A trading relationship between reading skill and domain knowledge in children's text comprehension

This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of child-centered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of child-centered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.

The role of working memory, inhibition, and processing speed in text comprehension in children

The low reading abilities and skills of children have become an important reason to improve reading literacy among children in Kampung Gunung Bakti Rt 04, Desa Cihanjawar. The low level of education in the community, dominated by graduates of elementary school, is one of the factors causing a lack of awareness among parents in providing guidance to their children about the importance of developing reading habits from an early age. Reading can be a support for achieving educational goals in Indonesia and should be made a routine daily activity. Reading literacy is a process that involves the ability to read, comprehend and analyze various information obtained to solve problems that arise in daily life with the aim of improving the quality of life. This community service aims to improve the reading literacy abilities and skills, with a focus on improving children's reading abilities. The service used a collaborative Participatory Action Research (PAR) design. The author collaborated with the managers of MI Al-Barokah and Rumah Belajar Muttaqin located in Kampung Gunung Bakti Rt 04, Desa Cihanjawar. The research results showed a 60% increase in children's reading abilities. The improvement of reading literacy skills requires support from all parties to further increase the success.

To determine if patients recovering from open heart surgery were able to read and understand written discharge instructions and further to analyze the level of difficulty of standard discharge instructions and consent forms for open heart surgery. After screening for visual acuity and efficiency, literacy was assessed with the Rapid Estimate of Adult Literacy in Medicine test (REALM) and comprehension was tested by a post-test of five questions based on the discharge instructions. Flesch-Kincaid scores were calculated on four sets of standard written discharge instructions and consent forms. Results from the study indicated that the REALM test was more accurate than the reported grade level and that reading skills are needed to understand and comprehend information needed for post-operative care. The study further substantiated that health care facilities are not providing written instructional material that is within the reading level of the patient. Illiteracy can have a major impact in the health care system. Low reading skills can disempower and can prove to be costly for patients who are requiring health care services. Further investigation is needed on the impact of patients' reading skills on the health care system.

This study aims to describe reading comprehension of expository texts in online journal scientific articles according to the objective perspective and student perceptions. The research takes place in the odd semester of the 2022/2023 academic year. The population of this study were the 5th semester students of the Indonesian Language and Literature Education Study Program, FKIP Tidar University. They totaled 42 students divided from 10 students who submitted in the first order, 22 students who submitted in the middle order, and 10 students who submitted in the final order. The sample is 39 students; divided from 10 students who submitted in the first order, 19 students who submitted in the middle order, and 10 students who submitted in the final order. Sample members were drawn by simple random. The first instrument of this study was a questionnaire on reading skills of expository texts in online journal scientific articles according to student perceptions. The second instrument is a test of reading skills in expository texts in online scientific journal articles using Google form media. Data on the level of difficulty of the exposition text according to student perceptions were analyzed using descriptive statistics, namely the percent size. Data on reading skills of expository texts in online journal scientific articles were analyzed using a one-sample t- test. Comparative data between students' perceptions about the level of difficulty and reading skills of exposition texts were analyzed using descriptive statistics. The 1st finding of this study is that students have the perception that expository texts in online journal scientific articles are easy to understand. Another finding of this study is the low category reading skills of expository texts in online journal scientific articles.

Reading skills are usually assessed in silent conditions, but children often experience noisy educational settings. Effects of auditory distraction on children's reading skills remain relatively unexplored. The present study investigates the influence of two features of background speech—intelligibility and loudness—on children's reading speed and comprehension. Sixty‐three 8‐to‐10‐year‐old elementary school children performed a reading task in the context of single‐talker background speech. Background speech was either intelligible or unintelligible and presented at low (45–50 dB SPL) or moderate (65–72 dB SPL) sound intensity (here termed “loudness”). Results showed a differential effect of intelligibility and loudness, respectively affecting children's comprehension and reading speed. In addition, the intelligibility effect was larger in children with lower interference control, as assessed with an auditory Stroop task. Our findings provide evidence for the influence of different properties of background speech on children's text reading with implications for reading in everyday classroom environments.Lay SummaryChildren often read in noisy environments, but we know little about how background chatter might affect their reading. Here, we found that 8–10‐year‐old children read stories more slowly with louder background speech. The children also understood less about a story if the background voice was speaking in their own language—especially those who, in a different task, were less able to ignore irrelevant but attention‐grabbing information. This suggests background speech differentially affects beginning readers.

THERE IS no close agreement concerning the role of phonic training in the acquisition of reading and spelling skills although this problem has been discussed and studied over the years. However, there is some indication that children learn the more essential phonic principles whether or not formal instruction in phonics is given them, and t ha t this knowledge is related to reading skill at the elementary grade levels. T?te (1), comparing the reading progress of first grade children given phonic drill with those trained in the look and say method, observed that children in both groups knew some fundamental phonic principles at the end of the training period. When Tiffin and McKinnis (3) investi gated the relation between reading skill and the application of phonic principles to the pronunciation of nonsense-words by children in the fifth through the eighth grades, they did not consider the method by which the phonic principles were acquired. However, correlations ranging from . 55 to . 70 between reading skill and phonic scores suggest a sub stantial relation between knowledge of phonics and skill in reading. The present study is concerned with the relation of phonic knowledge irrespective of how it was acquired, to spelling and reading achievement. It was designed to investigate: (a) the level of phonic knowledge of fourth grade pupils, (b) the relation between phonic knowledge and reading and spelling skill at this grade level, and (c) what differences, if any, exist in the phonic knowledge of good and poor spellers and of good and poor readers.

