Journal articles: 'Reading materials'

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Shohet, Lauren. "Reading Dark Materials." International Journal of the Book 8, no. 4 (2011): 129–34. http://dx.doi.org/10.18848/1447-9516/cgp/v08i04/36909.

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Kurniawan, Heri. "Global materials versus local materials for students’ reading comprehension: a library research." JELTIM (Journal of English Language Teaching Innovation and Materials) 2, no. 1 (April 1, 2020): 49. http://dx.doi.org/10.26418/jeltim.v2i1.32831.

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This study scientifically aimed to investigate whether or not local materials influences reading comprehension towards students in general instructional settings, compared to global materials. The researcher conducted the study by collecting 20 empirical research articles from 2009 till 2018 through computer searches from the database and through book readings, related to global and local materials and experimental studies for investigating the effectiveness between the global and the local materials towards learner's reading comprehension. As soon as the researcher gathered the articles, the articles were then analyzed and synthesized into data results and discussion related to the theories. The researcher also consulted data result and consultation with the experts of the English Language Teaching Materials. The result had synthetically shown that the local materials, integrated local culture content inside were more active compared by the global materials for reading comprehension because of students' background knowledge of their local cultural familiarity in the target language materials. It also emphasized the strong influence of the usage of it for students' reading comprehension improvement.

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Kemp, Glin. "Reading across the curriculum: matching reading skills to reading materials." Support for Learning 1, no. 1 (February 1986): 7–12. http://dx.doi.org/10.1111/j.1467-9604.1986.tb00209.x.

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Labinska, B. I., N. M. Vyspinska, T. P. Koropatnitska, and D. V. Paranyuk. "STRATEGIES AND CRITERIA FOR FOREIGN LANGUAGE READING MATERIALS SELECTION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 165–72. http://dx.doi.org/10.32342/2522-4115-2022-1-23-20.

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Reading is of great importance for the modern educational process, as it opens access to leading sources of information, expands people’s outlook, etc. Naturally, reading as a communicative skill and a means of communication is always used at the FL classes. However, the foreign language competence of most Ukrainian teachers remains insufficient. The purpose of the article is to single out the strategies and criteria for selecting the educational material to improve the level of teachers’ foreign language competence in reading. Thus, the current study presents the criteria for selecting the foreign language texts for reading in a due regard to educational, psycholinguistic, linguistic, technical, socio-cultural aspects, with an appropriate set of options for each of them. The strategies of selecting foreign language texts, offered in this research, are relevant to the current tendencies prevailing in the formation of foreign language competence in reading. They include focusing on the topic envisaged by the curriculum and the objectives of the FL class; fixing linguistic, speech, sociocultural aspects that are necessary for the class; applying different ways of highlighting / marking the lexical units and grammar structures; enlarging fonts; providing audio support for students with special educational needs (visually impaired students). The developed strategies and criteria suggest that students with special educational needs should also be able to use the texts. With the aim of determining the level of Ukrainian teachers’ foreign language competence in reading, a survey was conducted, which has enabled the authors to вуеукьштуt the peculiarities of teachers’ work with foreign texts, the lack of foreign texts that contain topics on various literary genres and reveal a sociocultural component. Eventually, the article offers certain approaches to the adaptation of foreign texts in terms of the learning objectives and students’ communicative needs. The srrategies and criteria, developed and proposed in this study, are a significant extension of the already existing tools that take into account new challenges in modern methods of foreign languages teaching. The prospective areas of further research are the study of the reading materials search engines and their effect on teachers’ foreign language competence in reading.

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Jiménez Arias, Ivannia. "Selecting Reading Materials Wisely." LETRAS, no. 41 (January 30, 2007): 131–51. http://dx.doi.org/10.15359/rl.1-41.7.

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Se analizan criterios por tenerse en cuenta en la selección de materiales para el desarrollo de la comprensión de lectura en una segunda lengua. Se propone una alternativa para elegir textos. La exploración de estos aspectos resulta muy útil en los cursos de comprensión de lectura al tenerse al estudiante como punto de partida.An analysis is carried out on criteria for selecting materials for the development of reading comprehension in a second language. A proposal for selecting reading texts is described. This approach is very useful in reading comprehension courses because it is student-centered.

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Rojas Ugalde, Ana. "Using Authentic Materials to Teach Reading Comprehension." LETRAS, no. 44 (July 22, 2008): 75–92. http://dx.doi.org/10.15359/rl.2-44.4.

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Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.

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

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

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Akmal, Saiful, Ikhwanna Dhivah, and Mulia Mulia. "Investigating students’ interest on reading journal articles: Materials, reasons and strategies." Studies in English Language and Education 7, no. 1 (March 2, 2020): 194–208. http://dx.doi.org/10.24815/siele.v7i1.15358.

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This article investigates students’ reading materials, reasons for reading journal articles, and strategies in handling its difficulties. The data was collected by the use of qualitative method with structured interview. A number of eight students were purposely selected as the participants of this study, each representing eight different units studying in the seventh semester at a university in Banda Aceh, Indonesia. In analyzing the data, this research employed the qualitative descriptive analysis of data organization, data examination and data explanation. The findings showed that the favorite reading materials for students are website articles and social media captions, followed by non-fiction readings and newspapers. It is also found that preparing assignment is the utmost popular reason for reading journal articles for the students. Students also said that looking up in dictionary, internet surfing, consulting friends and lecturers, more practices, predicting the meaning of the words, and partial reading were some strategies they used to tackle the problems of reading journal articles. The implication of this study can be of actual practice to the academic reading course and curriculum and material development, especially for future improvement on students’ reading performance and proficiency.

