Gaming to Increase Reading Skills

2016 ◽  
pp. 258-271
Author(s):  
Laura Kieran ◽  
Christine Anderson
Keyword(s):  
Social Media ◽  
Reading Comprehension ◽  
Reading Skills ◽  
Grade Student ◽  
Reading And Writing ◽  
Adolescent Readers ◽  
Instructional Supports ◽  
Use Of Technology ◽  
Struggling Adolescent Readers ◽  
8Th Grade

When considering instructional supports for struggling adolescent readers, Fisher and Ivey (2006) suggested that the interventions be comprehensive, include a variety of authentic reading and writing opportunities, and be based on varied assessment data. The researchers developed a schedule for Maya, an 8th grade student to work on vocabulary and reading comprehension via games that reviewed discreet skills as well as social media per Maya's preferences. The use of technology interventions for Maya allowed her to read, listen to, and think about meaningful texts, while maintaining balance with instruction in skills related to reading for a variety of purposes.

Phrase-Reading Mediates Between Words and Syntax in Struggling Adolescent Readers

2019 ◽  
Vol 41 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Patsy Nomvete ◽  
Susan R. Easterbrooks
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Ability ◽  
Reading Rate ◽  
Hierarchical Regression ◽  
Syntactic Awareness ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers ◽  
Positive Significant Correlation ◽  
Passage Reading

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

scholarly journals Engaging Struggling Adolescent Readers to Improve Reading Skills

2016 ◽  
Vol 52 (3) ◽  
pp. 357-382 ◽  
Author(s):  
James S. Kim ◽  
Lowry Hemphill ◽  
Margaret Troyer ◽  
Jenny M. Thomson ◽  
Stephanie M. Jones ◽  
...  
Keyword(s):  
Reading Skills ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

2020 ◽  
pp. 002221942093213
Author(s):  
Nathan H. Clemens ◽  
Yu-Yu Hsiao ◽  
Kejin Lee ◽  
Amanda Martinez-Lincoln ◽  
Clinton Moore ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Test Performance ◽  
Reading Test ◽  
Adolescent Readers ◽  
Component Skills ◽  
Struggling Adolescent Readers ◽  
Text Reading ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: The Gates-MacGinitie Reading Test, 4th edition (GMRT), Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test, 5th edition (GORT-5), and the Test of Silent Reading Efficiency and Comprehension (TOSREC). Students’ word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.

scholarly journals THE EFFICACY OF INSTAGRAM @GURUKUMRD AS THE MEDIA IN IMPROVING STUDENTS READING SKILLS

2021 ◽  
Vol 9 (3) ◽  
pp. 350
Author(s):  
Rizqy Dienillah Fitrina Putri ◽  
Muhamad Sofian Hadi ◽  
Mutiarani Mutiarani
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Reading Comprehension ◽  
Learning Process ◽  
Reading Skills ◽  
Grammatical Knowledge ◽  
Video Sharing ◽  
Research Findings ◽  
The Media ◽  
Reading Activities

Instagram is an online mobile photo and video sharing that can attract students’ attention in the learning process. It is also used to interact and share stories to others directly. Because of this, Instagram is a social media which can be utilized to navigate students to read. This study aims to find out the use of Instagram @gurukumrd to improve students’ reading skills. The Instagram @gurukumrd is chosen as the object of this study because it provides students with reading activities through stories, comments, and opinions. To reach the aim of this study, researchers employed qualitative research with Ethnography method. The data are collected using instruments which are observation sheets and interview guidelines. There are 37 students involved in this study as respondence. Based on the research findings, the Instagram @gurukumrd facilitates students to acquire various vocabulary and grammatical knowledge. In addition, students acquire competencies on how to gain paragraph ideas, topic sentences, and reading comprehension. Through Instagram, students can remember and recognize difficult words. At the end of this, this media facilitates students to read simple paragraphs quickly. Based on the research findings, this study can conclude that the Instagram @gurukumrd can facilitate students to enhance students’ reading skills.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

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