Journal articles: '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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Yaldi, Novri. "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): 140. http://dx.doi.org/10.24014/jete.v2i2.11612.

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The research background was caused by the low learning outcomes of students in Indonesian language subjects in grade V SD Negeri 05 Patamuan. This is due to several problems including the teacher still dominantly using conventional models, which causes students to be lazy to read and understand reading content. One way that can be used to overcome this problem is to use the Cooperative Integrated Reading and Composition (Circ) model. The purpose of this lesson is to learn to understand a passage. The approach used is a qualitative and quantitative approach using an action research design. The research design includes (1) planning, (2) implementation, (3) observation, (4) reflection. This research was conducted in 2 cycles, each cycle consisting of two meetings, the subjects studied were 27 students of class V SDN 05 Patamuan. The research instrument used in this study was the teacher activity observation sheet in the learning process, student activity sheet, student learning result sheet and documentation. The research results from each cycle carried out showed an increase in student learning outcomes. If referring to the average percentage of student learning outcomes in the form of daily tests (UH), it increased by 70.37% in cycle I and 85% in cycle II. The researcher concludes that the implementation of Indonesian language learning through the use of the Cooperative Integrated Reading and Composition (Circ) model can improve Indonesian learning outcomes for fifth grade students of SD Negeri 05 Patamuan, Patamuan sub-district.

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Angelianawati, Luh. "INDIVIDUAL PROBLEM SOLVING SHARED READING TO DEVELOP STUDENTS’ READING COMPREHENSION." Jurnal Dinamika Pendidikan 9, no. 2 (March 17, 2017): 109. http://dx.doi.org/10.33541/jdp.v9i2.343.

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ABSTRACTTeaching English as a Foreign Language is challenged to find strategies which develop student-centered learning and be able to cultivate students’ language competence and performance effectively. Shared reading is affirmed as one of effective strategies to develop student-centered learning. The strategy is recognized as a creative and exciting model for active learning by doing a group or student-sharing. It makes students learn how making connections, predicting, asking questions, understanding new vocabulary, and making inferences. The main purpose of applying this strategy is to make the students have knowledge of vocabulary and concepts of print and literature reading, as well as use the language through collaborative reading experience. In implementing this strategy, the level of education in which the strategy is implemented should be considered. The way how this strategy may be utilized in the classroom is presented in this article.Keywords: shared reading, teaching strategy, student centered learningABSTRAKPengajaran Bahasa Inggris sebagai Bahasa Asing ditantang untuk menemukan strategi yang mampu mengembangkan pembelajaran yang berpusat pada siswa dan mampu menumbuhkan kemampuan berbahasa dan kinerja siswa secara efektif. Membaca bersama diakui sebagai salah satu strategi yang efektif untuk mengembangkan pembelajaran yang berpusat pada siswa. Strategi ini diakui sebagai model pembelajaran aktif yang kreatif dan menarik dengan cara belajar bersama kelompok. Hal tersebut membuat siswa belajar bagaimana menghubungkan informasi, memprediksi, mengajukan pertanyaan, memahami kosa kata baru, dan membuat kesimpulan. Tujuan utama dari penerapan strategi ini adalah untuk membuat siswa memiliki pengetahuan kosa kata dan konsep tentang bacaannya, serta menggunakan bahasa melalui pengalaman membaca kolaboratif. Dalam menerapkan strategi ini, tingkat pendidikan di mana strategi ini dilaksanakan harus dipertimbangkan. Cara bagaimana strategi ini dapat dilakukan di dalam kelas disajikan dalam artikel ini.Kata kunci: membaca bersama, strategi pengajaran, pembelajaran berpusat pada siswa

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Zagoto, Impiani. "COLLABORATIVE STRATEGIC READING (CSR) FOR BETTER READING COMPREHENSION." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 17, no. 1 (January 4, 2016): 65. http://dx.doi.org/10.24036/komposisi.v17i1.9647.

