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1
M. Viray, Evelyn. "Improving The Reading Performance of Grade 3 Learners Using Multimodal Reading Instruction (School Level." International Journal of Research and Innovation in Social Science VII, no. III (2023): 368–72. http://dx.doi.org/10.47772/ijriss.2023.7304.
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This study aimed to develop multimodal reading instructions during COVID-19 pandemic for grade 3 learners. The subjects were the 33 Grade 3 pupils of Aplaya Elementary School, Lingayen III District, Schools Division Office I Pangasinan during the school year 2021-2022. The development of the instructional materials was based on the result of the teacher-made test in reading English. The researcher used a quasi-experiment. The respondents (19 or 57.6%) had their level of computational performance assessed as poor in the given multiple tests prior to the utilization of Multimodal Reading Instruction aimed at improving their reading performance and academic performance in English. There were 14 learners (42.4%) whose performance in the test was found satisfactory while none (0.0%) proved to be outstanding. On the other hand, a comparison of how they fared in the posttest after they were taught in English using MRI reveal a marked improvement in their level of performance. Notably, there were no longer learners whose performance was poor (0 or 0.0%) while there were just 10 (30.3%) learners whose performance was satisfactory and 23 or 69.7% were assessed as outstanding. This study looked into the influence of Multimodal Reading Instruction (MRI) as intervention in improving the reading fluency of the respondents. Results of the study reveal how the utilization of multiple modalities in reading instruction yielded positive results among the respondents. Teachers are then enjoined to explore multiple modalities or platforms in the development or of interventions aimed at addressing reading loss among elementary learners.
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Yetti, Dzulhijjah. "AN ANALYSIS OF READABILITY LEVEL OF READING MATERIAL IN ENGLISH TEXTBOOK FOR FIRST GRADE OF SENIOR HIGH SCHOOL." Journal of Education and Teaching 2, no. 1 (2021): 1. http://dx.doi.org/10.24014/jete.v2i1.8211.
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Predicting readability level of reading texts can help the teachers to match the texts with student’s grade. The appropriate reading text is expected to ease the students in comprehending the material. This research focused on the readability level of English reading material found in English textbook entitled Bahasa Inggris for first grade of Senior High School Published by Curriculum and Books Center, Research and Development Agency, Ministry of Education and Culture. This study attempts to find out whether the reading materials are appropriate or not in terms of readability level for the target students. This research used descriptive quantitative design. The object of the research is English textbook entitled Bahasa Inggris for First Grade of Senior High School published by Curriculum 2013. The textbook consists fifteen chapters which contained kinds of reading materials such as dialogue and reading texts. The researcher only focuses on analyzing the reading materials. There are three kinds of genre found in this book, they are descriptive, recount and narrative. The data were collected by using document analysis. In calculating readability level, the researcher employed the Flesch Reading Ease (FRE) formula. The results of the study showed that there were 9 reading texts in the Bahasa Inggris textbook. From those 9 texts found that there were 3 descriptive texts, 4 recount texts, and 2 narrative texts. According to the analysis using Flesch Reading Ease (FRE) formula, the researcher found that there were 3 texts in Fairly Easy level, 3 texts in Fairly Difficult level, and 3 texts in Difficult level. In average, the texts are in Fairly Difficult level (57,3). Based on the theory of Flesch Reading Ease (FRE) formula, it is found that the texts are in the appropriate level for tenth grade students.Keyword: Readability level, Reading Material, Textbook.
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Manguilimotan, Ramil P., Jocelyn T. Zabala, Chyke A. Encog, Gengen G. Padillo, and Reylan G. Capuno. "Factors Affecting the Reading Comprehension Skills of Grade 3 Learners." International Journal of Social Science Research and Review 7, no. 3 (2024): 96–108. http://dx.doi.org/10.47814/ijssrr.v7i3.1930.
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This research determined the factors affecting the reading comprehension skills of Grade 3 learners at the identified public elementary schools in Talisay City Division Cebu for the school year 2022-2023. This employed a descriptive-correlational design to determine the factors that affect the reading comprehension difficulties of the Grade 3 learners. A total of 148 Grade 3 learners were the respondents that were selected using convenience sampling. Gathered data were statistically treated using frequency and percentage, weighted mean, and chi-square. Results have shown that reading comprehension is affected by interest and motivation, prior knowledge, and vocabulary knowledge. In addition, the level of reading comprehension skills of the respondents were instructional readers. Furthermore, results showed that there is no relationship between the identified factors and the reading comprehension skills of the respondents. It is concluded that the factors affecting the learners' reading comprehension skills are interest and motivation, prior knowledge, and vocabulary knowledge at the descriptive rating of affected. Hence, it is recommended that the enhanced reading comprehension enhancement plans be implemented.
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Nelssy Salut, Karolina, Ananda Dizyah Apriyati Here, Yane Kristiana Hina, Ofilda Isantri Neolaka, Marni Fandira Atonis, and Egidius Dewa. "Pelatihan Membaca Bagi Peserta Didik SD Kristen Petra Alak Dalam Program Kampus Mengajar Angkatan 3." BERBAKTI : Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (2023): 12–23. http://dx.doi.org/10.30822/berbakti.v1i1.2204.
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This paper focuses on the reading training program for students of SD Kristen Petra Alak conducted by participants of the Kampus Mengajar Angkatan 3. The purpose of this training is to improve students' reading skills through reading. This training is expected to provide positive benefits for students in developing their reading skills. The method used in this reading training is to use creative and interactive methods such as storytelling, singing, and role-playing. Learners are also given reading materials that are suitable for their grade level, namely, grade 2 to grade 4. Of the 25 learners who participated in the reading training program, the average reading ability was 57% with a sufficient category. The teacher's response to the implementation of the reading training program was 83% with the Satisfied category while the response of Petra Alak Christian Elementary School students to the implementation of the reading training program was 82% with the Satisfied category. The results of this activity show that effective reading training strategies can help learners improve their reading skills this can be seen from the good responses given.
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Davis, Terry C., Joseph A. Bocchini, Doren Fredrickson, et al. "Parent Comprehension of Polio Vaccine Information Pamphlets." Pediatrics 97, no. 6 (1996): 804–10. http://dx.doi.org/10.1542/peds.97.6.804.
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Background. Medical information pamphlets often are written using language that requires a reading level higher than parents of many pediatric patients have achieved. Anecdotal reports suggest that many parents may not readily understand the federally mandated Public Health Service vaccine information pamphlets prepared by the Centers for Disease Control and Prevention (CDC) in 1991. The level at which the pamphlets need to be written for low-reading-level parents is undetermined, as is whether parents reading at higher levels will accept low-reading-level materials. Methods. To determine whether a simple pamphlet prepared at a low reading level using qualitative and adult education techniques would be preferable to the available CDC polio vaccine information pamphlet, we conducted an integrated qualitative-quantitative study. We compared the parent reading time and comprehension of a simplified pamphlet (Louisiana State University, LSU) comprising 4 pages, 322 words, 7 instructional graphics, and a text requiring a 6th grade reading ability with the equivalent 1991 CDC vaccine information pamphlet comprising 16 pages, 18,117 words, no graphics, and a text requiring a 10th grade reading level. We measured the reading ability of 522 parents of pediatric patients from northwest Louisiana seen at public clinics (81%) and in a private office (19%). Of the entire group, 39% were white, 60% African-American, and 1% Hispanic; the mean age was 29 years; the mean highest grade completed was 12th grade 3 months; and the reading level was less than 9th grade in 47% of parents and less than 7th grade in 20%. After parents were given one of the pamphlets to read, their reading time, comprehension, and attitude toward the pamphlet were measured. Results. Mean comprehension was 15% lower for CDC than for LSU (56% vs 72% correct; P < .001) and reading time was three times longer for CDC than for LSU (13 minutes 47 seconds vs 4 minutes 20 seconds; P < .0001). These trends were significant for parents reading at all but the lowest levels. Mean comprehension and reading time did not differ among parents reading at the third grade level or less. However, mean comprehension was greater and reading time lower for LSU among parents at all reading abilities greater than the third grade. Parents in the private practice setting took the longest time to read the CDC (20 minutes 59 seconds vs 5 minutes 46 seconds, LSU), yet their comprehension on the LSU was significantly higher than on the CDC (94% vs 71%; P < .0001). Two focus groups of high-income parents were unanimous in preferring the LSU. Conclusions. A short, simply written pamphlet with instructional graphics was preferred by high- and low-income parents seen in private and public clinics. The sixth grade reading level appears to be too high for many parents in public clinics; new materials aimed at third to fourth grade levels may be required. The new 1994 CDC immunization materials, written at the eighth grade level, may still be inappropriately high. The American medical community should adopt available techniques for the development of more effective patient-parent education materials.
