Strategies for Improving Reading Literacy among Primary School Students

Reading is the key content of primary school Chinese teaching, so teachers should stimulate students 'interest in reading, deepen students' reading comprehension, optimize students 'reading effect, and finally improve students' core quality of reading. However, there are still many outstanding problems in the current reading teaching, such as students 'weak interest in reading, inappropriate reading strategies, superficial reading and teachers' disordered reading guidance. This requires primary school Chinese teachers to combine the basic situation of reading teaching, and actively explore measures to better optimize reading teaching driven by problems, so as to lay a solid foundation for the comprehensive improvement of students' reading ability and reading literacy. This article explores the path of improving primary students' Chinese literacy under diversified reading, including blank reading, stimulating reading interest, group reading, improving the quality of thinking; theme reading, light up the spiritual world; group book reading, rich life background; speculative reading, sound personality charm, and fashion reading, enriching life connotation.

Reading is one of the fundamental skills that students must master from the early stages of education. Good reading ability not only supports students’ understanding of various subjects but also contributes to the development of critical thinking skills. However, low reading interest and limited reading comprehension abilities remain significant challenges in primary education. This condition affects the quality of learning and limits students’ ability to understand information in depth. Therefore, the use of engaging and effective learning media is necessary to improve students’ reading abilities. This study aims to examine the effect of using flashcard media on the reading comprehension ability of fourth-grade elementary school students. The research employed a quantitative approach with a quasi-experimental design. The research population consisted of all fourth-grade students, with a total sample of 36 students, divided into 17 students in the experimental group and 19 students in the control group. Data were collected through a pretest and a posttest, and then analyzed using tests of normality, homogeneity, and hypothesis testing. The results of the study indicate that the use of flashcard media has a significant positive effect on students’ reading comprehension ability. These findings suggest that interactive visual media can serve as an effective pedagogical strategy to improve the quality of reading instruction and strengthen literacy skills among elementary school students.

Storytelling activities for students of SDN 1 Maguan aim to foster student reading leteraticy. The methods used include 3 stages, namely preparation stage; implementation stage; and evaluation stage. Preparations include observations and interviews about students' reading literacy levels and programs that have been implemented by the school, planning activity formats, and budgets. The observation show that SDN 1 Maguan has never been carried out storytelling activities and students' reading literacy tends to be low when viewed from the frequency of visits to the library. The community service program is carried out with one storyteller who utilizes fairy tale aids in the form of hand puppets. The participants are students of Maguan 1 elementary school grade 1 to 4 which totals 84 students. The organizing committee for this activity is PGSD UNIRA students. This activity is well carried out and proven to increase students' interest in reading which will lead to reading literacy. The recommendation that can be submitted to the school is to design an advanced program to increase the learning experience of students in order to improve students' reading literacy that can make it easier for students to enrich their vocabulary. So that easier to achieve reading literacy.

This study deals with the ability of the students to understand English texts and types of their reading strategies. It is believed that reading strategies help students improve their reading comperehension. Based on this theory, then, the qualitative research was carried out to describe students’ reading ability and types of strategy they used. Data were collected through questionnaires that have been distributed to 34 students. They were also observed and tested. It was found that the students’ ability in understanding text was still low. They had many problems in understanding English texts because they did not apply appropriate reading strategies in their reading activities. Their low reading comprehension was due to their lack of reading strategies. Copyright © 2014 by Al-Ta'lim All right reserved

This study attempted to find out the effect of using skimming and scanning to the students’ ability in reading comprehension at grade X in SMA Kampus Nommensen Pematangsiantar. This research design of is quantitative descriptive. The population of this research is students of SMA Kampus Nommensen Pematangsiantar with cluster sampling data. The researcher gets 60 students as the sample which divided by 30 students as the sample of control class (X-1) and 30 students as the experimental class (X-2). The multiple-choices test is used by the researcher as the instruments to get the data. The test is given to measure the students’ ability in reading comprehension of narrative texts especially in the type of myths. After collected the data, the researcher analyzed the data to find out the effect of skimming and scanning from the calculation scores of pre-test and post-test. Based on the data analysis it is found that the tobserve is higher than ttable (4,54>1,67). So, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. In other word, it can be stated that Skimming and Scanning significantly affect the students’ reading comprehension at grade X of SMA Kampus Nommensen Pematangsiar.

Literacy is required in the 4.0 industrial revolution and education in Indonesia. However, the real condition indicated that the integration of literacy in science learning of the science teachers was still limited. The solution of this problem is assisting the partner in writing science thematic learning material by integrating new literacy and disaster literacy. The objective of assisting is to improve competency of science teachers in writing thematic learning material. The target of the assisting activity was the teachers in science MGMP in Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test and questionnaire. Data analysis techniques were descriptive statistical analysis and paired comparison test. There are four results of the assistance, namely: 1). The average value of skills in integrating new literacy into thematic science worksheet is 70.5 and this average value can be classified into good category, 2). Teachers felt the benefits of assistance in aspects of learning material, thematic learning, integration of new literacy and disaster literacy in learning, and writing of thematic learning material, 3). The response of student from to the use of thematic science worksheet by integrating new literacy can be entered into very good category with an average value of 86.7, and 4). The implementation of assisting on the writing of thematic science learning material is effective to improve the new literacy and disaster literacy of science teachers.

