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Journal articles on the topic 'Competence in Reading'

Author: Grafiati

Published: 10 September 2021

Last updated: 26 July 2025

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1

Баліка, Людмила. "РОЗВИТОК ЧИТАЦЬКОЇ КОМПЕТЕНТНОСТІ ЗДОБУВАЧІВ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ В УМОВАХ ДІДЖИТАЛІЗАЦІЇ". Педагогічна наука і освіта ХХІ століття, № 1 (1 травня 2024): 80–89. http://dx.doi.org/10.35619/pse.vi1.1.

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Nowadays the competitiveness of each individual in the labor market depends on the ability to master new technologies and productively assimilate large amounts of information, transform them into «personal» knowledge and actively use them to solve various tasks in professional activities. It is emphasized that, according to the results of the international PISA-2022 study, reading competence among adolescents in our country is low, so one of the main tasks of modern educational institutions at all levels is not only to provide students with knowledge, but also to develop the skills of finding

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Türkyılmaz, Mustafa. "A research on fluent reading skills of secondary school students." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (2017): 91–118. http://dx.doi.org/10.14527/pegegog.2018.005.

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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In add

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McCreary, Carol Fillips, Suzanne D. Robertshaw, Roberta E. Hamblen, and Richard Feldman. "Reading First: Building Reading Competence." Modern Language Journal 75, no. 2 (1991): 246. http://dx.doi.org/10.2307/328844.

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Baidiuk, Liubov. "THEORETICAL PREREQUISITES OF THE FORMATION OF THE BASIS OF READING COMPETENCE OF YOUNGER SCHOOL STUDENTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 22, 2022): 59–69. http://dx.doi.org/10.31499/2307-4906.3.2022.265918.

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The article reveals the theoretical prerequisites for the formation of the foundations of reading competence of younger schoolchildren through involvement in reading activities. The logical sequence of concepts is singled out: reading ‒ reading activity ‒ reading competence. The essence of reading is proved; it consists of an attempt to connect reading with reading activity and its results ‒ readiness to read a book independently and the ability to use the acquired knowledge for one’s own purposes. It has been established that becoming a reader, interest in books is born through knowledge of b

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Freund, Micha-Josia, Ilka Wolter, Kathrin Lockl, and Timo Gnambs. "Determinants of profiles of competence development in mathematics and reading in upper secondary education in Germany." PLOS ONE 16, no. 10 (2021): e0258152. http://dx.doi.org/10.1371/journal.pone.0258152.

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The registered report was targeted at identifying latent profiles of competence development in reading and mathematics among N = 15,012 German students in upper secondary education sampled in a multi-stage stratified cluster design across German schools. These students were initially assessed in grade 9 and provided competence assessments on three measurement occasions across six years using tests especially developed for the German National Educational Panel Study (NEPS). Using Latent Growth Mixture Models, Using Latent Growth Mixture Models, we aimed at identifying multiple profiles of compe

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Lin, Lin. "Intercultural Competence and Reading." Learning & Education 10, no. 5 (2022): 151. http://dx.doi.org/10.18282/l-e.v10i5.2713.

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In senior high school English reading classes, cultivating intercultural communication skills can help students learn  language more efficiently. It is necessary to strengthen the intercultural communication ability training of students in English  reading teaching to meet the current high school English training objectives. The majority of senior high school students now have  a basic understanding of English. They still lack knowledge of British culture and the ability to communicate in English. This essay  will show the critical thinking about intercultural competenc

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Huang, Lan. "Intercultural Competence and Reading." OAJRC Social Science 4, no. 1 (2023): 28–31. http://dx.doi.org/10.26855/oajrcss.2023.02.007.

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Kodirova, M. M., and R. R. Ashrapov. "Reading culture and reading competence in Uzbekistan." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 12 (2020): 657–61. http://dx.doi.org/10.5958/2249-7137.2020.01810.8.

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김경훈 and 임미란. "Improving English Reading Competence through Extensive Reading." English21 25, no. 1 (2012): 155–68. http://dx.doi.org/10.35771/engdoi.2012.25.1.007.

