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skills</title> <meta name="description" content="Search results for: reading skills"> <meta name="keywords" content="reading skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reading skills"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3730</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reading skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3730</span> The Role of Reading Self-Efficacy and Perception of Difficulty in English Reading among Chinese ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Chan">Kevin Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20K.%20H.%20Chung"> Kevin K. H. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Patcy%20P.%20S.%20Yeung"> Patcy P. S. Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20L.%20Ip"> H. L. Ip</a>, <a href="https://publications.waset.org/abstracts/search?q=Bill%20T.%20C.%20Chung"> Bill T. C. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20M.%20K.%20Chung"> Karen M. K. Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Recent evidence shows that reading self-efficacy and students perceived difficulty in reading are significantly associated with word reading and reading fluency. However, little is known about these relationships among students learning to read English as a second language, particularly in Chinese students. This study examined the contributions of reading self-efficacy, perception of difficulty in reading, and cognitive-linguistic skills to performance on English word reading and reading fluency in Chinese students. Method: A sample of 122 second-and third-grade students in Hong Kong, China, participated in this study. Students completed the measures of reading self-efficacy and perception of difficulty in reading. They were assessed on their English cognitive-linguistic and reading skills: rapid automatized naming, nonword reading, phonological awareness, word reading, and one-minute word reading. Results: Results of path analysis indicated that when students’ grades were controlled, reading self-efficacy was a significant correlate of word reading and reading fluency, whereas perception of difficulty in reading negatively predicted word reading. Conclusion: These findings underscore the importance of taking students’ reading self-efficacy and perception of difficulty in reading and their cognitive-linguistic skills into consideration when designing reading intervention and instructions for students learning English as a second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20difficulty%20in%20reading" title=" perception of difficulty in reading"> perception of difficulty in reading</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20second%20language" title=" english as a second language"> english as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a> </p> <a href="https://publications.waset.org/abstracts/144471/the-role-of-reading-self-efficacy-and-perception-of-difficulty-in-english-reading-among-chinese-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3729</span> Using WebQuest for Developing English Reading Comprehension Skills for Preparatory Experimental School Students: Proposed Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Hamdy%20Abd-Al%20Hamid%20Seyam">Sarah Hamdy Abd-Al Hamid Seyam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed investigating the effect of using web quest on developing English reading comprehension skills for preparatory experimental school students. The descriptive design was adopted in the study. The tools of the study are represented in: a checklist for the English reading comprehension skills and a test of the English reading comprehension skills for the first year preparatory experimental school students. Results of the study were discussed in relation to various factors that affect the learning process. Finally the research presented applicable contributions according to using web quest in teaching English as a foreign language generally and improving reading comprehension in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=preparatory%20experimental%20schools" title=" preparatory experimental schools"> preparatory experimental schools</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=WebQuest" title=" WebQuest"> WebQuest</a> </p> <a href="https://publications.waset.org/abstracts/37099/using-webquest-for-developing-english-reading-comprehension-skills-for-preparatory-experimental-school-students-proposed-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3728</span> Hong Kong Chinese-Speaking Adolescents Diagnosed with Dyslexia: What Is and Is Not Improved?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Kien%20Hoa%20Chung">Kevin Kien Hoa Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was to investigate cognitive-linguistic skills that might distinguish the improved dyslexics from the non-improved dyslexics. Twenty-eight improved dyslexics and 28 non-improved dyslexics were selected from a pool of 254 students diagnosed as dyslexics in Grade 1 to 2. These students were administered measures: morphological skills, visual-orthographic skills, rapid naming skills, working memory, reading comprehension, writing, word reading, word dictation, and one-minute word reading. Findings showed that the improved dyslexics performed better than the non-improved dyslexics in visual-orthographic skills, word reading, one-minute reading, writing, and reading comprehension. Furthermore, the improved dyslexics showed fewer cognitive-linguistic deficits compared with the non-improved dyslexics. Among the 4 cognitive-linguistic measures, morphological skills and visual-orthographic skills showed the greatest power in discriminating the improved and non-improved dyslexics. Results underscore the importance of cognitive-linguistic skills underlying the manifestations of the improved and non-improved dyslexia in Chinese adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=chinese%20language" title=" chinese language"> chinese language</a>, <a href="https://publications.waset.org/abstracts/search?q=improved%20dyslexics" title=" improved dyslexics"> improved dyslexics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-improved%20dyslexics" title=" non-improved dyslexics"> non-improved dyslexics</a> </p> <a href="https://publications.waset.org/abstracts/36331/hong-kong-chinese-speaking-adolescents-diagnosed-with-dyslexia-what-is-and-is-not-improved" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36331.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3727</span> Salient Issues in Reading Comprehension Difficulties Faced by Primary School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Fernandez">Janet Fernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading is both for aesthetic and efferent purposes. In order for reading comprehension to take place, the reader needs to be able to make meaningful connections and enjoy the reading process. The notion of reading comprehension is discussed along with the plausible causes of poor reading comprehension abilities among primary school children. Among the major contributing causes are imaging, lack of schemata, selection of reading materials, and habits of the readers. Instruction methods are an integral part of making reading comprehension a meaningful experience, hence several models are presented for the classroom practitioner. Suggestions on how primary school children can improve their reading comprehension skills are offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=improve" title=" improve"> improve</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=meaningful%20strategies" title=" meaningful strategies"> meaningful strategies</a> </p> <a href="https://publications.waset.org/abstracts/12844/salient-issues-in-reading-comprehension-difficulties-faced-by-primary-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3726</span> Improving Reading Comprehension Skills of Elementary School Students through Cooperative Integrated Reading and Composition Model Using Padlet</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neneng%20Hayatul%20Milah">Neneng Hayatul Milah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The most important reading skill for students is comprehension. Understanding the reading text will have an impact on learning outcomes. However, reading comprehension instruction in Indonesian elementary schools is lacking. A more effective learning model is needed to enhance students' reading comprehension. This study aimed to evaluate the effectiveness of the CIRC (Cooperative Integrated Reading and Composition) model with Padlet integration in improving the reading comprehension skills of grade IV students in elementary schools in Cimahi City, Indonesia. This research methodology was quantitative with a pre-experiment research type and one group pretest-posttest research design. The sample of this study consisted of 30 students. The results of statistical analysis showed that there was a significant effect of using the CIRC learning model using Padlet on improving students' reading comprehension skills of narrative text. The mean score of students' pretest was 67.41, while the mean score of the posttest increased to 84.82. The paired sample t-test resulted in a t-count