Qatar family, school, and child effects on reading

2018 ◽  
Vol 20 (2) ◽  
pp. 113-127
Author(s):  
Ming Ming Chiu
Keyword(s):  
Test Scores ◽  
Ecological Model ◽  
Reading Test ◽  
Content Type ◽  
Reading Test Scores ◽  
Survey Responses ◽  
Children's Reading ◽  
Reading Activities ◽  
Children’S Reading ◽  
At Home

PurposeThe purpose of this paper is to test an ecological model of family, school and child links to reading outcomes in an extremely rich but developing country.Design/methodology/approachThis study uses a multi-level, plausible value analysis of item response model-estimated test scores and survey responses from 4,120 children and their parents’ survey responses in 166 schools in Qatar.FindingsThe results show that family attributes (socio-economic status (SES), books at home, parent reading attitude and reading activities) are linked to children’s superior reading attitudes, reading self-concept and reading test scores. In contrast, teacher attributes and teaching methods show no significant link to reading test scores. Also, Qatari children report a poor school climate linked to lower reading self-concept and lower reading test scores.Research limitations/implicationsLimitations include parent reports rather than pre-tests, testing in only one domain, and cross-sectional data rather than longitudinal data.Practical implicationsAs family support is strongly linked to children’s reading performance, the Qatari Government can explore early childhood interventions at home (e.g. more books at home, support parent-child reading activities, etc.), especially for families with lower SES. As teacher attributes and lesson activities were not linked to children’s reading outcomes, the Qatari Government can study this issue more closely to understand this surprising result.Originality/valueThis is the first study to test an ecological model of Qatar’s fourth-grade children’s reading scores with a representative sample.

scholarly journals Predicting Machine Translation Comprehension with a Neural Network

2015 ◽  
Vol 15 (2) ◽  
pp. 6546-6554
Author(s):  
Milam Aiken ◽  
Jamison Posey ◽  
Bart Garner ◽  
Brian Reithel
Keyword(s):  
Neural Network ◽  
Artificial Neural Network ◽  
Test Scores ◽  
Reading Test ◽  
Word Choice ◽  
Language Fluency ◽  
Sentence Complexity ◽  
Lower Accuracy ◽  
Reading Test Scores ◽  
Survey Responses

Comprehension of natural language translations is dependent upon several factors including textual variables (grammatical, spelling, and word choice errors, sentence complexity, etc.) and human variables (language fluency, topic knowledge, motivation, dyslexia, etc.). An individual reader’s understanding of machine-generated translations can vary widely because of the lower accuracy usually associated with this technology. Prior studies have had mixed results in predicting which variables have the greatest influence on translation comprehension. In the current study, we employ an artificial neural network to analyze survey responses and reading test scores, resulting in a significantly correlated forecast of reading comprehension. Thus, we are able to offer better predictions to identify which readers might have a better grasp of content from garbled translations.

scholarly journals Reading Aloud to Increase Parental Engagement in Children Literacy during the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 8-18
Author(s):  
Noeris Meiristiani ◽  
Rofiudin Rofiudin ◽  
Masfuad Edi Santoso
Keyword(s):  
Early Literacy ◽  
Reading Aloud ◽  
Parental Engagement ◽  
Book Reading ◽  
Parental Awareness ◽  
Children's Reading ◽  
Reading Activities ◽  
Reading Interest ◽  
Children’S Reading ◽  
At Home

The parental engagement of the 1st graders of SD Ihsaniyah Gajahmada Tegal in their children’s early literacy phase is still not maximal. Reading has not become an important part of learning activities at home. Therefore, efforts must be made to encourage parents to pay more attention to children's reading interest by being directly involved in children’s reading activities. The reading aloud activity aims to arouse parental awareness and provide skills for parents of the 1st graders of SD Ihsaniyah Gajahmada Tegal to be able to accompany their children in reading books at home as an effort to develop reading interest from an early age. Materials and demonstration of reading aloud were delivered via podcast and broadcast on Youtube due to social restrictions during the Covid-19 pandemic. Then, parents practiced reading aloud to their children at home. This activity was recorded and the video was sent to the service team for feedback and evaluation. Through this activity, parents could spend their time to assist their children in learning, especially reading. Children learned with enthusiasm and had a pleasant book reading experience. In addition, students' interest in reading will grow because they get a pleasant impression from reading aloud with their parents at home.    