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Kordigel Aberšek, Metka, and Boris Aberšek. "A READING CURRICULUM FOR THE HOMO ZAPPIENS GENERATION: NEW CHALLENGES, NEW GOALS." Journal of Baltic Science Education 12, no. 1 (2013): 92–106. http://dx.doi.org/10.33225/jbse/13.12.92.

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A new model for a 21st century reading curriculum (RC), needed as a consequence of the changes made by new technologies on human brains in the last two decades, will be presented. Cognitive science warns that some of these changes can seriously threaten the science learning process in school. This of course has implications for the educational system – including, perhaps primarily, the RC. A RC for the “Homo zappiens” (HZ) generation should comprise of two kinds of reading competences: informative and explicatory reading/learning texts strategies (=off-line reading competence); ICT reading/lea

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Dechsubha, Thawascha, and Wei Gao. "Enhancing University Students’ English Competence for Communication through the Whole Language Approach." International Journal of Religion 5, no. 11 (2024): 4347–61. http://dx.doi.org/10.61707/6dndtr46.

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This research consisted of 4 objectives. They were to 1) examine the English listening and speaking competence of NRRU students, 2) compare NRRU University students’ English listening and speaking competence scores before and after the treatment with the criterion of 70%, 3)examine English reading and writing competence of NRRU students, and 4)compare NRRU University students’ English reading and writing competence scores before and after the treatment with the criterion of 70%. The population in this study consisted of 100 learners from Nakhon Ratchasima Rajabhat University. Samples consisted

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Saleh, Nurming, Misnawaty Usman, and Wening Sahayu. "German Reading and Writing Competencies Using Google Classroom." Interference: Journal of Language, Literature, and Linguistics 4, no. 2 (2023): 244. http://dx.doi.org/10.26858/interference.v4i2.51358.

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Abstract. This research aims to acquire data and information regarding the reading and writing competencies of college students in the German language, using Google Classroom as a teaching medium. The design employed in this study is a mixed methods approach. The research was conducted within the German Language Education Program, Department of Foreign Languages, Faculty of Language and Literature, Universitas Negeri Makassar, involving 30 fourth-semester students as the research sample. Qualitative data were obtained through participatory observation by the researcher, who observed the activi

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Putri, Yessi Karsita, Ngadiso Ngadiso, and Teguh Sarosa. "CORRELATION BETWEEN READING INTEREST, GRAMMATICAL COMPETENCE AND READING SKILL." English Education 4, no. 1 (2015): 82. http://dx.doi.org/10.20961/eed.v4i1.34841.

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The objective of this research was to find out whether there is a correlation between (1) reading interest and reading skill; (2) grammatical competence and reading skill; and (3) reading interest, grammatical competence simultaneously and reading skill. The method used in the research was correlation. The study was carried out in June to August 2013 at SMA Negeri 1 Karanganyar. The population was all of the tenth grade students of SMA Negeri 1 Karanganyar which consist of eight classes. The total number of the students was 272 students. The sample was 34 students taken by cluster random sampl

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Valdés-Léon, Gabriel, Javier González Riffo, and Mario Molina Olivares. "Competencia comunicativa en educación superior: hacia una evaluación diagnóstica integral." Logos: Revista de Lingüística, Filosofía y Literatura 32, no. 1 (2022): 106–19. http://dx.doi.org/10.15443/rl3207.

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The aim of this paper is to diagnose the sufficiency of first-year pedagogy students’ discoursive competence, considering lexical, reading comprehension and written competences. Whit this objective, three instruments were designed and adapted, one for each competence: lexical availability test, reading comprehension test and rubric to evaluate an argumentative writing task. Among the main findings, it stands out that the highest performance corresponds to performance in reading, over writing and lexicon, respectively. It is concluded that the obtained results allow classifying the performances

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Демчук, Тетяна Олександрівна. "FORMATION OF ENGLISH LANGUAGE COMPETENCE OF READING ON THE UPPER DEGREE OF STUDY OF ENGLISH LANGUAGE IN SECONDARY EDUCATION INSTITUTIONS." Інноватика у вихованні, no. 9 (June 11, 2019): 58–63. http://dx.doi.org/10.35619/iiu.v0i9.134.

