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The study aimed to evaluate the reading strategies used by teachers and their effect on the reading performance of Grade 4 learners of Ubaldo D. Laya Memorial Central School, Division of Iligan City for School Year 2023-2024. The study employed descriptive-correlational research design to describe and test the significant relationship exists between teachers' reading strategies and the reading performance of learners and the relationship between teachers' reading strategies used and the reading performance of learners. The result revealed that the teachers primarily utilized remediation strategies with a mean of 3.78 and the intervention strategies with a mean of 2.80. In terms of learners reading performance, the data indicated that a significant portion of learners scored within the highest range (7-8) for reading comprehension while vocabulary acquisition exhibited even stronger performance, with the highest frequency (40) of students scoring in the top range (9-12). Further, the study found out that the learners' reading performance in terms of reading comprehension had a highly significant association with the teachers' reading strategies in terms of remediation. Furthermore, the variables that best predict learners' reading performance in terms of vocabulary acquisition, the findings revealed that the respondents' learners' reading ability in terms of vocabulary acquisition was unaffected by teachers' reading strategies. Therefore, the null hypothesis stating that "there is no variable singly or in combination that best predicts respondents' learners' reading performance in terms of vocabulary acquisition" was not rejected. [ABSTRACT FROM AUTHOR]

This study aimed to investigate different factors affecting the reading comprehension skills of the students in Alternative Learning System of Lugait Central School. The respondents of this study were 40 females and 60 males. A survey was conducted by using a questionnaire for information gathering about different factors relating to the reading performance of the students and the Phil-IRI assessment tool to assess their comprehension level. This study was conducted to the Junior High School students enrolled in the Alternative Learning System at Lugait Central School during the school year 2023-2024. The study used the descriptive-correlational research design. The results of the study revealed that 'the socio-economic status and different determinants have no significant effect to the reading performance of the students but in the marital status the widow exhibited a significant positive correlation with the reading comprehension skills compared to the other marital status. In the context of the reading comprehension, it was found out that the comprehension level of the students' majority fell into frustration and instructional levels indicated a need for targeted interventions which aimed at improving foundational reading skills. [ABSTRACT FROM AUTHOR]

This study examines the influence of AI Chatbot-assisted assessment on English reading anxiety and performance in Indonesian secondary school pupils. The growing integration of artificial intelligence in educational settings, namely through reading bots, has the potential to improve language acquisition and reduce student anxiety. The study utilizes a quantitative research approach, which compares the performance of an experimental group that interacts with AI chatbot-assisted assessment to a control group that receives traditional teaching led by a teacher. The data were gathered by administering pre- and post-tests of the adopted EFLRAI to assess reading anxiety, and the KET to measure reading performance. The results indicate that engagement with AI chatbots significantly alleviates reading anxiety and improves reading performance. This fosters a conducive learning atmosphere that enhances confidence and engagement in acquiring the English language. This study improves the understanding of the role of AI Chatbot-assisted assessment in language education and its effectiveness in addressing the challenges faced by English as a Foreign Language (EFL) learners in Indonesia. [ABSTRACT FROM AUTHOR]

Gender differences in reading and math have been reported for many years. Girls outperform boys in reading (representing a school domain stereotyped as female); boys often perform slightly better in math (a stereotypical male domain). Research has so far investigated the contribution of domain-specific academic self-concepts and interests as well as gender stereotypes to these gender differences. Students' gender role attitudes (GRAs) and their relation with gender disparities in school performance, however, have been studied little. This study examines if students' GRAs contribute to explaining boys' higher math achievement and girls' higher reading achievement. Using PISA-2009 data from Germany, the sample included 9,460 grade nine students (49.70% girls; Mage = 15.61 years). Regression analyses revealed that egalitarian GRAs are beneficial for all students. Still more so for girls, egalitarian GRAs help girls perform particularly well in reading and compensate for possible disadvantages in math. In reading, girls with egalitarian GRAs reached higher performance scores than boys with egalitarian GRAs. In math, girls with egalitarian GRAs scored nearly as high as boys with egalitarian GRAs. Boys also benefited from egalitarian GRAs, although not as much as girls. Although gender disparities in reading and math achievement were explained only partly by students' GRAs, supporting boys and girls in endorsing egalitarian GRAs is worthwhile as they may help to increase societal gender equality more broadly. [ABSTRACT FROM AUTHOR]

Although motivational variables have been extensively examined in the context of English as a second/foreign language (ESL/EFL), they have received little attention when learning Chinese as a second language (CSL), especially among elementary school students in lower grades. Considering the significant impact of psychological variables on language learning and the dilemma of Chinese reading for non-Chinese speaking (NCS) students from Hong Kong, this study examined the structural relationship between the ideal L2 self and intrinsic motivation, as well as their impacts on the learning engagement and reading performance of 475 Hong Kong first-grade NCS students. Two findings were noteworthy: (1) under the simultaneous consideration of the above-mentioned variables, intrinsic motivation affects learning engagement and Chinese reading performance more than the ideal self; (2) the indirect effects of intrinsic motivation on reading performance through learning engagement are more significant than its direct effect on reading performance. The implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Clinical relevance: Reading performance is important for evaluating near vision and predicting and prescribing near-vision correction. There is a significant gap in the literature on Arabic reading performance and its associated effects. Background: Normative data from control participants serve as the baseline for future studies involving groups with specific characteristics. This study aimed to assess baseline measures of Arabic reading performance. Methods: In total, 428 normally sighted adults aged 19–83 years read the Balsam Alabdulkader – Leat chart to measure their reading performance. The participants were divided into five age groups. The outcome measures were the maximum reading speed in standard-length words per minute, critical print size, reading acuity, and reading accessibility index. Results: The average reading performance measures were as follows: 171 ± 27 standard-length words per minute for maximum reading speed, 0.01 logarithm of the minimum angle of resolution for critical print size, −0.17 logarithm of the minimum angle of resolution for reading acuity, and 1.02 for the accessibility index. There were significant differences among the age groups, indicating a dependency on age and showing a plateau for the young adult group and a decline with age. The accessibility index had an almost perfect correlation with maximum reading speed and a weak but significant relationship with reading acuity and critical print size. Conclusion: Arabic exhibits an age-dependent trend in reading speed. However, owing to differences in orthography, visual demands, and reading strategies, the magnitude of the decrease and increase differs, potentially accounting for the variations between languages, especially when compared to English. This study serves as a foundation for future studies on Arabic reading performance. Future studies should examine the reading performance in patients with low vision, study the effects of common diseases on reading ability, evaluate the effectiveness of reading devices, and assess improvements in vision rehabilitation. [ABSTRACT FROM AUTHOR]