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Murakami, Kazue. "“Yomi” (readings) in bibliographic data for materials in Japanese." JLIS.it 13, no. 2 (May 5, 2022): 113–27. http://dx.doi.org/10.36253/jlis.it-450.

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In bibliographic and authority data of materials in Japanese, it is necessary to represent kanji (Chinese characters) and its reading as a pair. Readings, called “yomi” in Japanese, are represented in katakana or the alphabet (romanization form). The readings in Japanese language have many variations depending on the context, so Japanese bibliographic information needs to provide both kanji and its reading as a pair to avoid misunderstandings.The JAPAN/MARC is a machine readable version of the Japanese National Bibliography and provides sets of kanji, katakana-yomi and romaji-yomi (romanization form) of bibliographic and authority data. This paper introduces how readings of bibliographic and authority data in Japanese have been expressed and handled mainly in JAPAN/MARC, compared with international standards.

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Amalia, Novika. "Extended reading: college students’ attitudes In selecting reading materials." JELTIM (Journal of English Language Teaching Innovation and Materials) 2, no. 1 (April 1, 2020): 25. http://dx.doi.org/10.26418/jeltim.v2i1.37231.

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Appraising the trend that students are welcomed to independently make their own choices in learning, this study investigated college students’ preferences and considerations on self-chosen materials for extended reading (ER). A survey was conducted on 32 college students majoring in ELT who has taken reading courses. The survey consisted of ten questions, all related to their preferences and considerations in choosing the materials to read for ER activities. The results extracted led to the conclusions that authentic materials are more favorable over graded readers, and the difficulty level of the text considered as the foremost priority. Interested researchers are apprised to conduct an experiment that allows better and deeper analysis to gain insights on providing materials for ER in the EFL contexts for the students to select by themselves.

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Holzknecht, Franz, Elisa Guggenbichler, Matthias Zehentner, Monique Yoder, Eva Konrad, and Benjamin Kremmel. "Comparing EMI university reading materials with students’ reading proficiency." Journal of English-Medium Instruction 1, no. 2 (August 25, 2022): 180–203. http://dx.doi.org/10.1075/jemi.21006.hol.

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Abstract This study investigated to what extent the complexity of EMI university reading materials matches EMI students’ reading proficiency. Text complexity and student proficiency were compared utilizing the Lexile® Framework for Reading text measures, reading test results, student questionnaire responses, and interviews with EMI lecturers. The results of the study indicate that, on average, Lexile text measures of EMI reading materials match students’ Lexile reading scores well. However, the analyses also show that there are wide disparities between texts in terms of difficulty and students in terms of proficiency. The questionnaire and interview data show that factors such as students’ topical knowledge, text length, and text structure and organization are relevant aspects of perceived text complexity beyond word frequency and sentence length. In terms of assessment practices in EMI contexts, the findings of the study suggest that (1) EMI language admission tests should consider reading ability separately; (2) integrated reading/speaking and reading/writing tasks should be authentic; (3) language tests for admission in EMI settings should also consider text length; and (4) texts in language tests for admission should vary in terms of Lexile scores to reflect real-world EMI contexts.

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Aji, Mahendra Puji Permana. "TEACHING READING USING AUTENTIC MATERIALS." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (November 9, 2016): 9. http://dx.doi.org/10.29407/jetar.v1i2.472.

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Reading a foreign written text may arise many problems to the students. During teaching learning process, most of the students think that it is difficult to master reading skill because when they discuss about reading a text they usually get bored. The material becomes big problem because the text is too long and it uses difficult vocabularies. Teaching reading can means the activity of language by encouraging skimming, scanning, predicting, and activating schemata. There are three steps of teaching reading, they are pre reading, whilst reading and post reading. In teaching reading there are three process of reading, they are top-down processing, bottom-up processing and interactive reading. Reading material that can be used is authentic material, authentic material is materials written or spoken language that is produced in real communication and not for purpose of language teaching for example newspapers, magazines, TV programs, movies, songs and literature. This is a qualitative research. The data was obtained from observation, interview and documentation. The writer collects the data by preparing the instrument, observing the reading class, interviewing the teacher and collecting written document used. The result of the research shows that the materials used by the teacher to teach reading are articles taken from some foreign magazines and online news from the internet because it contains materials about many things related to real life which would make students interested in reading the text. So it can be concluded that the teaching learning process of reading class runs effectively. The teacher uses steps that make the students understand the materials easily. Keywords: Authentic material, Reading, Teaching

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Sheydayeva, Aysel. "Evaluation process on reading materials." Azerbaijan Journal of Educational Studies 2, no. 2 (2020): 15–20. http://dx.doi.org/10.29228/edu.209.

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Blaker, Andrew, and Timothy Ellsworth. "Extensive Reading with Authentic Materials." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 331. http://dx.doi.org/10.37546/jaltpcp2020-41.

