Relevant bibliographies by topics / Student reading

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Student reading"

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Fitri, Nurmania. "THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING." Journal of Education and Teaching 2, no. 2 (August 15, 2021): 153. http://dx.doi.org/10.24014/jete.v2i2.10674.

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The purpose of this study was to the influence reading habits and reading strategies on students reading comprehension at junior high school 1 in the district Benai-Kuansing.There were three questions contained in this study.Firstly,Is there any significant influence of reading habit on students’ reading comprehension in junior high school 1 Benai.Secondly, Is there any significant influence of reading strategies on students’ reading comprehension in junior high school 1 Benai.Thirdly, Is there any significant influence of reading habit and reading strategies on students’ reading comprehension in junior high school 1 Benai.This study used quantitative explanatory research. The subjects in this study are 70 students of the second grade students. Data collection techniques in this study used questionnaires and tests. The questionnaires in this study related to students' reading habits and students' reading strategies, while the tests related to student reading comprehension. The data obtained were analyzed using descriptive statistics, classic assumption tests, multiple regression tests and hypothesis testing.The results of this study indicate that, student reading habits (X1) have significant results of 0,685. Student reading strategies (X2) have significant results of 0.379. And student reading comprehension (Y) has a significance result of 0.818. Therefore, the researcher concludes that there is a positive and significant contribution of student reading habits and student reading strategies on student reading comprehension. Keywords:Reading Habit, Reading Strategies, Reading Comprehension.
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Bischoping, Katerine. "Selecting and Using Course Readings: A Study of Instructors' and Students' Practices." Canadian Journal of Higher Education 33, no. 1 (April 30, 2003): 25–58. http://dx.doi.org/10.47678/cjhe.v33i1.183427.

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University students' practices of reading required course materials have rarely been studied systematically outside the laboratory and are given short shrift in course evaluation questionnaires. This study exam- ines, first, the reasons why a sample of instructors at a large university create selections of course readings and the factors, both pedagogical and otherwise, that influence their selections. Second, students' patterns of reading in these instructors' courses are studied to determine how they vary with the quantity of assigned readings, time of year, and the provision of systematic student feedback to instructors. Third, the most prevalent themes in student feedback about readings are explored, in tan- dem with instructors' proposals about how to revise their reading selec- tions or teaching strategies.
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Manarin, K. "Reading Value: Student Choice in Reading Strategies." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 12, no. 2 (January 1, 2012): 281–97. http://dx.doi.org/10.1215/15314200-1503595.

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Moffett, James, and Betty Jane Wagner. "Student-Centered Reading Activities." English Journal 80, no. 6 (October 1991): 70. http://dx.doi.org/10.2307/818583.

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Megyeri, Kathy A. "Reading Aloud Student Writing." English Journal 85, no. 3 (March 1996): 74. http://dx.doi.org/10.2307/820111.

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Hodgson, John. "Reading: the student experience." English in Education 54, no. 2 (April 2, 2020): 117–18. http://dx.doi.org/10.1080/04250494.2020.1747673.

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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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Ganiyeva, Lala. "Student and family factors that are associated with Grade 4 reading achievement in Azerbaijan." Hungarian Educational Research Journal 11, no. 1 (May 7, 2021): 14–22. http://dx.doi.org/10.1556/063.2021.00023.

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Abstract.Aims of the studyCompared to other developing countries, the reading achievement of Azerbaijani students remains low. Using the Progress in International Reading Literacy Study (PIRLS) 2016 data, this study examines potential predictors of Grade 4 student reading achievement in Azerbaijan.Background of the researchThe study is guided by an exploratory model and considers various student and family factors which could be influenced by the policies to improve student reading achievement in Azerbaijan. The study differs from previous research in that it simultaneously examines multiple predictors of student reading achievement in a previously under-researched country.MethodThis study conducts a secondary analysis of the PIRLS 2016 data. Regression model is utilized to examine the effects of student and family factors on reading achievement.ResultsThe study finds that student characteristics (gender, liking reading, and confidence in reading) and family factors (home resources for learning, preschool attendance) are significantly associated with reading achievement of Grade 4 students in Azerbaijan. The model explains 17% of the variance in student reading achievement.ConclusionThis study discusses recommendations related to the effects of various factors on reading literacy scores.
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Hidayat, Dadan, and Titi Dewi Rohati. "The Effect of Extensive Reading on Students Reading Comprehension." Wanastra: Jurnal Bahasa dan Sastra 12, no. 1 (March 4, 2020): 58–64. http://dx.doi.org/10.31294/w.v12i1.7519.