The Home Literacy model predicts different outcomes depending on formal and informal literacy practices carried out at home. However, this model does not explicitly consider the potential differences that the media (paper vs. tablets) in which these practices are carried out can have on performance. The present study explored this issue. Participants were 136 children aged 6–7 years old and their parents. The different activities performed at home were analysed through reports of the parents, and children were assessed at school for their reading performance (decoding and comprehension). Results showed how formal practices using traditional materials predicted reading comprehension, but informal practices did not predict any performance measure. The digital home literacy environment showed no impact on reading performance, suggesting that two different environments (paper and digital) might exist, each one of them having differential impacts on performance. Implications for research and education are discussed. [ABSTRACT FROM AUTHOR]

This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks. [ABSTRACT FROM AUTHOR]

The oculomotor abnormalities have been reported in some dyslexic children. The purpose of the study was to evaluate the effects of oculomotor rehabilitation on the reading performance of dyslexic children. Subjects were 50 dyslexic children. Those with oculomotor abnormalities (n = 30) were randomly assigned into 2 groups matched for age. The case group received oculomotor rehabilitation. The rehabilitation program consists of 3 different exercises. The reading and dyslexia tests were performed before and after the intervention. The correct scores of reading tests in the case group posttest increased significantly compared with the control group, and there is a significant difference between the two groups (P =.001). The positive effects of oculomotor rehabilitation on the reading performance of dyslexic children confirmed that the oculomotor program could be a practical tool for improving reading performance in dyslexic children. [ABSTRACT FROM AUTHOR]

Clinical Relevance: The support of students with a vision impairment throughout education could be enhanced by assessing the functional reading ability of the individual. This visual assessment could inform educators of individualised student needs and potentially improve the academic achievement for these students. Background: Support for children with a vision impairment within a classroom is typically based on clinical findings of distance visual acuity and visual fields. Therefore, determining optimal print size for reading is essential to ensure best academic outcomes. Secondary aims were to investigate the possible impact of underlying pathology on reading ability. Methods: Forty-seven participants were recruited from a state-wide support service for children with a vision impairment in South Australia. Three visual acuity groups were formed based on World Health Organisation definitions of mild, moderate, and severe vision impairment. Correlation between clinical measures of distance visual acuity using the Freiburg Visual Acuity Test, were compared with reading acuity and critical print size (smallest font before reading speed reduced) using Minnesota low vision reading chart (MNREAD). Results: No significant correlations were found for mild (0.20–0.49 logMAR) and severe (1.00–1.52 logMAR) vision impairment groups between distance visual acuity and reading acuity read (p =.64, CI [−.585,.395]/p =.82, CI [−.48,.58]) or critical print size (p =.78, CI [−.57,.45]/p =.43, CI [−.34,.68]. A significant correlation was found for the moderate vision impairment group: 0.50–0.99 logMAR for minimum reading acuity (p <.001, CI [.44,.91]) and critical print size (p =.03, CI [.05,.80]). Conclusions: Standard clinical measures of distance visual acuity are an unpredictable estimate of reading ability in children with mild and severe vision impairment. Additional measures of functional near reading ability could provide a more meaningful indicator of reading ability and help provide optimum support to students through education. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose. This study's purpose is to investigate the effects of explicit cognitive reading strategy training on reading performance and metacognitive reading strategy awareness of Grade 9 students of Heto Secondary School at Hosanna Town, 232, south-west of Addis Ababa. Methodology. For this quasi-experimental study, two parallel home-made tests, a pre-test and a post-test administered before and after the intervention, respectively, and a metacognitive reading strategy awareness questionnaire were used. Data were gathered from 100 participants of experimental and control groups, 50 students from each group, before and after 14 hours strategy training within 12 weeks. SPSS, version 25, was used to analyse data. Independent Samples Test to compare groups, and Paired Samples Test to compare variables/scores of the groups were employed during analysis. Results. The results showed a statistically significant difference between the pre-test and the post-test scores of reading performance (p=.000) of each group. However, the Experimental Group made an increment in reading performance, whereas the Control Group made the opposite, a decrement in reading performance. The relationship of both groups was strong and positive. However, neither group showed significant changes in metacognitive reading strategy awareness. Conclusion. The study concluded that explicit cognitive reading strategy instruction empowered students to outperform reading comprehension and vice versa, though it did not change students’ strategy awareness. This implies that concerned bodies should give due attention to enhancing the explicit approach to cognitive reading strategy teaching. [ABSTRACT FROM AUTHOR]