score of -13.706 with a significance score of <0.001, which is smaller than α = 0.05. This research is expected to provide useful insights for educational practitioners on how the use of the CIRC model using Padlet can improve the reading comprehension skills of elementary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension%20skills" title="reading comprehension skills">reading comprehension skills</a>, <a href="https://publications.waset.org/abstracts/search?q=CIRC" title=" CIRC"> CIRC</a>, <a href="https://publications.waset.org/abstracts/search?q=Padlet" title=" Padlet"> Padlet</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20text" title=" narrative text"> narrative text</a> </p> <a href="https://publications.waset.org/abstracts/190036/improving-reading-comprehension-skills-of-elementary-school-students-through-cooperative-integrated-reading-and-composition-model-using-padlet" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">32</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3725</span> Developing English L2 Critical Reading and Thinking Skills through the PISA Reading Literacy Assessment Framework: A Case Study of EFL Learners in a Thai University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surasak%20Khamkhong">Surasak Khamkhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the purposive sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test which was used as a pre-test and a post-test, and an attitude questionnaire toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and the Wilcoxon signed-rank test. The results revealed that before the intervention, the students’ English reading proficiency were low as is evident from their low pre-test scores (M=14.00). They did fairly well for the access-and-retrieve questions (M=6.11), but poorly for the integrate-and-interpret questions (M=4.89) and the reflect-and-evaluate questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do better as their post-test scores were higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. This means that after the intervention, their critical reading skills had improved. In terms of their attitude towards the designed lessons and instruction, most students were satisfied with the lessons and the instruction. It may thus be concluded that the designed lessons can help improve students’ English critical reading proficiency and may be used as a teaching model for improving EFL learners’ critical reading skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20reading" title="second language reading">second language reading</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20and%20thinking%20skills" title=" critical reading and thinking skills"> critical reading and thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA%20reading%20literacy%20framework" title=" PISA reading literacy framework"> PISA reading literacy framework</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20L2%20reading%20development" title=" English L2 reading development"> English L2 reading development</a> </p> <a href="https://publications.waset.org/abstracts/81745/developing-english-l2-critical-reading-and-thinking-skills-through-the-pisa-reading-literacy-assessment-framework-a-case-study-of-efl-learners-in-a-thai-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3724</span> A Case Study on Improving Language Skills of Preschoolers by Parent-Child Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoi%20Yan%20Lau">Hoi Yan Lau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Hong Kong, most families have working parents, and the primary caregivers of young children are helpers. This leads to a lack of interaction and language expression in children’s home environment, which affects their language development. This study aims to explore the effectiveness of parent-child reading in improving young children’s language skills. A 4-year-old girl and her mother are recruited to a 3 months’ parent-child reading program. There is a total of 26 reading sessions which target to enhance the parent’s skill of parent-child reading and to assess the child’s language ability. At the same time, the child’s use of language in normal classroom settings is analyzed by anecdotal records. It is shown that the parent is able to use more and better guiding questions during parent-child reading after this program, which in turn leads to more and longer response of the child during the reading sessions. The child also has an increase in Mean Length of Utterance and has a higher frequency of using complete sentences when interacting with other classmates in the classroom. It is worthwhile to further investigate the inclusion of promoting parent-child reading to enhance children’s language development in preschool curriculum planning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong" title="Hong Kong">Hong Kong</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20reading" title=" parent-child reading"> parent-child reading</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114660/a-case-study-on-improving-language-skills-of-preschoolers-by-parent-child-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3723</span> Facilitating Active Reading Strategies through Caps Chart to Foster Elementary EFL Learners’ Reading Skills and Reading Competency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Bulawan">Michelle Bulawan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mei-Hua%20Chen"> Mei-Hua Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading comprehension is crucial for acquiring information, analyzing critically, and achieving academic proficiency. However, there is a lack of growth in reading comprehension skills beyond fourth grade. The developmental shift from "learning to read" to "reading to learn" occurs around this stage. Factual knowledge and diverse views in articles enhance reading comprehension abilities. Nevertheless, some face difficulties due to evolving textual requirements, such as expanding vocabulary and using longer, more complex terminology. Most research on reading strategies has been conducted at the tertiary and secondary levels, while few have focused on the elementary levels. Furthermore, the use of character, ask, problem, solution (CAPS) charts in teaching reading has also been hardly explored. Thus, the researcher decided to explore the facilitation of active reading strategies through the CAPS chart and address the following research questions: a) What differences existed in elementary EFL learners' reading competency among those who engaged in active reading strategies and those who did not? b) What are the learners’ metacognitive skills of those who engage in active reading strategies and those who do not, and what are their effects on their reading competency? c) For those participants who engage in active reading activities, what are their perceptions about incorporating active reading activities into their English classroom learning? Two groups of elementary EFL learners, each with 18 students of the same level of English proficiency, participated in this study. Group A served as the control group, while Group B served as the experimental group. Two teachers also participated in this research; one of them was the researcher who handled the experimental group. The treatment lasts for one whole semester or seventeen weeks. In addition to the CAPS chart, the researcher also used the metacognitive awareness of reading strategy inventory (MARSI) and a ten-item, five-point Likert scale survey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20reading" title="active reading">active reading</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20skills" title=" metacognitive skills"> metacognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20competency" title=" reading competency"> reading competency</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20perception" title=" student’s perception"> student’s perception</a> </p> <a href="https://publications.waset.org/abstracts/176662/facilitating-active-reading-strategies-through-caps-chart-to-foster-elementary-efl-learners-reading-skills-and-reading-competency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3722</span> Developing the Skills of Reading Comprehension of Learners of English as a Second Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indu%20Gamage">Indu Gamage</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though commonly utilized as a language improvement technique, reading has not been fully employed by both language teachers and learners to develop reading comprehension skills in English as a second language. In a Sri Lankan context, this area has to be delved deep into as the learners’ show more propensity to analyze. Reading comprehension is an area that most language teachers and learners struggle with though it appears easy. Most ESL learners engage in reading tasks without being properly aware of the objective of doing reading comprehension. It is observed that when doing reading tasks, the language learners’ concern is more on the meanings of individual words than on the overall comprehension of the given text. The passiveness with which the ESL learners engage themselves in reading comprehension makes reading a tedious task for the learner thereby