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Journal articles on the topic 'Training of reading'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

Wang, Lihua, and Fei Yang. "Reading Promoters' Training." International Journal of Library and Information Services 9, no. 1 (2020): 36–51. http://dx.doi.org/10.4018/ijlis.2020010104.

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In order to make reading promotion more professional and qualified, some libraries and associations in China are training reading promoters. The Pudong Library of Shanghai is a typical case. This article summarizes the theory and the practice of reading promoter training, and discusses the operation offered by Pudong Library. It also concludes the achievements, innovations and the characteristics of the training, and further provides the developmental directions of the training. This article aims to introduce a new service that was undertook by the Pudong Library, and considers how to make thi

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Herdiana and Sirojul Munir. "Silent Reading Training Improves Reading Speed and Reading Comprehension." JPI (Jurnal Pendidikan Indonesia) 13, no. 4 (2024): 707–16. https://doi.org/10.23887/jpiundiksha.v13i4.82886.

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The speed reading and reading comprehension abilities of junior high school students are still far from ideal criteria. There are still many students who do not understand reading quickly and well. The aim of this study was to examine the effect of fast and silent reading skills training on students' reading speed and achievement at an early age. This research also seeks to explore the effectiveness of training interventions and their potential for students based on gender. The research method used in this research is quasi-experimental. The participants involved in this research were 350 juni

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Hoyt, Creig S. "Visual Training and Reading." American Orthoptic Journal 49, no. 1 (1999): 23–25. http://dx.doi.org/10.1080/0065955x.1999.11982187.

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Anshu, Alemu Hailu. "Impacts of Action Research-oriented Upgrading Training on Initial and Early Reading Comprehension Performances of Students." International Journal of Education and Literacy Studies 7, no. 1 (2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.31.

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This article reports impacts of action research-oriented upgrading training given to teachers on early reading performances of Grades 2 & 3 students. Initially a baseline assessment was conducted to determine the initial reading performances of the students, and a survey was conducted to identify the training and experience teachers had in teaching initial and early reading skills. Based on the findings of the baseline assessment and the survey made, a training module was prepared focusing on the nature of teaching of initial and early reading skills, and initial up-grading training was gi

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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 (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 a

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Goodrich, Gregory L., Jennine Kirby, and Jennifer Wood. "Low vision reading training outcomes: The reading behavior inventory." International Congress Series 1282 (September 2005): 559–63. http://dx.doi.org/10.1016/j.ics.2005.05.032.

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Tsang, Christine D., and Nicole J. Conrad. "Music Training and Reading Readiness." Music Perception 29, no. 2 (2011): 157–63. http://dx.doi.org/10.1525/mp.2011.29.2.157.

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several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected

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Moore, Phillip J., and John R. Kirby. "Comprehension Training and Reading Performance." Literacy 22, no. 2 (1988): 126–36. http://dx.doi.org/10.1111/j.1467-9345.1988.tb00665.x.

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McNamara, Danielle S. "SERT: Self-Explanation Reading Training." Discourse Processes 38, no. 1 (2004): 1–30. http://dx.doi.org/10.1207/s15326950dp3801_1.

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Fiedorowicz, Christina A. M. "Training of component reading skills." Annals of Dyslexia 36, no. 1 (1986): 318–34. http://dx.doi.org/10.1007/bf02648037.

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UTKU BILICI, Ozlem, Gonca SUBASI, and Emrah DOLGUNSOZ. "THE EFFECTS OF STRATEGY TRAINING ON THE USE OF GLOBAL READING STRATEGIES: IMPLICATIONS FROM THINK-ALOUD AND EYE-TRACKING DATA." Turkish Online Journal of Distance Education 24, no. 3 (2023): 1–20. http://dx.doi.org/10.17718/tojde.1097449.

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Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners’ use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and thinkaloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehensionenhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols’ findings, revealed that the participants utilise

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Hendry, Jans, Aditya Rachman, and Dodi Zulherman. "Recites fidelity detection system of al-Kautsar verse based on words using mel frequency cepstrum coefficients and cosine similarity." Jurnal Teknologi dan Sistem Komputer 8, no. 1 (2019): 27–35. http://dx.doi.org/10.14710/jtsiskom.8.1.2020.27-35.