Despite evidence of unequal learning opportunities, there is limited understanding of how English learners (ELs) with disabilities are faring academically nationwide in comparison with their EL and student with disability counterparts. In response, we conducted secondary data analyses of the 2009 to 2019 National Assessment of Educational Progress (NAEP) reading assessments. Compared to their peers, ELs with disabilities performed lower in both Grades 4 and 8. There is a visible improvement in this important student population's performance on the NAEP 2015 reading assessment—a year in which disaggregated reporting for ELs with disabilities performance became mandatory. These findings have implications for improved instructional, assessment, and program supports to serve ELs with disabilities. [ABSTRACT FROM AUTHOR]

AbstractIn today’s era of information overload, efficiently extracting valuable information from a large volume of textual data has become a crucial challenge in reading. This study aimed to explore the enhancement of Chinese readability in the digital domain through intelligent typesetting method. This study involved two experiments. The purpose of the first experiment was to achieve the machine learning-based assessment of the importance of individual words in Chinese articles and to automate typesetting based on the importance of words. For the second experiment, readability tests and eye-tracking reading tests were performed and the reading performance and reading attention between intelligent typesetting and general typesetting style was compared. This work proposed three Chinese typesetting methods that distinguished the importance of Chinese text information, based on font size and color. The results showed that first, when reading Chinese text, visual attention was more likely to be drawn to larger font sizes, darker brightness, or warmer-colored characters. Second, intelligent Chinese typography that distinguishes information importance through font size, color brightness, and color hue can enhance Chinese reading comprehension accuracy and subjective evaluation. It was concluded that using the TextRank model to distinguish importance of Chinese vocabulary and intelligent typesetting methods based on visual features of font could obviously improve text readability. Specifically, readability achieved through intelligent typesetting method distinguishing information importance through font color brightness surpasses that of general typesetting significantly. These intelligent typesetting methods can be widely applied in Chinese reading scenarios, such as web pages, e-books, information visualization, and other Chinese reading contexts. [ABSTRACT FROM AUTHOR]

This paper explored the critical reading strategies and reading performance of junior high school (JHS) students enrolled in both public and private schools. 628 JHS answered the adapted survey questionnaire developed by Anderson and Krathwohl (2001) and a researcher-made reading test. The results revealed that JHS students had a high level of awareness of their use of critical reading strategies. However, the results of reading test said otherwise. There is a disconnect with what the students thought they could apply critical reading strategies and their score in the reading test. This paper recommends explicit teaching of critical reading strategies so that JHS students can better prepare themselves for the cognitive and non-cognitive demands in the tertiary level. Furthermore, this paper strongly recommends noncognitive assessments such as reading attitudes and motivations to have a more holistic approach in assessing the critical reading strategies of JHS students.

Reading has been capitalized in the education process. It has been put premium in the context of the learning recovery as the return of in-person of classes is observed. This action research aimed to examine the reading performance level of Grade One pupils of Camiing Elementary School before and after the employment of project RePACK (Reading Partnership between Challenged and Knowledgeable). This study further determined the aspects of the introduced intervention that facilitated their reading performance. The participants of the study were the 45 Grade one pupils of Camiing Elementary School School of Schools Division of Zambales in the school year 2022-2023. The data were gathered through a mixed method. The qualitative part employed thematic analysis to interpret the transcribed interviews. On the other hand, the quantitative one-group pretest-posttest design used the mean and paired sample t-test to measure the reading performance of the learners in the phases of treatment. The analysis of how the project RePACK facilitate their reading performance has emerged into two themes: availability of learning support, and access to reading resources. The level of learners' oral word recognition in the pre-intervention was found frustration and instructional in the post-intervention. Similarly, there was a leaped in progression of the reading comprehension of the leaners where they were marked frustration in the pre-test and independent in the post-test. Notably, there is a significant difference in the learners' reading performance level before and after the intervention. This outcome suggests that the project RePACK is effective in improving the reading performance of the learners. In this regard, school heads, teachers, and students are encouraged to adopt the intervention because of its efficacy. [ABSTRACT FROM AUTHOR]

This study aimed to test the efficacy of a newly developed computer‐based game naming computerized executive functions (CEF) task on the reading ability of children suffering from dyslexia. Forty dyslexic school students from the fourth and fifth grades were randomized to one of the experimental and control groups. Subjects of the experimental group received 12 sessions of Computerized Executive Functions Training (CEFT), while subjects of the control group played a neutral computer game throughout the 12 sessions. All participants responded to the Reading and Dyslexia Test (NEMA) as the pre‐ and post‐test measure. Results revealed a significant improvement in the reading ability of subjects of the experimental group compared to the control group. Subjects of the experimental group indicated a greater improvement in some components of the NEMA scale including word reading, word chains reading, picture naming, text comprehension, word comprehension and letter fluency relative to the control group. CEFT had no significant effect in modifying the category fluency, phoneme elimination and rhyming components of the NEMA scale. Applying CEFT improves the reading performance of children with dyslexia by enforcing their cognitive abilities like working memory, inhibition control and cognitive flexibility which are necessary for normal reading ability. [ABSTRACT FROM AUTHOR]

Acquiring solid reading skills is significant in education as it is the cornerstone for academic success and lifelong learning. This sequential explanatory mixed-methods study investigates the effectiveness of a contextualized Marungko approach-based supplementary reading material in improving the reading performance of Grade 1 pupils. In the pre-experimental phase the Early Grade Reading Assessment (EGRA) tool was utilized to measure the reading skills of the twenty four (24) Grade 1 pupils in terms of identifying letter sounds, identifying initial sounds, reading familiar words, reading invented words, and reading oral passages before and after the implementation of the contextualized Marungko approach-based supplementary reading material. Findings revealed a significant improvement in the early reading skills of Grade 1 pupils after using the supplementary reading material. This indicated that the reading material effectively enhanced the Grade 1 pupils' reading performance. The responses of the five (5) participants in the qualitative phase, which were examined following Braun and Clark (2013) analysis, yielded two (2) themes. It is recommended that educational institutions and policymakers should consider incorporating the Marungko Approach into their reading instruction programs to enhance alphabet knowledge, phonemic awareness, word recognition, decoding, and oral reading fluency. [ABSTRACT FROM AUTHOR]

