Reading Comprehension, Word Reading And Spelling As Predictors Of School Achievement And Choice Of Secondary Education (review of article 62th)

Reading Comprehension, Word Reading And Spelling As Predictors Of School Achievement And Choice Of Secondary Education 

The main purpose of this study is to find out what language literacy factor model can be made based on the reading and fluency test, spelling and reading comprehension, and how the language skills factor and school achievement predict the choice. secondary education and what gender impacts, special educational support and socioeconomic background of these predictions. In total 1700 students were assessed with two word-level reading tests and spell-word and pseudo-spelling tests and with reading comprehension tests. The remaining data were obtained by questionnaire. The findings show that latency factor writing skills can be formed, separate for boys and girls, and that the degree of difficulty in reading and spelling predicts school performance and strong secondary education options. The influence of reading and spelling skills on secondary education choices is stronger and more direct for boys. Parental occupation and special educational support do not play a major role as predictors.

Annisa Masnasuri Kesai

16611069

Article

The Reciprocal Relations Between Morphological Processes And Reading (review of article 61th)

The Reciprocal Relations Between Morphological Processes And Reading

The interrelationships between morphological processes emerging and reading ability are examined in a longitudinal study that tracks children from Class 1 to Class 3. The goal is to examine the predictive relationship between productive morphological processes involving the preparation and breakdown of inflection and derivation, the ability to read for word pseudo-word and word decoding, and word and passage reading comprehension after controlling the initial ability in reading, morphological processing, phonological awareness, and vocabulary. The effect of reciprocity is shown by the predictive relationship between the initial morphological process and the subsequent reading ability occurs along with the relationship between early reading ability and subsequent morphological processes. Using multilevel, decay and compile modeling was found to predict the decoding of emerging words and the understanding of words and passages but not pseudoword decomposition. The reading comprehension predicts rotting growth. Further regression analysis of early linear growth models on predictors and then linear growth on the results showed that early growth of morphological processes predicted the growth of decoding words and subsequent understanding. Although the interrelationships between morphological processes emerging and reading ability are observed, different patterns on each side of the mutual "coin" indicate that the mechanisms underlying predictive influence may differ but are related to the quality of the lexical representation.

Annisa Masnasuri Kesai

16611069

Article

A Study of Tale Reading Dictionary Framework of Teaching Vocabulary (review of article 60th)

A Study of Tale Reading Dictionary Framework of Teaching Vocabulary

This research aims to establish a theoretical framework in teaching vocabulary and determine the importance of vocabulary teaching in Turkish language education by studying a fairy tale dictionary. In this objective, a theoretical framework has been formed by a literature survey and to form a fairy tale dictionary, a sample survey has been conducted and stories representing the type of text have been selected for that purpose. The stories have been selected from the book "On Beş Türk Masalı" from Pertev Naili Boratay, which has been selected from the collection of "Az Gittik Uz Gittik" from the Anatolian tales and represented by Adnan Binyazar as examples of texts. According to the literature, teaching vocabulary is an important factor for developing students' communication skills with reference to understanding and explaining skills. In this study, this study primarily aims to analyze words and phrases and improve students' reading and comprehension by helping to develop their vocabulary. In addition, a story, in terms of gaining species-specific vocabulary, is one of the literary genres that require attention in Turkish language education.

Annisa Masnasuri Kesai

16611069

Article

Differential Cognitive And Perceptual Correlates Of Print Reading Versus Braille Reading (review of article 59th)

Differential Cognitive And Perceptual Correlates Of Print Reading Versus Braille Reading

This article explained about the relationship between reading, hearing, speech, phonological and tactile processing was investigated in a sample of Dutch blind braille readers compared to a visible print reader. Performance is assessed in blind and visible and adult children. Regarding phonological abilities, braille readers perform just as well as printers about phonological awareness, preferably in verbal short-term memory and significantly worse for lexical retrieval. The groups do not differ in speech or auditory perception. Braille readers, however, have more sensitive fingers than printers. Investigation of the relationship between cognitive and perceptual abilities and reading performance suggests that in braille readers groups, auditory temporal processing has a long-term and stronger impact not only on phonological ability, which must meet the high processing demands of strict serial languages. input, but also directly on the reading ability itself. The print reader switches between grapho-phonological and lexical reading modes depending on the familiarity of the item. Furthermore, the temporal processing of hearing and speech perception, which is substantially interrelated with phonological processing, has no direct relationship to the act of reading reading.

