Pendidikan merupakan sesuatu yang sangat penting bagi semua orang. Dengan memiliki pengetahuan dan wawasan maka setiap individu akan mampu mencapai kesuksesan dalam hidupnya, minat membaca harus di ...tumbuhkan pada anak yakni dimulai dari pendidikan dasar. Berdasarkan fungsi dan tujuan, penerapan strategi pembelajaran yang cocok sendiri juga dianggap mampu meningkatkan minat membaca siswa yakni dengan penerapan startegi reading aloud dalam menumbuhkan minat membaca. Dengan adanya permasalahan tersebut, peneliti berkeinginan untuk mendeskripsikan penerapan strategi reading aloud dalam menumbuhkan minat membaca siswa di Sekolah dasar. Penelitian ini menggunakan jenis penelitian kualitatif dengan menggunakan pendekatan deskriptìf kualitatif. Partisipan atau subjek pada penelitian ini adalah Guru walikelas I dan kelas 3 yang berjumlah 20 orang. Penelitian ini dilaksanakan di salah satu Sekolah Dasar yang berada di Kecamatan Karanganyar, Kabupaten Karanganyar di SDN 02 Lalung Karanganyar. Berdasarkan penelitian ini (1) Strategi Reading aloud dinilai efektif dan memberikan semangat baru bagi siswa (2) Pelaksanaan strategi reading aloud mampu memberikan minat siswa dalam membaca (3) Siswa sangat antusias dalam penerapan strategi reading aloud ini dan sebagian besar siswa memiliki minat membaca yang tinggi. Data diambil dari hasil test membaca yang akan dilakukan pada masing-masing kelompok. Penilaian yang dilakukan meliputi, kelancaran membaca, pelafalan, serta intonasi dalam membaca. Aspek kelancaran dalam membaca dinilai sangat penting bagi penilaian karena fokus utama yang diteliti adalah agar anak lancer dalam membaca dengan penerapan strategi reading aloud ini. Dengan adanya penerapan pembelajaran dengan menerapkan strategi reading aloud mampu memberikan cara baru bagi pendidik agar dapat mengasah strategi yang cocok bagi siswa
The purpose of this study was to improve the students' ability in reading aloud by using the scramble method and to find out the students' sentence comprehension skills. This research wa a classroom ...action research conducted in two learning cycles. Each cycle consisted of two meetings with 2x30 minutes each. The data were obtained by observing the learning process, learning activities, and the results of the reading aloud comprehension test. The results showed that the students' ability to read aloud at grade II increased after the imlementation of scramble method in the learning process. Then, the results of the observation in the first cycle found several shortcomings so that they affected the students’ learning activities. The tests given at the second meeting were categorized as fairly good. After that, in the second cycle, the learning process became more conducive and fun. The students became active and enthusiastic about the learning process. It was found that 95% of students actively participated in learning and the average score of the test was 93.50 with very good category. Thus, the implementation of scambel method improved the students’ ability to read aloud at grade II SDN Nameng 1 Rangkasbitung.
This research focuses on the implementation of reading aloud in developing students’ speaking skill. It aims to find out whether the implementation of reading aloud develops the students’ speaking ...skill. This research used correlation research design in which questionnaire and speaking test are the instruments of this research. The population of this research is the first semester students of English Language Education Study Program, Faculty of Teacher Training and Education, Cokroaminoto Palopo University. The sample of this research is selected through purposive sampling technique. One class represented as the sample that is class B. The result of this research shows that reading aloud can be effective way in teaching speaking class since there is a significant relationship between reading aloud and the students’ speaking skill. It is determined by p value of 0,027 which is below 0,05. Thus, the implementation of reading aloud significantly contributed to develop students’ speaking skill.
Individual differences in children’s number knowledge arise early and are associated with variation in parents’ number talk. However, there exists little experimental evidence of a causal link ...between parent number talk and children’s number knowledge. Parent number talk was manipulated by creating picture books which parents were asked to read with their children every day for 4 weeks. N = 100 two‐ to four‐year olds and their parents were randomly assigned to read either Small Number (1–3), Large Number (4–6), or Control (non‐numerical) books. Small Number books were particularly effective in promoting number knowledge relative to the Control books. However, children who began the study further along in their number development also benefited from reading the Large Number Books with their parents.