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This paper describes an action research project on modifying an extensive reading (ER) program by replacing graded readers with authentic materials in its final semester. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. The paper details the environment in which this occurred. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience. 本論は、グレーデッドリーダーを正規の教材の代替として利用する多読（ER）プログラムの導入に関するアクションリサーチプロジェクトについて説明する。これは、前学期に学生のERへの関与が少なかったことに対応して行われたものである。大学 2年生 21人を対象に、インストラクターを通じて正規の教材が紹介され、次にレベルに適した興味のある教材を自己選択する方法が示された。学生からのフィードバックによると、当該課題は学生の関与を改善し、最終的に有意義な学習体験を提供したことを示唆している。

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O'Brien, S. F., L. Osmond, K. Choquet, Q. L. Yi, and M. Goldman. "Donor attention to reading materials." Vox Sanguinis 109, no. 4 (May 14, 2015): 336–42. http://dx.doi.org/10.1111/vox.12298.

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Cataldo Jr., Renato. "Cataloging Reading Materials by Computer." American Pharmacy 32, no. 8 (August 1992): 20–21. http://dx.doi.org/10.1016/s0160-3450(15)31046-1.

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Setiyadi, Dwi Bambang Putut. "Compulsory Reading Materials in the Language Politeness Text-based School Literacy Movement." Webology 19, no. 1 (January 20, 2022): 3212–29. http://dx.doi.org/10.14704/web/v19i1/web19212.

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The objective of this present research is aimed at understanding the forms of language politeness that may used as the reading materials in the School Literacy Movement (henceforth, SLM) and planning the implementation of the language politeness-based reading materials application as an effort to grow Junior High School Students’s characters. It is a descriptive qualitative research. The techniques of the data collections adopted were literature reviews, in-depth interviews, and recording. In the data validity, data, researchers, and methodology triangulation techniques were employed. The data analysis technique in the form of texts were analyzed using the interactive model. The research results showed that the forms of the language politeness that should be used as the reading materials in the activities of the SLM implementation may be chosen from Leech’s language politeness which has been adapted to the politeness existing in Indonesia. The implementation of the language politeness-based reading materials application intended to grow Junior High School Students’s characters is obligatory. The implementation was done through stages according to the SLM program, starting from habituating reading activities for 15 minutes before the class began. At Junior High School level, the students were introduced to materials the teachers had chosen. Then the length of the reading activities was gradually improved. The students should understand the reading materials of the politeness in a certain period of time, then the materials were practiced in the form of simulation.

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Suha Abdul Razzaq Slim, Suha Abdul Razzaq Slim. "Metafunction Analysis of the Jordanian Curriculum Action Pack-12 Reading Materials to Improve English Language Learning and Teaching in Public Schools: تحليل محتوى المنهاج الأردني للصف الثاني عشر لمادة اللغة الإنجليزية لمهارة القراءة بما يتسق مع توظيف اللغة وراء المعرفية لتحسين مخرجات التعلم والتعليم المدارس الحكومية." مجلة العلوم التربوية و النفسية 6, no. 17 (April 30, 2022): 150–73. http://dx.doi.org/10.26389/ajsrp.e071021.

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This study aims at examining the effect of utilizing the metafunction meanings in teaching Action Pack 12 reading materials of the second semester of the year 2021 on improving Twelfth grade learners’ reading abilities and to determine to what extent the Action Pack 12 reading materials promote the accurate communication skills among Jordanian learners based on the metafunction meaning as part of the SFL. study investigated whether the use of the metafunction meaning available in the reading materials enhance Twelfth grade learners with better understanding of reading materials that would integrate in improving other language skills as well. Therefore, a qualitative research methodology was carried out to examine the extent in which the reading materials comprise metafunction meaning tasks improving learners’ comprehensive reading abilities and communicative skills in English. The findings of the analysis of the study revealed that all the reading materials of Action Pack twelve include metafunction meanings activities and tasks within the three types of meanings which are the ideational, interpersonal and textual meanings varying in their levels’ of difficulty and genres. This tendency to include metafunction meanings in all the reading materials ensures the effectiveness of developing learners’ readings skills and communicative skills to employ the English language in authentic contexts meaningfully in the outer world.

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JOHO, Satoshi. "Reading Sŏktok Kugyŏl materials based on Ŏnhae materials." Acta Linguistica Asiatica 4, no. 1 (December 31, 2014): 43–68. http://dx.doi.org/10.4312/ala.4.1.43-68.

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In this paper, we discussed some advantages of and points of attempt to research how to read Hancha (漢字) with Kugyŏl (口訣) markings based on the premise, that the tradition of Hanmun Hundok (漢文訓讀) in Sŏktok Kugyŏl (釋讀口訣) materials has been succeeded to Ŏnhae (諺解) materials since the mid-15th century, the promulgation of Hunmin Chyŏngŭm (訓民正音), and based on Ŏnhae (諺解) system in these Ŏnhae (諺解) materials. As a result, Hundok (訓讀) systems of Sŏktok Kugyŏl (釋讀口訣) materials had much resemblance to the Non-Buddhist (Confucian) Ŏnhae (諺解) materials since the end of 15th century. Therefore, Non-Buddhist (Confucian) Ŏnhae (諺解) materials occupy an important position to consider the reading methods of Sŏktok Kugyŏl (釋讀口訣) materials.

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Huerta, Melissa. "Reading Audiences, Reading Materials: Reception in Tanya Saracho’s El Nogalar." Aletria: Revista de Estudos de Literatura 29, no. 1 (March 29, 2019): 53–72. http://dx.doi.org/10.17851/2317-2096.29.1.53-72.

