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Journal articles on the topic 'Poor reading ability'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Waber, Deborah P., David J. Marcus, Peter W. Forbes, et al. "Motor sequence learning and reading ability: Is poor reading associated with sequencing deficits?" Journal of Experimental Child Psychology 84, no. 4 (2003): 338–54. http://dx.doi.org/10.1016/s0022-0965(03)00030-4.

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Sano, Takamasa, Akira Uno, and Itaru Tatsumi. "Examination of Phonological Ability in Poor Reading/Writing Children and Poor Vocabulary Children." Japan Journal of Logopedics and Phoniatrics 58, no. 1 (2017): 15–21. http://dx.doi.org/10.5112/jjlp.58.15.

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Zabrucky, Karen, and Hilary Horn Ratner. "Effects of Reading Ability on Children's Comprehension Evaluation and Regulation." Journal of Reading Behavior 21, no. 1 (1989): 69–83. http://dx.doi.org/10.1080/10862968909547659.

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Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall tex

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Muchtar, Naely. "Intensive reading and extensive reading in teaching reading comprehension." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 2 (2020): 1–13. http://dx.doi.org/10.21831/lingped.v1i2.18687.

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The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) repres

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Riza, Armilia. "TEACHING READING THROUGH SHARED READING STRATEGY." TELL-US JOURNAL 2, no. 2 (2017): 78–84. http://dx.doi.org/10.22202/tus.2016.v2i2.1337.

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This study was aimed at looking at the effect of using Shared Reading Strategy toward reading ability of students of SMP N 1 IV Jurai Pesisir Selatan, West Sumatra. This study is based on the fact the poor ability of students to understand the monologue text. This study used pretest-posttest design given to the experimental and control groups. The results showed that the experimental group posttest result was higher than the control group. It showed that the Shared Reading Strategy gave significant effect toward students’ reading ability at SMP N 1 IV Jurai. This statement is supported by the

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Sultan, Sultan, Muhammad Rapi, Mayong Mayong, and Suardi Suardi. "TEXTBOOK DISCOURSE READABILITY: GENDER, READING INTEREST, AND SOCIO-ECONOMIC STATUS OF STUDENTS WITH POOR READING ABILITY." Jurnal Cakrawala Pendidikan 39, no. 3 (2020): 583–96. http://dx.doi.org/10.21831/cp.v39i3.32326.

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Textbook discourse readability is primarily determined by three key factors: the text, the writer, and the reader. Textbook discourse readability from the reader aspect especially among students with poor reading ability is rarely studied. Therefore, this study aimed to investigate textbook discourse readability among junior high school students with poor reading ability based on gender, reading interest, and family socio-economic status. A quantitative survey was conducted on 257 respondents from Indonesia. The data were gathered using a questionnaire and a cloze test. The results showed that

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Tiarina, Yuli, Sri Wahyuni, Dewi Fitri, Niken Sakinah, and Ahmad Fajar Afif. "PISA READING LITERACY: ENCOUNTERING FEMALE AND MALE’ READING LITERACY ABILITY." English Review: Journal of English Education 10, no. 2 (2022): 593–602. http://dx.doi.org/10.25134/erjee.v10i2.6263.

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Much research sounds that male students’ reading competency is lower than females’. This article, then, uncovers the cognitive processes of male and female students seen from the sample questions in the 2018 PISA. This descriptive research involved fifteen male and sixteen female students. They were tested to answer PISA sample test consisting 21 items. It was found that the students score in reading literacy is poor. The highest score was 76; the lowest score was 10; the average score was 31. The result proved that female students are better in reading literacy than males are. Among eight cog

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Marmurek, Harvey H. C. "Reading Ability and Attention to Words and Letters in Words." Journal of Reading Behavior 20, no. 2 (1988): 119–29. http://dx.doi.org/10.1080/10862968809547630.

