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Relevant bibliographies by topics / Supplementary reading material

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Academic literature on the topic 'Supplementary reading material'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Supplementary reading material"

1

Vizcarra, Jamaica B., and Jeanette G. Dials. "Supplementary Outcome-based Resource Material in Reading Comprehension." International Journal of Languages, Literature and Linguistics 3, no. 3 (2017): 136–42. http://dx.doi.org/10.18178/ijlll.2017.3.3.123.

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Nurmalia, Mia Midianti, and Widyastuti Purbani. "Developing extensive reading supplementary materials for XI grad students at madrasah." LingTera 5, no. 2 (2018): 112–19. http://dx.doi.org/10.21831/lt.v5i2.16510.

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This research aimed to develop reading supplementary materials and to verify the appropriateness of the materials to support the learning process of the grade XI students at Madrasah Aliyah Al Ma’Had An-Nur. This research was a research and development study. The results of the research are as follows. First, this research produced a set of extensive reading supplementary materials. Second, the results of material validation by material and graphic designer experts, the try-outs by grade XI students, and the perception of the English teacher showed that the extensive reading supplementary materials were considered appropriate to be applied in English class.

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Rahayu, Erna. "Supplementary English reading material for the eighth-grade students." Journal of English Language and Pedagogy 2, no. 2 (2019): 111. http://dx.doi.org/10.36597/jelp.v2i2.4586.

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The objectives of this research are to develop supplementary reading material for the eighth grade of MTs Negeri 1 Bantul and to reveal the efficacy of the developed additional materials for the eighth grade of MTs Negeri 1 Bantul. The research belongs to the educational Research and Development (R & D). The subjects of the study were the eighth-grade students of MTs Negeri 1 Bantul. The study adapted the R & D model proposed by Borg and Gall (1983). The steps of the study were conducting a needs analysis, designing a course grid, developing the materials, having expert judgment, conducting field testing, revising the elements, and writing the final product. The data were taken from document analysis, observation, and interview. The data were analyzed and described qualitatively. The result of the research showed that (1) the supplementary English reading materials developed based on the need analysis. It was used for determining the objective, indicators, and varied reading tasks and activities of the supplementary materials. The reading tasks were presented in various forms, namely true-false questions, completing sentences, multiple-choice questions, jumbled words, and jumbled sentences that developed based on Three Phase Technique steps. Each Unit consisted of three main parts: “Time to Start, Time to Learn, and Time to Check”. The varied tasks gave the students the opportunity to improve their reading comprehension. In other words, the supplementary English reading material was useful and appropriate to be implemented for the eighth-grade students of MTs Negeri 1 Bantul. (2) The efficacy of the additional English reading materials could be described as the learning process that helped students achieve their needs, to have broad experience in learning the language, to attract the students’ attention and involvement, and to improve student’s reading comprehension. It also provided additional learning sources for the students.

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Andriyani, Santi, Hayu Dian Yulistianti, and Nusrotus Sai’dah. "PENGEMBANGAN READING SUPPLEMENTARY MATERIAL SEBAGAI UPAYA MENANGKAL RADIKALISME." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 13, no. 2 (2019): 99. http://dx.doi.org/10.24036/ld.v13i2.106180.

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The practice of radicalism in Indonesia has spread to all society, including young people. This study is aimed at developing reading book that contains various types of English-language texts with Aswaja values. This research is an R & D research by adopting the Borg & Gall stages, namely: Needs analysis, Planning, Reading the complementary material design, expert assessment review, revision, product trials and user ratings, data revision and analysis, and final products. The subjects of this study were 48 students from both class X and class XI by taking a random sample. The results of this study showed that: the score from expert judgment was good with an average of 4; the result of product trial by using the t-test independent sample t-test as a test for the implementation of supplementary reading material showed that there were differences between the experimental class and the control class with a sig value of 0.00.

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Noho, Hanswaty, Hasanuddin Fatsah, and Rasuna Talib. "Developing supplementary English reading materials for Vocational High School." International Journal of Humanities and Innovation (IJHI) 1, no. 2 (2018): 39–45. http://dx.doi.org/10.33750/ijhi.v1i2.12.

