Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods

2019 ◽  
pp. 29-47
Author(s):  
Elaine Clanton Harpine ◽  
Adam Pazda
Keyword(s):  
Classroom Instruction ◽  
Teaching Reading ◽  
Group Methods ◽  
Better Than

scholarly journals Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

2018 ◽  
Vol 85 (2) ◽  
pp. 229-247 ◽  
Author(s):  
Douglas Fuchs ◽  
Devin M. Kearns ◽  
Lynn S. Fuchs ◽  
Amy M. Elleman ◽  
Jennifer K. Gilbert ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
First Grade ◽  
Component Analysis ◽  
Teaching Reading ◽  
Research And Practice ◽  
Young Readers ◽  
Moderator Analysis ◽  
Treatment Interaction ◽  
Better Than

Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program’s decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students ( N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.

scholarly journals SPEED READING TO IMPROVE STUDENT’S READING SKILL

2017 ◽  
Vol 2 (2) ◽  
pp. 86-100
Author(s):  
Rita Mahriza
Keyword(s):  
Reading Skill ◽  
Average Score ◽  
Teaching Reading ◽  
Test Analysis ◽  
Speed Reading ◽  
Speed Test ◽  
T Score ◽  
Post Test ◽  
And Control ◽  
Better Than

This study is to find out whether speed reading improves student’s reading skill of the eleventh grade students at SMA Negeri 2 Langsa. The population of this research is the entire eleventh grade students at SMAN 2 Langsa. This study used quazy experiment. Test in the form of multiple choices through speed reading was used as instrument of this study. It is found that the result of pre-test and post-test in both experimental and control class is different. In experiment class, the average score of multiple choices test is higher than thatof control class. Based on t-test analysis, it was found that the t score(2,02)> ttable(2,71). It can be concluded that tscore is higher than ttable, thus hypothesis is accepted. Meanwhile, in control class, the students’ average score of speed test was 135 WPM and improves at least 1832 WPM in experiment class. The students’ reading skill of SMAN 2 Langsa in speed test is good. 1 students in experiment class secured A and no student obtained the same grade in control class. 9 students in experiment class got B while only 5 students from control class obtained the same score. It shows that experiment class performs better than that of control class. Thus, teaching reading skill by using speed reading at SMAN 2 Langsa is successfull and proves that speed reading improves students’ reading skill.

scholarly journals THE USE OF COMIC STRIPS IN TEACHING READING A DESCRIPTIVE TEXTAT THE SEVENTH GRADE STUDENTS OF SMPN 3 PEKANBARU

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Syaifullah Syaifullah
Keyword(s):  
Homogeneity Test ◽  
Teaching Reading ◽  
Seventh Grade ◽  
Validity And Reliability ◽  
Comic Strips ◽  
Normality Test ◽  
Post Test ◽  
Test Of Hypothesis ◽  
The Mean ◽  
Better Than

This study is about the use of comic in teaching a descriptive text becausemost of the students at the seventh grade of SMPN 3 Pekanbaru got some problem incomprehending the text. The main objective of this study was to find out whether thestudents taught reading a descriptive text using comic strips achieve better than thosewho do not taught reading using comic strips at the seventh grade students of SMPN3 Pekanbaru. The design of the research was experimental study. The researcher gavetry-out test to analyze validity and reliability of each item. Some test was used toanalyze the data that obtained from the pre-and post-test. They were normality test,Homogeneity test, and t-test. It was showed that the mean of experimental score washigher than the mean of control class (74.51>64.75). The test of hypothesis using ttestformula showed the value of the Asym Sig (2-tailed) 0.000 < 0.05. The nullhypothesis was rejected. Then, the criteria value of N-gain pre-test and post testexperimental class was middle. In conclusion, students who taught reading adescriptive text with comic strips achieved better than students who did not taughtwithout comic strips.

scholarly journals Istikhdām Lu‘bah Thu‘bān wa Sullam li Tarqiyyati Raghbati Ta‘allumi al-Qiraati wa Injāzihi fi al-Madrasati al-Mutawāsiṭati

2020 ◽  
Vol 2 (2) ◽  
pp. 221
Author(s):  
Umi Habibah ◽  
Dwi Mawanti ◽  
Achmad Zuhruddin
Keyword(s):  
Reading Skill ◽  
Control Group ◽  
Teaching Reading ◽  
Learning To Read ◽  
Average Grade ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group ◽  
Better Than

<p class="ABSTRACT"><span lang="EN">This research aims to calculate the pupils’ desire and achievement in learning to read among those who use the snake and ladder game and those who do not use it in </span><span lang="EN-US">Madrasah Tsanawiyah Negeri </span><span lang="EN">1 Kudus for the academic year 2019-2020. Based on the number of students in the school, we preferred two classes, the eighth - a experimental group, and the eighth - b as a control group for the purpose of experimental research. The methods used to collect data are observation, interview, documentation, questionnaire, and testing. The results of this research indicated that teaching reading skill using this game is better than without it, so that the average grade for the experimental semester is 85.69 and the average grade for the control class is 79.72. To test the hypothesis, I got t calculation = 5,209 compared to -table t = 1,9944. The mean is higher in the experimental group than in the control group. This means that there is a big difference in learning to read after and without using this game. As for the result of the questionnaire, it indicated that the desire to read using this game is 55% to 92.75%, an increase of 37.75%, and the researcher is sure that the result is high between the pre and post test. It can be concluded that using the game Ular Tangga is suitable for promoting students' desire and achievement in learning to read.</span></p>