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This research investigated the effect of extensive reading on students reading comprehension. The writer used the quantitative as the researched method and the writer used the queasy experiment as the research design. For collecting the data the writer gave the test for experimental and control group. For experimental group the writer used the extensive reading method as the reading class room and the other method for the control group. After the post- test gave to both classes, the writer analyzed it by using SPPS 20 program to found out the improvement on student reading comprehension after extensive reading implied on reading classroom. Based on the finding and discussion. It can be concluded that hypothesis was accepted. It meant that there was effect on extensive reading on student reading comprehension. Based on the resulted of this research. The writer suggested the teacher to used extensive reading on reading process to improved student reading comprehension.
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Holder, Ashley J. "The Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers." International Research in Higher Education 2, no. 2 (May 26, 2017): 74. http://dx.doi.org/10.5430/irhe.v2n2p74.

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The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.
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Dissertations / Theses on the topic "Student reading"

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Lottes-Bishop, Laura Theresa. "Student Success and Reading Comprehension." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1225.

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Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GPA) of the first-year nursing student. The theoretical foundation for this study was Tinto's retention theory, which claims that students' past academic performance predicts retention. A correlation approach within a cross-sectional nonexperimental design was used by analyzing data from admission testing and the first-year cumulative GPA from 151 associate degree nursing students from a private college in the Southeast Missouri area. According to study results, there was no correlation between GPAs and reading comprehension scores. Additionally, ACT, TEAS, and COMPASS reading comprehension scores did not correlate with student retention rates. Administrators in the associate degree nursing program can use the results of this study to determine what interventions might determine the success of the first-year nursing student. Positive social change will result from a more diverse set of admission criteria for acceptance into the program and will assist the admissons committees to find the best candidates for the program.
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Kirk, Judy A. "Student 'belief effects' in remedial reading." Thesis, University of Canterbury. Education, 2001. http://hdl.handle.net/10092/5444.

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This study investigated the word recognition difficulties, the strategies used for word recognition and the self-beliefs about their ability to read and their reading behaviours, of six severely reading disabled Year Nine and Year Ten adolescents in a New Zealand coeducational, secondary school. Each student was given a year long, individualised, one-on-one reading programme, which taught phonological processing skills, letter-sound knowledge and the strategies to apply and monitor the application of their letter-sound knowledge. The programme also encouraged the students to adopt or maintain very positive self-beliefs about their ability to decipher words and the effectiveness of applying the strategies they were being taught consistently, persistently and with the flexibility to change if their initial attempts were unsuccessful. Reading disabled adolescents who experience continual failure are said to come to believe that they do not have the ability to succeed; do not have control over their progress. As a result they do not believe that with effort they can achieve. They become passive learners with a range of avoidance behaviours. They become learned helpless. As a consequence they fail to generalise the skills, knowledge and strategies they possess to new tasks. When they entered the programme the participating students had difficulty deciphering most words of two or more syllables. They used incomplete and inaccurate letter information both in their attempts to decipher unfamiliar words and when deciphering one and two syllable, high frequency words that they had read correctly on previous occasions. In addition each had difficulty integrating contextual meaning with letter information as they read. The study has shown that each student had their own particular pattern of beliefs about their ability to read and the reading strategies they used. Some students held a mastery pattern of beliefs. They made accelerated progress of up to three age equivalent years in word recognition in the year. They were very optimistic about their ability to read and would tackle text that was, for them, very difficult to decipher. They were consistent and persistent in applying the strategies. Those students who made the most progress learned to be flexible and change their strategy use if they were initially unsuccessful. The students who held maladaptive patterns of beliefs made progress of only one age equivalent year or less. The learned helpless students increased their beliefs in the effectiveness of the programme teaching as the year progressed. But they formed and changed their beliefs about their ability to decipher as a result of their classroom experiences. When they changed their beliefs about their ability, they changed their reading behaviours in terms of the programme teaching, because they believed in its effectiveness. They became more consistent and persistent in their use of the strategies they were being taught. One student with a maladaptive pattern of beliefs was not learned helpless but instead held too high a belief in the effectiveness of his reading strategies. This led to a dysfunctional pattern of repeatedly reapplying them. The study concluded, first, that the severe reading problems the participating students had resulted from their difficulties with using accurate and complete letter-sound information and their difficulties with integrating this information with the use of contextual meaning to decipher words. These students were capable of using strategies successfully. Whether each student's achievement gains were accelerated or more limited depended on their reading self-beliefs about their ability and their strategy use. Second, the study concluded that it is effective to teach a comprehensive programme for word recognition which includes teaching letter-sound information and the strategies to apply this letter sound knowledge and encourages the students to hold positive self-beliefs about their ability to decipher words and their strategy use. It is important that such a programme is run for sufficient time to allow changes in ability beliefs and beliefs about strategy use, time for these changes in beliefs to result in changes in strategy use and time for the changes in strategy use to result in changes in rates of achievement. It is suggested that good liaison between the classroom teacher and the remedial teacher, encouraging students to believe they had control over their learning and using stimulating reading material can be used to hasten changes in ability beliefs and motivation to read.
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Dawkins, Lakeshia Darby. "Factors Influencing Student Achievement in Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3601.