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This article aims to examine the impact of Collaborative Strategic Reading (CSR) strategies on students' reading comprehension. This research type is experiment with quasi experiment design. The data of this research is obtained by reading comprehension test of student of third semester of English education of STKIP Nias Selatan. Data obtained from these tests were analyzed using T-test. Based on the results of data analysis, it was found that t count is larger than ttable. In a sense Collaborative Strategic Reading (CSR) strategy has an impact on students' reading comprehension. Strategy is very helpful for students in determining the main idea and draw conclusions from a text that is read.

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Davis, James N., and Mary Ann Lyman-Hager. "Computers and L2 Reading: Student Performance, Student Attitudes1." Foreign Language Annals 30, no. 1 (March 1997): 58–72. http://dx.doi.org/10.1111/j.1944-9720.1997.tb01317.x.

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Tse, Shek Kam, Xiao-yun Xiao, and Wai-yip Lam. "The influences of gender, reading ability, independent reading, and context on reading attitude." Written Language and Literacy 16, no. 2 (September 3, 2013): 241–71. http://dx.doi.org/10.1075/wll.16.2.05tse.

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The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students’ reading attitudes reflected the influence of the student’s gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students’ reading attitudes. Moreover, teaching the students reading skills explicitly and the school’s overall reading attainment were positively related to the students’ reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed.

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Wray, Jane. "Student life - Reading the signs." Nursing Standard 23, no. 52 (September 2, 2009): 61. http://dx.doi.org/10.7748/ns.23.52.61.s54.

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Guastello, E. Francine, and Claire Lenz. "Student Accountability: Guided Reading Kidstations." Reading Teacher 59, no. 2 (October 2005): 144–56. http://dx.doi.org/10.1598/rt.59.2.4.

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Kim, Kyoung-hwan. "Student perception of reading strategies." 한국어문교육 ll, no. 19 (February 2016): 161–92. http://dx.doi.org/10.24008/klle.2016..19.007.

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Wray, David, and Jane Medwell. "Student Teachers and Teaching Reading." Literacy 28, no. 3 (November 1994): 43–45. http://dx.doi.org/10.1111/j.1467-9345.1994.tb00126.x.

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Connor, Carol McDonald, and Frederick J. Morrison. "Individualizing Student Instruction in Reading." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 20, 2016): 54–61. http://dx.doi.org/10.1177/2372732215624931.

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Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic, and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available and then describe how research, ours and others, supports the efficacy of individualizing student instruction (ISI) and illustrates how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and present personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools in the A2i online technology, coupled with extensive, ongoing professional development (PD). ISI has been shown to be highly effective from preschool through third grade in improving children’s literacy skills. The practical and policy implications of implementing effective instruction are discussed.

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Banerj, Rukmini. "An Intervention Improves Student Reading." Phi Delta Kappan 95, no. 6 (March 2014): 74–75. http://dx.doi.org/10.1177/003172171409500618.

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Cramer, Ken, and Rebecca Pschibul. "Student Time Usage During Fall Reading Week." Collected Essays on Learning and Teaching 10 (June 12, 2017): 155–62. http://dx.doi.org/10.22329/celt.v10i0.4754.

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The present study investigated the time usage and relative levels of perceived stress, academic workload, and recreation time for 177 students at a mid-sized Canadian university before, during, and after Fall Reading Week. Across three weeks, and at various times of the day, students received a message to their smartphone to complete a 20-second survey that assessed present activity, and levels of stress, academic workload, and recreation. Results showed that student stress following the break was higher with more stress but less workload prior to reading week, more stress experienced during reading week, more workload following reading week; and more time spent recreating during reading week. Implications for student counselling are outlined, which encourage students to seek a balance in time usage and management. Future directions are discussed.

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Sartika, Fitri Dewi, Nurul Afifah, and Yentri Anggraini. "THE CORRELATION BETWEEN STUDENTS’ READING HABIT AND THEIR READING COMPREHENSION." JURNAL BASIS 7, no. 1 (April 9, 2020): 207. http://dx.doi.org/10.33884/basisupb.v7i1.1856.