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Abstract. This article is devoted to the problem of the formation of the competence of the English language reading on upper degree; the general characteristics of competence of reading in English language on the upper degree are given; the aims of the competence of reading in English language are defined; examples of exercises, characteristics of means and the issue of the assessment of the competence of reading in English language described, the specifics of competency education in English lessons are determined. The article proves that one of the types of communicative activities in f

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Azizah, Alfi Nur, Gunarso Susilohadi, and Hefy Sulistyawati. "The Correlation Between Reading Interest, Grammatical Competence and Reading Comprehension." English Education 5, no. 2 (2017): 92. http://dx.doi.org/10.20961/eed.v5i2.36052.

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This article is aimed at discussing and reporting the result of a study about correlation between reading interest, grammatical competence and reading comprehension. The correlation was proven by the result of the study which was carried out in November 2013 at SMA Negeri in Cilacap. The sample of the study were 32 students of XI IPA 5 taken by cluster random sampling. A questionnaire was used to collect reading interest data and objective tests were used to collect grammatical competence data and reading comprehension data. Single correlation and multiple linear regression were used to analyz

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Tatiana, Midrigan. "Textual Competence: Definitions and Components." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 5 (135) (2022): 44–48. https://doi.org/10.5281/zenodo.7271182.

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Textual competence is one of the specific competences, which are formed in the Romanian language and literature. Textual competence is the ability to know how to identify the information conveyed by the text, as well as the way in which it is conveyed. In other words, text analysis is the operation that forms it.  

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Diman, Hardianti, Naniek Jusnita, Suratman Dahlan, and Abd Halim Daud. "STUDENTS’ COMPETENCE IN CRITICAL READING." Jurnal Bilingual 10, no. 2 (2020): 32. http://dx.doi.org/10.33387/j.bilingual.v10i2.2735.

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The objectives of this research is to know students’ competence in critical reading at the fourth semester students of English Language Education Study Program, Khairun University consisting of 20 students who were selected by using purposive sampling technique. The researcher applied quantitative descriptive method and analyzed the data by using critical reading rubric. From the data analyzed, the data showed nine students was categorized good. Ten students was categorized fair and one students was categorized poor. The analysis of questions the data showed that students’ got highest average

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Sytchenko, Anatolii. "To the concept and structure of a competent reader formation in a school course of ukrainian literature." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 207–11. http://dx.doi.org/10.33310/2518-7813-2019-66-3-207-211.

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The article substantiates the integrated character of reading competence, clarifies and deepens its concepts and features in the process of teaching Ukrainian literature. The issue of the article is actualized in the context of the competence orientation of the New Ukrainian School (NUS). Reader's competence is explained as an integrated component of students' academic achievement, a system of knowledge and skills, values, perceptions and attitudes of the individual, the ability to adequately act in the future professional field and different life situations. The level of this competence deter

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Danureja, Mintarsih, and Tati Hartati. "THE EFFECTIVENESS OF QUANTUM READING MODEL BY PRINTING MEDIA WITH YEN BASIS IN READING CONCEPT LEARNING TO STUDENTS OF GRADE 4TH IN SUMBER REGENCY, CIREBON, SCHOOL ACADEMIC YEAR 2013/2014." Jurnal Tuturan 3, no. 2 (2017): 594. http://dx.doi.org/10.33603/jt.v3i2.818.

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This research is intended to know the effectiveness of quantum reading model by printing media with yen basis in reading concept learning to students of grade 4th elementary school. The problems are: profile of students reading concept competences, the learning process of reading concept, the learning process of reading concept by quantum reading model by printing media with yen basis, the effectiveness of quantum reading model by printing media with yen basis in reading concept learning, and students response of quantum reading model by printing media with yen basis.The trouble-shooting is by

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Semian, Nataliia. "DEVELOPING SOCIO-CULTURAL COMPETENCE IN PHILOLOGY MAJORS THROUGH POETRY READING: APPROACHES AND PRINCIPLES." АRS LINGUODIDACTICAE, no. 4 (2019): 44–49. http://dx.doi.org/10.17721/2663-0303.2019.4.06.

