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1

Sukarni, Semi. "Reading Attitude and Its Influence on Students’ Reading Comprehension." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 1 (2019): 193–204. http://dx.doi.org/10.19109/ejpp.v6i1.2935.

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This paper investigated the level of the students’ reading attitude and examined its influence on their reading comprehension in undergradute program of English Education Muhammadiyah Purworejo University. Sixty two students participated in the study. Two types of instruments were used to collect the data, namely reading attitude questionnaire and reading test. The questionnaire is in Likert-scale type with five responses in term of agreement with the score starts from 5 – 1. The reading test consists of 40 of multiple-choice type items assessing the students reading skills. Descriptive and inferensial statistics were used to analyze the data, including testing the linearity as the assumption of one set data. For doing the analyses, SPSS version 22 was used. The finding showed that the students’ reading attitude was high as the mean was 78.66 while, the reading comprehension is sufficient as the mean was 64.02. Reading attitude had significant correlation toward reading comprehension as the r-value was 0.568. In addition, reading attitude had positive and significant influence on students’ reading comprehension as the R-square= 0.322 with sig. 0.000. Reading attitude influenced reading comprehension as much as 32.2%, while 67.8% was influenced by other factors.
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Linuwih, Endar Rachmawaty. "THE INFLUENCE OF READING HABIT ON STUDENTS’ WRITING SKILL." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 1 (2020): 37. http://dx.doi.org/10.33373/as.v11i1.2432.

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This research aims to investigate the reading habit quality of EFL learners at Widya Kartika University, Surabaya and to find out the influence of reading habit towards students’ writing skill. This is a quantitative ex-post facto study since it examines how the independent variable (reading habit) that has existed affects the dependent variable (writing skill) and the result is in the form of numbers. Sixty two students of Widya Kartika University were selected as the subject of this study. The instruments used in this study were (1) a reading habit questionnaire, to measure the quality of students’ reading habit and (2) a writing test, to examine the students’ writing skill and how it is influenced by reading habit. The results showed that the students’ reading habit quality was fair. Meanwhile, the analysis of Simple Linear Regression concluded that reading habit influences students’ writing skill. Moreover, one of the writing components that was mostly influenced by the reading habit was the content.
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Basallo Gómez, Juan Sebastián. "Adult EFL Reading Selection: Influence on Literacy." PROFILE Issues in Teachers' Professional Development 18, no. 1 (2016): 167–81. http://dx.doi.org/10.15446/profile.v18n1.49943.

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<p><span>This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students’ text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.</span></p>
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de Jong, Denise, Sigal Kaufmann-Ezra, Jurka R. Meichtry, et al. "The influence of reading direction on hemianopic reading disorders." Journal of Clinical and Experimental Neuropsychology 38, no. 10 (2016): 1077–83. http://dx.doi.org/10.1080/13803395.2016.1189884.

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Chokron, Sylvie, and Maria De Agostini. "Reading habits influence aesthetic preference." Cognitive Brain Research 10, no. 1-2 (2000): 45–49. http://dx.doi.org/10.1016/s0926-6410(00)00021-5.

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Weiss, Anna Fiona, Franziska Kretzschmar, Matthias Schlesewsky, Ina Bornkessel-Schlesewsky, and Adrian Staub. "Comprehension demands modulate re-reading, but not first-pass reading behavior." Quarterly Journal of Experimental Psychology 71, no. 1 (2018): 198–210. http://dx.doi.org/10.1080/17470218.2017.1307862.

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Several studies have examined effects of explicit task demands on eye movements in reading. However, there is relatively little prior research investigating the influence of implicit processing demands. In this study, processing demands were manipulated by means of a between-subject manipulation of comprehension question difficulty. Consistent with previous results from Wotschack and Kliegl, the question difficulty manipulation influenced the probability of regressing from late in sentences and re-reading earlier regions; readers who expected difficult comprehension questions were more likely to re-read. However, this manipulation had no reliable influence on eye movements during first-pass reading of earlier sentence regions. Moreover, for the subset of sentences that contained a plausibility manipulation, the disruption induced by implausibility was not modulated by the question manipulation. We interpret these results as suggesting that comprehension demands influence reading behavior primarily by modulating a criterion for comprehension that readers apply after completing first-pass processing.
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Saori, Sopian. "INFLUENCE OF COLLABORATIVE STRATEGIC READING (CSR) IN TEACHING READING COMPREHENSION." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 2, no. 1 (2020): 48. http://dx.doi.org/10.33394/jo-elt.v2i1.2411.

