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1

EFFECTS OF STORY MAPPING ON THIRD-GRADE STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

100%
Chavez J. N., Martinez J., Pienta R. S.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
|
issue 1
95 – 121
EN
The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviours, and attitudes of third-grade students (N = 6) with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behaviour 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.
2

READING SKILLS DEVELOPMENT IN SECONDARY SCHOOL: LEVEL OF DECODING AND READING COMPREHENSION OF IV-VIth GRADE STUDENTS AND ITS DETERMINANTS

100%
Brzezinska A.
Kolokwia Psychologiczne (Psychological Colloquia)
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2003
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vol. 11
135-154
EN
The aim of this paper is to present the results of empirical study on reading skills in pupils from IVth to VIth grades of secondary schools. Two aspects of reading skills were examined, i.e. decoding and reading comprehension. We used Ober's et al. Prolexia test, which is divided into two parts. The first part measures the level of decoding (44 chain-words), the second one - reading comprehension (31 chain-sentences). 463 students (248 girls and 215 boys) took part in the research. 30% of them came from IVth grades, 34% from Vth grades and 36% from VIth grades. These students lived in different residential areas: 27% - rural areas, 46% - small towns and 27% - the capital city (Warsaw). Three-way ANOVA indicated that all three factors, i.e. grade (age), sex of the child and type of residential area are significant as far as decoding and reading comprehension are concerned. The interaction 'sex x residential area' was also significant. Differences of decoding between students of IVth, Vth and VIth grades were bigger then differences of reading comprehension. Boys from each grade of rural and small town areas had lower level of both reading skills than girls. Students from Warsaw schools had the highest level of both reading skills. The factor 'residential area' turned out to be significant in the group of boys, but insignificant in the group of girls.
3

AKO (NE)TESTUJEME ČÍTANIE S POROZUMENÍM – ČITATEĽSKÁ GRAMOTNOSŤ NA POZADÍ INTERPRETAČNEJ KOMPETENCIE

88%
Soóky R.
Slovenská reč (Slovak Language)
|
2020
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vol. 85
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issue 3
338 – 360
EN
The paper discusses reading literacy and its ways of measurement. On the background of changing approaches to (reading) literacy, the author points to the reality that current method of reading literacy assessments in the Slovak school-leaving exam’s external part (of Slovak language and literature at High schools) is not quite as efficient as it could be. The cause lies in the generous proportion of testing items focused on text samples meaning identification instead of on critical reading measuring. Another reason is the direction of thinking about reading literacy, which prioritizes rigorous measures of formal logic before pragmatics. The author suggests considering a widening number of tasks in interpretative competency’s weightage and incorporating samples of administrative texts into the test.
4

MODEL OF READING COMPREHENSION FOR 5TH GRADE STUDENTS

88%
Pecjak S., Podlesek A., Pirc T.
Studia Psychologica
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2011
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vol. 53
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issue 1
53-67
EN
Reading comprehension is one of the components of reading literacy, and also bears on the learning process and student outcomes overall. There are different meta-cognitive, motivational and emotional factors which contribute to reading comprehension. Our study included 470 5th grade primary school students. In this paper authors propose a confirmatory model of reading comprehension. The following factors are included in the model: meta-cognitive factors (vocabulary, reading speed, summarizing, and meta-cognitive reading knowledge), motivational factors (reading interest and reading competency), and emotional factors (feelings during recreational reading and academic reading). The model shows the direct and indirect effects of the evaluated factors on students' reading comprehension. These effects have important implications for future educational practice.
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