scholarly journals Making Reading Easier: How Genetic Information Can Help

2017 ◽  
Vol 4 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Michelle Luciano
Keyword(s):  
Skill Acquisition ◽  
Reading Ability ◽  
Reading Skills ◽  
Strong Predictor ◽  
Molecular Genetic ◽  
Educational Systems ◽  
Reading Processes ◽  
Basic Reading Skills ◽  
Subject Areas ◽  
Skills Learning

Reading is the cornerstone of all educational systems. Without adequate reading skills, learning in all other subject areas becomes very challenging. Children typically learn basic reading skills by age 6 or 7, but there is variation in timing of reading skill acquisition and, thereafter, in reading ability. A strong predictor of whether a child will have difficulties with reading is family history. Twin and family studies confirm that reading ability (including specific reading disorder) is substantively genetically influenced. Molecular genetic studies of reading ability have identified a number of candidate genes that are associated with reading disability and/or reading processes; many more are likely to be discovered. This review discusses implications that increased understanding of the genetic architecture of reading ability has for early identification and intervention for children at risk for reading difficulties.

Current status of reading skills of kindergarteners at age 5-6 in pre-school

2020 ◽  
Vol 65 (7) ◽  
pp. 126-135
Author(s):  
Hoa Nguyen Thi
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Current Status ◽  
Factors Affecting ◽  
Preschool Students ◽  
Basic Reading Skills ◽  
Survey Results ◽  
Auditory Skills ◽  
Different Levels ◽  
Quang Ninh

Reading and writing skills are extremely important factors in improving the ability of each student at schools. In preschools, the preparation for reading of kindergarteners at 5-6 years old has been being taken care by training children in basic reading skills including language, image processing skills, auditory skills, and memory... This article focuses on analyzing the current status of reading skills of children aged 5-6 in preschools from 5 provinces: Cao Bang, Bac Kan, Thai Nguyen, Quang Ninh and Bac Giang; as well as analyzing factors affecting reading preparation for preschool children aged 5-6 in these areas. Survey results show that the rate of children's reading ability is at most normal level with many limitations in their reading skills. The cause may come from many influencing factors with different levels of impact on the reading ability of preschool students.

scholarly journals Relationships between mathematics and literacy: Exploring some underlying factors 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Carol Bohlmann ◽  
Elizabeth Pretorius
Keyword(s):  
Mathematics Achievement ◽  
School Performance ◽  
Language Proficiency ◽  
Reading Ability ◽  
Reading Skills ◽  
Mathematics Curriculum ◽  
Strong Predictor ◽  
Mathematics Learning ◽  
Reading Tests

This paper focuses on Grade 7 learners in two township schools where the relationships between performance on language and reading tests in the home language and English were investigated in relation to examination performance in mathematics. In both schools reading ability rather than language proficiency in English emerged as a strong predictor of mathematics achievement. The schools serve as a case study for exploring some of the socio‐economic, teacher and classroom factors underlying differential school performance in mathematics. Because the new curriculum presupposes a highly literate environment, it is suggested that mathematics learning will be negatively affected if learners lack adequate reading skills. The findings suggest that quality schooling is a strong determinant of both reading and mathematical achievement. The new mathematics curriculum has the potential to make a difference only if schools improve learners’ literacy development.

An Examination of the Basic Reading Skills of Incarcerated Males

2010 ◽  
Vol 21 (3-4) ◽  
pp. 4-12 ◽  
Author(s):  
Margaret E. Shippen ◽  
David E. Houchins ◽  
Steven A. Crites ◽  
Nicholas C. Derzis ◽  
Dashaunda Patterson
Keyword(s):  
Reading Skills ◽  
Basic Reading Skills ◽  
Incarcerated Males

Reading Strategies in L1 and L2

2002 ◽  
Vol 135-136 ◽  
pp. 1-35 ◽  
Author(s):  
Junko Yamashita
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Think Aloud ◽  
L2 Reading ◽  
Reading Processes ◽  
English Reading ◽  
L1 And L2 ◽  
Interdependence Hypothesis

Abstract This study compared LI (Japanese) and L2 (English) reading strategies reported by four groups of readers with different reading ability backgrounds. Information on the strategies was extracted by a think aloud method. The following points emerged. (1) Generally speaking, readers tend to transfer their LI reading strategies to their L2 reading. (2) Language independent strategies are more likely to be transferred from LI to L2 than language dependent strategies. (3) High LI reading ability compensates for weak L2 reading ability, but there is a limit to this compensation. These results suggested a stronger relationship between LI and L2 reading processes than is predicted by the linguistic threshold hypothesis. The possibility that we can explain the results by combining the linguistic threshold hypothesis and the linguistic interdependence hypothesis, which have often been treated as conflicting, was discussed.

Penerapan Teknik Cantol Roudhoh Dalam Pembelajaran Membaca Suku Kata

2020 ◽  
Vol 1 (1) ◽  
pp. 69-80
Author(s):  
Supriyanti
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Qualitative Analysis ◽  
Reading Ability ◽  
Reading Skills ◽  
Female Students ◽  
Male Students ◽  
School Year ◽  
Group B ◽  
Collection Methods

The ability to read in the Raudhotul Atfal (RA) education unit makes the study interesting especially in terms of Arabic reading skills. This study aims to improve the reading ability of RA Mambaul Barokah's children syllables using the Cantol Roudhoh Technique. The subjects were group B children in RA Mambaul Barokah with 20 students consisting of 8 male students and 12 female students. The type of research used is Classroom Action Research (CAR), which was carried out using 2 cycles. Each cycle consists of four stages, namely planning, implementing actions, observing, and reflecting. Data collection methods used are descriptive and qualitative analysis. The results of preliminary observations before the action showed that children who had mastery reading ability of syllables reached 55%, in the implementation of learning with cantol roudhoh technique in the first cycle rose to 57% and in the second cycle to 95%. Based on these results it can be concluded that the cantol roudhoh method is able to improve syllable reading in RA Mambaul Barokah students in the 2018/2019 school year.

scholarly journals Learning to Read: the Case of Moroccan Students who Learn Spanish

2013 ◽  
Vol 16 ◽  
Author(s):  
Antonio Aguilera-Jiménez ◽  
Carmen Delgado ◽  
Alfonso Luque ◽  
Francisco J. Moreno-Pérez ◽  
Isabel. R. Rodríguez-Ortiz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Ability ◽  
Word Reading ◽  
Immigrant Students ◽  
Learning To Read ◽  
Reading Processes ◽  
Spanish Speaking ◽  
Oral Vocabulary ◽  
L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

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