The Influence of Oral Versus Silent Reading on Reading Comprehension in Students With Reading Disabilities

2018 ◽  
Vol 42 (2) ◽  
pp. 105-116
Author(s):  
Melissa F. Robinson ◽  
Elizabeth B. Meisinger ◽  
Rachel E. Joyner
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Oral Reading ◽  
Important Variable ◽  
School Students ◽  
Development Level ◽  
Main Effect ◽  
Main Effects ◽  
Level 2 ◽  
Specific Learning

This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading ( N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on comprehension. Significant main effects were found for reading modality and time on comprehension, but the main effect for developmental level was not significant. Students understood more of what was read orally than silently and showed improved comprehension across the year. The development-level by modality interaction was significant. Early elementary students benefited from oral reading in terms of comprehension, whereas equivalent comprehension was observed for late elementary students across modalities. No other two- or three-way interactions were significant. Results from this study suggest that reading modality is an important variable to consider for researchers and educators who are interested in the construct of reading comprehension.

scholarly journals Kompleksitas Argumentasi Berbasis Isu Sosiosaintifik pada Jenjang SD, SMP, dan SMA

2018 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Nur Fildzah Amalia ◽  
Riandi Riandi ◽  
Ari Widodo ◽  
Diana Rochintaniawati
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
High School Students ◽  
Elementary Students ◽  
Claims Data ◽  
Socioscientific Issues ◽  
School Students ◽  
Level 3 ◽  
Level 2

The Student’s argument can be raised and developed using socioscientific issues. Socio-scientific issues about health is one of the social problems that the subject of public debate. This study aims to describe the complexity of the arguments in elementary school, middle school, and high school. The three level of education is a school which is shaded by one of the Foundation in Bandung. Participants involved in the study consisted of 31 elementary students, 14 middle school students, and 23 high school students. Data taken using a quisioner consist of five items concerning socioscientific issues as well as individual interviews based on the answers to the test written description. Data identified using Toulmin Argumentation Adaptation Pattern (TAP), which consists of four levels, namely, level 1 (claim), level 2 (claims, data and / or warrants), level 3 (claims, data / warrant, backing), and level 4 (claims, data / warrant, backing, qualifier). The results showed that the development of increasingly rising complexity of arguments according to their level. The complexity of the arguments on elementary students reached level 2-3, middle school and high school reached level 3. Percentage of level 3 more ascending towards the middle school to high school. Meanwhile, if viewed from the dominates of the arguments category level, level 2 emerged as the dominant category in elementary school, middle school, and high school.

scholarly journals Reading Comprehension through the FIVES Model and Guided Reading Model to Improve Critical Thinking Ability in the Industrial Revolution Era 4.0

2020 ◽  
Vol 7 (1) ◽  
pp. 133-152
Author(s):  
Irfan Supriatna ◽  
Neza Agusdianita ◽  
Nani Yuliantini ◽  
Herman Herman ◽  
Resnani Resnani
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Elementary Students ◽  
Industrial Revolution ◽  
Guided Reading ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
School Students ◽  
Average Value

Elementary students' critical thinking skills are one of the components developed in 21st Century learning. However, these critical thinking skills are still very shallow and far from expectations. It was proven by the results of international surveys that show low average scores. Likewise, the results of the pretest critical thinking skills of fifth-grade students in 2 elementary schools in Sukabumi Regency showed a low average value. This study aims to determine the increase in students' critical thinking skills in learning to read comprehension through the use of the FIVES Model and Guided Reading Model in the Industrial Revolution Era 4.0. The research method uses quasi-experimental with Static Group Pretest-Postest Design. The subject of the research was fifth-grade elementary school students. SDN 4 Cicurug implements the FIVES Model, and SDN 2 Purwasari implements the Guided Reading Model. The results showed that the use of these two models could improve the critical thinking skills of elementary students. However, the increase in students' critical thinking skills through the FIVES Model compared to the Guided Reading Model in reading comprehension in the Industrial Revolution Era 4.0.

scholarly journals Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

2020 ◽  
Vol 10 (3) ◽  
pp. 52
Author(s):  
Alida Hudson ◽  
Poh Wee Koh ◽  
Karol A. Moore ◽  
Emily Binks-Cantrell
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Effect Sizes ◽  
The Impact

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

Mental Health of Iranian High School and College Students

1989 ◽  
Vol 64 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Azar Makaremi
Keyword(s):  
Mental Health ◽  
College Students ◽  
High School ◽  
Sex Differences ◽  
High School Students ◽  
School Students ◽  
Middlesex Hospital ◽  
Main Effect ◽  
Main Effects ◽  
Anxiety Depression