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Knott, Shawnee, and Shannon Tovey. "Increasing Below Level Readers Fluency and Comprehension." Georgia Journal of Literacy 43, no. 2 (2020): 14–39. http://dx.doi.org/10.56887/galiteracy.21.
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Year after year, students enter the classroom several grades below grade level yet are expected to perform as an on-grade level student. One of the major learning gaps, that is daunting to see in fourth grade, are students who are extremely below grade level in the area of reading. To an outsider, it may look as though it is only one subject. No big deal! Unfortunately, reading is the foundation to all content areas. A student who is not successful in reading will most likely have difficulties in other areas of learning. Reading provides the foundation of understanding and that foundation begins with reading fluency. Researcher Timothy Rasinski, along with countless other researchers, such as Kodan and Akoyl, The National Reading Panel, and Samuels and Leberge, carry the belief that students who build a foundation of fluency through practice and increase that fluency will develop the ability to comprehend on higher levels (2003). Without this foundation, the learning gap begins and continues to widen year after year. Thus, showing the huge relationship between reading fluency and reading comprehension (Rasinski, 2003). These below grade level readers need interventions that meet them where they are and push them forward to meet their learning goals - enabling them to become better readers. The purpose of this study was to address the needs of below-level readers and to aid in the vertical alignment of research-based interventions and methods in grades 3-5.
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Vega, Natalia, James Stanfield, and Sugata Mitra. "Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools." Education and Information Technologies 25, no. 3 (2019): 1571–84. http://dx.doi.org/10.1007/s10639-019-10023-3.
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Abstract In the United States, literacy rates vary between socio-economic groups, and this reading gap is also a common feature in the education systems of OECD member states. To help address this reading gap previous research has identified a number of teaching strategies that have a positive impact on student learning outcomes, including the use of peer collaboration and complex texts. However, the contribution of Computer Supported Collaborative Learning to help address the reading gap for students attending low performing urban elementary schools has, to date, received much less attention and little is known about the ability of young students with access to the Internet to read complex texts in groups and how this impacts on individual reading comprehension scores. This study therefore examines the impact of combining the use of complex texts, collaborative learning and access to the internet on the reading comprehension scores of 58 fourth-grade students (ages 10-11). The students met once a week for an hour over six consecutive weeks and read under the following three conditions: eighth grade level texts independently, eighth grade level texts in groups with internet access and fourth grade level texts in groups with internet access. Our findings demonstrate that groups of young students with access to the internet are capable of reading complex texts with minimal teacher intervention. We also believe that this approach has the potential to help students develop both their offline and online reading comprehension skills.
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Benson, Jamie Heintz, John R. Slate, George W. Moore, Cynthia Martinez-Garcia, and Frederick C. Lunenburg. "Exclusionary Discipline Consequences and Reading Performance of Grades 3 Through 8 Students in Special Education: A Statewide, Multiyear Analysis." Asian Journal of Interdisciplinary Research 2, no. 4 (2019): 120–40. http://dx.doi.org/10.34256/ajir19412.
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In this investigation, the academic performance of students in special education who received between 1 to 30 days, between 31-60, and more than 60 days in a Disciplinary Alternative Education Program placement and had STAAR Reading Level I: Unsatisfactory, STAAR Reading Level II: Satisfactory, STAAR Reading Level II: Phase-In Satisfactory, and STAAR Reading Level III: Advanced standard during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the percentage of students in special education who received Disciplinary Alternative Education Program placement and had Unsatisfactory Standard performance on the STAAR Reading exam consistently increased for all grades except for Grade 4. The percentage of students who had Phase-In Satisfactory Standard performance on the STAAR Reading exam consistently decreased for all grades except for Grade 4. The percentages of students who had Satisfactory and Advanced Standard performance remained consistent across the four school years, never varying more than 7%. Recommendations for research and implications are discussed along with suggestions for policy and practice.
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Carver, Ronald P. "Merging the Simple View of Reading with Rauding Theory." Journal of Reading Behavior 25, no. 4 (1993): 439–55. http://dx.doi.org/10.1080/10862969309547829.
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The Simple View of reading was merged with rauding theory by advancing a revision, called Simple View II. The original Simple View, described by Hoover and Gough (1990), has several inconsistencies between theoretical concepts and how concepts are measured. These inconsistencies were illuminated and clarified by using constructs from rauding theory. The resulting Simple View II focuses on how individual differences in reading level (called rauding accuracy level, AL) are almost entirely a function of word recognition level (called pronunciation level, PL) and listening comprehension level (called auditory accuracy level, AudAL). An analysis of data collected from 61 students in Grades 3–5, indicated that all of the reliable variance in AL was probably accounted for by PL and AudAL, thus providing strong support for Simple View II. Furthermore, the reading level of students in GE units (e.g., Grade 5) could be predicted highly accurately by simply averaging (a) their level of word recognition in GE units (e.g., Grade 3) and (b) their level of language comprehension in GE units (e.g., Grade 7). When Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in Grade 1 through college.
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Murphy, Kimberly A., and Laura M. Justice. "Lexical-Level Predictors of Reading Comprehension in Third Grade: Is Spelling a Unique Contributor?" American Journal of Speech-Language Pathology 28, no. 4 (2019): 1597–610. http://dx.doi.org/10.1044/2019_ajslp-18-0299.
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Purpose Considerable research effort has focused on understanding reading comprehension and reading comprehension difficulties. The purpose of this correlational study was to add to the small but growing body of literature on the role that spelling may play in reading comprehension, by investigating the full range of lexical-level literacy skills and whether spelling makes a unique contribution. This study also explored whether these relations vary with the spelling scoring metric. Method Data were collected from 63 children attending Grade 3 in a Midwestern state. In addition to measuring reading comprehension, word recognition, and vocabulary, 4 spelling scoring metrics were examined: the number of words spelled correctly, the number of correct letter sequences (CLS), and Spelling Sensitivity Scores for elements and for words. Results All spelling metrics were significantly correlated with reading comprehension. Results of hierarchical regressions showed that spelling was a significant, unique predictor of reading comprehension when the CLS metric was used. The scoring metrics were differentially related to reading comprehension. Metrics that gave credit based on orthographic precision only (number of words spelled correctly and CLS) were more highly related to reading comprehension than metrics that scored not only on orthographic accuracy but also on phonological and morphological accuracy (Spelling Sensitivity Scores for elements and for words). Conclusion These results indicate that spelling is related to reading comprehension and have theoretical and clinical implications for the use of spelling assessment. Supplemental Material https://doi.org/10.23641/asha.9947216
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Hikmah, Nurul, Sanerita T. Olii, and Ignatius J. Tuerah. "READABILITY LEVEL OF READING TEXTS IN THE ENGLISH TEXTBOOK ENTITLED WHEN ENGLISH RINGS A BELL FOR THE SEVENTH GRADE JUNIOR HIGH SCHOOL." KOMPETENSI 1, no. 03 (2022): 368–76. http://dx.doi.org/10.53682/kompetensi.v1i03.1863.
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The purpose of this research is to find out the readability level of the revised version of the English textbook titled “When English Rings a Bell in Junior High School”, the aim of doing this research is to make sure the reading texts are appropriate for the student’s level of reading. In this study, students have a problem to comprehend the text well. This study use quantitative approach as the research design in this study. The data was collected using Flesch’s Reading Ease Formula. The results of the research shows that 2 texts selected from 15 texts are appropriate for the Seventh Grade of Junior High School at a “Fairly Easy” Level. There are 6 texts suitable for the fifth grade students, 4 texts suitable for sixth grade students, 3 texts suitable for eight grade students and only two reading texts appropriate for the seventh grade of Junior High School.
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Sundari, Indah, and Saifudin Zuhri. "PENGARUH MINAT MEMBACA SISWA TERHADAP PRESTASI BELAJAR BAHASA INDONESIA SISWA KELAS III MIN 3 PURWOREJO." As-Sibyan 4, no. 1 (2021): 25–51. http://dx.doi.org/10.52484/as_sibyan.v4i1.203.
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This research is field research that looks at the problems of reading interest on learning Bahasa Indonesia in grades III at MIN 3 Purworejo with the problems and how students reading interes, how is the achievement of Indonesian students in grade III and is there an effect of reading interest on Indonesian learning achievement achieved by students grade III at MIN 3 Purworejo. Therefore, the writer raised the title “The Influence of reading interest on Indonesian learning achievement of grade III students of MIN 3 Purworejo”. This type of research is quantitative research using inferential statistical techniques, namely statistical techniques, namely statistical techniques used to analyze sample data and the results aplly to the population. Research location at MIN 3 Purworejo. Furthermore, the population in this study were all grade III students at MIN 3 Purworejo. Data collection techniques were collected through questionnaires, interviews, and documentation which were then analyzed through parametric statistical statistics with a simple Linear regression formula. Based on the results of research and statistical analysis carried out using a simple linear regression formula, the results of the calculation of Pearson’s Product Moment correlation indicate that the statue = 0,828 > ttabel = 0,297 with a significant level of 5% means that reading interest has a strong relationship with Indonesia learning achievement. The result of the ttest calculation shows that thitung = 9,802 > tabal = 2,000 with a significance level of 5%. The result of the calculation of the test Fcount = 96,070 and Ftabel =2,2 with a significant level of 5% the result of the coefficient (R2) = 0.686 whitch show that reading interest affects the Indonesian language learning achievement by 68% while the other 32% is influenced by other factors.
