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Artículos de revistas sobre el tema "Reading, remedial teaching, bibliography"

Autor: Grafiati
Publicado: 27 de julio de 2024
Última modificación: 31 de julio de 2025

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1

Lu, Yisong. "Study on Integrating Diagnostic Assessment into College English Reading Teaching Practice." International Journal of Education and Humanities 7, no. 2 (2023): 87–90. http://dx.doi.org/10.54097/ijeh.v7i2.5408.

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This study examined how Udig reading assessment improved English teaching and learning at college level. With the help of the Udig feedback reports and a reading strategy questionnaire of students, teachers were able to identify the strength and weakness in students’ reading ability and deliver the follow-up remedial activities based on the targeted needs for ability development. Students learnt to understand their reading deficiency and adjusted their learning activities. Results show that students’ performance of reading ability improved and their scores of reading subskills rose after the r
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2

Gigante, Lorenza T. "Effectiveness of the Remedial Reading Program on Pupils' Performance." Psychology and Education: A Multidisciplinary Journal 20, no. 3 (2024): 307–16. https://doi.org/10.5281/zenodo.11350117.

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The study aimed to determine the effectiveness of the remedial reading program on the reading comprehension of pupils at Sta. Lucia Elementary School. Specifically, this study aimed to verify the effectiveness of the proposed special remedial teaching program in developing the skills in getting from the context, noting details and making inferences. The pre-test/ posttest Time Series Experimental Design was used in the study. Based on the Phil-IRI pre-test results, there were a total of sixty pupils who were identified frustration level of readers which were taken as the subjects out of 204 Gr
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3

Brown, Donna M. "Fundamentals of Literature: Teaching High School Students with Special Needs." English Journal 92, no. 4 (2003): 42–46. http://dx.doi.org/10.58680/ej20031037.

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Suggests that a remedial English classroom should be simple, emphasize respect, and make students comfortable. Notes that regardless of the special challenges each student may bring to the classroom, basic language skills improve through practice. Describes a remedial English class, which incorporates journal writing, reading aloud, sustained silent reading, and discussion.
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4

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

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Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study
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5

Kajapati Mutty and Hasnah Toran. "EXPLORING THE TEACHING AND FACILITATION PRACTICES OF REMEDIAL TEACHERS." Special Education [SE] 3, no. 1 (2025): e0033. https://doi.org/10.59055/se.v3i1.33.

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Remedial education is an area that is specific to students who are less proficient in the basic skills of reading, writing and arithmetic. This study aims to explore the teaching and facilitation practices of remedial teachers in the Rembau district, focusing on their efforts to support students in mastering the basic 3R skills (reading, writing, and arithmetic). Using a qualitative approach, the study involved semi-structured interviews with 10 special education remedial teachers. The findings reveal that these teachers adopt student-centred, individualized approaches and utilize interactive
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6

Rosano, Daisy A., Genevieve R. Conjusta, Joni B. Gallardo, and Leilani F. Sindingan. "Teaching Remedial Reading: Content Area Teachers’ Difficulties and Needs." International Journal of Learning, Teaching and Educational Research 24, no. 2 (2025): 153–69. https://doi.org/10.26803/ijlter.24.2.8.

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Teachers’ capabilities inside the classroom are impacted by their teaching difficulties and needs. This participatory action research presents both the difficulties and the needs of junior high school content area teachers in teaching remedial reading, with the aim of providing recommendations for systemic changes. A total population of 31 teachers across various subject areas— particularly those teaching English, Filipino, Science, Mathematics, Araling Panlipunan (Social Studies), Edukasyon sa Pagpapakatao (Values Education), Technology and Livelihood Education as well as Music, Art, Physical
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7

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

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8

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

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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experi
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9

Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.

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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking r
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10

Adil, Zoraida M. "Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 2 (2022): 34–38. http://dx.doi.org/10.54536/ajmri.v1i2.252.

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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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11

Adil, Zoraida M. "Teaching Of Reading In The Midst Of Uncertainties: The Narratives Of Elementary Laboratory School Teachers." Shanti Journal 1, no. 1 (2022): 183–96. http://dx.doi.org/10.3126/shantij.v1i1.47816.

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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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12

M, Adil Zoraida. "Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 2 (2022): 34–38. https://doi.org/10.54536/ajmri.v1i2.252.