This study investigated the impact of active learning management on the reading literacy of Thai 5th-grade students and validated its key components through confirmatory factor analysis (CFA). Using a one-group experimental design, 37 students were purposively selected to participate in an intervention based on structured active learning principles and tailored lesson plans. The instruments included an active learning management plan and a reading literacy proficiency test. Data were analyzed using mean scores, percentages, standard deviations, effectiveness indices (E1/E2 and EI), paired sample t-tests, and CFA. The results indicated that active learning significantly improved students’ reading literacy during and after the intervention, as shown by the effectiveness indices and pre- and post-test comparisons. CFA confirmed the model of reading literacy, identifying evaluation and critique, reading for analysis, inference and summarization, and reading for comprehension as key contributing factors, with evaluation and critique being the most influential. These findings highlight the effectiveness of active learning management in enhancing reading literacy among Thai 5th-grade students.

This research deals with the effect of using skimming method in teaching reading comprehension smk negeri 2 pematangsiantar on narrative text. The problem of this research are “what is the students’ ability in reading without using skimming method at Grade XI students’ of SMK N.2 Pematangsiantar. What is the students’ ability in reading by using skimming method at Grade XI students’ of SMK N.2”. The purpose of this research are to find out the students’ ability in reading without using skimming method at grade XI students in SMK N 2 Pematangsiantar on reading narrative text, to find out the the students ability in reading by using skimming method to the skill of grade XI students in SMK N 2 Pematangsiantar on reading narrative text. To answer the problem the researchers uses theories: Micklukey and Jefferies (2007), Grellet (2000), Milter (2001), Jhon and Dara (2005), David Nunan (1991), Douglas Newton (2000), Douglas Brown (2003), Rae Pica (2000), Roger Brown (1973), Ronald Carter (1998), Scoot Thornburry (2002), Wilga Rivers (1987), Diane Larsen (1990), Judi Willis (2008), Jack and Theodore (1986). The research design is a quantitative research. As an experimental research, it aims to know the effect of the technique that given and apply whether it influences to the object or no. In this research in collecting the data the researcher has to do three steps, they are pre-test, treatment, post-test. The researchers find out that the effect of using skimming method can increase the students’ skill in reading of narrative text. It can be proven from the test of students’ score in posttest of experimental class which the treatment the researchers did the treatment by using skimming method. By using skimming method, the students can increase their ability in reading of narrative text.

The current study explored the effective pedagogical factors that distinguish high-achieving from low-achieving ESL (English as a second language) primary school learners in reading literacy in Canada. In total, 203 samples (167 high-achieving learners and 36 low-achieving learners from 128 primary schools) in the 4th grade were drawn from the public database of Progress in International Reading Literacy Study (PIRLS) 2016, which is the benchmark for large-scale assessments of reading literacy targeting fourth-grade students. For the first time in the ESL-related research, this study applied an artificial intelligence approach, support vector machine (SVM), to concurrently analyze 41 pedagogical factors associated with reading materials, classroom organization, reading strategies, in-class reading activities and post-reading activities. The overall 41 factors collectively distinguished the high-achieving readers from the low-achieving readers with a high accuracy score (0.793) via SVM. Then, these 41 factors were ranked according to their contribution to the SVM model through SVM-based recursive feature elimination (SVM-RFE). Eventually, an optimal factor set was selected by the SVM-RFE cross validation, which contained 10 effective pedagogical factors centered on reading materials, reading strategies and in-class reading activities for fourth-grade high-achieving ESL learners in reading literacy. Suggestions based on solid data analysis would facilitate infrastructural and pedagogical improvements in ESL reading education.

English reading occupies a large proportion of English test papers, and English reading ability is crucial for college students. However, in the actual teaching process, teachers often neglect the cultivation of students' reading ability. Influenced by the new crown epidemic, various schools actively carry out online teaching. Through online teaching, we found that students' interest in English classes has significantly increased, and the flipped classroom teaching model is a teaching model that combines online and offline teaching. Therefore, this study attempted to apply the flipped classroom model to college English reading instruction to stimulate students' interest in English reading, increase students' participation in class, and improve students' ability to cooperate with each other and ultimately improve students' reading performance. In this study, independent and paired sample t-tests were conducted using SPSS on the results of two reading tests to analyze the effect of this teaching method on the reading level of college students. The data collected from the questionnaires were quantitatively analyzed to understand the changing status of college students' interest in reading and their perceptions of this instructional model. The study found that the flipped classroom can improve the reading level of college students. As for the survey of students' cultural knowledge in the classroom, 56% of them know more about it, and 44% of them have almost no relevant background knowledge. In summary, we can conclude that students do not do enough prereading before class, their participation in class is low, and they know less about the corresponding cultural background knowledge. In the process of flipped classroom teaching, teachers should focus on adapting to their role change in time and selecting high-quality resources to push to students. At the same time, they should also strengthen the cultivation of students' independent learning ability before class, improve students' initiative, communicate more with students in class, find students' problems in time and give corresponding guidance according to students' specific conditions, and pay attention to the evaluation mode after class. Finally, we give teachers and students corresponding suggestions for the problems that appear in the experimental process, so as to promote the flipped classroom teaching to better serve the college reading teaching.

