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difficulties</title> <meta name="description" content="Search results for: reading difficulties"> <meta name="keywords" content="reading difficulties"> <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 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action="https://publications.waset.org/abstracts/search"> <div 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 difficulties"> <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> 2206</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reading difficulties</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2206</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">2205</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">148</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">2204</span> Reading and Writing of Biscriptal Children with and Without Reading Difficulties in Two Alphabetic Scripts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baran%20Johansson">Baran Johansson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This PhD dissertation aimed to explore children’s writing and reading in L1 (Persian) and L2 (Swedish). It adds new perspectives to reading and writing studies of bilingual biscriptal children with and without reading and writing difficulties (RWD). The study used standardised tests to examine linguistic and cognitive skills related to word reading and writing fluency in both languages. Furthermore, all participants produced two texts (one descriptive and one narrative) in each language. The writing processes and the writing product of these children were explored using logging methodologies (Eye and Pen) for both languages. Furthermore, this study investigated how two bilingual children with RWD presented themselves through writing across their languages. To my knowledge, studies utilizing standardised tests and logging tools to investigate bilingual children’s word reading and writing fluency across two different alphabetic scripts are scarce. There have been few studies analysing how bilingual children construct meaning in their writing, and none have focused on children who write in two different alphabetic scripts or those with RWD. Therefore, some aspects of the systemic functional linguistics (SFL) perspective were employed to examine how two participants with RWD created meaning in their written texts in each language. The results revealed that children with and without RWD had higher writing fluency in all measures (e.g. text lengths, writing speed) in their L2 compared to their L1. Word reading abilities in both languages were found to influence their writing fluency. The findings also showed that bilingual children without reading difficulties performed 1 standard deviation below the mean when reading words in Persian. However, their reading performance in Swedish aligned with the expected age norms, suggesting greater efficient in reading Swedish than in Persian. Furthermore, the results showed that the level of orthographic depth, consistency between graphemes and phonemes, and orthographic features can probably explain these differences across languages. The analysis of meaning-making indicated that the participants with RWD exhibited varying levels of difficulty, which influenced their knowledge and usage of writing across languages. For example, the participant with poor word recognition (PWR) presented himself similarly across genres, irrespective of the language in which he wrote. He employed the listing technique similarly across his L1 and L2. However, the participant with mixed reading difficulties (MRD) had difficulties with both transcription and text production. He produced spelling errors and frequently paused in both languages. He also struggled with word retrieval and producing coherent texts, consistent with studies of monolingual children with poor comprehension or with developmental language disorder. The results suggest that the mother tongue instruction provided to the participants has not been sufficient for them to become balanced biscriptal readers and writers in both languages. Therefore, increasing the number of hours dedicated to mother tongue instruction and motivating the children to participate in these classes could be potential strategies to address this issue. <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=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing%20difficulties" title=" reading and writing difficulties"> reading and writing difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20children" title=" bilingual children"> bilingual children</a>, <a href="https://publications.waset.org/abstracts/search?q=biscriptal" title=" biscriptal"> biscriptal</a> </p> <a href="https://publications.waset.org/abstracts/168531/reading-and-writing-of-biscriptal-children-with-and-without-reading-difficulties-in-two-alphabetic-scripts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168531.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">71</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">2203</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">2202</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">2201</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">2200</span> The Effects of Consistently Reading Whole Novels on the Reading Comprehension of Adolescents with Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pierre%20Brocas">Pierre Brocas</a>, <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Rizos"> Konstantinos Rizos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to test the effects of introducing a consistent pace and volume of reading whole narratives on adolescents' reading comprehension with a diagnosis of autism spectrum disorder (ASD). The study was inspired by previous studies conducted on poorer adolescent readers in English schools. The setting was a Free Special Education Needs school in England. Nine male and one female student, between 11-13 years old, across two classrooms participated in the study. All students had a diagnosis of ASD, and all were classified as advanced learners. The classroom teachers introduced reading a whole challenging novel in 12 weeks with consistency as the independent variable. The study used a before-and-after design of testing the participants’ reading comprehension using standardised tests. The participants made a remarkable 1.8 years’ mean progress on the standardised tests of reading comprehension, with three participants making 4+ years progress. The researchers hypothesise that reading novels aloud and at a fast pace in each lesson, that are challenging but appropriate to the participants’ learning level, may have a beneficial effect on the reading comprehension of adolescents with learning difficulties, giving them a more engaged uninterrupted reading experience over a sustained period. However, more studies need to be conducted to test the independent variable across a bigger and more diverse population with a stronger design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</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=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=narratives" title=" narratives"> narratives</a> </p> <a href="https://publications.waset.org/abstracts/140371/the-effects-of-consistently-reading-whole-novels-on-the-reading-comprehension-of-adolescents-with-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140371.