scholarly journals Metalinguistic Skills, Reading and Reading Comprehension Performance of Students of the 5th Grade.

2015 ◽  
Vol 174 ◽  
pp. 1346-1350 ◽  
Author(s):  
Simone Aparecida Capellini ◽  
Bianca dos Santos ◽  
Mariana Ferraz Conti Uvo
Keyword(s):  
Reading Comprehension ◽  
5Th Grade ◽  
Metalinguistic Skills

scholarly journals A Different View on the Simple View of Reading

2021 ◽  
pp. 074193252110634
Author(s):  
Kenn Apel
Keyword(s):  
Reading Comprehension ◽  
Language Awareness ◽  
Simple View Of Reading ◽  
Simple View ◽  
Wide Range ◽  
Component Skills ◽  
Educational Implications ◽  
Linguistic Comprehension ◽  
Metalinguistic Skills ◽  
General Component

The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures that differed from each other. Many of those tasks did not align with the concept of linguistic comprehension originally proposed. Regardless, the studies’ outcomes were similar: The SVR model adequately represents the process of reading comprehension. In this article, I propose a common thread that links those diverse measurement tasks; all the tasks measured students’ metalinguistic skills. In fact, the findings from these studies mirror those found from investigations directly measuring the influence of language awareness abilities on reading comprehension. I conclude the article with the theoretical and educational implications of taking a different view of the second component of the SVR model.

scholarly journals Comunicación escrita, procesos lectores y habilidades metalingüísticas de estudiantes de primer año universitario / Written communication, reading processes and metalinguistic skills of first year students of university: Case Study

2017 ◽  
Vol 4 (2) ◽  
pp. 81-99
Author(s):  
Paula Andrea Orozco Pineda ◽  
Edgar Oswaldo Pineda Martinez ◽  
Jairo Enrique Cortes Barrera
Keyword(s):  
Reading Comprehension ◽  
First Year ◽  
First Year Students ◽  
Reading Processes ◽  
Metacognitive Processes ◽  
Comprehension Skills ◽  
Inferential Thinking ◽  
Reading Comprehension Skills ◽  
Metalinguistic Skills

RESUMENEste artículo describe las habilidades metalingüísticas y las habilidades de compresión de lectura involucradas en procesos de comprensión lectora y escritural en estudiantes de primer año universitario para establecer relaciones entre ellas. Se diseñaron dos grupos de trabajo para identificar las habilidades y se observaron sus relaciones con el género, la edad y el nivel socioeconómico en 700 estudiantes de primer año universitario, pertenecientes a diferentes programas de pregrado. Se encontró que las habilidades metalingüísticas y las de comprensión de lectura presentan diferencias en distintas edades y en diferentes niveles socioeconómicos, con mejores resultados en las inferencias complementarias y en las habilidades para relacionar el texto con el contexto; así mismo, se evidenció la correlación directa existente entre el pensamiento inferencial y la comprensión de lectura y se identificaron procesos cognitivos y metacognitivos que influyen en los procesos de comprensión lectora. Al final se expone una posible estrategia para abordar estas dificultades y deficiencias encontradas para el desarrollo de un plan de formación.ABSTRACTThis document describes the metalinguistic skills and reading comprehension skills, involved in writing and reading comprehension student’s processes, of the college of first year, to establish relationship between them. Two groups of work were designed to identify the mentioned skills and were observed their relations with their genre, age and socioeconomic level in 700 students of the first college’s academicals year, belonging to different undergraduate majoring. It was found that the metalinguistic and the reading comprehension skills, show different aspects in ages and socioeconomically levels, with their best results in the complementary inferences and in the ability to  relate the text and the context; in the same way it was  evidenced the existent direct correlation between the inferential thinking and the reading comprehension and were identified cognitive and metacognitive processes that affect the reading comprehension processes. At the end and it was exposed a possible strategy to approach the found difficulties and deficiency for the formation´s plan development.

scholarly journals A MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN BERBANTUAN PEMBELAJARAN TEMATIK TERPADU BERNUANSA MODEL INTERACTIVE-COMPENSATORY.