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Students in grades 2, 4, and 6 were tested in two blocks of visual comparison trials. In one block, the primary task was to decide whether two words matched, and in the other block the task was to decide whether a single letter target matched the first letter of a word. On some trials in both blocks, the word comparison item was omitted and subjects were to decide whether a “7” occurred in the replacement display. On those probe trials, the “7” occurred either to the left or right of the display. In all grades, latencies for the primary task were faster for whole-word than for first-letter dec

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Aviana, Rima, Rien Anitra, and Dina Anika Marhayani. "Analisis Kemampuan Membaca Pemahaman Siswa Ditinjau Dari Minat Baca Siswa Kelas V SD." Journal of Elementary School (JOES) 5, no. 2 (2022): 174–83. http://dx.doi.org/10.31539/joes.v5i2.4596.

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This study aims to: 1) To describe students' reading comprehension ability in terms of high reading interest in class V SDN 82 Singkawang. 2) To describe students' reading comprehension ability in terms of moderate reading interest in class V SDN 82 Singkawang. 3) To describe students' reading comprehension ability in terms of low reading interest in class V SDN 82 Singkawang. This study uses a descriptive type and a qualitative approach. The subjects in this study were students of class V SDN 82 Singkawang, totaling 22 people. Data analysis techniques used are data reduction data, data presen

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MARCOLINI, STEFANIA, DANIELA TRAFICANTE, PIERLUIGI ZOCCOLOTTI, and CRISTINA BURANI. "Word frequency modulates morpheme-based reading in poor and skilled Italian readers." Applied Psycholinguistics 32, no. 3 (2011): 513–32. http://dx.doi.org/10.1017/s0142716411000191.

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ABSTRACTA previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading words aloud. In this study, we show that word frequency affects the probability of morpheme-based reading, interacting with reading ability. Young skilled readers named low- but not high-frequency morphologically complex words faster than simple

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Greaney, Keith T., and William E. Tunmer. "Onset/rime sensitivity and orthographic analogies in normal and poor readers." Applied Psycholinguistics 17, no. 1 (1996): 15–40. http://dx.doi.org/10.1017/s0142716400009449.

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ABSTRACTThis study was designed to determine whether there was a relationship between the ease with which children make use of orthographic analogies and their progress in learning to read. The results of an experiment using a reading age match design showed that poor readers performed as well as normal readers on orally presented measures of onset/rime sensitivity, but less well on visually/orally presented rhyme tasks. The poor readers also performed less well than the normal readers on a task that measured the children's ability to take advantage of analogical units when reading lists of wo

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Permanasari, Pradnya, and Syaeri Laelatul Awalia. "Students’ Ability In Reading Comprehension of Recount Text." Journal of Learning Improvement and Lesson Study 3, no. 2 (2023): 7–13. http://dx.doi.org/10.24036/jlils.v3i2.55.

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The purpose of this study was to find out and describe students' ability to read texts, find difficulties faced by students and describe the factors that influence the reading comprehension of class X students of SMK 1 Pemalang in the 2022/2023 academic year in reading comprehension from recount texts. This study used descriptive qualitative method. The results of this study indicate that students' ability to read texts is considered weak at 57.74% (poor). Students' difficulties in reading comprehension of recount texts are seen in terms of mechanical abilities and comprehension. Nearly 50% of

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Rani, Enyla Rama, and Risnawati Risnawati. "COLLOCATION KNOWLEDGE AND READING ABILITY: A CORRELATIONAL STUDY AT 5TH SEMESTER STUDENTS." Al-Lughah: Jurnal Bahasa 11, no. 2 (2022): 28. http://dx.doi.org/10.29300/lughah.v11i2.8574.

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Collocations are always present in every reading. Reading comprehension followed by collocation mastery. The objective of this research is (1) to investigate the students’ lexical mastery of collocation (2) to investigate the students’ reading comprehension achievement (3) to investigate significant correlation between students’ lexical mastery of collocation and their reading comprehension achievement in English Department at 5th Semester of UIN Fatmawati Sukarno Bengkulu. Correlational study was applied as a method. There were 30 students taken as the sample of this research. The data were c

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Olson, Mary W. "Text Type and Reader Ability: The Effects on Paraphrase and Text-Based Inference Questions." Journal of Reading Behavior 17, no. 3 (1985): 199–214. http://dx.doi.org/10.1080/10862968509547540.

