Auditory-Visual Integration, School Demographic Features and Reading Achievement

1972 ◽  
Vol 35 (3) ◽  
pp. 995-1001 ◽  
Author(s):  
David H. Reilly
Keyword(s):  
Reading Achievement ◽  
Visual Discrimination ◽  
Developmental Level ◽  
Teaching Reading ◽  
Teaching Techniques ◽  
Demographic Feature ◽  
Visual Integration ◽  
Reading Success ◽  
Economic Background ◽  
Complex Manner

Research attempts to relate either auditory or visual discrimination skills to reading achievement have resulted in equivocal results. The present study was directed toward investigating auditory-visual integration skills as they are related to one demographic feature of a school and reading success. For 225 students in Grades 1 to 4 it was concluded that auditory-visual integration ability was related to reading success, but in a complex manner, depending in part on developmental level and economic background. Differentiated teaching techniques, dependent upon economic background, might be considered and the screening of auditory-visual integration skills emphasized prior to teaching reading.

scholarly journals Cross Modal Functioning and Reading Achievement

1977 ◽  
Vol 9 (3) ◽  
pp. 233-251 ◽  
Author(s):  
Jeffrey L. Derevensky
Keyword(s):  
Reading Achievement ◽  
Sensory Integration ◽  
Developmental Level ◽  
Review Of The Literature ◽  
Task Requirements ◽  
Economic Background ◽  
Educational Implications ◽  
The Relationship

The relationship between cross modal functioning and reading achievement was examined. A review of the literature supports the contention that sensory integration and cross modal functioning appears to be related to reading achievement. The degree of this relationship was found to be highly dependent upon the child's developmental level, sex, socio-economic background, and the task requirements. Inconsistencies in results were often a function of differences in methodology and instrumentation. The available hypotheses concerning intersensory functioning and their concomitant educational implications are discussed.

scholarly journals Exploring Teaching Techniques Used In Teaching Reading Comprehension By English Teachers At Madrasah Aliyah Pasangkayu

2021 ◽  
Vol 6 (10) ◽  
pp. 4858
Author(s):  
Aisyah Kahar Putri ◽  
Rofiqoh Rofiqoh ◽  
Mukrim Mukrim
Keyword(s):  
Reading Comprehension ◽  
Study Groups ◽  
English Teachers ◽  
Second Phase ◽  
Teaching Reading ◽  
Teaching Techniques ◽  
Strategic Reading ◽  
Teacher Needs ◽  
Collaborative Strategic Reading ◽  
Reading Text

This research was aimed at finding out the teaching techniques used in teaching reading comprehension by English teachers from four Madrasah Aliyah at Pasangkayu Regency. MAN Pasangkayu, MA DDI Pasangkayu, MA DDI Kasoloang and MA DDI Darul Ulum. This research applied mix method approach. The respondents of this research were 8 English teachers. The instrument for collecting the data was a questionnaire and interview. Quantitative data were collected and analyzed in the first phase of the research and qualitative data were collected in the second phase. The results reveal that the English teachers use several techniques in teaching reading comprehension such as Scanning Technique, Skimming Technique, SQ3R, Speed Reading, Detailed Reading Strategy, and Collaborative Strategic Reading. The result of the interview showed that the teachers tended to use the Scanning-Skimming technique and SQ3R compared to other techniques. According to them, the Scanning-Skimming technique were two techniques that were very effective for students to use when they did English exams, especially reading texts, they find it easier to get information from a reading text. Meanwhile, SQ3R is a technique that is very good for the benefit of reading intensively. The teachers at Madrasah Aliyah Pasangkayu Regency to upgrade in teaching reading are only some of them who have attended seminars/webinars or training from related agencies or schools. As for their efforts in improving their reading teaching skills, only a few of them were creative to learn independently to find references, hold study groups, review journals, and download videos about teaching reading techniques. Every teacher needs to be more creative for the learning process can be successful.

Peer Tutoring: An Effective Technique To Teach Reading Comprehension

2017 ◽  
Vol 1 (3) ◽  
pp. 245
Author(s):  
Brigitta Septarini Rahmasari
Keyword(s):  
Reading Comprehension ◽  
Peer Tutoring ◽  
Teaching Reading ◽  
Teaching Techniques ◽  
Effective Technique

<p>Reading is a demanded skill that should be mastered by students. With reading, students can gain much information. In fact, the reading comprehension of many students is still low, worrying, unsatisfactory, and far from the expectation. Students are reluctant to read due the fact that texts are difficult to understand. This condition leads the teachers to apply some teaching techniques in reading class. One of them is peer tutoring. Peer tutoring is a technique where the students play the roles of a tutor and a tutee. This technique helps students to focus on what is important. By generating questions and answering them, the students review and reformulate their knowledge about the text so that it provides students more chance to enhance their understanding toward the text. The students gain a better understanding of the materials by learning from each other. This article is aimed at describing the use of peer tutoring in teaching reading and what happens with the class when peer tutoring technique is applied. It is hoped that peer tutoring can enhance students’ confidence and motivation in reading class. Besides, the class becomes active and alive. It is, therefore, recommended that teachers use peer tutoring in teaching reading comprehension..</p><p> </p><strong>Keywords: </strong><em>Reading Comprehension, Peer Tutoring, Motivation</em>

