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Journal articles on the topic 'Reading ability'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Venezky, Richard L., and Charles A. Perfetti. "Reading Ability." American Journal of Psychology 100, no. 2 (1987): 310. http://dx.doi.org/10.2307/1422416.

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Grabe, William, and Charles A. Perfetti. "Reading Ability." Language 63, no. 1 (March 1987): 201. http://dx.doi.org/10.2307/415428.

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Mela, Desriliwa Ade, Mamluatul Hasanah, and Muhammad Fadli Ramadhan. "Reading Guide and Students' Arabic Reading Ability." Kitaba 1, no. 2 (August 6, 2023): 48–59. http://dx.doi.org/10.18860/kitaba.v1i2.21277.

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Reading is one of the literacy skills set as Indonesia's national education goal and become a necessary skill in the 21st century. The reading skill of students of MTs Al-Hidayah Batu has not met the ideal standard. Achieving reading skills requires adequate vocabulary mastery and selecting appropriate methods. This study was designed to measure the influence of the reading guide method on students' knowledge of Arabic reading skills. The design of this study is quasi-experiments. There are 30 samples taken from a total population of 120 people using the purposive sampling technique. Data collected through tests, questionnaires, and interviews are analyzed using a t-test. The results show that the reading guide method can improve students' reading skills. Proven by the t-test result of the reading ability with a sig (2-tailed) value of 0.010 < 0.05. This statistical test implied that Ho was rejected. Ha is accepted, which means that there is a positive influence on the use of the reading guide method in improving students' reading skills, indicated by increasing the ability to read appropriately, mentioning the meaning of vocabulary in the text, answering questions based on the text, summarizing and retelling the content.

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4

Devi Jasti, Mrs Sree, and Dr A. Pavani. "ENHANCING READING ABILITY USING EFFICIENT READING TECHNIQUES." JOURNAL OF ENGLISH LANGUAGE AND LITERATURE 10, no. 04 (2023): 58–62. http://dx.doi.org/10.54513/joell.2023.10410.

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In the realm of education, it's evident that imparting reading strategies holds the key to enhancing student comprehension. However, the shortfall lies in equipping educators with a robust foundation for teaching these strategies effectively. This study delves into the realm of action research. The present paper focuses on the efficient reading strategies like prediction, making connections, visualizing, inferential, questioning, and summarizing.

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5

Gaurifa, Agusnimar. "Ability Write Reading Summary." IJEMS:Indonesian Journal of Education and Mathematical Science 3, no. 1 (January 19, 2022): 18. http://dx.doi.org/10.30596/ijems.v3i1.5499.

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6

TAKAHASHI, Noboru. "ACQUISITION OF READING ABILITY." Japanese Journal of Educational Psychology 44, no. 2 (1996): 166–75. http://dx.doi.org/10.5926/jjep1953.44.2_166.

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Kaya, Ebru. "The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students." ÜNİVERSİTEPARK Bülten 4, no. 1-2 (December 30, 2015): 37–51. http://dx.doi.org/10.12973/unibulletin.412.4.

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8

Lee, Binna. "Analysis of Reading Self-efficacy, Reading meta-cognition and Reading Ability according to Writing Ability Level." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 7 (April 15, 2021): 159–79. http://dx.doi.org/10.22251/jlcci.2021.21.7.159.

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9

CARRELL, P. L. "Second Language Reading: Reading Ability or Language Proficiency?" Applied Linguistics 12, no. 2 (June 1, 1991): 159–79. http://dx.doi.org/10.1093/applin/12.2.159.

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Ngân, Phạm Thị Hoàng, Mai Thị Thanh Thu, and Trần Văn Đăng. "USING EXTENSIVE READING TO IMPROVE STUDENTS’ READING ABILITY." Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên 199, no. 06 (May 29, 2019): 45–50. http://dx.doi.org/10.34238/tnu-jst.2019.06.1130.