Annisa Masnasuri Kesai

16611069

Article

A Classroom Observation Tool For Scaffolding Reading Comprehension (review of article 58th)

A Classroom Observation Tool For Scaffolding Reading Comprehension

An important goal of educational research is to know which teaching practices are effective in promoting student learning. To assess this practice requires adequate observational instruments. Existing observational schemes Understanding EFL reading in particular and language learning in general. Therefore, they developed a new instrument: the English Reading Comprehension Observation Protocol. The focus of the instrument is on the role of EFL teachers who help students to switch from learning to reading to reading to learn English.

The results of a generalization study, in which they describe the source of variance, show that most variance can be attributed to differences between teachers. This shows that the instrument has high reliability and can help teachers identify strength and space for development. The instrument is in the form of checklists and easy to use for professional development purposes.

Annisa Masnasuri Kesai

16611069

Article

Pre-service Teachers' Use Of Reading Strategies In Their Own Readings And Future Classrooms (review of article 57th)

Pre-service Teachers' Use Of Reading Strategies In Their Own Readings And Future Classrooms

The main purpose of this study was to determine the use of pre-service teacher reading strategies in their own reading. In addition, the use of pre-service teacher strategies in their future teaching practices is also investigated. The subject of this study were 505 pre-service teachers enrolled at one of the major universities in Ankara. The results showed that pre-service teachers used 28 out of 38 reading strategies most of the time, but interview results illustrated that they reported the use of a very limited range of reading strategies. An interesting finding in this study is that all subjects accept responsibility for teaching and improving students' reading skills of their future.

Annisa Masnasuri Kesai

16611069

Article

The Relation Between Low- And High-Level Reading Skills In Children (review of article 56th)

The Relation Between Low- And High-Level Reading Skills In Children

A little studies have examined the relationship between low and high reading ability in children. Efficient low-level skills, such as lexical access, can save attention and work memory is limited so that the reading activity that demands attention continues without load. Second, fourth, and sixth graders were tested with a measure of low-level reading efficiency: decomposition efficiency, semantic memory access efficiency, and a working memory range of verbs. Children are also tested on high-level outcome measures: error detection, inference tests, and the number of spontaneous conclusions made while remembering a story. The results show that high-level understanding does not depend on the efficiency of the lexical access process at the classroom level. The working memory range of verbs, however, is important in high-level understanding. Those with larger verbal memory ranges may have access to information for high-level understanding.

Annisa Masnasuri Kesai

16611069

Article

Do Reading And Spelling Share A Lexicon? (review of article 55th)

Do Reading And Spelling Share A Lexicon?

In literature reading and spelling, the ongoing debate concerns whether reading and spelling share a single lexicon lyrics or relying on independent lexica. Existing evidence tends to favor a single lexicon account on top of an independent lexica account, but the evidence is mixed and open for alternative explanations. In the current work, they propose another largely ignored account - separate-but-shared lexica - which he says reads and spellings have separate lexica orthography, but information can be shared between the two. We report three experiments designed to evaluate competitively these three theoretical accounts. In each trial, participants learn new words through reading and / or spelling training. Key manipulations concerning the number of readings versus the spelling of certain items received. After the training, they assess the timing and accuracy of the response to the final reading and spelling results. According to the independent lexica account, the final performance in one modality will not be affected by the level of practice in other modalities. According to a single lexicon account, the final performance will depend on the total number of practices regardless of their modalities. According to a separate-but-together account, the final performance will be affected by the level of practice in both modalities but will benefit more from the same equality practice. Results support separate but shared accounts, indicating that reading and spelling rely on separate lexica, but information can be shared between the two.

Annisa Masnasuri Kesai

16611069

Article

Narrative Writing, Reading And Cognitive Processes In Middle Childhood: What Are The Links? (review of article 54th)

Narrative Writing, Reading And Cognitive Processes In Middle Childhood: What Are The Links?