Casino Gambling as an Economic Development Strategy

1997 ◽  
Vol 3 (2) ◽  
pp. 161-183 ◽  
Author(s):  
Terance J. Rephann ◽  
Margaret Dalton ◽  
Anthony Stair ◽  
Andrew Isserman
Keyword(s):  
Development Strategy ◽  
Local Governments ◽  
Casino Gambling ◽  
Control Group ◽  
The Past ◽  
Group Methods ◽  
Quasi Experimental ◽  
The Usa ◽  
Dramatic Growth ◽  
Better Than

Casino gambling has experienced dramatic growth in the USA during the past seven years. Because this growth has occurred recently, there have been few systematic studies of its effects. This paper uses quasi-experimental control group methods to study 68 counties where casinos were opened during the period 1989–93 and three multicasino counties. Results show that casino gambling is adopted by economically struggling counties and that it can be a successful development strategy. The effects trickle down to other sectors of the economy, including recipients of income maintenance payments. On the downside, local governments and local workers do not appear to reap the lion's share of benefits, as much of the income generated by casinos is dissipated through leakages outside the host county. Finally, some casino types and locations are marginally better than others, but currently these factors are not prominent determinants of casino effects.

scholarly journals The Effect of Conventional Strategy Toward Reading Comprehension of Narrative Text at Eleventh Grade Social Science of SMA Negeri 1 Talamau Pasaman Barat

2020 ◽  
Vol 4 (1) ◽  
pp. 56-59
Author(s):  
Yessy Marzona
Keyword(s):  
Reading Comprehension ◽  
Social Science ◽  
Experimental Research ◽  
Total Population ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Teaching Reading ◽  
Science Students ◽  
Comprehension Strategy ◽  
Better Than

In teaching reading comprehension, teaching strategy influence students’ reading comprehension. Strategy which was used in this experimental research was conventional strategy. Conventional strategy can be used as teaching strategy in teaching reading comprehension. The purpose of this research was to find out whether the students who are taught by conventional strategy have better reading comprehension of narrative text than those who are not taught by conventional strategy. This research was an experimental research with factorial design 2x2. It was conducted at SMA Negeri 1 Talamau Pasaman Barat. The population of this research was eleventh grade social science students with total population of 40 students. The sample was taken by using total sampling; so all of population was taken as sample. XI IPS 2 was experimental class and XI IPS 1 as control class. The instruments of this research were reading comprehension test and questionnaire. The data was analyzed by two ways ANOVA (ANOVA 2x2). The results of this research are (1) Reading comprehension of students who are taught by conventional strategy is not better than reading comprehension of students who are not  taught by conventional strategy. Fo = 196.582 > Ft = 2.69, it means that Ha is rejected.

scholarly journals THE EFFECTIVENESS OF ORAL RETELLING STRATEGY AND WRITTEN RETELLING STRATEGY ON STUDENTS’ READING COMPREHENSION: A COMPARISON

2017 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Vindy Cahya Ekaningrum
Keyword(s):  
Reading Comprehension ◽  
Research Result ◽  
Contradictory Result ◽  
Teaching Reading ◽  
Social Lives ◽  
Comprehension Skill ◽  
Reading Technique ◽  
Oral Retelling ◽  
Better Than ◽  
Written Retelling

Reading comprehension skill is important in our social lives which relates to texts, emails, networking sites, and many others. In order to find an effective teaching reading technique, there are studies conducted and developed. One of the strategies to teach reading is called retelling. Many studies found that retelling strategy is effective to teach reading comprehension (Sylvia(2015); Ebaugh (2013); Schisler (2008)). However, there is a contradictory result between those studies found related to the implementation of two types of retelling strategy: oral and written retelling. Sylvia’s (2015) study claims that the written retelling significantly better than oral retelling strategy. However, Schisler’s (2008) study shows result in vice versa. Ebaugh’s (2013) study reveals that there were no significant differences between those two strategies. From the contradictory results seen from previous studies, further study is still needed to figure out more reliable research result on the effectiveness of both strategies.

Monkey Paws, English Pounds, and Leagues: Using Literature in the Middle School

2005 ◽  
Vol 11 (3) ◽  
pp. 125-131
Author(s):  
Sherri Martinie ◽  
Cheryl Marcoux ◽  
Janet Stramel
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Reading Instruction ◽  
Classroom Instruction ◽  
Teaching Reading ◽  
Good Readers ◽  
Problem Solving Skills ◽  
The World ◽  
Teaching Problem

In our district, all teachers are responsible for teaching reading and problem solving to all students. To meet this challenge, teachers were trained in reading instruction and in teaching problem-solving skills and strategies. These expectations encouraged all teachers to integrate reading and problem solving into their classroom instruction. The basis of the reading training stemmed from the book I Read It, But I Don't Get It (Tovani 2000). Tovani describes what good readers do to recognize and clear up confusion and suggests several “Fix Up” strategies. Our emphasis was on enabling students to “make a connection between the text and: Your life, your knowledge of the world, or another text” (p. 51).

Sign in / Sign up

Export Citation Format

Share Document