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Đọc là một cách để học tập và hưởng thụ. Đặc biệt, trong việc học ngoại ngữ thứ hai, khả năng đọc tốt là cần thiết cho việc học tiếng Anh với mục đích học thuật và mục đích nghề nghiệp cũng như trong nhiều chương trình giảng dạy của các trường đại học. Nhiều nghiên cứu trước đây đã chỉ ra, sinh viên dành nhiều thời gian đối với các bài học đọc để đạt được năng lực như vậy. Mặc dù có nhiều năm được hướng dẫn và thực hành về cách đọc, nhiều sinh viên học tiếng Anh vẫn gặp khó khăn trong việc cải thiện khả năng đọc. Tất nhiên, có một số lý do cho việc này như việc thiếu từ vựng, đọc lưu loát và thói quen đọc. Có nhiều cách khác nhau để cải thiện khả năng đọc của sinh viên và một trong số đó là phương thức “đọc mở rộng”. Do đó, bài báo nhằm mục đích chỉ ra các vấn đề mà sinh viên gặp phải trong khi học đọc và tìm ra lợi ích của việc “đọc mở rộng” đối với việc cải thiện khả năng đọc của sinh viên.

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11

Patra, Biswajit, Abhijit Guha, and Debiprasanna Mukherjee. "A study on reading comprehension ability in Bengali among standard IX students of North 24 Parganas, West Bengal: Related to location of school." Sikshachintan: A Journal of Education 8 (July 1, 2014): 187–92. https://doi.org/10.5281/zenodo.7781268.

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Reading comprehension is the procedure of making meaning from text. The goal, therefore, is to gain an overall understanding of what is described in the text rather than to get meaning from isolated words or sentences. The objectives of the study were to compare the reading comprehension ability between rural and urban students through two types of tests. Tests were administered on 520 samples from 10 schools (rural-5, urban-5) of North 24 Pgs. The collected data were analyzed by Mann- Whitney Test. The major findings were observed that in all sections urban students scored better than rural students. The probable causes behind this type of result were discussed.

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12

Nurmahanani, Indah. "Improving Reading Comprehension Ability Through Optimizing Metacognition (Metcomprehension) and Inferential Ability Using Bigbook Digital." JPI (Jurnal Pendidikan Indonesia) 13, no. 3 (October 9, 2024): 501–10. https://doi.org/10.23887/jpiundiksha.v13i3.77219.

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Teachers' understanding of how to improve students' reading skills and the lack of attention to measuring students' reading results, which causes students to need more information on their reading results. This study analysed the correlation between reading comprehension ability, metacognitive components, and inferential ability using digital big books. This research method uses a factorial analysis design to see the role of metacognitive variables and inferential ability on reading comprehension. This study involved 200 elementary school students from 4 schools. The sample was taken randomly. The data collection method used was a test. In contrast, the data collection instrument for students' metacomprehension skills was measured using the ESCOLA reading awareness scale, commonly used in students aged 10-15. The reading awareness measurement scale consists of 55 multiple-choice questions to assess three dimensions of metacomprehension, namely planning, monitoring, and evaluation. The data analysis used in this study was the Bonferroni analysis. The researcher selects the data obtained from the reading awareness scale, reading comprehension test, and its acquisition before analysis. The results showed that individual reading comprehension ability can predict metacomprehension accuracy. This study implies that teachers can consider these aspects while optimizing the role of these variables to improve students' reading comprehension skills.

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13

Carver, Ronald P. "The Three Factors in Reading Ability: Reanalysis of a Study by Cunningham, Stanovich, and Wilson." Journal of Reading Behavior 24, no. 2 (June 1992): 173–90. http://dx.doi.org/10.1080/10862969209547771.

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Cunningham, Stanovich, and Wilson (1990) tested college students and concluded from their 22 measures that three factors were needed to explain individual differences in reading ability; one of these factors was called Word Recognition. Their data have been reanalyzed to determine whether there is any support for the three individual difference factors advanced in rauding theory—called rauding accuracy level (AL), rauding rate level (RL), and rauding efficiency level (EL). A factor analysis of their nine variables that measured reading ability yielded two factors; one was readily identified as AL because its highest loadings were on vocabulary and listening tests, and the other was readily identified as RL because its highest loadings were on measures of reading rate. When a single factor fit was forced upon these data, the resulting factor was readily identified as EL because the highest loadings were on measures of general reading ability such as reading comprehension and efficiency. It appears that individual differences in almost all measures of reading ability can be explained by regarding AL and RL as correlated subfactors of general reading ability, EL. The Word Recognition factor found by Cunningham et al. appears to be a rate factor, called rauding rate level, RL.