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This study is aimed to find out whether there is a significant difference in reading achievement between the students who are taught by using CSR and that of the students who are taught by using another technique. This study used quasi experimental design. This research was conducted from January 13 to February 17, 2014. The participants of this study were the second year students of State Islamic Junior High School of Yogyakarta II. There were two intact classes taken as the subject of this study. Each class consisted of 32 students performing as experimental group and 32 students as a control group. The pretest and posttest were used as the instrument to collect the data. Descriptive and inferential statistics were used to analyze the data. The research findings showed that after students were taught by using collaborative strategic reading, the students’ mean score of the experimental group was higher (68.12) than that of the mean score of the control group (60.75) with mean difference 7.22. The F value (12.74) was higher than the F table (4.00) with 5 % level in the degree of freedom was 60 and the p value (.001) was lower than (.05).
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Kush, Joseph C., Marley W. Watkins, and Susan M. Brookhart. "The Temporal-Interactive Influence of Reading Achievement and Reading Attitude." Educational Research and Evaluation 11, no. 1 (2005): 29–44. http://dx.doi.org/10.1080/13803610500110141.

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Sharma, Amit, Hubert B. Van Hoof, and Crystal Ramsay. "The influence of time on the decisions that students make about their academic reading." Active Learning in Higher Education 20, no. 1 (2017): 79–92. http://dx.doi.org/10.1177/1469787417731200.

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The study reported here investigated reading among students from the perspective of how students choose to use their time and whether they self-ration it. A survey of undergraduate students found that their self-reported allocation of time to academic activities other than reading was positively correlated to the reading that they did and that students’ reading was significantly correlated to their belief of being time constrained. Furthermore, the study found that students’ participation in nonacademic activities had a negative correlation to the reading they did for their courses. Finally, the study also found that students who allocated time for reading earlier than the day of class/lecture were more likely to complete these readings than those who allocated time closer to the day of class/lecture. This article argues that both students and faculty should have greater awareness of the choices students make in how they allocate their time and toward reading and other related activities.
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Murphy, Olivia. "RETHINKING INFLUENCE BY READING WITH AUSTEN." Women's Writing 20, no. 1 (2013): 100–114. http://dx.doi.org/10.1080/09699082.2013.754261.

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Treiman, Rebecca, and Zainab Allaith. "Do reading habits influence aesthetic preferences?" Reading and Writing 26, no. 8 (2013): 1381–86. http://dx.doi.org/10.1007/s11145-012-9424-1.

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Huang, Li-Shia, Yu-Jen Chou, and Che-Hung Lin. "The Influence of Reading Motives on the Responses after Reading Blogs." CyberPsychology & Behavior 11, no. 3 (2008): 351–55. http://dx.doi.org/10.1089/cpb.2007.0063.

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Robinson, Melissa F., Elizabeth B. Meisinger, and Rachel E. Joyner. "The Influence of Oral Versus Silent Reading on Reading Comprehension in Students With Reading Disabilities." Learning Disability Quarterly 42, no. 2 (2018): 105–16. http://dx.doi.org/10.1177/0731948718806665.

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This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading ( N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on comprehension. Significant main effects were found for reading modality and time on comprehension, but the main effect for developmental level was not significant. Students understood more of what was read orally than silently and showed improved comprehension across the year. The development-level by modality interaction was significant. Early elementary students benefited from oral reading in terms of comprehension, whereas equivalent comprehension was observed for late elementary students across modalities. No other two- or three-way interactions were significant. Results from this study suggest that reading modality is an important variable to consider for researchers and educators who are interested in the construct of reading comprehension.
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Kim, EunJoo. "The Influence of Reading Attitudes on Reading Strategies of University Students through the Motives of Reading." Journal of Engineering Education Transformations 34, no. 2 (2020): 25. http://dx.doi.org/10.16920/jeet/2020/v34i2/155400.

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Clemens, Erika, and Cynthia Postel. "A NICU Reading Program to Influence Parent Reading Practices and Infant Development." Journal of Obstetric, Gynecologic & Neonatal Nursing 46, no. 3 (2017): S29. http://dx.doi.org/10.1016/j.jogn.2017.04.056.

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van Bergen, Elsje, Dorothy Bishop, Titia van Zuijen, and Peter F. de Jong. "How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation." Scientific Studies of Reading 19, no. 5 (2015): 325–39. http://dx.doi.org/10.1080/10888438.2015.1050103.