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In this study, a system has been developed to help detect the accuracy of the reading of the Koran in the Surah Al-Kautsar based on the accuracy of the number and pronunciation of words in one complete surah. This system is very dependent on the accuracy of word segmentation based on envelope signals. The feature extraction method used was Mel Frequency Cepstrum Coefficients (MFCC), while the Cosine Similarity method was used to detect the accuracy of the reading. From 60 data, 30 data were used for training, while the rest were for testing. From each of the 30 training and test data, 15 data

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Todd, Jobbitt. "The Benefits and Challenges of Implementing Narrow Reading." Global Journal of Arts Humanity and Social Sciences 4, no. 9 (2024): 635–39. https://doi.org/10.5281/zenodo.13734179.

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Why is narrow reading (NR) via graded readers not pursued more in EFL contexts? An examination of the literature on narrow reading over the last 25 years reveals that a NR approach is still finding its footing when it comes to both awareness and implementation in EFL learner contexts or even more advanced teacher-training contexts. This rings true for this author’s undergraduate and graduate reading methodology courses in South Korea. This is unfortunate due to the positive lexical and motivational effects that such extensive reading (ER) provides. This paper defines ER principles, repor

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Ermita, Ermita. "A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (2007): 21. http://dx.doi.org/10.24036/ld.v1i1.7345.

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This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This mod

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Mcpherson, Gary. "Book Review: Musicianship: Ear Training, Rhythmic Reading, and Sight Reading." International Journal of Music Education os-12, no. 1 (1988): 81. http://dx.doi.org/10.1177/025576148801200131.

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Martínez Ezquerro, Aurora. "Atención a la diversidad y discursos sobre lecturas en Educación Superior / Attention to diversity and discourses on readings in Higher Education." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 41 (January 28, 2025): 12–42. https://doi.org/10.17398/1988-8430.41.12.

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The educational context demands the training of teachers who respect the individual differences. Based on the need for this training, this study analyzes the knowledge that teachers in training (Master in Teaching, Spanish Language and Literature) have about attention to diversity through readings. Two previous objectives are proposed: the first investigates the memories of Secondary Education school experiences on de subject -quiz without prior knowledge-; the second -after a short training period- offers current readings and didactic proposals. To compile the information for this case study,

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Yuan, Mingqian, and Dongmei Xu. "A Practical Exploration of Teacher Training for Child Reading Education in China: A Case Study of Qinjinmuyu’s “Reading Teacher Professional Competence Certification” Program." Science Insights Education Frontiers 25, no. 2 (2024): 4163–81. https://doi.org/10.15354/sief.24.or672.

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Recent decades have witnessed growing attention to child reading education, but research on reading teacher training remains scarce, constituting an impediment to the further advancement of reading instruction. This study seeks to explore the paths to improving reading teachers’ professional competence via structured training, using Qinjinmuyu’s “Reading Teacher Professional Competence Certification” program as an example. Based on Qinjinmuyu’s reading teacher professional competence framework, the program developed a training pattern with the four major procedures: reading training, reading i

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Pape-Neumann, Julia, Muna Ermingen-Marbach, Marion Grande, Klaus Willmes, and Stefan Heim. "The role of phonological awareness in treatments of dyslexic primary school children." Acta Neurobiologiae Experimentalis 75, no. 1 (2015): 80–106. http://dx.doi.org/10.55782/ane-2015-2018.

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The present study investigated whether phonological awareness training is an effective intervention to significantly improve reading in German dyslexic third and fourth graders with a phonological awareness deficit, and whether these children can equally benefit from a phonology-based reading training or a visually-based reading training. German speaking dyslexic elementary school children (n=30; M=9.8 years) were matched by forming triplets based on IQ, reading quotient and phonological awareness and then randomly assigned to one out of three interventions (n=10): a phonological awareness tra

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Nelssy Salut, Karolina, Ananda Dizyah Apriyati Here, Yane Kristiana Hina, Ofilda Isantri Neolaka, Marni Fandira Atonis, and Egidius Dewa. "Pelatihan Membaca Bagi Peserta Didik SD Kristen Petra Alak Dalam Program Kampus Mengajar Angkatan 3." BERBAKTI : Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (2023): 12–23. http://dx.doi.org/10.30822/berbakti.v1i1.2204.

