Paired Reading Strategy and Comprehension Level Among Grade 10 Students

This study aimed to determine the effectiveness of paired – reading strategy in improving the reading comprehension of Grade ten learners. In this study, the subjects were profiled first about their age, sex, parents’ highest educational attainment, family income and availability of reading materials. Then, the subjects reading comprehension level was also determined before and after the exposure in paired – reading strategy.The subjects of this study are the Grade 10 – Ruby learners which are assigned as control group and Grade 10 – Jade learners which were assigned as experimental group. Both groups are enrolled in Palina East National High School, Urdaneta City, Pangasinan, where the study was conducted, during the school year 2019 – 2020.In this study, the researcher utilized descriptive research design in addressing the problems about the profile of the subjects and their reading comprehension level. Then, a quasi - experimental research design was also used to determine the effectiveness of paired reading strategy in improving the reading comprehension of the learners. And in gathering the data needed in this study, a test which is the Oral Reading Comprehension assessment was utilized.Findings of the study revealed that both groups, the control and the experimental group, are at the literal level of reading comprehension before exposing to paired – reading strategy, then after the experimentation, the control group reached the interpretive level of reading comprehension while the experimental group reached the applied level of reading comprehension. Results were further supported by the findings of test of difference between the post-test of both groups which revealed that the experimental group had statistically better performance compared to the control group. Thus, paired reading strategy is more effective than traditional teaching in facilitating reading comprehension among learners.

Overcoming the Double Empathy Problem Within Pairs of Autistic and Non-autistic Adults Through the Contemplation of Serious Literature

Recent research based on the needs of the autistic community has explored the frequent social misunderstandings that arise between autistic and non-autistic people, known as the double empathy problem. Double empathy understandings require both groups to respect neurodiversity by focussing on individuality across groups. This study aimed to explore how literature, through its ability to uncover nuanced emotional response differences between readers, could facilitate double empathy understandings within pairs of autistic and non-autistic adults. A longitudinal, qualitative design was used, with 4 gender-matched pairs. Participants read Of Mice and Men for 1 week, whilst completing a structured, reflective diary. This was followed by 4 one-hour paired reading sessions, where pairs discussed the book and their reflections in depth. Participants were then invited to a final one-on-one interview to discuss their thoughts and experiences of the paired reading sessions. Thematic and literary analysis of the session and interview data revealed four themes (1) The Book as Social Oil; (2) From a World of Difference to a World of Affinity; (3) Emotional Intelligence: From Thinking About to Feeling with; and (4) From Overwhelming to Overcoming. All participants reported having achieved an individualised view of one another to explore their nuanced differences. The non-autistic group reported a more sensitive understanding of what it means to be autistic, while the autistic group overcame concerns about non-autistic people stereotyping autism, and instead reported feeling valued and accommodated by their non-autistic partners.

PENERAPAN METODE PAIRED READING/ PAIRED SUMMARIZING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MEMBACA TEKS PADA SISWA SMK ABDURRAB PEKANBARU

The purpose of this research is to know the effect of using Paired Reading/ Paired Summarizing on reading in comprehension student at SMK Abdurrab Pekanbaru, especially in Health Analysis department. This research used quasi-experimental method with pretest-posttest control group design. The total sample was 64 students who were divided into two classes, as experimental and control class. In ready ability pre-test reading ability the result showed 68.8% students were in bad category from both experimental and control classes. After conducting an experiment using the Paired Reading / Paired Summarizing learning method with the same teaching material, 12 students (35.3%) were obtained in the good category and 10 students (29.4%) in the very good category from experimental class, while the control class contained only 4 students (11.8%) and 2 students (5.9%) with the same category. The research can be concluded that using Paired Reading/Paired Summarizing on occasional student of Abdurrab Pekanbaru can increase the reading comprehension of student ability.

Effectiveness of Some Reading Activities towards Improving the Reading Abilities of Primary School Pupils in Nigeria

The study sought to determine if the utilization of three reading activities in a remediation class for experimental (E) group of primary five (5) pupils who were deficient in reading would improve their reading abilities over their counterparts in the control (C) group taught the remedial lessons through the traditional teacher-centered approach. It also investigated if sex would be a significant factor in determining the performance of the treatment and control groups. Two research questions and two null hypothesis guided the study. The subjects were made up of 38 reading-deficient primary five (5) pupils randomly assigned to the two treatment groups. The data collection instrument was a researcher-made and validated reading assessment checklist, the inter-rater reliability coefficient of which yielded an index of 0.82 using the Pearson Product Moment Correlation Coefficients. The C and E group teachers received orientations on the approaches to adopt to carry out their task. Steps were taken to establish equivalence of the instructional conditions of the two groups, the only difference being the experimental treatment which consisted of the use of 3 activities: Reading chart activity, Paired reading and Command card game. After the remedial treatment experiment which lasted for three weeks of compact activities, the E and C subjects were tested with their class-appropriate reader. Results established the significant superiority of the experimental group over the control. Sex was not found to be a significant factor as no difference existed between the male and female pupils in the E and C groups.