scholarly journals Oculomotor Activity During Reading in Elementary School-Aged Students with Different Cognitive Skills

2020 ◽  
pp. 280-296
Author(s):  
Ekaterina А. Budenkova
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Eye Movements ◽  
Eye Movement ◽  
Elementary School Students ◽  
Reading Skills ◽  
School Students ◽  
Wrong Answer ◽  
Poor Reading ◽  
Reading Technique

Eye movements provide relevant information about the functional state of some cognitive functions. The connection between eye movements and cognitive processes is based on the anatomical and functional overlap of structures controlling them in different parts of the brain. Various human activities, including reading, are associated with eye movements. Reading skills include two components: reading technique (a motor component) and reading comprehension (a cognitive component). Monitoring and interpretation of oculomotor response is a useful tool for studying the reading process. The present study characterizes saccadic and fixation eye-movement components in 7-8 year-old elementary school students that showed poor reading comprehension. The students were divided into three groups based on answer quality: giving no answer, giving a wrong answer, and coping with the task only with a prompt. The groups were found to differ in the amplitude, velocity, and deceleration of pro- and regressive saccades and the average duration of fixations per word. Thus, eye-movement parameters can be used to characterize the groups of schoolchildren that experience difficulty in reading comprehension or in formulating an answer to a semantic question. The present study contributes insight into various cognitive reading strategies and can be useful for creating personal learning paths for elementary school students to master reading skills, which are important for social success

scholarly journals Improvement of Elementary School Students’ Competence of Reading Comprehension through Generative Learning Model

2020 ◽  
Vol 19 (1) ◽  
pp. 9-35
Author(s):  
Asep Saepurokhman
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Elementary School Students ◽  
Creative Thinking ◽  
Learning Model ◽  
Generative Learning ◽  
School Students ◽  
Conventional Model ◽  
Left Behind

ABSTRACT Reading comprehension is a competence that everyone has to possess. It can broaden human’s insight in that we will not be left behind as time goes so fast. One of the teachers’ efforts as to enhance the reading comprehension competence is to apply a learning model that is able to explore a lot of students’ potency. The learning model considered to be capable of developing the students’ creative-thinking is a generative model. Based on the result of data analysis, it is known that the process of reading-comprehension learning runs well in full activity of students. The students’ tendency to the learning of reading comprehension using such a model is positive in the means of 75.10%. The generative learning model succeeds in enhancing the students’ competence of reading comprehension. The means of score before the treatment is only 53.80%, whereas after the treatment it gets 72% in which the index gain is 0.41 and it is categorized into mediocre. There is difference of reading-comprehension competence between the use of generative learning model and conventional model. It is proven by t-test, indicating that t-observed is higher than t-table. Therefore, the generative learning model is effective and reasonable to use for the teachers in the improvement of stduents’ reading-comprehension competence.

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