scholarly journals Spesifikk visuell trening som pedagogisk metode med fokus på øyebevegelser som påvirker barns lesing

2018 ◽  
Vol 11 (2) ◽  
pp. 9
Author(s):  
Lene Solli Fitzgerald ◽  
Anne Berg
Keyword(s):  
Eye Tracking ◽  
Reading Skills ◽  
Reading Speed ◽  
Control Group ◽  
Rhythm Reading ◽  
Physical Technique ◽  
Complicated Process ◽  
Quasi Experimental ◽  
Hand Coordination ◽  
Experimental Group

Lesing er en komplisert prosess med mange ulike komponenter. Barn er av-hengige av å kunne lese for å fungere godt i hverdagen. Denne studien fokuserer på lesehastighet og øyemotoriske bevegelser hos en gruppe skoleelever på 3. trinn. Målet var å studere om Bal-A-Vis-X (Balance, Auditory and Vision eXercises) kan ha effekt på barnas øyemotorikk og lesehastighet. Måleinstru¬mentene var ReadAlyzer og Nonsensordtest. Intervensjons-/treningsmetoden var Bal-A-Vis-X, der sandsekker og små racketballer ble benyttet. Barna ble plassert i en kontroll- og en eksperimentgruppe. Begge gruppene gjennomførte både pre- og posttest. Eksperimentgruppen trente Bal-A-Vis-X i 30 minutter en gang i uken i fem måneder. Øvelsene krever visuelle følgebevegelser, øye-hånd-koordinering og stødige rytmiske bevegelser basert på både visuelle og auditive signaler som krever presis fysisk teknikk. Resultatene viste at eksperimentgruppens lesehastighet ble endret signifikant på både ReadAlyzers lesetest og Nonsensordtest. Kontrollgruppens lesehastighet endret seg ikke signifikant. Denne studien indikerer at Bal-A-Vis-X kan være et supplement for alle barn i skolen med eller uten lesevansker. Metoden har viktige komponenter som er involvert i lesing, den er gøy og den gir barna mestringsfølelse.Nøkkelord: barn, visuell trening, rytme, lesehastighetAbstractReading is a complicated process with many different components. Children need to read in order to cope in daily life. This study focuses on reading speed and eye tracking for a group of pupils in their third year of primary school. The aim of this study was to evaluate whether Bal-A-Vis-X (Balance, Auditory and Vision eXercises) could be a method to improve children’s eye tracking and reading speed. The design is quasi-experimental where ReadAlyzer Eye Move¬ment Recording System (REM) and parts of a nonsense word test were used. The intervention method was Bal-A-Vis-X, using sandbags and small racket balls. The children were placed in a control and an experimental group. Both groups completed pre- and post-tests. The experimental group trained with Bal-A-Vis-X for 30 minutes once a week for five months. The exercises require visual move¬ments, eye and hand coordination, and steady rhythmical movements, based on both visual and auditory signals that require precise physical technique. The children in the experiment group showed significant improvement in reading speed and reading nonsense words. The control group showed no sig¬nificant improvement. This study indicates that Bal-A-Vis-X can be a supple¬mental method for all children in education with or without reading problems. The method has components important for their reading skills, it is fun, and it gives the sense of achievement of new skills.Keywords: children, visual training, rhythm, reading speed

scholarly journals Principles of Integrated Cognitive Training for Executive Attention: Application to an Instrumental Skill

2021 ◽  
Vol 12 ◽  
Author(s):  
Francesco Benso ◽  
Sandra Moretti ◽  
Veronica Bellazzini ◽  
Eva Benso ◽  
Eleonora Ardu ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Training ◽  
Reading Skills ◽  
Reading Speed ◽  
Working Memory Capacity ◽  
Integrated Approach ◽  
Control Group ◽  
Executive Attention ◽  
Sustained Effect ◽  
Experimental Group

One effective cognitive treatment is the rehabilitation of working memory (WM) using an integrated approach that targets the “executive attention” system. Recent neuroscientific literature has revealed that treatment efficacy depends on the presence of various features, such as adaptivity, empathy, customization, avoidance of automatism and stereotypies, and alertness activation. Over the last two decades, an Integrated Cognitive Training (ICT) protocol has been proposed and developed; ICT takes the above-mentioned features and existing literature into account, and has been used to promote the development of reading skills. ICT has been employed in several clinical settings and involves stimulation of a specific deteriorated system (e.g., reading) and the improvement of executive attention components, thus also increasing working memory capacity. In this context, we present two experiments. In Experiment 1, participants diagnosed with dyslexia (aged between 8 and 14 years) underwent two ICT sessions a week, with home supplements, for a duration of 7 months. The participants showed a significant improvement in the reading speed of text, words, and non-words, and in the reading accuracy of text and non-words. In Experiment 2, we replicated Experiment 1, but included a comparison between two groups (experimental group vs. control group) of young participants with diagnosis of dyslexia. The experimental group was subjected to 18 ICT sessions twice a week and with home supplements, using the same protocol as in Experiment 1. The control group was entrusted to the protocol of compensatory tools and dispense/helping procedures provided by the scholastic Personalized Educational Plan. After training, the experimental group gained about 0.5 syllables per second in text reading, and a marked decrease in error rate. The control group showed no significant improvement in reading skills after the same period. Moreover, the improvement observed in the experimental group remained stable 4 months after ICT had ended. The results of these two experiments support the efficacy of the integrated ICT protocol in improving reading skills in children with dyslexia and its sustained effect.