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14

Gulnara, Abdullayeva. "USING AUTHENTIC MATERIALS TO DEVELOP STUDENTS’ CRITICAL READING ABILITY." International Journal Of Literature And Languages 4, no. 6 (June 1, 2024): 7–11. http://dx.doi.org/10.37547/ijll/volume04issue06-02.

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This article uncovers the potential of authentic materials, such as real-world texts, materials and resources, in developing students' critical reading abilities. It argues that traditional textbook-based approaches often fail to engage students in meaningful ways and lack the complexity and relevance required for fostering critical thinking skills. The article examines specificstrategies for incorporating authentic materials into the classroom, highlighting their effectiveness in motivating students, promoting deeper understanding of content, and developing essential critical reading skills such as analysis, evaluation, and synthesis. The benefits of using authentic materials for various subject areas and age groups are discussed, alongside practical tips and resources for educators.

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15

TAKAHASHI, NOBORU. "Developmental Changes in Reading Ability." Japanese Journal of Educational Psychology 49, no. 1 (2001): 1–10. http://dx.doi.org/10.5926/jjep1953.49.1_1.

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16

Fajar Aldiansyah, Nuranisa Hasibuan, Sulistina Ratulani Simbolon, and Emeliya Sukma Dara. "STUDENT’S ABILITY IN READING COMPREHENSION." Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan 2, no. 1 (January 12, 2023): 19–24. http://dx.doi.org/10.58192/sidu.v2i1.496.

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This research targets to enhance pupil’s capability in reading comprehension so that the scholars are able to apprehend studying texts from books or other analyzing media. The pattern of this studies became students of eighth (2) Grade MTs Laboratorium Uinsu. This studies uses a qualitative and quantitative strategies. The research used observations and questionnaires because the device. The consequences of this look at suggest that the capability of the 8th (8) grade students of MTs Laboratorium Uinsu is pretty awful, they are very hard to recognize antonyms and synonyms of a word due to the lack of vocabulary they have got.

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17

Carras, Porto. "Cerebral lateralization and reading ability." International Journal of Psychophysiology 18, no. 2 (November 1994): 136. http://dx.doi.org/10.1016/0167-8760(94)90415-4.

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18

Aguiar, Linda, and Susan Brady. "Vocabulary acquisition and reading ability." Reading and Writing 3, no. 3-4 (December 1991): 413–25. http://dx.doi.org/10.1007/bf00354971.

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19

Swagerman, Suzanne C., Elsje van Bergen, Conor Dolan, Eco J. C. de Geus, Marinka M. G. Koenis, Hilleke E. Hulshoff Pol, and Dorret I. Boomsma. "Genetic transmission of reading ability." Brain and Language 172 (September 2017): 3–8. http://dx.doi.org/10.1016/j.bandl.2015.07.008.

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20

Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability." Register Journal 11, no. 2 (November 29, 2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.

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Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability

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21

Hendaryan and Andri Noviadi. "The Role of Metacognition Strategies (Metacomprehension) and Inferential Ability in Improving Reading Comprehension Ability." KEMBARA Journal of Scientific Language Literature and Teaching 9, no. 2 (October 9, 2023): 363–75. http://dx.doi.org/10.22219/kembara.v9i2.26097.

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This research was motivated by the low reading comprehension ability of junior high school students in the field. The purpose of this research is to investigate the role of metacognition strategies and inferential abilities in improving students' reading comprehension abilities. The method used is a quasi-experiment with the aim of looking at the role of inferential abilities and metacognitive abilities in improving reading comprehension abilities. Apart from that, this research also uses correlational methods to study the relationship between these three variables (metacognitive components, inferential abilities, and reading comprehension abilities). The participants involved in this research were 300 junior high school students taken from 8 schools in the Ciamis area. Samples are selected randomly. Research findings show that metacognitive strategies are able to significantly improve students' reading comprehension skills through the stages of planning, monitoring, and evaluating. The reading comprehension skills possessed by these students are able to help them provide predictions of reading content with a good level of accuracy. The integration of components in metacognitive strategies and inferential abilities can improve reading comprehension abilities, especially inferential reading abilities. This research has the implication that teachers must optimize students' inferential abilities through metacognitive strategies so that students' reading comprehension abilities can also increase significantly.

