scholarly journals Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.

2010 ◽  
Vol 102 (3) ◽  
pp. 635-651 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Written Expression ◽  
Oral Expression

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

scholarly journals Penerapan Metode Fuzzy C-Means Pada Aplikasi Simulasi TOEFL (Test Of English As A Foreign Language) Berbasis Web (Studi Kasus: Fakultas MIPA Universitas Mulawarman)

2019 ◽  
Vol 14 (1) ◽  
pp. 17
Author(s):  
Rizky Fitriani Kemala ◽  
Indah Fitri Astuti ◽  
Septya Maharani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Cluster Structure ◽  
Written Expression ◽  
Fuzzy C Means

Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) di Universitas Mulawarman provinsi Kalimantan Timur merupakan salah satu fakultas yang berbasis pada keilmuan murni. Mahasiswa FMIPA dituntut untuk mampu mengikuti perkembangan ilmu dan teknologi serta meningkatkan penguasaan Bahasa Inggris untuk keperluan akademik. FMIPA mensyaratkan kepada mahasiswa calon lulusan untuk menguasai kemampuan bahasa Inggris sebagai bahasa internasional yang dibuktikan dengan sertifikat Test Of English as a Foreign Language (TOEFL) dengan skor minimal yang telah ditetapkan oleh pihak kampus. Mahasiswa satu dengan yang lain pasti mempunyai kemampuan yang berbeda dalam mengerjakan soal TOEFL, sehingga perlu pengelompokan data skor TOEFL berdasarkan jenis soal yang dikerjakan oleh mahasiswa. Algoritma yang digunakan untuk pengelompokkan adalah Fuzzy C-Means. Fuzzy C-Means adalah suatu teknik pengclusteran data yang mana keberadaan tiap-tiap titik data dalam suatu cluster ditentukan oleh derajat keanggotaan. Sistem aplikasi simulasi TOEFL menggunakan metode Fuzzy C-Means ini dapat mengelompokkan data menjadi beberapa cluster berdasarkan jenis soal dengan skor tertinggi yaitu Cluster Listening Comprehension, Cluster Structure and written expression, dan Cluster Reading Comprehension. Penelitian ini memberikan solusi kepada pengguna agar mempunyai persiapan yang lebih kuat menghadapi ujian TOEFL dan sebagai media belajar bagi siapapun yang ingin meningkatkan kemampuan berbahasa Inggris, juga memberikan saran kepada pengguna yang mempunyai nilai terendah pada jenis soal TOEFL tertentu.

scholarly journals Strategi Peningkatan Keterampilan Menyimak Berekuivalensi TOEFL Bagi Siswa SMA/Sederajat

2018 ◽  
Vol 2 (1) ◽  
pp. 121
Author(s):  
Tri Agustini Solihati ◽  
Asep Rizki Mukti ◽  
Rudi Permadi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Skills Training ◽  
Written Expression ◽  
School Students ◽  
Post Test ◽  
Listening Strategies

ABSTRAK     TOEFL (Test of English as a Foreign Language) merupakan tes yang dilakukan untuk mengukur sejauh mana kemampuan bahasa Inggris seseorang. Tes ini terdiri dari empat jenis kegiatan, yaitu listening comprehension (menyimak), structure and written expression (tata bahasa), reading comprehension (membaca), dan writing (menulis). Pengenalan strategi menyimak diperlukan oleh siswa SMA/sederajat untuk meningkatkan pemahaman mereka mengenai cara mengerjakan soal menyimak dengan lebih praktis. Namun siswa SMA di Desa Linggaraja ini belum tahu dan belum pernah memperoleh pelatihan semacam ini di sekolah mereka masing-masing. Oleh karena itu, dalam kegiatan pengabdian masyarakat yang dilaksanaan oleh Prodi Pendidikan Bahasa Inggris Universitas Perjuangan, siswa tersebut diberikan pengenalan sekaligus pelatihan strategi peningkatan keterampilan menyimak berekuivalensi TOEFL. Sehingga sudah barang tentu, materi yang dipaparkan secara khusus membahas strategi menaklukan soal-soal menyimak pada tes TOEFL. Pelatihan ini diselenggarakan di Desa Linggaraja Kecamatan Sukaraja Kabupaten Tasikmalaya yang termasuk wilayah 3T (terluar, terdepan, dan terpencil). Pelatihan ini diikuti oleh 20 siswa SMA, warga Desa Linggaraja. Pelatihan dilaksanakan selama 14 pertemuan inti, yang terdiri dari kegiatan pre-test, 12 strategi menyimak, dan post-test. Pre-test dan post-test ini dilakukan hanya untuk mengetahui sejauh mana mereka memperoleh manfaat dari kegiatan yang sudah dilakukan. Kata Kunci : Menyimak,TOEFL Siswa ABSTRACT                TOEFL (Test of English as a Foreign Language) is a test conducted to measure the extent of person's English skills. This test consists of four types of activities, they are listening comprehension, structure and written expression,, reading comprehension, and writing. The introduction of listening strategies is required for high school students/equivalents to improve their understanding of how to conductlistening questions more practically. However, the high school students in Linggaraja Village have not known yet and they have never received this kind of training in their school. Therefore, in the community service activities conducted by English Education Department of Perjuangan University, the students are given introduction as well as TOEFL competency skills enhancement skills training. So, of course, the material presented specifically deliver the strategy of conquering the listening questions on the TOEFL test. The training was held in Linggaraja Village, Sukaraja District, Tasikmalaya Regency, which included (outer, outer, and remote) areas. The training was attended by 20 high school students, villagers of Linggaraja. Training was conducted during 14 core meetings, consisting of pre-test, 12 listening strategies, and post-test. Pre-test and post-test were done only to find out how far they get benefit from the activities. Keywords : Listening, Students’ TOEFL