giving the learner a sense of disappointment at the end. Certain reading tasks take the form of translations. The active cognitive participation of the learner in the mode of using productive strategies for predicting, employing schemata and using contextual clues seems quite less. It was hypothesized that the learners’ lack of knowledge of the productive strategies of reading was the major obstacle that makes reading comprehension a tedious task for them. This study is based on a group of 30 tertiary students who read English only as a fundamental requirement for their degree. They belonged to the Faculty of Humanities and Social Sciences of the University of Ruhuna, Sri Lanka. Almost all learners hailed from areas where English was hardly utilized in their day to day conversations. The study is carried out in the mode of a questionnaire to check their opinions on reading and a test to check whether the learners are using productive strategies of reading when doing reading comprehension tasks. The test comprised reading questions covering major productive strategies for reading. Then the results were analyzed to see the degree of their active engagement in comprehending the text. The findings depicted the validity of the hypothesis as grounds behind the difficulties related to reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading" title="reading">reading</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20strategies" title=" reading strategies"> reading strategies</a> </p> <a href="https://publications.waset.org/abstracts/86226/developing-the-skills-of-reading-comprehension-of-learners-of-english-as-a-second-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3721</span> Intelligent Scaffolding Diagnostic Tutoring Systems to Enhance Students’ Academic Reading Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Chayaporn%20Kaoropthai">A.Chayaporn Kaoropthai</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Onjaree%20Natakuatoong"> B. Onjaree Natakuatoong</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Nagul%20Cooharojananone"> C. Nagul Cooharojananone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first year is usually the most critical year for university students. Generally, a considerable number of first-year students worldwide drop out of university every year. One of the major reasons for dropping out is failing. Although they are supposed to have mastered sufficient English proficiency upon completing their high school education, most first-year students are still novices in academic reading. Due to their lack of experience in academic reading, first-year students need significant support from teachers to help develop their academic reading skills. Reading strategies training is thus a necessity and plays a crucial role in classroom instruction. However, individual differences in both students, as well as teachers, are the main factors contributing to the failure in not responding to each individual student’s needs. For this reason, reading strategies training inevitably needs a diagnosis of students’ academic reading skills levels before, during, and after learning, in order to respond to their different needs. To further support reading strategies training, scaffolding is proposed to facilitate students in understanding and practicing using reading strategies under the teachers’ guidance. The use of the Intelligent Tutoring Systems (ITSs) as a tool for diagnosing students’ reading problems will be very beneficial to both students and their teachers. The ITSs consist of four major modules: the Expert module, the Student module, the Diagnostic module, and the User Interface module. The application of Artificial Intelligence (AI) enables the systems to perform diagnosis consistently and appropriately for each individual student. Thus, it is essential to develop the Intelligent Scaffolding Diagnostic Reading Strategies Tutoring Systems to enhance first-year students’ academic reading skills. The systems proposed will contribute to resolving classroom reading strategies training problems, developing students’ academic reading skills, and facilitating teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20reading" title="academic reading">academic reading</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title=" intelligent tutoring systems"> intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/30617/intelligent-scaffolding-diagnostic-tutoring-systems-to-enhance-students-academic-reading-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3720</span> The Impact of Teaching Critical Reading Strategies on Students' Performance in English and Communication Skills in College of Education, Azare, Bauchi State Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musa%20Galadima%20Toro">Musa Galadima Toro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focused on the impact of teaching critical reading strategies on students’ performance in English and communication skills at the college of education Azare Bauchi state, Nigeria. It adopted a pre-test, post-test experimental group design. A sample of two hundred and forty (240) students was randomly selected from four departments within the school. The students were randomized into two groups: experimental and control groups. The experimental group was taught critical reading strategies as a form of treatment, while the control group involved in normal reading comprehension exercises. The findings of the study showed a significant difference in the performance of students who were taught critical reading strategies at the post- test level. Recommendations based on the findings of the study were proffered such as placing more emphasis on teaching critical reading strategies in order to improve students’ creative thinking skills and also encouraging students to read articles in science and humanities to improve their reading skills among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skill" title=" communication skill"> communication skill</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading" title=" critical reading"> critical reading</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/74329/the-impact-of-teaching-critical-reading-strategies-on-students-performance-in-english-and-communication-skills-in-college-of-education-azare-bauchi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3719</span> Investigating Online Literacy among Undergraduates in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vivien%20Chee%20Pei%20Wei">Vivien Chee Pei Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today we live in a scenario in which letters share space with images on screens that vary in size, shape, and style. The popularization of television, then the computer and now the e-readers, tablets, and smartphones made the electronic assume the role that previously was restricted to printed materials. Since the extensive use of new technologies to produce, disseminate, collect and access electronic publications began, the changes to reading has been intensified. To be able to read online, it involves more than just utilizing specific skills, strategies, and practices, but also in negotiating multiple information sources. In this study, different perspectives of digital reading are being explored in order to define the key aspects of the term. The focus is to explore how new technologies affect how undergraduates’ reading behavior, which in turn, gives readers different reading levels and engagement with the text and other support materials in the same media. There is also the importance of the relationship between reading platforms, reading levels and formats of electronic publications. The study looks at the online reading practices of about 100 undergraduates from a local university. The data collected using the survey and interviews with the respondents are analyzed thematically. Findings from this study found that both digital and traditional reading are interrelated, and should not be viewed as separate, but complementary to each other. However, reading online complicates some of the skills required by traditional reading. Consequently, in order to successfully read and comprehend multiple sources of information online, undergraduates need regular opportunities to practice and develop their skills as part of their natural reading practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concepts" title="concepts">concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20reading" title=" digital reading"> digital reading</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20reading" title=" traditional reading"> traditional reading</a> </p> <a href="https://publications.waset.org/abstracts/63261/investigating-online-literacy-among-undergraduates-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3718</span> The Effect of Metacognitive Think-Aloud Strategy on Form 1 Pupils’ Reading Comprehension Skills via DELIMa Platform </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatin%20Khairani%20Khairul%20%27Azam">Fatin Khairani Khairul 'Azam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading comprehension requires the formation of an articulate mental representation of the information in a text. It involves three interdepended elements—the reader, the text, and the