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22

Tantowie, Tanto Aljauharie, Dadang Sunendar, Rahman Rahman, and Tatat Hartati. "The Role of Metacognition (Metacomprehension) and Inferential Ability on Reading Comprehension Ability." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 262–81. http://dx.doi.org/10.26803/ijlter.21.11.15.

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In this study, the researchers explored the role of the metacognition component on reading comprehension ability and the role of reading comprehension ability in predicting the level of accuracy of metacomprehension. The first stage of research used experimental research to see the effect of inferential ability and metacognition on the reading comprehension ability. The second stage of research using the correlational method is used to study the relationship between the independent and dependent variables. This study involved 300 primary school students from 10 schools with a composition of 200 students involved in the first phase of research and 100 students involved in the second phase of research. Samples were taken randomly. The results show that the individual's reading comprehension ability can predict the level of metacomprehension accuracy. Metacognitive strategies that are carried out through planning, monitoring and evaluation have a significant impact on students' reading comprehension skills. Inferential-based questions have a significant impact on the accuracy of metacomprehension. In addition, the metacognitive component (metacomprehension), and inferential ability can improve students' reading comprehension skills, especially increasing inferential understanding. The implication of this research is that teachers can consider these aspects as well as optimise the role of these variables to enhance students' reading comprehension skills.

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23

Widyarini, Laksmi. "GOOGLE READING LOGS TO IMPROVE READING ABILITY AND INTEREST." Wiralodra English Journal 6, no. 1 (March 3, 2022): 74–88. http://dx.doi.org/10.31943/wej.v6i1.144.

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This study is aimed at 1) determining the procedure for using Google reading logs in improving students' reading skills and interest, and 2) identifying the effect of using Google reading logs on students' reading skills and interest. Participants in this study were early semester students of English Department, Universitas Sarjanawiyata Tamansiswa. The study employed a descriptive qualitative approach. The research data were collected through pre-test/post-test, questionnaires, and interviews. The study was initiated by collecting data regarding relevant facilities in Google Classroom as reading logs. The next phase was collecting data related with the students’ reading interest and skills. The results of the data analysis were then used to determine the procedure for using google reading logs. The data collected from the results of the pre-test/post-test, questionnaires, and interviews were summarized and analyzed. Based on the results of the analysis and data summary, it is concluded that google reading logs improve students' reading ability and interest.

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24

Jenkins, Joseph R., Rebecca Zumeta, and Opio Dupree. "Measuring Gains in Reading Ability with Passage Reading Fluency." Learning Disabilities Research and Practice 20, no. 4 (November 2005): 245–53. http://dx.doi.org/10.1111/j.1540-5826.2005.00140.x.

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25

Bawing, Ginalyn A. "UNPACKING PUPILS' READING ABILITY THROUGH PARENT-GUIDED READING INTERVENTION." Ignatian International Journal for Multidisciplinary Research 2, no. 3 (March 10, 2024): 248–53. https://doi.org/10.5281/zenodo.10801712.

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The study aimed to determine the pupils' reading ability through parent-guided reading intervention. Specifically, this study tried to evaluate the pre-reading test scores of pupils of Pedro P. Santos Memorial Elementary and the post-reading test scores of pupils when parent-guided reading intervention was introduced. This research used a true experimental research design and employed a pre and post-reading test before and after the parent-guided reading instruction was used. The respondents of the study are 25 pupils who were tagged as nonreaders before the conduct of school-based reading tests. Mean gain score and t-test statistical tools used in processing the data. On the<strong> </strong>pre-reading test pupils before the conduct of parent-guided instruction were found to be in a Frustration Level which means pupils cannot read word/words without the assistance of the teacher. On the post-reading, after the parent-guided instruction was employed were found to be at a Frustration Level which means pupils cannot read word/words without the assistance of the teacher. Interestingly it was found that there is a big difference between the means of the pre-reading and post-reading scores of the pupils which implies that there’s an improvement in the reading skills of the pupils<strong>.</strong>

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26

Seo, Jiyoung, Yeongmi Choi, and Youngmin Park. "Analysis of Reading Motivation and Reading Attitudes according to Reading Ability Level." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 8 (April 30, 2020): 601–25. http://dx.doi.org/10.22251/jlcci.2020.20.8.601.