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Background: The need to develop students’ socio-cultural competence is grounded in the socio-cultural framework which places a meaningful emphasis on interpersonal interaction as a significant motivating force of human learning and development. In this theoretical framework, ‘approaches’ and ‘principles’ of teaching foreign languages (FL) are viewed as the two essential methodology concepts affecting both FL learning and building socio-cultural competence. In a regular classroom, the suggestions to enhance socio-cultural competence through reading poetry are voiced. Socio-cultural implications

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Firman, Edi, Haerazi Haerazi, and Sadaf Dehghani. "Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness." Journal of Language and Literature Studies 1, no. 2 (2021): 57–65. http://dx.doi.org/10.36312/jolls.v1i2.613.

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Reading comprehension in the EFL context requires abilities not only linguistic competences but also reading strategies. The timely acquisition of this competence has a crucial effect for language learners. Unfortunately, most language learners in all level have low skills and high difficulties to acquire reading skills. This study aims to explore students’ abilities and difficulties in comprehending English reading texts as secondary level. This study is categorized as qualitative study consisting of three main data gathering methods: semi-structured interviews, classroom observations, and gr

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Nguyen The, Hung. "THE TEACHING OF READING COMPREHENSION MULTIMODAL TEXTS COMPETENCE ASSESSMENT STANDARDS FOR PHILOLOGY PEDAGOGICAL STUDENTS." Journal of Science Educational Science 68, no. 2A (2023): 27–42. http://dx.doi.org/10.18173/2354-1075.2023-0018.

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The teaching competence assessment standards are a set of tools that contribute to the assessment of the teaching competence level of teachers. This article aims to unify the concept from which to develop the teaching reading comprehension multimodal texts competence assessment standards to meet educational innovation in general and competence development of the teachers in particular. The targeted object is the Philology pedagogical students trained to be Literature teachers. From the process of building competence assessment standards in general, combined with the scientific basis is the out

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Kurganskaya, A. V. "READING COMPETENCE OF THE FIRST-YEAR STUDENTS OF SPECIALTY ‘PEDAGOGICAL EDUCATION’ MAJORING IN ‘PRIMARY EDUCATION’." Pedagogical IMAGE 14, no. 4 (2020): 669–80. http://dx.doi.org/10.32343/2409-5052-2020-14-4-669-680.

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Introduction. Today, reading is one of the language activities that consists not only of transforming letters into sounds. It is one of the meta-subject skills, which affect learning success. One of the priority objectives set in the Federal State Educational Standard for Primary General Education is to create the necessary level of reading competence in junior students. Consequently, the level of reading competence in students, i.e., future primary school teachers, should be high. The study aims to identify the level of reading competence in first-year students of the specialty ‘Pedagogical e

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Kupaysinova, Zarifa. "Methods for Developing Reading Competence of Secondary School Pupils in English Lessons." Pubmedia Jurnal Pendidikan Bahasa Inggris 2, no. 1 (2024): 7. http://dx.doi.org/10.47134/jpbi.v2i1.867.

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Reading competence is crucial for academic achievement. Reading competence is linked to success at school and over the life. It is also regarded as one of the most challenging areas, thus any educational institution has to give it greater focus to develop pupils’ reading competence. This article presents the effective reading approaches in order to develop secondary school pupils’ reading competence in English lessons.

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Anjani, Suci Dhea, and Siti Drivoka Sulistyaningrum. "THE INTEGRATING INTERCULTURAL COMPETENCE INFUSED ENGLISH READING MATERIALS FOR 10TH-GRADE STUDENTS: A NEED ANALYSIS." Journal of English Educational Study (JEES) 7, no. 2 (2024): 206–14. https://doi.org/10.31932/jees.v7i2.3478.