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">201</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">2199</span> A Case Study Using Sounds Write and The Writing Revolution to Support Students with Literacy Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emilie%20Zimet">Emilie Zimet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During our department meetings for teachers of children with learning disabilities and difficulties, we often discuss the best practices for supporting students who come to school with literacy difficulties. After completing Sounds Write and Writing Revolution courses, it seems there is a possibility to link approaches and still maintain fidelity to a program and provide individualised instruction to support students with such difficulties and disabilities. In this case study, the researcher has been focussing on how best to use the knowledge acquired to provide quality intervention that targets the varied areas of challenge that students require support in. Students present to school with a variety of co-occurring reading and writing deficits and with complementary approaches, such as The Writing Revolution and Sounds Write, it is possible to support students to improve their fundamental skills in these key areas. Over the next twelve weeks, the researcher will collect data on current students with whom this approach will be trialled and then compare growth with students from last year who received support using Sounds-Write only. Maintaining fidelity may be a potential challenge as each approach has been tested in a specific format for best results. The aim of this study is to determine if approaches can be combined, so the implementation will need to incorporate elements of both reading (from Sounds Write) and writing (from The Writing Revolution). A further challenge is the time length of each session (25 minutes), so the researcher will need to be creative in the use of time to ensure both writing and reading are targeted while ensuring the programs are implemented. The implementation will be documented using student work samples and planning documents. This work will include a display of findings using student learning samples to demonstrate the importance of co-targeting the reading and writing challenges students come to school with. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy%20difficulties" title="literacy difficulties">literacy difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=methods%20of%20provision" title=" methods of provision"> methods of provision</a> </p> <a href="https://publications.waset.org/abstracts/183364/a-case-study-using-sounds-write-and-the-writing-revolution-to-support-students-with-literacy-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183364.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">54</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">2198</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">2197</span> Characteristics of an Impact on Reading Comprehension of Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judith%20Hanke">Judith Hanke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the rise of students with reading difficulties, a digital reading support was developed. The digital reading support focuses on reading comprehension of elementary school students. It consists of literary texts and reading exercises with diagnostics. To analyze the use of the reading packages an intervention study took place in 2023. For the methodology, an ABA-design was selected for the intervention study to examine the reading packages. The study was expedited from April 2023 until July 2023 and collected quantitative data of individuals, groups, and classes. It consisted of a survey group (N = 58) and a control group (N = 53). The pretest was conducted before the reading support intervention. The students of the survey group received reading support on their ability level to aid the individual student’s needs. At the beginning of the study characteristics of the students were collected. The characteristics included gender, age, repetition of a class, spoken language at home, German as a second language, and special support needs such as dyslexia; right after the intervention, the posttest was examined. At least three weeks after the intervention, the follow-up testing was administered. A standardized reading comprehension test was used for the three test times. The test consists of three subtests: word comprehension, sentence comprehension, and text comprehension. The focus of this paper is to determine which characteristics have an impact on reading comprehension of elementary school students. The students’ characteristics were correlated with the three test times through a Pearson correlation. The main findings are that age, repetition of a class, spoken language at home, German as a second language have an effect on reading comprehension. Interestingly gender and special support needs did not have a significant effect on the reading comprehension of the students. The significance of the study is to determine which characteristics have an impact on reading comprehension and then to assess how reading support can be modified to support the diverse students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20repetition" title="class repetition">class repetition</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%20support" title=" reading support"> reading support</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20language%20at%20home" title=" spoken language at home"> spoken language at home</a> </p> <a href="https://publications.waset.org/abstracts/188419/characteristics-of-an-impact-on-reading-comprehension-of-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188419.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">34</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">2196</span> From “Learning to Read” to “Reading to Learn”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luc%C3%A9lia%20Alc%C3%A2ntara">Lucélia Alcântara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading has been seen as a passive skill by many people for a long time. However, when one comes to study it deeply and in a such a way that the act of reading equals acquiring knowledge through living an experience that belongs to him/her, passive definitely becomes active. Material development with a focus on reading has to consider much more than reading strategies. The following questions are asked: Is the material appropriate to the students’ reality? Does it make students think and state their points of view? With that in mind a lesson has been developed to illustrate theory becoming practice. Knowledge, criticality, intercultural experience and social interaction. That is what reading is for. <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=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20development" title=" material development"> material development</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/17200/from-learning-to-read-to-reading-to-learn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17200.