scholarly journals Implementasi Read Aloud pada Orang Tua Siswa dalam Mendorong Gerakan Literasi Sekolah di SDN Harapan Baru III

2020 ◽  
Vol 3 (2) ◽  
pp. 105-114
Author(s):  
Nunuy Nurkaeti ◽  
Apriyanti Widiansyah ◽  
Dariyanto Dariyanto ◽  
Husna Farhana
Keyword(s):  
Reading Aloud ◽  
Read Aloud ◽  
Government Program ◽  
Learning To Read ◽  
Literacy Activities ◽  
At Home

Socialization needs to be carried out in order to introduce and educate parents in realizing sustainable literacy activities. This activity aims to socialize literacy activities and read aloud methods as an alternative in carrying out literacy activities at home, so as to foster interest in reading students. This dedication activity is carried out using presentation, discussion, and demonstration methods. This activity is carried out on 28 parents of grade I SDN Harapan Baru III students. The result is that parents are very enthusiastic and can practice reading aloud activities to students. This activity is also an alternative to bridging the roles of parents and students in learning to read, so the parents could understand their role and contribution to the implementation of the school literacy movement as a government program.   Keywords: School Literacy Movement, Read Aloud.   Abstrak   Sosialisasi perlu dilakukan dalam rangka mengenalkan dan mengedukasi orang tua dalam mewujudkan kegiatan literasi yang berkesinambungan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mensosialisasikan kegiatan literasi dan metode read aloud sebagai salah satu alternatif dalam melakukan kegiatan literasi di rumah, sehingga menumbuhkembangkan minat baca siswa. Kegiatan pengabdian ini dilakukan dengan menggunakan metode presentasi, diskusi, dan demonstrasi. Pengabdian kepada masyarakat dilakukan terhadap orang tua siswa kelas I SDN Harapan Baru III sebanyak 28 orang. Hasilnya orang tua sangat antusias dan dapat mempraktikan kegiatan read aloud kepada siswa. Kegiatan pengabdian ini juga menjadi salah satu alternatif dalam menjembatani peran orang tua dan siswa dalam melakukan pembelajaran membaca, sehingga orang tua memahami peran dan kontribusinya dalam pelaksanaan kegiatan gerakan literasi sekolah sebagai program pemerintah.     Kata kunci: Gerakan Literasi Sekolah, Read Aloud.

Be Ye Speakers of, and Listeners to, the Word: The Promotion of Biblical Engagement through Encountering the Scriptures Read Aloud

2017 ◽  
Vol 129 (4) ◽  
pp. 149-157
Author(s):  
Cherryl Hunt
Keyword(s):  
New Testament ◽  
Reading Aloud ◽  
Read Aloud ◽  
Performance Criticism ◽  
The Bible ◽  
Form Part ◽  
The New Testament

Ordinary Christians’ responses to a dramatized reading of the New Testament, together with reflection on research in the area of performance criticism, suggests that understanding of the Bible and spiritual encounter with its texts may be promoted by the reading aloud of, and listening to, substantial portions of the Bible in an unfamiliar format; this might be found in a dramatized presentation and/or a previously unencountered translation. This practice should form part of any programme designed to promote biblical engagement within churches.

scholarly journals 6. SCENARIO Forum Symposium Report

2018 ◽  
Vol XII (2) ◽  
pp. 57-62
Author(s):  
Eva Göksel ◽  
Stefanie Giebert
Keyword(s):  
Teaching And Learning ◽  
Reading Aloud ◽  
Learning Culture ◽  
Read Aloud ◽  
Fictional Characters ◽  
University Administrators ◽  
Research Culture ◽  
Subjective Impression ◽  
Innovative Potential ◽  
Teaching Learning

The symposium entitled 'Are Universities on the way towards a performative teaching, learning and research culture?' centred on the following questions: What exactly do we understand by a performative teaching and learning culture? Wherein exactly lies the benefit of applying performative approaches? How can we make university administrators and lecturers more aware of the immense innovative potential of going performative in higher level education?1 *This dialogue represents a subjective impression of the SCENARIO Forum Symposium as expressed by two fictional characters. It is best enjoyed when read aloud and taken with a grain of salt. Emily is typing. E: (reading aloud) Okay. On September 21 and 22nd the 6th SCENARIO Forum Symposium took place in Hanover. It was organised by the Fachsprachenzentrum of Hannover University and the Staatstheater Hannover in conjunction with SCENARIO. (Sabine enters, listening to Emily. She is obviously not very pleased by what she hears.) E: The title of the conference was... S: What are you doing?! I thought you were writing a report about a conference on performative teaching and learning. E: Yes, that is in fact what I am doing. S: You need to liven it up a bit! E: What do you mean? S: ...

