scholarly journals Differences in Reading Comprehension Text Reading Skills by Using Auditory, Intellectually, Repetition (AIR) and Brainstorming Learning Models in Terms of Students Reading Interest

2020 ◽  
Author(s):  
Dia Fitri ◽  
Erizal Gani
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Learning Models ◽  
Text Reading ◽  
Reading Interest

scholarly journals WEB KOMIK BERBAHASA INGGRIS

2018 ◽  
Vol 12 (2) ◽  
pp. 235-250
Author(s):  
Risma Fahrul Amin ◽  
Hali Makki
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Skills ◽  
Current Issue ◽  
English Literature ◽  
Reading Success ◽  
Classroom Action Research ◽  
Reading Interest

Reading interest is very important in development of generation and the current issue in Indonesian education. Researchers try to carry out classroom action research that is the application of web comic to increase student’s reading interest in English literature at Ibrahimy University. The purpose of this study is to know through the application of web comic can increase student’s reading interest and reading skills and to know through the application of web comic can improve student’s reading comprehension at Ibrahimy University of Situbondo. The results of this study can be concluded that the use of web comic can increase student’s reading interest and improve student’s reading skills at Ibrahimy University of Situbondo, student’s reading comprehension also progressed from the percentage of student’s reading success from 40.63% to 93.75%.

scholarly journals Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography

2021 ◽  
Author(s):  
Irit Bar-Kochva ◽  
Réka Vágvölgyi ◽  
Thomas Dresler ◽  
Benjamin Nagengast ◽  
Hannes Schröter ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Language Skills ◽  
Rapid Naming ◽  
Transparent Orthography ◽  
Reading Accuracy ◽  
Related Language ◽  
Basic Reading Skills ◽  
Text Reading

AbstractThis study set out to examine the basic reading skills (accuracy and fluency in decoding, word and text reading) and some of the reading-related language skills (phonological awareness and rapid-naming) of 54 adults with low reading comprehension, who read the transparent German orthography. Participants were born in Germany and showed a typical non-verbal processing speed. With the exception of reading accuracy, participants were expected to present deficits in all basic reading and reading-related skills. The average performance in measures of decoding and word reading fluency was extremely low. A notable proportion of the sample, however, did not present a deficit in these measures. As expected, the average rate of reading errors was generally low. Nevertheless, text reading accuracy was deficient for one quarter of the sample. Tests addressing the reading-related language skills also indicated an average low performance in phonological awareness, but not in rapid-naming. Here too, a notable variance was observed. These results suggest that deficits in the basic reading skills and in phonological awareness characterise, on average, adults with low reading comprehension. At the same time, significant deficits in reading comprehension in this population do not necessarily imply deficits in the more basic skills of reading as well. In addition, the results indicate that reading accuracy constitutes a source of difficulty for some of these adults, despite the reading of a transparent orthography. The sources for the variance in performance throughout the different reading and reading-related measures remain to be explored.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

THE USE OF E-BOOK TO IMPROVE READING COMPREHENSION AMONG YEAR 4 PUPILS

2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Yee Bee Choo ◽  
Nurul Syazana Zainuddin
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Reading Skills ◽  
Reflective Journal ◽  
Research Participants ◽  
Teaching Of Reading ◽  
Post Test ◽  
The Mean ◽  
Level Of Understanding ◽  
Level Of Motivation

This is an Action Research of using the Story Jumper as an E-book to improve the reading comprehension among Year 4 pupils in one of the primary schools in Malaysia. The participants involved were twenty pupils consisting of seven males and thirteen females. Three data collection methods employed were pre-test and post-test, pupils’ work and teacher’s reflective journal. The findings showed that the use of E-book had increased the level of understanding in reading comprehension among the research participants. The mean for the pre-test and post-test had increased from 45.83 to 93.33. The pupils’ work indicated positive improvements in terms of their level of understanding and responses in reading. It was also found from the reflective journal that the research participants had participated actively in the learning process and their level of motivation was also increased. The implication is to use E-book in the teaching of reading skills among the primary school learners.

Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

2014 ◽  
Author(s):  
Σοφία Παπαϊωάννου
Keyword(s):  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Short Term Memory ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Cognitive Approach ◽  
Academic Difficulties ◽  
Close Link ◽  
Development Of Language

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive abilities. This study focuses on Attention and Executive skills (EFs) and theirconnection with the development of language and reading skills among elementary schoolstudents, with emphasis on reading comprehension. In the context of two studies weexamined: the effect of Attention and EFs on Reading Comprehension controlling for printrelatedskills, the direct and indirect effects of attention, the factors that may moderate theseeffects of cognitive abilities on Reading Comprehension, and the cognitive and academicperformance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, andacademic skills was administered to a representative sample of, largely untreated, Greekelementary school students (N= 597 and N=923, respectively). Attention and EFs contributedsignificant additional variance to the prediction of Reading Comprehension after controllingfor efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-relatedabilities contributed to Reading Comprehension indirectly through EFs. The only factor thatmoderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significantdeficits in EFs and STM were restricted to the groups of students displaying inattentionsymptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting,everyday symptoms of inattention, and achievement in math and word-level reading skills.Reduced performance on EF measures was identified as the most important factor thatdistinguished between students with pervasive academic difficulties and their typicallyachieving peers, regardless of the presence of inattention symptoms. Considering the crosssectionalnature of the present study, our results provide some support to the hypothesis that EF deficits are causally related to developmental academic difficulties, and may set a firmbasis for implementing a cognitive approach to the management of students with ReadingComprehension difficulties and severe inattention symptoms.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Cooperative Integrated Reading and Compositi (CIRC) dan Minat Baca Terhadap Keterampilan Menulis Karangan Deskripsi Siswa Kelas X SMA Negeri 1 Bangkinang

GERAM ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 18-26
Author(s):  
Fenny Anita
Keyword(s):  
Writing Skills ◽  
Learning Model ◽  
Performance Tests ◽  
Learning Models ◽  
Factorial Experimental Design ◽  
Essay Writing ◽  
Quasi Experimental ◽  
And Performance ◽  
Reading Interest ◽  
Better Than

This research was conducted to explain the effect of the learning model CIRC and reading interest on the results of the descriptive essay writing skills of class X SMA Negeri 1 Bangkinang. This type of research is a quantitative study using a quasi-experimental method and a 2x2 factorial experimental design. The population of this study was students of class X SMA Negeri 1 Bangkinang. Sampling was done by purposive sampling with a sample size of 60 students. Data collection was carried out using two instruments, namely questionnaires and performance tests. Based on the research results, it can be concluded that four things are as follows. First, the skills of writing essays of descriptions of students taught using the learning model CIRC are better than those taught by conventional learning models of class X students of SMA Negeri 1 Bangkinang. Second, the writing skills of students who have high reading interest who are taught using the learning model CIRC are higher than students who have high reading interest who are taught using the conventional learning model of class X students of SMA Negeri 1 Bangkinang. Third, the writing skills of students who have low reading interest who are taught using the learning model CIRC are higher than students who have low reading interest who are taught using the conventional learning model of class X students of SMA Negeri 1 Bangkinang. Fourth, there is no interaction between reading interest and learning models in influencing the writing skills of descriptive essays of class X SMA Negeri 1 Bangkinang.

Sign in / Sign up

Export Citation Format

Share Document