scholarly journals BENTUK TES TOEFL UNTUK MAHASISWA UNIVERSITAS KALTARA: STUDI KUALITATIF

2019 ◽  
Vol 20 (2) ◽  
pp. 59-66
Author(s):  
Aries Utomo ◽  
Puardmi Damayanti
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Data Collection ◽  
University Students ◽  
Research Method ◽  
Listening Comprehension ◽  
Document Analysis ◽  
Written Expression ◽  
Minimum Standard ◽  
Analysis Techniques

TOEFL is one of the tests used to measure a person's level of English with three forms of tests, namely (1) listening comprehension, (2) structure and written expression, and (3) reading comprehension. In addition to being used as a requirement when applying for a job, the test is also used by students for the purpose of college or as a condition for graduation. However, there are several universities that do not carry out these tests, one of which is Kaltara University. This study aims to describe kinds of  TOEFL tests which are able to work by Kaltara University students. The research method used is qualitative. This study uses data collection techniques, namely: (1) observation, (2) interviews, and (3) document analysis. The data analysis techniques used are Miles and Huberman Models. The results of this study indicate that (1) the hardest test done by the students is listening, meanwhile the easiest test done is structure and written expression; and (2) the ability of Kaltara University students had an average TOEFL score, 460 which was categorized as a minimum standard. Therefore, there needs to be an increase in TOEFL scores for Kaltara University students.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

2021 ◽  
pp. 073194872198997
Author(s):  
Philip Capin ◽  
Eunsoo Cho ◽  
Jeremy Miciak ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Fourth Grade ◽  
Cognitive Profiles ◽  
Cognitive Predictors ◽  
Cognitive Difficulties ◽  
Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

scholarly journals How Specific Are Learning Disabilities?

2021 ◽  
pp. 002221942098298
Author(s):  
Robin L. Peterson ◽  
Lauren M. McGrath ◽  
Erik G. Willcutt ◽  
Janice M. Keenan ◽  
Richard K. Olson ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Full Range ◽  
Written Expression ◽  
Strongly Correlated ◽  
Math Problem Solving ◽  
Confirmatory Factor ◽  
Bifactor Models ◽  
And Mathematics ◽  
Specific Learning

Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants included 686 children aged 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g ( r = .72) but not identical to it. Implications for SLD diagnosis are discussed.

Written expression in boys with ADHD: The mediating roles of working memory and oral expression

2018 ◽  
Vol 25 (6) ◽  
pp. 772-794 ◽  
Author(s):  
Samuel J. Eckrich ◽  
Mark D. Rapport ◽  
Catrina A. Calub ◽  
Lauren M. Friedman
Keyword(s):  
Working Memory ◽  
Written Expression ◽  
Oral Expression

Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View

2020 ◽  
pp. 026565902096798
Author(s):  
Gabriela Silva-Maceda ◽  
Blanca Flor Camarillo-Salazar
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Intervention Group ◽  
Group Versus ◽  
Control Group ◽  
Simple View ◽  
Comprehension Skill ◽  
School Year ◽  
Mixed Analysis ◽  
Post Test

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such components. Fifty-four children from two 1st grade classrooms in a public school in Mexico were screened for difficulties in decoding and listening comprehension at the end of the school year. At the beginning of 2nd grade, 27 students identified with difficulties were randomly assigned to either an intervention ( n = 14) or a control group ( n = 13). Students selected for the targeted intervention attended the sessions aimed at their specific needs: five students with poor decoding only received the Phonological and Orthographic Awareness sessions of the intervention (9 sessions); seven students with poor listening comprehension only attended the Oral Vocabulary sessions (5 sessions); two students with mixed difficulties attended the full program (14 sessions). A 2 × 2 mixed analysis of variance showed that the interaction between the Time and Group variables had a significant effect, i.e. students in the intervention group had significantly higher scores in the post-test evaluation with respect to their baseline and compared to the growth observed in the control group. Results are discussed concerning their implications for teaching practices and for the use of strategies that target reading specific difficulties in students using both oral and written language.

Sign in / Sign up

Export Citation Format

Share Document