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Tanya Saracho’s El Nogalar (2011), adaptation of Anton Chekhov’s The Cherry Orchard, recreates the Russian’s play social context in 21st century Mexican society, going through the awakening of the violence that dominates the U.S./Mexico border. The focus of this study is the audience’s response to El Nogalar premier at the Goodman’s theater. Such analysis is conducted by reading the paratextual elements, such as the program and related material found online. By analyzing the script, playbill, reviews, and the study guide, this study calls for an increased use of supplemental material in order to critically think about audience reception. The complexity of the play, as an adaptation alone, is enough to justify the need for more knowledge of non-traditional methods to approach the text and the surrounding material, including reviews, playbills and educational guides. These elements not only provide new insight into interpreting the performance and dramatic text, but they also offer ways to approach audience reception beyond the review.

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Siswandi, S. "An Experimental Study: Multimedia Reading Materials on Teaching Reading Comprehension." Indonesian Journal of Integrated English Language Teaching 5, no. 2 (March 31, 2021): 71. http://dx.doi.org/10.24014/ijielt.v5i2.12616.

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The main focus of this research is to investigate whether there was a significant effect of using Multimedia Reading Materials on students’ reading comprehension of narrative text at SMA Negeri 12 Pekanbaru. This research had two variables, Multimedia Reading Materials as an independent variable and students’ reading comprehension as a dependent variable. This research was a quasi-experimental research. The writer selected two classes from total eleven classes by using cluster random sampling technique: experimental and control class. There were 70 students as sample out of 391 students. In collecting the data, the writer used multiple choice and short-answer question test. In analyzing the data, the writer used independent sample t-test formula calculated by using SPSS 25 version continued by using eta-square formula. Based on the analysis of t-test Formula, the sig. value is 0.000. It could be stated that 0.000<0.05. Then, the effect size is 0.41 categorized into moderate level. The writer concluded that there is significant effect of using Multimedia Reading Materials on students’ reading comprehension of narrative text at SMA Negeri 12 Pekanbaru. And the biggest effect was occurred on the fourth component of reading comprehension that is identifying the meaning of words where the effect size is 0.14 categorized into large effect.

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Tibus, Erlinda D., and Roinasol L. Pobadora. "Reading Comprehension Ability Vis-A-Vis Demographics, Reading Materials, And Time Spent In Reading." Journal of Arts and Humanities 5, no. 9 (September 28, 2016): 66. http://dx.doi.org/10.18533/journal.v5i9.1002.

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<em>This paper aimed to investigate the reading comprehension ability of Grade VI Pupils of Tomas Oppus Central School and find out the possible variables associated with this ability. The study used a descriptive-correlational design. Findings revealed that gender, time spent in reading, and availability of reading materials at home were significantly related to two higher levels of comprehension: interpretive and applied while the lowest level of comprehension was significantly related to age and family income. </em>

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Knell, Ellen, and Shin Chi Fame Kao. "Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition." Journal of Immersion and Content-Based Language Education 8, no. 2 (March 20, 2020): 230–56. http://dx.doi.org/10.1075/jicb.00009.kne.

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Abstract Although reading fluency instruction has been identified as an important literacy focus for English proficient students, little research has examined its role in foreign language settings, and it has not been studied in Chinese immersion education. The current research compared two seventh grade Chinese immersion classes. One class did repeated timed readings in student pairs, while the other class spent more time on comprehension activities. Both groups increased their correct Chinese characters per minute rates over the treatment period, but the repeated readings group outperformed the other group on reading fluency, character recognition, and reading comprehension measures. In addition, the students who engaged in repeated readings were better able to generalize reading fluency gains to new, but related, reading materials; they also reported more confidence and enjoyment when reading Chinese. Suggestions for integrating peer reading fluency procedures into language arts instruction are proposed.

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Harerimana, Emmanuel, Anthony Kamanzi, Cyprien Tabaro, and Evode Nshimiyimana. "The Contribution of English Reading Materials to Improving Students' English Performance in Lower Secondary Schools in the Shyira Sector of Nyabihu District, Rwanda." African Journal of Empirical Research 5, no. 2 (May 23, 2024): 507–16. http://dx.doi.org/10.51867/ajernet.5.2.43.

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This research aimed to examine the relationship between the use of English reading materials and the improvement of students' English language performance in Lower Secondary Schools in the Shyira sector. Based on the Simple View of Reading (SVR) and the Cognitive Load Theory (CLT), the descriptive research design with a mixed approach was employed. Two selected schools were studied: one with a well-equipped library containing English reading materials and the other with a poorly equipped library lacking English reading materials. The study population consisted of 106 individuals, including 92 lower secondary students, 10 teachers, and 4 Deputy Head teacher in charge of studies /teachers, selected randomly from a population of 145. Primary data and secondary data were collected through questionnaires and interview guides. Quantitative data was analyzed descriptively by use of excel and the Statistical Package for Social Scientists (SPSS) while qualitative data was subjected to thematic analysis. The findings reveal the use of various reading materials, such as newspapers, textbooks, handouts, dictionaries, expert opinions, poetry, online readings, and adventure stories in Lower Secondary Schools in the Shyira sector. It was observed that the lack of English reading materials and libraries in lower secondary schools leads to poor English performance among students. The study suggests strategies to improve learners' English skills, including promoting the use of English reading materials, fostering a culture of reading, and motivating students to utilize libraries. Additionally, teachers should serve as English role models and actively encourage reading to enhance students' motivation.