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The aim of this study was to observe on the correlation between students’ reading habit and their reading comprehension of eleventh grade at SMA Negeri 1 Madang Suku 3 OKU Timur. In this quantitative study with correlational study, the writer used questionnaire and test to collect the data. The questionnaire measured students’ reading habit and test measured students’ reading comprehension. Populationof this study was all the eleventh grade students of SMA Negeri 1 Madang Suku 3 OKU Timur in academic year 2018/2019 were 124 student and took sample by using purposive sampling were 64 students. Based on the finding, the mean score of questionnaire was 60,89 and mean score of students’ reading comprehension was 56,94 which was in moderated category. The writer found that there was significantly correlation between students’reading habit and their reading comprehension the correlation coofficient was 0,555. It meant that alternative hypothesis (Ha) was accepted and null hypothesis was rejected in other word there was any significant correlation between students’ reading habit and their reading comprehendion in medium correlation. As the conclusion,reading habit was not only aspect that influenced strudent reading comprehension that many factor also influenced the reading comprehension: internal factor (intellectual, language skills, psychological, environment, experience) and external factor (facilities, time to learning).To have good reading comprehension the student should know aspects reading comprehension were ability of association, conception ability, perception ability, syntactic ability - semantic ability and cognitive understanding.

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Reutzel, D. Ray, Paul M. Hollingsworth, and J. Lloyd Eldredge. "Oral Reading Instruction: The Impact on Student Reading Development." Reading Research Quarterly 29, no. 1 (January 1994): 40. http://dx.doi.org/10.2307/747737.

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King, Carolyne M. "Metacognition or “B.S.”?" Pedagogy 20, no. 3 (October 1, 2020): 473–98. http://dx.doi.org/10.1215/15314200-8544538.

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Recent reading scholarship suggests that instructors should carefully attend to their students’ reading practices. Although reading journals offer insight into student practices, we continue to treat reading journals as a mundane, process-based document and overlook the important metacognitive work that journals contribute. Through the examination of a corpus of student texts, this article argues for reenvisioning the work of the reading journal, demonstrating how this commonplace assignment contributes to students’ recognition of reading-writing connections and describes a new lens through which to approach reading journals.

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Yulia, Made Frida, Gunadi Harry Sulistyo, and Bambang Yudi Cahyono. "Affective engagement in academic reading: What EFL student teachers reveal." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 791. http://dx.doi.org/10.11591/ijere.v9i3.20635.

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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.

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Moraru, Andreea, and Janelle C. LeBoutillier. "21. Enhancing Undergraduate Critical Reading Skills in Neuroscience Using Instructor-Developed Study Guides." Collected Essays on Learning and Teaching 2 (June 13, 2011): 122. http://dx.doi.org/10.22329/celt.v2i0.3215.

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This study proposes an innovative instructional method for enhancing critical reading skills. Students enrolled in an undergraduate neuroscience course offered at the University of Toronto Scarborough reported that they often experience difficulty in analyzing and interpreting empirical and review journal articles. Our research focuses on student attitudes and perceptions of learning following exposure to instructor-developed study aids based on course readings from various scientific journals. The results of this study can be translated across disciplines to courses that use journal articles as part of the reading requirements, and can further impact course development to better facilitate student learning.

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Jabri, Umiyati, and Nurmi Nadhira. "Enhancing Student Reading Skill through Strategy of Directed Reading Thinking Activity (DRTA)." MAJESTY JOURNAL 2, no. 2 (July 15, 2020): 18–24. http://dx.doi.org/10.33487/majesty.v2i2.468.

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This research examines the effect of the DRTA strategy as an effort in enhancing the students' reading comprehension skills in class V SD 41 Enrekang. A research methodology is a quantitative method for classroom action research. This review focuses on student learning outcomes and processes. The study was conducted at Enrekang 41 Elementary School, Enrekang, with the subject of the fifth-grade students of Enrekang 41 Elementary School, Enrekang, consists of 21 students. The CAR is carried out in four stages: planning, implementing actions, observing, and reflecting. From the implementation obtained data collected by learning outcomes tests. Then the data is analyzed and processed quantitatively. The results of the study showed that Directed Reading Thinking Activity (DRTA) in the first cycle is in the less category (K), and after the second cycle action is carried out, there is an improvement in students’ scores and has reached the specified indicators. From the result, the researcher concludes that the students' reading comprehension skills in Indonesian subjects in class V SD 41 Enrekang, Enrekang Regency has an improvement after applying of the strategy of Directed Reading Thinking Activity (DRTA).