The recognition of taboo words - i.e. socially inappropriate words - has been repeatedly associated to semantic interference phenomena, with detrimental effects on the performance in the ongoing ...task. In the present study, we investigated taboo interference in the context of reading aloud, a task configuration which prompts the overt violation of conventional sociolinguistic norms by requiring the explicit utterance of taboo items. We assessed whether this form of semantic interference is handled by habituative or cognitive control processes. In addition to the reading aloud task, participants performed a vocal Stroop task featuring different conditions to dissociate semantic, task, and response conflict. Taboo words were read slower than non-taboo words, but this effect was subject to a quick habituation, with a decreasing interference over the course of trials, which allowed participants to selectively attend to goal-relevant information. In the Stroop task, only semantic conflict was significantly reduced by habituation. These findings suggest that semantic properties can be quickly and flexibly weighed on the basis of contextual appropriateness, thus characterising semantic processing as a flexible and goal-directed component of reading aloud.
The purpose of this research were 1). To investigate the scores correlation from the self-assessment with the high lecturer’s summative test. 2). To guide also solve the Thai students problem of ...reading also listening barriers. 3). The effective self-assessment also teacher’s feedback as one of their guidance to improve their reading also listening ability. Research samples were taking from some Cambodian, Vietnamese, Myanmar, Laos, Chinese and Thai Students. At this time mainly the research was concentrate with the Thai students at Rajamanggala University of Technology Wangklaikangwon Campus. As we know exactly their language uses their own characters in writing words which are completely different from Roman Alphabets. They also apply different phonological system. This certainly causes problems for Thai students to learn English, particularly in reading aloud and listening comprehension. This research focused in reading classes in Rajamangala University of Technology Rattanakosin, Thailand and aimed at identifying problems in reading aloud encountered by the students and how self- assessment is conducted and feedbacks may be delivered. Data were derived from the students self- assessment of reading in which they were assigned to record their reading aloud. In this line, a phonetic transcription of some key words from the recorded texts were made and used in the self-assessment. Further, this data were compared to that of teacher’s summative test. In comparing the data from both measurement, Pearson Product Moment was applied to see the correlation.
This book originated from the need to review the results and methods of empirical research on reading aloud, and it proposes the translation into Italian of five studies conducted in different parts ...of the world. The studies were chosen to be representative of different orientations and survey methods, as well as prestigious international peer-reviewed journals with open access. The aim, well-illustrated in the introductory essay by Federico Batini, is to encourage teachers, scholars and decision-makers in our country to attribute a fundamental role to the teaching of reading aloud throughout the entire education path. This should apply not only to children, on whom educational actions and research activities have already tried to focus for several decades. The future of reading aloud, if observed from the particular point of view of international research, seems to promise an intensification of surveys and a broadening of the field of educational application to school age in response to a greater awareness of the effects of reading exposure.
•Five individuals with acquired dyslexia reported excellent word reading skills.•The same individuals had difficulty reading nonwords.•But nonword reading drastically improved when the nonwords ...contained morphemes.•The data point to a pre-lexical activation of morphemes during reading.•Lexical, phonological, and morphological processing were clearly dissociable.
The current study investigated the influence of morphological structure in nonword reading in a case series of individuals with acquired dyslexia following brain damage. The aim of the study was to test the separate influence of embedded stems and suffixes on reading skills by comparing four different types of complex nonwords: stem + suffix (e.g., nightness), stem + non-suffix (e.g., nightlude), non-stem + suffix (e.g., nishtness), and non-stem + non-suffix (e.g., nishtlude); and two types of words: suffixed (e.g., baker) and non-suffixed (e.g., diamond). We report five individuals with excellent word reading skills, including no difficulties in reading morphologically complex words, but who had difficulty in reading nonwords. Nonword reading skills drastically improved when the nonwords were composed of a real stem compared to a non-stem, or a real suffix compared to a non-suffix. In one of the individuals (RF), a significant stem-by-suffix interaction was observed, suggesting that they additionally benefited when letter-strings were decomposable into two morphemes. Another individual’s reading (SH) was facilitated by the presence of suffixes, but not by the presence stems. The impact of morphological structure on nonword reading, clearly observed in all five individuals, points to a pre-lexical activation of morphemes during reading. The results suggest that complex word reading involves three dissociable mechanisms: whole word processing, phonological decoding, and pre-lexical morpheme activation.
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