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The educational sector is gaining significant interest in intercultural competency due to its potential to enhance students' global learning experiences and academic performance. In this study, a needs analysis was used to investigate the existing learning materials of the needs of 10th-grade students in intercultural competence for English reading materials. The primary goal of this research is to analyze the English reading materials currently used by 10th-grade students and evaluate the extent to which they incorporate intercultural competence. In addition, the results of the need analysis

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Afriandi, Juanda Fhajar, Fuady Anwar, and Wirdati Wirdati. "Tashih Recitations of the Qur’an Program in Improving the Competence of Reading the Qur'an for Students of Islamic Studies." International Journal of Multidisciplinary Research of Higher Education 6, no. 2 (2023): 51–64. http://dx.doi.org/10.24036/ijmurhica.v6i2.41.

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Students of Islamic Studies as a candidate for religious teachers really need to be equipped with the ability to read the Qur’an. Religious teachers as the main person in charge of Al-Quran education for students in schools must have deep competence in the Qur'an. Among the competences of the Qur’an that must be possessed is proficiency in reading the Qur’an. That is, before an Islamic Religious Education student is assigned to become an educator at school, the student must be equipped with good competence, in the context of this study the author specifically discusses competence in aspects of

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Saxatova, Iroda, and Saodat Mannonova. "Developing students reading competence through cognitive strategy." Journal of Science-Innovative Research in Uzbekistan 3, no. 4 (2025): 371–75. https://doi.org/10.5281/zenodo.15283279.

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In modern education, developing reading competence is critical for language learning. This article examines how cognitive strategies—such as prediction, summarizing, questioning, and clarifying—enhance students’ reading comprehension and analytical skills. It emphasizes metacognitive awareness and active reading techniques to foster deeper text engagement. A review of pedagogical approaches and classroom practices underscores the importance of strategic instruction in cultivating autonomous, confident readers. Findings indicate that systematic integration of cognitive strateg

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Freund, Micha-Josia, Ilka Wolter, Kathrin Lockl, and Timo Gnambs. "Profiles of competence development in upper secondary education and their predictors." PLOS ONE 16, no. 1 (2021): e0245884. http://dx.doi.org/10.1371/journal.pone.0245884.

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This registered report protocol elaborates on the theory, methods, and material of a study to identify latent profiles of competence development in reading and mathematics among German students in upper secondary education. It is expected that generalized (reading and mathematical competence develop similarly) and specialized (one of the domains develops faster) competence profiles will be identified. Moreover, it is hypothesized that students’ domain-specific interest and educational history will predict membership of these latent profiles as these factors influence the students’ learning env

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Thi Hoa, Nguyen, Le Thi Thuong Thuong, and Vu Thi Thuy. "DETERMINING THE STRUCTURE OF READING COMPETENCE OF 5-6 YEAR OLD PRESCHOOL CHILDREN ACCORDING TO THE ORIENTATION OF COMPETENCE DEVELOPMENT." International Journal of Education Humanities and Social Science 07, no. 03 (2024): 112–19. http://dx.doi.org/10.54922/ijehss.2024.0698.

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Forming reading competence is a very important issue for children 5-6 years old when preparing to enter grade 1. Language development in kindergarten focuses on the formation and development of children's reading competence. At 5 - 6 years old, the structure of reading competence must first be determined. With this concept of approaching the problem, the article focuses on clarifying the reading competence of preschool children by analyzing the manifestation, components, behavioral indicators and proposing the structure of this competence.

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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to

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Simanjuntak, Marudut Bernadtua, Zainal Rafli, and Sintowati Rini Utami. "Elevating Vocational Student Competence: The Crucial Need for English Literacy Competence." Jurnal Ilmiah Peuradeun 13, no. 1 (2025): 721. https://doi.org/10.26811/peuradeun.v13i1.1109.

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This study aims to explore the role of reading competence in English literacy for vocational students, focusing on its impact on human resource management and the effectiveness of public learning organizations. The method used is a descriptive qualitative literature review to identify the required competence levels, basic literacy needs, and the urgency of developing effective reading skills in preparation for entering the job market. The results show that reading competence goes beyond basic literacy and includes understanding technical materials, specific industry documents, and job-related

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Schiefele, Ulrich, Ellen Schaffner, Jens Möller, and Allan Wigfield. "Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence." Reading Research Quarterly 47, no. 4 (2012): 427–63. http://dx.doi.org/10.1002/rrq.030.

