scholarly journals Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

2020 ◽  
Vol 21 ◽  
pp. 47-68
Author(s):  
Meral Gözüküçük ◽  
Nilgün Günbaş
Keyword(s):  
Reading Comprehension ◽  
Positive Impact ◽  
Fourth Graders ◽  
Traditional Group ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Traditional Format ◽  
Computer Based ◽  
Reading Activities ◽  
Reading Texts

In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.

Exploration of the Development of Children's Empathy

2021 ◽  
pp. 103-112
Author(s):  
Shih-Tseng Tina Huang ◽  
Vinh-Long Tran-Chi
Keyword(s):  
Fourth Graders ◽  
Sixth Graders ◽  
Future Research ◽  
Affective Empathy ◽  
Separate Analysis ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Dependent Variables ◽  
Grade Difference ◽  
Acceptable Reliability

Empathy is an important social skill. It is believed to play an essential role in socioemotional and moral development. The current study aimed to explore empathy development during childhood especially among students in the primary and middle schools located in Southern Vietnam. Bryant's Empathy Index for children and adolescents was administrated on 403 children, including 210 boys and 193 girls. The results showed that there was no significant difference between boys and girls in affective empathy. The results further indicated that there is a significant grade difference on affective empathy with the fourth-grade students being placed higher than those of the second and the sixth grades. A separate analysis was conducted for each of the dependent variables. It was found that the fourth graders were significantly higher than the second and the sixth graders on Understanding Feelings, Feelings of Sadness and Bryant's Empathy Index respectively. The result also showed that the Vietnamese version of Bryant's Empathy Index has acceptable reliability and can be used for future research.

scholarly journals An Analysis of the Language Patterns of Standardized Reading Comprehension Tests and their Effect on Student Performance

1974 ◽  
Vol 6 (4) ◽  
pp. 353-366
Author(s):  
Eugene Jongsma
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Oral Language ◽  
Standardized Test ◽  
Fourth Grade ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Language Patterns ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

A random sample of passages was drawn from standardized reading comprehension tests for fourth grade students. The number and types of language patterns found in the test passages were determined through a method of linguistic analysis. The patterns identified on the tests did not reflect the patterns used most frequently in the oral language of fourth grade children. When the test passages were rewritten using a larger percentage of high frequency oral language patterns, and administered to comparable groups of students, no significant difference in comprehension performance was observed between those students taking the revised test and those taking the intact standardized test passages.

The effect of degrees of bilingualism on metacognitive linguistic skills

2018 ◽  
Vol 23 (5) ◽  
pp. 1064-1086
Author(s):  
Salim Abu Rabia
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Positive Impact ◽  
Research Question ◽  
Significant Variable ◽  
Comprehension Task ◽  
Significant Difference ◽  
Linguistic Skills ◽  
Metacognitive Reading Strategies

Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study examined three domains of metacognitive reading process (planning, monitoring and evaluating), as well as the overall use of metacognitive reading strategies. Four groups of participants (30 seventh grade students in each group) completed a Metacognitive Reading Strategies Questionnaire, aimed at measuring their metacognitive awareness in each domain after fulfilling a reading comprehension task in English. Data analysis: A multivariate analysis of variance (MANOVA) was used in order to test the differences within groups and between groups. Findings and conclusions: Level of metacognitive reading awareness was affected by the degree of bilingualism. There was a positive influence of balanced (reading and writing skills in the second language) and imbalanced (oral skills in the second language) degrees of bilingualism on metacognitive linguistic abilities. A balanced degree of bilingualism exerted the greatest influence on most of the metacognitive reading domains (planning, monitoring and the total use of metacognitive strategies). Significance: A significant advantage of balanced bilinguals over all other groups was revealed. Level of metacognitive reading awareness was affected by the degree of bilingualism. Thus, bilingual education should be taken seriously due to its positive effect on all aspects of thinking and learning. Results provided additional support to the notion that bilingualism had a positive impact on the metacognitive linguistic skills. Moreover, the balance between the languages appeared to be a significant variable. Thus, balanced bilinguals, who possessed the highest competence in the second language, showed the best performance in the domains of planning, monitoring and overall use of metacognitive reading strategies. Limited bilinguals, on the contrary, demonstrated the lowest scores in the mentioned domains. The findings also revealed the absence of any considerable difference between the groups in the domain of evaluating.