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The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human growth and development: microsystems, mesosystems, exosystems, macrosystems, and chronosystems. Four research questions guided this study. The questions investigated teachers' perceptions of how effective classroom practices, differentiated instruction, professional development, and parental involvement influence student achievement in reading. Participants included 9 elementary school ELA teachers. Data collection included audiotaped interviews, classroom observations, and the examination of teacher lesson plans. Data were manually coded and organized into 7 themes. The themes were: back to basics, reading practice, classroom environment, meeting students' needs, professional development, communication, and home environment. The data indicated that the teacher participants believed that there is a need for increased parental involvement in reading. Parental involvement and the home environment were listed as two of the most important factors in student achievement in reading. Based on the research findings, a 3-day teacher facilitated family literacy program was developed. The goal of the program is to equip parents with resources and strategies to facilitate the reading achievement of their children at home. Increased parental involvement has the potential to positively affect student achievement in reading, which can bring about positive social change for families and teachers.
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Amspaugh, Leigh Ann. "Effects of Student Choice on Delayed Reading Comprehension and Reading Fluency Across Three Reading Interventions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155528364333277.

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Fransen, Shelly Lynette. "A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598022.

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High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been devised to encourage teachers to develop student engagement activities that result in high achievement. The Reading First Model initiative was introduced as a part of the No Child Left Behind legislation and was implemented in hundreds of schools across the United States over the last twelve years. Yet, in 2009, federal funding for Reading First was eliminated. The purpose of this study was to determine the correlation between student achievement on the Missouri Assessment Program (MAP) and discipline referrals for classroom disruption in classrooms that practiced the key components of the Reading First Model. Eight schools that had implemented the Reading First Model were randomly selected from various Regional Professional Development Centers in Missouri. A survey was distributed to the principals of the selected schools, and MAP data were examined. The study showed there was not a correlation between increased student achievement on the MAP and participation in the Reading First Model. The research did suggest a high correlation between decreased discipline referrals for classroom disruption and increased student achievement on the MAP in schools continuing to follow key components of the Reading First Model. Research also suggested a high correlation between the student engagement component of the Reading First Model and decreased discipline referrals for classroom disruption.

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Gold, Anna. "Teaching reading to a multicultural student base." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.

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Yeigh, Maika J. "Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1786.

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Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.
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Clements, Jami Beth. "The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642577.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district’s student population.
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Clements, Jami Beth. "The Impact Of The Balanced Literacy Approach In Reading Instruction On Student Reading Motivation And Reading Competence." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092023.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district's student population.
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Cooper, Kenneth Charles. "Examining student conceptualisations of and attitude toward the reading process and reading assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0005/NQ38872.pdf.

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Books on the topic "Student reading"

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Conference on College Composition and Communication (U.S.), ed. Gender influences: Reading student texts. Carbondale: Southern Illinois University Press, 1993.

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The exchange student. Boston: Houghton Mifflin, 1999.

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Scaffolding reading experiences: Designs for student success. 2nd ed. Norwood, Mass: Christopher-Gordon, 2003.

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Encouraging your junior high student to read. [Newark, Del.]: International Reading Association, 1991.

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Student writing: Give it a generous reading. Charlotte, NC: Information Age Publishing, Inc., 2014.

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Rewards - Student Edition (Student Edition). Sopris West Educational Services, 2000.

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Waldorf student reading list. 2nd ed. San Rafael CA: Michaelmas Press, 1992.

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(Editor), Pamela J. Fenner, and Karen Rivers (Editor), eds. Waldorf Student Reading List. Michaelmas Press, 1999.

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Hill, Macmillan McGraw. Reading Triumphs Student Edition. Macmillan, McGraw Hill, 2007.