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Kaakinen, Johanna K., Annika Lehtola, and Satu Paattilammi. "The influence of a reading task on children’s eye movements during reading." Journal of Cognitive Psychology 27, no. 5 (2015): 640–56. http://dx.doi.org/10.1080/20445911.2015.1005623.

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Narvaez, Darcia, Paul van den Broek, and Angela Barrón Ruiz. "The influence of reading purpose on inference generation and comprehension in reading." Journal of Educational Psychology 91, no. 3 (1999): 488–96. http://dx.doi.org/10.1037/0022-0663.91.3.488.

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Kumar, Vikas, and V. H. Saran. "Influence of reading format on reading activity under uniaxial whole body vibration." International Journal of Industrial Ergonomics 44, no. 4 (2014): 520–27. http://dx.doi.org/10.1016/j.ergon.2014.05.004.

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García-Roca, Anastasio. "Spanish Reading Influencers in Goodreads: Participation, Experience and Canon Proposed." Journal of New Approaches in Educational Research 9, no. 2 (2020): 153. http://dx.doi.org/10.7821/naer.2020.7.453.

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Nobody doubts the importance of digital influencers when it comes to the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. This study presents a descriptive research model in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain was carried out. For this purpose, data were taken from the most widely used reading cataloguing platform, i.e. Goodreads. It was found to be mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that the more influencers evolve as readers the more demanding they become more in their assessments, which in turn translates into greater influence. Influencers’ recognition in the platform, therefore, is subject to their reading experience, critical capacity and personal criteria. Finally, it was learned that the canon of authors and works best valued by these relevant users is heterogeneous, although works and authors related to Young Adult Literature and bestsellers predominate to a certain extent.
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Erda, Ayu Marsela. "The Relationship between Metacognitive Awareness and Receptive Skills of University Students." Lingua Cultura 14, no. 1 (2020): 121–27. http://dx.doi.org/10.21512/lc.v14i1.6403.

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The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover, participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory (MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding shows there is a significant influence of metacognitive awareness on receptive skills. However, there is the only significant influence of metacognitive awareness on reading skills. In contrast, there is no significant influence of metacognitive awareness on listening skills. Most of the students are categorized at a high level of metacognitive awareness in listening and reading. However, they have relatively poor scores in the D and E categories for both listening and reading comprehension tests. The only skill which has a significant influence on metacognitive awareness is reading skills. Therefore, the findings show that there is no significant influence of metacognitive awareness on listening skills. However, there is a significant influence of metacognitive awareness on reading skills. Further research needs to be conducted to reveal the different influences between reading and listening skills related to metacognitive awareness, as found in the research.
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Abdi, Saber, Rune Brautaset, Agneta Rydberg, and Tony Pansell. "The influence of accommodative insufficiency on reading." Clinical and Experimental Optometry 90, no. 1 (2007): 36–43. http://dx.doi.org/10.1111/j.1444-0938.2006.00090.x.

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Mihelčič, Matjaž, and Anja Podlesek. "The influence of proprioception on reading performance." Clinical and Experimental Optometry 100, no. 2 (2016): 138–43. http://dx.doi.org/10.1111/cxo.12428.

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Plant, Richard M. "Reading research: its influence on classroom practice." Educational Research 28, no. 2 (1986): 126–31. http://dx.doi.org/10.1080/0013188860280207.

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Chokron, Sylvie, and Michel Imbert. "Influence of reading habits on line bisection." Cognitive Brain Research 1, no. 4 (1993): 219–22. http://dx.doi.org/10.1016/0926-6410(93)90005-p.

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Stefanovskaya, Natalia A. "A teenager as a reader: opportunities for pedagogical influence." Tambov University Review. Series: Humanities, no. 188 (2020): 139–46. http://dx.doi.org/10.20310/1810-0201-2020-25-188-139-146.

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The relevance of the research is related to the need to develop pedagogical strategies for the formation of reading generations. The analysis of domestic studies of reading of teenagers for the last 50 years is carried out. We identify and describe the basic characteristics of teenagers reading behavior. Research results show that reading occupies a fairly stable place among the priority forms of leisure activities, despite the growing diversity and availability of other forms of leisure time. But due to the psychological and physiological characteristics of adolescence, their dynam-ism, it is not its main form. It is shown that the reading intensity of teenagers changes under the in-fluence of the social situation. The development of computer technologies, the increase in educa-tional loads, and the general lack of time reduce reading activity, but do not exclude teenagers from reading activities in general. The repertoire of teenager reading is gradually narrowing, limited to 2–3 genres. It is established that the top three most influential agents of influence on teenager reading include friends, parents, and teachers. Conclusions are drawn about the need for pe-dagogical support of teenagers reading activity. The main pedagogical tasks are defined: formation of teenagers’ awareness of the value of reading as a way of intellectual leisure, maintaining the balance of entertainment and cognitive motives for reading, expanding the genre and thematic repertoire of books read.
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Parker, Adam J., and Timothy J. Slattery. "Spelling ability influences early letter encoding during reading: Evidence from return-sweep eye movements." Quarterly Journal of Experimental Psychology 74, no. 1 (2020): 135–49. http://dx.doi.org/10.1177/1747021820949150.