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">534</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">2195</span> Online Metacognitive Reading Strategies Use by Postgraduate Libyan EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najwa%20Alsayed%20Omar">Najwa Alsayed Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasing popularity of the Internet, online reading has become an essential source for EFL readers. Using strategies to comprehend information on online reading texts play a crucial role in students’ academic success. Metacognitive reading strategies are effective factors that enhance EFL learners reading comprehension. This study aimed at exploring the use of online metacognitive reading strategies by postgraduate Libyan EFL students. Quantitative data was collected using the Survey of Online Reading Strategies (OSORS). The findings revealed that the participants were moderate users of metacognitive online reading strategies. Problem solving strategies were the most frequently reported used strategies, while support reading strategies were the least. The five most and least frequently reported strategies were identified. Based on the findings, some future research recommendations were presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title="metacognitive strategies">metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading" title=" online reading"> online reading</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading%20strategies" title=" online reading strategies"> online reading strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/11899/online-metacognitive-reading-strategies-use-by-postgraduate-libyan-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11899.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">320</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">2194</span> Developing Reading Methods of Industrial Education Students at King Mongkut’s Institute of Technology Ladkrabang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rattana%20Sangchan">Rattana Sangchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Pattaraporn%20Thampradit"> Pattaraporn Thampradit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching students to use a variety of reading methods in developing reading is essential for Thai university students. However, there haven’t been a lot of studies concerned about developing reading methods that are used by Thai students in the industrial education field. Therefore, this study was carried out not only to investigate the developing reading methods of Industrial Education students at King Mongkut’s Institute of Technology Ladkrabang, but also to determine if the developing reading strategies differ among the students’ reading abilities and differ gender: male and female. The research instrument used in collecting the data consisted of fourteen statements which include either metacognitive strategies, cognitive strategies or social / affective strategies. Results of this study revealed that students could develop their reading methods in moderate level (mean=3.13). Furthermore, high reading ability students had different levels of using reading methods to develop their reading from those of mid reading ability students. In addition, high reading ability students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than mid reading ability students. Interestingly, male students could develop their reading methods in great levels while female students could develop their reading methods only in moderate level. Last but not least, male students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than female students. Thus, the results of this study could indicate that most students need to apply much more reading strategies to develop their reading. At the same time, suggestions on how to motivate and train their students to apply much more appropriate effective reading strategies to better comprehend their reading were also provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20reading%20methods" title="developing reading methods">developing reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20education" title=" industrial education"> industrial education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20abilities" title=" reading abilities"> reading abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20method%20classification" title=" reading method classification "> reading method classification </a> </p> <a href="https://publications.waset.org/abstracts/47285/developing-reading-methods-of-industrial-education-students-at-king-mongkuts-institute-of-technology-ladkrabang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47285.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">285</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">2193</span> English Reading Preferences among Primary Pupils</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jezza%20Mae%20T.%20Francisco">Jezza Mae T. Francisco</a>, <a href="https://publications.waset.org/abstracts/search?q=Marianet%20R.%20Delos%20Santos"> Marianet R. Delos Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Crisjame%20C.%20Toribio"> Crisjame C. Toribio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to determine the reading preference for English enrichment and reading comprehension among primary students and the difference in the reading preference and comprehension for English enrichment among primary students. This study employed a Descriptive-Quantitative Correlational Research Design. This study yielded the following findings: (1) It reveals that primary students got fair on their reading comprehension, and (2) It shows that there is no significant relationship between the reading preference for English enrichment and reading comprehension of the students. It is safe to conclude that the students’ reading preference is growing evidently in various milieus. This can inform the English department curriculum planners to consider their students’ text preferences that interest them to maximize engagement within a dynamic interactive learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20preferences" title="reading preferences">reading preferences</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=primary%20student" title=" primary student"> primary student</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20enrichment" title=" English enrichment"> English enrichment</a> </p> <a href="https://publications.waset.org/abstracts/153446/english-reading-preferences-among-primary-pupils" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153446.