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Journal articles on the topic 'Reading – Remedial teaching – Namibia'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Simm, T. "The Long‐term Results of Remedial Teaching of Reading." Educational Psychology in Practice 1, no. 4 (1986): 142–47. http://dx.doi.org/10.1080/0266736860010403.

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2

Jain, Ivy, and Norasmah Othman. "Reading Problems among Primary School Remedial Pupils in One of Miri, Sarawak." Social and Management Research Journal 16, no. 1 (2019): 73. http://dx.doi.org/10.24191/smrj.v16i1.6083.

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Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study
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3

Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.

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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experi
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Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.

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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking r
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Yang, Yu-Fen. "Developing a reciprocal teaching/learning system for college remedial reading instruction." Computers & Education 55, no. 3 (2010): 1193–201. http://dx.doi.org/10.1016/j.compedu.2010.05.016.

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February, Pamela J. "Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia." JULACE: Journal of the University of Namibia Language Centre 4, no. 1 (2020): 15–28. http://dx.doi.org/10.32642/julace.v4i1.1422.

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A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were as
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Vincent, Areena C., Manju G. Elenjickal, and Sukumaran T. U. "Effect of remedial teaching on the scholastic performance of children with learning disability." International Journal of Contemporary Pediatrics 7, no. 3 (2020): 487. http://dx.doi.org/10.18203/2349-3291.ijcp20200213.

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Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP)
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Kunasaraphan, Kanokrat. "DEVELOPMENT OF TOEIC TEST-TAKING SKILLS BY APPLYING KAHOOT! AS A REMEDIAL TEACHING TOOL." EUrASEANs: journal on global socio-economic dynamics, no. 5(24) (September 30, 2020): 77–85. http://dx.doi.org/10.35678/2539-5645.5(24).2020.77-85.

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The purpose of this study is to investigate and compare TOEIC scores before and after applying Kahoot! as a remedial teaching tool on the sample of 180 (6 groups, 30 students each group) first-year students enrolled on the Airline Business Program in the International College, Suan Sunandha Rajabhat University. The research instruments in this study were TOEIC test and all questions on Kahoot! to improve students’ skills in TOEIC test reading section. The researcher applied Kahoot! at the end of 15 classes, 15-20 minutes each class. The researcher analyzed students’ TOEIC scores before and aft
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Alfassi, Miriam. "Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes." American Educational Research Journal 35, no. 2 (1998): 309–32. http://dx.doi.org/10.3102/00028312035002309.

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10

Moats, Louisa Cook, and Cheryl Smith. "Derivational Morphology." Language, Speech, and Hearing Services in Schools 23, no. 4 (1992): 312–19. http://dx.doi.org/10.1044/0161-1461.2304.312.

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For unclear reasons, current language tests and remedial teaching materials often do not include the explicit evaluation or teaching of derivational morphology. This article reviews recent research on children’s knowledge and acquisition of derivational morphology across studies of listening, speaking, reading, and spelling. We conclude that this dimension of language organization deserves more attention than it now receives in language instruction.
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11

Bean, Rita M., William W. Cooley, R. Tony Eichelberger, Meryl K. Lazar, and Naomi Zigmond. "Inclass or Pullout: Effects of Setting on the Remedial Reading Program." Journal of Reading Behavior 23, no. 4 (1991): 445–64. http://dx.doi.org/10.1080/10862969109547753.

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The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent
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12

Hempenstall, Kerry. "Teaching reading through Direct Instruction: A role for educational psychologists?" Educational and Developmental Psychologist 37, no. 2 (2020): 133–39. http://dx.doi.org/10.1017/edp.2020.13.

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AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and inter
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Petricig, Michael. "Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course." Mathematics Teacher 81, no. 5 (1988): 385–87. http://dx.doi.org/10.5951/mt.81.5.0385.

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In recent years many colleges have noticed an increase in the number of student applicants who are underprepared in the basic skills of reading, writing, and mathematics. At Chapman College, a large percentage of freshmen have been required to take remedial courses in these subjects. Furthermore, many students were not performing well in the remedial course in Intermediate Algebra. To improve the success rate for students in this course, a method for teaching it was developed that combined individualized instruction with the traditional lecture approach. The method was easy and inexpensive to
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Hacquebord, Hilde. "Taalhulp op Maat." Taal(leer)problemen 60 (January 1, 1998): 19–28. http://dx.doi.org/10.1075/ttwia.60.03hac.