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This study investigated good and poor readers' ability to answer text-based inference and paraphrase questions after reading two narrative stories and two expository passages. Subjects were selected that differed only on reading comprehension, not decoding accuracy or language comprehension, and were asked text-based informational and logical inference questions which were classified according to the Warren, Nicholas, and Trabasso (1979) inference taxonomy. Subjects were also asked questions that paraphrased the verbatim information in the text. Dependent measures were researcher-designed ques

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Patching, Geoffrey R., and Timothy R. Jordan. "Spatial Frequency Sensitivity Differences between Adults of Good and Poor Reading Ability." Investigative Opthalmology & Visual Science 46, no. 6 (2005): 2219. http://dx.doi.org/10.1167/iovs.03-1247.

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Holguin-Alvarez, Jhon, Jenny Ruiz-Salazar, Giovanna Manrique-Alvarez, Juan Antonio Picoy Gonzales, and Ana Holgado-Quispe. "Mixed gamification with virtual tools modify poor school performance." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1663–73. https://doi.org/10.11591/ijere.v12i3.25530.

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Currently, the use of gamifiers as teaching tools in virtuality is present due to the digital education that is developed in Latin America. The objective was to determine the effects of two methodologies: i) Mixed gamification; and ii) Usefulness of virtual teaching tools, in the cognitive processes of poor school performance. The methodology was experimental, quantitative. The evaluation was carried out on 150 Spanish-speaking schoolchildren, divided into three comparison groups (8.5 years of age ±0.4). They underwent 40 learning sessions with the D-S-F methodology (dynamics, strategy,

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Nippold, Marilyn A. "Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities." Language, Speech, and Hearing Services in Schools 48, no. 2 (2017): 125–31. http://dx.doi.org/10.1044/2016_lshss-16-0048.

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Purpose The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., “Find the main idea”) are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Method Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents. Results The findings indicate that poor r

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Lúcio, P. S., G. A. Salum, L. A. Rohde, et al. "Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: a moderated mediation model." Psychological Medicine 47, no. 2 (2016): 255–66. http://dx.doi.org/10.1017/s0033291716002531.

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BackgroundAttention deficit hyperactivity disorder (ADHD) is frequently associated with poorer reading ability; however, the specific neuropsychological domains linking this co-occurrence remain unclear. This study evaluates information-processing characteristics as possible neuropsychological links between ADHD symptoms and RA in a community-based sample of children and early adolescents with normal IQ (⩾70).MethodThe participants (n = 1857, aged 6–15 years, 47% female) were evaluated for reading ability (reading single words aloud) and information processing [stimulus discriminability in the

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Hakim, Rosniati. "The Improvement of Students’ Competence in Islamic Education Programme Through Tahsin Al-Quran Activities." Khalifa: Journal of Islamic Education 3, no. 1 (2019): 35. http://dx.doi.org/10.24036/kjie.v3i1.21.

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The study is aimed at looking at students’ ability in reading Quran and writing the Arabic script of the holy book as well as exploring the Tahsin Al-Quran programme to improve students’ competence in reading and writing the script of Quran. The methods implemented in the study are both quantitative and qualitative (explanatory mixed methods design). The quantitative data was collected by testing two hundred and eight students in reading and writing the Quran script. The source of the qualitative data was ten informants consist of lecturers and students. The data is obtained through interview.

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Felton, Rebecca H., and Frank B. Wood. "A Reading Level Match Study of Nonword Reading Skills in Poor Readers with Varying IQ." Journal of Learning Disabilities 25, no. 5 (1992): 318–26. http://dx.doi.org/10.1177/002221949202500506.

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This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed t

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Jayanti, Fernandita Gusweni, and Anggun Citra Sari Dewi. "Reading Ability and Strategies of Students in Coastal Area of Bengkulu." Lingual: Journal of Language and Culture 5, no. 1 (2018): 36. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p06.

