The Recruitment and Description of UniversityStudents who Self-Report Difficulty Acquiring Early Reading Skills

Self-report is a time- and cost-efficient screening measure that has the potential to be useful as a stand-alone means of recruiting adults for participation in reading research.We report on a sample of university students (N = 46) recruited using the Adult Reading History Questionnaire – Revised, half of whom reported early difficulty with reading acquisition. As a group, those reporting early difficulty with reading had poorer current reading skills than those who did not. Some (n = 13) of those who reported early reading difficulty appear to have compensated for this. We conclude that self-report has the potential to be used as an effective screening measure in research targeting adults with a history of early reading difficulties.

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The Adult Arithmetic History Questionnaire

10.31234/osf.io/zt6ku ◽

2020 ◽

Author(s):

Dana Sury ◽

Nadine Gaab

Keyword(s):

Research Community ◽

Self Report ◽

History Of Reading ◽

Survey Tool ◽

History Of ◽

Adult Reading ◽

Early Number ◽

Reading History ◽

Number Knowledge

The Adult Arithmetic History Questionnaire (AAHQ) is a self-report survey tool designed to measure the history of arithmetical difficulties in adults. The AAHQ was developed based on the Adult Reading History Questionnaire (ARHQ, Lefly & Pennington, 2000) to allow a comparison between an individual’s history of reading and arithmetic development (including potential difficulties) across the lifespan. Using a self-report survey, the AAHQ aims to assess the history and persistence of difficulties in learning arithmetic and the overall use of arithmetic across the lifespan. It focuses on early number knowledge, on potential difficulties in learning basic arithmetic and arithmetical facts retrieval, and the daily use of numbers and arithmetic from childhood to adulthood. The AAHQ has yet to be validated, and normative scores are unavailable at this point. We here introduce this version of the AAHQ and invite researchers to use it and to comment on the questionnaire. We further encourage the research community to share norming data with us. Once available, these will be combined and shared with the research community.

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Social Cognitive Approach through Interactive Multimedia for Early Reading Learning

Dinamika Jurnal Ilmiah Pendidikan Dasar ◽

10.30595/dinamika.v13i1.9301 ◽

2021 ◽

Vol 13 (1) ◽

pp. 32

Author(s):

Indah Nurmahanani

Keyword(s):

Reading Skills ◽

Interactive Multimedia ◽

Social Cognitive ◽

Cognitive Learning ◽

Early Reading ◽

Cognitive Approach ◽

Early Reading Skills ◽

Social Cognitive Learning ◽

Skill Scores ◽

Post Test

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

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UPAYA MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN MELALUI METODE SUKU KATA BERBASIS MEDIA KARTU GAMBAR PADA SISWA KELAS1 MI NURUS SHIBYAN AMBAT TLANAKAN PAMEKASAN

MUBTADI: Jurnal Pendidikan Ibtidaiyah ◽

10.19105/mubtadi.v2i2.4205 ◽

2021 ◽

Vol 2 (2) ◽

pp. 145-157

Author(s):

Mutimmah Fawaid

Keyword(s):

Action Research ◽

Data Collection ◽

Reading Skills ◽

Early Reading ◽

Early Reading Skills ◽

Average Value ◽

The Third ◽

Teacher Skills ◽

The Media ◽

The Subject

Abstrak Keterampilan membaca permulaan siswa masih rendah dikarenakan kurangnya keterampilan guru dalam mengolah pembelajaran menjadi menarik, hal ini menyebabkan siswa kurang antusias dalam membaca sehingga siswa lebih asyik bicara sendiri dengan teman sebangkunya. Penelitian ini memfokuskan pada: apakah ada peningkatan dalam membaca setelah menggunakan metode suku kata berbasis media kartugambar dan Apakahfaktor yang mempengaruhi dalam keterampilan membaca permulaan. Jenispenelitian ini adalah penelitian tindakan kelas sedangkan sabjeknya ialah seluruh siswa kelas 1 MI Nurus Shibyan Ambat dengan jumlah 18 siswa. Metode yang digunakan dalam pengumpulan data adalah wawancara, observasi, tes dan dokumentasi. Dalam membaca permulaan peneliti penggunaan metode suku kata berbasis media kartu gambar dari hasil tersebut terlihat adanya peningkatan keterampilan membaca permulaan pada siswa. Hal ini dibuktikan pada saat sebelum diberi tindakan nilai rata-rata dari seluruh siswa masih rendah yaitu 45,27, dan presentase ketuntasan klasikalsiswa 16,67%. Pada siklus I setelah diberi tidakanya itu dengan menggunakan metode suku kata berbasis media kartu gambar nilai rata-rata siswa meningkat menjadi 57,5 dan presentase ketuntasan klasikal sebesar 27,78%. pada siklus II nilai rata-rata siswa meningkat menjadi 67,5 sedangkan presentase ketuntasan siswa menjadi 55,56%. Dan pada pelaksanaan siklus III nilai rata-rata siswa meningkat menjadi 78,88 dan peningkatan presentase ketuntasan siswa mencapai 83,33%. Kata Kunci: Membaca Permulaan, Suku Kata Berbasis Kartu Gambar Abstract Reading skills at the beginning of students are still low due to the lack of teacher skills in processing learning to be interesting, this causes students to be less enthusiastic in reading so that students are more engrossed in talking to themselves with their peers. This study focuses on: is there an increase in reading after using the syllabic media-based syllable method and what are the influencing factors in early reading skills. This type of research is classroom action research while the subject is all grade 1 students of MI NurusShibyanAmbat with a total of 18 students. The methods used in data collection are interviews, observation, tests and documentation. In reading the beginning of the researcher the use of the syllabus-based media method of the image card shows that there is an increase in students' beginning reading skills. This was evidenced at the time before being given an action the average value of all students was still low at 45.27, and the percentage of classical completeness of students was 16.67%. In the first cycle after being given the act of using syllables based on the media card the average value of students increased to 57.5 and the percentage of classical completeness was 27.78%. in cycle II the average value of students increased to 67.5 while the percentage of student completeness to 55.56%. And in the implementation of the third cycle the average value of students increased to 78.88 and the percentage ofstudentscompleteness reached 83.3%. Keywords: Reading Beginning, Syllables Based On Picture Cards

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