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Triana, Neni. "PENERAPAN METODE PAIRED READING/ PAIRED SUMMARIZING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MEMBACA TEKS PADA SISWA SMK ABDURRAB PEKANBARU." Inteligensi : Jurnal Ilmu Pendidikan 2, no. 1 (December 12, 2019): 33–38. http://dx.doi.org/10.33366/ilg.v2i1.1498.

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The purpose of this research is to know the effect of using Paired Reading/ Paired Summarizing on reading in comprehension student at SMK Abdurrab Pekanbaru, especially in Health Analysis department. This research used quasi-experimental method with pretest-posttest control group design. The total sample was 64 students who were divided into two classes, as experimental and control class. In ready ability pre-test reading ability the result showed 68.8% students were in bad category from both experimental and control classes. After conducting an experiment using the Paired Reading / Paired Summarizing learning method with the same teaching material, 12 students (35.3%) were obtained in the good category and 10 students (29.4%) in the very good category from experimental class, while the control class contained only 4 students (11.8%) and 2 students (5.9%) with the same category. The research can be concluded that using Paired Reading/Paired Summarizing on occasional student of Abdurrab Pekanbaru can increase the reading comprehension of student ability.

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Caleon, Imelda S., and Ma Glenda L. Wui. "The Cross-Lagged Relations Between Teacher-Student Relatedness and Reading Achievement of Academically At-Risk Students." Journal of Early Adolescence 39, no. 5 (September 7, 2018): 717–44. http://dx.doi.org/10.1177/0272431618797016.

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This two-wave study examined the cross-lagged relations between teacher-student relatedness (student-teacher communication, teacher trust, and teacher alienation) and reading achievement of academically at-risk secondary students ( N = 787) in Singapore. Compared with the cohort, these students had lower aggregate scores in a national examination administered at Grade 6. The results of the study showed that teacher trust at T1 (Grade 7) served as a positive predictor while student-teacher communication at T1 served as a negative predictor of reading achievement at T2 (Grade 8), after controlling for reading achievement at T1, gender, and general cognitive ability. Reading achievement at T1 was found to be a negative predictor of all dimensions of teacher-student relatedness, except teacher trust, at T2, even after accounting for the effects of teacher-student relatedness at T1, gender, and general cognitive ability. The results of the study reflect the complexity of the relationship between students’ academic achievement and teacher-student relatedness.

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Weldon, Clodagh. "Tolle Lege: Using Student Confessions to Encourage Student Reading." Teaching Theology & Religion 13, no. 4 (October 2010): 373. http://dx.doi.org/10.1111/j.1467-9647.2010.00650.x.

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Ceyhan, Sumeyra, and Mustafa Yıldız. "The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency." lnternational Electronic Journal of Elementary Education 13, no. 4 (April 18, 2021): 421–31. http://dx.doi.org/10.26822/iejee.2021.201.

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Perdana Prasetya, Eska. "USING TACHIYOMI METHOD IN TEACHING ENGLISH READING FOR VOCATIONAL STUDENT." ENGLISH JOURNAL 12, no. 1 (March 13, 2018): 1. http://dx.doi.org/10.32832/english.v12i1.3766.

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Teaching English for Vocational School, especially teaching reading is not easy. The teachers have to deal with the students who have the different characteristics on the class. Reading is also the other problems for vocational students. They feel hard to read. Knowing the characteristics and factors that cause difficulty in reading for vocational students, the teachers have to poses creative and effective method to teach English for vocational student. In Japan, one of the methods for teaching English reading for vocational student is tachiyomi method. This research employed survey method to know the improvement of student English reading skill using tachiyomi method. From the test, it showed that the average of all aspect; main idea, specific information, reference, inference, and vocabulary in every meeting, in each cycle had improved. The result of the observation also showed that there were improvement of students’ participations and students’ attitudes in every meeting.