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">112</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">2192</span> Instruction High-Leverage Practices in Reading Instruction for Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Pyle">Nicole Pyle</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Pyle"> Daniel Pyle</a>, <a href="https://publications.waset.org/abstracts/search?q=Christa%20Haring"> Christa Haring</a>, <a href="https://publications.waset.org/abstracts/search?q=Marty%20Hougen"> Marty Hougen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective special education teachers utilize evidence-based practices for adolescent reading instruction and target the skills needed to improve the reading of older struggling readers. High-Leverage Practices (HLPs) are critical to helping students with disabilities learn important content. Therefore, special education teachers are encouraged to implement HLPs to maximize the learning of students with disabilities, including students with reading difficulties. Teachers’ implementation of HLPs in reading comprehension instruction should aim to develop adolescents’ understanding of grade-level narrative texts and informational texts, including content area texts. Instruction High-Leverage Practices (11-22) that ensure effective implementation of evidence-based practice in reading comprehension instruction for adolescents are presented. Effective reading comprehension activities within the 12 Instruction HLPs are illustrated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high-leverage%20practices" title="high-leverage practices">high-leverage practices</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</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=students%20with%20disabilities" title=" students with disabilities"> students with disabilities</a> </p> <a href="https://publications.waset.org/abstracts/168998/instruction-high-leverage-practices-in-reading-instruction-for-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168998.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">79</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">2191</span> Auditory Perception of Frequency-Modulated Sweeps and Reading Difficulties in Chinese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Lan%20Wang">Hsiao-Lan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun-Han%20Chiang"> Chun-Han Chiang</a>, <a href="https://publications.waset.org/abstracts/search?q=I-Chen%20Chen"> I-Chen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Chinese Mandarin, lexical tones play an important role to provide contrasts in word meaning. They are pitch patterns and can be quantified as the fundamental frequency (F0), expressed in Hertz (Hz). In this study, we aim to investigate the influence of frequency discrimination on Chinese children’s performance of reading abilities. Fifty participants from 3rd to 4th grades, including 24 children with reading difficulties and 26 age-matched children, were examined. A serial of cognitive, language, reading and psychoacoustic tests were administrated. Magnetoencephalography (MEG) was also employed to study children’s auditory sensitivity. In the present study, auditory frequency was measured through slide-up pitch, slide-down pitch and frequency-modulated tone. The results showed that children with Chinese reading difficulties were significantly poor at phonological awareness and auditory discrimination for the identification of frequency-modulated tone. Chinese children’s character reading performance was significantly related to lexical tone awareness and auditory perception of frequency-modulated tone. In our MEG measure, we compared the mismatch negativity (MMNm), from 100 to 200 ms, in two groups. There were no significant differences between groups during the perceptual discrimination of standard sounds, fast-up and fast-down frequencies. However, the data revealed significant cluster differences between groups in the slow-up and slow-down frequencies discrimination. In the slow-up stimulus, the cluster demonstrated an upward field map at 106-151 ms (p < .001) with a strong peak time at 127ms. The source analyses of two dipole model and localization resolution model (CLARA) from 100 to 200 ms both indicated a strong source from the left temporal area with 45.845% residual variance. Similar results were found in the slow-down stimulus with a larger upward current at 110-142 ms (p < 0.05) and a peak time at 117 ms in the left temporal area (47.857% residual variance). In short, we found a significant group difference in the MMNm while children processed frequency-modulated tones with slow temporal changes. The findings may imply that perception of sound frequency signals with slower temporal modulations was related to reading and language development in Chinese. Our study may also support the recent hypothesis of underlying non-verbal auditory temporal deficits accounting for the difficulties in literacy development seen developmental dyslexia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20Mandarin" title="Chinese Mandarin">Chinese Mandarin</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency%20modulation%20sweeps" title=" frequency modulation sweeps"> frequency modulation sweeps</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetoencephalography" title=" magnetoencephalography"> magnetoencephalography</a>, <a href="https://publications.waset.org/abstracts/search?q=mismatch%20negativity" title=" mismatch negativity"> mismatch negativity</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20difficulties" title=" reading difficulties"> reading difficulties</a> </p> <a href="https://publications.waset.org/abstracts/59301/auditory-perception-of-frequency-modulated-sweeps-and-reading-difficulties-in-chinese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59301.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">576</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">2190</span> Communicative Language Teaching Technique: A Neglected Approach in Reading Comprehension Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olumide%20Yusuf%20Jimoh">Olumide Yusuf Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading comprehension is an interactive and purposeful process of getting meaning from and bringing meaning to a text. Over the years, teachers of the English Language (in Nigeria) have been glued to the monotonous method of making students read comprehension passages silently and then answer the questions that follow such passages without making the reading session interactive. Hence, students often find such exercises monotonous and boring. Consequently, students' interest in language learning continues to dwindle, and this often affects their overall academic performance. Relying on Communicative Accommodation Theory therefore, the study employed the qualitative research design method to x-ray Communicative Language Teaching Approach (CLTA) in reading comprehension. Moreover, techniques such as the Genuinely Collaborative Reading Approach (GCRA), Jigsaw reading, Pre-reading, and Post-reading tasks were examined. The researcher submitted that effective reading comprehension could not be done passively. Students must respond to what they read; they must interact not only with the materials being read but also with one another and with the teacher; this can be achieved by developing communicative and interactive reading programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20reading%20approach" title="collaborative reading approach">collaborative reading approach</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20teaching" title=" communicative teaching"> communicative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20reading%20program" title=" interactive reading program"> interactive reading program</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-reading%20task" title=" pre-reading task"> pre-reading task</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/158012/communicative-language-teaching-technique-a-neglected-approach-in-reading-comprehension-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158012.