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Ganschow, Leonore, and Donald B. Weber. "Effects of Mode of Presentation on Comprehension of below Average, Average and above Average Readers." Perceptual and Motor Skills 64, no. 3 (1987): 899–905. http://dx.doi.org/10.2466/pms.1987.64.3.899.
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300 subjects in Grades 4, 5, and 6 were randomly blocked into three conditions (reading only, listening only, or reading and listening) according to reading level (above average, average, and below average). The subjects were presented a 1500-word social studies passage and required to answer 25 multiple-choice questions concerning that passage. A 3 (grade) by 3 (reading level) by 3 (exposure condition) analysis of variance showed better performance by above average readers, poorest by those below average. Reading and listening and reading only gave higher scores.
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Perez, Olivia D., Hasani W. Swindell, Carl L. Herndon, Peter C. Noback, David P. Trofa, and J. Turner Vosseller. "Assessing the Readability of Online Information About Achilles Tendon Ruptures." Foot & Ankle Specialist 13, no. 6 (2019): 470–77. http://dx.doi.org/10.1177/1938640019888058.
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The American Medical Association (AMA) and National Institutes of Health (NIH) currently suggest that health care materials be written at a sixth-grade reading level. Our study investigates the readability of online information on Achilles rupture and reconstruction. Achilles tendon rupture, Achilles tendon repair, and Achilles tendon reconstruction were queried using advanced search functions of Google, Bing, and Yahoo!. Individual websites and text from the first 3 pages of results for each search engine were recorded and categorized as physician based, academic, commercial, government and nongovernmental organization, or unspecified. Individual readability scores were calculated via 6 different indices: Flesch-Kincaid grade level, Flesch Reading Ease, Gunning Fog, SMOG, Coleman-Liau index, and Automated Readability Index along with a readability classification score and average grade level. A total of 56 websites were assessed. Academic webpages composed the majority (51.8%), followed by physician-based sources (32.1%). The average overall grade level was 10.7 ± 2.54. Academic websites were written at the highest-grade level (11.5 ± 2.77), significantly higher than physician-based websites ( P = .040), and only 2 were written at, or below, a sixth-grade reading level. Currently, online information on Achilles tendon rupture and reconstruction is written at an inappropriately high reading level compared with recommendations from the AMA and NIH. Level of Evidence: Level IV
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Nazara, Theodora Vinta Sukartini, Elwin Piarawan Zebua, Trisman Harefa, and Afore Tahir Harefa. "IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (LRD) STRATEGY AT THE EIGHTH GRADE OF SMP NEGERI 1 LAHEWA IN 2022/2023." Academy of Education Journal 14, no. 2 (2023): 1218–30. http://dx.doi.org/10.47200/aoej.v14i2.2014.
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Reading is the process of getting ideas from texts. Reading comprehension meant understanding what had been read and it was an active thinking process that depends. There are several problems faced by students in reading comprehension at the Eighth Grade of SMP Negeri 1 Lahewa, one of which was have problem in comprehending skill in their reading. Therefore, to overcome this, researcher conducted research using the Listen-Read-Discuss strategy. The purpose of the research is to Improving the Students’ Reading Comprehension through Listen-Read-Discussion (LRD) strategy at the Eighth Grade of SMP Negeri 1 Lahewa in 2022/2023. The results of the study were seen from the average score of students from the test evaluation sheet. There are 3 students (10%) included in the failed level, 3 students (10%) included in the less level, 11 students (36%) included in the sufficient level, 4 students (13%) included in good category and 9 students (30%) are included in the very good category. In Cycle II students' abilities increased. There are no students who are categorized as failed and lacking. The highest score is 100 and the lowest score is 75. There is 1 student (3%) "enough level". 4 students (13%) at "good level", and 25 students (83%) at "very good level". From the results of the study it can be concluded that the Listen-Read-Discuss Strategy improves reading comprehension at the Eighth Grade of SMP Negeri 1 Lahewa in 2022/2023.
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Kasimba, Kennedy, and David Sani Mwanza. "An Assessment of Grade 5 Learners’ Reading Fluency in English at a Selected Primary School in Serenje District." European Journal of Theoretical and Applied Sciences 2, no. 3 (2024): 864–85. http://dx.doi.org/10.59324/ejtas.2024.2(3).68.
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This study sought to assess the reading fluency of learners of a particular primary school in Serenje District since it was not known how fluent learners of a selected primary school were in reading and what contextual factors contributed to the reading fluency of the learners. Specifically, the objectives were: first, to assess grade 5 learners’ reading fluency in English at a selected primary school in Serenje District and secondly, to explore factors affecting grade 5 learners’ acquisition of reading fluency in English. The study employed a concurrent mixed methods design in which both qualitative and quantitative approaches were integrated. In total, the study had 50 Grade 5 pupils (21 females and 29 males), 2 Grade 5 class teachers and 2 senior teachers for upper primary section at a selected school in Serenje District. The selected primary school was randomly sampled from the top five ranked schools in Ibolelo Zone of Serenje district. In this study, the researcher involved Grade 5 class teachers and senior teachers in upper primary in one-to-one interviews using semi-structured interviews. Grade 5 pupils’ reading fluency was assessed using a standardised reading fluency test. The main findings of the study revealed that about 62 percent of grade 5 learners at the selected primary school were reading at frustration level in English. Additionally, the average Words Per Minute (WPM) was 44, the average Words Correct Per Minute (WCPM) was at 38, the average prosody score was 7 out of 16 points, average written comprehension score of 1 out of 5 marks. Further, the following factors positively affected grade 5 learners’ acquisition of reading fluency in English: Reading practice, availability of teaching materials, differentiation in teaching, teacher quality, oral English proficiency, teacher-pupil rapport and methodology factors. Additionally, the following factors negatively affected grade 5 learners’ acquisition of reading fluency in English: Limited instructional time, poor literacy backgrounds of learners, lack of teaching materials/resources, poor teacher quality, poor pupil quality, lack of parental support and policy. The study concluded that poor performance of grade 5 learners in reading fluency in English could be explained by a number of negative factors. The study recommends that the Ministry of Education should consider explicitly infusing reading fluency content in the Teacher Education curriculum for pre-service teachers so that teachers are prepared to teach reading fluency once deployed in primary schools.
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Hamilton, Heather, Frederick C. Lunenburg, John R. Slate, and Wally Barnes. "Texas Grade 3 Underrepresented Boys and Economic Status Differences in Reading: A Statewide, Multiyear Study." Journal of Educational Studies and Multidisciplinary Approaches 1, no. 1 (2021): 8–39. http://dx.doi.org/10.51383/jesma.2021.1.
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In this statewide, multiyear analysis, the extent to which differences were present in reading by the economic status of Grade 3 Asian, Black, and Hispanic boys was determined. Specifically examined was the relationship of poverty to the three State of Texas Assessment of Academic Readiness (STAAR) Reading Reporting Categories for Grade 3 Asian, Black, and Hispanic boys in the 2015-2016 through the 2018-2019 school years. Also examined was the relationship of poverty to the STAAR Grade Level Phase-in Standards for Grade 3 Asian, Black, and Hispanic boys. Inferential statistical analyses revealed the presence of statistically significant differences in reading as a function of the economic status of Asian boys, Black boys, and Hispanic boys. In every instance, Asian boys, Black boys, and Hispanic boys who were Poor were outperformed by their counterparts who were Not Poor. Considering the majority of students in Texas come from poverty backgrounds, these findings are of great concern. Implications of these findings and recommendations for future research are discussed.
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Hatfield, Joshua L., and John R. Slate. "Differences in Reading by the Retention Status of English Learners: A Texas, Statewide Investigation." Journal of Education and Recreation Patterns 2, no. 2 (2021): 1–11. http://dx.doi.org/10.53016/jerp.v2i2.11.
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In this study, the degree to which Kindergarten retention was related to the reading performance of English Learners in Grade 3 was addressed. Through inferential statistical analyses of Texas statewide data, statistically significant differences were yielded between English Learners who had been retained in Kindergarten and their counterparts who had not been retained in Kindergarten. English Learners who had been retained in Kindergarten performed statistically significantly poorer on the Approaches Grade Level standard, the Meets Grade Level standard, and the Masters Grade Level standard on the Texas mandated assessment in Grade 3 than did English Learners who had not been retained. Clearly, retention in Kindergarten of these English Learners did not yield the intended outcomes. Implications and recommendations for future research are discussed.