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AbstractThis review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curio

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김성중. "Exploring Transferability between L2 Listening Competence and L2 Reading Competence." Studies in Linguistics ll, no. 16 (2010): 99–116. http://dx.doi.org/10.17002/sil..16.201004.99.

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Piankovska, Iryna V. "Ubungstypen zum Leseverstehen im Fremdsprachenunterricht." Освітній вимір 54, no. 2 (2020): 84–97. http://dx.doi.org/10.31812/educdim.v54i2.3871.

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The paper deals with the problem of selecting the types of reading comprehension exercises in a foreign language lesson. It dentifies the role of reading as a receptive skill and one of the main competences in learning a foreign language. Distinctive differences between an exercise and a task as didactic forms of teaching and their importance in the formation of speech competences have been established. Modern approaches to the typology of exercises have been analyzed depending on the learning goals and receptive or productive types of speaking activity. The main types of exercises aimed at de

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Vitasmoro, Pamadya. "Improving Students’ Reading Competence through DRTA ( Directed Reading Thinking Activity) Technique." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (2016): 8. http://dx.doi.org/10.29407/jetar.v1i2.475.

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The objectives of the research are to know whether DRTA technique can improve students’ reading competence or not, to know what are the students’ response to the DRTA technique and to evaluate the strengths and weakness of the DRTA technique when it is applied in teaching reading. The research was conducted in D-IV Midwifery Program of Health Sciences Faculty of Kadiri University August to November 2015. The subject of the research is the students of D-IV Midwifery students of Health Sciences Faculty of Kadiri University. The method of research is classroom action research and conducted in thr

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Безкоровайна, Ольга, and Юлія Колібек. "READING AS A SUBJECT OF SCIENTIFIC RESEARCH." Інноватика у вихованні 1, no. 11 (2020): 61–67. http://dx.doi.org/10.35619/iiu.v1i11.274.

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This article is devoted to the problem of the formation of foreign language competence of reading in pupils of secondary school. The general characteristics of competence in foreign language reading comprehension are given. The aims of its formation at school are defined. The components of reading comprehension competence are named: skills, habits, knowledge and communicative ability. Stages of reading comprehension competence formation are given. The article analyzes the problem of forming foreign language competence in reading. Properly formed foreign language competence in reading hel

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Khavaidarova, М. М., and А. А. Ekibaeva. "TO THE DEFINITION OF THE CONCEPT OF "READING COMPETENCE" AND THE DIFFERENTIATION OF ITS DESCRIPTORS." BULLETIN Series of Philological Sciences 75, no. 1 (2020): 303–10. http://dx.doi.org/10.51889/2021-1.1728-7804.52.

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The article addresses the problem of competence-based approach in solving the problem of reading. The problem of defining competence and various approaches to its solution is considered. The concepts of "competence / competence" at the present stage have become key and determining the goals and content of training. The main ability of the graduate is the ability to form his speech utterance for special purposes. For this reason, the main category of linguodidactics becomes communicative competence. The establishment of a new paradigm of education, on which the updating of the content of educat

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Bonanati, Sabrina, and Charlott Rubach. "Reciprocal Relationship between Parents’ School- and Home-Based Involvement and Children’s Reading Achievement during the First Year of Elementary School." Societies 12, no. 2 (2022): 63. http://dx.doi.org/10.3390/soc12020063.

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Reading is an essential competence students learn in school. One question is how parents can support their children and their reading competence, particularly at the beginning of elementary school. Guided by this question, this study investigated the longitudinally reciprocal relationship between parental school- and home-based involvement with children’s reading competence. We also tested whether school- and home-based involvement mediated the relationship between structural context variables (e.g., migration background) and reading competence. A total of 254 parent–child dyads answered a que

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Gálvez, Juan Diego, and Marcela Del Campo. "Strengthening Reading Competence in English Using a Reading Comprehension Module." Profile: Issues in Teachers' Professional Development 25, no. 1 (2023): 229–43. http://dx.doi.org/10.15446/profile.v25n1.101251.