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">107</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">2189</span> Analyzing the Effect of Multilingualism, Language 1, and Language 2 on Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judith%20Hanke">Judith Hanke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the increase of students with reading difficulties, digital reading support with diagnostics was developed to foster the individual student's reading comprehension. The digital reading support focused on the reading comprehension of elementary school students. The digital reading packages consist of literary texts with aligned reading exercises. The number of students with German as a second language is growing in Germany. Students with multilingualism, language 1, and language 2 learn German together in school. The research's focus is on determining whether and to what extent multilingualism, language 1, and language 2 affect reading comprehension. For the methodology, an ABA design was selected for the intervention study to examine the reading support. The study was expedited from April 2023 until July 2023 and collected quantitative data of individuals, groups, and classes. It comprised a survey group (N = 58) and a control group (N = 53). The quantitative data was collected from 3 classes of 3 teachers and 47 students for all three test times. To show differences between the groups, a standardized reading comprehension test was used for the three test times, pretest, posttest, and follow-up. The standardized test consists of three subtests regarding word comprehension, sentence comprehension, and text comprehension. The main findings include that students who spoke German as their first language had the best test scores. Interestingly, students with a different language had better testing scores than students with German as the first language and (an) other language/s. Also, the students with another language outperformed the native language speakers in one of the subtests of the post-testing. The variables of spoken language at home and German as a second language were also examined and correlated with the test results. One significant correlation was found between spoken language at home and the text comprehension test of the pretesting. Additionally, the variable German as a second language had multiple significant correlations in the pretest, posttest and follow-up. The study's significance is to understand the influence of several languages, language 1, and language 2, on reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title="multilingualism">multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%201" title=" language 1"> language 1</a>, <a href="https://publications.waset.org/abstracts/search?q=language%202" title=" language 2"> language 2</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=second%20language" title=" second language"> second language</a> </p> <a href="https://publications.waset.org/abstracts/188414/analyzing-the-effect-of-multilingualism-language-1-and-language-2-on-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188414.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">29</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">2188</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">2187</span> An Investigation into Slow ESL Reading Speed in Pakistani Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hina%20Javed">Hina Javed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the different strategies used by Pakistani students learning English as a second language at secondary level school. The basic premise of the study is that ESL students face tremendous difficulty while they are reading a text in English. It also purports to dig into the different causes of their slow reading. They might range from word reading accuracy, mental translation, lexical density, cultural gaps, complex syntactic constructions, and back skipping. Sixty Grade 7 students from two secondary mainstream schools in Lahore were selected for the study, thirty being boys and thirty girls. They were administered reading-related and reading speed pre and post-tests. The purpose of the tests was to gauge their performance on different reading tasks so as to be able to see how they used strategies, if any, and also to ascertain the causes hampering their performance on those tests. In the pretests, they were given simple texts with considerable lexical density and moderately complex sentential layout. In the post-tests, the reading tasks contained comic strips, texts with visuals, texts with controlled vocabulary, and an evenly distributed varied range of simple, compound, and complex sentences. Both the tests were timed. The results gleaned through the data gathered corroborated the researchers’ basic hunch that they performed significantly better than pretests. The findings suggest that the morphological structure of words and lexical density are the main sources of reading comprehension difficulties in poor ESL readers. It is also confirmed that if the texts are accompanied by pictorial visuals, it greatly facilitates students’ reading speed and comprehension. There is no substantial evidence that ESL readers adopt any specific strategy while reading in English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=slow%20ESL%20reading%20speed" title="slow ESL reading speed">slow ESL reading speed</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20translation" title=" mental translation"> mental translation</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20syntactic%20constructions" title=" complex syntactic constructions"> complex syntactic constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=back%20skipping" title=" back skipping"> back skipping</a> </p> <a href="https://publications.waset.org/abstracts/171910/an-investigation-into-slow-esl-reading-speed-in-pakistani-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171910.