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The purpose of this study is to discuss students’ reading ability and the reading strategies they use when they read English texts. This study employs a descriptive-qualitative approach. The data were gained by using two instruments; a reading comprehension test and a questionnaire on reading strategy. The respondents of this research were 243 third year students from four senior high schools located in coastal area in Bengkulu city. The results of students’ reading comprehension test showed that the students’ reading ability is categorized as poor. This study also found that the students use

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Roch, Maja, Kate Cain, and Christopher Jarrold. "Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?" Brain Sciences 11, no. 7 (2021): 828. http://dx.doi.org/10.3390/brainsci11070828.

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Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely

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Harel, Sarah, and Israel Nachson. "Dichotic Listening to Temporal Tonal Stimuli by Good and Poor Readers." Perceptual and Motor Skills 84, no. 2 (1997): 467–73. http://dx.doi.org/10.2466/pms.1997.84.2.467.

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The hypothesis that reading disability is associated with impairment in the lateralization of temporal stimuli was tested by presenting 123 good- and poor-reading boys (Grades 4 through 6) with dichotic sets of temporal and nontemporal tonal stimuli for recognition. Reading ability was assessed by measuring proficiency in reading consonants, vowels, words, sentences and short stories. On the tone test, good readers showed a right-ear advantage in reporting the temporal stimuli, and a left-ear advantage in reporting the nontemporal stimuli. Poor readers showed the reversed pattern of response.

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Tanaka, Hiroko, Jessica M. Black, Charles Hulme, et al. "The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ." Psychological Science 22, no. 11 (2011): 1442–51. http://dx.doi.org/10.1177/0956797611419521.

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Although the role of IQ in developmental dyslexia remains ambiguous, the dominant clinical and research approaches rely on a definition of dyslexia that requires reading skill to be significantly below the level expected given an individual’s IQ. In the study reported here, we used functional MRI (fMRI) to examine whether differences in brain activation during phonological processing that are characteristic of dyslexia were similar or dissimilar in children with poor reading ability who had high IQ scores (discrepant readers) and in children with poor reading ability who had low IQ scores (non

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Murray, Wayne S., and Alan Kennedy. "Spatial Coding in the Processing of Anaphor by Good and Poor Readers: Evidence from Eye Movement Analyses." Quarterly Journal of Experimental Psychology Section A 40, no. 4 (1988): 693–718. http://dx.doi.org/10.1080/14640748808402294.

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An experiment that examined the way in which young readers deployed eye movements while reading sentences and while answering questions containing either a pronominal or noun anaphor is reported. To evaluate the possible causal role played by differences in inspection strategies between readers of above- and below-average reading skill, a third“age control” group of younger children was also tested. This group was matched on absolute reading ability with the less skilled group of older children, and on relative reading ability (i.e. reading quotient) with the more skilled group. Differences in

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Byun, Se-Jin, Soo-Kyung Kim, and Kyunghee Jung. "The Effects of Phonics Training based on Phonological and Morphological Awareness on Reading and Writing Abilities in Children with Reading Difficulties." Communication Sciences & Disorders 29, no. 2 (2024): 329–49. http://dx.doi.org/10.12963/csd.240036.

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Objectives: The purpose of this study is to find more efficient intervention methods for children with poor reading by comparing phonics intervention based on phonological awareness and with integrated phonics group including morphological awareness. Methods: 18 children with poor reading skills in elementary school were selected and classified into two experimental groups and a control group. Decoding, paragraph reading fluency, reading comprehension, dictation, and sentence reading and writing tests were administered as assessment tool. Additionally Jung (2014)’s morphological awareness abil

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JOHNSON, AMANDA SCHAFER, LISA J. FLICKER, and PETER A. LICHTENBERG. "Reading ability mediates the relationship between education and executive function tasks." Journal of the International Neuropsychological Society 12, no. 1 (2006): 64–71. http://dx.doi.org/10.1017/s1355617706060073.