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In recent years, there has been an increase in research concerning individual differences in readers’ eye movements. However, this body of work is almost exclusively concerned with the reading of single-line texts. While spelling and reading ability have been reported to influence saccade targeting and fixation times during intra-line reading, where upcoming words are available for parafoveal processing, it is unclear how these variables affect fixations adjacent to return-sweeps. We, therefore, examined the influence of spelling and reading ability on return-sweep and corrective saccade parameters for 120 participants engaged in multiline text reading. Less-skilled readers and spellers tended to launch their return-sweeps closer to the end of the line, prefer a viewing location closer to the start of the next, and made more return-sweep undershoot errors. We additionally report several skill-related differences in readers’ fixation durations across multiline texts. Reading ability influenced all fixations except those resulting from return-sweep error. In contrast, spelling ability influenced only those fixations following accurate return-sweeps—where parafoveal processing was not possible prior to fixation. This stands in contrasts to an established body of work where fixation durations are related to reading but not spelling ability. These results indicate that lexical quality shapes the rate at which readers access meaning from the text by enhancing early letter encoding, and influences saccade targeting even in the absence of parafoveal target information.
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Rabaud, Caroline, Naushad Mamode Khan, and Smita Rampat. "Independent and digital reading among undergraduates: the case of the University of Mauritius." Journal of Applied Research in Higher Education 10, no. 3 (2018): 296–310. http://dx.doi.org/10.1108/jarhe-09-2017-0117.

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Purpose Undeniably, the growing influence of technology has had a significant impact on the reading process of undergraduate students and it is thus of priority interest now to understand the factors influencing independent and digital reading. The paper aims to discuss these issues. Design/methodology/approach In total, 231 questionnaires were administered among undergraduates at the University of Mauritius. A factor analysis was carried out and it was revealed that the attitude toward reading was mainly influenced by six aspects termed “Entertaining and Important,” “Lack of Interest,” “Convenience of Digital Reading,” “Utilitarian Purposes,” “Difficult Access to Reading Materials” and the “Compulsory Aspect.” This paper focuses also on determinants which could influence the behavior of undergraduates toward independent reading. In this sense, a binary logistic regression was performed. Findings Factors such as gender, the motivation to read and the time spent reading for academic purposes were found to be significant predictors. Also, given the impact of technology on the lifestyle, it was important to determine whether the respondents had adopted digital reading over printed reading by taking into consideration their preferred reading format. This query was taken care by a multinomial regression analysis where gender, faculty belonging and internet connection on mobile were found to influence the preferred method of reading by undergraduates. Originality/value The objectives are to analyze the reading habits and attitude of the undergraduates toward reading, evaluate factors which influence a student to engage in independent reading, determine factors that are likely to encourage students to prefer digital reading given the innovation in the e-reading field and to explore a possible relationship between independent reading and digital reading.
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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 (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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Weisberg, Renee. "1980s: A Change in Focus of Reading Comprehension Research: A Review of Reading/Learning Disabilities Research Based on an Interactive Model of Reading." Learning Disability Quarterly 11, no. 2 (1988): 149–59. http://dx.doi.org/10.2307/1510993.

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This article contains a review of reading comprehension research since 1980, based on an interactive model of reading, with a focus on reading disabilities / learning disabilities. The interactive model conceptualizes influences on reading comprehension as multifaceted, that is, reader-based, text-based, and situationally based, for example, variables in a given task. The review includes studies which have investigated the influence of readers' prior knowledge of a topic, the influences of text structure and task demands, and metacognitive strategies. Conclusions explain reasons for reading disabled students' need for explicit instruction in understanding what the task is, how to use appropriate procedures, and why the use of metacognitive strategies can help them become more able readers.
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MATSUMIYA, Kazumichi, Hideki SUGIYAMA, Satoshi SHIOIRI, and Ichiro KURIKI. "INFLUENCE OF AUDITORY INFORMATION ON READING SPEED AND EYE MOVEMENT CONTROL IN READING." KANSEI Engineering International 8, no. 2 (2009): 221–27. http://dx.doi.org/10.5057/e080225-1.