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This paper focuses on the reading training program for students of SD Kristen Petra Alak conducted by participants of the Kampus Mengajar Angkatan 3. The purpose of this training is to improve students' reading skills through reading. This training is expected to provide positive benefits for students in developing their reading skills. The method used in this reading training is to use creative and interactive methods such as storytelling, singing, and role-playing. Learners are also given reading materials that are suitable for their grade level, namely, grade 2 to grade 4. Of the 25 learner

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Solfema, Solfema, Tasril Bartin, and Alim Harun Pamungkas. "Community Reading Park Development Training (TBM)." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 2 (2019): 147–53. http://dx.doi.org/10.24036/kolokium-pls.v7i2.37.

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ABSTRACTHealth is one of the conditions for a realized generation that is ready with a variety of future Information continues to grow as the development of education and technology. Information has become an important need of the community. A society that is rich in information will advance and develop in accordance with the development of science itself, otherwise the people who are left behind in their information will also be scattered from development and progress. One forum that can facilitate to keep abreast of information is Community Reading Gardens (TBM). For this reason, activities

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Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation." Acta Universitatis Sapientiae, Philologica 10, no. 2 (2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.

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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills

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Lemons, Robert, and R. N. Malatesha. "Improving Reading through Training to Listen." Perceptual and Motor Skills 60, no. 3 (1985): 788–90. http://dx.doi.org/10.2466/pms.1985.60.3.788.

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This study was designed to assess the effect of training in listening on reading by 60 children who were assigned randomly to structured, passive, and control groups. The structured group was given lessons from the SRA Listening Skills Program. The Passive Listening Group listened to stories read by the teacher. Analysis showed that the listening activities, whether structured or passive, improved scores on reading. It is recommended that a certain part of the school day be set aside for providing instruction in listening skills.

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Carrell, Patricia L., Becky G. Pharis, and Joseph C. Liberto. "Metacognitive Strategy Training for ESL Reading." TESOL Quarterly 23, no. 4 (1989): 647. http://dx.doi.org/10.2307/3587536.

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McNamara, Danielle S., and Jennifer L. Scott. "Training Self Explanation and Reading Strategies." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 43, no. 21 (1999): 1156–60. http://dx.doi.org/10.1177/154193129904302109.

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Klimovich, Marina, and Tobias Richter. "Metacognitive training can reduce mindless reading." Journal of Educational Psychology 116, no. 5 (2024): 836–52. http://dx.doi.org/10.1037/edu0000884.

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SALSABILA, Jihan Hasna. "Effectiveness Of The Sq3r Method In Improving Students' Reading Ability In Mts." Community Services: Sustainability Development 2, no. 2 (2025): 177–80. https://doi.org/10.61857/cssdev.v2i2.123.

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This study focuses on reading training for students who cannot read yet in class VII D MTs Negeri 5 Karanganyar conducted by Internship participants. This training aims to improve students' reading skills through reading. This training is expected to benefit students in developing reading skills. Students are also given reading materials appropriate for their class level, namely class VII. Of the 3 students who participated in the reading training program, an average reading ability of 57% was obtained with a sufficient category. The teacher's response to the implementation of the reading trai

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Ávila-Rodríguez, Martha María, María de Jesús Pérez-Herrera, Guerra Yelec Estrada, and Viera Yuleysi Zamora. "Theoretical references on reading and writing in the academic-research training of health professionals." Revista Información Científica 103 (February 15, 2024): e4375. https://doi.org/10.5281/zenodo.10615872.