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">72</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">2186</span> Techniques to Teach Reading at Pre-Reading Stage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anh%20Duong">Anh Duong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The three-phase reading lesson has been put forth around the world as the new and innovative framework which is corresponding to the learner-centered trend in English language teaching and learning. Among three stages, pre-reading attracts many teachers’ and researchers’ attention for its vital role in preparing students with knowledge and interest in reading class. The researcher’s desire to exemplify effectiveness of activities prior to text reading has provoked the current study. Three main aspects were investigated in this paper, i.e. teachers’ and student’s perception of pre-reading stage, teachers’ exploitation of pre-reading techniques and teachers’ recommendation of effective pre-reading activities. Aiming at pre-reading techniques for first-year students at English Department, this study involved 200 fresh-men and 10 teachers from Division 1 to participate in the questionnaire survey. Interviews with the teachers and classroom observation were employed as a tool to take an insight into the responses gained from the early instrument. After a detailed procedure of analyzing data, the researcher discovered that thanks to the participants’ acclamation of pre-reading stage, this phase was frequently conducted by the surveyed teachers. Despite the fact that pre-reading activities apparently put a hand in motivating students to read and creating a joyful learning atmosphere, they did not fulfill another function as supporting students’ reading comprehension. Therefore, a range of techniques and notices when preparing and conducting pre-reading phase was detected from the interviewed teachers. The findings assisted the researcher to propose some related pedagogical implications concerning teachers’ source of pre-reading techniques, variations of suggested activities and first-year reading syllabus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-reading%20stage" title="pre-reading stage">pre-reading stage</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-reading%20techniques" title=" pre-reading techniques"> pre-reading techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20reading" title=" teaching reading"> teaching reading</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/19259/techniques-to-teach-reading-at-pre-reading-stage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19259.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">485</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">2185</span> Multi-Sensory Coding as Intervention Therapy for ESL Spellers with Auditory Processing Delays: A South African Case-Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Van%20Staden">A. Van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Purcell"> N. Purcell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spelling development is complex and multifaceted and relies on several cognitive-linguistic processes. This paper explored the spelling difficulties of English second language learners with auditory processing delays. This empirical study aims to address these issues by means of an intervention design. Specifically, the objectives are: (a) to develop and implement a multi-sensory spelling program for second language learners with auditory processing difficulties (APD) for a period of 6 months; (b) to assess the efficacy of the multi-sensory spelling program and whether this intervention could significantly improve experimental learners' spelling, phonological awareness, and processing (PA), rapid automatized naming (RAN), working memory (WM), word reading and reading comprehension; and (c) to determine the relationship (or interplay) between these cognitive and linguistic skills (mentioned above), and how they influence spelling development. Forty-four English, second language learners with APD were sampled from one primary school in the Free State province. The learners were randomly assigned to either an experimental (n=22) or control group (n=22). During the implementation of the spelling program, several visual, tactile and kinesthetic exercises, including the utilization of fingerspelling were introduced to support the experimental learners’ (N = 22) spelling development. Post-test results showed the efficacy of the multi-sensory spelling program, with the experimental group who were trained in utilising multi-sensory coding and fingerspelling outperforming learners from the control group on the cognitive-linguistic, spelling and reading measures. The results and efficacy of this multi-sensory spelling program and the utilisation of fingerspelling for hearing second language learners with APD open up innovative perspectives for the prevention and targeted remediation of spelling difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20second%20language%20spellers" title="English second language spellers">English second language spellers</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20processing%20delays" title=" auditory processing delays"> auditory processing delays</a>, <a href="https://publications.waset.org/abstracts/search?q=spelling%20difficulties" title=" spelling difficulties"> spelling difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sensory%20intervention%20program" title=" multi-sensory intervention program"> multi-sensory intervention program</a> </p> <a href="https://publications.waset.org/abstracts/108823/multi-sensory-coding-as-intervention-therapy-for-esl-spellers-with-auditory-processing-delays-a-south-african-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108823.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">2184</span> The Correlation between Self-Regulated Learning Strategies and Reading Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thu%20Ha">Nguyen Thu Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Vu%20Viet%20Phuong"> Vu Viet Phuong</a>, <a href="https://publications.waset.org/abstracts/search?q=Do%20Thi%20Tieu%20Yen"> Do Thi Tieu Yen</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Thi%20Thanh%20Ha"> Nguyen Thi Thanh Ha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This semi-experimental research investigated the correlation between 42 English as a foreign language (EFL) sophomores' self-regulated learning strategies (SRL) use and their reading comprehension in the Vietnamese context. The analysis from TOEIC reading tests with SPSS 25.0 indicated that there are substantial differences between the post-test reading scores between the experimental group and the control group; therefore, SRL impacts the reading comprehension of EFL participants. Contrary to the alternative hypothesis, teaching learners SRL approaches had a statistically significant influence on reading comprehension. The findings may aid educators in teaching reading comprehension as an essential skill and in using SRL to improve reading comprehension and achievement and enhance reading comprehension aids for language students and instructors. They