This study examines the relationship between reading and writing sizes, and explores whether the known cognitive measures related to reading ability are also related to writing performance in middle-aged children. Sixty-four children, aged between 8 years 9 months and 11 years 9 months, take part in writing, reading, and cognitive assignments. The fluency of reading appears as having a strong relationship with written language performance, after controlling aged and verbal reasoning. While children with poor reading difficulties in spelling accuracy, they are otherwise produced compositions of compositions similar to ordinary readers. Boys produce fewer written texts than girls, but do not show weaker written language skills. Collectively the results show that writing ability can be separated into transcription and composition processes, and highlights the need for further research on the relationship between children's fluency and writing.

Annisa Masnasuri Kesai

16611069

Article

Development of English Reading Comprehension by Using Concept Maps (review of article 53th)

Development of English Reading Comprehension by Using Concept Maps

Reading is the single most important basic skill a person can gain. However, in Thailand, learning English, especially in reading skills, seems to be a big problem for students because most of them find it difficult to read English and have less motivation in doing so. As a result, the purpose of this study is to study the development of English reading comprehension using concept maps, and to study students' attitudes toward learning English reading using concept maps. This study was conducted through the use of scores from map concepts based on rubrics and re-developed comprehension tests.

With data from the interview, it was found that students fully answered the questions that interviewed that their reading comprehension was better because they had learned the concept of mapmaking. They feel that they can find the connection between words, sentences, and paragraphs that make them understand the text, especially the main idea of ​​the text. In addition, they want to learn and practice reading with the concept of more maps. They think that the duration of each class is not enough. Sometimes they want more time to think, practice, and understand the text if they are difficult enough or unrelated to what they know or experience. In addition, once they get used to using concept maps in reading, they want to learn other reading techniques to improve their reading comprehension. In the beginning, to get students accustomed to concept maps, teachers should make students work as a group or couple, and then individuals. In addition, teachers should give students a little more difficult text in each class, so the text will challenge them to use their ability to think and practice with the support of the teacher.

In conclusion, there is a link between reading comprehension and concept maps and they can apply learning in learning management to improve students' reading comprehensively and creatively.

Annisa Masnasuri Kesai

16611069

Article

The Influence Of Personality Characteristics On Children's Intrinsic Reading Motivation (review of article 52th)

The Influence Of Personality Characteristics On Children's Intrinsic Reading Motivation

Research shows that the motivation of reading children is influenced by the level of reading skills and self-reading concepts. However, there are possible characteristics unrelated to reading, such as the underlying personality traits, can also affect the motivation of reading children. Current studies examine the extent to which children's intrinsic reading motivation is predicted by their reading ability, self-reading, and personality characteristics. Two hundred and ninety-five children (ages 10-11) completed a questionnaire that measured reading motivation, self-concept reading, personality characteristics, and also completed a reading assessment. It was found that personality explains significant differences in intrinsic reading motivation after taking into account the ability to read and read self-concept. Furthermore, personality factors account for the variance in intrinsic reading motivation such as reading self-concept and skill. Implications for improving children's reading motivation are discussed, in addition to the importance of adjusting educational strategies and motivation to individuals.

Annisa Masnasuri Kesai

16611069

Article

The Silent Reading Supported By Adaptive Learning Technology: Influence In The Children Outcomes (review of article 51th)

The Silent Reading Supported By Adaptive Learning Technology: Influence In The Children Outcomes

In primary school, most children develop deep-comprehension skills in reading but not all children improve their learning competencies in the same time and way. Some children show to choose a silent reading but the traditional psychological / pedagogical approach does not allow an increase in their growth potential.

The purpose of this study was to test technological support in the process of developing reading ability in childhood. We investigate the efficacy of silent reading with an interactive technology system based on 2 variables: (a) the absence of constant adult supervision / intervention, and (b) child-tech interaction to promote improved reading comprehension. The results show the efficacy and positive influence of technology in the learning process: in quiet reading, the child may be more stimulated to learn and understand information by using interactive technology. Adaptive learning technology can be considered a powerful ally in the educational environment to encourage greater cognitive improvement in childhood.