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Dovhan, Olena. "READING INTERESTS AND THEIR INFLUENCE ON THE FORMATION OF JUNIOR PUPILS’ READING INDEPENDENCE." Pedagogical Education: Theory and Practice 2, no. 25 (2018): 208–15. http://dx.doi.org/10.32626/2309-9763.2018-25-2.208-215.

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Sunaryo. "The Influence of Using Group Work and Reading Attitude Towards Reading Comprehension Achievement." ETTLI 1, no. 1 (2020): 27–43. http://dx.doi.org/10.35438/ettli.v1i1.153.

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This study was to investigate the influence of using group work and reading attitude towards the eleventh grade students’ reading comprehension achievement on narrative text. The population of this study was the eleventh grade students at Senior High School Puspita Air Kumbang. The sample was 60 students taken by using cluster random sampling. In carrying out of the research, the writer used an experimental method; factorial design. The writer distributed pretest, posttest, and attitude questionnaire in collecting the data. Then, in analyzing the data the writer used t-test and two-way ANOVA. The result of this study analysis indicated that; first, there was significant influence of group work technique towards the eleventh grade students’ reading comprehension achievement between those who had positive attitude and those who had negative attitude. Second, there was significant influence of conventional teaching technique towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude. Third, there was significant influence of group work technique and conventional teaching technique towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude. Forth, there is significant interaction effect of group work technique and reading attitude towards the eleventh grade students’ reading comprehension achievement between those who have positive attitude and those who have negative attitude.
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Kathleen Krach, S., Michael P. McCreery, Scott A. Loe, and W. Paul Jones. "Do Dispositional Characteristics Influence Reading? Examining the Impact of Personality on Reading Fluency." Reading Psychology 37, no. 3 (2015): 470–86. http://dx.doi.org/10.1080/02702711.2015.1066908.

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Playfoot, David, Jeremy J. Tree, and Cristina Izura. "Naming acronyms: The influence of reading context in skilled reading and surface dyslexia." Aphasiology 28, no. 12 (2014): 1448–63. http://dx.doi.org/10.1080/02687038.2014.939517.

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SALETTA, MEREDITH, LISA GOFFMAN, and DIANE BRENTARI. "Reading skill and exposure to orthography influence speech production." Applied Psycholinguistics 37, no. 2 (2015): 411–34. http://dx.doi.org/10.1017/s0142716415000053.

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ABSTRACTOrthographic experience during the acquisition of novel words may influence production processing in proficient readers. Previous work indicates interactivity among lexical, phonological, and articulatory processing; we hypothesized that experience with orthography can also influence phonological processing. Phonetic accuracy and articulatory stability were measured as adult, proficient readers repeated and read aloud nonwords, presented in auditory or written modalities and with variations in orthographic neighborhood density. Accuracy increased when participants had read the nonwords earlier in the session, but not when they had only heard them. Articulatory stability increased with practice, regardless of whether nonwords were read or heard. Word attack skills, but not reading comprehension, predicted articulatory stability. Findings indicate that kinematic and phonetic accuracy analyses provide insight into how orthography influences implicit language processing.
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Bischoping, Katerine. "Selecting and Using Course Readings: A Study of Instructors' and Students' Practices." Canadian Journal of Higher Education 33, no. 1 (2003): 25–58. http://dx.doi.org/10.47678/cjhe.v33i1.183427.

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University students' practices of reading required course materials have rarely been studied systematically outside the laboratory and are given short shrift in course evaluation questionnaires. This study exam- ines, first, the reasons why a sample of instructors at a large university create selections of course readings and the factors, both pedagogical and otherwise, that influence their selections. Second, students' patterns of reading in these instructors' courses are studied to determine how they vary with the quantity of assigned readings, time of year, and the provision of systematic student feedback to instructors. Third, the most prevalent themes in student feedback about readings are explored, in tan- dem with instructors' proposals about how to revise their reading selec- tions or teaching strategies.
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Marliana, Reny Rian, and Leni Nurhayati. "COVARIANCE BASED-SEM ON RELATIONSHIP BETWEEN DIGITAL LITERACY, USE OF E-RESOURCES, AND READING CULTURE OF STUDENTS." Indonesian Journal of Statistics and Its Applications 4, no. 1 (2020): 55–67. http://dx.doi.org/10.29244/ijsa.v4i1.552.