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Student Version Reading Together. Sra, 1997.

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Book chapters on the topic "Student reading"

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Reinders, Hayo, Nick Moore, and Marilyn Lewis. "Reading." In The International Student Handbook, 84–113. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-06000-6_7.

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Burger, Edward. "Further reading." In The Student Mathematical Library, 145–46. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/stml/008/24.

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Katok, Anatole, and Vaughn Climenhaga. "Suggested reading." In The Student Mathematical Library, 271–74. Providence, Rhode Island: American Mathematical Society, 2008. http://dx.doi.org/10.1090/stml/046/06.

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Vaish, Viniti. "Student Engagement in Reading." In Education Innovation Series, 135–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-967-7_9.

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Smith, Sarah M., and Kaley Sullivan. "Selected Reading: Student Conceptions of Justice." In Toward Justice, 27–36. 1 Edition. | New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315644950-4.

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Barton, Georgina M., Rebecca M. Armstrong, and Marleen F. Westerveld. "Reading Self-Concept and Student Perceptions." In Reading Success in the Primary Years, 77–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3492-8_4.

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Fuchs, Douglas, Lynn S. Fuchs, and Rebecca Abramson. "Peer-Assisted Learning Strategies (PALS): A Validated Classwide Program for Improving Reading and Mathematics Performance." In Student Engagement, 109–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_6.

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Guthrie, John T., Allan Wigfield, and Wei You. "Instructional Contexts for Engagement and Achievement in Reading." In Handbook of Research on Student Engagement, 601–34. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_29.

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Jensen, Deborah Ann, and Jennifer A. Tuten. "Emma, a Student with Possible Learning Disabilities." In Successful Reading Assessments and Interventions for Struggling Readers, 131–50. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137028655_7.

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Beck, Joseph E., and June Sison. "Using Knowledge Tracing to Measure Student Reading Proficiencies." In Intelligent Tutoring Systems, 624–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_59.

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Conference papers on the topic "Student reading"

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Reynolds, Dudley, Zohreh Eslami, Maha Ellili Cherif, Nancy Allen, and Samah Al-Sabbagh. "Improving Reading: From Teacher Development to Student Reading." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.sshapp3354.

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Sani, Betria. "The Impact of Student Reading and Reading Habits on Their Reading Performance." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.172.

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Putra, Suryaman, Marwan, and Sany Dwita. "Students’ Reading Interest, Information Literacy, and Student Critical Thinking on Student Ability in Economic Lessons." In Proceedings of the Third Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/piceeba-19.2019.31.

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Nittaya, Warunee, Kaskaew Wetchasit, and Kittasil Silanon. "Thai Lip-Reading CAI for Hearing Impairment Student." In 2018 Seventh ICT International Student Project Conference (ICT-ISPC). IEEE, 2018. http://dx.doi.org/10.1109/ict-ispc.2018.8523956.

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Rosenblatt, Rebecca, Raymond Zich, Amber Sammons, and Jacob Cermak. "Investigating introductory student difficulties reading equipotential diagrams." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.rosenblatt.

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Dobesova, Zdena. "Student Reading Strategies of GIS Workflow Diagrams." In 2016 2nd International Conference on Humanities and Social Science Research (ICHSSR 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichssr-16.2016.68.

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Smirnov, Denis. "Neural Network-Based Models with Commonsense Knowledge for Machine Reading Comprehension." In Student Research Workshop Associated with RANLP 2019. Incoma Ltd., 2019. http://dx.doi.org/10.26615/issn.2603-2821.2019_014.

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Dapa, Aldjon. "Differentiated Learning Model For Student With Reading Difficulties." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.157.

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Arai, Ismail, Kazutoshi Fujikawa, and Hideki Sunahara. "Proposal of time-crawler which collects an event time by reading exif data in blogs." In 2008 Annual IEEE Student Paper Conference. IEEE, 2008. http://dx.doi.org/10.1109/aispc.2008.4460545.

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Sariah, Siti, Predari Siswayani, Nanang Kosim, and Rahendra Maya. "The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216702650272.

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Reports on the topic "Student reading"

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Hasty, Ashley. Reading is Cool: The Benefits of Organizing a Student Reading Group. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-162.

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Yeigh, Maika. Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1785.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, August 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.
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Walker, Kevin. The Experiences of Teachers Successfully Teaching Reading to Black Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7475.

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Appley, Becky. The effectiveness of fiction versus nonfiction in teaching reading to ESL students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5639.

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Adkins, Deborah. Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.178.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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