scholarly journals A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

2018 ◽  
Vol 13 (10) ◽  
pp. 225
Author(s):  
Denise Villanyi ◽  
Romain Martin ◽  
Philipp Sonnleitner ◽  
Christina Siry ◽  
Antoine Fischbach
Keyword(s):  
Reading Comprehension ◽  
Rating Scale ◽  
Assessment Tool ◽  
Standardized Test ◽  
Fourth Graders ◽  
Tablet Computer ◽  
School Students ◽  
Self Assessment ◽  
Computer Based ◽  
Self Assessments

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

scholarly journals PENGARUH PEMANFAATAN MEDIA PEMBELAJARAN DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR PEMAHAMAN MEMBACA BAHASA INGGRIS

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Sahara . ◽  
Harun Sitompul ◽  
Keysar Panjaitan
Keyword(s):  
Reading Comprehension ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Visual Media ◽  
Learning Material ◽  
Computer Based Learning ◽  
Significant Difference ◽  
Thinking Ability ◽  
Computer Based ◽  
Creative Thinking Ability

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfaatan media pembelajaran berbasis komputer lebih tinggi dengan media berbasis audio visual, (2) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi lebih tinggi dengan berpikir kreatif rendah dan (3) interaksi antara media pembelajaran dengan kemampuan berpikir kreatif dalam mempengaruhi hasil belajar Pemahaman Membaca Bahasa Inggris siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Tuckey. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfataan media pembelajaran berbasis komputer dengan media berbasis audio visual, (2) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi dengan berpikir kreatif rendah, dan (3) tidak ada interaksi antara media pembelajaran dan kemampuan berpikir kreatif sehingga media pembelajaran dapat dimanfaatkan untuk siswa yang memiliki kemampuan berpikir kreatif tinggi maupun rendah  dalam penguasaan materi pembelajaran sehingga hasil belajar Pemahaman Membaca Bahasa Inggris yang diperoleh siswa  tinggi. Kata Kunci: media pembelajaran, kemampuan berpikir kreatif terhadap hasil belajar pemahaman                     membaca bahasa Inggris Abstract: This study aims to determine: (1) the results of studying reading Comprehension for students who are taught by media computer based learning is higher than  audio visual media, (2) the results of learning Reading Comprehension for students who have the high creative thinking ability is higher than low ones and (3) interaction between learning media and creative thinking skills in influencing students’ learning outcomes of Reading Comprehension. The method used is a quasi-experimental design with 2 x 2 factorial. The analysis technique using the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use Tuckey test. The findings show: (1) there is a significant difference between the results of studying Reading Comprehension for the students who are taught by media computer based learing and audio visual media , (2) there is a significant difference between the results of studying Reading Comprehension for students who have the creative thinking ability  higher than the low ones, and (3) there is no interaction between the learning media and creative thinking ability, then media computer based learning can be used for the students that have  high creative thinking ability or the low ones to give the effect in mastering the learning material then the learners' could get the high achievement in Reading Comprehension.  . Keywords: learning media, the creative thinking ability towards the learning outcomes of Reading                 Comprehension

scholarly journals A COMPARATIVE STUDY BETWEEN TEACHING VOCABULARY USING TOTAL PHYSICAL RESPONSE AND DIRECT METHOD: THE CASE OF THE FOURTH GRADE STUDENTS OF SD N 04 KARANGBRAI BODEH PEMALANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Ratna Kusumawardhani ◽  
Hery Sulistyanto
Keyword(s):  
Direct Method ◽  
Fourth Graders ◽  
Control Group ◽  
Advantages And Disadvantages ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Physical Response ◽  
And Control ◽  
Essay Test ◽  
Experimental Group