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<strong>Introduction:</strong> reading and writing constitute essential practices in learning, research and scientific communication. <strong>Objective:</strong> to identify the key theories and concepts about college reading and writing appropriate to support the academic-research training of health professionals.  <strong>Method:</strong> a bibliographic review was developed (October 2022 - April 2023), based on the following phases: information search, evaluation, analysis and synthesis. Keywords were used combined in different search equations: research training, research skills, scie

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Riyanti, Asih, and Nurul Hanna Fauziyyah. "Pelatihan Membaca sebagai Upaya Meningkatkan Literasi Anak Nelayan." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 10, no. 1 (2025): 87–92. https://doi.org/10.33084/pengabdianmu.v10i1.8278.

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Early childhood and elementary school reading training is essential in forming a literacy foundation for children. This training activity aims to improve children's reading literacy in Tanjung Pasir Tarakan Village, North Kalimantan. The training methods used are demonstration and training. The training activities are designed through creative and interactive activities to stimulate children in reading activities and help them understand their meaning. The stages of this training activity consist of the initial stage, the implementation stage, and the final stage. The initial stage is a form o

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Horowitz‐Kraus, Tzipi, Jennifer J. Vannest, Darren Kadis, Nicole Cicchino, Yingying Y. Wang, and Scott K. Holland. "Reading acceleration training changes brain circuitry in children with reading difficulties." Brain and Behavior 4, no. 6 (2014): 886–902. http://dx.doi.org/10.1002/brb3.281.

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Queiroz Amaral, Ana Raquel, and Raquel Maria Maria Melo. "O uso de dicas para o ensino de leitura e matemática." ACTA COMPORTAMENTALIA 27, no. 3 (2019): 315–32. http://dx.doi.org/10.32870/ac.v27i3.70626.

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Reading and math skills are often required on a day-to-day basis. However, the performance of Brazilian students is much lower than expected in both skills. Studies in the area of Behavior Analysis have shown useful procedures for teaching reading and mathematical skills. The aim of this article was to verify the effect of the use of prompts on the repertoire of reading and mathematics of an 8 years old student with typical development who presented low school performance. Thirty sessions were conducted, each lasting 50 minutes. The reading and math training occurred alternately. In both readi

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Harding, Sam, Rebecca Geach, and Lyn Jones. "Learning to read FAST MRI: Qualitative interviews with groups experienced reading mammograms." NIHR Open Research 5 (March 20, 2025): 26. https://doi.org/10.3310/nihropenres.13817.1.

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Objectives Abbreviated breast MRI (abMRI) is being introduced into breast screening practice worldwide. Increased provision of abMRI will require mammogram readers to learn abMRI-interpretation and the implementation of abMRI-reading into clinical practice. The present study explores the acceptability of the implementation of developed reader training, and the barriers and facilitators to training programme participation and subsequently to reading the training programme assessment task of abMRI images in a work/NHS context familiar to the individual participants. Methods Fourteen NHS Breast S

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Harding, Sam, Rebecca Geach, and Lyn Jones. "Learning to read FAST MRI: Qualitative interviews with groups experienced reading mammograms." NIHR Open Research 5 (April 24, 2025): 26. https://doi.org/10.3310/nihropenres.13817.2.

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Objectives Abbreviated breast MRI (abMRI) is being introduced into breast screening practice worldwide. Increased provision of abMRI will require mammogram readers to learn abMRI-interpretation and the implementation of abMRI-reading into clinical practice. The present study explores the acceptability of the implementation of developed reader training, and the barriers and facilitators to training programme participation and subsequently to reading the training programme assessment task of abMRI images in a work/NHS context familiar to the individual participants. Methods Fourteen NHS Breast S

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Magliano, Joseph P., Stacey Todaro, Keith Millis, Katja Wiemer-Hastings, H. Joyce Kim, and Danielle S. McNamara. "Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training." Journal of Educational Computing Research 32, no. 2 (2005): 185–208. http://dx.doi.org/10.2190/1ln8-7bqe-8tn0-m91l.