scholarly journals Do Multiple Intelligences Improve EFL Students’ Critical Reading Skills?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Alaeddin Khaled Alqatanani
Keyword(s):  
Multiple Intelligences ◽  
Reading Ability ◽  
Reading Skills ◽  
Teaching Method ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study examines the potential effect of a program based on multiple intelligences on improving the Jordanian tenth grade English as a Foreign Language (EFL) students’ critical reading skills in English. The researcher claims that multiple intelligences strategies have the potential to provide a suitable resource to empower the quality of TEFL in Jordan. The study follows a quasi- experimental design in which an experimental group and a control group were purposefully chosen from AzZarqa First Directorate of Education (Jordan). In the experimental group, 30 students were taught by multiple intelligences strategies and 29 students of control group were taught by the conventional teaching method as outlined in the teacher’s book. A pre-post achievement test was utilized. The findings reveal statistically significant differences at (α ≤ 0.05) between the two mean scores of experimental and control groups in the post- test in favor of experimental group. The study recommends to examine the effect of using multiple intelligences on EFL students’ achievement in other language skills and sub skills. A number of implications are put forth to enhance the students’ critical reading ability.

scholarly journals The Effectiveness of Likes Method in Improving Reading Skills of Orang Asli Students

2017 ◽  
Vol 13 (6) ◽  
pp. 74 ◽  
Author(s):  
Norwaliza Abdul Wahab ◽  
Ridzuan Jaafar ◽  
Ramlee Mustapha ◽  
Arasinah Kamis ◽  
Norhayati Mohd Affandi
Keyword(s):  
Diagnostic Tests ◽  
Primary Schools ◽  
Reading Skills ◽  
Experimental Methods ◽  
Control Group ◽  
Orang Asli ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to examine the effectiveness of the LIKES method in teaching KVKV (consonant, vowel, consonant, vowel) syllables in bahasa Melayu (Malay language) among Orang Asli students in primary schools. This research was conducted in two Orang Asli schools consisting of pupils aged 8 to 10 years as the subjects of the study. Quasi-experimental methods were used to determine the effectiveness of the LIKES method. Assessments were carried out for eight weeks including diagnostic tests as well as pre and post tests. The results showed significant differences in the reading skills of the control group (CG) and experimental group (EG). The study found that the reading skills according to gender was not a significant. Results from the observations showed the Orang Asli students are more focused and enjoyed to learn while using LIKES method in class. The findings clearly show that the LIKES method are suitable to be given to Orang Asli students, or students in remedial classes to improve the skills of reading especially KVKV syllables in bahasa Melayu.

scholarly journals Is questioning a catalyst for critical reading among Jordanian EFL learners?

2019 ◽  
Vol 14 (3) ◽  
pp. 384-400
Author(s):  
Ruba Fahmi Bataineh ◽  
Maysaa Issa Al-Shbatat
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Ninth Grade ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Questioning Strategies ◽  
Quasi Experimental ◽  
Ninth Grade Students ◽  
Experimental Group

This study examines the potential effect of questioning strategies on Jordanian English as a foreign language ninth-grade students’ critical reading skills. The study uses a quasi-experimental, pre-/post-test design. An experimental group of 85 ninth-grade students from three public schools in Al-Qasr Directorate of Education (Karak, Jordan) was taught through questioning strategies (viz., questioning, self-questioning and a combination of both), and a control group of 19 students was taught per the guidelines of the prescribed Teacher’s Book. Descriptive statistics and analysis of co-variance were used to analyse the students’ scores on the pre- and post-tests. The findings reveal that the experimental group outperformed the control group, as questioning and self-questioning improved students’ critical reading skills, more so for questioning than self-questioning. Keywords: Critical reading, EFL, Jordan, questioning, self-questioning, strategies.