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children's phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children.

Two experiments were conducted to investigate the role of phonemic activation in children's listening and reading comprehension. Phonemically confusing stories were presented in a listening comprehension task to kindergarten and second-grade children and in a reading comprehension task to second-grade children only. Rhymes induced phonemic confusion more consistently than did alliteratives in both the listening and reading tasks at both grade levels, suggesting that rhyme is inherently more confusing than alliteration, and furthermore, that phonemic information is activated in similar ways when children listen and when they read silently. Children's reading skill was also assessed to examine a possible relationship between reading skill and phonemic sensitivity, but no significant interactions between children's reading skill and their sensitivity to phonemic confusion were found in the reading task. In the listening task, all groups showed phonemic confusion in gist recall scores, but prereaders were less likely than readers to exhibit susceptibility to phonemic confusion in verbatim recall scores.

Early cognitive skills of Mexican-origin children: The roles of parental nativity and legal status

We examined the contribution of Internet operational and navigation skills, previous knowledge, and working memory capacity to expository text comprehension as a lesson within an e-learning course. As different from previous studies in controlled settings; this study addressed students’ typical behavior in more ecological conditions. The first study tested self-reported Internet Skills Scale structure, reliability and concurrent validity, in a sample of 254 college students from a large Latin American public university. The second study addressed the contribution of self-reported Internet skills, previous domain knowledge, and working memory capacity to text comprehension in e-learning. Students (n = 125) read high or low previous knowledge expository science texts and answered questions about them, in an e-learning course specifically designed for research purposes, accessed remotely. They also completed working memory tests. Working memory and navigation were significantly associated with text comprehension: higher working memory, and lower scores in self-reported navigation behavior, led to better comprehension. These results have implications for instructional design and reading strategies interventions.

The purpose of this study was to use flashcard media to improve the reading skills of group A children at RA Al Huda, Malang. Early childhood education is an important phase in child development because here children build basic skills such as reading. Text comprehension and recognition of letters, words, and sentences are components of early childhood reading learning. In this study, a case study approach was used to evaluate the experiences of teachers and children with flashcard media. Observation, interviews, and documentation were used to collect data. The results showed that the use of flashcard media significantly increased children's interest and reading skills. As a visual learning tool, flashcards offer an interactive learning method that encourages students to work together and makes learning more fun. Flashcards also help children remember and understand new concepts better. Therefore, this study suggests the use of flashcard media as a great way to improve early childhood reading skills. Keywords: Early Childhood; Learning Methods; Flashcard Media

<p style="text-align: justify;"><em>A student who is susceptible to an erroneous understanding of Arabic texts when low reading skills. Therefore, learning reading skills must be done in a good way. This study aims to describe Madrasah Aliyah Al-Umm Malang's implementation of a discovery learning model in her 10th-grade reading comprehension learning and student responses to the application of this learning model. This study used a descriptive qualitative method. The results of this study suggest that the steps for applying the discovery learning model to learning reading skills are to provide suggestions, identify problems, collect data, process data, and prove and generalize. Indicates that there are Student responses to the use of discovery learning models that demonstrate that discovery learning models can train different aspects, starting with independence, cooperation, and self-confidence. In theory, researchers hope their research can contribute to the development of science, especially in education related to teaching Arabic in general and reading comprehension in particular. The results of this research will also provide new knowledge for researchers and readers. In the meantime, the researcher hopes his work will help Arabic language teachers choose appropriate and effective learning models to apply to their literacy materials. </em></p>

Indonesian subjects are very important subjects that are taught at all levels of education. It includes four skills that teachers must develop to their students. The four abilities are listening, speaking, reading, and writing. The ability to read is very important in this regard. The problem in the field is that students have low reading skills. On the basis of this problem, the study began. According to data collected from SDN 1 Rubung Buyung students, this study will use multisensory methods to improve their reading skills. This research uses the PAR research method, which is a type of research that involves the participation of community members in doing something or getting something desired.

This study aims to analyze the effect of the Discovery Learning model on the reading abilities of fourth-grade students at SD Negeri 106805 Manunggal. The research employs a Quasi-Experimental design, involving two classes: an experimental class that implements the Discovery Learning model and a control class using conventional methods, with a total of 60 students. The study investigates: (1) whether the Discovery Learning model has a greater impact compared to conventional teaching methods; (2) whether students with higher reading abilities achieve better learning outcomes; and (3) whether there is an interaction between the Discovery Learning model and students' reading abilities in influencing their academic performance. The results indicate that the Discovery Learning model significantly enhances students' reading abilities. Students with higher reading proficiency demonstrated superior academic performance compared to those with lower reading skills. Furthermore, a significant interaction was observed between the Discovery Learning model and students' reading abilities, contributing to more optimal learning outcomes. These findings suggest that the Discovery Learning model is an effective instructional strategy for improving reading skills in elementary school students.