Annisa Masnasuri Kesai

16611069

Article

Preschoolers’ Word Learning And Story Comprehension During Shared Book Reading (review of article 50th)

Preschoolers’ Word Learning And Story Comprehension During Shared Book Reading

Giving instructions on picture book vocabulary is an effective way to support the word learning of preschoolers. Often instructions occur when a book is read, but this can increase the cognitive load compared with giving vocabulary instructions before or after the book is read.If the instructions given during the story increase the cognitive load, children may be more dependent on additional cognitive abilities to successfully learn the words and understand the storyline. Instruction is given either during or before / after (beyond) the story. The children then tested their ability to identify nameless items, gave generalizations to unusual examples, and understood the story. Word learning and story comprehension are above chance and similar in and out of condition. The memory skill is a predictor of the learning word that is stronger under internal conditions than outside conditions. These results suggest that interactive vocabulary instruction during the story can provide more demands on the cognitive source of preschoolers and may not be equally appropriate for all children.

Annisa Masnasuri Kesai

16611069

Article

How Effective is Critical Reading in the Understanding of Scientific Texts? (review of article 49th)

How Effective is Critical Reading in the Understanding of Scientific Texts?

Reading that includes basic linguistic skills has an important position in the intellectual life of the individual. This is due to the fact that the perception, the meaning of construction, the search for information and the reuse of information obtained in the communicative process in written communication is very dependent on the reading activity. Although the question of whether the physical component or cognitive process more effectively in the reading process has been answered differently by various researchers, the consensus regarding the nature of this activity is the fact that this is a rather complicated process. To explain this complex process as much as possible, the concept of critical reading has recently been proposed as an educational model. Critical reading can be considered as a "re-reading" effort that requires the handling of many concepts that affect our lives directly or indirectly with a broader perspective. The purpose of this study is to determine the effect of science and technology lessons prepared in the context of critical readings of student academic achievement, critical thinking and critical reading skills. As a result of the study, it was found that the experimental group was better than the control group in terms of academic achievement, critical thinking and critical reading ability and achievement difference were statistically significant. 

Annisa Masnasuri Kesai

16611069

Article

Reading Ability Reflects Individual Differences In Auditory Brainstem Function, Even Into Adulthood (review of article)

Reading Ability Reflects Individual Differences In Auditory Brainstem Function, Even Into Adulthood

Research with population growth shows that the maturation state of auditory brain stem encoding is related to reading ability. In particular, children with poor reading ability resemble children who are biologically younger in relation to their auditory brainstem response (ABR) to speech stimulation. Because the development of ABR continues into adolescence, it is possible that the relationship between ABR and reading ability changes or is lost when the brain stem matures. To examine this possibility, ABR was noted at varying presentation levels in adults with varying levels of reading, but not interrupted. We found that the ability to read in adulthood is related to the latency of ABR Wave V, with the morphology of adolescent response more related to less advanced reading skills, as has been observed in children. These data add to evidence suggesting that the auditory brainstem response serves as a sound-based skill index that underlies the readings, even into adulthood.

Annisa Masnasuri Kesai

16611069

Article

Improving Emergent Literacy With School-Based Shared Reading: Paper Versus Ebooks (review of article 47th)

Improving Emergent Literacy With School-Based Shared Reading: Paper Versus Ebooks

Interaction reading along with electronic books (ebooks) versus paper books are compared, using a randomly controlled crossover design. Ebooks are designed to encourage interactive reading styles by adult readers and to highlight text correspondence for child participants. Twenty-eight children from kindergarten classes were in low-income communities participating in the study, sharing books with adult readers. Each child shares the same paper book three times a week and an ebook three times in the second week, with stories and books presented in a balanced order. At the end of each child's learning week regarding the understanding of the story and the literature that appears is assessed by the research officer. All results are significantly related to knowledge of children's letters. However, the literacy knowledge that appears most in ebook conditions is compared to the condition of the printed book, especially for children with poor letters of knowledge. Therefore, ebooks designed to facilitate a supportive adult reading strategy can improve literacy reading skills, especially in children with poorer schooling skills.