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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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13

Vincent, Areena C., Manju G. Elenjickal, and Sukumaran T. U. "Effect of remedial teaching on the scholastic performance of children with learning disability." International Journal of Contemporary Pediatrics 7, no. 3 (2020): 487. http://dx.doi.org/10.18203/2349-3291.ijcp20200213.

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Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP)
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14

Hendel, Russell Jay. "A Transdisciplinary Approach to Reading: In Mathematics, Remedial Reading, and Biblical Exegesis." Journal of Systemics, Cybernetics and Informatics 20, no. 4 (2022): 15–20. http://dx.doi.org/10.54808/jsci.20.04.15.

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This paper studies reading comprehension in three distinct disciplinary settings: Mathematics verbal problems, remedial reading, and biblical exegesis. This transdisciplinary approach enriches our understanding of reading, enabling focus on key methods of improving reading. The transdisciplinary approach also affords us new insights into addressing equity issues. The paper's approach is influenced by Meyer's seminal work on textual organizational structure as a key method to achieve reading comprehension. Consistent with this approach, the paper advocates using signal words or keywords, as wel
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15

Yang, Yu-Fen. "Developing a reciprocal teaching/learning system for college remedial reading instruction." Computers & Education 55, no. 3 (2010): 1193–201. http://dx.doi.org/10.1016/j.compedu.2010.05.016.

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16

Hazaea, Abduljalil. "Challenges of EFL Course Retaking: Toward a Model for Remedial Reading." JURNAL ARBITRER 11, no. 3 (2024): 348–59. http://dx.doi.org/10.25077/ar.11.3.348-359.2024.

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Course retaking brings pivotal challenges for learning institutions all over the world. This urges many academicians to investigate the reasons why students retake courses. Therefore, this article identifies the micro and macro challenges associated with retaking a reading course. It also generates a remedial reading model for English as foreign language (EFL) contexts. Data was collected from reading course specifications, course report, and focused group discussions with six experienced language instructors at the preparatory year program of a Saudi university. Using grounded theory, the qua
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17

Wu, Weishen, Yi-Ting Yu, Muhammad Ashar, Triyono Indrasiwi Kuncoroaji, and Vertic Eridani Budi Darmawan. "Applying Augmented Reality to Chinese Radicals Learning: A Remedial Teaching Experiment in an Elementary School." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 05 (2022): 81–90. http://dx.doi.org/10.3991/ijim.v16i05.28983.

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In the regions of Chinese as the first language, children with backward Chinese characters ability are more likely to give up reading the subject content of long texts, which affects their learning in the long term. This study applies augmented reality (AR) to develop a remedial teaching model for Chinese radical recognition and assesses its effectiveness on underachieved students at an elementary school. Based on several Chinese characters that were easy for children to confuse radicals, an AR app for Android was developed and installed in tablet computers. The remedial teaching model involve
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18

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

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For unclear reasons, current language tests and remedial teaching materials often do not include the explicit evaluation or teaching of derivational morphology. This article reviews recent research on children’s knowledge and acquisition of derivational morphology across studies of listening, speaking, reading, and spelling. We conclude that this dimension of language organization deserves more attention than it now receives in language instruction.
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19

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

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The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent
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20

Khadawardi, Hanadi Abdulrahman. "The Use of Innovation Technology in Pedagogical Practices of L2 Reading Comprehension: An Annotated Bibliography." Studies in English Language Teaching 11, no. 1 (2022): p1. http://dx.doi.org/10.22158/selt.v11n1p1.

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Teaching reading as a second/foreign language has gained increasing significance in the educational field. Investigating pedagogical methods has become one of the major areas of research in the expanding field of teaching second language (L2) reading comprehension. Many researchers have addressed various pedagogical aspects and issues related to this field. This annotated bibliography is designed for researchers and instructors working on developing modern technological techniques of teaching reading in second/foreign language settings and to provide a solid theoretical and pedagogical backgro
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21

Kunasaraphan, Kanokrat. "DEVELOPMENT OF TOEIC TEST-TAKING SKILLS BY APPLYING KAHOOT! AS A REMEDIAL TEACHING TOOL." EUrASEANs: journal on global socio-economic dynamics, no. 5(24) (September 30, 2020): 77–85. http://dx.doi.org/10.35678/2539-5645.5(24).2020.77-85.