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In this paper, a relationship model among latent variables using Covariance Based-Structural Equation Modeling (CB-SEM) is studied. The latent variables are digital literacy, use of e-resources and reading culture of students. The goal of the study is to build a simultaneously model between those three variables, determine the influence of digital literacy on the use of e-resources and reading culture of students, and the influence of the use of e-resources on reading culture of students. The parameters of the model are estimated by the Maximum Likelihood method. This study took data from 256 questionnaires of students at STMIK Sumedang. Results showed that digital literacy significantly influences the use of e-resources and the reading culture of students. In contrast, there are no significant influences on the use of e-resources on the reading culture of the student.
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Mas’ud, Ibnu. "The Influence of Reading Intensity toward Writing Skills." Register Journal 2, no. 1 (2016): 37. http://dx.doi.org/10.18326/rgt.v2i1.37-48.

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The aims of this research are to find of reading intensity, to examine the student’ writing skills, and to probe the influence of the students’ reading intensity toward the students’ writing skill. By applyingdescriptive quantitative approach and using correlation research, the subject of the study are the third year students of SMP N 1 Grabag, Kab. Magelang, in the academic year of 2008/2009. Meanwhile, the sample of the research are 40 students of two classes that are taken by applying stratified sampling technique. Furthermore, there are two variables that are analyzed. They are students’ reading intensity as independent variable and students’ writing skill as dependents variable. Based on the calculation of the critical r in the level of significant of 5%, the writer found that rxy aritmethical is higher than rxy table. Therefore, there is influence of reading intensity toward writing skill.Keywords: Reading; Intensity; Writing
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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation." Acta Universitatis Sapientiae, Philologica 10, no. 2 (2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.

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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.
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UMIASIH, IMAS OOM, SLAMET WAHYUDI YULIANTO, and LUSIANA SUCIATI DEWI. "THE INFLUENCE OF SQ3R TOWARDS STUDENTS’ READING COMPREHENSION." BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN 5, no. 01 (2019): 65. http://dx.doi.org/10.35569/biormatika.v5i01.427.

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The purpose of the research was to investigate whether or not the influence of SQ3R (Survey, Question, Read, Recite, Review) towards students’ reading comprehension. The research was conducted in SMPN 2 Maja. This research used quantitative method and used non-equivalent control group design categorized as quasi experimental design. Two classes were selected from eighth grade as experiment and control class. The results of the data analysis were as follows. Mean score of pretest in experiment class was 58.96 and standard deviation was 13.980. While, mean score in control class was 58.93 and standard deviation was 12.450. Further, mean score of posttest in experiment class was 61.42 and standard deviation was 11.275. While, mean score of posttest in control class was 60.81 and standard deviation was 10.937.The result of T-test shows that value sig. (2-tailed) was 0.993 in pretest. It was higher than 0.05. Then, there was not difference of means between experiment and control class in pretest. The value sig. (2-tailed) was 0.848 in posttest. It was higher than 0.05. Then, there is not difference of means between experiment and control class in posttest. Based on the result of model summary in simple linear regression, R square was 0.022 with significance 0.490. It means that the influence of independent variable (questionnaire) towards dependent variable (posttest) was 2.2%. While, 93.6% influenced by other variable and significance 0.490 was higher than 0.05, then model of regressing was not good enough as predictors. Based on the coefficient, constant of 74.454. If there was nothing questionnaire, then value of posttest is 81.141. Regression coefficients X of (-0.312), it means each addition 1 value of questionnaire then decline of posttest value of 0.312. It shows that there was not the significant influence of SQ3R technique towards students’ reading comprehension.
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Thaba-Nkadimene, Kgomotlokoa Linda, and Maletšema Ruth Emsley. "Reading for pleasure : the influence of reading clubs in selected Bahananwa Limpopo primary schools." Journal of African Languages and Literary Studies 1, no. 3 (2020): 133–55. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a7.

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The challenges of reading experienced by learners exerts a negative impact on reading for pleasure, and learners' outcomes. In an attempt to address such reading challenges, Reading Clubs were launched to promote reading for pleasure among South African youth. This study examines the influence of Reading Clubs on learners' attitudes to Reading for Pleasure and the outcomes thereof. The study was informed by the Top-Down Model of Reading and the Cultural Theory of reading for pleasure. Interviews were conducted in five purposively selected schools with five Sparker coaches and five teachers. The research findings reveal a positive influence of Reading Clubs on reading for pleasure and learners' outcomes. This is reflected through improved levels of reading for pleasure. This study ultimately recommends that schools learn from best practices of Reading Clubs, and that government strive to make Reading Clubs a sustainable project.
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Fitri, Nurmania. "THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING." Journal of Education and Teaching 2, no. 2 (2021): 153. http://dx.doi.org/10.24014/jete.v2i2.10674.