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Bunlot, KHOY. "Analyzing the readability of Khmer language textbooks." Insight: Cambodia Journal of Basic and Applied Research 3, no. 02 (2021): 174–203. http://dx.doi.org/10.61945/cjbar.2021.3.2.5.
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Textbooks play a vital role in the process of teaching and learning, especially in education systems where they are the only resources available to teachers and students. Despite this indispensable role, textbooks in Cambodia have ongoing problems concerning their content and design. This paper analyzes the readability of passages in Khmer textbooks (Flesch, 1948); Kincaid et al., 1975, as cited in DuBay, 2004. Reading passages were extracted from the Grade 3, Grade 6 and Grade 9 Khmer textbooks published by the Ministry of Education, Youth and Sports. It was found that the readability of these textbooks was not in line with the reading level of students. For instance, on average, 20 words per sentence were used, which is equivalent to a Grade 10 level (Flesch, 1975). Further, while the number of words and sentences did not significantly vary across the three grade levels, the number of syllables and words did. These findings have implications for publishers and authors when designing reading passages in textbooks if they are to have an appropriate level of readability for their intended users at each grade level.
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Bencito, Amielle Klen J., Ma Antonette Rose C. Lleno, Eloisa M. Ignacio, et al. "Effectiveness of the Read Like Me Program for Grade 3 Struggling Readers." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 335–52. http://dx.doi.org/10.47772/ijriss.2024.806025.
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Literacy skills are fundamental to academic growth, and issues with these skills can hinder learners’ ability to learn in different subjects or areas later in life. This study aimed to determine the effectiveness of the Read Like Me program for struggling readers in Grade 3. The researchers selected 11 participants from Sumapang Bata Elementary School using a quantitative quasi-experimental design through purposive sampling. Pre-intervention, students faced challenges in word reading and comprehension, primarily at the frustration level. Post-intervention improvements were evident, with fewer students experiencing frustration and more reaching instructional levels. Pairing t-tests confirmed significant differences between pre-test and post-test scores, with a significant level of less than 0.05. The Read Like Me program had a positive impact on word reading and comprehension. This study emphasizes the efficacy of the Read Like Me program in enhancing literacy skills among Grade 3 students.
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Coggins, Joanne Veatch. "Using Readable English leads to reading gains for rural elementary students: An experimental study." PLOS ONE 18, no. 7 (2023): e0288292. http://dx.doi.org/10.1371/journal.pone.0288292.
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Objectives This study measured whether and to what degree Readable English effectively improves reading fluency and comprehension skills of adolescent learners. Methods This experimental study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Students were pre-and post-tested using EasyCBM Grade Level Reading Benchmarks. Students scoring at/below the 30th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students received 45–60 instructional hours in either Readable English or Amplify CKLA during their regular ELA class. Results Students who received Readable English instruction significantly outperformed students in the typical practice condition on all measures of reading fluency and comprehension. The intervention condition’s EasyCBM benchmark reading rate (m = 29.6 WCPM), reading accuracy (m = 3.1%), and comprehension (m = 1.9) surpassed the control group’s reading rate (m = 17.4 WCPM), accuracy (m = 0.7%), and comprehension (m = 0.7) WRMT-3 ORF showed students in the Readable English intervention condition (m = 13.4 growth scale values [GSV] and m = 1.0 grade equivalency) outscored students in the control condition (m = 7.8 GSV and m = 0.5 grade equivalency). WRMT-3 Passage Comprehension showed Readable English students (m = 11.0 GSV and m = 0.9 grade equivalency) outgrew control condition students (m = 4.4 GSV and m = 0.3 grade equivalency). Conclusions In a school year fraught with pandemic instructional interruptions and learning loss, students in grades 3–5 who received Readable English instruction closed reading gaps. The meaningful gains in reading rate and accuracy experienced by students in the intervention group will give exponential word reading volume dividends to students able to read text faster and more accurately going forward, helping them become more skilled readers.
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Hong, Yihua, and Guanglei Hong. "Schools With Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3." AERA Open 7 (January 2021): 233285842097916. http://dx.doi.org/10.1177/2332858420979167.
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This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an at or above-average proficiency level in Grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.
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Akbariski, Habib Safillah, Titik Harsiati, and Imam Agus Basuki. "Assessment of Critical Reading Ability Using Indonesian Language Textbooks for the 2013 Curriculum and the Merdeka Curriculum." Jurnal Ilmu Pendidikan 30, no. 1 (2024): 19. http://dx.doi.org/10.17977/um048v30i1p19-28.
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Critical reading ability is a type of reading skill that involves critical thinking. There is a positive correlation between critical reading urgency and critical reading tests. In this regard, it is necessary to study the evaluations of the curriculums currently being implemented in Indonesia, specifically the 2013 and Merdeka curricula. This study is a type of qualitative descriptive research. The data of this study includes the level, stimulation level, and format of reading comprehension questions in the Indonesian textbook for the 10th grade 2017 version of the 2013 curriculum and the Indonesian textbook for the 10th grade 2021 version of the Merdeka curriculum. The data collection technique implemented in this study is the documentation or note-reading technique. Research results show that (1) there are six levels of awareness of critical reading skills in Indonesian textbooks for the 2013 class X and Merdeka programs. The six cognitive levels are interpretation, analysis, inference, evaluation, explanation, and self-regulation. The Indonesian Textbook 10th Grade, 2013 syllabus found 64 questions containing important reading content. Meanwhile, the Indonesian Textbook for the 10th grade of Merdeka Curriculum has 76 questions containing important reading content. Significant differences exist in the number of items measuring critical reading skills; (2) the question stimuli used included text, images-texts, and infographics; and (3) variations in question format including multiple-choice, true-false, brief, and descriptive answers.
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Belkacem-Boussaid, Kamel, Michael Pennell, Ah Arwa Shana', et al. "Intra-Reader Variability In Identifying Centroblast Cells From Digital Follicular Lymphoma Cases." Blood 116, no. 21 (2010): 5097. http://dx.doi.org/10.1182/blood.v116.21.5097.5097.
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Abstract Abstract 5097 Method The goal of this research is to assess intra-reader variability in identifying centroblast (CB) cells from digitized H&E-stained Follicular Lymphoma (FL) cases. We have enrolled three board-certified hematopathologists experienced in FL grading to complete two reading sessions on 51 High Power Field (HPF: 40 × magnification) images. These images were selected randomly from a database of five hundred HPF images collected from 17 different patients. The dataset is comprised of lymphoma cases with different grades FL and all grades (1, 2, and 3) are represented. Each pathologist was asked to grade the same set of images (51 images, 3 per patient) on different days (with a minimum of two month intervals). In the second reading the order of the images were also randomized. In each reading session, the pathologists examined digital images and recorded the spatial coordinates of CBs using in-house built marking software that allowed pathologists to mark CB cells using only their computer mouse. Experimental Results The results from each reading session were analyzed in terms of FL grade which was determined by averaging the centroblast counts across the three images for a patient and assigning grade using the standard WHO guidelines: Grade I = 0–5, Grade II = 6–15, Grade III = > 15 centroblasts/image. Two different kappa statistics were used to measure agreement. First, we used a weighted kappa in order to measure intra-reader agreement on the three level grade and then we computed a simple kappa measuring agreement on a two level diagnosis: Grade I or II (no chemoprevention assigned) versus Grade III (chemoprevention assigned). Discussion Table 1 provides the weighted kappa statistics based on the three level grading system. There was statistically significant agreement for each pathologist with pathologist 3 exhibiting nearly perfect agreement in grade while pathologists 1 and 2 exhibited moderate agreement. However, when we examined agreement based on the clinically significant diagnosis (Grade I or II versus III) (see table 2), the kappa statistics for pathologists for 1 and 2 were not significantly different from zero suggesting that there is not significant agreement in their diagnoses. Pathologist 3, on the other hand, exhibited perfect agreement in the two level diagnosis across readings. Conclusion In this study, we have examined intra-reader variability in grading follicular lymphoma in digital images. Although similar studies have been conducted to measure the variability at the slide level [2], this is the first time we are reviewing the variability in CB detection. A larger data set will be considered in the near future to generalize the results. Reference 1. J. R. Landis and G. G. Koch (1977) “The measurement of observer agreement for categorical data” in Biometrics, 1977, vol. 33, pp. 159–174 2. G. E. Metter, B.N. Nathwani, J.S. Burke, et al, “Morphological subclassification of follicular lymphoma: variability of diagnoses among hematopathologists, a collaborative study between the Repository Center and Pathology Panel for Lymphoma Clinical Studies”, J. Clin Oncol. 1985: 3(1): 25–38. Disclosures: No relevant conflicts of interest to declare.