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The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific texts and self-explained after each sentence. They also answered comprehension questions. Students showed improvement in the quality of their self-explanations and in the performance on the comprehension questionsasa function of both live and computer-based training. However, there were some differences in response to iSTART training as a function of reading skill. Specifically, less skilled readers i

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Horowitz-Kraus, Tzipi, Nicole Cicchino, Merav Amiel, Scott K. Holland, and Zvia Breznitz. "Reading improvement in English- and Hebrew-speaking children with reading difficulties after reading acceleration training." Annals of Dyslexia 64, no. 3 (2014): 183–201. http://dx.doi.org/10.1007/s11881-014-0093-4.

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KARAKAYA, YILDIRIM Nuriye. "Reading Strategy Use and Reading Interest in English as a Foreign Language." ESAR- Eğitim ve Sosyal Bilimler Araştırmaları Dergisi 4, no. 2 (2023): 70–80. https://doi.org/10.5281/zenodo.10459594.

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This study investigated whether there was a significant difference in the use of overall cognitive and meta-cognitive reading strategies between the low proficient and high proficient English learners at a Turkish state university. The participants were 110 Turkish Finance department students. They were elementary level English learners between the ages of 18-22. The students were      grouped into low proficient and high proficient learner categories according to their school exam results. Additionally, how well proficiency, reading strategy use, and the interest towa

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Wilks, Ray T. J., and Valerie A. Clarke. "Training versus Nontraining of Mothers as Home Reading Tutors." Perceptual and Motor Skills 67, no. 1 (1988): 135–42. http://dx.doi.org/10.2466/pms.1988.67.1.135.

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The effectiveness of training mothers as home reading tutors was assessed using a sample of 42 mother-child pairs. The children were aged 8 to 9 yr. Analyses showed that the amount of time parents spent listening to a child read at home was positively related to both reading accuracy and comprehension scores. A short group-program training mothers as home reading tutors achieved the anticipated changes in mothers' behaviours: delayed intervention, increased use of meaning and contextual cues rather than direct word prompts, and greater use of praise. Children's reading accuracy was marginally

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Lee, Ha Young. "Metacognitive Reading Strategy Training for Development of Reading Comprehension and Critical Thinking." British and American Language and Literature Association of Korea 140 (March 31, 2021): 271–92. http://dx.doi.org/10.21297/ballak.2021.140.271.

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Ramsay, Marika Wahlberg, Christina Davidson, Mari Ljungblad, Marguerite Tjärnberg, Rune Brautaset, and Maria Nilsson. "Can vergence training improve reading in dyslexics?" Strabismus 22, no. 4 (2014): 147–51. http://dx.doi.org/10.3109/09273972.2014.971823.

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Muñoz, Carla, and Jorge Valenzuela. "Demotivation in academic reading during teacher training." Journal of Research in Reading 43, no. 1 (2019): 41–56. http://dx.doi.org/10.1111/1467-9817.12288.

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Crano, William D., and Charles D. Johnson. "Facilitating Reading Comprehension Through Spatial Skills Training." Journal of Experimental Education 59, no. 2 (1991): 113–27. http://dx.doi.org/10.1080/00220973.1991.10806555.

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Banales, Erin, Saskia Kohnen, and Genevieve McArthur. "Can verbal working memory training improve reading?" Cognitive Neuropsychology 32, no. 3-4 (2015): 104–32. http://dx.doi.org/10.1080/02643294.2015.1014331.

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Cotterall, Sara. "Reading strategy training in second language contexts." Australian Review of Applied Linguistics 16, no. 1 (1993): 71–82. http://dx.doi.org/10.1075/aral.16.1.05cot.

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Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest m

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Brooks Newsome, Kendra, Kimberly Nix Berens, Patrick M. Ghezzi, Tiffany Aninao, and William D. Newsome. "Training Relational Language to Improve Reading Comprehension." European Journal of Behavior Analysis 15, no. 2 (2014): 165–97. http://dx.doi.org/10.1080/15021149.2014.11434512.

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Ball, Eileen W., and Benita A. Blachman. "Phoneme segmentation training: Effect on reading readiness." Annals of Dyslexia 38, no. 1 (1988): 208–25. http://dx.doi.org/10.1007/bf02648257.