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The main problem of this study was “What are students of the Vocational School of Computer Networks need in learning English?” and “How is the development of supplementary English materials for reading skill?” The objective aimed at describing the development of supplementary reading materials for the tenth-grade vocational school based on the 2013 curriculum. The subject was the computer networks students in grade tenth in the 2015/2016 academic year consisting of twenty-two students (five males and 17 females). This research used R & D (Research and Development) method. The data were gathered from a number of sources, including students’ need analysis of English reading materials in grade X in the students’ book of 2013 curriculum, supplementary development of the English reading materials for computer networks students, and expert validation of supplementary English reading materials and students’ response after used the supplementary English materials. The findings showed that more than 30% of students were difficult to read the computer networks text and to understand the meaning of the text. The result of students’ book analysis was none of the reading materials appropriate for computer networks department, mostly provided General English. In developing the supplementary English reading materials for computer networks students, there were four stands, in which the current research only applied three out of the four stands, including define, design and developed. This supplementary English reading material helped the computer networks students to learn English based on their need.

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Darmayanti, Vavia, Syahrial Syahrial, and Wisma Yunita. "Analysis of Supplementary Reading Material Based on Students’ Preference." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 3 (2021): 271–83. http://dx.doi.org/10.52690/jadila.v1i3.50.

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The aims of this study were to find out the types of text of supplementary reading material chosen by students based on their preference and to investigate the students’ reasons in choosing the types of text of supplementary reading material at grade VIII of SMPN 1 Kepahiang. This research was categorized as descriptive quantitative and qualitative research. The subjects were the students of grade VIII who are chosen by using semi random sampling. The data was collected by using text types list and open ended questions. The researcher asked the students to choose types of text which were prefered by them, from total 50 texts the students must choose twenty texts. Then, to know the reason why they chose those texts, the researcher did an open ended questions to 20 students randomly. There were two findings of this research; (1) the type of text for supplementary reading material chosen by mostly students based on their preference at grade VIII of SMPN 1 Kepahiang was narrative text; (2) there were three students’ reasons in choosing the types of text for supplementary reading material at grade VIII of SMPN 1 Kepahiang, they were; the narrative text contains some stories which can entertain them, the narrative text is interesting to read, and the narrative text is easy to understand. Due to the limited sample taken in this research and the situation on Covid-19, it was suggested for further researcher to conduct similar research in more numbers of sample by conducting research in the classroom directly. 

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Erfiani, Nunun Nuki, Ngadiso Ngadiso, and Suparno Suparno. "Developing supplementary reading materials for grade 11 students at a multimedia study program." Studies in English Language and Education 6, no. 1 (2019): 13–25. http://dx.doi.org/10.24815/siele.v6i1.11667.

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This research is aimed at developing a supplementary reading material to fulfill students' need in one of the multimedia study program at Mangelang, Indonesia, for learning reading. The design of this research is Research and Development. This research was oriented to the product development, and it was conducted in two main stages; (1) exploration stage and (2) product development stage. The exploration stage includes (1) literature review, (2) field study, and (3) need analysis. Meanwhile, the product development stage describes (1) the prototype development, (2) experts’ judgment, and (3) pilot. This research was conducted in a vocational secondary school involving an English teacher, two material experts, and students. The findings show that the existing textbook used to teach reading contains general English material and it is less specific to be used for the students at the program. Therefore, it implies that there should be supplementary reading materials for the teacher to develop reading to meet the needs of these students.

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Azizah, Dinar Martia, and Sugirin Sugirin. "The Environment-Based Supplementary Reading Materials for Junior High School Students." Journal of Interdisciplinary Studies in Education 8, no. 1 (2019): 154–74. http://dx.doi.org/10.32674/jise.v0i0.1034.

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One such effort toward this is the development of environment-based supplementary reading materials for students. In accordance with this, the objectives of this research are: 1) to investigate the need of junior high school students for environment-based supplementary reading materials; and 2) to develop environment-based supplementary reading materials suitable for these students. The subjects of this research and development were eighth grade students of a junior high school. The procedure utilized is a modified version of the research and development steps proposed by Borg & Gall and included four development procedures. The stages of this modified procedure were: 1) the exploration stage, including need analysis; 2) the prototype development stage, including planning and developing the format/draft; 3) the revision stage, using expert evaluation; and 4) the finalization stage. The resulting supplementary reading material has been developed into 3 units, with the texts being recount, descriptive, and narrative. Each unit consists of a list of new vocabulary, a comic, a main text, and exercises. The exercises at the end of each unit have the purpose of confirmation.The texts aim to convey an ideal relationship between humans and environment.

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Price, Amy, Sara Schroter, Mike Clarke, and Helen McAneney. "Role of supplementary material in biomedical journal articles: surveys of authors, reviewers and readers." BMJ Open 8, no. 9 (2018): e021753. http://dx.doi.org/10.1136/bmjopen-2018-021753.