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27

Smith, Jeffrey K., Lisa F. Smith, Alison Gilmore, and Madgerie Jameson. "Students' self-perception of reading ability, enjoyment of reading and reading achievement." Learning and Individual Differences 22, no. 2 (April 2012): 202–6. http://dx.doi.org/10.1016/j.lindif.2011.04.010.

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28

Naziya Khanum and Prof. Venkoba Naryanappa. "A STUDY ON READING COMPREHENSION ABILITY AND READING HABITS IN RELATION TO THEIR COGNITIVE ABILITY." Naveen International Journal of Multidisciplinary Sciences (NIJMS) 1, no. 3 (January 31, 2025): 32–37. https://doi.org/10.71126/nijms.v1i3.21.

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This study examines the connection between secondary school students' reading comprehension skills, reading habits, and cognitive abilities. Given the increasing significance of reading comprehension for academic achievement, especially in high-stakes exams, it is essential to comprehend its cognitive and behavioural underpinnings. Examining the relationship between reading comprehension skills, cognitive capacities, and reading habits in secondary school-aged boys and girls is the goal of this study. In the Raichur district of Karnataka, 720 secondary school pupils participated in a descriptive quantitative study. Using stratified random sampling, participants were chosen. According to the study, comprehension of language structures, syntax, and cognitive processes like memory, attention, and problem-solving are all important components of reading comprehension. The main results showed that cognitive abilities correspond with both reading habits and comprehension skills and that reading habits significantly improve comprehension ability. The study offers insightful information for teachers, indicating that pupils' comprehension skills can be greatly enhanced by encouraging positive reading habits and comprehending cognitive development. Additionally, it provides helpful suggestions for enhancing instructional methods, like tailored interventions based on reading habits and cognitive profiles. In order to promote improved learning outcomes, the results also emphasize how crucial it is to incorporate cognitive skill development into language instruction.

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Khuntia, Sipra, Prangya Paramita Priyadarshini Das, and Naresh Behera. "The Effectiveness of Cognitive Remediation Programs among Children with Neuro-Developmental Disorder (Dyslexia)." Journal of Intellectual Disability Diagnosis and Treatment 13, no. 1 (March 22, 2025): 85–95. https://doi.org/10.6000/2292-2598.2025.13.01.8.

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<em>Background: </em>Recent studies highlight that children with reading and learning disabilities experience greater difficulties in cognitive processes than normal children. Meanwhile, previous research provides evidence that psychological interventions can enhance reading and learning skills. However, the application of cognitive interventions for this population is still lacking. <em>Objective:</em> The study attempted to improve reading skills in dyslexic children by using cognitive remediation programs and to explore the efficacy of Cognition Enhancement Training (COGENT) and PASS Reading Enhancement Program (PREP). <em>Methods:</em> One group pre-test and post-test research design has been used in this study. Initially, 147 children in class V of 10-11 years were purposively selected from three schools in the Cuttack district of Odisha. In the screening process, the Test of Word Reading Efficiency (TOWRE) test was applied among children, and 14 children were identified as dyslexic. The Word Reading Mastery Test-Revised (WRMT-R) was used to evaluate the effectiveness of intervention programs. A correlated sample t-test was used to examine the significant increase in scores after interventions. <em>Results:</em> The t-test value for word identification was 13.88 (p <0.01), and for passage comprehension was 14.38 (p <0.01) of WRMT-R. The intervention of COGENT & PREP significantly enhanced reading skills such as phonetic decoding efficiency, phonological awareness, phonological memory, rapid naming, reading mastery, and planning ability after receiving these programs. <em>Conclusion:</em> The COGENT and PREP remediation programs have been statistically proven to enhance the reading skills of dyslexic children.

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Vuković, Mile, Rada Reljić-Trivković, and Slađana Ćalasan. "Reading ability of young school-age children." Биомедицинска истраживања 13, no. 1 (2022): 27–36. http://dx.doi.org/10.5937/bii2201027v.

