THE IMPACT OF AN AR SANDBOX ON MAP-READING SKILLS USING A “FREE-PLAY” EXPERIENCE

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

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Constellations of risk factors as moderators of the impact of a randomized intervention on students’ reading skills in rural India

Studies In Educational Evaluation ◽

10.1016/j.stueduc.2018.11.007 ◽

2019 ◽

Vol 60 ◽

pp. 66-77

Author(s):

Mayra Mascareño

Keyword(s):

Risk Factors ◽

Reading Skills ◽

Rural India ◽

Randomized Intervention ◽

The Impact

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The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

Sociometry Journal of Social Science, Art and Humanity ◽

10.24127/sociometry.v1i1.1449 ◽

2021 ◽

Vol 1 (1) ◽

pp. 35-39

Author(s):

Sabeeha Hamza Dehham ◽

Nadia Majeed Hussein

Keyword(s):

Reading Skills ◽

Experimental Approach ◽

Statistical Significance ◽

Control Group ◽

Efl Students ◽

Preparatory Stage ◽

The Mean ◽

And Control ◽

The Impact ◽

Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method". The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

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A SHORT STORY READING SECTION AS AN ALTERNATIVE WAY TO IMPROVE STUDENT’S LITERACY IN SD N 6 PANJER KEBUMEN

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v1i2.26806 ◽

2019 ◽

Vol 1 (2) ◽

pp. 117

Author(s):

Dwi Novitasari ◽

Eka Fajriatul Janah ◽

Muhamad Chamdani

Keyword(s):

Short Stories ◽

Short Story ◽

Reading Skills ◽

Lesson Plan ◽

Literacy Skills ◽

Story Reading ◽

Fictional Narrative ◽

Sentence Patterns ◽

Narrative Prose ◽

The Impact

<em>The goverment made changes to the Indonesian education curriculum of the education unit level curriculum into the curriculum of 2013. Changes in the curriculum in 2013 lies in the preparation of the RPP (Lesson Plan) and the ability of literacy. The emphasis on the preparation of the RPP has been resolved with the holding of training, but to literacy still unwell. One way to improve the literacy skills is through the reading of short stories. The reading of the short story aims to help improve reading skills and knowledge of sentence patterns, so it can be an idea to create an article. The focus on this study include: (1) The concept of reading a short story; (2) The impact of short story readings. These studies include: (1) The reading of short stories is an activity habituation to read a fictional narrative prose text .; (2) The impact resulting from the reading of short stories such as enhancing the knowledge, encourage the growth likes to read, and to foster the ability to write.</em>

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Multicomponent Reading Interventions for Students With Intellectual Disability

Remedial and Special Education ◽

10.1177/0741932517702444 ◽

2017 ◽

Vol 39 (4) ◽

pp. 229-242 ◽

Cited By ~ 9

Author(s):

Kemal Afacan ◽

Kimber L. Wilkerson ◽

Andrea L. Ruppar

Keyword(s):

Intellectual Disability ◽

Literature Review ◽

General Education ◽

Reading Instruction ◽

Reading Skills ◽

Word Reading ◽

Reading Interventions ◽

Future Research ◽

Sight Word ◽

The Impact

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.

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