2018 ◽  
Vol 2 (2) ◽  
pp. 198 ◽  
Author(s):  
Ryan Dwi Puspita ◽  
Rahman `
Keyword(s):  
Reading Comprehension ◽  
Elementary Schools ◽  
Main Idea ◽  
School Students ◽  
Compensatory Model ◽  
Before And After ◽  
Comprehension Ability ◽  
The Difference ◽  
5Th Grade ◽  
Low Ability

ABSTRACT Based on the preliminary study, it revealed that the 5th grade students in some elementary schools in Bandung Regency had low ability to perform reading comprehension. This can be seen from students’ low ability to express explicit meanings, define main idea, search for keywords,  retell the contents of the text with their own words, create a concept map, and understand the message of the author. Based on this finding, there is a need to develop instructional devices based on specific learning models to improve reading comprehension.  The purpose of this study was to examine the effect of using integrated thematic instructional  based on Interactive-Compensatory Model (ICM) to improve reading comprehension among 5th grade students. This study applied quasi-eksperiment method. This study used sample of 123 students of 5th graders in 2 elementary schools. The results of this study show that the use of instructional  based on ICM had significant effect on improving reading comprehension of informational text among grade 5 elementary school students. This was evidenced by the difference of students’ reading comprehension ability before and after learning by using thematic and integrated instructional based on ICM. Keywords: Interactive-Compensatory Model, Instructional Integrated and Thematic, Reading Comprehension   ABSTRAK Hasil observasi menunjukkan siswa kelas 5 di beberapa sekolah dasar di Kabupaten Bandung memiliki kemampuan membaca pemahaman yang lemah. Hal ini ditunjukkan dengan rendahnya kemampuan siswa dalam mengungkapkan makna yang tersurat, menentukan pokok pikiran, mencari kata kunci, menceritakan kembali isi teks dengan kata-kata sendiri, membuat peta konsep, dan memahami pesan penulis. Berdasarkan data ini, maka diperlukan pengembangan perangkat pembelajaran berbasis model pembelajaran khusus untuk meningkatkan kemampuan membaca pemahaman. Tujuan penelitian ini untuk menguji pengaruh penggunaan perangkat pembelajaran tematik terpadu berbasis model Interactive-Compensatory untuk meningkatkan kemampuan membaca pemahaman siswa kelas 5 sekolah dasar. Penelitian ini menggunakan metode eksperimen kuasi. Penelitian ini menggunakan  sampel 123 siswa kelas 5 di dua sekolah dasar . Hasil penelitian ini menunjukkan bahwa penggunaan pembelajaran tematik terpadu bernuansa model Interactive-Compensatory  berpengaruh signifikan pada peningkatan  kemampuan membaca pemahaman teks informasi siswa kelas 5 sekolah dasar. Hal ini dibuktikan dengan adanya perbedaan kemampuan membaca pemahaman siswa pada saat sebelum dan pada saat sesudah pembelajaran dengan menggunakan pembelajaran tematik terpadu bernuansa model Interactive-Compensatory. Kata Kunci: Membaca Pemahaman, Pembelajaran Tematik Terpadu, Model Interactive-Compensatory.

scholarly journals Investigating the Effect of Reading Types Used in Turkish Lessons upon 5th Grade Students’ Reading Comprehension

2017 ◽  
Vol 5 (8) ◽  
pp. 77
Author(s):  
Vafa Savaşkan
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Classroom Environment ◽  
Significant Contribution ◽  
Control Group ◽  
Student Group ◽  
New Words ◽  
Post Test ◽  
5Th Grade ◽  
Test Control