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Cubillas, Trixie E. "Assessing the Project Reading Enhancement and Development Initiatives in the New Normal for Grade-Schoolers (Readinng) Implementation: A Focus on Learners’ Reading Proficiency." International Journal of Membrane Science and Technology 10, no. 2 (July 29, 2023): 1522–28. http://dx.doi.org/10.15379/ijmst.v10i2.1673.

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This study intended to ascertain the pupils’ proficiency in reading after having participated in the reading intervention project “READINNG” or Reading Enhancement and Development Initiatives in the New Normal for Grade-schoolers. It utilized the Functional Literacy Assessment Tool (FLAT) for Functional Literacy Assessment tool to ascertain the level of reading performance of the pupils as well as their extent of improvement after the implementation of READINNG. There were 38 participants in the study who were the target beneficiaries of the intervention project. They are from the extension partner school of Caraga State University-College of Education. Data revealed that before the intervention, the level of proficiency of the Pupils in reading Filipino is mostly on the Nothing level, hence intervention is needed. However, after the implementation of READINNG, there are 15 pupils who can read at Paragraph Level, 8 at Story Reading level, and 5 at Story Comprehension and no one is registered at Local Material Level and none are identified as LSENs. Also, a significant improvement is found in the pupils' level of reading proficiency in English after utilizing the Pupil Reading Intervention Materials. The data further imply that the level of proficiency of the pupils in reading in both Filipino and English increased. Hence, READINNG as intervention can improve the pupils’ level of proficiency in reading.

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Toyong, Paul Junrey A., and Marino E. Toyong. "Choice Of Reading Materials And Reading Achievement Of Junior High Students." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 5 (May 18, 2021): 401–5. http://dx.doi.org/10.11594/ijmaber.02.05.05.

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Reading is an important skill that can be used to communicate and understand the academic, business and cultural world. Reading can be a tool for learners’ progress and success in different fields of discipline. This study utilized descriptive-correlational design to examine 41 respondents selected as census or total enumeration using purposive sampling. Findings revealed that majority of the respondents used hard copy reading materials for the past 12 months. There were 22 respondents who used books, 2 who used magazines and 1 respondent used newspaper. Most of the class were in frustration level which is 75. 6%. There was one non-reader. Independent readers were four and instructional were five. There was a significant negative relationship (cc= -0.572 and p-value= 0.001) between choice of reading materials and reading achievement. This suggested that the use of soft copies as reading material is correlated to high reading achievement. The implications may serve as basis for intervention, program, and policy formulation. Teachers need to design interactive reading materials using the 21st Century technologies like soft copies reading materials which can be handy and can be access anytime and anywhere using mobile phones. Reading intervention using technology-based materials may be designed to improve reading achievement of the students. Schools may introduce e-library which may introduce various materials that can be accessed and read in soft copy format. This will also be beneficial to distance learning modality.

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Ulwiyah, Fifi Nur. "The Use of Online Authentic Reading Materials In Online Reading Class." IJET (Indonesian Journal of English Teaching) 10, no. 2 (December 31, 2021): 148–57. http://dx.doi.org/10.15642/ijet2.2021.10.2.148-157.

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Abstract. Education in Indonesia, as the large-scale power of the has to be compelled the continuity of teaching activities during the COVID-19 pandemic online learning. It inspires teachers to choose a suitable material to fulfill students’ needs and interests in teaching language. The appropriateness and well chosen authentic materials used by teachers in a context of reading have to cover meaningful content in which those are relevant. Thus, this study attempts to investigate those authenticity used as well as teachers’ challenges in implementing online authentic reading materials in online reading class of higher education. The study is a qualitative. The subjects are three EFL teachers of higher education that teach General English and English for Specific Purposes freshmen for two semesters. The data collection techniques are observation and interview. In analyzing the data, this study uses Ary et al. (2010) theory: familiarizing and organizing; coding and reduction; interpreting and representing. The findings revealed that authenticity is considered as the pivotal thing since, in this case, English is taught as foreign language. The authentic materials can be said its prevalence by measuring each authenticity based on three areas including SLA (Second Language Acquisition), language pedagogy and ICT (Information and Communication Technology). It could establish the applied authenticity to the language learning design materials, especially learning English language. Moreover, The challenge was about the materials, students’ interests, classroom activities and classroom interaction occurred among teachers and the students.

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Fuller, Stephen, Cheryl Horlen, Robert Cisneros, and Tonja Merz. "Pharmacy Students' Reading Ability and the Readability of Required Reading Materials." American Journal of Pharmaceutical Education 71, no. 6 (September 2007): 111. http://dx.doi.org/10.5688/aj7106111.

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Fuller, Stephen, Cheryl Horlen, Robert Cisneros, and Tonja Merz. "Pharmacy Students' Reading Ability and the Readability of Required Reading Materials." American Journal of Pharmaceutical Education 71, no. 6 (2007): 111. http://dx.doi.org/10.1016/s0002-9459(24)03801-4.

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Rohadi, Tedi. "Critical Literacy Based Instructional Reading Materials." Loquen: English Studies Journal 11, no. 01 (September 2, 2018): 16. http://dx.doi.org/10.32678/loquen.v11i01.1030.

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ABSTRACT The study aims at developing and producing a set of instructional materials used as a model of teaching/learning materials of critical reading. The model is developed through stages and procedures of research and development methods. The results of the study show that; a) the existing instructional materials in certain extent referring to students’ and lecturers incompatibility requires variation in terms of new reading approach, skills to be trained, and types of activities; b) the type of critical reading to be developed is critical literacy; c) the models resulted from the study are theoretically and practically eligible and feasible in accordance to a panel of expert judgement; d) the models are empirically proven effective to improve student's skills in reading critically; e) the final models comprise of students learning materials, teachers guidance/manual, and some supporting materials.