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This article des ribes the implementation of a screening test of text comprehension in five secondary schools. The test results yield diagnostic information about the individual's reading style, which may be either compensating for a lack of word knowledge, or a 'bottom-up' reading style without bringing about meaning on the textual level. The typology of readers is carried out with the aim of improving the different reading problems by follow-up reading and language programs tailored to the specific individual needs. The schools apply different models of remediation, dependent on the differen
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Samsudin, Nurul Haniza, Puteri Roslina Abdul Wahid, and Salinah Ja’afar. "Pengaplikasian Model Awal Kit Asas Membaca Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas." Sains Insani 3, no. 1 (2018): 1–9. http://dx.doi.org/10.33102/sainsinsani.vol3no1.17.

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This article discusses the application of Basic Reading Kit early model in the learning of Malay Language among remedial education children. The developed early model was related to letter recognition and graphical knowledge. The development of this Basic Reading Kit early model involved four phases namely selection, development, execution, and adaptation of which these phases were applied throughout a month-long pilot test. This research used both quantitative and qualitative approaches in collecting the data. The subjects selected were five year three students who were undergoing remedial ed
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Siyave, Theresia Nerumbu. "Teaching Reading in Rukwangali: How Children Learn to Read---A Case Study." English Linguistics Research 6, no. 2 (2017): 50. http://dx.doi.org/10.5430/elr.v6n2p50.

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This paper looks at how children learn to read. It draws on the cognitive constructivist view and the schemata theory which inform the teaching of reading. This is a qualitative case study carried out in an interpretive paradigm as it seeks to understand the meaning people attach to human actions. Participants were selected purposefully and in terms of convenience.The data was collected from four grade three teachers at three schools in Rundu, Kavango Region of Namibia. Qualitative research methods were employed and data was triangulated to enhance validity.The study reveals that teachers use
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Dowdney, Linda. "Introduction." Child Psychology and Psychiatry Review 3, no. 1 (1998): 2–3. http://dx.doi.org/10.1017/s1360641797001354.

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The concept of dyslexia can be confusing to clinicians who encounter children with severe reading difficulties within their day-to-day practice, given the problems of definition. Usually, such reading difficulties are accompanied by emotional and/or behavioural adjustment problems, or more widespread problems at school, hence the child's referral into child mental health services. Understanding the nature of the reading difficulty offers the prospect of prioritising treatment alternatives. For instance, if a child has a specific reading difficulty that has resulted in much teasing at school, a
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18

Bogdanowicz, Katarzyna M., Grażyna Krasowicz-Kupis, and Katarzyna Wiejak. "In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature." Polish Psychological Bulletin 47, no. 3 (2016): 270–80. http://dx.doi.org/10.1515/ppb-2016-0033.

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Abstract Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may
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Safitri, Baiq Rina Amalia. "THE INFLUENCE OF THE USE OF PICTORIAL MODULE ON THE SUBJECT OF FORCE TO THE STUDENTS LEARNING RESULT IN PHYSICS EDUCATION DEPARTMENT." Lensa : Jurnal Kependidikan Fisika 5, no. 1 (2017): 6. http://dx.doi.org/10.33394/j-lkf.v5i1.120.

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This study aims to improve student physics education learning outcomes in computational physics courses by using a valid and practical drawing module. In the first stage, students are assigned to read and understand the style material contained in the pictorial module. To ensure they read and understand the material, the next session is a quiz. Quiz done through writing. For students who can not answer are given remedial until they can be sure read the existing teaching materials. In the second stage, students are considered to have sufficient stock in understanding the reading material, the s
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20

Nurviyani, Vina. "FOSTERING COLLEGE STUDENT’S CRITICAL READING SKILL THROUGH PADLET APPLICATION." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 17, no. 1 (2018): 66–73. http://dx.doi.org/10.21009/bahtera.171.5.

