READING HESSE'S STEPPENWOLF THROUGH MOODY'S FIVE STAGES OF THE SOUL". Innovation in Aging 6, Supplement_1 (1 novembre 2022): 102. http://dx.doi.org/10.1093/geroni/igac059.405.
Abstract (sommario):
Abstract This paper explores Herman Hesse’s Steppenwolf through Harry Moody’s Five Stages of the Soul. Steppenwolf speaks to gerontological education objectives as it deals squarely with humanizing old age though, “deeply lived spiritual events which [the main character] has attempted to express by giving them the form of tangible experiences.” (Hesse, 1963, 21) Five Stages of the Soul is a seminal conceptual model for understanding spiritual development across the life course: particularly in old age. It documents lived experiences in five stages: call, search, struggle, breakthrough, and return. This paper follows Steppenwolf’s main character, Harry Haller, though each of these five stages. In doing so, this paper positions aging and spiritual development center stage in a tale featuring themes of enduring struggle such as personal identities, war & violence, sex, magic, and technological advancement. The plot line of Steppenwolf matches Five Stages of the Soul with enlightening consistency. Originally published a century ago, Steppenwolf enjoyed resurgent popularity among the baby boom cohort of older adults in the United States and globally during the 1960s. Today, Steppenwolf retains relevancy for understanding aging and spiritual development in lived contexts of social chaos and uncertainty. Steppenwolf is a classic and engaging piece of literature for contemporary readers of all ages. This paper helps students and teachers of gerontology apply a conceptual model of aging to a relevant case study. The paper contributes to incorporating literary masterpieces into gerontological curricula. Finally, this paper sheds light on the humanity of older adults engaged in spiritual development.
40
Rusydiyah, Evi Fatimatur, Hernik Farisia e Muhammad Syahru Ahmad. "Innovation on Literacy Habit Program for Madrasah Ibtidaiyah in Surabaya". Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 9, n. 1 (31 luglio 2021): 59–82. http://dx.doi.org/10.15642/jpai.2021.9.1.58-81.
Abstract (sommario):
The improvement of reading competence in Indonesia has not yet reached its maximum point. Indonesia’s achievements in a number of surveys also show poor results. Nevertheless, several cities in East Java have started to initiate the development of the literacy through various programs as an act of reflection on the findings of the previous surveys. In Surabaya, some programs have been initiated by goverment to cultivate literacy such as reading corner book review, book discussion, reading community, and others. These programs are aimed to increase reading interest (reading habit) of children in Surabaya. By using the Community Based Research (CBR) method, this research observed innovation as new programs about reading habit in the 27 Madrasah Ibtidaiyah in Surabaya. The author found that there are five stages of innovation (knowledge, persuasion, decision, implementation, and confirmation) were conducted by Madrasah Ibtidaiyah in Surabaya. The result indicates that all the stages have been done well by the library manager in Madrasah Ibtidaiyah in Surabaya. This can be seen from several aspects such as of the knowledge of the importance of literacy for their students, awareness to change for better future, and a decision to implement some new programs in the development of reading habit
41
Asyrifah, Lulu. "Enhancing Mentally Retarded Students’ Comprehension: The Development of MASH Project-Based Reading Material". ELLITE: Journal of English Language, Literature, and Teaching 2, n. 2 (12 dicembre 2017): 101–9. http://dx.doi.org/10.32528/ellite.v2i2.1510.
Abstract (sommario):
The development of reading material through Project Based Learning (PBL)strategy using MASH is aimed to meet mentally retarded students’ learning andtarget needs in EFL English reading courses. This study employed a researchand development design which comprises seven stages, namely: a) students’need analysis, design of MASH Project based reading, development, expertvalidation, implementation, reading material evaluation, and final product inthe form of MASH project based reading material. The result of the reading material development took resulted six chapters in terms of number 11-20, expression agree/disagree, and part of house where containing material of thetopic, video, and exercises that utilize Project-Based Learning strategy. Theresult of experts’ validation from an English teacher who assessed the materialrevealed the score was 78% that sorted out into ‘very good’ category and anInformatics teacher who assessed the media revealed the score was 74% thatsorted out into ‘good’ category. While, the result of the students’ responserelated to the product showed the total score was 79% that the students agreewith MASH media to be used in learning process. As its effectiveness towardthe improvement of mentally retarded students’ reading comprehension is notmeasured yet, so an experimental study is addressed for further research tomeet the issue of MASH reading material effectiveness and conduct the similarproject with another media to develop more reading materials and activities.