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Johno, Mitsuru. "“Reading” Perestroika Through Audio-Visual Materials." Annals of tha Japanese Association for Russian and East European Studies 1998, no. 27 (1998): 61–67. http://dx.doi.org/10.5823/jarees1993.1998.61.

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Bacharach, Nancy. "ANALOGICAL REASONING IN BASAL READING MATERIALS." Reading Psychology 9, no. 2 (April 1988): 93–100. http://dx.doi.org/10.1080/0270271880090202.

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Divasson, Lourdes. "Reading biomedical English: Method and materials." ASp, no. 7-10 (December 1, 1995): 185–91. http://dx.doi.org/10.4000/asp.3777.

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Divasson, Lourdes. "Reading biomedical English: method and materials." ASp, no. 3 (February 1, 1994): 31–37. http://dx.doi.org/10.4000/asp.4227.

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임미경, 유미현, and Seok Hyun Nam. "Analysis of Reading Materials Presented in Chemistry and Science Textbooks and Survey on Utilization Reading Materials." Journal of Science Education 36, no. 1 (June 2012): 69–83. http://dx.doi.org/10.21796/jse.2012.36.1.69.

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Pujiastuti, Indah, Vismaia S. Damaianti, and Syihabuddin Syihabuddin. "Membangun Pemahaman Bacaan Mahasiswa melalui Aktivitas Pascabaca." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 1 (February 1, 2022): 119–34. http://dx.doi.org/10.30872/diglosia.v5i1.356.

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Activity after reading (post-reading) is the stage where a reader responds to what he has read. At this stage, it is hoped that there will be changes from readers, changes in mindset, understanding, and increasing knowledge. This study describes the implementation of activities after reading carried out by students independently and structured. This research is a descriptive survey. Data were obtained from questionnaires distributed to 246 students and 11 lecturers of the Indonesian Language and Literature Education Departments, Raja Ali Haji Maritime University. The findings are, first, the majority of students read fiction when reading independently. After reading, students carry out various activities such as recording quotes, summarizing readings, recording difficult vocabulary, and discussing. Second, when reading in a structured way, students read a lot of non-fiction, such as reference books, scientific articles, research reports, handouts. Activities carried out after structured reading are writing activities such as summarizing, compiling presentation materials, writing reports, and writing reviews. However, students' have obstacles when completing activities after reading, such as difficulty in concluding readings, understanding sentences, and reading vocabulary there that the expected results after reading are not optimal. These obstacles cause students to only rewrite (copy-paste) readings. Students have not yet reached the stage of how critical reading and building their mindset.

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Ali, Manisah Mohd, and Muhammad Nazeri Saiden. "Application of Graded Reading Materials in the Teaching of Reading Skills for Children with Reading Difficulties." Procedia - Social and Behavioral Sciences 191 (June 2015): 2631–33. http://dx.doi.org/10.1016/j.sbspro.2015.04.518.

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Virgiyanti, Diska Fatima, Aries Fachriza, Eka Indah Nuraini, Dinar Dipta, and Latifa Annisa Hafiz. "Online and Offline Reading Materials from Students’ Perspective." SAGA: Journal of English Language Teaching and Applied Linguistics 5, no. 1 (January 9, 2024): 29–34. http://dx.doi.org/10.21460/saga.2024.51.181.

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In this digital era, reading can be done anywhere and anytime. Nowadays, as the rapid development of technology, there are many learning sources available in online platform such as website. As a result, it also affected students’ habit in reading. Moreover, reading online is different from reading offline. In reading offline, the students need printed reading materials such as book, novel, newspaper, or magazine. However, offline reading does not need any printed materials, except the computer, laptop, or smart phone. Students often got difficulties in choosing their reading materials when they are given freedom to choose their own materials from online or offline sources. In this article, the researcher aimed to find out the students’ perspective toward reading using online and offline materials as well as its benefits and drawbacks. This research used descriptive qualitative research method. The researcher obtained the data from questionnaire, interview, and field observation. There were 25 students involved in this research. The findings indicated that students usually read in their free time, they are familiar with e-book materials, students’ reading motivation affected by formal features of a book, printed book is easier to be understood, both online and offline materials is interesting, online platform is more update in giving news, and they like to read book from both Indonesian and foreign authors.

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Sari, Farnia, and Yunani Atmanegara. "Developing ESP Reading Materials for Accounting Students." Advances in Language and Literary Studies 9, no. 5 (October 31, 2018): 1. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.1.

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Exposing abundance of English information related to students’ educational background knowledge can improve their competence in comprehending English texts. Thus, this study developed ESP reading materials for accounting students. It was aimed at finding out what kind of ESP reading materials should be developed to increase accounting students’ reading skill, and examining the validity, practicality, and potential effect of the developed ESP reading materials.The product was developed by using Akker covering the phases of analysis, design, evaluation and revision. Furthermore, formative evaluation proposed by Tessmer was used. This study involved 40 students selected by using purposive technique. The data were gathered from the results of validation sheet questionnaire of content and instructional design, students’ responses questionnaire, and reading comprehension test. The analysis of validation sheet questionnaire from two experts’ judgement indicated that the developed product had very high validity (3.61). Meanwhile, the results of students’ responses questionnaire showed that the average score in one-to-one evaluation was 3.3 and in small group evaluation was 3.5. It revealed that the product was denoted as practical in which both evaluations were in high practicality category. At last, the results of reading comprehension test showed that there was 64% of the students could pass the minimum mastery criterion. Thus, the findings indicated that ESP reading materials for accounting students can be determined had average potential effect after being implemented to the students in a real class. In other words, ESP reading materials developed in this study were potential effect enough to increase the students’ reading skill.