Reading is the pronunciation of words and the acquisition of words from printed materials. In the era of education 4.0, students' interest in reading, especially students at the elementary school level, needs to be improved. The era of education 4.0 is a challenge in itself, including for elementary schools in fortifying students from the negative impact of the rapid use of technology, especially in students' daily lives. Based on these conditions, the author is interested in discussing a media called E-bookstory to improve students' reading literacy. This research uses the library research method, which is research whose object of study uses library data in the form of books or journals as its data source. Digital books, also known as e-books, are publications consisting of text, images, video or sound, published in digital form and can be read on a computer or other electronic device. One of the efforts that can be made by educational personnel is to use E-Bookstory media. Interest in reading will arise among children when they find interesting books and contain important knowledge in books, with that children become trained and diligent when reading. 

Contributions des aspects idiomatiques et morphologiques du langage à la lecture aux CE1 et CM1

The literacy program is an initiative implemented in schools aimed at increasing students' interest in reading and writing. Specifically, at SD-TQ Muadz Bin Jabal Kendari, several activities are carried out to support the literacy program, including 15 minute reading sessions, reading in the library or reading corners, and the integration of literacy into subjects, particularly Islamic Religious Education (PAI). Therefore, this study aims to evaluate the School Literacy Movement (GLS) program at SD-TQ Muadz Bin Jabal Kendari and its application within the Islamic Religious Education learning process. This research uses a qualitative approach, with data collected through observation, interviews, tests, and documentation. The subjects of the study are the teachers (ustadz and ustadzah) and students of SD-TQ Muadz Bin Jabal Kendari. Data analysis techniques include data collection, data reduction, data display, and verification or conclusion drawing. The research findings reveal that the literacy program at SD-TQ Muadz Bin Jabal Kendari consists of several activities, such as reading in classroom reading corners or the library, and 15 minute reading sessions before lessons begin. The evaluation of the GLS program implementation includes: context evaluation literacy implementation is regulated by the principal's decree, establishing a literacy team; input evaluation the school is well prepared in terms of human resources (teachers and students), facilities (library and classrooms), and external support, particularly through collaboration with Nyalanesia to enhance school literacy; process evaluation literacy activities have been carried out fairly well, though further development and variation are needed to maintain student interest; product evaluation the GLS program has improved student learning outcomes, as shown by the 53% mastery rate in class 2C (which used literacy based learning) compared to only 33% in class 2D (which used conventional learning methods).

This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a researcher-provided intervention (n = 51) or a business-as-usual comparison (n = 49) group. Reading interventionists provided weekly instruction for 2 semesters (M = 114 hr) to small groups of students (M = 5). We estimated intervention effects for each outcome measure using repeated measures analyses of covariance (ANCOVAs) for measures of reading and vocabulary. Results indicated statistically significant differences between students in the intervention and comparison conditions on measures of vocabulary and on the Test of Sentence Reading Efficiency and Comprehension (TOSREC) and no differences on the Woodcock–Johnson III Passage Comprehension subtest. Repeated measures ANCOVAs indicated large effect sizes on vocabulary measures between intervention and comparison students on multiple-choice and free response items (ηp2 = .16 and .19, respectively) and small effect sizes on the TOSREC (ηp2 = .02).

This paper shares an initiative conducted in Malaysia in terms of knowledge to gauge students’ Reading Age and to inform teachers of their students’ reading progress and learning. Ensuring teachers understand the needs of students’ reading ability and preparing students to read and comprehend texts are the two most fundamental parallel tasks in today’s classroom setting. Consequently, determining students’ Reading Age has become an important endeavour in recent years by many education authorities throughout the world. This study aims at incorporating the Reading Evaluation and Decoding System (READS), to ascertain students’ Reading Age and comprehension skills at macro and micro levels. This study employed a stratified sample of high school students who were in Secondary 1 through Secondary 5. Data was gathered through a generic standardized reading comprehension developed test. With a precise Reading Matrix, ESL teachers can appraise their students’ reading ability at any level by referring to the Performance Standards to distinguish whether their students are at Meet Reading Age, Below Reading Age or Above Reading Age status. Subsequently, teachers can refer to the Descriptors of Students’ Reading Abilities to find out what the students have achieved so far and what the struggling readers lacked. Accordingly, ESL teachers will be well informed of their students reading ability and accordingly can focus on reading skills development of their students. The ripple effects of READS may enhance students’ reading ability as teachers are now better informed of their students’ reading abilities and thus teachers will be able to prepare reading lessons appropriately according to their students’ reading needs.