42
Solchan Ghazali, M. Amin, Wulan Suci Nur Rahmawati e Grisa Anecy. "Pengembangan Media Big Book Untuk Meningkatkan Kemampuan Membaca Siswa Kelas Awal MINU Ngingas Waru Sidoarjo". Jurnal Mu’allim 4, n. 2 (22 giugno 2022): 13–37. http://dx.doi.org/10.35891/muallim.v4i2.3141.
Abstract (sommario):
The purpose of this study was to develop big book media to improve the reading skills of early grade students at Madrasah Ibtidaiyah Nahdlatul Ulama (MINU) Ngingas Waru Sidoarjo. The research method used is development research developed by Borg and Gall. There are four stages of development carried out in this study, namely: initial data collection, planning, development, and validation and testing. The results showed that the students' reading skills were very good. In the initial data of 39% reading skills and when intervened using big book media in the third trial stage, data obtained 85 percent of the average reading skills of students. So it can be concluded that the effectiveness of using big books is very good with a 46 percent increase in the level of reading skills of early grade students who have reading difficulties.
43
Hapsari, Estuning Dewi, Yoga Prisma Yuda e Yoga Akmal Mubarok. "Development of Android-Based Early Reading Learning Media". SinkrOn 7, n. 3 (13 luglio 2022): 874–82. http://dx.doi.org/10.33395/sinkron.v7i3.11549.
Abstract (sommario):
Early reading is a skill that students should have. This skill becomes a provision for the next stage of skills .Learning to recognize letters, especially early reading in Golan Kindergarten during the pandemic, experienced problems. Students feel less interested when the learning process is carried out conventionally. In addition, parents also have difficulties when it comes to delivering material to children. Through the use of android-based learning media, the learning process is expected to attract students. The method developed the Borg & Gall model, which consisted of ten stages. The data collection techniques used include observation, interviews, and questionnaires. Observation is used to find out the learning conditions in schools. Interviews, conducted with teachers to find out the use value of the media created. Meanwhile, the questionnaire is used as a reference to find out the level of needs in schools. The resulting learning media is tested through media expert validation tests and practicality tests. Validation of media experts to assess whether media is suitable for use as an alternative to learning media in schools. Practicality test, used to assess the level of practicality of the resulting medium. The results of media expert validation obtained a percentage of 81.5, stating that the media was valid. The practicality test was 8,262, and the mean score of students was 77. The two results presented that the android-based learning media for early reading was feasible
44
Al-husban, Naima. "EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications". Journal on English as a Foreign Language 9, n. 2 (29 settembre 2019): 127–45. http://dx.doi.org/10.23971/jefl.v9i2.1288.
Abstract (sommario):
This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.
45
Suryaningsih, Arifah. "Ideas for Developing Augmented Reality in Books As an Effort to Increase Student Reading Interest (Adaptation to Literacy Acceleration from South Korea)". Ideguru: Jurnal Karya Ilmiah Guru 4, n. 1 (1 ottobre 2019): 35–42. http://dx.doi.org/10.51169/ideguru.v4i1.80.
Abstract (sommario):
Many learning media models of Augmented Reality were developed in South Korea. Because such learning media are able to support students' understanding more than just reading texts. In conditions of low literacy levels in Indonesia while the trend of technological and information advancements in Indonesia is so rapid, especially those that lead to the industrial revolution 4.0, it is necessary to propose the application of Augmented Reality to reading books with the aim of becoming an effort to increase students' reading interest in Indonesia and especially in the school where the author teaches. The stages in the development of this AR-based book use the Multimedia Development Methodology sourced from Luther, with six stages namely: Concept (concept), Design (design), Collecting material (material collecting), Making (assembly), Testing (testing), and Distribution (distribution). To create developments in the world of education and increase the attractiveness and effectiveness of learning, Augmented Reality technology can be utilized in the learning process both inside and outside of school. In order to achieve this, collaboration between digital creative actors or the IT profession and collaborators or teachers in creating AR media is needed in order to match the material and information to be conveyed.