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The purpose of this study is to investigate and compare TOEIC scores before and after applying Kahoot! as a remedial teaching tool on the sample of 180 (6 groups, 30 students each group) first-year students enrolled on the Airline Business Program in the International College, Suan Sunandha Rajabhat University. The research instruments in this study were TOEIC test and all questions on Kahoot! to improve students’ skills in TOEIC test reading section. The researcher applied Kahoot! at the end of 15 classes, 15-20 minutes each class. The researcher analyzed students’ TOEIC scores before and aft
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22

Petricig, Michael. "Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course." Mathematics Teacher 81, no. 5 (1988): 385–87. http://dx.doi.org/10.5951/mt.81.5.0385.

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In recent years many colleges have noticed an increase in the number of student applicants who are underprepared in the basic skills of reading, writing, and mathematics. At Chapman College, a large percentage of freshmen have been required to take remedial courses in these subjects. Furthermore, many students were not performing well in the remedial course in Intermediate Algebra. To improve the success rate for students in this course, a method for teaching it was developed that combined individualized instruction with the traditional lecture approach. The method was easy and inexpensive to
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23

Ureta, Ricver. "The Level of Teachers’ Knowledge in Teaching and Pupils’ Comprehension in Reading." Breakthroughs: A Research Journal of Learning and Instruction 1 (June 2020): 57–86. http://dx.doi.org/10.70228/cbj2022034.

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The study aimed to assess the level of teachers’ knowledge in teaching reading in terms of the subject matter, the learners, and the instructional technique. It also aimed to assess the comprehension level of pupils and their experiences in learning reading. Using a quantitative-descriptive research design, the study was conducted in eight public elementary schools in District IV, Division of Bacolod City. Results show that teachers are ‘knowledgeable’ in teaching reading, regarding instructional techniques, and about their learners. The result, ‘higher level of knowledge’ is exhibited more by
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24

Swicegood, Philip R., and James L. Parsons. "The Thematic Unit Approach: Content and Process Instruction for Secondary Learning Disabled Students." Learning Disabilities Research & Practice 6, no. 2 (1991): 112–16. https://doi.org/10.1177/093889829100600208.

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New instructional arrangements should be explored to meet the needs of secondary learning disabled students. The Thematic Unit is an integrated approach to content area learning. A Thematic Unit integrates reading, writing, and speaking experiences at a remedial level while fostering active and strategic study of the content. Features of the approach include the use of natural materials, the teaching of learning strategies, and an emphasis on student decision-making and involvement. Teachers utilizing this approach are able to program a variety of instructional modes, formats, and experiences.
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25

Brown, Deborah, Catherine Beavis, Judith Kalman, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 36, no. 4 (2002): 531–41. http://dx.doi.org/10.58680/rte20021759.

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Presents annotations of 37 selected recent research in the teaching of English and related fields. Addresses bilingual/foreign language education, discourse processes, literacy, professional development, reading, teaching and learning of literature, teaching and learning of writing, and technology and literacy. Notes that most of the studies appeared during the six-month period from July through December 2001.
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Hacquebord, Hilde. "Taalhulp op Maat." Taal(leer)problemen 60 (January 1, 1998): 19–28. http://dx.doi.org/10.1075/ttwia.60.03hac.

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This article des ribes the implementation of a screening test of text comprehension in five secondary schools. The test results yield diagnostic information about the individual's reading style, which may be either compensating for a lack of word knowledge, or a 'bottom-up' reading style without bringing about meaning on the textual level. The typology of readers is carried out with the aim of improving the different reading problems by follow-up reading and language programs tailored to the specific individual needs. The schools apply different models of remediation, dependent on the differen
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27

Samsudin, Nurul Haniza, Puteri Roslina Abdul Wahid, and Salinah Ja’afar. "Pengaplikasian Model Awal Kit Asas Membaca Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas." Sains Insani 3, no. 1 (2018): 1–9. http://dx.doi.org/10.33102/sainsinsani.vol3no1.17.

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This article discusses the application of Basic Reading Kit early model in the learning of Malay Language among remedial education children. The developed early model was related to letter recognition and graphical knowledge. The development of this Basic Reading Kit early model involved four phases namely selection, development, execution, and adaptation of which these phases were applied throughout a month-long pilot test. This research used both quantitative and qualitative approaches in collecting the data. The subjects selected were five year three students who were undergoing remedial ed
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28

Brown, Deborah, Richard L. Larson, and Melissa Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 31, no. 4 (1997): 530–41. http://dx.doi.org/10.58680/rte19973893.

