Story reading with incidental comprehension and memory: left hemisphere dominance

ABSTRACT Background: There are no studies on adults with unilateral brain lesions regarding story reading with incidental/implicit comprehension and memory, in which memory is only assessed through delayed recall. There is a need for validation of cerebral laterality in this type of verbal recall, which includes spontaneous performance (free or uncued condition (UC)), and induced-through-question performance regarding the forgotten units (cued condition (CC)). Objectives: To explore the effects of unilateral brain lesions, of oral reading with expression (RE) and comprehension (RC) on delayed recall of a story, as either UC or CC; and to validate the ability of UC and CC to discriminate the side of brain injury. Methods: Data were obtained from 200 right-handed volunteers, among whom 42 had left-hemisphere injury (LHI), 49 had right-hemisphere injury (RHI) and 109 were demographically-matched healthy participants (HP). Patients who were unable to read, understand or speak were excluded. Results: LHI individuals presented impairment of both UC and CC, in relation to the other two groups (non-LHI) with sensitivity and specificity above 70%. LHI and RHI individuals were not significantly different in RE and RC, but they were both different from HP in all the assessments except CC, in which RHI individuals resembled HP. Despite this lack of abnormality in RHI individuals during CC, about half of this group showed impairment in UC. Additionally, whereas RE had a significant effect on UC, the moral of the story (RC) had a significant effect on both UC and CC. Conclusions: The left hemisphere was dominant for this memory task involving implicit processing.

Using Shared Story Reading in Mathematics

Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students’ mathematics, literacy, and social-emotional competencies. In this article, we use the book, Two of Everything, to illustrate how this routine can be used in K–2 classrooms.

PENINGKATAN KUALITAS PEMBELAJARAN MENYIMAK CERPEN DENGAN MENGGUNAKAN MEDIA REKAMAN PEMBACAAN CERPEN PADA SISWA KELAS XI IPA2 SMA NEGERI 1 BONTOTIRO KABUPATEN BULUKUMBA

Improving the Quality of Learning to Listen to Short Stories by Using Recorded Media for Reading Short Stories for Class XI IPA2 Students of SMA Negeri 1 Bontotiro, Bulukumba Regency.” This study aims to describe the improvement in the quality of learning to listen to short stories using short story reading recording media for students of class XI IPA2 SMA Negeri 1 Bontotiro, Bulukumba Regency. The results of the study prove that improving the quality of learning to listen to short stories using short story reading recording media in class XI IPA2 SMA Negeri 1 Bontotiro Bulukumba Regency at the planning stage found an increase in the ability of teachers in the field of study to plan better learning implementation in cycle II. In the implementation stage, there was an increase in student activity during the learning process, such as the sincerity, discipline, and self-confidence of students following the learning process. The evaluation stage found an increase in the results of the short story listening test, showing that in the first cycle 56.09% of students experienced mastery learning, and in the second cycle it reached 97.56% who experienced learning mastery. Based on the results of the study, it was concluded that the recording media for reading short stories could improve the quality of learning to listen to short stories in class XI IPA2 SMA Negeri 1 Bontotiro, Bulukumba Regency

Learning new word meanings from story reading: the benefit of immediate testing

This study investigated how word meanings can be learned from natural story reading. Three experiments with adult participants compared naturalistic incidental learning with intentional learning of new meanings for familiar words, and examined the role of immediate tests in maintaining memory of new word meanings. In Experiment 1, participants learned new meanings for familiar words through incidental (story reading) and intentional (definition training task) conditions. Memory was tested with cued recall of meanings and multiple-choice meaning-to-word matching immediately and 24 h later. Results for both measures showed higher accuracy for intentional learning, which was also more time efficient than incidental learning. However, there was reasonably good learning from both methods, and items learned incidentally through stories appeared less susceptible to forgetting over 24 h. It was possible that retrieval practice at the immediate test may have aided learning and improved memory of new word meanings 24 h later, especially for the incidental story reading condition. Two preregistered experiments then examined the role of immediate testing in long-term retention of new meanings for familiar words. There was a strong testing effect for word meanings learned through intentional and incidental conditions (Experiment 2), which was non-significantly larger for items learned incidentally through stories. Both cued recall and multiple-choice tests were each individually sufficient to enhance retention compared to having no immediate test (Experiment 3), with a larger learning boost from multiple-choice. This research emphasises (i) the resilience of word meanings learned incidentally through stories and (ii) the key role that testing can play in boosting vocabulary learning from story reading.