activity, all situated into an extensive sociocultural context. Incorporating metacognitive think-aloud strategy into teaching reading comprehension would improve learners’ reading comprehension skills as it helps to monitor their thinking as they read. Furthermore, by integrating Digital Educational Learning Initiative Malaysia (DELIMa) platform in teaching reading comprehension, it can make the process interactive and fun. A quasi-experimental one-group pre-test post-test design was used to identify the effectiveness of using metacognitive think-aloud strategy via DELIMa platform in improving pupils’ reading comprehension performance and their perceptions towards reading comprehension. The participants of the study comprised 82 of form 1 pupils from a secondary school in Pasir Gudang, Johor, Malaysia. All participants were required to sit for pre-and post-tests to track their reading comprehension performance and perceptions. The findings revealed that incorporating metacognitive think-aloud strategy is an effective strategy in teaching reading comprehension as the performance of pupils in reading comprehension and their perceptions towards reading comprehension were improved during the post tests. It is hoped that the findings of the study would be useful to the teachers incorporating the same strategy in teaching to improve pupils' reading skills. It is suggested that future study should involve the motivation factor of the participants on incorporating think-aloud strategy into teaching reading comprehension as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DELIMa%20Platform" title="DELIMa Platform">DELIMa Platform</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%20Learners" title=" ESL Learners"> ESL Learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Metacognitive%20Strategy" title=" Metacognitive Strategy"> Metacognitive Strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=Pupils%27%20Perceptions" title=" Pupils' Perceptions"> Pupils' Perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=Reading%20Comprehension" title=" Reading Comprehension"> Reading Comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Think-Aloud%20Strategy" title=" Think-Aloud Strategy"> Think-Aloud Strategy</a> </p> <a href="https://publications.waset.org/abstracts/138292/the-effect-of-metacognitive-think-aloud-strategy-on-form-1-pupils-reading-comprehension-skills-via-delima-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3717</span> Exploring Reading Attitudes among Iranian English Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narges%20Nemati">Narges Nemati</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Fallahpour"> Mohammadreza Fallahpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bozorgian"> Hossein Bozorgian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading is one of the receptive skills which has an important role in improving other skills like writing and speaking. Furthermore, language learners can acquire plenty of vocabularies and become more acquainted with written expression through reading. Also, negative attitudes toward reading can cause negligible reading comprehension, which could prompt poor performance in the English language. Considering the fact that reading instruction was discussed as a low priority skill in the field of EFL teacher education, this study attempted to investigate EFL teachers’ attitudes toward reading instruction. Therefore, to serve the purpose of this study, a mixed-method approach was utilized by inviting 100 Iranian EFL teachers who taught at English language institutes of Iran to fill out a validated questionnaire on teachers’ attitude toward reading. Subsequently, 10 participants were randomly selected for further observations and interview sessions to evaluate the differences between their stated attitude and their actual practices. The findings from analyzing questionnaires, observations, and interviews revealed that EFL teachers’ stated attitude toward reading instruction was positive; whereas, due to some reasons like lack of time, scarcity of interesting passages, and lack of interest in reading long passages, teachers did not show positive actual attitude toward teaching reading skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20foreign%20language%20classroom" title="English as foreign language classroom">English as foreign language classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skill" title=" reading skill"> reading skill</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20attitude" title=" teachers' attitude"> teachers' attitude</a> </p> <a href="https://publications.waset.org/abstracts/133788/exploring-reading-attitudes-among-iranian-english-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3716</span> Examining Reading Comprehension Skills Based on Different Reading Comprehension Frameworks and Taxonomies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seval%20Kula-Kartal">Seval Kula-Kartal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing students’ reading comprehension skills is an aim that is difficult to accomplish and requires to follow long-term and systematic teaching and assessment processes. In these processes, teachers need tools to provide guidance to them on what reading comprehension is and which comprehension skills they should develop. Due to a lack of clear and evidence-based frameworks defining reading comprehension skills, especially in Turkiye, teachers and students mostly follow various processes in the classrooms without having an idea about what their comprehension goals are and what those goals mean. Since teachers and students do not have a clear view of comprehension targets, strengths, and weaknesses in students’ comprehension skills, the formative feedback processes cannot be managed in an effective way. It is believed that detecting and defining influential comprehension skills may provide guidance both to teachers and students during the feedback process. Therefore, in the current study, some of the reading comprehension frameworks that define comprehension skills operationally were examined. The aim of the study is to develop a simple and clear framework that can be used by teachers and students during their teaching, learning, assessment, and feedback processes. The current study is qualitative research in which documents related to reading comprehension skills were analyzed. Therefore, the study group consisted of recourses and frameworks which made big contributions to theoretical and operational definitions of reading comprehension. A content analysis was conducted on the resources included in the study group. To determine the validity of the themes and sub-categories revealed as the result of content analysis, three educational assessment experts were asked to examine the content analysis results. The Fleiss’ Cappa coefficient revealed that there is consistency among themes and categories defined by three different experts. The content analysis of the reading comprehension frameworks revealed that comprehension skills could be examined under four different themes. The first and second themes focus on understanding information given explicitly or implicitly within a text. The third theme includes skills used by the readers to make connections between their personal knowledge and the information given in the text. Lastly, the fourth theme focus on skills used by readers to examine the text with a critical view. The results suggested that fundamental reading comprehension skills can be examined under four themes. Teachers are recommended to use these themes in their reading comprehension teaching and assessment processes. Acknowledgment: This research is supported by Pamukkale University Scientific Research Unit within the project, whose title is Developing A Reading Comprehension Rubric. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title="reading comprehension">reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=assessing%20reading%20comprehension" title=" assessing reading comprehension"> assessing reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension%20taxonomies" title=" comprehension taxonomies"> comprehension taxonomies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20assessment" title=" educational assessment"> educational assessment</a> </p> <a href="https://publications.waset.org/abstracts/164588/examining-reading-comprehension-skills-based-on-different-reading-comprehension-frameworks-and-taxonomies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164588.