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Neuropsychological test results are affected by multiple factors, but usually age and education are the only variables by which norms are stratified. Some authors have questioned whether these variables alone are sufficient (e.g., Marcopulos et al., 1997; Manly et al., 2002), since such norms have lead to problems, such as poor specificity for African Americans on dementia screening devices (Fillenbaum et al., 1990). Recent research has shown that reading ability, a measure of educational quality, attenuated racial differences in test performance (Manly et al., 2002). We specifically examined

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Della Indah Fitriani and Fitroh Hayati. "Penerapan Metode Tahsin untuk Meningkatkan Kemampuan Membaca Al-Qur’an Siswa Sekolah Menengah Atas." Jurnal Pendidikan Islam Indonesia 5, no. 1 (2020): 15–30. http://dx.doi.org/10.35316/jpii.v5i1.227.

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This research was motivated by the poor of students’ ability in class X IPS SMA Al-Falah Dago in reading and writing Al-Qur'an (BTAQ). It aims, first, to know how the objective conditions of their Al-Qur'an reading ability. Second, to find out how to apply the tahsin method to improve their Al-Qur'an reading ability. Third, to find out how is the effect of the tahsin method implementation to improve their Al-Qur'an reading ability. It was a quantitative study using the experimental method. The results of this study had indicated that the implementation of the tahsin method had a significant ef

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Bender de Sousa, Lucilene, Lilian Cristine Hübner, and Roselaine Berenice Ferreira da Silva. "Lexical-semantic integration by good and poor reading comprehenders." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (2020): 63–78. http://dx.doi.org/10.5007/2175-8026.2020v73n1p63.

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In this paper, we investigate the level of vocabulary knowledge and the lexical-integration ability of good and poor comprehenders at the 8th grade of Elementary School. The participants were assessed in the following tasks: reading comprehension, listening comprehension, decoding, vocabulary, lexical-semantic integration and incongruence detection. The performance comparison revealed that good comprehenders performed significantly better than poor comprehenders in the measures of vocabulary and integration. The difference in the accuracy of the integration tasks remained significant after con

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Norris, Janet A., and Roger H. Bruning. "Cohesion in the Narratives of Good and Poor Readers." Journal of Speech and Hearing Disorders 53, no. 4 (1988): 416–24. http://dx.doi.org/10.1044/jshd.5304.416.

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Reading requires the ability to process language in a manner that is decontextualized from any ongoing event. One hundred and fifty high and low achieving kindergarten and first-grade children were evaluated for differences in the use of decontextualized language. Subjects were required to retell a story to a listener. The cohesion present in the stories was evaluated for (a) propositional completeness and relevance (unity) and (b) clarity (coherence). Results indicated that low achievers in reading, irrespective of grade level, exhibit less cohesion in their use of decontextualized language.

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Yeni, Selvi, Yentri Anggeraini, and Neti Lastri. "HIGH SCHOOL STUDENTS` READING ABILITY ON ENGLISH SUBJECT." JOLE (Journal of Language Education) 8, no. 1 (2024): 40–44. http://dx.doi.org/10.54895/jole.v8i1.2707.

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The purpose of this paper was to determine students’ ability in reading comprehension of recount text at eighth grade of SMP Al-Azhar 53 Baturaja. The method of the study used descriptive qualitative research. The sample of the research consisted of eighth grade students from VIII A and VIII B, totaling 31 students. The researchers delivered try out to non sample which include 30 questions in multiple choice. After the tryout, 25 questions were valid and they were used for gathering the data. Based on the findings, the results of the student scores were as follows: 9 respondents had achieved a

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Fitri Anna Zila and Ayu Rizky Septiana. "Student's Reading Comprehension as Related to Strategies Used in Reading." Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika 2, no. 4 (2024): 220–28. http://dx.doi.org/10.61132/arjuna.v2i4.1107.