Reading that is the activity of identifying and interpreting the symbols in a text is essential in terms of broadening the horizon of individuals through learning new words, acquiring new understandings, and developing the creativity. Because reading is a learning domain that provides significant contribution upon mental development, it takes place in curriculums and teaching process. In order to fulfill a successful reading action, it is necessary to determine which type of reading practiced in a classroom environment is more efficient. Although implementing a type of reading constantly indicates it as successful, this is possible to change in some occasions.The purpose of this research was to determine the effect of reading types used in Turkish lessons upon 5th grade students’ reading comprehension. In accordance with this purpose, each of the seven texts chosen by the researcher was provided to be read by a student group including twenty students through seven different reading types, and the students were also asked to answer comprehension questions prepared also by the researcher. In order for evaluating these questions, “Error Analysis Inventory” developed by Ekwall and Shanker and adapted into Turkish by Akyol was benefited. In the research, experimental design with post-test control group was used. At the end of the study, it was determined that silent reading affected the comprehension of students most with the rate of 81.4%, and reading by taking notes affected students’ comprehending what they read least with the rate of 27.3%. The findings obtained in the research were discussed, and subsequently, suggestions were offered in accordance with the results after interpretation.

scholarly journals A Different View on the Simple View of Reading

2021 ◽  
Author(s):  
Kenn Apel
Keyword(s):  
Reading Comprehension ◽  
Language Awareness ◽  
Simple View Of Reading ◽  
Simple View ◽  
Wide Range ◽  
Component Skills ◽  
Educational Implications ◽  
Linguistic Comprehension ◽  
Metalinguistic Skills ◽  
General Component

The Simple View of Reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures that differed from each other. Many of those tasks did not align with the concept of linguistic comprehension originally proposed. Regardless, the studies’ outcomes were similar: the SVR model adequately represents the process of reading comprehension. In this paper, I propose a common thread that links those diverse measurement tasks; all the tasks measured students’ metalinguistic skills. In fact, the findings from these studies mirror those found from investigations directly measuring the influence of language awareness abilities on reading comprehension. I conclude the paper with the theoretical and educational implications of taking a different view of the second component of the SVR model.

scholarly journals Performance of public and private school students in auditory processing, receptive vocabulary, and reading comprehension

CoDAS ◽  
2020 ◽  
Vol 32 (6) ◽  
Author(s):  
Ana Flávia de Oliveira Nalom ◽  
Eliane Schochat
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Temporal Resolution ◽  
School Children ◽  
Private School ◽  
Auditory Processing ◽  
Receptive Vocabulary ◽  
Socioeconomic Level ◽  
Public And Private ◽  
5Th Grade

Abstract: Purpose: To characterize the performance of 5th grade students from public and private elementary schools in auditory processing, receptive vocabulary, and reading comprehension. Methods: The study sample was composed of 34 Elementary School (5th grade) students: 16 from public school (PubG) and 18 from private school (PrivG), whose parents and teachers responded to questionnaires on their language development, socioeconomic level, and academic performance. The auditory skills of figure-ground, association between auditory and visual stimuli, figure-ground for linguistic sounds, binaural integration, temporal ordering, and temporal resolution were assessed using the following auditory behavioral instruments: Pediatric Speech Intelligibility (PSI) test, Dichotic Digits Test (DDT), Auditec® Frequency Pattern Test (FPT), and Gaps-in-Noise (GIN) test. Receptive vocabulary and reading comprehension were evaluated using the TVF-usp and PROLEC tests, respectively. Results: Statistically significant differences were observed between the socioeconomic level of students in both schools. Although the results obtained in the applied tests were within the reference values in both groups, there was a tendency to higher scores in the PrivG. Differences between the groups were also verified in the DDT and FPT. Values similar to normality were obtained in the temporal resolution and reading comprehension assessments. On the vocabulary test, most school children in the PrivG were concentrated in the ‘high’ and ‘middle’ categories, whereas those in the PubG were in the ‘middle’ and ‘low’ categories. Conclusion: There are differences in performance between students from private and public schools. Public school children presented right ear advantage in the dichotic task, whereas private school children showed more efficient mechanisms and strategies regarding auditory stimuli for the tasks of binaural integration, temporal ordering, and interhemispheric transfer. Temporal resolution reached values expected for the adult population in both groups. Better vocabulary performance was observed in the most economically favored children. Elementary School (5th grade) students from both school networks present developed reading.

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