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3715</span> To Estimate the Association between Visual Stress and Visual Perceptual Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijay%20Reena%20Durai">Vijay Reena Durai</a>, <a href="https://publications.waset.org/abstracts/search?q=Krithica%20Srinivasan"> Krithica Srinivasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The two fundamental skills involved in the growth and wellbeing of any child can be categorized into visual motor and perceptual skills. Visual stress is a disorder which is characterized by visual discomfort, blurred vision, misspelling words, skipping lines, letters bunching together. There is a need to understand the deficits in perceptual skills among children with visual stress. Aim: To estimate the association between visual stress and visual perceptual skills Objective: To compare visual perceptual skills of children with and without visual stress Methodology: Children between 8 to 15 years of age participated in this cross-sectional study. All children with monocular visual acuity better than or equal to 6/6 were included. Visual perceptual skills were measured using test for visual perceptual skills (TVPS) tool. Reading speed was measured with the chosen colored overlay using Wilkins reading chart and pattern glare score was estimated using a 3cpd gratings. Visual stress was defined as change in reading speed of greater than or equal to 10% and a pattern glare score of greater than or equal to 4. Results: 252 children participated in this study and the male: female ratio of 3:2. Majority of the children preferred Magenta (28%) and Yellow (25%) colored overlay for reading. There was a significant difference between the two groups (MD=1.24±0.6) (p<0.04, 95% CI 0.01-2.43) only in the sequential memory skills. The prevalence of visual stress in this group was found to be 31% (n=78). Binary logistic regression showed that odds ratio of having poor visual perceptual skills was OR: 2.85 (95% CI 1.08-7.49) among children with visual stress. Conclusion: Children with visual stress are found to have three times poorer visual perceptual skills than children without visual stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20stress" title="visual stress">visual stress</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perceptual%20skills" title=" visual perceptual skills"> visual perceptual skills</a>, <a href="https://publications.waset.org/abstracts/search?q=colored%20overlay" title=" colored overlay"> colored overlay</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20glare" title=" pattern glare"> pattern glare</a> </p> <a href="https://publications.waset.org/abstracts/41580/to-estimate-the-association-between-visual-stress-and-visual-perceptual-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3714</span> Reading Literacy and Methods of Improving Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Joke%C5%A1ov%C3%A1"> Andrea Jokešová</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Kozlov%C3%A1"> Eva Kozlová</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Mat%C4%9Bjov%C3%A1"> Helena Matějová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents results of a research team from Faculty of Education, University of Hradec Králové in the Czech Republic. It introduces with the most reading methods used in the 1<sup>st</sup> classes of a primary school and presents results of a pilot research focused on mastering reading techniques and the quality of reading comprehension of pupils in the first half of a school year during training in teaching reading by an analytic-synthetic method and by a genetic method. These methods of practicing reading skills are the most used ones in the Czech Republic. During the school year 2015/16 there has been a measurement made of two groups of pupils of the 1<sup>st</sup> year and monitoring of quantitative and qualitative parameters of reading pupils’ outputs by several methods. Both of these methods are based on different theoretical basis and each of them has a specific educational and methodical procedure. This contribution represents results during a piloting project and draws pilot conclusions which will be verified in the subsequent broader research at the end of the school year of the first class of primary school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analytic-synthetic%20method%20of%20reading" title="analytic-synthetic method of reading">analytic-synthetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20method%20of%20reading" title=" genetic method of reading"> genetic method of reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20literacy" title=" reading literacy"> reading literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20methods" title=" reading methods"> reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20speed" title=" reading speed"> reading speed</a> </p> <a href="https://publications.waset.org/abstracts/48214/reading-literacy-and-methods-of-improving-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3713</span> The Effects of Infographics as a Supplementary Tool in Promoting Academic Reading Skill in an EFL Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niracha%20Chompurach">Niracha Chompurach</a>, <a href="https://publications.waset.org/abstracts/search?q=Dararat%20Khampusaen"> Dararat Khampusaen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> EFL students have to be able to synthesize the texts they are reading critically to compose and connect the information. This study focuses on the effects of the application of Infographics as a supplementary tool to improve Thai EFL students’ Academic reading skills. Infographics are graphic visual representations of information, data, and knowledge offering students to work on gathering multiple types of information, such as pictures, texts, graphs, mapping, and charts. The study aims to investigate if the Infographics as a supplementary tool in academic reading lessons can make a difference in students’ reading skills, and the students’ opinions toward the application of infographics as a reading tool. The participants of this study were 3rd year Thai EFL Khon Kaen University students who took English Academic Reading course. This study employed Infographics assignments, Infographics rubric, and Gucus group interview. This study would advantage for both EFL teachers and students as a means to engage the students to handle the larger load of and represents the complex information in visible and comprehensible way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=infographics" title=" infographics"> infographics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a> </p> <a href="https://publications.waset.org/abstracts/84635/the-effects-of-infographics-as-a-supplementary-tool-in-promoting-academic-reading-skill-in-an-efl-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3712</span> The Perception on 21st Century Skills of Nursing Instructors and Nursing Students at Boromarajonani College of Nursing, Chonburi </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Somporn%20Rakkwamsuk"> Somporn Rakkwamsuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ladda%20Leungratanamart"> Ladda Leungratanamart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this descriptive study was to determine the perception of 21<sup>st</sup> century skills among nursing professors and nursing students at Boromarajonani College of Nursing, Chonburi. A total of 38 nursing professors and 75 second year nursing students took part in the study. Data were collected by 21<sup>st</sup> century skills questionnaires comprised of 63 items. Descriptive statistics were used to describe the findings. The results have shown that the overall mean scores of the perception of nursing professors on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computing and ICT literacy, and career and leaning skills. The lowest mean scores were recorded for reading and writing and mathematics. The overall mean scores on perception of nursing students on 21<sup>st</sup> century skills were at a high level. The highest mean scores were recorded for computer and ICT literacy, for which the highest item mean scores were recorded for competency on computer programs. The lowest mean scores were recorded for the reading, writing, and mathematics components, in which the highest item mean score was reading Thai correctly, and the lowest item mean score was English reading and translate to other correctly. The findings from this study have shown that the perceptions of nursing professors were consistent with those of nursing students. Moreover, any activities aiming to raise capacity on English reading and translate information to others should be taken into the consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title="21st century skills">21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20instructor" title=" nursing instructor"> nursing instructor</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20student" title=" nursing student"> nursing student</a> </p> <a href="https://publications.waset.org/abstracts/44293/the-perception-on-21st-century-skills-of-nursing-instructors-and-nursing-students-at-boromarajonani-college-of-nursing-chonburi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44293.