should equip educators with a variety of instructional strategies which assist academics in preparing learners for lifetime language study and independence. Moreover, the results might encourage educators, administrators, and policymakers to capitalize on the effects of teaching SRL strategies by providing EFL teachers with preparation programs and experiences that help them improve their teaching methods and strategies, especially when teaching reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=correlation" title="correlation">correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20proficiency" title=" reading proficiency"> reading proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20strategies" title=" self-regulated learning strategies"> self-regulated learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=SRL" title=" SRL"> SRL</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEIC%20reading%20comprehension" title=" TOEIC reading comprehension"> TOEIC reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/160434/the-correlation-between-self-regulated-learning-strategies-and-reading-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160434.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">95</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">2183</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">2182</span> Method of Complex Estimation of Text Perusal and Indicators of Reading Quality in Different Types of Commercials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20N.%20Anisimov">Victor N. Anisimov</a>, <a href="https://publications.waset.org/abstracts/search?q=Lyubov%20A.%20Boyko"> Lyubov A. Boyko</a>, <a href="https://publications.waset.org/abstracts/search?q=Yazgul%20R.%20Almukhametova"> Yazgul R. Almukhametova</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalia%20V.%20Galkina"> Natalia V. Galkina</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20V.%20Latanov"> Alexander V. Latanov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern commercials presented on billboards, TV and on the Internet contain a lot of information about the product or service in text form. However, this information cannot always be perceived and understood by consumers. Typical sociological focus group studies often cannot reveal important features of the interpretation and understanding information that has been read in text messages. In addition, there is no reliable method to determine the degree of understanding of the information contained in a text. Only the fact of viewing a text does not mean that consumer has perceived and understood the meaning of this text. At the same time, the tools based on marketing analysis allow only to indirectly estimate the process of reading and understanding a text. Therefore, the aim of this work is to develop a valid method of recording objective indicators in real time for assessing the fact of reading and the degree of text comprehension. Psychophysiological parameters recorded during text reading can form the basis for this objective method. We studied the relationship between multimodal psychophysiological parameters and the process of text comprehension during reading using the method of correlation analysis. We used eye-tracking technology to record eye movements parameters to estimate visual attention, electroencephalography (EEG) to assess cognitive load and polygraphic indicators (skin-galvanic reaction, SGR) that reflect the emotional state of the respondent during text reading. We revealed reliable interrelations between perceiving the information and the dynamics of psychophysiological parameters during reading the text in commercials. Eye movement parameters reflected the difficulties arising in respondents during perceiving ambiguous parts of text. EEG dynamics in rate of alpha band were related with cumulative effect of cognitive load. SGR dynamics were related with emotional state of the respondent and with the meaning of text and type of commercial. EEG and polygraph parameters together also reflected the mental difficulties of respondents in understanding text and showed significant differences in cases of low and high text comprehension. We also revealed differences in psychophysiological parameters for different type of commercials (static vs. video, financial vs. cinema vs. pharmaceutics vs. mobile communication, etc.). Conclusions: Our methodology allows to perform multimodal evaluation of text perusal and the quality of text reading in commercials. In general, our results indicate the possibility of designing an integral model to estimate the comprehension of reading the commercial text in percent scale based on all noticed markers. <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=commercials" title=" commercials"> commercials</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20movements" title=" eye movements"> eye movements</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=polygraphic%20indicators" title=" polygraphic indicators"> polygraphic indicators</a> </p> <a href="https://publications.waset.org/abstracts/91000/method-of-complex-estimation-of-text-perusal-and-indicators-of-reading-quality-in-different-types-of-commercials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91000.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">166</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">2181</span> Exploring the Types of Infants and Toddlers' Reading Responses in Nursery Centers: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ming%20Fang%20Hsieh">Ming Fang Hsieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate the reading responses of infants and toddlers across different contexts in nursery centers. The study adopted Sipe’s framework for children’s literacy education to explore the reading behavior of infants and toddlers. The study was conducted at two nurseries. The sample comprised 46 infants and toddlers and 6 caregivers. The methods of data collection included observation of various reading activities, including shared reading in a group, one-on-one reading, and unstructured reading activities, as well as interviews with caregivers. The data obtained through observations and interviews were transcribed and analyzed. The caregivers and the children’s parents signed an informed consent form before the start of the study. There was no risk anticipated during the course of the study. The analysis revealed five types of reading responses exhibited by the infants and toddlers: (1) linguistic- verbally responding to reading, repeating vocabulary, and answering questions; (2) affective- concentrating on reading or requesting for repeated reading, leaning on books, and gazing at caregivers; (3) explosive- children under 18 months were observed manipulating books through their bodies or different movements like flipping, rotating, or tapping on books; (4) social- during unstructured reading context, children were seen interacting with peers or following the rules of reading, sitting properly, and choosing one book at a time; and (5) distracted responses- paying