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Vaughn, Sharon, Jade Wexler, Audrey Leroux, et al. "Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention." Journal of Learning Disabilities 45, no. 6 (2011): 515–25. http://dx.doi.org/10.1177/0022219411402692.
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The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment ( N = 28) and comparison ( N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties.
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Fella, Argyro, Maria Loizou, Christoforos Christoforou, and Timothy C. Papadopoulos. "Eye Movement Evidence for Simultaneous Cognitive Processing in Reading." Children 10, no. 12 (2023): 1855. http://dx.doi.org/10.3390/children10121855.
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Measuring simultaneous processing, a reliable predictor of reading development and reading difficulties (RDs), has traditionally involved cognitive tasks that test reaction or response time, which only capture the efficiency at the output processing stage and neglect the internal stages of information processing. However, with eye-tracking methodology, we can reveal the underlying temporal and spatial processes involved in simultaneous processing and investigate whether these processes are equivalent across chronological or reading age groups. This study used eye-tracking to investigate the simultaneous processing abilities of 15 Grade 6 and 15 Grade 3 children with RDs and their chronological-age controls (15 in each Grade). The Grade 3 typical readers were used as reading-level (RL) controls for the Grade 6 RD group. Participants were required to listen to a question and then point to a picture among four competing illustrations demonstrating the spatial relationship raised in the question. Two eye movements (fixations and saccades) were recorded using the EyeLink 1000 Plus eye-tracking system. The results showed that the Grade 3 RD group produced more and longer fixations than their CA controls, indicating that the pattern of eye movements of young children with RD is typically deficient compared to that of their typically developing counterparts when processing verbal and spatial stimuli simultaneously. However, no differences were observed between the Grade 6 groups in eye movement measures. Notably, the Grade 6 RD group outperformed the RL-matched Grade 3 group, yielding significantly fewer and shorter fixations. The discussion centers on the role of the eye-tracking method as a reliable means of deciphering the simultaneous cognitive processing involved in learning.
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TILAWATI, TUTI, and Mamik Suendarti. "THE READABILITY LEVEL OF READING TEXT IN THE ENGLISH TEXTBOOK ENTITLED “PATHWAY TO ENGLISH” USED THE ELEVENTH GRADE STUDENTS OF STATES ISLAMIC SENIOR HIGH SCHOOL IN TANGERANG." INFERENCE: Journal of English Language Teaching 5, no. 1 (2022): 80. http://dx.doi.org/10.30998/inference.v5i1.8850.
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<p>The readability level of reading text in the English textbook entitled “Pathway to English” used by the eleventh grade students of State Islamic Senior High School in Tangerang. The objective of the research was to know whether the textbook is suitable to the ability of students, to know whether the reading texts are suitable to student and to know the readability level of reading texts in an English textbook entitled “Pathway to English” which is used by the eleven grade students of State Islamic Senior High School in Tangerang. Method of the research was descriptive qualitative method. The data analyzed through document study. The researcher has completed the following steps which she tries to describe, elaborate, and analyze the readability level of the textbook entitled “Pathway to English” a textbook for eleven grade of state Islamic senior high school in Tangerang. From the writer’s analysis, reading texts in English Textbook entitled “Pathway to English” a textbook for eleven grade of state Islamic senior high school in Tangerang which not readable with students for eleven grade of state Islamic senior high school in Tangerang are: from sixteen reading texts, there are six texts that readable with state Islamic senior high school in Tangerang. The reading texts are text 2, 3, 4, 11, 13 and 16. It can be classified Flesch Reading Ease Score 50-59 the description of the style of the text is fairly difficult. There are six texts from sixteen texts or 37.5 % texts at this level is readable with eleventh grade of state Islamic senior high school in Tangerang. Meanwhile, there are ten texts (62.5 %) from sixteen texts that not readable with state Islamic senior high school in Tangerang.</p>
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Fung, Suk-Chun. "Effect of a Canine-Assisted Read Aloud Intervention on Reading Ability and Physiological Response: A Pilot Study." Animals 9, no. 8 (2019): 474. http://dx.doi.org/10.3390/ani9080474.
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The aim of this study was to determine whether there is an increase in the reading fluency and accuracy of three lower performing third-graders after participating in a canine-assisted read-aloud program, as well as an increase in the relaxation level during and after the program. This study employed a pre-test-post-test design to test the hypotheses that gains would be made in both reading fluency and reading accuracy upon completion of the program. The three grade 3 students were assessed by the Chinese Character Reading Test and the Reading Fluency Test. During the intervention, they read to a trained canine in the presence of a handler. Three days after the completion of the seven 20-min interventions, the participants were assessed by the two standardized reading tests a second time. Heart rate variability (HRV) responses to the pre-test, the intervention and the post-test were recorded. The three grade 3 students attained a higher level of relaxation while reading to the dog and increased their reading fluency after the reading sessions. These results provided preliminary evidence that the canine-assisted read-aloud program can increase the reading performance of children with lower performance. Implications for future research and reading programs will be discussed.
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Solis, Michael, Jeremy Miciak, Sharon Vaughn, and Jack M. Fletcher. "Why Intensive Interventions Matter." Learning Disability Quarterly 37, no. 4 (2014): 218–29. http://dx.doi.org/10.1177/0731948714528806.
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We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 ( n = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported.
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Miskiyah, Nafkhatul, and Taranindya Zulhi Amalia. "Analyzing Lexical Density and Readability of Reading Texts in English Textbook “Stop Bullying Now” by Mahrukh Bashir." Journal of English Teaching and Learning Issues 5, no. 1 (2022): 39. http://dx.doi.org/10.21043/jetli.v5i1.12199.
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The complexity of the text can be determined by lexical density and readability tests. Therefore, the purposes of this research are to find out the lexical density and readability of reading texts and the relevancy of them to the grade level of reading texts. This research took a descriptive qualitative method with library research. The subject is taken from the eleven reading texts in the English textbook "Stop Bullying Now" for eleventh grade. For analyzing data, the researcher used Ure formula and Flesch Reading Ease formula. The finding showed that 8 texts with a lexical density score &gt;50% were categorized as quite-density and 3 texts were categorized as low-density. There are 5 levels of reading and only 4 texts which correspond to the students in senior high school. Based on the average analysis score, the texts are categorized as standard level and more appropriate for students in 8th-9th grade. In this study's data, lexical density and readability do not change considerably as text levels increase.
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Habeeb, A. "How readable and reliable is online patient information on chronic rhinosinusitis?" Journal of Laryngology & Otology 135, no. 7 (2021): 644–47. http://dx.doi.org/10.1017/s0022215121001559.
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AbstractObjectiveThis study aimed to assess the quality and readability of websites on chronic rhinosinusitis.MethodsA total of 180 results from 3 different search engines regarding ‘chronic rhinosinusitis’, ‘sinusitis’ and ‘sinus infections’ were analysed for readability using the Flesch–Kincaid Grade Level, Flesch Reading Ease Score and Gunning Fog Index. The Discern tool was used to approximate information quality.ResultsFrom 180 total searches, 69 unique websites were identified. These had an average Flesch–Kincaid Grade Level of 9.75 (95 per cent confidence interval = 9.12–10.4), a Flesch Reading Ease Score of 45.0 (41.0–49.0) and a Gunning Fog Index of 13.7 (12.9–14.4), which equates to the average reading level of a college or university student. Discern scores were variable but consistently showed good-quality information.ConclusionChronic rhinosinusitis information is of a high quality but is for a reading level higher than that of the average adult. Standardising patient information should ensure adequate comprehension and improve patient compliance.
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Frisia, Lusi. "The Correlation between students' reading skill and memorizing al-Qur'an in MTs Mu'allimin Muhammadiyah Tahfizhul Qur'an." Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab 5, no. 1 (2022): 56–69. http://dx.doi.org/10.15548/lisaanuna.v5i1.3882.
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The aim of this research is to find out the ability of the Arabic reading skill and the ability to memorize the Qur’an among the eighth grade students in MTs Muallimin Muhammadiyah Tahfizhul Qur'an Sawah Dangka. The method of this research is descriptive and the data are shown in numbers and analyzed by the statistical method. In collecting data for this research use oral test, and sample of this research is about 30 eighth grade students in MTs Muallimin Muhammadiyah Tahfizhul Qur'an Sawah Dangka. The findings of this research are; 1) as the level of Arabic reading skill in the eighth grade is "good". 2) the level of ability to memorize the Qur’an in the eighth grade is “good.” 3) There is a strong relationship between Arabic reading skill and memorizing ability of eighth grade students in MTs Muallimin Muhammadiyah Tahfizhul Qur'an Sawah Dangka. The rtabel degree of freedom at 5% is 0.361. At a significant level of 5%, it can be seen that the value of rxy is greater than the value of rtable, i.e. 0.616 > 0.361, so that in this induction the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.