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Presents a selected bibliography of recent research in the teaching of English. Subdivides the 51 items into sections on assessment, bilingual and foreign language education, discourse processes, family/workplace literacy, professional development, reading, research methodology, teaching and learning of literature, technology and literacy, and writing.
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Alfassi, Miriam. "Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes." American Educational Research Journal 35, no. 2 (1998): 309–32. http://dx.doi.org/10.3102/00028312035002309.

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Brown, Deborah, Wayne Martino, Gert Rijlaarsdam, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 33, no. 4 (1999): 461–73. http://dx.doi.org/10.58680/rte19991679.

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Presents a 43-item selected annotated bibliography of recent research in the teaching of English published, generally, between July through December, 1998. Divides entries into sections on assessment; bilingual/foreign-language education; media, society, and literacy; reading; research methodology; teaching and learning of literature; technology and literacy; and writing.
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31

Brown, Deborah, Judith Kalman, Wayne Martino, Gert Rijlaarsdam, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 35, no. 2 (2000): 261–72. http://dx.doi.org/10.58680/rte20001718.

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Presents a semi-annual annotated selected bibliography of recent research in the teaching of English. Offers 45 annotated bibliographies addressing: bilingual/foreign language/second language education; classroom discourse; curriculum; exceptional learners; literacy; professional development; reading; and writing. Notes most entries were published between January and June 2000.
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Hempenstall, Kerry. "Teaching reading through Direct Instruction: A role for educational psychologists?" Educational and Developmental Psychologist 37, no. 2 (2020): 133–39. http://dx.doi.org/10.1017/edp.2020.13.

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AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and inter
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33

Brown, Deborah, Wayne Martino, Gert Rijlaarsdam, Anne D’Antonio Stinson, and Melissa E. Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 34, no. 2 (1999): 321–32. http://dx.doi.org/10.58680/rte19991692.

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Presents a selected, annotated bibliography of recent research in the teaching of English, with most studies appearing in the period between January and June, 1999. Includes sections on assessment; family and workplace literacy; literature; media, society, and literacy; moral education; professional development; reading; research methodology; technology and literacy; and writing.
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Brown, Deborah, Richard L. Larson, and Melissa Whiting. "Annotated Bibliography of Research in the Teaching of English." Research in the Teaching of English 32, no. 2 (1998): 212–22. http://dx.doi.org/10.58680/rte19983905.

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Presents a 48-item selected annotated bibliography of recent research in the teaching of English (most published in scholarly journals between July and December, 1997). Organizes the annotations into sections on assessment; bilingual education and foreign language education; discourse processes; family/workplace literacy; professional development; reading; research methodology; teaching and learning of literature; technology and literacy; and writing.
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Klages, Carol, Mary-Margaret Scholtens, and Kelly Fowler. "Evaluating Literacy Curriculum: Making Sure Elementary Students Learn to Read." European Journal of Teaching and Education 5, no. 3 (2023): 1–23. http://dx.doi.org/10.33422/ejte.v5i3.1043.

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Reading problems for adults and school-age students have significant and varied costs. Existing as an illiterate citizen in the United States has monetary consequences such as living expenses, career relevance, and societal advancement. American employers spend money to edify prospective employees in areas of remedial reading, writing, and mathematical skills. Educators must act on scientific research to select appropriate literacy curriculum to teach students to read. As reading is not a natural process, teachers must teach students to read using materials aligned with the science of reading.
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36

Ahmed, Ghada Majid. "The role of remedial teaching in improving reading comprehension skills of second-intermediate classes." International Journal of Social Science and Education Research 6, no. 2 (2024): 355–63. http://dx.doi.org/10.33545/26649845.2024.v6.i2e.163.

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Dowdney, Linda. "Introduction." Child Psychology and Psychiatry Review 3, no. 1 (1998): 2–3. http://dx.doi.org/10.1017/s1360641797001354.

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The concept of dyslexia can be confusing to clinicians who encounter children with severe reading difficulties within their day-to-day practice, given the problems of definition. Usually, such reading difficulties are accompanied by emotional and/or behavioural adjustment problems, or more widespread problems at school, hence the child's referral into child mental health services. Understanding the nature of the reading difficulty offers the prospect of prioritising treatment alternatives. For instance, if a child has a specific reading difficulty that has resulted in much teasing at school, a
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38

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

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Abstract Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may
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Nurviyani, Vina. "FOSTERING COLLEGE STUDENT’S CRITICAL READING SKILL THROUGH PADLET APPLICATION." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 17, no. 1 (2018): 66–73. http://dx.doi.org/10.21009/bahtera.171.5.