The Effect of Teaching Strategies and Students’ Motivation on Students’ Narrative Writing Achievement

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Eka Kesumaningrum ◽  
Berlin Sibarani ◽  
Didik Santoso
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Teaching Methods ◽  
Significant Interaction ◽  
Learning Motivation ◽  
Narrative Writing ◽  
Writing Achievement ◽  
Teaching Reading ◽  
High Learning ◽  
Reading Methods

The objectives of this study were to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is higher than that of taught by using SPE, (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension. Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension.Keywords: Motivation; Reading Comprehension; Teaching Reading Methods

scholarly journals Research in Homework as the Motivating Factor in Reading Achievement

1970 ◽  
Vol 3 (3) ◽  
pp. 51-60 ◽  
Author(s):  
Jane M. Singh
Keyword(s):  
Academic Achievement ◽  
Reading Achievement ◽  
Reading Development ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Economic Background ◽  
Motivating Factor

Using approximately 400 fourth, fifth and sixth grade students with varying socio-economic background, this study was designed to investigate individualized enrichment homework upon the academic achievement of these children as it relates to total reading development.

scholarly journals Evaluating the reasons of low reading skills of primary school students and the activities used by teachersİlkokul öğrencilerinin düşük okuma başarısının nedenlerinin ve öğretmenlerin kullandığı etkinliklerin değerlendirilmesi

2015 ◽  
Vol 12 (1) ◽  
pp. 1082 ◽  
Author(s):  
Orhan Çakıroğlu
Keyword(s):  
Reading Achievement ◽  
Primary School ◽  
Special Education Teachers ◽  
Primary Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
School Students ◽  
Negative Attitudes ◽  
Poor Reading ◽  
Reading Success

<p>Reading skill is one of the most important skills in someone’s educational life. Although reading skill has such an importance, there are limited research studies that investigate reading achievement of students with low reading skills and factors that their teachers believe that cause low reading achievement. Specifically, there is no research study that investigates reading success around Turkey. The purpose of this study is to investigate the activies that primary school teachers and special education teachers use in their classrooms and opinions of these teachers regarding their students’ reading success. According to the findings, most students in our primary schools have poor reading skills. Teachers believe that the main reasons for poor reading skills are the student himself and parents’ negative attitudes. Also, the most used activies by teachers are asking parents to help their children and spending more individual time with students during reading studies.</p><p> </p><p><strong>Özet</strong></p><p>Okuma becerisi bireyin eğitim yaşamında en önemli yere sahip becerilerin başında gelmektedir. Okuma becerisinin bu derece büyük öneme sahip olmasına rağmen ilkokul öğrencilerinin okuma başarısını değerlendiren ve ilkokul öğretmenlerinin düşük okuma başarısının nedenleri olarak gördükleri faktörlerin tespitine yönelik çalışmalar sınırlı sayıdadır. Özellikle Türkiye genelini kapsayan herhangi bir çalışmaya alanyazında rastlanmamıştır. Bu çalışmanın temel amacı, ülkemizdeki sınıf ve özel eğitim öğretmenlerinin sınıflarındaki öğrencilerin okuma başarılarını artırmaya yönelik yaptıkları etkinliklerin türünü, sıklığını ve bu öğretmenlerin öğrencilerinin okuma performanslarına yönelik görüşlerinin belirlenmesidir. Araştırma sonuçlarına göre, ilkokul sınıflarındaki öğrencilerimizin büyük bir çoğunluğunun okuma başarısı ortalamanın altındadır. Öğretmenler düşük okuma başarısının en önemli nedenleri olarak öğrencinin kendisini ve ailenin olumsuz tutumlarını görmektedir. Ayrıca, öğretmenlerin en sık kullandıkları etkinlikler ailelerden öğrencilere okuma becerilerinde yardımcı olmalarını istemek ve öğrenciyle okuma çalışmalarında bireysel olarak çok zaman harcamadır.</p>

Auditory Perceptual Tasks as Predictors of First Grade Reading Success

1972 ◽  
Vol 35 (1) ◽  
pp. 7-13 ◽  
Author(s):  
George McNinch ◽  
Mark Richmond
Keyword(s):  
Predictive Power ◽  
Word Reading ◽  
First Grade ◽  
Visual Integration ◽  
Perceptual Skills ◽  
Power Of A Test ◽  
Reading Vocabulary ◽  
Reading Success ◽  
Memory Integration ◽  
Perceptual Performance

The study sought to determine the predictive power of a test battery measuring a horizontal continuum of auditory perceptual skills (discrimination, memory, integration, auditory-visual integration) in a first-grade population ( N = 55). Multiple regression analysis indicated that the experimental battery could predict first grade success significantly ( p < .05) when Word Reading, Vocabulary, and Paragraph Meaning were the criteria variables. Sex and intelligence did not add appreciably to the generated predictive equations. It was concluded that reading in first grade is more closely akin to perceptual performance than to intellectual performance.

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