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AbstractCritical reading is an essential skill for college students’ success in academic and social engagement. Many students have troubles in reading the required books or references in some courses. Thus, this study aimed to investigate the effectiveness of padlet application as an instructional media in fostering college students’ critical reading skill in higher education. Moreover, the strengths and the weaknesses of the padlet application in teaching critical reading were explored. This study applied action research was conducted in two cycles and involved twenty five college student
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Churches, Melinda, Mervyn Skuy, and J. P. Das. "Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading." Psychological Reports 91, no. 3 (2002): 813–24. http://dx.doi.org/10.2466/pr0.2002.91.3.813.

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Widespread learning problems among South African children are associated with the apartheid era and show a need for effective reading programs. In selecting these programs, it is useful to differentiate between children with dyslexia and children whose reading is poor because teaching was inadequate. In this study, the Woodcock Tests of Reading Mastery-Revised and tests modelled on the Cognitive Assessment System were used to define a group of children with deficits in successive processing associated with dyslexia and a group of children with general reading delay. There were two girls and fi
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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

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 The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by
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23

Wahab, Norwaliza Abdul, Ridzuan Jaafar, Ramlee Mustapha, Arasinah Kamis, and Norhayati Mohd Affandi. "The Effectiveness of Likes Method in Improving Reading Skills of Orang Asli Students." Asian Social Science 13, no. 6 (2017): 74. http://dx.doi.org/10.5539/ass.v13n6p74.

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This study aims to examine the effectiveness of the LIKES method in teaching KVKV (consonant, vowel, consonant, vowel) syllables in bahasa Melayu (Malay language) among Orang Asli students in primary schools. This research was conducted in two Orang Asli schools consisting of pupils aged 8 to 10 years as the subjects of the study. Quasi-experimental methods were used to determine the effectiveness of the LIKES method. Assessments were carried out for eight weeks including diagnostic tests as well as pre and post tests. The results showed significant differences in the reading skills of the con
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Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (2017): 10. http://dx.doi.org/10.25134/ieflj.v1i1.608.

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According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren�t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books a
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Mweneni Hautemo, Ms Aletta, and Mr Lukas Homateni Julius. "AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (2016): 1218–24. http://dx.doi.org/10.24297/jal.v7i2.4431.

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Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibi
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Jamian, Abdul Rasid, and Rashidah Baharom. "The Application of Teaching Aids and School Supportive Factors in Learning Reading Skill among the Remedial Students in Under Enrolment Schools." Procedia - Social and Behavioral Sciences 35 (2012): 187–94. http://dx.doi.org/10.1016/j.sbspro.2012.02.078.

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Kibby, Michael W. "Teaching Sight Vocabulary with and without Context before Silent Reading: A Field Test of the “Focus of Attention” Hypothesis." Journal of Reading Behavior 21, no. 3 (1989): 261–78. http://dx.doi.org/10.1080/10862968909547676.

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This study examines the role of written context and word meaning-emphasis procedures in teaching children sight vocabulary. It serves as a field test of Samuels' (LaBerge & Samuels, 1974; Samuels, 1967; Singer, Samuels, & Spiroff, 1973–74) “focus of attention” hypothesis. This hypothesis argues that introducing sight vocabulary in the presence of written context or pictures distracts learners, and precludes their focusing all of their attention on the important visual or graphic characteristics of the word. This position is in conflict with the traditional, context approach to teaching
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Raja, Muhammad Sabboor Hussain, Abdus Salam A. Rehman Qureshi, and Khaled Besher Albesher. "Application of Cooperative Learning Strategies (CLS) for Students’ Focused Teaching (SFT) in EFL Class: An Experimental Study in the Summer Remedial Course for Adult Learners." Journal of Language Teaching and Research 8, no. 2 (2017): 237. http://dx.doi.org/10.17507/jltr.0802.05.

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Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were gi
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Aldaihani, Hussein A., Mohammad A. Almutairi, Abdulrahman H. Alqahtani, and Habib S. Alshammari. "Kuwaiti EFL Students’ Perceptions of the Effectiveness of the Remedial English Course 099 at the College of Technological Studies." Studies in English Language Teaching 8, no. 1 (2019): p1. http://dx.doi.org/10.22158/selt.v8n1p1.