Dyslexia is a reading difficulty that can be found everywhere, regardless of a person's ethnicity or race. The manifestation of dyslexia depends on the structure and orthography of a language. There is a lack of research into Arabic dyslexia, particularly the benefits of adaptive learning in this area. The study presented in this paper aimed to understand the impact on learners' reading performance, satisfaction and behaviour when matching e-training material with learner attributes. The focus is on learners with short vowel dyslexia. The study was undertaken with 22 female primary school children in Saudi Arabia, all of whom were native Arabic speakers. These children were divided into two groups: a matched group (which included learners with short vowel dyslexia) and a mismatched group (which included learners with vowel dyslexia). An e-training system 'DysTypeTrain2' was designed and developed to support the study. A mixed-methods approach was used to collect both quantitative and qualitative data. The quantitative data were collected from (i) pre- and post-test results to calculate the improvement in reading performance and (ii) learner satisfaction scores. The qualitative data were collected from observations of learners' behaviour. It was found that the learners' reading performance and satisfaction improved in both experimental conditions (short vowel dyslexia group and vowel dyslexia group), regardless of their Arabic dyslexia type, indicating that the system was effective and the learning process was improved. Further, the learners were happy and excited about the system. [ABSTRACT FROM AUTHOR]

This single case study (multiple baselines) evaluates the efficacy of an intervention called "reading racetracks" among three eight-year-old boys with diverse backgrounds, including learning disabilities, limited language proficiency due to migration, and socio-economic challenges. Conducted over three weeks, the training demonstrated notable improvements in the participants' ability to recognize and pronounce words quickly. Statistical analysis confirmed these results, with no baseline trends detected and a significant overall treatment effect indicated by a high Tau-U score. This finding suggests that reading racetracks can be an effective, universally applicable method of improving reading performance in diverse student populations. [ABSTRACT FROM AUTHOR]

This study aims to investigate how the reading circle, also known as the literature circle method, affects students' reading performances and lessons. his study will be an example study in helping students who do not like reading gain a reading habit. In this study, a mixed research method was applied by collecting both qualitative and quantitative data. At the beginning of the study, control and experimental groups were created using the stratified sampling method, and a pre-test was applied by an expert staff to see the students' reading performances at the beginning of the study. The reading circle method was followed in the experimental group, and the traditional text reading and answering method was followed in the control group. During this five-week study, weekly tests were applied to both groups, and their reading performances were monitored. At the end of the study, post-tests and semi-structured interviews were applied to the students. According to SPSS t-statistics analysis, a significant difference of .001 was observed between the reading performances of the experimental group and the control group. In addition, students' positive feedback about the reading circle method was recorded from the interview analysis. As a result, this study revealed that the reading circle method made a positive contribution to students' reading performance. This study will shed light on other studies on reading in Iraq. [ABSTRACT FROM AUTHOR]

This study aimed determine the level of reading performance of 210 Grade 2 pupils of Sta. Cruz District, Division of Zambales using Marungko Reading Approach and Phonic Reading Approach. The researcher utilized a quantitative descriptive research design and comparative study which helped the researcher collect information that best describe the existing problem by asking respondents of their perceptions about the strategies of teachers in improving the reading preparedness of Grade 2 pupils during modular distance learning. The study revealed that the level of pupils' reading performance using the Marungko Reading Approach was outstanding while excellent in the use of Phonic Reading Approach was excellent. The level of pupils' reading difficulty using both the Marungko Reading Approach and the Phonic Reading Approach was very easy. The level of pupils' reading performance using the Marungko Reading Approach and Phonic Reading Approach has no significant difference. The level of pupils' reading performance using both the Marungko Reading Approach and the Phonic Reading Approach has significant relationship to their academic performance in English and Filipino. Based on the summary of the investigations conducted and the conclusions arrived at, Teachers use the Marungko Reading Approach and Phonic Reading Approach to improve the reading performance of pupils. Teachers should develop reading program and activities responsive to pupils who are facing difficulty in reading using the Marungko Reading Approach and Phonic Reading Approach. Teachers should seek support from stakeholders for the provision of reading materials appropriate to the garde of pupils. A follow up study may be conducted to validate the results of this research by extending the study in other schools or districts. Teachers should develop reading materials such as strategic intervention material appropriate to the level of pupils using the Marungko Reading Approach and Phonic Reading Approach. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the effects of assistive technology, specifically text-to speech (TTS) technology on enhancing Saudi EFL students' reading cognitive abilities. The study utilized text to speech Natural Reader by Natural Soft Ltd (2022) to carry out a pretest-posttest quasi experiment, to measure students' reading scores before and after the treatment. Instruments also include two questionnaires. 49 students, enrolled in level III reading course of the English Department at the College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia, participated in the present study. The experiment lasted 12 weeks during the first semester of the year 2022-2023. The first questionnaire results showed that 66.7% of the students face problems in reading, with 43.8% having problems with loud reading, and 31.3% of students read less than 100 words per minute. The results also showed that 40.81% face problems related to pronunciation, vocabulary, and reading comprehension. The total score of the pre-test and posttest are in favor of posttest with mean score of (74.73 ±10.65) compared to (41.48 ±7.94) for pre-test. The findings reveal that there is an effect of assistive technology on students' reading cognitive abilities related to reading speed, comprehension, vocabulary, and critical thinking, affirming students' strong satisfaction with the Reader software, reaching the percentage of 87.5%. The study recommends using the technology-based reading model, proposed by the researcher, in the reading courses at Saudi universities, and investigating the linguistic changes that students experience due to the use of assistive technology in EFL. [ABSTRACT FROM AUTHOR]