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3711</span> Developing Students’ Academic Writing Skills through Scientific Reading: Using Questions and Answer Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Makhim%20Artikova">Makhim Artikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Shavkat%20Duschanov"> Shavkat Duschanov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> So far, there have been a plethora of attempts to improve learners’ academic writing skills. However, this issue remains to be a real concern among the majority of students, especially those who are standing on their academic life threshold. The purpose of this research is improving students’ academic writing skills through 'Questions and Answer Reading' activities. Using well-prepared and well-chosen reading materials (from textbooks, scientific journals, or magazines) and applying questions and answer activities in the classroom facilitate learners to become great critical readers. Furthermore, it boosts their writing skills, which are the most crucial part of students’ personal and academic developments. In this activity, the class is divided into small groups of four. Then, the instructor will give students whether one section of the text or full text asking them to read and to find unfamiliar words within the group. After discovering the meaning of unknown words, each group has to share their findings with the class. In the next stage of the activity, students should be asked to create questions in a group based on the given reading material. Follow by each group should ask the other groups their questions which are an excellent opportunity to challenge leads to improve critical thinking skills. In the last part, the students are asked to write the text or article summary, which is the activity core that pilots to the writing skills perfection. This engaging activity highlights the effectiveness of incorporating reading materials into the classroom when it comes to improving students’ composition writings. Structural writing after every reading activity resulted in improving students’ coherence and cohesion in writing well-organized essays. Having experimented with high school 9th and 11th-grade students, implementing reading activities into the classroom is proved to be a productive tool to enhance one’s academic writing skills. In the future, this method planning to be implemented among university students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=coherence%20and%20cohesion" title=" coherence and cohesion"> coherence and cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=questions%20and%20answer%20activities" title=" questions and answer activities"> questions and answer activities</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20reading" title=" scientific reading"> scientific reading</a> </p> <a href="https://publications.waset.org/abstracts/112750/developing-students-academic-writing-skills-through-scientific-reading-using-questions-and-answer-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3710</span> The Impact of Text Modifications on Ethiopian Students’ Reading Comprehension and Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asefa%20Kenefergib">Asefa Kenefergib</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawit%20Amogne"> Dawit Amogne</a>, <a href="https://publications.waset.org/abstracts/search?q=Yinager%20Teklesellassie"> Yinager Teklesellassie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A study investigated the effects of text modifications on reading comprehension and motivation among Ethiopian secondary school students. A total of 120 students participated, initially taking a reading comprehension pretest and completing a reading motivation questionnaire. Afterward, they were divided into three groups: control, simplified, and elaborated. Each group then took part in a reading comprehension posttest and another reading motivation questionnaire following an eight-week instructional intervention. Despite initial differences, both the simplified and elaborated text groups showed comparable levels of reading motivation and comprehension. The data were analyzed using SPSS version 25, with a one-way ANOVA used to assess the effectiveness of the modified texts in enhancing reading comprehension. The results indicated that the experimental groups performed significantly better on the posttest compared to the control group, suggesting that text modifications can positively influence students' comprehension skills. Furthermore, the impact of text modifications on student reading motivation was assessed using a one-way ANOVA. The findings revealed that both the elaborated and simplified text groups scored higher than the control group in various dimensions of reading motivation, including reading efficacy, curiosity, challenge, compliance, and reading work avoidance. However, the control and simplified groups had nearly similar mean scores in the dimension of reading competition. These results clearly demonstrate that modifying texts can enhance EFL learners' reading motivation and comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simplification" title="simplification">simplification</a>, <a href="https://publications.waset.org/abstracts/search?q=elaboration" title=" elaboration"> elaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20motivation" title=" reading motivation"> reading motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/187953/the-impact-of-text-modifications-on-ethiopian-students-reading-comprehension-and-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3709</span> Inculcating the Reading and Writing Approaches through Community-Based Teacher Workshops: A Case of Primary Schools in Limpopo Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsebe%20Wilfred%20Molotja">Tsebe Wilfred Molotja</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahlapahlapane%20Themane"> Mahlapahlapane Themane</a>, <a href="https://publications.waset.org/abstracts/search?q=Kgetja%20Maruma"> Kgetja Maruma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is globally accepted that reading in the primary schools serves as a foundational basis for good reading skills. This is evident in the students’ academic success throughout their studying life. However, the PIRLS (2016) report on Literacy performance found that primary school learners are not able to read as fluently as expected. The results from ANA (2012) also indicated that South African learners achieved the lowest as compared to other global ones. The purpose of this study is to investigate the approaches employed by educators in developing learners’ reading and writing skills and to workshop them on the best reading and writing approaches to be implemented. The study adopted an explorative qualitative design where 27 educators from primary schools around the University of Limpopo were purposefully sampled to participate in this study. Data was collected through interviews and classroom observation during class visits facilitated by research assistants. The study found that teachers are aware of different approaches to developing learners’ reading and writing skills even thou these are not aligned with the curriculum. However, the problem is with implementation, as the conditions in the classrooms are not conducive for such. The study recommends that more workshops on capacitating teachers with the pedagogical approaches to teaching reading be held. The appeal is also made to the Department of Basic Education that it makes the classrooms to be conducive for teaching and learning to take place. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20based" title=" community based"> community based</a>, <a href="https://publications.waset.org/abstracts/search?q=approaches" title=" approaches"> approaches</a> </p> <a href="https://publications.waset.org/abstracts/154915/inculcating-the-reading-and-writing-approaches-through-community-based-teacher-workshops-a-case-of-primary-schools-in-limpopo-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154915.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3708</span> Difficulties Encountered in the Process of Supporting Reading Skills of a Student with Hearing Loss Whose Inclusion Was Ongoing and Solution Proposals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezgi%20Tozak">Ezgi Tozak</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Pelin%20Karasu"> H. Pelin Karasu</a>, <a href="https://publications.waset.org/abstracts/search?q=Umit%20Girgin"> Umit Girgin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, difficulties encountered in the process of supporting the reading skills of a student with hearing loss whose inclusion was ongoing and the solutions improved during the practice process were examined. The study design was action research. Participants of this study, which was conducted between the dates of 29 September 2016 and 22 February 2017, consisted of a student with hearing loss, a classroom teacher, a teacher in the rehabilitation center, researcher/teacher and validity committee members. The data were obtained through observations, validity committee meeting, interviews, documents, and the researcher diary. Research findings show that in the process of supporting reading skills of the student with hearing loss, the student's knowledge of concepts was limited, and the student had difficulties in feeling and identification of sounds, reading and understanding words-sentences and retelling what he/she listened to. With the purpose of overcoming these difficulties in the implementation process, activities were prepared towards concepts, sound education, reading and understanding words and sentences, and retelling what you listen to; these activities were supported with visual materials and real objects and repeated with diversities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20process" title=" reading process"> reading process</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20education" title=" supportive education"> supportive education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20hearing%20loss" title=" student with hearing loss"> student with hearing loss</a> </p> <a href="https://publications.waset.org/abstracts/102814/difficulties-encountered-in-the-process-of-supporting-reading-skills-of-a-student-with-hearing-loss-whose-inclusion-was-ongoing-and-solution-proposals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3707</span> Analysis of Digitized Stories Authored by a Struggling Grade 1 Reader</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daphne%20Dean%20C.