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The study aims to evaluate the English remedial course 099 taught in the College of Technological Studies (PAAET) as part of the English program which disseminates English Language Skills to EFL students studying at this college. This study is expected to provide sufficient information to policymakers and educators involved with this program at all levels, with the intention to help them evaluate this course and make useful decisions to improve English Language Teaching in order to combat the deficiency in the English language suffered by college students in Kuwait. A number of 155 students pa
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Forest, J. C., F. Rousseau, R. Carrier, P. Hivon, and M. Gosselin. "Quality-control scheme for blood glucose measured outside the laboratory." Clinical Chemistry 33, no. 7 (1987): 1233–35. http://dx.doi.org/10.1093/clinchem/33.7.1233.

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Abstract We propose a quality-control (QC) scheme to evaluate the performance of blood glucose estimates made with a reflectometer in hospital wards or at home. We constructed a chart illustrating the comparison by regression analysis of the results of 254 reflectometer readings (y) and simultaneous capillary blood glucose analyses in the laboratory (x). Arbitrary acceptance limits around the regression line (y = 0.5 + 0.87x; r = 0.97, Sy/x = 0.8 mmol/L) were established, based on the mean +/- 2 SD of the reflectometer readings of a series of classes of 1.1 mmol/L interval, made with the resul
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31

Bolsunovskaya, L. M., and I. E. Rymanova. "Academic Writing: Difficulties and Possible Solutions for Engineering Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (2020): 77–85. http://dx.doi.org/10.31992/0869-3617-2020-29-10-77-85.

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Academic writing is considered to be the most challenging and difficult skill in terms of English as a Second Language. This study critically explores the obstacles in academic writing faced by students at Tomsk Polytechnic University, Russia. To investigate, a comprehensive questionnaire has been floated among professional teachers to get their expert opinions (about students’ obstacles in writing) in order to identify some problems and form effective remedial strategies eventually. This paper focuses on the two significant aspects of academic writing, namely language skills (LS) (Grammar etc
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Hong, Jhao-Nan, and James H. Yang. "Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress." Research in Language 15, no. 4 (2017): 325–52. http://dx.doi.org/10.1515/rela-2017-0019.

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This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to
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Barcenas , Ed. D., Rogel. "SCHOOL - HOME PARENTING EFFECTS TO SCHOLASTIC PERFORMANCE OF INTERMEDIATE PUPILS IN THE DISTRICT OF LOS BANOS, DIVISION OF LAGUNA SCHOOL YEAR 2019 - 2020." International Journal of Advanced Research 9, no. 01 (2021): 203–11. http://dx.doi.org/10.21474/ijar01/12297.

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This study was conducted with an aim to determine the effects of school-home parenting to scholastic performance of intermediate pupils in the District of Los Banos, Division of Laguna for school year 2019-2020. Specifically, it sought to answer the following questions: 1. What is the extent of the teacher’s role in improving the scholastic performance of their pupils through: a. Remedial Reading b. Interpersonal relationship with the child c. Recognizing pupils potential d. Guidance counselling 2. What is the degree of participation of parents in the following activities towards improving
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Primas, Jan, and Terry Primas. "New Teachers' Workshop." Gifted Child Today Magazine 15, no. 6 (1992): 31–32. http://dx.doi.org/10.1177/107621759201500609.

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Scenario 1: It is August. Mrs. Reid is walking down Main Street in her small town. She is feeling good. Summer vacation has been relaxing and she and her family had a good trip out west. Mrs. Reid has been teaching second grade for 12 years, likes it, and is regarded as a master teacher. Part of the reason for that is that she is well organized and always knows what she is doing and what she is going to do. Mrs. Reid is an energetic, committed professional who likes her job. In fact, she has already been to school and her room is ready for school to start in 3 weeks, right down to finished bul
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Tandika, Pambas Basil, and Laurent Gabriel Ndijuye. "Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania." Information and Learning Sciences 121, no. 1/2 (2019): 79–94. http://dx.doi.org/10.1108/ils-01-2019-0009.

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Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodol
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Abdelgadir, Ehsan Mohammed. "A Contrastive Study of English and Arabic Vowel Phonemes." English Language Teaching 14, no. 5 (2021): 58. http://dx.doi.org/10.5539/elt.v14n5p58.