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Huang, Jing, and Gaowei Chen. "From reading strategy instruction to student reading achievement: The mediating role of student motivational factors." Psychology in the Schools 56, no. 5 (December 12, 2018): 724–40. http://dx.doi.org/10.1002/pits.22217.

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Brown, Charles A., Kreag Danvers, and David T. Doran. "Student perceptions on using guided reading questions to motivate student reading in the flipped classroom." Accounting Education 25, no. 3 (May 3, 2016): 256–71. http://dx.doi.org/10.1080/09639284.2016.1165124.

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Mahriza, Rita. "SPEED READING TO IMPROVE STUDENT’S READING SKILL." JL3T ( Journal of Linguistics Literature and Language Teaching) 2, no. 2 (January 25, 2017): 86–100. http://dx.doi.org/10.32505/jl3t.v2i2.16.

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This study is to find out whether speed reading improves student’s reading skill of the eleventh grade students at SMA Negeri 2 Langsa. The population of this research is the entire eleventh grade students at SMAN 2 Langsa. This study used quazy experiment. Test in the form of multiple choices through speed reading was used as instrument of this study. It is found that the result of pre-test and post-test in both experimental and control class is different. In experiment class, the average score of multiple choices test is higher than thatof control class. Based on t-test analysis, it was found that the t score(2,02)> ttable(2,71). It can be concluded that tscore is higher than ttable, thus hypothesis is accepted. Meanwhile, in control class, the students’ average score of speed test was 135 WPM and improves at least 1832 WPM in experiment class. The students’ reading skill of SMAN 2 Langsa in speed test is good. 1 students in experiment class secured A and no student obtained the same grade in control class. 9 students in experiment class got B while only 5 students from control class obtained the same score. It shows that experiment class performs better than that of control class. Thus, teaching reading skill by using speed reading at SMAN 2 Langsa is successfull and proves that speed reading improves students’ reading skill.

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Wulandari, Santi, M. Asrori, and Endang Setyaningsih. "Improving Students’ Reading Ability Through Student Teams Achievement Divisions (STAD)." English Education 6, no. 3 (May 29, 2018): 319. http://dx.doi.org/10.20961/eed.v6i3.35893.

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The objectives of this research are: (1) to know whether Student Teams Achievement Divisions (STAD) can improve the students’ reading ability and (2) to describe what happens when STAD is implemented in teaching reading in the classroom.This study used a classroom action research design. The participants of this research were the students from one of Junior High Schools in Surakarta, Central Java. There were 32 students which consisted of14 males and 18 females. The techniques of collecting the data are using qualitative and quantitative data. The qualitative data consists of observation, interview, document analysis, questionnaire, photographs, and test. While the quantitative data was the students’ test score. The research findings show that the use of Student Teams Achievement Divisions (STAD) can improve students’ reading ability and class condition. It can be seen from their interest and motivation for English class and the mean score of pre-test 57.50 which increased67.50 in post-test 1, and 80.16 in post-test 2. It can be concluded that the use of Student Teams Achievement Divisions (STAD) can improve the students’ reading ability and the classroom condition.

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Vaganova, M. Yu. "TECHNOLOGIES OF ACADEMIC READING IN THE PROCESS OF INFORMATIZATION OF STUDENT EDUCATION." Современная высшая школа инновационный аспект, no. 1 (2021): 47–53. http://dx.doi.org/10.7442/2071-9620-2021-13-1-47-53.

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Informatization is more digital computer technology than intellectual work of the student, in particular, teaching students academic reading technologies. Successful study at the university involves mastering the modern skills of processing large amounts of information, effective reading skills, the ability to conduct educational dialogue, create text, prove point of view, and master academic reading. Students often do not realize the individual psychological, qualification difficulties of reading. There is need to teach students in modern conditions of informatization to academic reading technologies justified in the article. Characteristics of technologies of fast reading, acmeological reading, rational reading, creative reading, development of critical thinking by means of reading and writing, INLOKKS (informational-logical, oratory and communicative culture of a specialist) are presented.

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Cameron, Vicki L. "Teaching Advanced Genetics Without Lectures." Genetics 165, no. 3 (November 1, 2003): 945–50. http://dx.doi.org/10.1093/genetics/165.3.945.