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Reading strategies are important things that can affect students' reading comprehension. The use of appropriate strategies can improve reading skills well, while the use of inappropriate strategies can have an impact on poor comprehension. This study describes how students' reading comprehension as related to the strategies used by students using a qualitative method of case study type. Data were collected through interviews, questionnaires, observations, and student ability tests. The results of the analysis show that the right reading strategy can improve students' reading comprehension. Stu

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Khairul, Khairul, and Muhammad Haramain. "Aplikasi Digital Risalah Ilmu Tajwid dalam Meningkatkan Kemampuan Baca Alquran." KURIOSITAS: Media Komunikasi Sosial dan Keagamaan 11, no. 2 (2018): 145–57. http://dx.doi.org/10.35905/kur.v11i2.726.

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This article discusses the using of risalah of tajwid digital apps in increasing the students of SMA Negeri 4 Pinrang abilities in reading al-Qur’an. The using of risalah of tajwid digital apps was by optimazing the technology of computer that running by risalah of tajwid digital apps, that able to create the learning environment to prepare the options that can stimulated the students to use the potential cognitive. The objectives of this research was to get the empirical data about the students’ ability in reading Alquran before and after taught by using risalah digital of tajwid science and

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Putri, Nur Amaliyah, Syarifah Fatimah Al Ilmul, and Hasmawati Hasmawati. "The Ability to Read Aloud German Texts." Academic : Journal of Social and Educational Studies 1, no. 1 (2022): 64. http://dx.doi.org/10.26858/academic.v1i1.38472.

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Abstract. This research is quantitative descriptive research. This research aims to obtain data and information about the ability to read aloud and the factors that affect the ability to read aloud German texts for 11th Grade Students of SMA Negeri 15 Makassar. Research instruments, in the form of tests and questionnaires, are used to collect data. The tests are divided into reading tests and multiple-choice questions. Furthermore, the collected data are analyzed by making lists of raw scores, making frequency distributions, creating classification tables, looking for the percentage of student

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Wen, Diyi. "Evaluation Method of the Metacognitive Ability of Chinese Reading Teaching for Junior Middle School Students Based on Dijkstra Algorithm and IoT Applications." Wireless Communications and Mobile Computing 2022 (August 21, 2022): 1–10. http://dx.doi.org/10.1155/2022/1381316.

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In view of the poor quality of Chinese Reading Teaching in junior middle school, this paper puts forward the metacognitive ability evaluation method of Chinese Reading Teaching for junior middle school students based on Dijkstra algorithm, constructs the Chinese Reading Teaching management system for junior middle school students, optimizes the Chinese reading evaluation indexes for junior middle school students, and optimizes the metacognitive ability evaluation algorithm of Chinese Reading Teaching for junior middle school students combined with Dijkstra algorithm, Finally, the experiment pr

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NATION, KATE, and MARGARET J. SNOWLING. "Factors influencing syntactic awareness skills in normal readers and poor comprehenders." Applied Psycholinguistics 21, no. 2 (2000): 229–41. http://dx.doi.org/10.1017/s0142716400002046.

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Using a word order correction paradigm, we assessed syntactic awareness skills in children with good and poor reading comprehension, matched for age, decoding skill, and nonverbal ability. Poor comprehenders performed less well than normal readers, and the performance of both groups was influenced by the syntactic complexity and semantic ambiguity of the sentences. These findings support the view that poor comprehenders have language processing difficulties encompassing grammatical as well as semantic weaknesses, although their phonological processing skills are normal. The implications of suc

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Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.

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Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated wi

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Manh Do, Hieu, and Huong Le Thu Phan. "Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates." Arab World English Journal 12, no. 1 (2021): 90–112. http://dx.doi.org/10.24093/awej/vol12no1.7.

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Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hu

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Morice, Rodney, and Walter Slaghuis. "Language performance and reading ability at 8 years of age." Applied Psycholinguistics 6, no. 2 (1985): 141–60. http://dx.doi.org/10.1017/s0142716400006081.