%20Arenos">Daphne Dean C. Arenos</a>, <a href="https://publications.waset.org/abstracts/search?q=Glorificacion%20L.%20Quinopez"> Glorificacion L. Quinopez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been conducted to describe the digitized stories authored by a Grade 1 pupil struggling in reading. The main goal was to find out the effect of authoring digital stories on the reading skill of a grade 1 pupil in terms of vocabulary and sequencing skills. To be able to explicate the data collected, a case study approach has been chosen. This case study focused on a 6 years old Filipino child born and raised in Spain and has just transferred to a private school a year ago. The pupil’s struggles in reading, as well as her experiences with digitized stories, were further described. The findings revealed that authoring digital stories facilitate the reading progress of a struggling pupil. The presence of literary elements in the pupil’s stories built her vocabulary and sequencing skills. Hence, authoring digital stories serve as an appropriate and effective scaffold for struggling readers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literary%20elements" title="literary elements">literary elements</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skill" title=" reading skill"> reading skill</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffold" title=" scaffold"> scaffold</a>, <a href="https://publications.waset.org/abstracts/search?q=sequencing%20skill" title=" sequencing skill"> sequencing skill</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/124820/analysis-of-digitized-stories-authored-by-a-struggling-grade-1-reader" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3706</span> The English as a Foreign Language Teachers’ Perceptions and Practices of Infusing Critical Thinking Skills to Improve Students’ Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Amale%20Kirko">Michael Amale Kirko</a>, <a href="https://publications.waset.org/abstracts/search?q=Abebe%20Gebretsadik"> Abebe Gebretsadik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the 21st century, developing students’ critical thinking skills has become a prime concern in higher education institutions. Cognizant of this fact, the Ethiopian higher education policy document used critical thinking as one of the guiding principles. The study aims to explore how English as a foreign language (EFL) teachers perceive and practice critical thinking skills (CTS) in teaching reading to improve reading comprehension at Wolaita Sodo University, Ethiopia. A descriptive survey study used an exploratory mixed-methods approach. The study involved 20 EFL instructors and 40 2nd-year English majoring students. The numerical data were collected using teacher and student surveys and classroom observations; the qualitative data were obtained through content analysis and interviews. Teacher survey results indicated that teachers' perceptions are above average (mean = 3.41). And the result of classroom observations showed the practice CTS in class was below average (mean=2.61). The content analysis result revealed instructors utilized fewer higher-order thinking questions during class activities, quizzes, midterm, and final exams. The teachers perceived that teacher, student, and material-related challenges were hindering the practice of CT to improve students’ reading comprehension. Finally, spearman’s rho output showed r=0.97 and p<0.05. Therefore, the results showed that the EFL teachers’ practices of CTS to improve students’ reading comprehension were less frequent; there was a strong, positive, and statistically significant relationship between the teachers’ perceptions and practices of CTS in reading class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceptions" title="perceptions">perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=infusing%20thinking%20skills" title=" infusing thinking skills"> infusing thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/159024/the-english-as-a-foreign-language-teachers-perceptions-and-practices-of-infusing-critical-thinking-skills-to-improve-students-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3705</span> Moving from Practice to Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Lina%20Garrido">Maria Lina Garrido </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to reflect upon instruction in English classes with the specific purpose of reading comprehension development, having as its paradigm the considerations presented by William Grabe, in his book Reading in a Second Language: Moving from theory to practice. His concerns regarding the connection between research findings and instructional practices have stimulated the present author to re-evaluate both her long practice as an English reading teacher and as the author of two reading textbooks for graduate students. Elements of the reading process such as linguistic issues, prior knowledge, reading strategies, critical evaluation, and motivation are the main foci of this analysis as far as the activities developed in the classroom are concerned. The experience with university candidates on postgraduate courses with different levels of English knowledge in Bahia, Brazil, has definitely demanded certain adjustments to this author`s classroom setting. Word recognition based on cognates, for example, has been emphasized given the fact that academic texts use many Latin words which have the same roots as the Brazilian Portuguese lexicon. Concerning syntactic parsing, the tenses/verbal aspects, modality and linking words are included in the curriculum, but not with the same depth as the general English curricula. Reading strategies, another essential predictor for developing reading skills, have been largely stimulated in L2 classes in order to compensate for a lack of the appropriate knowledge of the foreign language. This paper presents results that demonstrate that this author`s teaching practice is compatible with the implications and instruction concerning the reading process outlined by Grabe, however, it admits that each class demands specific instructions to meet the needs of that particular group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20practice" title="classroom practice">classroom practice</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20activities" title=" instructional activities"> instructional activities</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skills" title=" reading skills "> reading skills </a> </p> <a href="https://publications.waset.org/abstracts/34092/moving-from-practice-to-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3704</span> L2 Reading in Distance Education: Analysis of Students' Reading Attitude and Interests</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Junithesmer">Ma. Junithesmer</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Rosales"> D. Rosales</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is a baseline description of students’ attitude and interests about L2 reading in a state university in the Philippines that uses distance education as a delivery mode. Most research conducted on this area dealt with the analysis of reading in a traditional school set-up. For this reason, this research was written to discover if there are implications as regards students’ preferences, interests and attitude reveal about L2 reading in a non-traditional set-up. To form the corpus of this study, it included the literature and studies about reading, preferred technological devices, titles of books and authors, reading medium traditional/ print and electronic books that juxtapose with students’ interest and feelings when reading at home and in school; and their views about their strengths and weaknesses as readers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20reading" title=" L2 reading"> L2 reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20attitude" title=" reading attitude"> reading attitude</a> </p> <a href="https://publications.waset.org/abstracts/47342/l2-reading-in-distance-education-analysis-of-students-reading-attitude-and-interests" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3703</span> A Computerized Tool for Predicting Future Reading Abilities in Pre-Readers Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Ducrot">Stephanie Ducrot</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie%20Vernet"> Marie Vernet</a>, <a href="https://publications.waset.org/abstracts/search?q=Eve%20Meiss"> Eve Meiss</a>, <a href="https://publications.waset.org/abstracts/search?q=Yves%20Chaix"> Yves Chaix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning to read is a key topic of debate today, both in terms of