scholarly journals Using Text with Pictures in Primary School to Improve Reading Comprehension for Hearing Impaired Students

2018 ◽  
Vol 2 (1) ◽  
pp. 19-27
Author(s):  
Abdul Rahim Razalli ◽  
Renate Olga Thomas ◽  
Nordin Mamat ◽  
Noreha Yusuf
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Hearing Impaired ◽  
Hearing Impaired Students

Hearing-impaired students learning new words from written context

1992 ◽  
Vol 13 (4) ◽  
pp. 409-431 ◽  
Author(s):  
Peter A. De Villiers ◽  
Sarah B. Pomerantz
Keyword(s):  
Reading Comprehension ◽  
Semantic Information ◽  
Hearing Impaired ◽  
New Words ◽  
Form Class ◽  
Reading Vocabulary ◽  
New Meanings ◽  
Syntactic Information ◽  
Unknown Words ◽  
Hearing Impaired Students

AbstractNormally hearing students acquire most of their reading vocabulary from printed context, but little is known about this process in hearing-impaired students. Two studies, therefore, investigated hearing-impaired students' ability to derive lexical and syntactic information about unknown words embedded in short passages of text. The passages varied in their informativeness about the meaning of the unknown words. Ability to derive at least a partial meaning for a word in context was determined both by the type of context and the reading comprehension levels of the students. However, there was no relationship between reading comprehension scores and ability to determine the form class of the words in context. The results are related to the importance of integrating semantic information into a meaning schema for the passage in order to acquire new meanings for unknown words and to the local strategies adopted by poorer readers when attempting to answer comprehension questions. Implications for explaining, and trying to ameliorate, the well-documented vocabulary limitations of hearing-impaired students are discussed.

DEVELOPMENT OF MACAMI (MARI MEMBACA DAN MEMAHAMI) INSTRUMENT USING MACROMEDIA FLASH 8 IN PRIMARY SCHOOLS

2020 ◽  
Vol 4 (3) ◽  
pp. 544
Author(s):  
Ermaida Dewi
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Product Design ◽  
Primary Schools ◽  
Measuring Instrument ◽  
School Students ◽  
Average Percentage ◽  
Measuring Devices ◽  
Comprehension Ability ◽  
Feasibility Test

The background of this research is an instrument of learning for reading comprehension which in general is still dominated by an instrument in the form of print out which makes the students’ interest to read is reduced. In addition, this instrument is usually done manually or handwritten so that the students’ work must be corrected manually and require some time to get the results. This study aims to develop instruments or measuring devices for reading comprehension in the Primary School in Pekanbaru and find out the feasibility of measuring devices for reading comprehension skills. This product is Macromedia Flash 8 based namely "MaCaMi" which stands forMari Membaca dan Memahami. The research method used was the 4D model with four stages, such as the define stage, the design phase, the develop phase, and the dessiminate stage which is limited to the third stage. The data of this study were obtained from product design expert validation questionnaire, questionnaire validated by linguists, teacher response questionnaire and students response questionnaire. The data were generated quantitatively and analyzed by using the assessment criteria to determine the product quality. The results of this study showed the assessment of product design experts in draft 1 had an average percentage of 69.61% with the appropriate category then had increased in draft 2 to 90.56% with the very feasible category. The results of  the feasibility test by linguists in draft 1 with had average percentage of 95.30% with the very feasible category then increased in draft 2 to 97.20% withn the very feasible category. The results of the teacher's response to the reading comprehension measuring instrument in the Primary School in Pekanbaru developed by researchers obtained an average percentage of 93.50% with a very good category and the results of students' responses to the measuring instrument obtained an average percentage of 89.90% with a category very good. Based on these results, it can be concluded that the product developed by researchers is feasible to be used as a measure of reading comprehension ability of primary school students.

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