This study determined the level of home learning support given by the parents and the level of reading performance of primary pupils in Alat-Alatin Elementary School, a multi-grade school in Lopez West District, Lopez, Quezon. This utilized the quantitative method anchored by a descriptive-correlational design. Moreover, the researchers used a survey questionnaire consisting of 15 questions pertaining to parental involvement, home learning resources, and home literacy practices to determine the level of home learning support given by the parents and conducted a reading session to determine the reading performance of the primary pupils. The study found that home learning support is sometimes given to primary pupils, and the level of reading performance of the primary pupils in Alat-Alatin Elementary School during the implementation of modular distance learning is at a frustration level. Using Spearman's rho non-parametric statistical tool, the Alpha level is 0.05. Since .395 is greater than the alpha level (0.05), the null hypothesis is accepted. Therefore, based on the result, there is no significant relationship between home learning support extended by the parents and the reading performance (in both oral reading and comprehension scores) of the pupils. Furthermore, the researchers designed Project BASA (Be A Servant Alat-Alatinian), an initiative program in distance learning settings that aims to improve the reading performance. [ABSTRACT FROM AUTHOR]

In this statewide, multiyear analysis conducted in the United States, the extent to which Grade 4 Black boys differed in their reading performance on the Texas state-mandated reading assessment as function of their economic status (i.e., economically disadvantaged and not economically disadvantaged) was determined. Analysis of three school years of Texas statewide data yielded statistically significant differences in reading by the economic status of Black boys. In all three school years and in all three reporting categories, Black boys who were in poverty answered statistically significantly fewer items correctly than Black boys who were not in poverty. Similarly, statistically significantly lower percentages of Black boys who were in poverty met the three grade level standards than Black boys who were not in poverty. Implications for policy and for practice, along with recommendations for future research, were provided.

Implementing video clips to enhance university students’ reading skills has been popular in Vietnam. This study aimed to explore the effects of employing video clips in reading improvement of English-majored freshmen from their perspectives. What is crucial here is whether applying video clips to teaching can boost the learners’ reading performance or not, as well as how profound their upgrade in reading is. For this study, the quantitative approach, as well as accumulating data, were applied to investigate the students’ perceptions regarding the cons that occurred when applying video clips to the development of their reading skills. To collect data for the study, fifty first-year English majors took part in the online questionnaire regarding their reading performance after the reading period through video clip assistance. The findings reflect that the majority of the students had a positive attitude toward utilizing videos in acquiring reading skills. As a result, with the implementation of videos in reading classes, students were motivated to engage in reading activities. Additionally, teachers are encouraged to make use of online video sources to increase the student’s motivation and engagement in acquiring reading skills.

Abstract This comparative study investigated the associations between instructional practices and students’ reading performance among 10 top performing regions that participated in the Program for International Student Assessment (PISA) 2018. A nationally representative sample consisting of 80,016 15-year-old students from 5 Asian regions (B-S-J-Z [China], Singapore, Macao, Hong Kong, and Korea) and 5 Western regions (Estonia, Canada, Finland, Ireland, and Poland) were included. A secondary analysis of PISA survey and assessment data was conducted. T test and ANOVA analyses revealed systematic differences in instructional practices of the 10 regions. B-S-J-Z (China) had significantly higher levels of teacher support, teacher-directed instruction, and teacher stimulation than the other sample regions. Asian regions tended to have higher levels of teacher support, teacher-directed instruction, teacher feedback, adaptive instruction, and teacher enthusiasm compared with Western regions, although variations were also found within Asian regions or within Western regions. Hierarchical linear regression (HLR) analyses indicated that reading performance was positively predicted by teacher support, adaptive instruction, teacher stimulation, and teacher enthusiasm, but negatively predicted by teacher-directed instruction and teacher feedback. This study sheds light on the effective instructional practices for optimizing students’ reading performance across different cultural contexts.

This quantitative study identified the difference between the performance of ten (10) pupils of Bintuan Elementary School. Purposive sampling was employed to identify learners with reading difficulty in this study. The data gathered in this study were subjected to statistical analysis with the aid of Statistical Package for the Social Science (SPSS) software. Weighted mean was used to identify the mean performance of the respondents during the pre-test and posttest; the Wilcoxon Ranked Sign Test to find out the difference between the performance of the respondents before and after the implementation of Project YAKAPPP and to test the null hypothesis at 0.05 level. As revealed in the study, there is a significant difference between the performance of the Grade 4 pupils before and after the implementation of Project YAKAPPP. Using the Wilcoxon Signed Rank Test, z (-2.214) is higher than the critical region, 0.27. Therefore, the H0 is rejected, and the Ha is accepted. Project YAKAPPP significantly impacts the performance of the Grade 4 pupils in Bintuan Elementary School. The researcher found out the reasons for their reading difficulties and the following are the suggestions and recommendations: teachers should provide reading materials that are interesting and suited to their abilities and interests; the school should have a teacher who is trained in special education; parents should be supportive when it comes to the education of their children; School-based feeding program should also be continued; and the internet connection should also be improved. [ABSTRACT FROM AUTHOR]