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The purpose of this study was to the influence reading habits and reading strategies on students reading comprehension at junior high school 1 in the district Benai-Kuansing.There were three questions contained in this study.Firstly,Is there any significant influence of reading habit on students’ reading comprehension in junior high school 1 Benai.Secondly, Is there any significant influence of reading strategies on students’ reading comprehension in junior high school 1 Benai.Thirdly, Is there any significant influence of reading habit and reading strategies on students’ reading comprehension in junior high school 1 Benai.This study used quantitative explanatory research. The subjects in this study are 70 students of the second grade students. Data collection techniques in this study used questionnaires and tests. The questionnaires in this study related to students' reading habits and students' reading strategies, while the tests related to student reading comprehension. The data obtained were analyzed using descriptive statistics, classic assumption tests, multiple regression tests and hypothesis testing.The results of this study indicate that, student reading habits (X1) have significant results of 0,685. Student reading strategies (X2) have significant results of 0.379. And student reading comprehension (Y) has a significance result of 0.818. Therefore, the researcher concludes that there is a positive and significant contribution of student reading habits and student reading strategies on student reading comprehension. Keywords:Reading Habit, Reading Strategies, Reading Comprehension.
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Amiama-Espaillat, Cristina, and Cristina Mayor-Ruiz. "Digital reading and reading competence. The influence in the Z generation from the Dominican Republic." Comunicar 25, no. 52 (2017): 105–14. http://dx.doi.org/10.3916/c52-2017-10.

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Most Latin American countries are focused upon improving learning quality by providing schools with technological resources, as if their sole presence was enough to develop 21st Century skills. Digital reading is not an end in itself; it is a tool that a user selects, depending on the desired purpose and uses it in specific contexts. Adolescents access Internet with at least four purposes: academic, recreational, socialization and communication. This study describes said purposes in adolescents from the Dominican Republic and relates them to their reading literacy proficiency level in two educational contexts: public and private schools. The sample group included 382 students in their fourth year of secondary school (10th grade). Two instruments were used: CoLeP, based on texts from PISA, and a Scale to measure reading frequency, which classifies the four reading purposes in two formats: printed and digital. The conclusion is that most students access and use the Internet for academic purposes, regardless of the educational sector. Nevertheless, reading literacy proficiency differs significantly with students from public schools being in lower levels. This minimizes the opportunities of the most vulnerable social sectors producing reading illiterates that have high economic costs for the nation. La mayoría de los países latinoamericanos están focalizados en elevar la calidad de los aprendizajes mediante la dotación de recursos tecnológicos a los centros educativos como si su mera presencia bastara para desarrollar las competencias fundamentales del siglo XXI. La lectura digital no es un fin en sí mismo, es un medio a disposición del usuario que la selecciona según sus propósitos y las utiliza en contextos socioculturales específicos. Los adolescentes acceden a Internet, al menos con cuatro fines: académicos, recreativos, para participar en la sociedad y comunicarse. Este estudio describe dichos fines en jóvenes de la República Dominicana y lo relaciona con el nivel de competencia lectora en dos contextos educativos, escuelas públicas y privadas. La muestra está compuesta por 382 estudiantes de cuarto de Secundaria. Se aplicaron dos instrumentos: CoLeP, basado en los textos liberados de PISA y una Escala de Práctica de Lectura, que clasifica los cuatros fines de lectura en dos formatos, impreso o digital. La conclusión es que casi todos los estudiantes acceden a Internet y lo utilizan para fines académicos sin importar el sector educativo, sin embargo, el nivel de competencia lectora difiere significativamente, ubicándose los estudiantes de las escuelas públicas en los niveles más bajos, lo que resta oportunidades a sectores socialmente más vulnerables y produce neoanalfabetos con altos costos económicos para la nación.
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Aisiah, Iis Nur, and Ratna Andhika Mahaputri. "Comparing Reading Comprehension Competence through Reading Aloud and Silent Reading among Indonesian EFL Learners in Senior High School." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (2019): 24. http://dx.doi.org/10.33603/perspective.v7i1.1816.

