Family socialization and loneliness correlate with third graders’ reading comprehension

2021 ◽  
Author(s):  
Liyan Yu ◽  
Xiuhong Tong
Keyword(s):  
Reading Comprehension ◽  
Third Graders ◽  
Family Socialization

scholarly journals Developing a Serious Game to Improve Reading Comprehension Skills in Third Graders

2015 ◽  
Vol 89 (1) ◽  
pp. 71-79
Author(s):  
Laura S. Gaytán-Lugo ◽  
Pedro C. Santana-Mancilla ◽  
Alejandro Santarrosa-García ◽  
Alex Medina-Anguiano ◽  
Sara C. Hernández-Gallardo ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Third Graders ◽  
Serious Game ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension

1985 ◽  
Vol 17 (2) ◽  
pp. 129-142 ◽  
Author(s):  
Lawrence J. O'Shea ◽  
Paul T. Sindelar ◽  
Dorothy J. O'Shea
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Repeated Measures ◽  
Reading Rate ◽  
Third Graders ◽  
Repeated Readings ◽  
Attentional Shift ◽  
Fluency And Comprehension ◽  
Main Effects ◽  
Attentional Cues

The failure of some researchers to find improved reading comprehension with increased fluency may result from the assumption that readers automatically shift attention to comprehension when fluency is established. Research on cuing readers to a purpose in reading suggests that a simple cue about comprehension may be sufficient to prompt this attentional shift. In this study, the effects of repeated readings and attentional cues on measures of reading fluency and comprehension were examined. Thirty third graders read separate passages one, three, and seven times following cues to attend to either reading rate or meaning. After the final reading of each passage, the students retold as much of the story as they could. Fluency and proportion of story propositions retold were analyzed in repeated measures analyses of variance. Significant main effects for both repeated readings and attentional cues were obtained on both dependent measures. Thus, both fluency and comprehension increased as the number of repeated readings increased. In addition, readers cued to fluency read faster but comprehended less than those cued to comprehension. These results suggest that increasing fluency is a less efficient means of improving comprehension than presenting cues about comprehension.

Acoustic Features of Oral Reading Prosody and the Relation With Reading Fluency and Reading Comprehension in Taiwanese Children

2021 ◽  
pp. 1-10
Author(s):  
Wei-Lun Chung ◽  
Gavin M. Bidelman
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Pause Duration ◽  
Third Graders ◽  
Read Aloud ◽  
Acoustic Features ◽  
Fluency And Comprehension ◽  
Reading Prosody

Purpose: The study aimed to examine whether oral reading prosody—the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud—predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades 3 and 4), and oral reading prosody in Taiwanese third-grade children ( N  = 109). In the oral reading prosody task, children were asked to read aloud a passage designed for third graders and then to answer forced-choice questions. Their oral reading prosody was measured through acoustic analyses including the number of pause intrusions, intersentential pause duration, phrase-final comma pause duration, child–adult pitch match, and sentence-final pitch change. Results: Analyses of variance revealed that children's number of pause intrusions differed as a function of word reading. After controlling for age, vocabulary and syntactic knowledge, and word reading, we found that different dimensions of oral reading prosody contributed to reading rate. In contrast, the number of pause intrusions, phrase-final comma pause duration, and child–adult pitch match predicted reading accuracy and comprehension. Conclusions: Oral reading prosody plays an important role in children's reading fluency and reading comprehension in tone languages like Mandarin. Specifically, children need to read texts prosodically as evidenced by fewer pause intrusions, shorter phrase-final comma pause duration, and closer child–adult pitch match, which are early predictive makers of reading fluency and comprehension.

Effect on Reading Comprehension of Training to Automaticity in Word-Reading

1981 ◽  
Vol 53 (3) ◽  
pp. 779-786 ◽  
Author(s):  
Carl Spring ◽  
Dale Blunden ◽  
Mary Ann Gatheral
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
Third Graders ◽  
Positive Transfer ◽  
Control Group ◽  
Not Given ◽  
Experimental Group

Automaticity training, aimed at decreasing latencies to read a specific set of words, was given to an experimental group of third-graders. A control group of third-graders was not given this training. Following training, the cloze method was used to test the reading comprehension of texts composed from the training words. No evidence was found to support the hypothesized positive transfer of automaticity training to reading comprehension. Possible interpretations of this result are discussed.

scholarly journals Morphological awareness and reading abilities in second- and third-grade Hebrew readers

2018 ◽  
Vol 39 (5) ◽  
pp. 989-1009 ◽  
Author(s):  
VERED VAKNIN-NUSBAUM
Keyword(s):  
Reading Comprehension ◽  
Morphological Awareness ◽  
Second Graders ◽  
Third Graders ◽  
Vocabulary Knowledge ◽  
Third Grade ◽  
Unique Contribution ◽  
Phonological Decoding ◽  
Third Grade Students ◽  
Reading Abilities

ABSTRACTThe contribution of morphological awareness to reading comprehension in Hebrew was tested in 100 second- and third-grade students on three types of morphology: inflections, derivations, and construct formation, controlling for vocabulary knowledge. Third graders performed better than second graders on inflectional and construct formation awareness, but only derivations and construct formation predicted success in reading comprehension. Significant differences in reading comprehension but not in orthographic word recognition and phonological decoding were found between students with low and high morphological awareness. The results highlight the importance of examining the unique contribution of different components of morphological awareness to reading comprehension.

scholarly journals Η σχέση ακουστικής και αναγνωστικής κατανόησης σε διάφορα κειμενικά είδη σε μαθητές δημοτικού σχολείου