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AbstractCritical reading is an essential skill for college students’ success in academic and social engagement. Many students have troubles in reading the required books or references in some courses. Thus, this study aimed to investigate the effectiveness of padlet application as an instructional media in fostering college students’ critical reading skill in higher education. Moreover, the strengths and the weaknesses of the padlet application in teaching critical reading were explored. This study applied action research was conducted in two cycles and involved twenty five college student
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Safitri, Baiq Rina Amalia. "THE INFLUENCE OF THE USE OF PICTORIAL MODULE ON THE SUBJECT OF FORCE TO THE STUDENTS LEARNING RESULT IN PHYSICS EDUCATION DEPARTMENT." Lensa : Jurnal Kependidikan Fisika 5, no. 1 (2017): 6. http://dx.doi.org/10.33394/j-lkf.v5i1.120.

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This study aims to improve student physics education learning outcomes in computational physics courses by using a valid and practical drawing module. In the first stage, students are assigned to read and understand the style material contained in the pictorial module. To ensure they read and understand the material, the next session is a quiz. Quiz done through writing. For students who can not answer are given remedial until they can be sure read the existing teaching materials. In the second stage, students are considered to have sufficient stock in understanding the reading material, the s
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Nallasamy, Renukha, and Ahmad Zamri Khairani. "Validating Reading Comprehension Assessment Under the GDINA Model." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 11 (2022): e001877. http://dx.doi.org/10.47405/mjssh.v7i11.1877.

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Cognitive diagnosis models (CDMs) are latent variable models mainly developed to assess students’ specific strengths and weaknesses in a set of skills or attributes within a particular domain. In this study, the reading comprehension assessment is diagnostically designed, constructed, and developed from the very first step. The predetermined attributes or sub-skills are explicitly defined in the construction phase as they should align with the instructional goals. Using R package CDM, the Generalized-DINA model (GDINA) was applied to the reading comprehension assessment. A total of 900 Year 4
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42

Mamalampac, Asliah C., Minerva-Saminah M. Naga, Wardah D. Guimba, and Lotis B. Daguisonan. "Learning Gaps and Losses among Elementary Pupils in Lanao Del Sur I: Basis for a Proposed Curriculum Development Plan." International Journal of Research and Innovation in Social Science IX, no. V (2025): 2027–36. https://doi.org/10.47772/ijriss.2025.905000159.

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This study examines the learning gaps and losses in foundational Reading, Writing, and Arithmetic (3Rs) among elementary pupils in Lanao del Sur I, serving as the basis for a proposed curricular development plan. The COVID-19 pandemic exacerbated pre-existing educational challenges, leading to a significant decline in literacy and numeracy skills. Using a mixed-methods research design, data were gathered from 381 pupils and 287 teachers across 54 schools through standardized assessments, surveys, and interviews. The findings reveal that reading comprehension exhibited the most significant lear
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Alnouri, Jawad. "Reflections on the language and music of poetry in the Diwan of the late Mohammad Ahmed Al-Ammad." Hebron University Research Journal (HURJ): B- (Humanities) 16, no. 1 (2021): 247–91. http://dx.doi.org/10.60138/16120219.

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This research covers in a very careful reading the poetry book of (Mr. Mohammad Ahmed Al-Ammad), which was published after being audited and verified by a respected committee composed from number of teachers from the department of Arabic Language, Faculty of Arts, An-Najah National University. We tried in this work to do the correction and remedial work for language and prosodic mistakes which were very huge in number, still the poems were very excellent and valuable, but, these mistakes disfigured its language rhythms. In our correction and remedial work we depended on number of Arabic langua
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Bell, Linda May. "Evaluation of the Implementation of Innovation in a Gifted/Enrichment Program." Gifted Education International 4, no. 2 (1986): 120–27. http://dx.doi.org/10.1177/026142948600400212.

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This article focuses on a specific technique for the evaluation of curriculum enrichment programmes. A profile is suggested which enables teachers to examine their philosophy, the quality of resources, teaching strategies and objectives. An extensive bibliography provides an excellent guide to further reading on evaluation and assessment.
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45

Patterson, Nancy. "Form and Artistry: The Reading/Writing Connection." Voices from the Middle 12, no. 3 (2005): 39. http://dx.doi.org/10.58680/vm20054702.