46
Lipson, Alice M. "Can Illiteracy Be Prevented?" Academic Therapy 21, n. 5 (maggio 1986): 591–97. http://dx.doi.org/10.1177/105345128602100514.
47
Yin, Li, Richard C. Anderson e Jin Zhu. "Stages in Chinese children's reading of English words." Journal of Educational Psychology 99, n. 4 (2007): 852–66. http://dx.doi.org/10.1037/0022-0663.99.4.852.
48
Cheema, Kulpreet, e Jacqueline Cummine. "The Relationship between White Matter and Reading Acquisition, Refinement and Maintenance". Developmental Neuroscience 40, n. 3 (2018): 209–22. http://dx.doi.org/10.1159/000489491.
Abstract (sommario):
Reading requires efficient communication between brain regions that are situated all over the cortex. These brain areas are structurally connected by white-matter pathways that develop over the period of reading acquisition. Here, we conducted a cross-sectional study to assess the relationship between white-matter tracts and reading performance across the lifespan. Methods: Behavioral (reading performance) and neuroimaging (diffusion tensor imaging [DTI]) data were collected from participants aged 3–21 years as a part of the multi-site project called the pediatric imaging neurocognition genetics study. DTI measures (fractional anisotropy [FA], mean diffusivity, radial diffusivity and axial diffusivity) of bilateral dorsal tracts (arcuate fasciculus, superior longitudinal fasciculus, and posterior superior longitudinal fasciculus) and ventral tracts (uncinate fasciculus, inferior fronto-occipital fasciculus, and inferior longitudinal fasciculus) were extracted. Reading performance was calculated as the number of items correctly read (words for older children and letters in the case of young children). Correlational and regression analyses were conducted between the DTI measures and reading scores. Results: During the early stages of reading acquisition (ages 3–6), the dorsal tracts were positively related to reading performance (as FA goes up, reading performance goes up). For ages 6–10, the dorsal tracts remain positively associated with reading performance and a relationship between ventral tracts and reading performance emerges. From the age of 10 onwards, the dorsal tracts no longer correlate with reading performance, and a brain-behavior relationship in the right ventral tracts begins to shift, whereby higher FA is associated with lower reading performance. In addition to the involvement of left hemispheric tracts, this study revealed the initial engagement of right hemispheric tracts during the early stages of reading acquisition. Conclusion: We discuss these different associations of white-matter tracts with reading during development in the context of the biological processes model of myelination and pruning.
49
Erfiani, Nunun Nuki, Ngadiso Ngadiso e Suparno Suparno. "Developing supplementary reading materials for grade 11 students at a multimedia study program". Studies in English Language and Education 6, n. 1 (9 marzo 2019): 13–25. http://dx.doi.org/10.24815/siele.v6i1.11667.
Abstract (sommario):
This research is aimed at developing a supplementary reading material to fulfill students' need in one of the multimedia study program at Mangelang, Indonesia, for learning reading. The design of this research is Research and Development. This research was oriented to the product development, and it was conducted in two main stages; (1) exploration stage and (2) product development stage. The exploration stage includes (1) literature review, (2) field study, and (3) need analysis. Meanwhile, the product development stage describes (1) the prototype development, (2) experts’ judgment, and (3) pilot. This research was conducted in a vocational secondary school involving an English teacher, two material experts, and students. The findings show that the existing textbook used to teach reading contains general English material and it is less specific to be used for the students at the program. Therefore, it implies that there should be supplementary reading materials for the teacher to develop reading to meet the needs of these students.
50
Vinogradova, Natalya. "Mastering the Skills of Semantic Reading As a Result of Teaching Younger Schoolchildren". Primary Education 8, n. 5 (30 ottobre 2020): 3–10. http://dx.doi.org/10.12737/1998-0728-2020-3-10.
Abstract (sommario):
The article describes the semantic reading, considered as the main component of communicative functional literacy, the mastery of which includes both subject and meta-subject learning outcomes of primary schoolchildren. The features of the methodology of teaching semantic reading at different stages of school education are revealed. Examples of tasks that contribute to the development of semantic reading skills in schoolchildren studying in the first and second grades are given.