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Abstract In an effort to increase student engagement and therefore student learning, an advanced genetics course was developed in which traditional lectures were eliminated. Instead, students were required to complete reading assignments before each class meeting, and those readings were then the topic of group discussion. Assigned readings alternated between text assignments and articles from the primary literature. Students were made accountable for their own preparation by the administration of a quiz at the start of each class. Group discussion of the topics engaged students in the learning process and readministration of the quiz at the end of class allowed them to benefit from the group interaction and understanding. Interspersing text readings and primary literature led to student understanding of how genetic knowledge is acquired and interpreted and how experimental detail leads to the construction of general models.

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Trang, Hoang Thi Huyen, and Nguyen Thi Ngoc Anh. "The Roles of Reading Texts on Student‟s Reading Engagement." International Journal of Humanities and Social Science 6, no. 3 (May 25, 2019): 1–5. http://dx.doi.org/10.14445/23942703/ijhss-v6i3p101.

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Baker, Scott K., Keith Smolkowski, Jeanie Mercier Smith, Hank Fien, Edward J. Kame'enui, and Carrie Thomas Beck. "The Impact of Oregon Reading First on Student Reading Outcomes." Elementary School Journal 112, no. 2 (December 2011): 307–31. http://dx.doi.org/10.1086/661995.

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Huang, Leesa V., R. Brett Nelson, and Diana Nelson. "Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback." California School Psychologist 13, no. 1 (January 2008): 33–40. http://dx.doi.org/10.1007/bf03340940.

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Silva, Jack P., George P. White, and Roland K. Yoshida. "The Direct Effects of Principal–Student Discussions on Eighth Grade Students’ Gains in Reading Achievement." Educational Administration Quarterly 47, no. 5 (April 5, 2011): 772–93. http://dx.doi.org/10.1177/0013161x11404219.

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Purpose: School effectiveness and instructional leadership research over the past 30 years has largely concluded that principal effects on student achievement are small and indirect. It has been assumed that the principal effect is important but mediated through other school factors. Findings: This experimental study found that one-on-one discussions between a principal and a nonproficient student that focused on the student’s 2008 reading score and a goal for his or her 2009 reading score had a direct and significant effect on the student’s subsequent reading achievement gains on a state reading test. Students in the experimental condition who held discussions with a principal prior to the state reading test showed reading gains significantly larger than students in the control condition who had their discussions after the state reading test. The randomly assigned participants (20 in the experimental condition and 21 in the control condition) were 41 of the 66 eighth grade students who made up the entire nonproficient population of a large suburban middle school. Student achievement gains were calculated as the difference between the predicted versus actual reading percentile score as reported by the state’s value-added system of assessment. Conclusions: The results of this study provide the first steps in investigating the potential benefits to principals who seek the most immediate and direct ways to improve student achievement to meet the leadership imperatives of No Child Left Behind. Future research should investigate the principal–student discussion effects on students of different genders, grade levels, and communities.

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Khambali, Khambali. "PENGARUH MODEL PEMBELAJARAN KOOPERATIF DAN GAYA BERPIKIR TERHADAP HASIL BELAJAR." Al-Ma'rifah 14, no. 02 (April 11, 2018): 1–23. http://dx.doi.org/10.21009/almakrifah.14.02.01.

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The objective of this research was to investigate comprehensively the effect of learning model and studentâ€™s thinking style on the Arabic reading achievement of the second semester student of the Islamic Studies Program, the Institut of Islamic Studies of Indonesia Jakarta, academic year 2016/2017. This was an experimental research using a two-factor ANOVA at 0,05 and 0,01 significance level. The data was collected using the Arabic reading test and thinking style questionaire. The findings above led to a conclusion that the result of arabic reading in cooperatif of MM was higher than cooperatif of NHT, Students who has divergen thinking style was higher than student who has covergent thinking, and its happened an interaction between cooperatif model teaching and thinking style to the result of arabic reading.

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McGuire, K. Lesley, and Carolyn R. Yewchuk. "Use of Metacognitive Reading Strategies by Gifted Learning Disabled Students: An Exploratory Study." Journal for the Education of the Gifted 19, no. 3 (April 1996): 293–314. http://dx.doi.org/10.1177/016235329601900304.