Language Shift Effect on Memory Generalization of Chinese-English Bilinguals

Language shift occurs when people learn information in one language but recall it in another language. This mismatch between encoding and retrieval language is found to impair memory accuracy when memory is tested immediately after learning. However, does the observed language shift effect still exist after a certain period of delay? Would it influence other aspects of memory, especially memory generalization? To address these two questions, we performed a memory experiment among unbalanced Chinese-English bilinguals. In the experiment, participants were required to read two stories (one in English, one in Chinese) and to retell the stories in Chinese from their memories afterward. Delay interval was manipulated in the experiment where participants either took memory recall tests immediately after story-reading or after 24 hours' delay. To analyze memory generalization, we coded the generalized words participants used to retell the stories. The results suggest that language shift (encoding in English and retrieving in Chinese) leads to a more generalized description in a memory recall task. However, the observed language shift effect disappears after 24 hours' delay. It can be concluded that language shift impacts bilingual learners' memory generalization in immediate recall tests, but such effect disappears after 24 hours' delay, which indicates the key role of delay interval in modulating language shift effect.

Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health

IntroductionIn this study we compared the effects of a mindfulness-based intervention (MBI) with a story reading intervention (SI) on the executive functions and psychological profile of children in two different public schools in São Paulo, Brazil.MethodsIn this controlled clinical trial, 207 children aged 8 to 9 years old responded to the Five-Digit Test (FDT), stress levels, depression, anxiety, positive and negative affect, at baseline (T0) and 8 weeks later (T1). From T0 to T1, school 1 participated in MBI classes and school 2 in IS classes.ResultsIn school 1 (MBI), children improved their scores on all tests except reading (errors) and counting (errors) compared with school 2. No differences were observed between groups in terms of emotional health.ConclusionIt is feasible to implement MBI or SI in Brazilian public schools. Students in the MBI group presented broader effects in executive functions, while students in the SI group showed a trend toward reduced negative affect and depression symptoms.

Exposure of Gender Equality through Children Stories for Students of Kranggan Lembur Mandiri Kindergarten, Jatirangga, Bekasi

This community service activity aims to expose students to understanding the concept of gender and gender equality in order to minimize oppression, discrimination and bullying that mostly occurs against girls. This activity also aims to improve students' understanding of the value of character education and positive attitudes. The partner of this community development are students and teachers of Kranggan Lembur Mandiri Kindergarten, Jatirangga, Jatisampurna District, Bekasi. This community service activity is carried out through the method of assisting story reading, designing syllabus of story reading based on thematic reading, and providing material in the form of children's story books, as well as making children's story telling videos about gender equality, which can be used for students' independent learning. Monitoring and evaluation activities are carried out through observation and interviews. This activity helps improve students' understanding of the role and empowerment of women through education, enrichment of character and positive attitudes on gender justice (can work together, competence, active, empathize, problem solving), improve linguistic competence and visual literacy (recognition of colors and images), and also understanding of cultural literacy through children's stories containing local Indonesian culture and gender perspective.

Pengaruh Penggunaan Metode Bercerita Story Reading terhadap Perilaku Sosial Anak

This research was conducted to determine the relationship between the use of the story reading method of children's social behavior. After being given treatment in the form of the story reading storytelling method in the experimental group, it showed an increase in social behavior of children aged 4-5. In the experimental group the results of the pre-test observation (Y1) were 2407 and the results of the final observation (post test) showed higher data 2639. Based on the results of the experimental group pre-test and post-test data, there is a difference in the score between the post-test and pre-test with a difference of 200. So it can be concluded that there are differences in social behavior of children aged 4-5 years before being given treatment, namely the storytelling method. story reading after being given the story reading storytelling method treatment. After being given the treatment, the results of the final observation showed that the data score increased and showed that the story reading method can improve the social behavior of children aged 4-5 years.