The objectives of the research are (1) to describe the mastery of English vocabulary of the fourth graders of SD N 04 Karangbrai in the academic 2010/2011 using Total Physical Response and Direct Method, (2) to identify the advantages and disadvantages of Total Physical Response and Direct Method in teaching foreign language vocabulary, (3) to describe whether there is or not any significant difference between the mastery of English vocabulary of the fourth graders of SD N 04 Karangbrai in the academic 2010/2011 using Total Physical Response and Direct Method.In this study, the writer used experimental research. The reason was the writer tried to compare two variables and observe their differences. The writer took two groups of the students for doing the research. In this research the writer used control and experimental group. The first group was taught by using direct method and the second group taught by Total Physical Response. The material of this research is vocabulary. The population of this research is the fourth graders of SD N 04 Karangbrai in the academic 2010/2011. The number population is 30 students.This research used test as an instrument. The writer uses oral and essay test, The oral test for Total Physical Response (TPR) and essay test for Direct Method (DM). The test is twenty items, in which each item are scored by one (1) point for right answer and zero (0) for wrong answers. After the data have been collected and analyzed,Based on t-result, the degree of freedom could be measured. The formula was used as follows = df = N1 + N2 – 2 so that the calculation is (30 + 30 – 2 ) = 58. The value of the table with df = of 5 % from the table is 1.672 it could be calculated that t- value is higher than t-table (10.477 > 1.672). It means that any significant difference between using Total Physical Response and Direct Method in teaching vocabulary. It can be seen from the average of experiment group ( x ) is 77.66 and control group ( y ) is 64.8. so the average of experimental group higher than of control group. The data prove the using Total Physical Response to teach vocabulary is effective.Key words: comparative, vocabulary, Total Physical Response, Direct Method, SD N 04 Karangbrai Bodeh Pemalang.

scholarly journals PENGARUH PEMANFAATAN MEDIA PEMBELAJARAN DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR PEMAHAMAN MEMBACA BAHASA INGGRIS

2021 ◽  
Vol 8 (1) ◽  
pp. 88
Author(s):  
Sahara . ◽  
Harun Sitompul ◽  
Keysar Panjaitan
Keyword(s):  
Reading Comprehension ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Visual Media ◽  
Learning Material ◽  
Computer Based Learning ◽  
Significant Difference ◽  
Thinking Ability ◽  
Computer Based ◽  
Creative Thinking Ability

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfaatan media pembelajaran berbasis komputer lebih tinggi dengan media berbasis audio visual, (2) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi lebih tinggi dengan berpikir kreatif rendah dan (3) interaksi antara media pembelajaran dengan kemampuan berpikir kreatif dalam mempengaruhi hasil belajar Pemahaman Membaca Bahasa Inggris siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Tuckey. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfataan media pembelajaran berbasis komputer dengan media berbasis audio visual, (2) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi dengan berpikir kreatif rendah, dan (3) tidak ada interaksi antara media pembelajaran dan kemampuan berpikir kreatif sehingga media pembelajaran dapat dimanfaatkan untuk siswa yang memiliki kemampuan berpikir kreatif tinggi maupun rendah  dalam penguasaan materi pembelajaran sehingga hasil belajar Pemahaman Membaca Bahasa Inggris yang diperoleh siswa  tinggi. Kata Kunci: media pembelajaran, kemampuan berpikir kreatif terhadap hasil belajar pemahaman                     membaca bahasa Inggris Abstract: This study aims to determine: (1) the results of studying reading Comprehension for students who are taught by media computer based learning is higher than  audio visual media, (2) the results of learning Reading Comprehension for students who have the high creative thinking ability is higher than low ones and (3) interaction between learning media and creative thinking skills in influencing students’ learning outcomes of Reading Comprehension. The method used is a quasi-experimental design with 2 x 2 factorial. The analysis technique using the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use Tuckey test. The findings show: (1) there is a significant difference between the results of studying Reading Comprehension for the students who are taught by media computer based learing and audio visual media , (2) there is a significant difference between the results of studying Reading Comprehension for students who have the creative thinking ability  higher than the low ones, and (3) there is no interaction between the learning media and creative thinking ability, then media computer based learning can be used for the students that have  high creative thinking ability or the low ones to give the effect in mastering the learning material then the learners' could get the high achievement in Reading Comprehension.  . Keywords: learning media, the creative thinking ability towards the learning outcomes of reading                 comprehension