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Consequently, the present study sheds light on a very important aspect that is a contrastive analysis of segmental vowel phonemes of both L1 and L2. As one of the Problems, that is affecting the teaching/learning process of ELT. Then to clarify the different areas between the segmental vowel phonemes of Arabic and English. It also aims at making a comparative segmental analysis in the vowel phonemes of both L1 - L2, in order to shed light on the areas of difficulties. Taking into account the different forms of sounds in relation to their spellings. Also the sound systems of both languages L1 a
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Altman, William S., Judith B. Pena-Shaff, Craig Nicholls, and Cassandra Domingo. "Student Preparedness and Success in Introductory Psychology." Teaching of Psychology, April 8, 2021, 009862832110084. http://dx.doi.org/10.1177/00986283211008493.

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Background: Reading comprehension and writing ability are critical to students’ success in introductory psychology. However, these generally are not prerequisites. There is conflicting evidence with regard to the effectiveness of remedial reading and writing classes for students with low placement exam scores. Objectives: To explore whether ACCUPLACER® test scores help predict performance in introductory psychology, and the effectiveness of reading and writing remediation classes in helping students, particularly those with low ACCUPLACER® scores. Method: Logistic regression analyses were used
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"Technical and Implementation Issues in Reading Literacy Interactive Games." International Journal of Engineering and Advanced Technology 8, no. 5C (2019): 1154–58. http://dx.doi.org/10.35940/ijeat.e1161.0585c19.

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The technology-based learning process is able to influence pupils on learning and teaching, especially the use of interactive games can transform the way learning of problematic learners in reading skills. Although interactive games are said to be very effective in learning but there are still many technical and implementation shortcomings on remedial education students which identified as slow learners. This paper focuses on technical and implementation issues which restrict the effective integration of Reading Literacy Interactive Games (RLIG) in learning of reading skill among slow learners
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SUBRAMANIAN, KANNADHASAN, and SASIKUMAR. "TODAKKAPPALLI PADINILAI ONDRIL PAIYAP PAYILUM MAANAVARKALUKKAANA VAASIPPU ANUKUMURAI [READING APPROACH FOR PHASE I PRIMARY SCHOOL CHILDREN]." Muallim Journal of Social Science and Humanities, January 2, 2021, 67–73. http://dx.doi.org/10.33306/mjssh/112.

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This research paper gives an insight knowledge about the implementation of KBSR in 1983, during which remedial was much emphasized after each skill was taught. This paper mainly focuses on 2 skills of the 8 reading skills outlined in KSSR. The researcher recommends teaching methods to overcome reading weakness among slow learners by mastering 2.5 (able to read and understand new words) and 2.6 (able to read and understand different reading materials) of the eight skills mentioned earlier. Research work done by Subbu Reddy was taken in consideration when preparing this research paper. He has de
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Fan, Tingting, Jieqing Song, and Zheshu Guan. "Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices." Language Testing in Asia 11, no. 1 (2021). http://dx.doi.org/10.1186/s40468-020-00117-y.

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AbstractCurrently, much research on cognitive diagnostic assessment (CDA) focuses on the development of statistical models estimating individual students’ attribute profiles. However, little is known about how to communicate model-generated statistical results to stakeholders, and how to translate formatively diagnostic information into teaching practices. This study proposed an integrative framework of diagnosis connecting CDA to feedback and remediation and, meanwhile, demonstrated empirically the application of the framework in an English as a Foreign Language (EFL) context. Particularly, t
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Ikmal, Hepi, and Silvia Aprilia Setianingrum. "STRATEGI GURU AL-QUR’AN HADITS DALAM MENGATASI KESULITAN BELAJAR MEMBACA AL-QUR’AN PESERTA DIDIK." Akademika 12, no. 02 (2018). http://dx.doi.org/10.30736/adk.v12i02.180.

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This research aims to know the strategies of the Qur'an Hadith teacher in overcoming learning difficulties of students in reading the Qur'an; the supporting and inhibiting factors of the Qur'an Hadith teachers in overcoming learning difficulties of students in reading the Qur'an, and solutions to overcome the inhibiting factors in implementing the strategies of the Qur'an Hadith teachers to overcome the learning difficulties of students in reading the Qur'an. The results of research could be concluded as follows, first, the supporting and inhibiting factors in implementing the strategies of th
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Ren, He, Ningning Xu, Yuxiang Lin, Shumei Zhang, and Tao Yang. "Remedial Teaching and Learning From a Cognitive Diagnostic Model Perspective: Taking the Data Distribution Characteristics as an Example." Frontiers in Psychology 12 (March 24, 2021). http://dx.doi.org/10.3389/fpsyg.2021.628607.