The objectives of this study were to investigate the mental health of Iranian high school and college students with regard to sex differences and to compare the results with those from other countries. The sample included 159 high school students (79 boys, 80 girls) and 160 college students (80 boys, 80 girls). The Middlesex Hospital Questionnaire was used to measure free floating anxiety, depression, phobia, obsession, and somatization. Significant effects of group and sex were noted for phobia, but for depression only the main effect of group was significant. For other scales neither the main effects of group and sex nor their interactions were significant. Iranian college students showed more anxiety than their British peers.

scholarly journals The impact of brand, sex, moment and distance of estimation on the speed perception of vehicles

2018 ◽  
Vol 30 (4) ◽  
pp. 191-202
Author(s):  
István Kósa ◽  
Zoltán Ambrus ◽  
Csilla Zsigmond ◽  
Blanka Bálint ◽  
Manuela Manon Ionescu
Keyword(s):  
University Students ◽  
Experimental Arrangement ◽  
Vehicle Speed ◽  
School Students ◽  
Main Effect ◽  
Speed Perception ◽  
The Moment ◽  
Main Effects ◽  
The Impact

Our research explores whether stereotypes influence estimations of the speed of a cheap vehicle and an expensive one viewed on film by participants. A second aim was to determine whether stereotyping could arise while completing a questionnaire. DAVIES (2009) demonstrated that no effect attributable to stereotyping could be detected among 18–21 year old participants’ contemporaneous estimates of two vehicle speed (the cheap Volkswagen Polo and the expensive BMW). In Experiment 1 we tested Davies’result among 14–18 year old school students. No interaction was found between any of the factors involved. The analysis also revealed that neither the main effects due to brand, nor the moment of estimation of the speed was significant. Furthermore, the main effect due to participants’ sex was not significant. In Experiment 2 we tested DAVIES’ same results (2009) among university students (N = 351), but with a different experimental arrangement. Participants estimated the speed of cars from two different distances. No interaction was detected between any of the factors – brand, distance, sex – involved. The analysis revealed that neither the main effects of the brand, nor the distance of the vehicle from the camcorder was significant. However, the effect of participants’sex wasfound to be significant: females’ overall speed estimate achieved a higher grade of accuracy.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

DEVELOPMENT OF MACAMI (MARI MEMBACA DAN MEMAHAMI) INSTRUMENT USING MACROMEDIA FLASH 8 IN PRIMARY SCHOOLS

2020 ◽  
Vol 4 (3) ◽  
pp. 544
Author(s):  
Ermaida Dewi
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Product Design ◽  
Primary Schools ◽  
Measuring Instrument ◽  
School Students ◽  
Average Percentage ◽  
Measuring Devices ◽  
Comprehension Ability ◽  
Feasibility Test

The background of this research is an instrument of learning for reading comprehension which in general is still dominated by an instrument in the form of print out which makes the students’ interest to read is reduced. In addition, this instrument is usually done manually or handwritten so that the students’ work must be corrected manually and require some time to get the results. This study aims to develop instruments or measuring devices for reading comprehension in the Primary School in Pekanbaru and find out the feasibility of measuring devices for reading comprehension skills. This product is Macromedia Flash 8 based namely "MaCaMi" which stands forMari Membaca dan Memahami. The research method used was the 4D model with four stages, such as the define stage, the design phase, the develop phase, and the dessiminate stage which is limited to the third stage. The data of this study were obtained from product design expert validation questionnaire, questionnaire validated by linguists, teacher response questionnaire and students response questionnaire. The data were generated quantitatively and analyzed by using the assessment criteria to determine the product quality. The results of this study showed the assessment of product design experts in draft 1 had an average percentage of 69.61% with the appropriate category then had increased in draft 2 to 90.56% with the very feasible category. The results of  the feasibility test by linguists in draft 1 with had average percentage of 95.30% with the very feasible category then increased in draft 2 to 97.20% withn the very feasible category. The results of the teacher's response to the reading comprehension measuring instrument in the Primary School in Pekanbaru developed by researchers obtained an average percentage of 93.50% with a very good category and the results of students' responses to the measuring instrument obtained an average percentage of 89.90% with a category very good. Based on these results, it can be concluded that the product developed by researchers is feasible to be used as a measure of reading comprehension ability of primary school students.

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