2016 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Athanasios Aidinis ◽  
Evaggelia Daoula
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders ◽  
Question Type ◽  
Expository Texts ◽  
Authentic Texts ◽  
Text Type ◽  
Comprehension Skills

The relationship between oral and reading comprehension has been studied by a number of studies and it has been found, especially in adult research, that there are significant and high correlations between the two types of comprehension. The aim of the present study was to examine oral and reading comprehension skills in relation to text type, either narrative or not. 136 children participated in the study from third and sixth grade of primary school. For different authentic texts were used to measure comprehension, three narrative and three non narrative. On of the narrative and on of the expository texts was given to both third and sixth grade children whereas on narrative and on expository text was given only to third graders and one narrative and one expository text was given only to sixth graders. All the children were examined in two narrative and two expository texts either in oral or reading comprehension. Children had to answer into 8 questions, 2 of them required information that could be found in a part of the text, three of them required bridging inferences and three of them required elaboration inferences. Results showed that differences between oral and reading comprehension are not constant and they depend on text type and question type. Keywords: reading comprehension, oral comprehension, narrative, expository text, inferences.

scholarly journals PENERAPANMEDIA FILM STRIP DALAM MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN TEKS CERITA MURID KELAS III SDN 174 SUKADAMAI KECAMATAN SUKAMAJU KABUPATEN LUWU UTARA

2016 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
INDRAWATI INDRAWATI
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Visual Media ◽  
Third Graders ◽  
Class Iii ◽  
Learning To Read ◽  
Learning Plan ◽  
Comprehension Skills ◽  
Classroom Action Research ◽  
Reading Comprehension Skills

ABSTRAK       Tujuan penelitian, yaitu mendeskripsikan perencanaan, pelaksanaan, dan evaluasi penerapanmedia film strip dalam meningkatkan keterampilan membaca  pemahaman teks cerita murid kelas III SDN 174 Sukadamai Kecamatan Sukamaju Kabupaten Luwu Utara.Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Jenis penelitian ini adalah penelitian tindakan kelas (classroom action research).Penelitian ini dilaksanakan di kelas III Tahun Pelajaran 2011/2012. Instrumen yang digunakan adalah pedoman observasi, tes, dan alat perekam. Teknik analisis data penelitian ini adalah deskriptif kualitatif.  Hasil penelitian menunjukkan bahwa (1) Perencanaan penerapan film strip dalam meningkatkan keterampilan membaca pemahaman teks cerita pada murid kelas IIISDN 174 Sukadamai Kecamatan Sukamaju Kabupaten Luwu Utara disusun secara terintegrasi dan kompleksitas sesuai dengan sistematika perencanaan pembelajaran. Namun, pada siklus I, perencanaan belum disusun secara lengkap dengan tidak tercantumnya metode yang dapat menunjang pelaksanaan media film strip. Hal ini telah diperbaiki pada siklus II sehingga keterampilan membaca murid mengalami peningkatan. (2) Pelaksanaan penerapan film strip dalam meningkatkan keterampilan membaca pemahaman teks cerita pada murid kelas IIISDN 174 Sukadamai Kecamatan Sukamaju Kabupaten Luwu Utara siklus I belum terlaksana dengan baik. Guru belum menerapkan media film strip sesuai dengan prosedurnya sehingga  proses pembelajaran membaca belum maksimal. Pada siklus II, pelaksanaan film strip sudah sesuai dengan prosedurnya dan dapat diterapkan oleh guru dengan baik tanpa kendala yang signifikan. Hal ini berkontriubusi terhadap peningkatan keaktifan murid dalam membaca. (3) Hasil belajar murid dalam pembelajaran membaca dengan menggunakan film, strip dengan bantuan media Audio-Visual melalui Komputer dan LCD meningkat.  Hal ini tampak pada hasil yang diperoleh setiap siklus. Keterampilan membaca siklus 1 mencapai 66,33%, dan meningkat pada siklus 2 yang mencapai 80,83%.Kata Kunci: media film strip, keterampilan, membaca, cerita Abstract The purpose of the study were described the planning , implementation , and evaluation of penerapanmedia film strips in improving the reading comprehension skills of story text SDN 174 third graders Sukadamai District of Sukamaju Luwu Utara. The approach used in this study was a qualitative approach. This research was action research (classroom action research) . Research was conducted in Class III Academic Year 2011/2012 . The instruments used were observation , testing , and recording devices . The technique of data analysis was descriptive qualitative research . The results showed that ( 1 ) Planning application film strips in improving reading comprehension skills in the story text grader IIISDN 174 Sukadamai Sukamaju District of North Luwu arranged in accordance with the complexity of an integrated and systematic learning plan . However , in the first cycle , the planning had not been fully compiled with no inclusion of methods that can support the implementation of the medium of film strips . This had been corrected in the second cycle so that the reading skills of students had increased. ( 2 ) The application of film strips in improving the reading comprehension skills of story text at 174 Sukadamai IIISDN grader Sukamaju District of North Luwu cycle I had not done well . Teachers had not applied a strip of film media in accordance with the procedure so that the process of learning to read was not maximized . In the second cycle , the implementation of the film strips were in accordance with the procedure and can be applied by teachers as well without significant obstacles . This berkontriubusi to increased activity of students in reading . ( 3 ) The results of student learning in learning to read by using a film strip with the help of Audio-Visual media through the computer and the LCD increases . This was evident in the results obtained by each cycle . Skills reading cycle 1 reached 66.33 % , and the increase in cycle 2 which reached 80.83 % .Keywords : media film strips , skills , reading , story

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