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Introduction. Reading is a complex linguistic and cognitive ability, acquired through learning. Children of typical development in the first four years of school completely master the reading skill. However, some children may have difficulty learning to read despite their preserved intellectual abilities and adequate training. The aim of this paper is to determine the reading ability and to identify reading disorder in children of younger school age. Methods. The sample consisted of 123 students of third, fourth and fifth grade of elementary school. The three-dimensional reading test - the text "One Snowy Day" was used. Reading speed, reading accuracy and reading comprehension were assessed. Results. Slow reading was identified in 35.3% of third graders and 22.2% of fourth graders. Deficits in reading accuracy were observed in 8.8% of third grade students. Delays in the development of reading comprehension were identified in most of the examined students. On the whole, our results showed that there is no statistically significant difference in reading ability between boys and girls. Conclusion. A significant number of children is late in mastering reading skills. Given that reading speed increases significantly with age, and the number of errors decreases, we expect that many slow readers will reach an appropriate reading speed, and that most of the children who showed unexpected number of errors will master accurate word decoding. Since comprehension deficits were identified in the majority of respondents, we conclude that a significant number of children did not reach the developmental stage in which reading becomes a means of learning.

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31

Ali, Dhafar Basim. "The Effectiveness of Reading in the National Libraries on the Development of English Language Skills." Manar Elsharq Journal for Literature and Language Studies 2, no. 3 (September 6, 2024): 7–10. http://dx.doi.org/10.56961/mejlls.v2i3.699.

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The current study deals with The Effectiveness of Reading in the National Libraries on the Development of English Language Skills. The current study is composed of four chapters , the first chapter is the introductionh, the second chapter. is the literatureb review, the third chapter is the research bmethodology, while chapter four is the bdiscussion of the data manalysis. Basically, reading is viewed as an essential component to enhance language ability . This paper focuses on reading in national libraries and the role of the national libraries to enhance the linguistic knowledge of the language learners by readingb widely for specificallyn in the English languagex. After the data analysisx, it was found that the national librariesv contributes significantlyn to overall language competence and proficiency; performancen in all language skills, mvocabulary growth and has a positive impact on grammar learning; it promotes reading fluency and speedm; it is self-directedm as learners choosen what they read , as well as it is understoodm that students should read large mamounts of high interest nmaterial to gain vocabularyn, spelling, readingm ability and overallm linguistic mcompetence.

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32

Riza, Armilia. "TEACHING READING THROUGH SHARED READING STRATEGY." TELL-US JOURNAL 2, no. 2 (March 17, 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 results of t test with significant value of 2.26.

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33

Zhang, Zhe, Mohd Isa Hamzah, and Khairul Azhar Jamaludin. "A Cognitive Diagnostic Model of Reading Ability based on China’s Standards of English Language Ability." Forum for Linguistic Studies 6, no. 6 (December 11, 2024): 800–815. https://doi.org/10.30564/fls.v6i6.7551.

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Traditional English reading assessments in China typically provide a single summative score, without revealing the extent to which students have mastered different aspects of reading comprehension. Cognitive Diagnostic Models (CDMs), as a type of multidimensional latent trait model, offer diagnostic insights by presenting examinees' proficiency levels across a set of predefined skills. Cognitive diagnostic assessments based on these models can deliver multidimensional, fine-grained evaluation results, thus overcoming the limitations of traditional unidimensional score-based assessments. Based on the China's Standards of English Language Ability (CSE), this study constructs a cognitive diagnostic assessment model for English reading. Using college general English reading test papers and the G-DINA model, the English reading abilities of 200 students were diagnosed, and personalized performance reports were generated. A questionnaire survey was conducted to gather students' evaluations and suggestions regarding the feedback reports. The results indicate that the cognitive diagnostic model for English reading, constructed according to the CSE, exhibits good model fit and high diagnostic reliability. The personalized performance reports visually and comprehensively present the strengths and weaknesses of the test takers' reading abilities, providing valuable guidance for students' future remedial learning. This study utilizes a multidimensional assessment approach based on cognitive diagnostic models to evaluate the English reading abilities of Chinese university students, effectively addressing the limitations of traditional assessment methods that typically offer only a single score.