Abstract Background Electrocardiogram (ECG) is one of the most commonly performed examinations in emergency medicine. The literature suggests that one-third of ECG interpretations contain errors and can lead to clinical adverse outcomes. The purpose of this study was to assess the quality of real-time ECG interpretation by senior emergency physicians compared to cardiologists and an ECG expert. Methods This was a prospective study in two university emergency departments and one emergency medical service. All ECGs were performed and interpreted over five weeks by a senior emergency physician (EP) and then by a cardiologist using the same questionnaire. In case of mismatch between EP and the cardiologist our expert had the final word. The ratio of agreement between both interpretations and the kappa (k) coefficient characterizing the identification of major abnormalities defined the reading ability of the emergency physicians. Results A total of 905 ECGs were analyzed, of which 705 (78%) resulted in a similar interpretation between emergency physicians and cardiologists/expert. However, the interpretations of emergency physicians and cardiologists for the identification of major abnormalities coincided in only 66% (k: 0.59 (95% confidence interval (CI): 0.54–0.65); P-value = 1.64e-92). ECGs were correctly classified by emergency physicians according to their emergency level in 82% of cases (k: 0.73 (95% CI: 0.70–0.77); P-value ≈ 0). Emergency physicians correctly recognized normal ECGs (sensitivity = 0.91). Conclusion Our study suggested gaps in the identification of major abnormalities among emergency physicians. The initial and ongoing training of emergency physicians in ECG reading deserves to be improved.

The benefits of reading aloud to young children for their reading development are well documented, and international large-scale assessments (ILSAs) offer an opportunity to explore its unique contribution to literacy achievement at both the primary and secondary levels. Using Portuguese data from ILSAs, this study shows the relationship between reading to young children in the home context and their later reading performance. Specifically, we use the Program for International Reading Literacy Study (PIRLS) 2011, which tests fourth-grade students, and the Program for International Student Assessment (PISA) 2018, which is used for the assessment of 15-year-olds. Data sources from these surveys include the mean reading performance of similar cohorts of students and home/parental questionnaires that include questions about the frequency of home book-reading, as well as other background variables. Linear regression analyses show a positive and significant relationship, both at the fourth-grade level and in secondary school, between students' performance and having been read to at home during early childhood. These findings indicate that the advantages associated with book reading in the early years are maintained throughout students' schooling. In addition, the analysis shows that, in both surveys, girls score higher than boys in reading, and that there is a positive association between parental education and reading achievement. Implications about how children's early literacy development sets the foundation for future educational achievement are discussed, namely in the context of country-specific reading initiatives and reading practices. [ABSTRACT FROM AUTHOR]

The present longitudinal study examined the changes in foreign language reading anxiety and its predicting effects on Chinese university students' reading English performance. The 29-item Foreign Language Reading Anxiety Scale (FLRAS), a background questionnaire and a reading quiz were administered to two intact classes of an English Reading course at three time points of an 18-week semester at a university in Beijing. The major findings were (a) The participants generally experienced a medium level of foreign language reading anxiety, (b) the participants' FLRAS level significantly increased first and then significantly decreased during the period, (c) the students' FLRAS scores were significantly negatively correlated with their reading performance at the three time points, (d) the students' FLRAS scores generally significantly negatively predicted their reading performance measured at the same time but not at a later time point, and (e) the students' reading performance did not predict their FLRAS levels. These findings indicate that anxiety is an important factor affecting students' reading comprehension in a second/foreign language. [ABSTRACT FROM AUTHOR]

This comparative study investigated the associations between instructional practices and students' reading performance among 10 top performing regions that participated in the Program for International Student Assessment (PISA) 2018. A nationally representative sample consisting of 80,016 15-year-old students from 5 Asian regions (B-S-J-Z [China], Singapore, Macao, Hong Kong, and Korea) and 5 Western regions (Estonia, Canada, Finland, Ireland, and Poland) were included. A secondary analysis of PISA survey and assessment data was conducted. T test and ANOVA analyses revealed systematic differences in instructional practices of the 10 regions. B-S-J-Z (China) had significantly higher levels of teacher support, teacher-directed instruction, and teacher stimulation than the other sample regions. Asian regions tended to have higher levels of teacher support, teacher-directed instruction, teacher feedback, adaptive instruction, and teacher enthusiasm compared with Western regions, although variations were also found within Asian regions or within Western regions. Hierarchical linear regression (HLR) analyses indicated that reading performance was positively predicted by teacher support, adaptive instruction, teacher stimulation, and teacher enthusiasm, but negatively predicted by teacher-directed instruction and teacher feedback. This study sheds light on the effective instructional practices for optimizing students' reading performance across different cultural contexts. [ABSTRACT FROM AUTHOR]

This study aimed to assess the impact of a Learning Activity Package (LAP) on reading performance, encompassing word recognition, and reading comprehension, among Grade 6 Maguindanaon pupils at Lagandang Elementary School in Isulan, Sultan Kudarat, during the 2022-2023 school year. Employing a quasi-experimental approach with pre-test and post-test measures, the study included sixty-two pupils selected through a complete enumeration method. The findings revealed that the LAP significantly elevated students' reading performance, moving them from an instructional level to a more advanced stage in word recognition during oral reading, as well as in reading comprehension during both oral and silent reading. Overall, the results indicated a substantial difference between the pretest and posttest scores of the control and experimental groups, demonstrating that the LAP significantly improved pupils' word recognition and reading comprehension skills. Consequently, it is recommended that school leaders, reading coordinators, and teachers consider implementing this reading intervention to further enhance their students' reading abilities and potential. [ABSTRACT FROM AUTHOR]

E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining interactive features of E-texts, but it is uncertain what the overall effect is or what features may be most useful. The purpose of this study is to systematically review and meta-analysis of the findings comparing reading performance and/or reading times between E-texts with interactive features and control texts (paper or static E-texts). The systematic search of the literature identified 26 independent studies on reading performance. Based on the meta-analysis, interactive features benefited reading performance (g =.66, p <.001). Individual studies with positive effects involved multiple interactive features; however, potential contributions of three types of features (questions with feedback, digital glossaries, and collaborative tools) are discussed. Future directions for examining interactive features experimentally to better understand what features are most helpful for whom are described. [ABSTRACT FROM AUTHOR]

