scholarly journals Effects of Interactive Book Reading Activities on Improvement of Elementary School Students'; Reading Skills

2019 ◽  
Vol 15 (3) ◽  
pp. 180-193
Author(s):  
Fatih Çetin Çetinkaya ◽  
◽  
Seyit Ateş ◽  
Kasım Yıldırım ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Skills ◽  
Book Reading ◽  
School Students ◽  
Reading Activities ◽  
Interactive Book

scholarly journals Peran Guru Dalam Meningkatkan Keterampilan Membaca Pada Siswa Kelas II SD

2021 ◽  
Vol 3 (4) ◽  
pp. 458
Author(s):  
Kurnia Is Utami Dewi
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Process ◽  
Reading Skills ◽  
Second Grade ◽  
School Students ◽  
Teacher’S Role ◽  
Good Reading ◽  
Teacher's Role ◽  
Teacher Mentor

<p><em>The duties and responsibilities of a teacher include creating an atmosphere or climate for the learning process that can motivate students to always study well and enthusiastically. The teacher's role is as an educator, teacher, mentor, director, trainer, assessor, and evaluator of students. Reading is a language skill that has a very important role in life. Cultured and educated humans make reading a necessity in communication. By reading students will easily get knowledge and insight from anywhere. Based on the above, it can be concluded that without good reading skills, students will not be able to understand the learning process and the material being taught. Therefore, the teacher's role is needed in improving reading skills in second grade elementary school students.</em></p>

scholarly journals Measurements of the reading skills in the first grade of elementary school students

2017 ◽  
Vol 81 (0) ◽  
pp. 1C-093-1C-093
Author(s):  
Hideo Tsugawa ◽  
Naoko Fujiwara ◽  
Maki Utsunomiya ◽  
Yuki Kawamoto ◽  
Saki Ota ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Skills ◽  
First Grade ◽  
School Students

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 Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung

2020 ◽  
Vol 26 (1) ◽  
pp. 39
Author(s):  
Vismaia Sabariah Damaianti ◽  
Rosita Rahma ◽  
Meilani Puji Astini
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Skills ◽  
Early Reading ◽  
School Students ◽  
Remedial Program ◽  
Early Reading Skills ◽  
Abstract Words ◽  
Teachers And Parents ◽  
Simple Sentences

This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students seem to have difficulties in identifying similar consonant sounds, in identifying similarities in vowel and schwa sounds, in identifying sounds that are similar in sentences, and in identifying reversed sounds. Only 57% of students do not encounter obstacles. (4) 90% of students are capable of making sentences from random words, making sentences from words that are not sequential, correcting sentences that have wrong words, identifying simple sentences in paragraphs, and understanding simple sentences. (5) 70% of students have the ability to understand shapes, sizes, locations, and colors. This study has implications for the need for an integrated remedial program that can be used by both teachers and parents, especially for students who have difficulties with sound identification abilities.

scholarly journals Literature Based Model as an Effort to Build Pedagogic Literacy Ability of Students Elementary School

2021 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
Zakaria Zakaria ◽  
Imam Mahfud
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Meta Analysis ◽  
Literacy Skills ◽  
Student Interaction ◽  
School Students ◽  
Result Show ◽  
Literacy Ability ◽  
The Government ◽  
Reading Activities

The literacy learning paradigm must be able to direct students to understand the values ​​of pedagogic literacy. The government policy in the Regulation of the Minister of Education and Culture Number 23 of 2015 proclaims the school literacy movement or Gerakan Literasi Sekolah requiring students to read for 15 minutes as an effort to build a passion for reading, fostering imagination through reading activities with educational messages. Pedagogic literacy values ​​must be built from an early age in an effort to create students with character. One learning model that is considered capable of building students' pedagogic literacy skills is the literature based model. The artile aims to analyze the description of pedagogic literacy in elementary school learning and the didactic design of a literature-based model in building the pedagogic literacy skills of elementary school students. The researchers used the content analysis or  meta-analysis method. Sources of data in this study are journals and books related to literature-based models and pedagogic literacy. Then, the object of this research is the didactic design of the literature based model in building the pedagogic literacy skills of elementary school students. The result show that the literature-based model shows an increase in activity students including students' enthusiasm in following lessons, student interaction with teachers, student interaction with students, and student participation in concluding learning. Keywords: Pedagogic Literacy Ability, Model Pedagogic Literacy, Students Literation

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