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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

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Prasasti, Wigati D., Joesasono O. Soelistjowati, and Lambang E. Suyadjid. "EXPLORING EFL LEARNERS’ LITERARY COMPETENCE THROUGH THEIR CRITICAL STANCE IN READING NARRATIVE." Lingua Scientia 29, no. 1 (2022): 45–58. http://dx.doi.org/10.23887/ls.v29i1.43790.

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Critical reading has been promoted as the objective of the reading activity in English language learning. However, previous studies have reported that reading comprehension still centres on comprehending the literal meaning and puts aside critical reading as part of their language learning activity. One of the ways to examine EFL learners’ critical reading is to enquire into their literary competence. This study, aiming at exploring the EFL university students’ literary competence from the perspective of critical reading, was conducted in one of the Indonesian private universities. The partici

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Alla V., Kurganskaya. "State of Younger Schoolchildren’s Reading Competence." Scholarly Notes of Transbaikal State University 15, no. 2 (2020): 94–100. http://dx.doi.org/10.21209/2658-7114-2020-15-2-94-100.

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Smetannikova, Natalya N. "Reading, Literacy, Readers Competence: Development Strategy." Bibliotekovedenie [Library and Information Science] 66, no. 1 (2017): 41–48. http://dx.doi.org/10.25281/0869-608x-2017-66-1-41-48.

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Jansen, Mogens. "Assessment of students’ “Functional reading competence”." Australian Journal of Learning Disabilities 6, no. 2 (2001): 11–16. http://dx.doi.org/10.1080/19404150109546663.

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Brown, Melissa M., and Margaret S. Benson. "Shared Book Reading and Social Competence." N H S A Research Quarterly 1, no. 3 (1997): 94–115. http://dx.doi.org/10.1207/s19309325nhsa0103_7.

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Evans, Eston E. "“Advanced” ESL reading: Language competence revisited." System 16, no. 3 (1988): 337–46. http://dx.doi.org/10.1016/0346-251x(88)90076-0.

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Spedding, Susan, and Lorna K. S. Chan. "Metacognition, Word Identification, and Reading Competence." Contemporary Educational Psychology 18, no. 1 (1993): 91–100. http://dx.doi.org/10.1006/ceps.1993.1009.

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Thums, Kathrin, Timo Gnambs, and Ilka Wolter. "The impact of gender-stereotypical text contents on reading competence in women and men." Zeitschrift für Erziehungswissenschaft 23, no. 6 (2020): 1283–301. http://dx.doi.org/10.1007/s11618-020-00980-8.

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AbstractSocieties have socially shared assumptions about what constitutes typically male or female attributes. Language can contribute to gender inequality by transmitting gender stereotypes. This study examines whether gender-stereotypical connotations in stimulus texts within a reading competence test might serve as a nuisance factor distorting reading competence measurements. In addition to a general factor for reading competence, we expected gender-stereotypical texts to give rise to gender-specific factors regarding the text content. The research was based on a sample of 813 adults from a

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Tsinko, Svitlana. "Reading competence as a basis for the formation of a media literate personality." Bulletin of Luhansk Taras Shevchenko National University 1, no. 8 (346) (2021): 224–32. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-1-224-232.

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The article examines the features of the formation and development of reading competence as the basis of a media literate personality of the student; the essence of reading competence as the ability of the individual to perceive and comprehend texts, information in order to realize themselves in society and future professional life is revealed. The views of methodological scholars on reading competence are presented. It was found that at the present stage of development of society there are some problems in the formation of reading competence.

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Poriadchenko, Lesya, and Irina Vdovyka. "USING THE INTERNET SERVICE OF AUGMENTED REALITY BLIPPAR AS A MEANS OF FORMING THE READING COMPETENCE OF SECOND-GRADERS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 180–90. http://dx.doi.org/10.28925/2414-0325.2021.1015.

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The article is devoted to the analysis of methodical features of the use of augmented reality as a means of forming the reading competence of pupils of the second grade of primary school. The paper presents the analysis of recent research on the importance of involving schoolchildren in the reading process. It is determined that in recent years the interest of pupils in reading has significantly decreased, and this in turn has affected the overall comprehensive development of pupils. It has been scientifically proven that reading plays an important role in the formation of a personality. Thus,

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