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Yuxin, Jiang. "Application of Reading Materials in High School English Teaching." Lecture Notes in Education Psychology and Public Media 24, no. 1 (November 20, 2023): 224–28. http://dx.doi.org/10.54254/2753-7048/24/20230716.

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English reading ability is a very important skill for high school students, whether it is required for test-taking or learning the language itself. This study aims to analyze how teachers can better select reading materials for English learners at the high school level from two perspectives: the importance of reading in English learning and the current situation of English reading materials for high school students. Through the method of literature review, eleven authoritative texts were referenced, which included two experimental studies on the topic of the impact of reading materials on student learning outcomes. It was found that there are some problems with the current English reading materials in high schools, such as the limited number of reading materials in textbooks, the lack of interesting reading materials in the market, the lack of cultural information in the reading materials, and the topics that are not close enough to the students real life and interests. In order to solve these problems, teachers should choose reading materials that are suitable for students cognitive level and interests, reduce the reading difficulty, enrich cultural information, reflect the contemporary nature, and be close to students daily life and topics of interest, and ultimately promote the solution of the problems.

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Paleczek, Lisa, Daniela Ender, Andrea Kogler, and Susanne Seifert. "Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials." European Conference on e-Learning 21, no. 1 (October 21, 2022): 338–47. http://dx.doi.org/10.34190/ecel.21.1.680.

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The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile <15) and high reading skills (29 students, percentile > 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts. The analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched. The study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.

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Agustina, Diyah Dwi, and Adelina Anum. "THE EFECTIVENESS OF USING AUTHENTIC READING MATERIALS TOWARD STUDENTS’ READING COMPREHENSION MASTERY." Journal of English Development 1, no. 02 (August 16, 2021): 1–13. http://dx.doi.org/10.25217/jed.v1i01.1711.

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Abstract A difficult reading material has become one of the student problems in comprehending the text. The application of using Authentic Reading Materials is needed for students. This research aims to know the effectiveness of using Authentic Reading Materials towards the students reading comprehension mastery. This experimental research used quantitative method and queasy experimental design. The research conducted at the sixth grade of English Education Department of Nahdlatul Ulama Lampung University which has the population 8 classes. The sample used in this research is 20 students as experimental class and 20 students as control class. The researcher uses purposive sampling as technique sampling. Based on the result of T test formula, tratio is 4,61 and ttable is 2,44. It means that tcount > ttable. The result of this research indicates that using Authentic Reading Materials is effective towards the students reading comprehension mastery at the sixth grade of English Education Department of Nahdlatul Ulama Lampung University

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Auliya, Prativi Khilyatul, Lies Amin Lestari, and Suharsono Suharsono. "Developing Extensive Reading Materials for Secondary School to Foster Students’ Reading Habit." Journal of English Language and Literature 8, no. 3 (December 28, 2017): 706. http://dx.doi.org/10.17722/jell.v8i3.281.

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Auliya, Prativi Khilyatul, Lies Amin Lestari, and Suharsono Suharsono. "Developing Extensive Reading Materials for Secondary School to Foster Students’ Reading Habit." Journal of English Language and Literature 8, no. 3 (December 31, 2017): 706–14. http://dx.doi.org/10.17722/jell.v8i3.340.

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This study aims at developing extensive reading materials for Junior High School to foster students’ reading habit, as the first step of school literacy movement in Indonesia. This study utilizes Design and Development Research (DDR) by Richey and Klein (2007)[17] as the research method. Moreover, ADDIE model (Analysis, Design Develop, Implementation and Evaluation) is employed as instructional design model to develop the product. There are four data collection technique used; interview, questionnaire, test and observation. The product of this study is seven books as follows; The Five Pillars of Islam (Level A), Happy Halloween (Level A), Facts about Mosquitoes (Level C), The Legend of Surabaya (Level E), The Appointment in Samarra (Level G), The Return of Dracula (Level I), A True Friend (Level K). Those seven books are in the form of printed materials and within students’ independent reading level. They are supported with pictures, complemented with correlation level, preface, short-excerpt, glossary, commentary column, and books choice flowchart. Based on the theoretical and empirical validation, the seven books are suitable to be used as extensive reading materials in school literacy movement to foster students’ reading habit.

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Miske Setiawati Adipu, Kartin Lihawa, and Sartin Miolo. "Developing reading materials using interactive multimedia to improve young learners’ reading comprehension." International Journal of Science and Research Archive 9, no. 2 (August 30, 2023): 881–90. http://dx.doi.org/10.30574/ijsra.2023.9.2.0671.