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Puji, Puji Rahayu Ningsih, and Diana Kusumaningrum. "PENGEMBANGAN MEDIA MEMBACA KARPACA UNTUK MENINGKATKAN KEMAMPUAN MEMBACA SISWA KELAS 1 SEKOLAH DASAR." Primary Education Journals (Jurnal Ke-SD-An) 3, no. 2 (2023): 81–92. http://dx.doi.org/10.33379/primed.v3i2.2825.
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This research was conducted according to the background, namely the discontinuity between the government's prohibition on reading tests for prospective new students in grade 1 SD and the existing competence test at the grade 1 SD level, there was no media or starting reading material at the grade 1 SD level, learning had not been completed. letter recognition at the kindergarten level due to the Covid-19 pandemic. This research aims to produce reading media that is valid, appropriate and can improve the reading ability of 1st grade students. The development research model used is the Borg and Gall model which has been simplified into 7 research steps namely 1) research and initial information gathering, 2) planning, 3) initial product format development, 4) validation, 5) product revision, 6) trial small scale product, 7) final product revision. Based on the results of the material expert's assessment, a percentage score of 89% was obtained in the valid category. The percentage by media experts is 93% with a very valid category. The feasibility of the media is shown by a teacher user review questionnaire of 92% with a very decent category. The attractiveness of the media is shown by the results of the student response questionnaire of 100% in the very interesting category. An increase in reading ability is shown by a comparison of the results of the pre-test score of 48.52 and the acquisition of the post-test score of 84.80. The results of the gain test (N-Gain) show an index of 0.7 which is included in the high category, so that KARPACA reading media can improve the reading ability of 1st grade students.
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Gultom, Johannes Jefria, and Evrianto Pintubatu. "GRAMMATICAL INTRICACY AND LEXICAL DENSITY OF READING TEXTS OF ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL GRADE XII." BAHAS 33, no. 2 (2022): 173. http://dx.doi.org/10.24114/bhs.v33i2.35972.
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ABSTRACTThis study deals with the grammatical intricacy and lexical density of reading texts of English textbook for senior high school students grade XII. The objectives of this study are to investigate the level of grammatical intricacy (GI), and lexical density (LD) of the reading texts of English Textbook. This study was conducted by using descriptive qualitative and content analysis design. The data of this study were simple clauses, clauses complexes, sentences, lexical items and content carrying lexical items (nouns, verbs, adjectives and adverbs) of the English reading texts of Look Ahead 3, English textbook for senior high school grade XII published by Erlangga 2007. The result of the analysis showed that: (1).The level of grammatical intricacy of four out of six reading texts is high (3.53, 2.3, 2.71, and 2.25) and the other two texts are medium (2) and low (1.83). (2).The level of lexical density of four out of six reading texts are low (42.67%, 45.93%, 48.47%, and 36.99%) and the other two texts are high (58.36, and 55.40%). Keywords: grammatical intricacy; lexical density; reading texts
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Setiyaningsih, Dwi Yuni, Yupika Maryansyah, Dian Susyla, and Ririn Putri Ananda. "READABILITY LEVEL OF READING TEXTS IN THE ENGLISH TEXTBOOK “ENGLISH IN MIND” FOR TENTH GRADE STUDENTS AT SMKN 3 KOTA BENGKULU." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 11, no. 2 (2022): 305–17. http://dx.doi.org/10.26618/exposure.v11i2.8653.
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The objective of the research is to find out the readability level of the texts in English textbook based on Fog Index (FI). This research was categorized as descriptive quantitative research. The object of this research was reading materials English textbook entitled English in Mind Second Edition by Cambridge University Press for tenth grade of Vocational Senior High School. FOG index was used to determine the readability level of the texts based on the average number of sentences and hard words (polysillabic). The finding of this research revealed that the readability of the texts in English in Mind second edition textbook by Cambridge University was easy based on FOG Index (FI) analysis result. Based on FOG Index (FI) analysis result, the percentage of level of readability of English in Mind textbook showed that there were 26 (68%) of texts were easy and 12 (32%) of texts were moderate. Overall, the readability of the texts in English in Mind second edition textbook by Cambridge University was dominantly easy for grade tenth of SMKN 3 Kota Bengkulu. It was suggested for the teachers or the readers to understand readability level of reading materials and know whether the reading materials given to their students are appropriate for them or not.
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Cox, Beverly E., Timothy Shanahan, and Margaret B. Tinzmann. "Children’s Knowledge of Organization, Cohesion, and Voice in Written Exposition." Research in the Teaching of English 25, no. 2 (1991): 179–218. http://dx.doi.org/10.58680/rte199115469.
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This study investigatest he abilityo f 48 children at two grades (3, 5) and reading ability levels (good, poor) to write functionally appropriate expository texts. Their texts (96 in all) were examined for appropriateness and complexity of organization; cohesion, including cohesive harmony; and voice. They were also ranked holistically for quality of writing by adult readers. The data were submitted to descriptive and parametric statistics that examined grade and reading level effects and relationships. Results suggest that nearly all these children understood the function and audience for exposition. Reading level was found to be significantly more related than grade level to sophisticated use of cohesion, organization, and a preference for lexical rather than coreferential cohesion devices. Adult rating of writing quality correlated significantly with those texts using more cohesive harmony and complex organization
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Ní Chlochasaigh, Karen, Gerry Shiel, and Pádraig Ó Duibhir. "Immersion in a minority language." Issues and Perspectives on Student Diversity and Content-Based Language Education 9, no. 2 (2021): 279–309. http://dx.doi.org/10.1075/jicb.21003.nic.
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Abstract When the earliest Irish language immersion schools outside Irish-speaking (Gaeltacht) areas were established, students were likely to come from relatively high socioeconomic backgrounds. While research has shown positive outcomes for these students, less is known about the outcomes of immersion education for students from areas of social disadvantage. Of 145 Irish immersion primary schools in the Republic of Ireland in 2016, 13 (8%) served low socioeconomic status (SES) communities. The current study examined the achievements of Grade 3 (n. = 283) and Grade 6 (n. = 235) students in these schools on nationally-standardised tests of English reading and mathematics. Their scores are compared to those of students attending schools in areas of disadvantage nationally. Immersion students in Grade 3 achieved lower mean scores on both English reading and mathematics when compared with their low-SES English-medium peers. However, Grade 6 students achieved at about the same level in mathematics and outperformed their low-SES peers nationally in English reading.
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Masigan, PhD, John Kit S. "Effectiveness of the Modified “Alpabasa”: A Game-Based Program in Teaching Reading among the Grades 3 and 4 Non-Readers." Frontiers in Education Technology 3, no. 2 (2020): p37. http://dx.doi.org/10.22158/fet.v3n2p37.
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The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent. Accordingly, early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent. In response, Filipino innovators founded “Alpabasa”, a game-based program in teaching reading that aims to effectively teach kinder and elementary school children how to read in 18 days. The study made use of the quasi-experimental method, specifically, the pre-post test design to investigate the effectiveness of the modified “Alpabasa”: A game-based program in teaching reading among 60 grade 3 and 4 non-readers of St. Paul University Philippines by incorporating costumes, music, movement, games, theatrical presentations and supplemental activities in learning. Findings show that the exposure of non-readers to the Modified Alpabasa Reading Program resulted in better performance of the students in reading. Through action songs and movement-based activities, pupils are geared to play with language as learning situations are made concrete and realistic; thus, making reading more meaningful, interesting and engaging.
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Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.
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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.
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Littman, Dalia, and Fumiko Chino. "Availability, reading level, quality, and accessibility of online cancer center smoking cessation materials." Journal of Clinical Oncology 39, no. 15_suppl (2021): e18662-e18662. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e18662.