Effect of Colored Rhythmic Notation on Music-Reading Skills of Elementary Students

1996 ◽  
Vol 44 (1) ◽  
pp. 15-25 ◽  
Author(s):  
George L. Rogers
Keyword(s):  
Reading Skills ◽  
Group Differences ◽  
Second Grade ◽  
Control Group ◽  
General Music ◽  
Rhythm Reading ◽  
Second Grade Students ◽  
And Control ◽  
Experimental Group ◽  
Control Group Group

The researcher attempted to determine whether instruction using colored rhythmic notation affected first- and second-grade students' rhythm-reading skills. As a regular part of general music classes, 64 experimental-group students participated in reading, clapping, and vocalizing rhythms notated in color. Seventy control subjects participated in identical activities in which rhythms were notated without color. Subjects were tested individually using both colored and uncolored notation. Results after the 23-week treatment period revealed that the experimental group scored slightly higher when reading both colored and uncolored notation than did the control group. Group differences on the colored-notation task were statistically significant ( p < .05). Experimental and control-group means did not differ significantly ( p > .05) when reading uncolored notation. Comparison between the scores of each group on the task similar to the training mode (color-trained students reading colored notation versus control students reading uncolored notation) also showed the experimental mean to be slightly but significantly ( p < .05) higher. A positive affective influence was noted in that 78% of all students favored the colored-notation task as the exercise they liked performing the most.

scholarly journals Reading Speed and Comprehension Enhancement in Hybrid Learning Delivery Mode

2018 ◽  
Vol 9 (3) ◽  
pp. 25
Author(s):  
Muhaimin Abdullah
Keyword(s):  
Reading Speed ◽  
Hybrid Learning ◽  
Control Group ◽  
Delivery Mode ◽  
Web Based ◽  
Face To Face ◽  
Quasi Experimental ◽  
Scanning Strategies ◽  
Reading Activities ◽  
Experimental Group

The main objective of this research is to find out whether rate-buildup reading, skimming, and scanning strategies applied in hybrid learning method help students boost their reading speed and comprehension. This research employed quasi-experimental design. 15 students were involved into experimental group and 15 were enrolled into control group. Students of experimental group were treated through hybrid learning delivery mode in which web-based portal accessible on www.muhaiminabdullah.com was hosted as reading portal while students of control group were assigned only to paper-based reading activities in face-to-face method of contents delivery. Both students of experimental group and students of control group successfully boost their reading speed and comprehension. It is implied that reading speed and comprehension are possible to be enhanced both in web-based reading portal and in face to face. The dispersion of standard deviation on posttest that tends to be high suggests that further researchers conduct the experiment in a more well-controlled design towards experimental group.

scholarly journals Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program

2020 ◽  
Vol 3 (4) ◽  
pp. p30
Author(s):  
Majed Barashid
Keyword(s):  
Reading Skills ◽  
Graphic Organizers ◽  
Empirical Studies ◽  
Potential Effect ◽  
Instructional Program ◽  
Venn Diagram ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Experimental Group

This study investigated the potential effect of a graphic organizers-based instructional program on Saudi EFL students’ critical reading skills. To this end, the researcher followed a quasi-experimental design. The sample of the study included 43 freshmen Saudi male students attending the Technology College of Al-Jouf. To carry out this study, the sample was divided into two groups. The first group, which consisted of 21 students, were assigned as the experimental group, while the second group, which consisted of 22 students, were assigned as the control group. The experimental group received treatment through a graphic organizers-based instructional program (i.e., Venn diagram, KWL chart, fishbone, concept mapping, and circle map) for eight weeks, whereas the control was taught using the more conventional method (i.e., using the teacher’s book). To collect the data, the researcher used a validated tool, viz. a pre- and post-tests which evaluate critical reading skills. The findings showed that the graphic organizers’ strategies contributed significantly towards the development of students’ critical reading skills. Based on these findings, the researchers recommended that EFL teachers should take graphic organizers into consideration when teaching reading skills. Further empirical studies on the effects that graphic organizers have on the critical reading skills of other levels of student in other regions of the Kingdom of Saudi Arabia are advised.

scholarly journals The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

2020 ◽  
Author(s):  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Reading Skills ◽  
Female Students ◽  
Self Report ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Motivation To Read ◽  
Use Of Technology ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Experimental Group

This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students’ attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students’ perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students' performance and considering implementing RT with the use of technology in English as foreign language (EFL) classrooms.

In a Working Mood?

2008 ◽  
Vol 20 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Leonard Reinecke ◽  
Sabine Trepte
Keyword(s):  
Cognitive Task ◽  
Prior Experience ◽  
Computer Game ◽  
Control Group ◽  
Mood Management ◽  
Management Processes ◽  
Quasi Experimental ◽  
Personal Media ◽  
Experimental Group ◽  
Subsequent Task

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

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