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Tse, Shek Kam, Xiao-yun Xiao, and Wai-yip Lam. "The influences of gender, reading ability, independent reading, and context on reading attitude." Written Language and Literacy 16, no. 2 (September 3, 2013): 241–71. http://dx.doi.org/10.1075/wll.16.2.05tse.

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The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students’ reading attitudes reflected the influence of the student’s gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students’ reading attitudes. Moreover, teaching the students reading skills explicitly and the school’s overall reading attainment were positively related to the students’ reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed.

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Aisyah, Siti, and Ratih Punamasari. "Relationship between Fifth Grade Students’ Reading Interest and Reading Ability." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 1 (February 20, 2021): 80. http://dx.doi.org/10.33578/jtlee.v4i1.7865.

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The purpose of this study was to determine the relationship between reading interest and students' reading comprehension ability. Research approach using quantitative with correlational study method. The subjects of this study were students of class VA and VB at SD Negeri Karya Bhakti totaling 90 students. The sample was taken by 47 students, then this study was obtained using a five-scale questionnaire for the Reading Interest and Reading Comprehension Ability variables using tests. Therefore, from the data obtained, it was found that a moderate relationship between reading interest and reading comprehension ability was seen from the accumulated calculation results, which was 30% such as using the time to read books in the library, while 70% is influenced by other factors such as students who are motivated by the teacher to increase reading interest so that students can to read a comprehension and other factors are also influenced from outside of students, namely when doing tasks, students are guided and assisted by parents. . Based on the results of the research above, it can be concluded that there is a positive relationship between Reading Interest and Reading Comprehension Ability in class VA and VB students of SD Negeri Karya Bhakti Odd semester of the 2019/2020 academic year.

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TAKAHASHI, MAIKO. "Role of Oral Reading in the Development of Reading Ability :." Japanese Journal of Educational Psychology 61, no. 1 (2013): 95–111. http://dx.doi.org/10.5926/jjep.61.95.

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Kirby, John R., and Phillip J. Moore. "Metacognitive Awareness about Reading and its Relation to Reading Ability." Journal of Psychoeducational Assessment 5, no. 2 (June 1987): 119–37. http://dx.doi.org/10.1177/073428298700500204.

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Nguyen, Angeline M., Suzanne W. van Landingham, Robert W. Massof, Gary S. Rubin, and Pradeep Y. Ramulu. "Reading Ability and Reading Engagement in Older Adults With Glaucoma." Investigative Opthalmology & Visual Science 55, no. 8 (August 22, 2014): 5284. http://dx.doi.org/10.1167/iovs.14-14138.

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Virgiyanti, Diska Fatima. "The Use of Extensive Reading to Encourage Students’ Reading Ability." International Journal of English Learning and Applied Linguistics (IJELAL) 1, no. 1 (December 15, 2020): 78. http://dx.doi.org/10.21111/ijelal.v1i1.5016.

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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 (June 30, 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 cognitive process, female students are good at accessing and retrieving information, integrating and generating inferences across multiple sources, assessing quality and credibility, reflecting on content and form, and detecting and handling conflict. While, male students are better in integrating and generating inferences. The implication of the research is the teachers should provide HOTS instructional methods.

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Munir, Sirajul, Nina Suzanne, and Hidayatul Fitri. "The Correlation between Students’ Reading Anxiety and Their Reading Ability." Ahmad Dahlan Journal of English Studies 10, no. 2 (April 1, 2024): 89–99. http://dx.doi.org/10.26555/adjes.v10i2.354.

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The objective of this research is to determine whether there is a correlation between students’ reading anxiety and their reading ability. This research is a correlational study. The population of this research were the 66 students of the English Teaching Department at UIN Mahmud Yunus Batusangkar. The sample was chosen by simple random sampling technique using Slovin’s formula. As a result, 55 students were used as a sample. The data were gathered by using questionnaires and reading test. The result of this research indicates that there was a correlation between students’ reading anxiety and their reading ability. It is indicated by the data analysis using the “r” product moment formula. The result shows that the calculated correlation coefficient (rxy) was -0.343 which has a negative sign, which means “rxy” has a negative direction. Next, “rxy” (-0.343) with degree of freedom (df)= N-2 (56-2) = 54. It can be stated that the r-table was 0.254 at the level significant 5%. It can be concluded that Ha was accepted because r-calculated (-0.343) was higher than the value of the r-table (0.254).