To assess reading performance and report normative values for normal sighted Portuguese schoolchildren using the Portuguese version of the MNREAD reading acuity chart. Children in the 2nd, 4th, 6th, 8th, and 10th grade in Portugal were recruited for this study. One hundred and sixty-seven children from 7 to 16 years of age participated. The Portuguese version of the printed MNREAD reading acuity chart was used to measure reading performance in these children. The non-linear mixed effects model with negative exponential decay function was used to compute maximum reading speed (MRS) and critical print size (CPS) automatically. Reading acuity (RA) and reading accessibility index (ACC) were computed manually. The mean MRS in words-per-minute (wpm) for the 2nd grade was 55 wpm (SD = 11.2 wpm), 104 wpm (SD = 27.9) for the 4th grade, 149 wpm (SD = 22.5) for 6th grade, 172 wpm (SD = 24.6) for 8th grade and 180 wpm for the 10th grade (SD = 16.8). There was a significant difference in MRS between school grades (p < 0.001). Participants' reading speed increased by 14.5 wpm (95% CL: 13.1–15.9) with each year of increase in age. We found a significant difference between RA and school grades, but not for CPS. This study provides normative reading performance values for the Portuguese version of the MNREAD chart. The MRS increased with increasing age and school grade, while RA shows initial improvement from early school years and gradually stabilizes in the more mature children. Normative values for the MNREAD test can now be used to determine reading difficulties or slow reading speed in, for example, children with impaired vision. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Electrocardiogram (ECG) is one of the most commonly performed examinations in emergency medicine. The literature suggests that one-third of ECG interpretations contain errors and can lead to clinical adverse outcomes. The purpose of this study was to assess the quality of real-time ECG interpretation by senior emergency physicians compared to cardiologists and an ECG expert. Methods: This was a prospective study in two university emergency departments and one emergency medical service. All ECGs were performed and interpreted over five weeks by a senior emergency physician (EP) and then by a cardiologist using the same questionnaire. In case of mismatch between EP and the cardiologist our expert had the final word. The ratio of agreement between both interpretations and the kappa (k) coefficient characterizing the identification of major abnormalities defined the reading ability of the emergency physicians. Results: A total of 905 ECGs were analyzed, of which 705 (78%) resulted in a similar interpretation between emergency physicians and cardiologists/expert. However, the interpretations of emergency physicians and cardiologists for the identification of major abnormalities coincided in only 66% (k: 0.59 (95% confidence interval (CI): 0.54–0.65); P-value = 1.64e-92). ECGs were correctly classified by emergency physicians according to their emergency level in 82% of cases (k: 0.73 (95% CI: 0.70–0.77); P-value ≈ 0). Emergency physicians correctly recognized normal ECGs (sensitivity = 0.91). Conclusion: Our study suggested gaps in the identification of major abnormalities among emergency physicians. The initial and ongoing training of emergency physicians in ECG reading deserves to be improved. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE). Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds (p < 0.001), conditional sounds (p <0.001), and for spelling performance (p = 0.002). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly higher improvement for LP in MOVE was observed compared to LP in CON from T1 to T2 in letter-sounds (p < 0.0001), conditional letter-sounds (p <0.0001), and for spelling performance (p = 0.037). No differences were observed between LP-MOVE and HP-MOVE. Our results demonstrate that a short intervention based on movement-phonemes increase children’s letter knowledge and spelling performance. The results also demonstrate that LP and HP have similar improvements and therefore, this type of activities are not particularly beneficial for children at risk for reading difficulties. We suggest that this teaching method could be beneficial for all school children at this age. [ABSTRACT FROM AUTHOR]

Reading is a fundamental academic skill and influences numerous outcomes throughout lifespan. Unfortunately, many German students struggle with basic reading. Specifically, students with Learning Disabilities (LD) and Emotional Behavioural Disorders (EBD) encounter major hurdles. Consequently, insufficient reading achievement and concomitant behavioural problems diminish motivation to learn. Therefore, a multiple baseline design was used to evaluate the effects of a peer-mediated Reading Racetrack intervention with and without self-graphing on word reading, academically engaged behaviour (AEB), and disruptive behaviour (DB) of primary-school students with LD and EBD (n = 7). The procedure took place three times per week for 25 minutes over a six-week period. As a result, all students increased in reading when Racetracks without Self-Graphing was implemented, without further increases when adding Self-Graphing. There was no intervention effect on AEB in the regression analysis across phases – however, Racetracks with and without Self-Graphing showed significant effects on DB each. Moreover, students rated the intervention positively. [ABSTRACT FROM AUTHOR]

Reversed-contrast testing is easy to perform via electronic devices and may improve reading performance and the quality of life of most glaucoma patients. Electronic devices are becoming increasing popularity and most devices have easily adjustable contrast settings. This study investigated near vision acuity and preference between the standard visual acuity chart (black text on white background) and a reversed-contrast chart (white text on black background) in glaucoma patients with decreasing contrast sensitivity. This cross-sectional study evaluated 177 eyes of 177 patients from a single glaucoma clinic. The better eye of primary glaucoma patients (visual acuity of 6/20 or better) was evaluated. Patients with any other condition affecting visual acuity or reading performance were excluded. Near visual acuity was measured using a device with an anti-glare screen at 40 cm distance for both standard and reversed-contrast charts. Glaucoma patients had a significantly better average near visual acuity using the reversed-contrast chart than using the standard chart (median best-corrected visual acuity, LogMAR = 0.12; interquartile range = 0.18 vs median best-corrected visual acuity, LogMAR = 0.2; interquartile range = 0.26; respectively; P < 0.01), with more prominent differences in the advanced glaucoma group (median best-corrected visual acuity of reversed contrast chart: median best-corrected visual acuity of standard chart = 0.12:0.2, 0.12:0.13, and 0.18:0.22 in the early, moderate, and severe groups, respectively, P < 0.01 in early and severe group and P = 0.02 in moderate group). One hundred and nine (109) out of 177 patients (61.58%) preferred the reversed contrast version. Reversed contrast materials may improve the reading performance and quality of life of patients with glaucoma, especially those with severe disease. [ABSTRACT FROM AUTHOR]