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e18662 Background: Smoking cessation after a cancer diagnosis improves cancer outcomes. Therefore, it is important for cancer centers to provide educational resources to encourage patients to quit smoking. The NIH recommends that patient reading materials be written at a grade 6-7 reading level to maximize comprehension. As smokers on average have lower educational attainment than the general population, they may have particular difficulty comprehending smoking cessation materials written at advanced grade levels. Methods: This study evaluated the reading level of online resources via textual analysis of smoking cessation webpages associated with 63 NCI-Designated Cancer Centers or their affiliated medical centers or universities. Reading level was assessed using the WebFx Readability Test Tool. Differences in grade level were calculated by Mood’s Median Test. Content was evaluated for the quality of information, including textual analysis of print-out pamphlets. Non-English content and ease of navigation to webpages was documented. Results: Availability: Of 63 cancer centers, 42 (67%) had smoking cessation webpages. Among centers that did not have their own webpages, 14 had smoking cessation webpages hosted by affiliated medical centers and the remaining 7 had webpages hosted by affiliated universities. Reading Level: The median grade level for online smoking cessation materials was 9 (interquartile range IQR 8-10). There was no significant difference in grade level based on cancer center region, ranking, or whether the webpage was hosted by the cancer center, medical center or university. 17 webpages (27%) had print out pamphlets available, which had a median reading level of 8.5 (IQR 7-10). Information Quality: 27 webpages (43%) explicitly stated that smoking cessation improves cancer outcomes, 15 (24%) included details about smoking cessation medications, 16 (25%) provided information on behavioral counseling, and 14 (22%) described the risks/benefits of e-cigarette use. Only 4 (6%) had information on all four topics, while 21 (33%) did not have information on any of these four topics. Accessibility: Only 3 webpages (5%) were available in multiple languages. 12 webpages (19%) were inaccessible by search from the homepage with common terms (i.e. smoking, quit smoking, tobacco, etc). 38 webpages (60%) required 3 or more clicks to reach from the center homepage. Conclusions: Online smoking cessation materials at leading cancer centers exceed recommended reading levels, which can inhibit comprehension for patients trying to quit smoking. These webpages do not routinely include information on cancer outcomes or on evidence-based medications and behavioral change interventions to assist patients in quitting. Given the survival benefit found in cancer patients who quit smoking, it is imperative that educational materials from cancer centers maximize comprehension and accessibility.
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Kim, Young-Suk, Kenn Apel, and Stephanie Al Otaiba. "The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention." Language, Speech, and Hearing Services in Schools 44, no. 4 (2013): 337–47. http://dx.doi.org/10.1044/0161-1461(2013/12-0013).
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Purpose The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. Method First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. Results The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.
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Blasius Manek Koes. "Peningkatan kemampuan Siswa XII - A - 1 SMAN - 3 Atambua Berbicara Bahasa Inggris melalui Dialog berpasangan." Bilingual : Jurnal Pendidikan Bahasa Inggris 5, no. 1 (2023): 44–49. http://dx.doi.org/10.36985/jbl.v5i1.658.
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The aim of this research was to find out the effect implementation listening while reading (LWR) strategy to enhance student’s reading fluency and comprehension of the seventh grade students at SMP Y.P Keluarga Pematangsiantar in the academic year 2021/2022. This research used quantitative approach with true experimental design. The data were obtained by using pre-test and post-test. The data of the pre-test and post- test of both groups were analyzed by using descriptive and inferential statistics (SPSS 26.0). the data to be analyzed are frequency, statistic, normality, homogeneity and hypothesis testing. The result of the research shows that the testing hypothesis of post-test scores, it is found that Tcount =5.663 > Ttable = 1.699 at the significance level a = 0.05 and degrees of freedom (df) = 29. So, H0 is rejected and Ha is accepted. It means that, the implementation of LWR effect significantly on students' reading fluency and comprehension abilities at seventh grade of Y.P. Keluarga Pematangsiantar in academic year 2021/2022
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Islam, Muhammad Hifdil, Choerul Anwar Badruttamam, and Zakiyah Azizah. "Teacher Strategies in Overcoming Reading Difficulties in Class II MI Intisyarul Ulum Students." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 3, no. 2 (2024): 1108–16. http://dx.doi.org/10.57235/aurelia.v3i2.2531.
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This study aims to investigate the strategies used by grade 2 teachers in overcoming students' reading difficulties. The method used in this research is descriptive qualitative with data collection techniques through interviews, observation and documentation. The data analysis technique uses technical triangulation, namely by applying different techniques to the same source in checking the data. Through research activities at MI Intisyarul Ulum Sumber Taman, specifically at grade II level, it was found that there were still many students who had not mastered reading skills and some even could not read. This happens because there are several factors that influence students' lack of reading skills at school. For this reason, teachers must have a strategy so that students no longer find it difficult to read. The results of the research show that the strategies used by grade 2 teachers in overcoming students' reading difficulties are: (1) Utilizing reading corners, (2) Getting into the habit of always reading together during the learning process, both reading aloud and reading silently, (3) Directing. and motivate students to continue learning to read
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Asfarina, Nurilia Izzah, and Dodiet Aditya Setyawan. "Hubungan Tingkat Pendidikan dan Pengetahuan Orangtua tentang Reading Comprehension dengan Kemampuan Reading Comprehension Anak Kelas 3 Sekolah Dasar Negeri Palur 02 di Sukoharjo." Jurnal Terapi Wicara dan Bahasa 1, no. 2 (2023): 326–33. http://dx.doi.org/10.59686/jtwb.v1i2.65.
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Abstrak
 
 Latar Belakang: Reading Comprehension adalah serangkaian proses yang dilakukan pembaca untuk menemukan informasi dan memahami informasi yang terkandung dalam sebuah teks bacaan. Tingkat pendidikan adalah tahap pendidikan yang berkelanjutan, yang ditetapkan berdasarkan tingkat perkembangan peserta didik. Tingkat pengetahuan orangtua menetukan kuaitas interpretasi bacaan. Semakin banyak orangtua membaca maka akan semakin tinggi juga pengetahuan orangtua. Tujuan penelitian ini bertujuan untuk mengetahui hubungan tingkat pendidikan dan pengetahuan orangtua tentang Reading Comprehension dengan kemampuan Reading Comprehension anak kelas 3 Sekolah Dasar Negeri Palur 02 di Sukoharjo. Metode: Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian cross-sectional. Teknik sampling dalam penelitian ini adalah simple random sampling, dengan jumlah sampel sebanyak 40 responden. Uji statistik yang di gunakan adalah uji korelasi Kendall's Tau. Hasil: Hasil uji Kendall’s Tau tingkat pendidikan orangtua dengan kemampuan Reading Comprehension diperoleh nilai p = 0.007, yang berarti nilai p < 0,05 maka Ho ditolak dan Ha diterima dengan koefisien korelasi (r) sebesar 0,421. Hasil uji Kendall’s Tau pengetahuan orangtua tentang Reading Comprehension dengan kemampuan Reading Comprehension diperoleh p = 0.013, yang berarti nilai p < 0,05 maka Ho ditolak dan Ha diterima. Kesimpulan: Terdapat hubungan antara tingkat pendidikan dan pengetahuan orang tua tentang Reading Comprehension dengan kemampuan Reading Comprehension anak kelas 3 Sekolah Dasar Negeri Palur 02 di Sukoharjo.
 Kata kunci: Tingkat pendidikan orangtua, Pengetahuan orangtua tentang Reading Comprehension, Kemampuan Reading Comprehension, Anak Kelas 3 Sekolah Dasar
 Background: Reading Comprehension is a series of processes carried out by readers to find information and understand the information contained in a reading text. The level of education is a stage of continuous education, which is determined based on the level of development of students. The level of parental knowledge determines the quality of reading interpretation. The more parents read, the higher the knowledge of parents. Objectives: This study aims to determine the relationship between education level and parents' knowledge about Reading Comprehension with Reading Comprehension ability of 3rd graders of Public Elementary School Palur 02 in Sukoharjo. Methods: This research is a quantitative research with cross-sectional research design. The sampling technique in this study was simple random sampling, with a total sample of 40 respondents. The statistical test used is the Kendall's Tau correlation test. Results: The Kendall's Tau test results showed that the educational level of parents with Reading Comprehension ability obtained a value of p = 0.007, which means that the value of p <0.05 means that Ho is rejected and Ha is accepted with a correlation coefficient (r) of 0.421. Kendall's Tau test results on parental knowledge about Reading Comprehension with Reading Comprehension ability obtained p = 0.013, which means that the value of p <0.05 means that Ho is rejected and Ha is accepted. Conclusion: There is a relationship between educational level and parents' knowledge about Reading Comprehension with Reading Comprehension ability of grade 3 children of Public Elementary School 02 in Sukoharjo.
 Keywords : Level of parental education, Parental knowledge about Reading Comprehension, Reading Comprehension Ability, Grade 3 Elementary School Children
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Wiley, Caroline R. H., Thomas L. Good, and Mary Mccaslin. "Comprehensive School Reform Instructional Practices Throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2361–88. http://dx.doi.org/10.1177/016146810811001103.
