Education outside the classroom increases children’s reading performance: Results from a one-year quasi-experimental study

2019 ◽  
Vol 94 ◽  
pp. 42-51 ◽  
Author(s):  
Camilla R. Otte ◽  
Mads Bølling ◽  
Matt P. Stevenson ◽  
Niels Ejbye-Ernst ◽  
Glen Nielsen ◽  
...  
Keyword(s):  
Experimental Study ◽  
Reading Performance ◽  
Quasi Experimental ◽  
One Year ◽  
Performance Results ◽  
Children's Reading ◽  
Children’S Reading

Comparison of the Efficiency of Two Flashcard Drill Methods on Children's Reading Performance

2012 ◽  
Vol 28 (4) ◽  
pp. 317-337 ◽  
Author(s):  
Laurice Joseph ◽  
Elisha Eveleigh ◽  
Moira Konrad ◽  
Nancy Neef ◽  
Robert Volpe
Keyword(s):  
Reading Performance ◽  
Children's Reading ◽  
Children’S Reading

scholarly journals Parental Reading Beliefs and Children's Reading Performance

2019 ◽  
Vol 6 (2) ◽  
pp. 3-16
Author(s):  
Amirah Jazimah Sabjan
Keyword(s):  
Reading Instruction ◽  
Quantitative Research ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Reading Performance ◽  
Basic Knowledge ◽  
Reading Beliefs ◽  
Quota Sampling ◽  
Children's Reading ◽  
Children’S Reading

Abstract This study put its interest in investigating parental reading beliefs and children’s reading performance. It also sought to determine whether there is an association between parental reading beliefs and children’s reading performance. This research employed a quantitative research design and it used a quota sampling technique to select the respondents. A total of 30 parents from Sekolah Kebangsaan Sungai Pusu Kuala Lumpur answered a questionnaire about parental reading beliefs. The questionnaire used was adapted from a study by DeBaryshe and Binder (1994). In order to measure the children’s reading performance, the parents were asked to state their children’s comprehension marks towards the end of the questionnaire. The questionnaire consisted of five factors related to parental reading beliefs which were teaching efficacy, positive attitude, verbal participation, reading instruction and basic knowledge. The data collected was analysed using Pearson Correlation. The results showed that all the factors under parental reading beliefs had positive relationship with children’s reading performance except for one factor which was reading instruction. All of them were not significant and as this study was a preliminary study, hence the results should not be generalised due to number of reasons. Keywords: Parents, reading beliefs, reading performance, primary school, quantitative research

Differential Effects of Sex-Oriented Reading Material on Children's Reading Performance

1979 ◽  
Vol 23 (3) ◽  
pp. 297-298
Author(s):  
E. G. Johnson ◽  
L. Gibbons ◽  
H. Kepsi ◽  
R. Parker
Keyword(s):  
Differential Effect ◽  
Reading Performance ◽  
Significant Trend ◽  
Differential Effects ◽  
Reading Material ◽  
Cloze Procedure ◽  
Reading Materials ◽  
Children's Reading ◽  
Children’S Reading

Sex-oriented reading materials were found to have a differential effect on the recall scores of boys and girls at the Year 4 level. A similar, non-significant trend was found for the comprehension scores based on the cloze procedure. The sex of the tester was found to have no significant effect on the performance of either boys or girls.

Australian Aboriginal Spatial Cognition and Dyslexia: A Criticism of Pontius (1982)

1984 ◽  
Vol 58 (2) ◽  
pp. 627-634 ◽  
Author(s):  
Graham Davidson
Keyword(s):  
Spatial Cognition ◽  
School Performance ◽  
Reading Performance ◽  
Poor Reading ◽  
Aboriginal Australians ◽  
Australian Aboriginal ◽  
Reading Errors ◽  
Children's Reading ◽  
Children’S Reading

Pontius' neuropsychological explanation of some Aboriginal Australians' poor reading performance is not supported by an examination of the socio-cultural and educational considerations surrounding their performance or by research into the neurophysiological bases of reading retardation. Classification of children as “ecologically” dyslexic was based on hear-say general impressions of Aborigines' school performance and not on children's reading errors.

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