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The March 2005 issue of Voices from the Middle is a tribute to the life and work of Louise M. Rosenblatt, a pioneer in reading theory and the teaching of literature, who died on February 8, 2005, at age 100. Through her groundbreaking books, Literature as Exploration (1938) and The Reader, the Text, the Poem (1978/1994), and her years as a teacher, researcher, and speaker, Dr. Rosenblatt affected the thinking and teaching of generations of teachers. These pages are filled with stories and perspectives from those who knew her and learned from her, articles from those whose work has been indelib
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Rahayu, Gupuh. "Teaching English As A Foreign Language: A Portrait Of Primary English Teaching In Kupang." International Research-Based Education Journal 5, no. 2 (2023): 228. http://dx.doi.org/10.17977/um043v5i2p228-239.

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This observational research, which focuses on teacher tactics for teaching English as a Foreign Language to primary school kids, was carried out in two classes at a public primary school. The purpose of this study was to answer the following question: what teaching tactics do the English instructors at this school use? The data were analyzed qualitatively using categories formulated based on theories related to instructional strategies, which include planning and preparing instruction, implementing the teaching and learning process, and assessing students' achievement. The study's primary find
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47

Canoy, Desie, and ARLENE LOQUIAS. "Identifying Reading Miscues and Reading Performance in the Oral Reading Verification Test in English: Basis for an Intensive Reading Program." International Journal of English Language Studies 4, no. 4 (2022): 38–46. http://dx.doi.org/10.32996/ijels.2022.4.4.6.

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Reading serves a vital role in achieving quality education. However, it is alarming to note the learners' poor reading performance in national and international assessments, which schools must address. In this study, the pupils' reading performance is looked into through the Oral Reading Verification Test (ORVT). It is a tool that assists in determining the reading strengths and weaknesses. It also helps to identify the pupils struggling with decoding and comprehension fluency. This study aims to determine the pupils' reading performance profile and the common reading miscues in the pupils' OR
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Agüero, María Fátima del Valle, and Agustina Francioni. "Synthetic Phonics: A Glimpse on its Effectiveness in Teaching Young Learners to Read in English as a Foreign Language." International Journal of Second and Foreign Language Education 2, no. 2 (2023): 20–42. http://dx.doi.org/10.33422/ijsfle.v2i2.501.

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Developing reading skills from an early age of schooling seems to be of paramount importance for acquiring proper literacy. As reading proves to be a complex skill to learn, the spotlight has been put on different approaches that teach young learners to read, especially in English-speaking countries. One of these approaches is Synthetic Phonics, which seems to be the most beneficial program in reading instruction. However, little research has been carried out in terms of its effectiveness to teach to read in English as a Foreign Language (EFL). This paper examines the benefits of implementing
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Filatov, Vitaly O., and Anastasia A. Nozhnina. "ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL CORRECTION OF THE COGNITIVE SPHERE OF A PRESCHOOLER WITH GENERAL SPEECH UNDERDEVELOPMENT IN A CHILDREN’S LEISURE CENTER." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 10/4, no. 130 (2022): 134–38. http://dx.doi.org/10.36871/ek.up.p.r.2022.10.04.019.

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The article deals with the issue of the interrelationships of the general underdevelopment of speech in older preschool children and the peculiarities of the development of their cognitive sphere; substantiates the need for remedial classes as a purposeful preparation for school. The article describes the method of teaching reading to older preschoolers with general speech underdevelopment through the formation and development of letter gnosis. The analysis of statistical data presented in the article before and after correctional classes with preschoolers who have a general underdevelopment o
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Harti, Laily Maulida Septiana Harti, Ayunita Leliana, and Silvy Chintia Adelia Adelia. "Novel Writer’s Voice in Critical Annotated Bibliography." JET ADI BUANA 7, no. 01 (2022): 57–68. http://dx.doi.org/10.36456/jet.v7.n01.2022.5426.

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Undergraduate students are required to think critically and put it into their writings and research. However, it is challenging for the students to do so, since they might encounter plagiarism issues, as they try to make use of their own voice. This study, carrying out a research and development design with a research subject of 77 students who programmed the Reading for Research course, aimed to produce educational products in the form of learning materials that can help them during their critical annotated bibliography composition. Data were collected in three stages using interview guidelin
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