The Effects of Text-to-Speech Program on Third Grade Students’ Reading Comprehension and Learning Independence

2020 ◽  
Vol 42 (2) ◽  
pp. 37-52
Author(s):  
Michele O’Steen ◽  
Sanghoon Park
Keyword(s):  
Reading Comprehension ◽  
Third Grade ◽  
Text To Speech ◽  
Third Grade Students

scholarly journals The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

2017 ◽  
Vol 3 (2) ◽  
pp. 19-38
Author(s):  
Julie Fraumeni-Mcbride
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
School Performance ◽  
Low Income ◽  
High Income ◽  
Reading Engagement ◽  
Third Grade ◽  
Research Report ◽  
School Students ◽  
Third Grade Students

Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second- and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students’ comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

Dynamic Assessment of Morphological Awareness and Third-Grade Literacy Success

2015 ◽  
Vol 46 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Julie A. Wolter ◽  
Katherine Pike
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Dynamic Assessment ◽  
Morphological Awareness ◽  
Third Grade ◽  
Language And Literacy ◽  
Third Grade Students ◽  
Literacy Success ◽  
Early Elementary School ◽  
Literacy Performance

Purpose The purpose of this study was to examine a dynamic assessment with graduated prompts to assess morphological awareness and determine whether such a task was related to third-grade literacy success. Method A dynamic assessment of morphological awareness was adapted and administered to 54 third-grade students in addition to a norm-referenced language and literacy battery. Results A dynamic assessment of morphological awareness measured a range of performance including that of emerging morphological awareness abilities and provided rich linguistic insights for how best to scaffold and prompt for such a skill. In addition, the dynamic morphological awareness measure was found to be significantly related to, and to contribute unique variance to, reading comprehension abilities. Conclusions These results suggest that morphological awareness is an important factor to consider when addressing students' literacy performance in early elementary school and that dynamic assessment appears to be a clinically valuable tool when examining early morphological awareness abilities.

Improving Reading Comprehension of Third-Grade Students Through a Serious-Game Prototype

2021 ◽  
pp. 75-96
Author(s):  
Laura S. Gaytán-Lugo
Keyword(s):  
Reading Comprehension ◽  
Serious Game ◽  
Third Grade ◽  
Comprehension Skill ◽  
The Third ◽  
Third Grade Students ◽  
Comprehension Skills ◽  
Tools And Techniques ◽  
Future Work ◽  
Reading Comprehension Skills

According to national and international assessment results, there is a serious problem regarding reading comprehension skills in Mexico, specifically global reading comprehension. Different tools and techniques have been used to try to minimize this problem. Serious games with educational purposes are a popular tool, as they are useful in developing abilities or improving learning on top of being fun to play. This chapter presents the use of a prototype of a serious game to improve global reading comprehension in children attending the third grade of primary school. The instruction design was empathizing in the design section. Through a quasi-experiment during a four-month period, the game was tested in five third-grade students. Results show a significant improvement in their global reading comprehension skill. However, as future work, and after the quarantine, a bigger sample size is required to generalize findings.

scholarly journals Morphological awareness and reading abilities in second- and third-grade Hebrew readers

2018 ◽  
Vol 39 (5) ◽  
pp. 989-1009 ◽  
Author(s):  
VERED VAKNIN-NUSBAUM
Keyword(s):  
Reading Comprehension ◽  
Morphological Awareness ◽  
Second Graders ◽  
Third Graders ◽  
Vocabulary Knowledge ◽  
Third Grade ◽  
Unique Contribution ◽  
Phonological Decoding ◽  
Third Grade Students ◽  
Reading Abilities

ABSTRACTThe contribution of morphological awareness to reading comprehension in Hebrew was tested in 100 second- and third-grade students on three types of morphology: inflections, derivations, and construct formation, controlling for vocabulary knowledge. Third graders performed better than second graders on inflectional and construct formation awareness, but only derivations and construct formation predicted success in reading comprehension. Significant differences in reading comprehension but not in orthographic word recognition and phonological decoding were found between students with low and high morphological awareness. The results highlight the importance of examining the unique contribution of different components of morphological awareness to reading comprehension.

Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students

2007 ◽  
Vol 61 (1) ◽  
pp. 70-77 ◽  
Author(s):  
Regina Boulware-Gooden ◽  
Suzanne Carreker ◽  
Ann Thornhill ◽  
R. Malatesha Joshi
Keyword(s):  
Reading Comprehension ◽  
Metacognitive Strategies ◽  
Third Grade ◽  
Third Grade Students ◽  
Vocabulary Achievement

scholarly journals EFEKTIVITAS MEDIA POWER POINT UNTUK MENINGKATKAN HASIL BELAJAR MEMBACA PEMAHAMAN SISWA KELAS III SD INPRES PARANG MAKASSAR

2021 ◽  
Vol 9 (2) ◽  
pp. 47-64
Author(s):  
Iramadhana Solihin
Keyword(s):  
Reading Comprehension ◽  
Learning Outcomes ◽  
Alternative Hypothesis ◽  
T Test ◽  
Third Grade ◽  
P Value ◽  
Significance Level ◽  
Third Grade Students ◽  
Significant Difference ◽  
Power Point