Annisa Masnasuri Kesai

16611069

Article

Teachers Adapt Their Instruction In Reading According To Individual Children's Literacy Skills (review of article 46th)

Teachers Adapt Their Instruction In Reading According To Individual Children's Literacy Skills

This study examines the extent to which first-grade teachers adjust their reading instructions to specific children's literacy skills in their classrooms, and investigate whether teacher and class characteristics influence the adaptation. Three hundred and seven Finnish children are tested with their literacy skills at the end of their kindergarten years. At the beginning of the first grade, these children's teachers fill out a questionnaire about the reading support they provide to each child. The results show, firstly, that poor reading skills are shown by children at the end of kindergarten, more personalized instructional readings that teachers give to children in grade 1. Second, inexperienced teachers or have few teaching assistants in the classroom Adapting their instructions based on children's literacy skills to a higher level than other teachers do.

Annisa Masnasuri Kesai

16611069

Article

The Use Of Storytelling To Develop The Primary School Students’ Critical Reading Skill: The Primary Education Pre-Service Teachers’ Opinions (review of article 45th)

The Use Of Storytelling To Develop The Primary School Students’ Critical Reading Skill: The Primary Education Pre-Service Teachers’ Opinions

The purpose of this research is to know the opinion of pre-service teacher of basic education about storytelling usage to develop critical reading ability of elementary school student. This research is designed with qualitative research approach and criteria sampling method used to select 53 participants. The collected data is analyzed through descriptive analysis.

Critical literacy applications are a recently used approach, especially in the language teaching courses of mothers to prepare children for life in the information society. It is emphasized that to literate critically, to understand messages from various sources such as multimedia, complex visual components, music as well as spoken and written words. Thus, to get students critical reading skills is one way to develop related decision-making and evaluation skills to accept or reject information and opinions gleaned from these different sources and to enable them to participate actively in life. As a result of this study, it is found that pre-service teachers have a positive opinion about the use of storytelling to develop critical reading skills and their opinions about the contribution of this method according to the skills described in the literature in the context. Critical reading As a result, pre-service teachers advise to conduct research on the application of methods during their education, and also they emphasize that this research should be done with elementary education teachers.

Annisa Masnasuri Kesai

16611069

Article

A Descriptive Study: Reading Comprehension And Cognitive Awareness Skills (review of article 44th)

A Descriptive Study: Reading Comprehension And Cognitive Awareness Skills

This study aimed descriptively to clarify the relationship between reading comprehension and cognitive awareness skills. Through research objectives, national and international literature related to reading comprehension and cognitive awareness skills are reviewed and achieved that cognitive awareness skills improve reading comprehension. Cognitive awareness is aware of how individuals give meaning to things and soon individual knowledge of the process of reading comprehension. The purpose of the reading is to understand. Thus, the reader's cognitive cognitive consciousness of the text is the basic factor for understanding the readings and for achieving effective readings.

As a result of the study, meaningful and positive correlations are revealed between metacognition inventory awareness and sub-dimensional cognitive methods and reading comprehension. A meaningful and positive correlation is revealed between the self-control dimension and evaluation and the average school sign for science lessons from highly talented students.

Annisa Masnasuri Kesai

16611069

Article

Reading Strategies Activated in Experimental Research (review of article 43th)

Reading Strategies Activated in Experimental Research

In this study, they focused on the findings of experimental research targeted at selected learners from two primary schools. This experiment aims to contribute to new findings on the development of reading literacy and demonstrate the effectiveness of education using the Double-Entry Diary method to improve the literacy rate of reading from the experimental group. The Double-Entry Diary method is a very important method for developing students 'basic beginners' reading skills, so far unfortunately unappreciated in teaching. This method can also be applied to higher levels of education and because of its variability, we can expect it to be effective also for learners with learning disabilities.

The research findings cause the authors to suggest recommendations for implementing reading strategies in reading, especially questions before, during, and after reading, strategies comparing, explaining, reasoning, agreeing, disagreeing, predicting, generalizing, summarizing, summarizing and summarizing, evaluating, connect, and model, and use as much as possible.

Annisa Masnasuri Kesai

16611069

Article