its implications on school failure and illiteracy and regarding what are the best teaching methods to develop. It is estimated today that four to six percent of school-age children suffer from specific developmental disorders that impair learning. The findings from people with dyslexia and typically developing readers suggest that the problems children experience in learning to read are related to the preliteracy skills that they bring with them from kindergarten. Most tools available to professionals are designed for the evaluation of child language problems. In comparison, there are very few tools for assessing the relations between visual skills and the process of learning to read. Recent literature reports that visual-motor skills and visual-spatial attention in preschoolers are important predictors of reading development — the main goal of this study aimed at improving screening for future reading difficulties in preschool children. We used a prospective, longitudinal approach where oculomotor processes (assessed with the DiagLECT test) were measured in pre-readers, and the impact of these skills on future reading development was explored. The dialect test specifically measures the online time taken to name numbers arranged irregularly in horizontal rows (horizontal time, HT), and the time taken to name numbers arranged in vertical columns (vertical time, VT). A total of 131 preschoolers took part in this study. At Time 0 (kindergarten), the mean VT, HT, errors were recorded. One year later, at Time 1, the reading level of the same children was evaluated. Firstly, this study allowed us to provide normative data for a standardized evaluation of the oculomotor skills in 5- and 6-year-old children. The data also revealed that 25% of our sample of preschoolers showed oculomotor impairments (without any clinical complaints). Finally, the results of this study assessed the validity of the DiagLECT test for predicting reading outcomes; the better a child's oculomotor skills are, the better his/her reading abilities will be. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vision" title="vision">vision</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=oculomotor%20processes" title=" oculomotor processes"> oculomotor processes</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114011/a-computerized-tool-for-predicting-future-reading-abilities-in-pre-readers-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3702</span> Effectiveness of Using Phonemic Awareness Based Activities in Improving Decoding Skills of Third Grade Students Referred for Reading Disabilities in Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Mohamed%20Emam">Mahmoud Mohamed Emam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Oman the number of students referred for reading disabilities is on the rise. Schools serve these students by placement in the so-called learning disabilities unit. Recently the author led a strategic project to train teachers on the use of curriculum based measurement to identify students with reading disabilities in Oman. Additional the project involved training teachers to use phonemic awareness based activities to improve reading skills of those students. Phonemic awareness refers to the ability to notice, think about, and work with the individual sounds in words. We know that a student's skill in phonemic awareness is a good predictor of later reading success or difficulty. Using multiple baseline design across four participants the current studies investigated the effectiveness of using phonemic awareness based activities to improve decoding skills of third grade students referred for reading disabilities in Oman. During treatment students received phonemic awareness based activities that were designed to fulfill the idiosyncratic characteristics of Arabic language phonology as well as orthography. Results indicated that the phonemic awareness based activities were effective in substantially increasing the number of correctly decoded word for all four participants. Maintenance of strategy effects was evident for the weeks following the termination of intervention for the four students. In addition, the effects of intervention generalized to decoding novel words for all four participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title="learning disabilities">learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=phonemic%20awareness" title=" phonemic awareness"> phonemic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20graders" title=" third graders"> third graders</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/21536/effectiveness-of-using-phonemic-awareness-based-activities-in-improving-decoding-skills-of-third-grade-students-referred-for-reading-disabilities-in-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">642</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3701</span> Transcription Skills and Written Composition in Chinese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui-sze%20Yeung">Pui-sze Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20Suk-han%20Ho"> Connie Suk-han Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wai-ock%20Chan"> David Wai-ock Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Kien-hoa%20Chung"> Kevin Kien-hoa Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Recent findings have shown that transcription skills play a unique and significant role in Chinese word reading and spelling (i.e. word dictation), and written composition development. The interrelationships among component skills of transcription, word reading, word spelling, and written composition in Chinese have rarely been examined in the literature. Is the contribution of component skills of transcription to Chinese written composition mediated by word level skills (i.e., word reading and spelling)? Methods: The participants in the study were 249 Chinese children in Grade 1, Grade 3, and Grade 5 in Hong Kong. They were administered measures of general reasoning ability, orthographic knowledge, stroke sequence knowledge, word spelling, handwriting fluency, word reading, and Chinese narrative writing. Orthographic knowledge- orthographic knowledge was assessed by a task modeled after the lexical decision subtest of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing (HKT-SpLD). Stroke sequence knowledge: The participants’ performance in producing legitimate stroke sequences was measured by a stroke sequence knowledge task. Handwriting fluency- Handwriting fluency was assessed by a task modeled after the Chinese Handwriting Speed Test. Word spelling: The stimuli of the word spelling task consist of fourteen two-character Chinese words. Word reading: The stimuli of the word reading task consist of 120 two-character Chinese words. Written composition: A narrative writing task was used to assess the participants’ text writing skills. Results: Analysis of covariance results showed that there were significant between-grade differences in the performance of word reading, word spelling, handwriting fluency, and written composition. Preliminary hierarchical multiple regression analysis results showed that orthographic knowledge, word spelling, and handwriting fluency were unique predictors of Chinese written composition even after controlling for age, IQ, and word reading. The interaction effects between grade and each of these three skills (orthographic knowledge, word spelling, and handwriting fluency) were not significant. Path analysis results showed that orthographic knowledge contributed to written composition both directly and indirectly through word spelling, while handwriting fluency contributed to written composition directly and indirectly through both word reading and spelling. Stroke sequence knowledge only contributed to written composition indirectly through word spelling. Conclusions: Preliminary hierarchical regression results were consistent with previous findings about the significant role of transcription skills in Chinese word reading, spelling and written composition development. The fact that orthographic knowledge contributed both directly and indirectly to written composition through word reading and spelling may reflect the impact of the script-sound-meaning convergence of Chinese characters on the composing process. The significant contribution of word spelling and handwriting fluency to Chinese written composition across elementary grades highlighted the difficulty in attaining automaticity of transcription skills in Chinese, which limits the working memory resources available for other composing processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orthographic%20knowledge" title="orthographic knowledge">orthographic knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=transcription%20skills" title=" transcription skills"> transcription skills</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/32659/transcription-skills-and-written-composition-in-chinese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading%20skills&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading%20skills&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading%20skills&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading%20skills&page=5">5</a></li> <li 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