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ABSTRACTLanguage performance measures obtained from poor readers at 8 years of age were significantly poorer than those for matched good readers. Impairment affected both language comprehension, as measured by the Token Test, and language production, as measured by a detailed syntactic analysis of spoken language samples. Children with combined performance impairment (both comprehension and production) were the poorest readers, and children with no measured language impairment were the best. Subjects with single-modality impairment (comprehension or production) were average readers at age 8. B

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Eden, G. F., J. F. Stein, H. M. Wood, and F. B. Wood. "Differences in Visuospatial Judgement in Reading-Disabled and Normal Children." Perceptual and Motor Skills 82, no. 1 (1996): 155–77. http://dx.doi.org/10.2466/pms.1996.82.1.155.

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Both visual and verbal impairments have been reported in two independent streams of research into the etiology of dyslexia or reading-disability. To address the question of the presence of either abnormality in reading-disabled children, visuospatial and phonological ability were assessed and contrasted in 39 Normal and 26 Reading-disabled children. To assess whether these deficits are unique to dyslexia, scores were also compared to those of a group of 12 Poor Readers (“garden-variety” backward readers with low IQs). The Benton Judgement of Line Orientation Test was used for its simplicity an

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Sembiring, Rony Arahta. "The Students’ Ability in Reading Comprehension in Narrative Text." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (2019): 36–44. http://dx.doi.org/10.35307/saltel.v2i2.30.

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Reading skill plays an important role in English learning process, especially when student have to deal with TOEFL Exam which includes reading and writing skill. The writer observed that the process of comprehending a reading text was still a serious problem for the students. The writer applied a qualitative method in this research with descriptive approach. The subject of the study was the first semester students class E of Universitas Prima Indonesia Medan. The instrument of data collecting was multiple choice test. The mean score of the students’ in comprehending narrative text was 77. It s

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De Weirdt, Willy. "Speech perception and frequency discrimination in good and poor readers." Applied Psycholinguistics 9, no. 2 (1988): 163–83. http://dx.doi.org/10.1017/s0142716400006792.

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AbstractThe relation between speech perception and reading ability was investigated. Identification and discrimination tests with stimuli on a stop consonant place of articulation continuum (/PA/-/IA/) were presented to various groups of good and poor readers (normal first graders on a reading continuum in Study 1, moderately and severely dyslexic and high- and low-achieving normal children in Study 2). In both studies, reading-related perception differences were especially marked in a comparison of actual and predicted (from identification test) discrimination scores, suggesting that the poor

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Khairul and Haramain Muhammad. "Aplikasi Digital Risalah Ilmu Tajwid dalam Meningkatkan Kemampuan Baca Alquran." Kuriositas: Media Komunikasi Sosial dan Keagamaan 11, no. 2 (2018): 145–57. https://doi.org/10.5281/zenodo.3334904.

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This article discusses the using of risalah of <em>tajwid</em> digital apps in increasing the students of SMA Negeri 4 Pinrang abilities in reading al-Qur’an. The using of risalah of <em>tajwid</em> digital apps was by optimazing the technology of computer that running by risalah of <em>tajwid</em> digital apps, that able to create the learning environment to prepare the options that can stimulated the students to use the potential cognitive. The objectives of this research was to get the empirical data about the students’ ability in reading Alquran be

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DAIN, STEPHEN J., RICHARD A. FLOYD, and ROBERT T. ELLIOT. "Color and luminance increment thresholds in poor readers." Visual Neuroscience 25, no. 3 (2008): 481–86. http://dx.doi.org/10.1017/s0952523808080565.

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The hypotheses of a visual basis to reading disabilities in some children have centered around deficits in the visual processes displaying more transient reponses to stimuli although hyperactivity in the visual processes displaying sustained reponses to stimuli has also been proposed as a mechanism. In addition, there is clear evidence that colored lenses and/or colored overlays and/or colored backgrounds can influence performance in reading and/or may assist in providing comfortable vision for reading and, as a consequence, the ability to maintain reading for longer. As a consequence, it is s

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Carlisle, Joanne F. "The Use of the Sentence Verification Technique in Diagnostic Assessment of Listening and Reading Comprehension." Learning Disabilities Research & Practice 5, no. 1_part_2 (1989): 33–44. https://doi.org/10.1177/093889828900501a05.

