scholarly journals The Differential Effects of Phonics versus Sight-Recognition Methods of Teaching Reading on the Eye Movements of Good and Poor Second-Grade Readers

1977 ◽  
Vol 9 (4) ◽  
pp. 327-337
Author(s):  
Arthur C. Peoples ◽  
Rosemery O. Nelson
Keyword(s):  
Eye Movements ◽  
Reading Achievement ◽  
Reading Acquisition ◽  
Poor Readers ◽  
Second Grade ◽  
Teaching Reading ◽  
Differential Effects ◽  
Letter Stimulus ◽  
Scanning Time ◽  
Initial Reading

Four groups of second-grade subjects, good or poor readers who were respectively being taught reading by phonics or sight-recognition methods (N = 5 per group), were tachistoscopically shown and requested to read four replications of 20 four-letter stimulus words. Three aspects of eye movements were recorded. It was found that total number of eye movements, direction of the reading scan, and total scanning time were sensitive to an interaction of reading achievement and method of initial reading acquisition.

scholarly journals Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia

2020 ◽  
Vol 4 (1) ◽  
pp. 15-28
Author(s):  
Pamela J February
Keyword(s):  
Teacher Training ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Language Skills ◽  
Reading Acquisition ◽  
Poor Readers ◽  
Detailed Knowledge ◽  
Teaching Reading ◽  
Reading Practices ◽  
Good Reading

A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were asked about the teaching methods they use, the specific instruction content they use, how they create a literate classroom, how they encourage and support poor readers, and whether and how reading instruction in small groups occurs. Their teacher training was examined, as well as the knowledge that they have regarding certain language and reading components that support reading instruction. Teachers reported that they mostly use a range of methods when teaching reading (83%), while (15%) report using only one method. Of all the reading and language skills that teachers had to select from, 90% included phonological awareness as part of their reading instruction content, more so than the other reading and language skills. Among different strategies used to create a literate environment in the classroom, the majority (82%) use labels and notices to draw children's attention to literacy. To encourage struggling readers to read, teachers indicated they mainly use simple, easy texts so that poor readers can experience success. The results of the study reveal that while most Grade 1 teachers (81%) claim that they have received average to excellent training in teaching reading and demonstrate that they overwhelmingly agree (99%) with good reading practices and beliefs, the results reveal that their actual knowledge of various aspects of reading does not relate to their stated teacher training and reading beliefs. It appears that the overall average for the knowledge section showed that less than 37% of teachers had detailed knowledge of specific aspects of reading such as being able to identify syllables, morphemes, and speech sounds in words as well as demonstrating knowledge of phonics, phonemes, and diphthongs. The article discusses some strategies to alleviate some of the issues highlighted in the results.

Initial Reading Instruction: Phonemes, Syllables, or Ideographs?

1976 ◽  
Vol 9 (2) ◽  
pp. 74-80 ◽  
Author(s):  
John E. Harrigan
Keyword(s):  
Reading Instruction ◽  
Initial Phase ◽  
Initial Step ◽  
Building Blocks ◽  
Early Learning ◽  
Great Difficulty ◽  
Teaching Reading ◽  
Learning To Read ◽  
American Children ◽  
Initial Reading

In an experiment similar to that of Rozin's (1971), Chinese ideographs were taught to a group of American children having great difficulty learning to read English by the phonemic approach. The quick and sure learning of the ideographs suggests we should explore less abstract, less phonemic approaches to the initial phase of teaching reading in the hope of facilitating early learning. Because English is mapped through syllable sounds, a syllable introduction is suggested as the best initial step, later introducing phonemes as syllable building blocks.

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON REPORT TEXT

2019 ◽  
Vol 2 (3) ◽  
pp. 385
Author(s):  
Elisa Yulianti ◽  
Eko Setiawan
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Second Grade ◽  
Learning Method ◽  
Teaching Reading ◽  
Reciprocal Learning ◽  
Know How ◽  
Post Test ◽  
Reciprocal Method ◽  
Report Text

The objectives of this research is to know how to use of reciprocal methods to teaching reading comprehension of the senior high school in second grade. The purpose of the research is to help students’ to cope the difficulties in reading report text, because there are still many students who find it difficult to read English and the lack of reading comprehension of students in class XI Animation of SMK TI Garuda Nusantara Cimahi with the aim of (1) how to implement the Reciprocal Learning method in increasing students' reading comprehension (2) whether there is an increase in student scores after using the Reciprocal Learning method.  The author uses the reciprocal method to increase the ability of students to read comprehension. This research is quantitative by using experimental research methods. After conducting the research obtained the data pre-test (80) and post-test (95). Based on these data, it can be concluded that the use of reciprocal methods in the report text material can improve reading comprehension in students of class XI Animation 2 Vocational School of TI Garuda Nusantara Cimahi.

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

Kindergarten Predictors of First- and Second-Grade Reading Achievement

2003 ◽  
Vol 104 (2) ◽  
pp. 93-109 ◽  
Author(s):  
Darrell Morris ◽  
Janet Bloodgood ◽  
Jan Perney
Keyword(s):  
Reading Achievement ◽  
Second Grade

scholarly journals Eye Movement Dynamics of Good and Poor Readers: Then and Now

1979 ◽  
Vol 11 (4) ◽  
pp. 319-328 ◽  
Author(s):  
Lester A. Lefton ◽  
Richard J. Nagle ◽  
Gwendolyn Johnson ◽  
Dennis F. Fisher
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fifth Graders ◽  
Poor Readers ◽  
Movement Behavior ◽  
Poor Reading ◽  
Movement Dynamics ◽  
Reading Text ◽  
One Year ◽  
Good And Poor Readers

While reading text, the eye movements of good and poor reading fifth graders, third graders and adults were assessed. Subjects were tested in two sessions one year apart. Dependent variables included the duration and frequency of forward going fixations and regressions; an analysis of individual differences was also made. Results showed that poor reading fifth graders have relatively unsystematic eye movement behavior with many more fixations of longer duration than other fifth graders and adults. The eye movements of poor readers are quantitatively and qualitatively different than those of normal readers.

scholarly journals Differential Effects of Sleep Deprivation on Saccadic Eye Movements

SLEEP ◽  
2005 ◽  
Vol 28 (9) ◽  
pp. 1109-1115 ◽  
Author(s):  
Elisabeth Zils ◽  
Andreas Sprenger ◽  
Wolfgang Heide ◽  
Jan Born ◽  
Steffen Gais
Keyword(s):  
Eye Movements ◽  
Sleep Deprivation ◽  
Saccadic Eye Movements ◽  
Differential Effects

Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

2020 ◽  
pp. 073194872095814
Author(s):  
Ae-Hwa Kim ◽  
Ui Jung Kim ◽  
Jae Chul Kim ◽  
Sharon Vaughn
Keyword(s):  
Reading Achievement ◽  
Grade Level ◽  
Rapid Naming ◽  
Primary Grade ◽  
Poor Readers ◽  
Linguistic Variables ◽  
Intermediate Grade ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Average Readers

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

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