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de la Mora Campos, Sofía, and Teresa de Jesús Negrete Arteaga. ""Reading, writing and orality: training and experience." Política y Cultura, no. 57 (June 30, 2022): 163–79. http://dx.doi.org/10.24275/clrq4891.

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Fadli, Zul, Nur Tasmiah Sirajuddin, and Andi Adriani Wahditiya. "English Corner: Training Reading and Writing Skills." Jurnal Pustaka Mitra (Pusat Akses Kajian Mengabdi Terhadap Masyarakat) 4, no. 2 (2024): 55–66. http://dx.doi.org/10.55382/jurnalpustakamitra.v4i2.701.

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Pembelajaran bahasa Inggris menjadi semakin penting dalam konteks globalisasi saat ini. Salah satu faktor kunci dalam meningkatkan efektivitas pembelajaran bahasa Inggris adalah dengan memberikan variasi dalam materi pembelajaran. Artikel ini mengulas pentingnya penggunaan variasi materi dalam pembelajaran bahasa Inggris dan dampaknya terhadap kemajuan peserta. Variasi materi pembelajaran mencakup penggunaan teks-teks yang bervariasi dalam genre dan tingkat kesulitan. Ini membantu peserta untuk terbiasa dengan berbagai jenis teks dan memperluas kosakata mereka. Melalui variasi ini, peserta aka

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Sopiati, Sopiati, and Ade Ruslan Hidayat. "PELATIHAN BIMBINGAN BACA UNTUK MENINGKATKAN MINAT BACA PADA ANAK USIA DINI DI TP. MELATI C DESA CIREUNGHAS." Kreasi: Jurnal Pengabdian Masyarakat 4, no. 2 (2024): 68–75. https://doi.org/10.51529/kjpm.v4i2.528.

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Increasing the reading interest of early childhood is a crucial aspect in the development of character and academic abilities. In TP. Melati C Desa Cireunghas, many children lack a strong reading interest, thus necessitating a reading training program to enhance their reading skills and interest. In the reading guidance training program at TP. Melati C Desa Cireunghas, the method of Participatory Action Research (PAR) can be used to increase early childhood reading interest more effectively. The community, including parents, teachers, and children, actively participate in the planning, impleme

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Montero Esteva, Amelie. "El uso del catálogo universitario como recurso didáctico en la formación docente." Revista Internacional de Pedagogía e Innovación Educativa 5, no. 1 (2025): 117–40. https://doi.org/10.51660/ripie51238.

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This study examines the importance of the Children’s and Young Adult Literature Catalog as a fundamental tool in training future teachers. This resource facilitates the selection of appropriate readings and fosters the development of essential pedagogical skills for teaching reading at elementary and primary levels. The research is based on a qualitative review of studies focused on reading didactics and the use of specialized catalogs in teacher education programs. Selected studies highlight the catalog’s functionality as a practical and accessible tool that supports effective and contextuali

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Kovacs, Gabriella. "The significance of developing reading skills in translator and language teacher training." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (2018): 155–64. http://dx.doi.org/10.18844/prosoc.v5i3.3920.

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In certain domains, such as translatingand language teaching, appropriate reading comprehension and interpretation of written texts is essential; therefore, in the training process for these professions, the development of reading skills and reading strategy awareness should not be neglected. The purpose of this study is to examine the reading habits and strategies of a group of Hungarian first year translation and interpretation students, most of whom are also language teacher trainees when working with texts written in English. Their reading strategy awareness is measured with an instrument;

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Patti, Paul, Gary Kose, and Joan Duncan. "Effects of Discrimination Training on Reading Improvement among Adults." Perceptual and Motor Skills 65, no. 3 (1987): 723–28. http://dx.doi.org/10.2466/pms.1987.65.3.723.

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This study examined the effects of discrimination training on improving reading skills for young adults. 90 college students ( M age = 26.2 yr.), who were identified as low achievers with below average reading skills, were randomly assigned to one of three training conditions: the General Discrimination Group, the Reading Discrimination Group, and the Study Skills Group. Following 10 days of training, the subjects were tested on a standard reading achievement test, a problem-solving test, and a measure of cognitive style. Minimal differences between the pre- and posttraining scores for all thr

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