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This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.

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Türkyılmaz, Mustafa. "A research on fluent reading skills of secondary school students." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 21, 2017): 91–118. http://dx.doi.org/10.14527/pegegog.2018.005.

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The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.

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Ananda, Ribqa, Tarmizi Ninoersy, and Fajriah Fajriah. "تحليل تطبيق طريقة التعلم التعاوني في تعليم مهارة القراءة لرسائل الطلبة بقسم تعليم اللغة العربية سنة ۲۰۱۷-۲۰۱۹." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 10, no. 3 (February 1, 2021): 563. http://dx.doi.org/10.22373/ls.v10i3.8853.

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To achieve the learning objective teacher use various methods in learning. One of wich is a group learning method. The purpose of this study is to determine the effevtivenes of the application of group learning method in learning reading skill and to determine students responses to the application of group learning method in learning reading skill. The method used in this research is the analysis method with a content analysis model. Researcher analyzed the thesis of Arabic Language Education Students relating to the application of group learning method in reading skill. The method used to collect data is the document method. The result of this study explain that applying the group learning method to reading skill is effective in increasing student ability to read. And student responses to the application of group learning method in learning reading skill are very good for increasing student motivation in learning and increasing student activity in teaching and learning. And makes it easier for student to understand the content of the subject.

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Darmo, Darmo. "Hubungan Minat Membaca Buku-Buku IPS dengan Prestasi Belajar Siswa dalam Mata Pelajaran IPS di SDN 38/IX Jambi Kecil." Jurnal Ilmiah Dikdaya 9, no. 2 (September 28, 2019): 229. http://dx.doi.org/10.33087/dikdaya.v9i2.144.

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This research is motivated by the symptoms of students' unwillingness to answer questions about the lessons given, it is caused by the unwillingness of students to memorize the subject matter and visit the library to read. Through this research will be revealed the relationship of interest in reading to student achievement in social studies subjects and at what level the relationship of the most dominant reading interest felt by students towards their learning achievement in social studies subjects. The relationship of reading interest that is intended in this study is limited to the influence, contribution and benefits of reading fondness towards learning achievement in social studies subjects felt by students in school, reading interest is a motivating force that encourages students to focus their attention on reading activities is very large towards learning achievement, in social studies subjects. So it is assumed students will have a great interest in reading as well. The research was conducted at 38 Negeri IX Jambi Kecil Elementary School on 52 class IV, V and VI students selected as a research sample, namely 50% of 104 population students. Data collection techniques used in this study were using a questionnaire consisting of 39 items given directly to 52 respondents as research samples. Questionnaire test results are administered as a group and analyzed using percentage techniques. Based on the results of the study revealed that: Classification of interest in reading social studies books students is an average of 72.15%. From this data it can be concluded that the classification of the most dominant reading interests is at a high level. 1) Classification of student achievement is in social studies subjects are at an average of 7.19 from this data it can be concluded that the classification of student achievement is the most dominant is at a high level. 2) The relationship of interest in reading social studies books on student achievement in social studies subjects is moderate, namely 0.638. This means that the correlation is adequate. The conclusions from the results of the study indicate that there is an adequate relationship between interest in reading social studies books and student achievement in social studies subjects at SD Negeri No. 38 / IX Small Jambi. So to all parties responsible for increasing interest in reading students, especially elementary school students No. 38 / IX Jambi Minor should motivate students to increase their interest in reading. Because the relationship of reading interest felt by students towards learning achievement in social studies subjects will be more meaningful if followed by real activities.

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Priajana, Nana. "STUDENT TEACHERS’ READING HABITS AND PREFERENCES." Journal on English as a Foreign Language 3, no. 2 (December 25, 2015): 71. http://dx.doi.org/10.23971/jefl.v3i2.65.

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Lundgren, Berit, and Liz Botha. "Reading events from child to student." Education Inquiry 1, no. 4 (December 2010): 289–308. http://dx.doi.org/10.3402/edui.v1i4.21947.

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Journal articles on the topic 'Student reading'

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