The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective

2021 ◽  
Vol 12 (3) ◽  
pp. 820-828
Author(s):  
Nurul Nabila Amirah Rostan Et.al
Keyword(s):  
Language Proficiency ◽  
Reading Skills ◽  
Structured Interview ◽  
Learning Session ◽  
Reading Methods ◽  
Proper Material ◽  
Children's Reading ◽  
Reading Activities ◽  
Teacher's Perspective ◽  
Children’S Reading

The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old pre-schoolers on reading open syllables. By using a qualitative approach, two teachers from a private pre-school in Shah Alam are chosen to participate in a semi-structured interview. Both teachers are experienced in the field of Malay literature, specifically in reading methods. The study has found that teachers used multisensory technique in reading lessons on how to read open syllables. It produced a positive effect towards the development of children’s reading skills. However, multisensory technique must be strengthened by using the proper material that is suitable for children to ensure its effectiveness.

Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers

2020 ◽  
pp. 1476718X2097132
Author(s):  
Susan Sonnenschein ◽  
Michele Stites ◽  
Rebecca Dowling
Keyword(s):  
Online Survey ◽  
Preschool Teachers ◽  
Home Based ◽  
Mathematics Development ◽  
And Mathematics ◽  
Children's Reading ◽  
To Receive ◽  
Children’S Reading ◽  
At Home ◽  
Reading And Mathematics

This study investigated the beliefs parents of preschoolers ( N = 126) have for facilitating their children’s reading and mathematics development. The study used an online survey distributed via social media to examine parents’ views of their children’s home-based reading and mathematics engagement, parents’ confidence to support their children’s reading and mathematics development, and the information they received and would like to receive from their children’s teachers. The results demonstrated three patterns: (1) parents prioritized children’s reading over their mathematics development, (2) the difference in children’s reported engagement in such activities may come from parents lacking confidence in how to foster their children’s mathematics skills, and (3) almost two/thirds of the parents wanted to receive more information from their children’s teachers, typically about children’s progress and activities and apps to do with their children at home. Preschool teachers play an important role in supporting home learning of reading and mathematics. Preschool teachers and parents need to collaborate on home-based activities that support such learning. We have demonstrated that even highly educated parents may lack the confidence to support their young children’s academic growth, particularly in mathematics, and so the support teachers provide to parents is critical.

scholarly journals Examining the associations between parent concerns and school-age children’s language and reading abilities: A comparison of samples recruited for in-school vs. online participation.

2021 ◽  
Author(s):  
Jessica Chan ◽  
Suzanne Adlof ◽  
Dawna Duff ◽  
Alexis Mitchell ◽  
Maalavika Ragunathan ◽  
...  
Keyword(s):  
Executive Functions ◽  
Oral Language ◽  
Test Scores ◽  
Word Reading ◽  
Reading Test ◽  
Recruitment Strategies ◽  
School Sample ◽  
Parent Concerns ◽  
Reading Test Scores ◽  
The Impact

Purpose: To examine the relationship between parent concerns about children’s oral language, reading, and related skills and their children’s performance on standardized assessments of language and reading, with a particular focus on whether those relationships differed between children recruited for in-school versus remote participation. Methods: This study used data from a larger, longitudinal project focused on children with and without developmental language disorder (DLD) and/or dyslexia. The “in-school” sample (n = 133) completed assessments in-person before the COVID-19 school closures, and the “remote” sample (n = 84) recruited via advertisements completed all assessments online. Parents completed a checklist of concerns regarding language and literacy development, attention and executive functions. All children completed norm-referenced assessments of language and reading.Results: The two recruitment strategies yielded samples that differed in racial diversity (higher in the in-school sample), caregiver education levels and financial resources (higher in the remote sample), and word reading test scores (higher in the remote sample). Parents in both samples reported higher levels of concerns about literacy skills than oral language skills, and the correlation between parent concerns about literacy and children’s word reading test scores was stronger than the correlation between parent concerns about oral language and children’s language test scores. We did not find higher level of concerns or a higher correlation between concerns and reading and language performance in the remote sample than the in-school sample.Conclusions: Researchers should be aware of the impact of different recruitment strategies on sample attainment. Referral models that rely on parent and teacher concerns about oral language to prompt a language evaluation may contribute to low rates of identification of children who meet criteria for DLD. Future research can consider parent concerns about literacy, attention, and executive functions as indicators of a need for language evaluation, especially considering the high comorbidity between language and other developmental disorders.

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