This study aims to (1) examine the learning outcomes of students' reading comprehension in class III SD Inpres Parang Makassar using power point media; (2) assessing the learning outcomes of students' reading comprehension in grade III SD Inpres Parang Makassar without using power point media; (3) examining the effectiveness of power point media to improve learning outcomes for reading comprehension of third grade students of SD Inpres Parang Makassar. This study used an experimental research design with a posttest only control design. The population of this research is the third grade students of SD Inpres Parang Makassar. The data that had been collected were analyzed using descriptive statistical techniques and parametric inferential statistics type T Test that were processed using the SPSS version 20 windows computer program. The results of hypothesis testing show that (1) the value of t-count shows the number -9.708 with sig. (2 tailed) = 0.000. At the 95% significance level with 46 degrees of freedom. Because the significance value or p-value <0.005, then the null hypothesis (H0) is rejected or in other words the alternative hypothesis (H1) is accepted. Thus, it can be concluded that there is a significant difference between the pretest and posttest scores in the experimental class in the learning outcomes of students in class IIIB SD Inpres Parang Makassar. The use of power point media to improve students' reading comprehension learning outcomes of SD Inpres Parang Makassar is more effective using power point media. This can be seen from the t-test calculation of -9.708 with db = 46 at the 5% significance level. These results indicate that the price p = 0.000. The p value is less than 0.05.  

scholarly journals Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285841989907
Author(s):  
HyeJin Hwang ◽  
Nell K. Duke
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Domain Knowledge ◽  
Third Grade ◽  
Probit Regression ◽  
Decoding Skills ◽  
Data Set ◽  
Language Groups ◽  
Third Grade Students ◽  
Science Domain

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain knowledge and motivation for reading, decoding skills, and early attainment of decoding skills were significantly associated with third-grade reading comprehension in both language groups. Also, using Wald chi-square tests, the study showed that the association between third-grade science domain knowledge and reading comprehension was stronger in students who were ELs than in students who were monolingual. These findings suggest that cultivating science domain knowledge is very important to supporting reading comprehension development in third grade, particularly for students who are ELs.

scholarly journals Peningkatan Kemampuan Membaca Pemahaman Melalui Penerapan Metode Survey, Question, Read, Recite, and Review (SQ3R) pada Siswa Kelas III di SDN. No. 054/XI Muara Air Tahun 2016/2017

2019 ◽  
Vol 19 (2) ◽  
pp. 374
Author(s):  
Yusmaidar Yusmaidar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Student Learning ◽  
Third Grade ◽  
Survey Question ◽  
Third Grade Students ◽  
Comprehension Ability ◽  
Classroom Action Research ◽  
Improve Student Learning ◽  
Reading Comprehension Ability

This study aims to improve the reading comprehension ability of grade III students at SDN. No. 054/XI Muara Air year 2016/2017 Through the Application of Survey, Question, Read, Recite, and Review (SQ3R) Methods. The research conducted is classroom action research. The study was conducted at SDN. No. 054/XI Muara Air, Kumun Debai District, Sungai Penuh City, Jambi Province. This study involved five third grade students. Classroom action research was conducted in two cycles, each cycle consisting of four activities, namely planning, implementation, observation, and reflection. The research data was collected through tests and processed using simple statistical tests. The results showed that the application of the SQ3R method can improve student learning activities. All students have been able to read reading material quickly and thoroughly, make questions based on the contents of the reading, write answers to questions that have been made, and dare to read the results in front of the class. In addition, students also have the courage to respond well to answering teacher questions and providing responses to the results of training from other students. The application of the SQ3R method can also improve student learning outcomes. The average value of students increased from 56.00 (pre-action) to 68.00 in Cycle I and 78.00 in Cycle II. In addition, student learning completeness also increased from 40.00% (pre-action) to 80.00% in Cycle I and 100.00% in Cycle II. Thus, the application of the SQ3R method can improve the reading comprehension ability of third grade students at SDN. No. 054/XI Muara Air year 2016/2017

UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN DENGAN MENGGUNAKAN STRATEGI PEMBELAJARAN INSTAN ASSESSMENT SISWA KELAS III SDN 005 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 69
Author(s):  
Gusliwaty Gusliwaty
Keyword(s):  
Reading Comprehension ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Action Learning ◽  
Third Grade ◽  
Class Iii ◽  
Third Grade Students ◽  
Or Groups ◽  
Teachers And Students

This research is motivated by the lack of learning outcomes students' reading comprehension, particularly on the subjects of Indonesian. For that research by applying instant learning strategy assessment, the purpose of this research is to improve the ability of third-grade students' reading comprehension SDN 005 Pagaran Tapah Darussalam Rokan Hulu. This research is a class act, committed in Tapah Pagaran SDN 005 Darussalam. The subjects were students of class III with a number of students as many as 33 people. This study was conducted in two cycles, each cycle stages in this study were: 1) planning, 2) action, 3) observation, and reflection. The results of the study before action learning outcomes of students' reading comprehension only reached 66.62% in the medium category. In the first cycle of learning outcomes students 'reading comprehension has reached 70.14%, although it has not reached mastery individuals or groups, but the learning outcomes of students' reading comprehension in the first cycle increased from 66.62% to 70.14%. After the improvements on the activities of teachers and students in the second cycle, students' reading comprehension learning outcomes achieved quite satisfactory to reach an average of 77.70%. This situation shows that the improvement of learning on the subjects of Indonesian to use the Instant learning strategy assessment was successful. 

Sign in / Sign up

Export Citation Format

Share Document