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ObjectiveMany journals permit authors to submit supplementary material for publication alongside the article. We explore the value, use and role of this material in biomedical journal articles from the perspectives of authors, peer reviewers and readers.Design and settingWe conducted online surveys (November–December 2016) of corresponding authors and peer reviewers at 17 BMJ Publishing Group journals in a range of specialities.ParticipantsParticipants were asked to respond to one of three surveys: as authors, peer reviewers or readers.ResultsWe received 2872/20340 (14%) responses: authors 819/6892 (12%), peer reviewers 1142/6682 (17%) and readers 911/6766 (14%). Most authors submitted (711/819, 87%) and 80% (724/911) of readers reported reading supplementary material with their last article, while 95% (1086/1142) of reviewers reported seeing these materials sometimes. Additional data tables were the most common supplementary material reported (authors: 74%; reviewers: 89%; readers: 67%). A majority in each group indicated additional tables were most useful to readers (61%–77%); 20%–36% and 3%–4% indicated they were most useful to peer reviewers and journal editors, respectively. Checklists and reporting guidelines showed the opposite: higher proportions of each group regarded these as most useful to journal editors. All three groups favoured the publication of additional tables and figures on the journal’s website (80%–83%), with <4% of each group responding that these do not need to be available. Approximately one-fifth (16%–23%) responded that raw study data should be available on the journal’s website, while 24%–33% said that these materials should not be made available anywhere.ConclusionsAuthors, peer reviewers and readers agree that supplementary materials are useful. Supplementary tables and figures were favoured over reporting checklists or raw data for reading but not for study replication. Journals should consider the roles, resource costs and strategic placement of supplementary materials to ensure optimal usage and minimise waste.Trial registration numberNCT02961036.

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Zainuddin, Zainuddin. "DEVELOPING SUPPLEMENTARY READING MATERIALS FOR THE STUDENTS OF EIGHTH GRADERS NURUS SALAFIYAH PROBOLINGGO." Journal of English for Academic and Specific Purposes 2, no. 2 (2019): 57. http://dx.doi.org/10.18860/jeasp.v2i2.7827.

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<div>Developing Supplementary Reading Materials for the students of eighth Graders at Nurus Salafiyah Probolinggo. It modified Latief model (2009); the researcher developed material based on data analysis taken from a preliminary study. The material was validated and tried-out to class VIII-B of Nurus Salafiyah Probolinggo. The result showed that this study and the product have successfully answered the students' needs in reading skills. Therefore, the product could be used for the eighth-grader students of Nurus Salafiyah Probolinggo</div>

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Dissertations / Theses on the topic "Supplementary reading material"

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Wen-jing, Liu. "Effects of Modified Supplementary Reading Materials on Low Achievers' Language Acquisition: A Case Study in I-Lan Senior High School." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200717493493.

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Liu, Wen-jing, and 劉文靜. "Effects of Modified Supplementary Reading Materials on Low Achievers' Language Acquisition: A Case Study in I-Lan Senior High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20823259694648087496.

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碩士<br>國立臺灣師範大學<br>英語學系<br>94<br>This study aims to investigate the effects of modified supplementary reading material on senior high low achievers’ reading comprehension and vocabulary acquisition. The subjects of the study were sixty-two second-year senior high school repeaters. In the experimental group, thirty-four subjects were required to independently read passages supplementary to the selected texts in the text book in addition to receiving traditional teacher-centered instruction, while the other twenty-eight students were only given the traditional instruction of the control group. Five lessons from the textbook were scheduled to be covered in both groups, but the experimental group was assigned ten supplementary reading passages during the class period. Their comprehension of each passage was assessed immediately via a multiple-choice test. Before the experiment, students from both groups participated in a pretest of reading proficiency and vocabulary performance. In addition, their motivation in language learning and their teachers’ instruction style were surveyed. After the experiment, both groups’ progress was examined in a posttest of reading proficiency and vocabulary performance. A questionnaire regarding the subjects’ responses to the reading experience was distributed among the experimental group to understand their perceptions of supplementary reading. The major findings of this study are summarized as follows: 1. Supplementary reading experience can foster learners’ reading ability in a class of male low achievers with similar language proficiency and learning motivation, in terms of their local and global understanding of a passage. 2. Modifying the layout of reading material to make prominent certain linguistic elements such as the vocabulary may be facilitative in the acquisition of these elements, but mechanical repetitive memorization can also yield similar progress in language learning. 3. Reading material which is well within learners’ competence can positively boost their confidence and interest in language learning. In terms of improving reading proficiency, such material will work as well as, if not better than, the more complicated ones. Based on the findings of this study, some pedagogical suggestions are provided for EFL teachers. 1. Low achievers, despite their low language proficiency, need more opportunities to read independently. Such a task is never impossible as long as suitable material is provided. 2. Reading material that caters to low achievers’ language proficiency can facilitate their reading ability and help increase their confidence in reading as well. 3. Traditional word memorization strategies may work as well as other contextualized vocabulary-enhancing exercises in helping build up learners’ vocabulary size in a short period of time. 4. Teachers are not always students’ sole source of learning. Learners’ autonomy should be encouraged and supported whenever possible.