attention to something else instead of reading, walking around, and playing, which was usually observed during shared reading in a group. The study concluded that children’s distraction and explosive reading behaviors may be a part of the process of their emergent reading behavior. As children develop, they demonstrate an increase in verbal responses, improved concentration, and better behavior. The study suggests that adults should continue to provide appropriate reading opportunities beginning from infancy to nurture children’s reading behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading%20response" title="reading response">reading response</a>, <a href="https://publications.waset.org/abstracts/search?q=infants%20and%20toddlers" title=" infants and toddlers"> infants and toddlers</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20reading" title=" early reading"> early reading</a>, <a href="https://publications.waset.org/abstracts/search?q=picture%20books" title=" picture books"> picture books</a> </p> <a href="https://publications.waset.org/abstracts/101737/exploring-the-types-of-infants-and-toddlers-reading-responses-in-nursery-centers-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101737.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">2180</span> Knowledge of Strategies to Teach Reading Components Among Teachers of Hard of Hearing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Alasim">Khalid Alasim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated Saudi Arabian elementary school teachers’ knowledge of strategies to teach reading components to hard-of-hearing students. The study focused on four of the five reading components the National Reading Panel (NPR, 2000) identified: phonemic awareness; phonics; vocabulary, and reading comprehension, and explored the relationship between teachers’ demographic characteristics and their knowledge of the strategies as well. An explanatory sequential mixed methods design was used that included two phases. The quantitative phase examined the knowledge of these Arabic reading components among 89 elementary school teachers of hard-of-hearing students, and the qualitative phase consisted of interviews with 10 teachers. The results indicated that the teachers have a great deal of knowledge (above the mean score) of strategies to teach reading components. Specifically, teachers’ knowledge of strategies to teach the vocabulary component was the highest. The results also showed no significant association between teachers’ demographic characteristics and their knowledge of strategies to teach reading components. The qualitative analysis revealed two themes: 1) teachers’ lack of basic knowledge of strategies to teach reading components, and 2) the absence of in-service courses and training programs in reading for teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=components" title=" components"> components</a>, <a href="https://publications.waset.org/abstracts/search?q=hard-of-hearing" title=" hard-of-hearing"> hard-of-hearing</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/166340/knowledge-of-strategies-to-teach-reading-components-among-teachers-of-hard-of-hearing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166340.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">80</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">2179</span> The Effects of Self-Graphing on the Reading Fluency of an Elementary Student with Learning Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthias%20Gr%C3%BCnke">Matthias Grünke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this single-case study, we evaluated the effects of a self-graphing intervention to help students improve their reading fluency. Our participant was a 10-year-old girl with a suspected learning disability in reading. We applied an ABAB reversal design to test the efficacy of our approach. The dependent measure was the number of correctly read words from a children’s book within five minutes. Our participant recorded her daily performance using a simple line diagram. Results indicate that her reading rate improved simultaneously with the intervention and dropped as soon as the treatment was suspended. The findings give reasons for optimism that our simple strategy can be a very effective tool in supporting students with learning disabilities to boost their reading fluency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=single-case%20study" title="single-case study">single-case study</a>, <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=elementary%20education" title=" elementary education"> elementary education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20problems" title=" reading problems"> reading problems</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20fluency" title=" reading fluency"> reading fluency</a> </p> <a href="https://publications.waset.org/abstracts/160399/the-effects-of-self-graphing-on-the-reading-fluency-of-an-elementary-student-with-learning-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160399.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">111</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">2178</span> Learning Difficulties of Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chalise%20Kiran">Chalise Kiran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning difficulties of children with disabilities are always a matter of concern when we talk about educational needs and quality education of children with disabilities. This paper is the outcome of the review of the literatures based on the literatures on the educational needs and learning difficulties of children with disabilities. For the paper, different studies written on children with disabilities and their education were collected through search engines. The literature put together was analyzed from the angle of learning difficulties faced by children with disabilities and the same were used as a precursor to arrive at the findings on the learning of the children. The analysis showed that children with disabilities face learning difficulties. The reasons for these difficulties could be attributed to factors in terms of authority, structure, school environment, and behaviors of teachers and parents, and the society as a whole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title="children with disabilities">children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=disabled%20children" title=" disabled children"> disabled children</a> </p> <a href="https://publications.waset.org/abstracts/148186/learning-difficulties-of-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148186.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">114</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">2177</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> <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%20difficulties&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reading%20difficulties&page=3">3</a></li> <li class="page-item"><a class="page-link" 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