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There are four English skills that students must achieve namely speaking, listening, reading, and writing. However, some English courses focus more on speaking skills; therefore they do not provide enough reading materials for students because they tend to emphasize students' speaking ability. There are three objectives of this research · To describe the target needs of young learners to increase their reading comprehension using interactive multimedia · To describe the learning needs of young learners to increase their reading comprehension using interactive multimedia, and · To develop appropriate reading materials using interactive multimedia for young learners to increase their reading comprehension. The methodology of this research is Research and Development (R&D). The model development is adapted from ADDIE model proposed by Branch (2009) and it consisted of Analysis stage, Design stage, Development stage, Implementation stage, and Evaluation stage. There are four instruments to collect the data namely target need questionnaire, learning need questionnaire, expert judgment questionnaires and test. The data from the target needs result were analyzed quantitatively using percentage and its results were used as groundwork to develop the reading materials for English course. The quantitative data from the expert judgments were analyzed through descriptive analysis, in mean time review and suggestions from the experts also were used to revise the first draft of reading materials. After the revision, the final product was implemented into small group trial and big group trial. The result tests from students were analyzed quantitatively using KKM standards that had been set. Based on research findings, the reading materials for students aged 10 until 12 years old that have been developed is appropriate accordingly to students’ target needs and learning needs.

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Rizqiani, Diyah Ayu, and Sri Yuliani. "Developing Critical Literacy-Based Instructional Reading Materials for Teaching EFL Reading Classes." Pedagogy : Journal of English Language Teaching 11, no. 2 (December 11, 2023): 124. http://dx.doi.org/10.32332/joelt.v11i2.7758.

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Reading material development becomes one of the challenges in EFL reading class. Most of educators choose to adopt the existing learning materials due to the capacity and time constraints in the material development. This study aims to develop critical literacy-based instructional reading materials used to teach EFL reading classes. This study adopted the research design proposed by Plomp and Nieveen (2010); preliminary phase, prototyping phase, and evaluation phase. There are two types of data in this study; quantitative and qualitative data. Furthermore, the quantitative data were obtained from a questionnaire and reading test. Meanwhile, the qualitative data were collected from interviews and class observation. The study was conducted in English Language Education study programs in three universities in Yogyakarta and Pekanbaru. The findings of the study show that the developed instructional materials met the criteria of validity, practicality, and effectiveness. The results of the validation process indicate that the instructional reading materials were categorized into appropriate (3.3) to be used for teaching reading. The practicality of the product indicates that the developed product is very appropriate (85%) to enhance students’ critical awareness on particular social issues. Also, the developed product has interesting and diverse learning activities (60%) which is appropriate for students of the English Language Education Study Program. After conducting the main field testing, it was seen that the Sig. (2-tailed) < 0.05. Therefore, the developed product is effective to improve the students’ critical literacy skills.

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Salutin, May-Ar, and Guarin Maguate. "Values-Based Exercises for the Development of Reading Readiness Skills for Preschool Children." International Journal of Scientific Research and Management (IJSRM) 11, no. 08 (August 30, 2023): 22–30. http://dx.doi.org/10.18535/ijsrm/v11i08.ee01.

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This research paper is being prepared to develop and evaluate materials for the development of reading readiness skills of preschool children with emphasis on values necessary for their wholesome development, to provide readily made reading readiness materials which are beneficial to both the preschool teachers and the learners which they can use anytime in teaching and learning, and to address the dearth of instructional materials that focus on values formation among children as they acquire reading readiness skills. Five (5) peer evaluators and five (5) reading experts were selected to evaluate the values-based exercises for the development of reading readiness skills for preschool children. The responses of the study revealed the acceptability of the selections as to their content, presentation style, interest of pupils, as to whether the exercises are clear, and the development of basic reading skills for pre-school children are appropriate to their ages. The results of the analysis and interpretation of the responses revealed that the materials were found to be suited to the exercises provided for in the different levels.

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Hazaea, Abduljalil Nasr, and Ali Abbas Alzubi. "Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context." Journal of Language and Education 4, no. 2 (June 30, 2018): 48–58. http://dx.doi.org/10.17323/2411-7390-2018-4-2-48-58.

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Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students’ portfolios, which reported the participants’ traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants’ LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners’ own tasks and writing skills.

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Anwar, Qosim Khoiri, Yunika Triana, and Yvette Umwari. "Designing English Reading Materials For Law Students." ELE Reviews: English Language Education Reviews 4, no. 1 (May 31, 2024): 1–20. http://dx.doi.org/10.22515/elereviews.v4i1.8546.

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English is a language that is generally difficult to understand for most students. Providing reading materials is one of the necessary approaches that should be undertaken by professors. This research aims to explore information regarding the needs of students in learning English and describe how reading materials for law students at a university in Indonesia are designed. The research and development (R&D) method is employed, implementing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results indicate that the majority of students greatly require materials that can enhance their reading skills. After the reading materials are designed and implemented in class, an evaluation is conducted to further develop the materials. The evaluation results, as responded to by students and expert professors, indicate that the materials align with the students’ needs. The average percentage of students’ needs fulfilled by the reading materials is 84%, while the average assessment percentage from the experts is 90.4%. This demonstrates that the reading materials are valid for use as English learning materials for law students.

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Egawa, Kathy. "Did You Know about… NCTE Reading Initiative." Talking Points 15, no. 1 (October 1, 2003): 29–30. http://dx.doi.org/10.58680/tp20032968.

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Kathy Egawa presents an overview of the NCTE Reading Initiative, a professional development program for teachers that is based on study groups. Instead of presenting a blueprint for how to operate, the Reading Initiative experiences and materials give study group members a series of engagements and professional readings that can be tailored in response to local issues.

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Journal articles on the topic 'Reading materials'

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