There is a call for exploring the narrative transportation and reading performance among multimodality readings, i.e., single modality (text), dual modality (text + picture), and tri-modality (text + picture + audio). Altogether 42 junior high-school participants native in Chinese from an urban city in P.R. China were invited to the 90-minute experiment. The participants were administered English reading materials and a self-reported scale of transportation, along with a pretest to determine English proficiency level. The statistical analysis showed that (1) the transportation effect is highest in tri-modality readings, followed by that in dual and single modality readings. (2) There is no statistical difference between genders in relation to transportation effect. (3) Except for tri-modality reading, there is no statistical difference in relation to English proficiency for narrative transportation. The study results indicate that teachers could fully immerse students into narrative stories by pedagogically incorporating texts, pictures, and audios into reading materials. [ABSTRACT FROM AUTHOR]

This study examines whether the common typographical recommendations for texts in easy-to-read language are helpful. So far, using a sans-serif font in 14 pt has been suggested. The statistical evaluation shows that Thesis TheSans is read significantly faster than Arial. Fonts with serifs are read slightly faster. The font size of 12 pt is large enough. The study clearly indicates that the strict commitment to sans serif fonts—and the Arial font in particular—for texts in easy-to-read language is wrong. The results can be used by designers and clients as a valid decision-making aid when creating barrier-free communication. [ABSTRACT FROM AUTHOR]

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the most common problems among students is reading problems, which has received considerable research attention. The aim of this study was to compare the effectiveness of executive function training and intervention based on cognitive games on the reading performance in elementary students. The research method is quasi-experimental using a pre-test - post-test design with a control group. Accordingly, among the students studying in the primary school of Bandar Abbas, Iran in 2021, 45 elementary students with learning disabilities were selected and randomly assigned to 3 groups of 15 people (two experimental groups and one control group). The reading performance questionnaire was used to collect data in two stages of pre-test and post-test. Cognitive game-based and executive function interventions was implemented in the first and second experimental groups during seven 90-minutes sessions and ten 50-minutes sessions, one session per week. Control group participants did not receive any intervention during this period. The results of multivariate analysis of covariance showed that both executive function intervention and cognitive game-based intervention had a significant effect on students' reading performance with reading learning disability (p

Academic performance in preschool and early elementary grades has long been linked with child attention problems. There is empirical and theoretical support that this co-occurrence is attributable to longitudinal relations between attention and reading problems. However, the literature to date—coming primarily from psychology disciplines—has insufficiently explored the possibility that the relationship between attention problems and reading performance affects students differentially. Using data from the Early Childhood Longitudinal Study, this inquiry extends the current literature by examining whether initial scores and rates of change in the relationship between attention problems and later reading performance vary by child's race, gender, and socioeconomic status (SES). Findings support the claim that attention and reading develop in a mutual process and reveal a complicated pattern of social and individual predictors of attention reading growth over time. Social work researchers can reframe and reinvestigate evidence derived from a psychological framing of the dual developmental processes of reading and attention within a broader understanding of the nested nature of child development within structures of oppression. [ABSTRACT FROM AUTHOR]

Facilitating anxiety in second language (L2) learning research has not been thoroughly discussed for both methodological and conceptual reasons. This trend is also evident in the field of L2 reading, where reading anxiety has been viewed as a negative force. This study takes the initial step to explore the nature of facilitating anxiety in L2 reading. The behavior of facilitating anxiety measured by a domain-general measure is examined in relation to various L2-reading-specific variables, and the necessity of a new skillspecific measure for facilitating anxiety is discussed. Based on the results of partial correlation and stepwise regression analyses, this study proposes that incorporating a new skill-specific measure for facilitating anxiety could assist future research in gaining a better understanding of the role of anxiety in L2 reading and reading practice. [ABSTRACT FROM AUTHOR]

This present study has aim to answer a question “is there any relationship between students’ learning styles in TOEFL reading comprehension test?”. Therefore, this study was done for knowing whether there is a significant relationship between students’ learning styles in reading comprehension performance on the TOEFL test or not. The University of Islam Malang was chosen as the place to conduct this study with 37 students in the fourth semester of English Department. A questionnaire and TOEFL reading test were used as the instruments in this study to find the result. Both of the instruments were done in 45 minutes. Based on the results that were counted statistically using SPSS, the findings showed that the score of visual (M = 43,22), kinesthetic (M = 38,70), and auditory (M = 35,00) for reading achievement. Moreover, it also showed that df = 2, F = 1.102, P = .344. The results informed that there is no significant difference between students’ learning style in TOEFL reading comprehension performance. Due to limitations that exist in this quantitative study, future researchers are suggested to do research which broader population involvement and include reading strategies to give more insightful results regarding reading comprehension that might be useful for the learning process.

The purpose of this study was to evaluate the effects of a simple motivational treatment (consisting of immediate feedback, goal setting, and positive reinforcement) on the reading performance of an 11-year-old boy with learning difficulties. We applied an ABAB reversal design to test the impact of our approach. The dependent measure was the number of correctly read words from a children's book within 5 minutes. Results indicate that whenever the intervention was in place, the student showed greater achievements than during baseline conditions. The implications of employing simple motivational techniques to increase reading performance are outlined, and the limitations of the study are discussed. [ABSTRACT FROM AUTHOR]