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The need for finding methods of assessing reading comprehension deficits was the impetus for this study. Specifically, the goal was to determine whether an experimental test of listening and reading, the sentence verification technique, would distinguish seventh-grade good and poor comprehenders as effectively as a standardized comprehension test. The findings shewed that the poor comprehenders' performances on subtests of the experimental test were significantly below those of good comprehenders. The experimental test classified correctly 94.6% of the good and poor comprehenders, and was simi

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Nekipelova, I. M., and E. Sh Nekipelov. "DAMAGED IMPACT OF POOR LITERARY ENVIRONMENT ON HUMAN INTELLIGENCE AND LEARNING ABILITY." Social’no-ekonomiceskoe upravlenie: teoria i praktika 19, no. 3 (2023): 52–67. http://dx.doi.org/10.22213/2618-9763-2023-3-52-67.

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The article is devoted to the research of factors influencing the success (continuity, sustainability and long-term) of internalization, that is, the transformation of external knowledge into internal knowledge. The process of internalization is the goal of education and the meaning of the educational process. Among the factors contributing to the success of internalization, the most important is a person’s natural sensitivity. It is expressed, among other things, in a person’s increased or decreased sensitivity to the perception of culture as a system and to the assimilation of cultural codes

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Tibi, Sana, and John R. Kirby. "Reading in Arabic: How Well Does the Standard Model Apply?" Journal of Speech, Language, and Hearing Research 62, no. 4 (2019): 993–1014. http://dx.doi.org/10.1044/2019_jslhr-l-18-0193.

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Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological Awareness (PA), Naming Speed, Orthographic Processing, Morphological Awareness (MA), Memory, Nonverbal Ability, and 5 reading outcomes. Hierarchical regression analyses were conducted for each of the 5 reading outcomes to investigate the predictors of chi

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Imas, Imas, and Titim Kurnia. "PENGGUNAAN KARTU BERGAMBAR DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS 1 SEKOLAH DASAR." JENTRE 2, no. 2 (2021): 42–47. http://dx.doi.org/10.38075/jen.v2i2.48.

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The research is based on the poor reading ability of Indonesian students. To improve reading skills, it must be developed from elementary school as the foundation for the next level of education. In this regard, the researcher collaborated with colleagues to research early reading ability for the first grade of students at Ciwaruga 1 Elementary School, West Bandung Regency. Research subjects numbered 22 pupils. The method used is descriptive analysis with one shot case study technique. The researchers used several instruments to collect the data of student abilities as well as to examine word

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WALTZMAN, DAVA E., and HELEN S. CAIRNS. "Grammatical knowledge of third grade good and poor readers." Applied Psycholinguistics 21, no. 2 (2000): 263–84. http://dx.doi.org/10.1017/s014271640000206x.

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The relationship between grammatical knowledge and reading ability in third grade good and poor readers was investigated. Two aspects of grammar – binding and control – were assessed to determine whether poor readers had syntactic deficits. These principles both relate to the interpretation of pronominal elements. Interpretations were assessed through a sentence–picture matching task in which picture depictions of all the possible interpretations of pronominal elements in verbally presented sentences were included. The only sentence type that differentiated the two reading groups was performan

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Chung, Jenny S. L. "Understanding signals and reading comprehension." Australian Review of Applied Linguistics 23, no. 1 (2000): 77–93. http://dx.doi.org/10.1075/aral.23.1.05chu.

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Abstract This paper explores the issues of signals and reading comprehension. A study was made of the effect of logical connectives and paragraph headings on the reading comprehension of 577 Hong Kong Secondary 6 students learning English as a Second Language. A reading comprehension placement test with normal signals was used to create three ability groups. Four versions of a text were then produced. Version 1 was a non-signalled passage; versions 2, 3, and 4 were embedded with logical connectives, paragraph headings and these two signals in combination. All four versions had the same content

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