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Books on the topic "Supplementary reading material"

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Gender resource kit supplementary reading material. Gender Unit, SADC Secretariat, 2003.

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Villamin, Cymbeline. Creative Expressions: A Supplementary Learning Material for Young Writers. CRV Consulting & Publishing Services, 2000.

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Radomski, Harry B. Insurance law: Supplementary reading materials. Faculty of Law, University of Toronto, 1994.

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Wubie, Bizunesh. Pre-testing supplementary reading materials for children in Ethiopia: A summary report. s.n., 1987.

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Sound it out!: Phonics in a comprehensive reading program. 3rd ed. McGraw Hill, 2007.

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Sound it out!: Phonics in a balanced reading program. McGraw-Hill, 2001.

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Foll, David. First Certificate Reading Skills (First Certificate Supplementary Materials). Nelson ELT, 1993.

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Foll, David. First Certificate Reading Skills (First Certificate Supplementary Materials). Nelson ELT, 1992.

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Earl, Richard, and James Nicholson. The Concise Oxford Dictionary of Mathematics. 6th ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/acref/9780198845355.001.0001.

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Over 4,000 entries This informative A to Z provides clear, jargon-free definitions of a wide variety of mathematical terms. Its articles cover both pure and applied mathematics and statistics, and include key theories, concepts, methods, programmes, people, and terminology. For this sixth edition, around 800 new terms have been defined, expanding on the dictionary’s coverage of algebra, differential geometry, algebraic geometry, representation theory, and statistics. Among this new material are articles such as cardinal arithmetic, first fundamental form, Lagrange’s theorem, Navier-Stokes equations, potential, and splitting field. The existing entries have also been revised and updated to account for developments in the field. Numerous supplementary features complement the text, including detailed appendices on basic algebra, areas and volumes, trigonometric formulae, and Roman numerals. Newly added to these sections is a historical timeline of significant mathematicians’ lives and the emergence of key theorems. There are also illustrations, graphs, and charts throughout the text, as well as useful web links to provide access to further reading.

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Rosenberg, Diana. Books for Schools: Improving Access to Supplementary Reading Materials in Africa (Perspectives on African Book Development). University of Michigan Press, 2000.

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Book chapters on the topic "Supplementary reading material"

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Taslakian, Bedros. "Appendix 8—Supplemental Reading Material." In Procedural Dictations in Image-Guided Intervention. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40845-3_156.

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"36 Sub-directories for the directory for public worship submitted to both houses of parliament: assembling the congregation, public reading of scripture, public prayer before the sermon, reaching, prayer after the sermon, baptism, and the Lord’s supper 12 November 1644." In The Minutes and Papers of the Westminster Assembly 1643–1652, Vol. 5: Assembly Papers, Supplementary Material, and Indexes, edited by Chad Van Dixhoorn and David F. Wright. Oxford University Press, 2012. http://dx.doi.org/10.1093/oseo/instance.00026906.

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Allen, Janet, and Christine Landaker. "Building Foundations for Reading Success." In Reading History. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780195165951.003.0004.