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Reading skill has its own modes; two of them are reading aloud and silent reading. Reading aloud and silent reading modes are interrelated with each other and affecting students' reading comprehension competence. The most EFL students’ common problems in the school is they do not know the appropriate techniques or modes applied in reading comprehension, therefore their reading comprehension results cannot be maximized. The researcher used quantitative research method and comparative study research design in conducting the research process. By using Reading Comprehension Test and interview, researcher collecting all the data in order to find deep information about how Indonesian EFL learners’ reading comprehension are through silent reading and reading aloud, its significance, and the factors that influence students’ reading comprehension score. The researcher took the samples in 34 students who divided into two groups; 17 students for silent group and 17 students for aloud group. The findings of this quantitative research indicated that there is no significance difference between reading aloud and silent reading regarding to Indonesian EFL learners reading comprehension competence and Reading Comprehension Factor (RCF) as the most factor that influence students’ reading comprehension score in silent group, while Reading Factor other than Comprehension (RFOC) as the most factor that influence students’ reading comprehension score in aloud group.
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Vakhnina, I. A., and E. V. Engalycheva (Bulgakova). "INFLUENCE OF LIBRARY ACTIVITIES ON STUDENTS’ READING DYNAMISM." Proceedings of SPSTL SB RAS, no. 2 (July 5, 2020): 55–61. http://dx.doi.org/10.20913/2618-7515-2020-55-61.

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The article presents the results of research carried from 1997 up to 2018 on the basis of the scientific library of the Omsk State Technical University. A definite part of the research was done together with the Department of Library and Information Work of Dostoevsky Omsk State University: the comparative analysis of the meaning aspects of students reading (types and kinds of literature, genres and authors); reading dynamism; factors and motivations influencing the readers’ activity; regularity of visiting the library. Special role is devoted to correlation of reading books in electronic and traditional forms. Changes in authors’ preferences that depended on many factors (environment, information technologies, library activities, advertisement offers, etc.) are examined in detail due to the period under study. Social networks as a new factor influencing the junior reading are observed. An important place in the article is given to the practical activity of the scientific library of the Omsk State Technical University for to promote reading among students. The article presents an analysis of educational and leisure activities of the library, in which literary and artistic, creative, intellectual competitions and projects, library actions for students take place. Competition for the best reading group, literary artistic projects “Word modulations” and “Tints of colors”, students’ interuniversity literature society “Poetic studio” activities and others play an important role. The results of practical researches are visualized with the help of figures (diagrams, graphs) illustrating research data. This makes it possible to identify the factors of the library activity influence on reading dynamism in the period from 1997 up to 2018, correlate common and particular in artistic preferences, youth’ scientific interests and also aims of their visiting the library.
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Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

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The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.
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Strauss, Annaly M., and Keshni Bipath. "Exploring the influence of parents’ home reading practices on emergent literacy." Journal for Language Teaching 54, no. 1 (2021): 195–213. http://dx.doi.org/10.4314/jlt.v54i1.5.

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The purpose of this article is to explore the correlation between Namibian preprimary and Grade 1 parents’ demographic characteristics and print and digital reading practices in home environments. A quasi-experimental descriptive research design wasselected to launch this investigation in the Khomas region. Survey data documented the relationship between parents’ demographic variables and print and digital reading behaviours. The study tested the null-hypothesis (Hₒ: u1 = u2) and non-directional hypothesis (Hₒ: X1 ≠X2). The underlying assumption is that parents home reading practices positively impact children’s early language and literacy development. The findings reveal that there is no significant relationship between age, gender, education, family size, and employmentstatus, with print and digital reading behaviours that influence children’s emergent language and literacy development in home environments. In a Chi-Square test, the null hypothesis was rejected for age, gender, education, family size, and employment status, but retained and positively correlated to marital status, child reading behaviour, and parents’ book, magazine and newspaper reading behaviour. The implication is that when parents buy print materials for home reading purposes and engage their children in pleasurable reading experiences, their children are more likely to be supported at home to influence favourable language and literacy outcomes in school. The study contributes to family literacy literature and highlights the relationship between parents’ reading behaviours and children’s emergent language and literacy development.
 Keywords: emergent literacy, home environment, parents, print and digital reading, reading behaviours, socioeconomic status
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Gopal, Revathi, and Che Ton Mahmud. "Prose reading: The influence of text-reader factors." Studies in English Language and Education 6, no. 2 (2019): 187–98. http://dx.doi.org/10.24815/siele.v6i2.13367.

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This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.
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Gentilucci, Maurizio, and Massimo Gangitano. "Influence of automatic word reading on motor control." European Journal of Neuroscience 10, no. 2 (1998): 752–56. http://dx.doi.org/10.1046/j.1460-9568.1998.00060.x.

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