Learning to read at home and at school

1998 ◽  
Vol 68 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Morag Stuart ◽  
Maureen Dixon ◽  
Jackie Masterson ◽  
Philip Quinlan
Keyword(s):  
Learning To Read ◽  
At Home

Short Article: Tracking the Transition from Sublexical to Lexical Processing: On the Creation of Orthographic and Phonological Lexical Representations

2009 ◽  
Vol 62 (5) ◽  
pp. 858-867 ◽  
Author(s):  
Erin Maloney ◽  
Evan F. Risko ◽  
Shannon O'Malley ◽  
Derek Besner
Keyword(s):  
Lexical Processing ◽  
Reading Aloud ◽  
Read Aloud ◽  
The Novel ◽  
Short Article ◽  
Standard Result ◽  
Lexical Representations ◽  
Lexical Route ◽  
Lower Case ◽  
Dual Route

Participants read aloud nonword letter strings, one at a time, which varied in the number of letters. The standard result is observed in two experiments; the time to begin reading aloud increases as letter length increases. This result is standardly understood as reflecting the operation of a serial, left-to-right translation of graphemes into phonemes. The novel result is that the effect of letter length is statistically eliminated by a small number of repetitions. This elimination suggests that these nonwords are no longer always being read aloud via a serial left-to-right sublexical process. Instead, the data are taken as evidence that new orthographic and phonological lexical entries have been created for these nonwords and are now read at least sometimes by recourse to the lexical route. Experiment 2 replicates the interaction between nonword letter length and repetition observed in Experiment 1 and also demonstrates that this interaction is not seen when participants merely classify the string as appearing in upper or lower case. Implications for existing dual-route models of reading aloud and Share's self-teaching hypothesis are discussed.

Effects of Reading with Adult Tutor/Therapy Dog Teams on Elementary Students’ Reading Achievement and Attitudes

2017 ◽  
Vol 25 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Edward M. Levinson ◽  
Melanee Vogt ◽  
William F. Barker ◽  
Mary Renck Jalongo ◽  
Pat Van Zandt
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Measures ◽  
Oral Reading Fluency ◽  
Reading Aloud ◽  
Read Aloud ◽  
Control Group ◽  
Control Group Design ◽  
Therapy Dog ◽  
Post Test

This study assessed the effect of reading aloud to handler/therapy dog teams on children’s oral reading fluency using a post-test control group design with repeated measures. Forty-five children in grades 2-5 were assigned to one of two groups using a stratified random assignment designed to equate groups based on grade and sex. Both groups read aloud for 30 minutes per week for 5 weeks; Group One read with a handler/therapy dog and Group Two read to peers. After 5 weeks, the groups were reversed. Between-group and within-group differences were analyzed. Several statistically significant and large effect sizes were found. Findings generally suggested that reading aloud to an adult/therapy dog team tended to increase children’s scores on a test of oral reading fluency much more than reading aloud to peers. No significant effects were identified on a survey of general attitudes toward reading administered to the children.

Aboriginal Studies at an Aboriginal College?

1980 ◽  
Vol 8 (2) ◽  
pp. 52-54
Author(s):  
A. Phillips ◽  
R. Lister
Keyword(s):  
Female Students ◽  
Male And Female ◽  
Learning To Read ◽  
Native Peoples ◽  
Aboriginal Culture ◽  
Second Year ◽  
Aboriginal Groups ◽  
At Home

One of the criticisms voiced against Aboriginal Residential Colleges such as Yirara is that we “take the students away from their culture”. I don’t necessarily agree with this comment for a number of reasons.Aspects of life at Yirara suggest to me that male and female students who attend could in fact be exposed to more traditional Aboriginal culture than they would normally experience at home. This, of course, applies to some communities more than to others.Yirara College is in its second year of conducting an Aboriginal Studies course for its students. During this course students have the opportunity ofa) Learning to read and write their own language.b) Learning traditional and contemporary Aboriginal skills.c) Learning about other non-Centralian Aboriginal groups and native peoples from other cultures.

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