Epistemological beliefs of preservice social studies teachers

2020 ◽  
Vol 8 (4) ◽  
pp. 741-746
Author(s):  
Aşkın Baydar ◽  
Keyword(s):  
Social Studies ◽  
Epistemological Beliefs ◽  
First Graders ◽  
Fourth Graders ◽  
Teaching Styles ◽  
Social Studies Teachers ◽  
State University ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Third Dimension

Epistemological beliefs are an individual’s personal beliefs about what knowledge, knowing, and learning are. These beliefs are important for pre-service teachers since they may affect their teaching styles in the classrooms. This study aims to determine if the pre-service teachers’ undergraduate education affects their epistemological beliefs comparing the epistemological beliefs of the first and the fourth grade students at the Department of Social Studies Education in a state university in terms of their epistemological beliefs. The data were analyzed using independent groups t-test to compare the scores of pre-service social studies teachers in the sub-dimensions of the epistemological beliefs questionnaire (belief that learning depends on effort, belief that learning depends on skills, and belief in a single truth) in terms of their gender and grade level. The results of the study show that, except for the third dimension of the questionnaire, the fourth graders have more sophisticated beliefs than the first graders. There is no statistically significant difference between male and female pre-service teachers regarding their epistemological beliefs.

scholarly journals Impact of Graphic Organizers on Reading Comprehension of English Learners at Intermediate Level

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 128-134
Author(s):  
Laraib Rahat ◽  
Ghani Rahman ◽  
Shahabullah
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Graphic Organizers ◽  
Positive Impact ◽  
Text Structure ◽  
Intermediate Level ◽  
Control Group ◽  
Positive Perception ◽  
Significant Difference ◽  
The Impact

The present study deals with the impact of graphic organizers (GOs) on reading comprehension of intermediate level English learners. The study specifically focused on the teaching of English drama through graphic organizers. The study also explored participants’ perceptions about using these graphic organizers. A quasi-experimental design was used in this study. Forty intermediate level students participated in this study. The twenty students of the experimental group received the GOs treatment, while the twenty participants of the control group were taught through the traditional method. A pre-test and post-test were conducted from both groups to test the impact of participants’ reading comprehension with five weeks’ treatment. The collected data were analyzed through a t-test. A significant difference was observed in the mean score of both groups and results revealed that the use of GOs had a positive impact on the comprehension of the students. The semi-structured interviews analyzed qualitatively through themes and subthemes showed a positive perception towards the use of GOs. The graphic GOs could help in increasing reading comprehension as well in understanding the text structure with a positive perception of their use.

scholarly journals The Effectiveness Of K-W-L Technique To Increase Students’ Reading Comprehension Achievement Through Reading Descriptive Text For Grade 8 of SMP Negeri 1 Cisarua

1970 ◽  
Vol 3 (1) ◽  
pp. 35-44
Author(s):  
Nelson Balisar Panjaitan, Radema Situmorang
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Test Score ◽  
Positive Impact ◽  
Conventional Technique ◽  
Teaching Material ◽  
Pilot Test ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

The purpose of this study is to find out whether there is a significant difference in reading comprehension achievement between those who are taught using the K-W-L (Know-Want to know-Learn) technique and those who are taught using the Conventional technique. In this study, the researcher used quantitative research. The participants of this study were students at SMP Negeri 1 Cisarua, Bandung. This study was conducted in ten meetings. This research was conducted in four steps: Pilot test, Pre-test, treatment (K-W-L technique) and post-test. After analyzing the data from the result of pre-test and post-test score it showed that there is significant difference in reading comprehension between those who are taught using K-W-L technique and those who are taught using conventional technique. Therefore, it can be concluded that the K-W-L technique as a teaching material has a positive impact in reading comprehension achievement.Key Word: K-W-L technique, Effectiveness, and Reading Comprehension.

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