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Background/Context The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. Although specific programs have been found to be more effective and evaluated more than others, teaching practices in CSR schools have received less attention. This study focuses on observations of math and reading/language arts lessons in classrooms implementing an array of CSR programs to better understand what occurs in CSR classrooms. Research Question This article describes observed instructional practices and teacher-student dynamics that occurred in CSR classrooms in two different subject areas, reading/language arts and math, in Grades 3–5. Reading/language arts included several literacy-related areas such as spelling, vocabulary, phonetics, and writing. Math primarily consisted of computations and math applications. Our primary research questions were: (1) Does subject matter matter in CSR classrooms? (2) How does instruction in CSR classrooms differ among Grades 3, 4, and 5? (3) Are there major differences in classroom practices between fall and spring? Population Teachers (N = 104) in Grades 3–5 in 16 CSR schools, totaling 248 observation periods in math and reading/language arts lessons. Research Design Observational study using a systematic coding system to observe student/teacher classroom behaviors and dispositions. Data Analysis Data were analyzed using basic descriptive statistics and analysis of variance procedures. Conclusion We found that students were productively involved in assigned tasks and that classrooms were pleasant and task oriented in both mathematics and reading/language arts. Some subject matter differences were notable, particularly that math lessons were more structured and rigid than were reading/language arts lessons. Also of interest, third- and fifth-grade classrooms experienced more positive teacher-student relationships than did fourth-grade classrooms. Furthermore, instruction in the fall was more structured and more focused on basic skills than in the spring. Overall, students appeared to be engaged in learning basic facts/skills in an uninterrupted teacher-directed classroom. Students did what was asked of them, were given little choice about their social and academic tasks, and were in mostly comfortable classroom environments.
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Grunér, Sofia, Per Östberg, and Martina Hedenius. "The Compensatory Effect of Text-to-Speech Technology on Reading Comprehension and Reading Rate in Swedish Schoolchildren With Reading Disability." Journal of Special Education Technology 33, no. 2 (2017): 98–110. http://dx.doi.org/10.1177/0162643417742898.
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The purpose of this study was (i) to investigate if the compensatory effect of text-to-speech (TTS) technology on reading comprehension and reading rate in schoolchildren with reading disability is influenced by problems with inattention and hyperactivity and (ii) to examine whether a potentially moderating effect of such symptoms differ between grade groups. Participants ( N = 49) were randomized into one of the two experimental conditions: Group A listened to a text with TTS, and Group B read the text themselves. The conditions were then switched. Inattention and hyperactivity symptoms were assessed with the Strengths and Difficulties Questionnaire (SDQ). Statistical analyses were performed both on the whole group and within-grade groups (Grades 3–5 and 6–9). Using TTS technology had a positive effect on reading rate for both grade groups, and this effect was not influenced by attention-deficit/hyperactivity disorder (ADHD) symptoms. As for reading comprehension, the two groups differed both with respect to the amount of improvement seen in the TTS condition and with respect to the moderating effect of ADHD symptoms. Reading with TTS improved reading comprehension significantly in the younger group, whereas no effect on reading comprehension was found in the older group. A higher score on the SDQ ADHD Scale was associated with less improvement in reading comprehension in the younger group and with greater improvement in reading comprehension in the older group. The results indicate that symptoms of inattention and hyperactivity, as well as the child’s grade level, are factors that should be taken into account when planning and introducing TTS technology.
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Abergos, Leonard Ivan B., John Royce M. Dela Cruz, Jessa C. Lasala, et al. "Effectiveness of Remedial Reading to Struggling Readers of Grade 7 Students." SHS Web of Conferences 182 (2024): 01004. http://dx.doi.org/10.1051/shsconf/202418201004.
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This study aimed to determine the effectiveness of Remedial Reading to struggling readers of Grade-7 students at Bolo Norte High School. Specifically, it sought to 1) determine the reading comprehension level of respondents based on the pre and post-test results; 2) evaluate the significant difference between the reading comprehension level based on the pre and post-test results; and 3) design an extension service to support the existing remedial reading program of Bolo Norte High School. This study used descriptive and documentary methods utilizing secondary data: PHILIRI pre-test and post-test results of 120 Grade-7 students at the school who have been identified as struggling readers based on their performance on the standardized reading assessment administered by the school. The result of the level of reading comprehension of the respondents on the pre-test was 6.68, interpreted as “Emerging.” The post-test result after the first five months of implementation was changed to 11.10, interpreted as “Developing.” A paired T-test was conducted to determine the significance of this improvement. The t-value of -9.21 and the associated p-value of 0.000 suggest a significant difference between the pre and post-test scores. This data indicates that remedial reading is effective in improving reading comprehension. However, the post-test score did not achieve the intended outcome. Therefore, the researchers proposed an extension service program to support the existing remedial reading program of Bolo Norte High School called Project CASARO (Creating Alliance in Supporting and Assisting Reading Opportune for BNHS-LN.
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Soares, Lina B., and Christine A. Draper. "Close Reading of Informational Texts: Assessment-Driven Instruction in Grades 3-8." Georgia Journal of Literacy 36, no. 2 (2013): 17–20. http://dx.doi.org/10.56887/galiteracy.42.
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The role of close reading in the 21st century has become a necessary component of reading comprehension more than ever. Given the extraordinary amount of informational texts presented in print and digital formats that students encounter in today’s classrooms, the need for students to engage in critical reading to determine what a text says explicitly is essential for students to become critical consumers of information. In addition, the Common Core State Standards (CCSS) place further emphasis on the importance of teaching students to engage in “close, attentive reading” as critical text analysis relates to 80% of the Reading standards at each grade level (International Reading Association Common Core State Standards [CCSS] Committee, 2012). Sunday Cummins’ (2013) Close Reading of Informational Texts; Assessment- Driven Instruction in Grades 3-8 offers teachers a wealth of tools to teach close reading wrapped in one book. According to Cummins, close reading is the process of understanding how the words on a page fit together to support the author’s central ideas. Students examine the text’s structure, key vocabulary to build conceptual meaning, and connect to their own prior knowledge to use the information and ideas drawn from texts as the basis to grasp meaning.
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R, Ainun, Mudzanatun Mudzanatun, and M. Yusuf Wardana. "ANALISIS KESULITAN MEMBACA PERMULAAN PADA TEMA 7 SUBTEMA 1 SISWA KELAS 1 SDN BULAKAMBA 02." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 5, no. 1 (2022): 87. http://dx.doi.org/10.31258/jta.v5i1.87-93.
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The reading ability of school students at elementary school level currently has a low tendency. Therefore, the focus of this research is to analyse first grade students’ reading difficulties. The goal to be achieved in this study is to analyze the difficulty of beginning reading of first grade students of SD Negeri Bulakamba 02. This research method uses qualitative research methods. The subjects of this study were the principal and first grade teachers and students at SD Negeri Bulakamba 02. The data collection techniques were obtained from observations, interviews, and tests. The results of the analysis and discussion of the data obtained that the implementation of offline learning and the initial reading test carried out can determine the analysis of the difficulty of reading beginning in grade 1 SD Negeri Bulakamba 02. This is evidenced by the achievement of learning effectiveness, namely 1) Initial reading test 2) lesson plan and syllabus successfully implemented in teaching and learning activities 3) methods, models and approaches that are successfully applied in learning activities. Based on the results of this study, the suggestion that can be conveyed is that students who are not fluent in reading should always get used to reading and special attention from parents and teachers, so that first grade students of SD Negeri Bulakamba 02 are able to read fluently and not spell.
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Priyanka, P., Yousaf B. Hadi, and G. J. Reynolds. "Analysis of the Patient Information Quality and Readability on Esophagogastroduodenoscopy (EGD) on the Internet." Canadian Journal of Gastroenterology and Hepatology 2018 (October 29, 2018): 1–8. http://dx.doi.org/10.1155/2018/2849390.
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Objective. Patients are increasingly using the Internet to inform themselves of health-related topics and procedures, including EGD. We analyzed the quality of information and readability of websites after a search on 3 different search engines. Methods. We used an assessment tool for website quality analysis that we developed in addition to using validated instruments for website quality, Global Quality Score (GQS) and Health on Net (HON) certification. The readability was assessed using Flesch-Kincaid Reading Ease (FRE) and Flesch-Kincaid Grade level (FKG). 30 results of each search terms ‘EGD’ and ‘Upper Endoscopy’ from Google and 15 each from Bing and Yahoo were analyzed. A total of 45 websites were included from 100 URLs after removing duplicates, video links, and journal articles. Results. Only 3 websites were found to have good quality and comprehensive and authentic information. These websites were https://www.healthline.com, https://www.uptodate.com, and https://www.emedicine.medscape.com. There were additional 13 sites with moderate quality of information. The mean Flesch-Kincaid Reading Ease (FRE) score was 46.92 (range 81.6-6.5). The mean Flesch-Kincaid Grade level (FKG) was 11th grade, with a range of 6th grade to 12th grade and above making them difficult to read. Conclusions. Our study shows that there are quite a few websites with moderate quality content. We recommend 3 comprehensive and authentic websites out of 45 URLs analyzed for information on Internet for EGD. In addition, the readability of the websites was consistently at a higher level than recommended by AMA at 11th grade level. In addition, we identified 3 websites with moderate quality content written at 8th grade and below readability level. We feel that gastroenterologists can help their patients better understand this procedure by directing them to these comprehensive websites.