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In response to the big data era trend, statistics has become an indispensable part of mathematics education in junior high school. In this study, a pre-test and a post-test were developed for the six attributes (sort, median, average, variance, weighted average, and mode) of the data distribution characteristic. This research then used the cognitive diagnosis model to learn about the poorly mastered attributes and to verify whether cognitive diagnosis can be used for targeted intervention to improve students' abilities effectively. One hundred two eighth graders participated in the experiment
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Sari Manik, Rudang Mayang. "The Effectiveness of Comic Strip As Media to Improve the Students’ Reading Comprehension on Narrative Text of MTs Ar-Rahman Langkat." KnE Social Sciences, August 1, 2019. http://dx.doi.org/10.18502/kss.v3i19.4918.

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In this research, the writer would deal with reading skill based on the consideration
 that success in reading will be very important for students both for academic and
 vocational advancement. For mor than a quarter of a century language teachers have
 been dominated by the idea that speech is the primary from of languange, writing is
 secondary. So, it is logic that there is such a common sense that teaching languange
 is nothing more than a remedial stage of preparation to the more rigorous. Moreover,
 reding is regarded as somewhat dull because today’s generat
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JALA, GLAIZA. "Pupils’ Reading Comprehension, Problem-Solving Skills and Academic Performance." Journal of World Englishes and Educational Practices, 2020, 1–9. http://dx.doi.org/10.32996/jweep.2020.2.4.1.

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The focal point of this research is to gauge the relationship between the reading comprehension level, problem-solving skills and academic performance of Grades 6 pupils of all the elementary schools in Carmen West District, Division of Bohol, Philippines. Specifically, this study sought to determine the academic performance of the elementary pupils in terms of four key subjects, namely: English, Science, Mathematics and other subjects such as Filipino, HEKASI, EPP and MAPEH. Further, this study presented also the profile of the pupils’ reading comprehension based on the following levels: Lite
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Liu, Hui, and Yufang Bian. "Model Selection for Cogitative Diagnostic Analysis of the Reading Comprehension Test." Frontiers in Psychology 12 (August 13, 2021). http://dx.doi.org/10.3389/fpsyg.2021.644764.

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Reading subskills are generally regarded as continuous variables, while most models used in the previous reading diagnoses have the hypothesis that the latent variables are dichotomous. Considering that the multidimensional item response theory (MIRT) model has continuous latent variables and can be used for diagnostic purposes, this study compared the performances of MIRT with two representatives of traditionally widely used models in reading diagnoses [reduced reparametrized unified model (R-RUM) and generalized deterministic, noisy, and gate (G-DINA)]. The comparison was carried out with bo
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Partami, Indah. "Differentiated Instruction In Multicultural Classroom Of Primary Years Programme In Gandhi Memorial Intercontinental School - Bali." Jurnal Pendidikan Bahasa Inggris Indonesia 7, no. 1 (2019). http://dx.doi.org/10.23887/jpbi.v7i1.2717.

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A multicultural classroom has significant student’s diversity, especially in terms of language. The similar teaching strategy cannot be generated to cover all students’ needs. Due to that problem, this study aimed at describing how differentiated instruction is planned, implemented, and assessed in multicultural classroom of Primary Years Programme in GMIS Bali, finding out challenges encountered by the PYP’s homeroom teachers in practicing differentiated instruction in multicultural classroom, and analyzing teachers’ perceptions toward differentiated instruction in multicultural classroom. Th
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"Completing College: Focus on the Finish Line." Journal of College Academic Support Programs 2, Volume 2, Issue 1 (2019): 36–50. http://dx.doi.org/10.36896/2.1sfa1.

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This paper contends that, although there is much to commend in the remediation reform movement, it is un- likely to attain its goals. These goals include the Lumina Foundation’s target of having 􏰞0􏰐 of Americans attain a degree or certificate, the 􏰩ill and Melinda Gates Foundation’s goal of doubling the number of low income students who earn a postsecondary degree, and President Obama’s goal of the U.S. having the world’s highest percentage of degree holders by 2020. This is due to several factors including (a) the failure to distinguish between remedial and developmental ed- ucation, (b) the
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