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At a time when districts have mandated coverage of elaborate lists of content standards, most teachers are feeling the challenge of covering so much material with students who come to class lacking the interest, background knowledge or content language necessary for reading historical texts. An additional challenge affects our instructional decisions when we also must work with students who have no sense of the time and place in which they live. Christine’s 8th grade classroom offers us a great example of how difficult it is to teach, or even to know where to begin, when this combination of problems occurs. Christine and her students had just begun a unit on Colonial America, and Christine worked with her students to generate a list of information they would need to find in order to be experts on what life was like in one of the three Colonial regions. After generating their lists, students used three sources to create their descriptions of life in Colonial America: A History of US, the district-adopted textbooks, and related supplemental trade books. Imagine Christine’s surprise when one group of experts reported that colonists traveled by whores and communicated via cell phones! On days like this, we are reminded of how important it is to build background knowledge with students before asking them to read, write, or conduct research. Even our best students struggle to understand concepts that seem far removed from their lives, and our most struggling readers are often so overwhelmed they do not even attempt to read their assignments. As content teachers, we have four broad tasks:… • Assessing the knowledge base students bring to the study • Providing students with experiences that give them a rich and memorable context for their reading • Anticipating words and concepts that may make reading difficult • Helping students develop questions they would like to answer so that they have a purpose for reading… As we were writing this book, Christine reminded me just how important it is simply to ask students what they already know—before beginning teaching. She said she often starts class by writing the following statement on the board: “What do you already know or think you know about ___________?” She then records students’ answers on a chart or transparency.

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Crappell, Courtney. "Selecting References for Coursework in Piano Pedagogy." In Teaching Piano Pedagogy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190670528.003.0004.

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Chapter 3, “Selecting References for Coursework in Piano Pedagogy,” includes the introduction of selected books on piano teaching. The main focus is on monographs that can function as textbooks for courses in piano pedagogy, but it also reviews several sources that explore special topics that may serve teachers and students as sources for supplemental readings. Suggested applications in piano pedagogy courses are included for each source. Readers who are generally familiar with the sources, or who have access to a copy of the material, might choose to quickly scan these suggested applications to facilitate easier processing of the information in this chapter. Toward the end of each introduction, the special or unique features are discussed in an effort to differentiate among their potential applications in pedagogy coursework.

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Boechler, Patricia M. "Supporting Navigation and Learning in Educational Hypermedia." In Encyclopedia of Human Computer Interaction. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch085.

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Computers have become commonplace tools in educational environments and are used to provide both basic and supplemental instruction to students on a variety of topics. Searching for information in hypermedia documents, whether on the Web or through individual educational sites, is a common task in learning activities. Previous research has identified a number of variables that impact how students use electronic documents. Individual differences such as learning style or cognitive style (Andris, 1996; Fitzgerald & Semrau, 1998), prior topic knowledge (Ford & Chen, 2000), level of interest (Lawless & Kulikowich, 1998), and gender (Beasley & Vila, 1992) all influence performance. Additionally, characteristics of the document such as the inherent structure of the material, the linking structure (Korthauer & Koubek, 1994), and the types of navigation tools that accompany the document can affect student performance and behaviour (Boechler & Dawson, 2002; McDonald & Stevenson, 1998, 1999). In short, the effective use of hypermedia documents in educational settings depends on complex interactions between individual skills (e.g., spatial and reading skills) and the features of the document itself.

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Gross, Alan G., and Joseph E. Harmon. "Overcoming the Obstacles to Internet Exploitation." In The Internet Revolution in the Sciences and Humanities. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190465926.003.0012.

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The Internet presents an opportunity for the sciences and humanities to transform the generation, communication, and evaluation of new knowledge. Indeed, the elite scientific journals are already reinventing the traditional research article via the Internet. Its methods are being communicated by a combination of video demonstration and verbal description, its gist, not only by verbal, but by visual abstracts, video abstracts, summaries for the general reader, and podcasts. Its contents take advantage of the computer screen; its results are communicated by multicomponent computer-generated images in color, videos of events in the laboratory or simulations of the natural world, graphs that automatically turn into tables and vice versa, maps displayed so that the viewer can zoom in and out, and 3D interactive images. Links are sending readers to a wealth of supplementary material: data, images, related readings. Community response to articles is being captured in new ways. Innovative processes for the evaluation of proposed new knowledge, before and after publication, are being developed and adopted. Upon publication and even before, articles and the data in them are becoming part of virtual archives that give new meaning to “body of knowledge.” See Video 7.1 [ ]. Researchers are inviting commentary from the professional community as their data are generated; they are posting data and images online that others are free to use—with appropriate attribution, of course. Enthusiastic amateurs or the simply curious in large numbers are once again able to actively participate in scientific research projects. For the humanities, the Internet is no less promising. Film scholars are interposing film clips in their critique of classic films. Historians are including videos of historical events or computerized recreations, as well as reproductions of key documents of historical interest such as court testimony and reproductions of handwritten letters. Art and architectural historians are displaying interactive 3D reconstructions of sculptures and buildings and historical sites.

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