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Xu, Runbei. "Family Factors Affecting Children's Reading Ability." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 589–97. http://dx.doi.org/10.54254/2753-7048/6/20220535.

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Today, childrens reading ability is seen as an increasingly important personal skill, helping individuals to absorb information and export it as well. While a large number of studies have analyzed the effects of a specific family factor on children's reading ability, few review-type articles have summarized and generalized multiple influences. Thus, this paper analyzes the literature in the past 30 years on family factors that influence children's reading ability from 3 major mediating roles--family socioeconomic status, family cultural environment, and family psychological atmosphere. On this basis, this paper proposes multidimensional practical suggestions, for the family and society regarding the development of children's reading ability, which includes separate advice for children in lower grades and children in higher grades. Effective parent-participate cultural activities may especially work on the development of younger childrens reading comprehension, while the capability of independent reading is essential for children in higher grades. Finally, the author offers an outlook for future researchers.

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Gravenhorst, Tammy. "Reading Ability: Negotiating Academe on Crutches." Medieval Feminist Newsletter 19 (March 1995): 26–29. http://dx.doi.org/10.17077/1054-1004.1490.

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Siregar, Masyunita. "Alternative Learning Media Pre Reading Ability." Early Childhood Research Journal (ECRJ) 2, no. 1 (January 2, 2020): 9–13. http://dx.doi.org/10.23917/ecrj.v2i1.7466.

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The ability to read early is an important ability given to children. Through reading skills, children will be able to gain other knowledge. Learning media is a tool for delivering material and facilitating learning activities. Learning to procure media to improve the ability to read the beginning that is appropriate for children's development is very necessary. Wrong-name learning media is one of the new media alternatives to improve initial reading skills. The purpose of this article is to add learning media to request the ability to read the beginning. And to add to the literature about the ability to read the beginning.

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Shrestha, Kumar Narayan. "“Reading” ability of students in Nepal." Journal of NELTA 20, no. 1-2 (May 4, 2018): 41–50. http://dx.doi.org/10.3126/nelta.v20i1-2.19776.

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Reading is the main means of exposure for English as a second or foreign language learner. The present study aimed at finding out the reading comprehension ability (RCA) of the master level students, majoring in English at Tribhuvan University (TU), Nepal in relation to IELTS academic reading test. Administering a sample testand analyzing its data, it was found that the RCA of the master level students is not adequate in terms of IELTS standard since their RCA is 41% and the IELTS score is 3.70 band. This shows that they are at ‘Extremely Limited User’ level for the admission policies in IELTS recognised countries and not eligible to get the admission in the IELTS recognised Universities. The implication of the study is that there is a need for reading skills development programme incorporating the enhancement of inferential, predictive and interpretive skills. Journal of NELTA, Vol 20 No. 1-2, December 2015, Page: 41-50

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Markides, Andreas. "Background noise and lip-reading ability." British Journal of Audiology 23, no. 3 (January 1989): 251–53. http://dx.doi.org/10.3109/03005368909076507.

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Naglieri, Jack A. "Do Ability and Reading Achievement Correlate?" Journal of Learning Disabilities 34, no. 4 (July 2001): 304–5. http://dx.doi.org/10.1177/002221940103400403.

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Kickey, Kathleen. "Reading Ability of Cerebral Palsied Children." Developmental Medicine & Child Neurology 4, no. 2 (November 12, 2008): 209–10. http://dx.doi.org/10.1111/j.1469-8749.1962.tb03137.x.

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Jackson, Nancy E., Gary W. Donaldson, and Lynne N. Cleland. "The structure of precocious reading ability." Journal of Educational Psychology 80, no. 2 (1988): 234–43. http://dx.doi.org/10.1037/0022-0663.80.2.234.

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Wheeler, N. Jill. "Test of Early Reading Ability – 2." Diagnostique 24, no. 1-4 (March 1999): 229–40. http://dx.doi.org/10.1177/153450849902401-420.

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