Reading Flexibility of Learning Disabled and Normal Students at Three Grade Levels

1982 ◽  
Vol 5 (3) ◽  
pp. 253-263 ◽  
Author(s):  
Carol A. Dowdy ◽  
W. Donald Crump ◽  
Michael W. Welch
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Reading Rate ◽  
The Other ◽  
Poor Readers ◽  
Grade Levels ◽  
Other Hand ◽  
Two Populations

Reading flexibility refers to a person's ability to adjust both reading rate and method to the specific purpose for reading. Proficient readers exhibit reading flexibility by paying attention to the information in print that is most relevant to their purpose. Poor readers, on the other hand, do not exhibit reading flexibility and, instead, become bound to the print. Only limited research has been undertaken to investigate the degree of reading flexibility in the learning disabled population. This study compared reading flexibility among learning disabled and normal students at three grade levels. Methods included a measure of reading rate and reading comprehension under two separate conditions or purposes for reading. Results are reported in terms of differences between the two populations as well as trends across grade levels for each population.

Comparison of the Story Production of LD, Normal-Achieving, and Low-Achieving Children under Two Modes of Production

1988 ◽  
Vol 11 (2) ◽  
pp. 82-96 ◽  
Author(s):  
Phyllis L. Newcomer ◽  
Edna M. Barenbaum ◽  
Barbara F. Nodine
Keyword(s):  
Learning Disabled ◽  
The Other ◽  
Third Grade ◽  
Seventh Grade ◽  
Grade Levels ◽  
Ability Levels ◽  
Mode Of Production

Using two modes of production, writing and dictation, this study compared the story production, coherence, and fluency of learning disabled (LD) children with that of normal-achieving and low-achieving subjects across three grade levels. Results indicated that: (a) mode of production had no effect upon story production or fluency for any of the subjects; (b) all children made more errors in coherence using dictation; (c) LD children produced fewer stories, were less fluent than the other subjects regardless of mode, and did not improve greatly with maturation; (d) third-grade children of all ability levels produced few stories; (e) there were few differences between the performance of the fifth- and seventh-grade students on all variables; and (6) story producers were more fluent than producers of other types of compositions.

scholarly journals USING ECLECTIC APPROACH TO IMPROVE THE STUDENTS’ READING COMPREHENSION

2012 ◽  
Vol 1 (2) ◽  
pp. 243
Author(s):  
Wildhan Burhanuddin
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Test ◽  
The Other ◽  
Other Hand ◽  
Eclectic Approach ◽  
Key Word ◽  
Classroom Action Research ◽  
Main Ideas ◽  
Academic Year

The research aimed to find out the improvement of students’ reading comprehension in terms of finding main ideas and meaning of words at the students’ of SMPN 4 Libureng in the 2012/2013 academic year. This research used A Classroom Action Research that consisted two cycles. The sample of this research consisted of 22 students, those consisted of six women and twelve men.The researcher obtained the data by using reading test and observation sheet. The results of the student's reading test in cycle I and cycle II had significantly different scores.  There was a better increase of gains by students at the end of the action in the second cycle. In the cycle, I, the students’ achievement of main ideas was 6,09, but after evaluation in cycle II, the students’ reading comprehension become 7,62.The other hand the students’ meaning of words was improved too from cycle I to cycle II, whereas in the students’ achievement of the meaning of words was 6,13, but after evaluation in cycle II, the students’ achievement becomes 7,74. From the findings indicated that there was the improvement in the students’ reading comprehension from cycle I to cycle II, whereas in cycle I students’ achievement reading comprehension was 23,81, but after evaluating in cycle II the students’ reading comprehension became 25,69. While the standard target achievement KKM 66. From these findings, the researcher made the conclusion that by using an eclectic approach could improve the students’ reading comprehension achievement.   Key Word: Eclectic Approach, Improve, Reading Comprehension

scholarly journals ΚΚΕ ΚΑΙ ΣΛΑΒΟΜΑΚΕΔΟΝΙΚΗ ΜΕΙΟΝΟΤΗΤΑ ΣΤΗΝ ΚΑΤΕΧΟΜΕΝΗ Δ. ΜΑΚΕΔΟΝΙΑ (1941-1944)

Μνήμων ◽  
1998 ◽  
Vol 20 ◽  
pp. 67
Author(s):  
ΜΙΧΑΛΗΣ Π. ΛΥΜΠΕΡΑΤΟΣ
Keyword(s):  
The Other ◽  
Social Rights ◽  
German Occupation ◽  
Long Period ◽  
Other Hand ◽  
The Social ◽  
Political Forces ◽  
Resistance Movement ◽  
Resistance Forces ◽  
Two Populations

<p>Michalis P. Liberatos, The Greek Communist Party and the SlavophonesMinority in West Macedonia during the German Occupation (1941-194</p><p>The existence of a Christian Slavic-speaking population in West Macedoniaafter the exchanges of populations in 1923-1924 and its confrontationwith Greek residents affected not only the relations between Greeceand the neighbouring Balkan countries but also determined the attitudeof KKE towards the Greek political stage and its relations with the otherpolitical parties. Especially during the German Occupation in Greece thecontroversies were enforced because of the existence of Bulgarian occupationalauthorities in the region and the attempt of Germans to treatethnic differences as an instrument of oppression. On the contrary, theGreek resistance forces that acted in Macedonia attempted to avert theaccession of Slavophones to Bulgarian nationalism and tried to compromisethe contradictions between the minority and the Greek population.The main resistance movement in the region, EAM, an organisationthat included KKE as the stronger part of it, had the advantage thatit was acceptable to the minority. On the other hand, other Greek organisations,like PAO, caused a feeling of fear, insecurity and mistrust tothe minority as representatives of Greek nationalism. KKE, because of itspolitical attitude towards the defence of the social rights of the minorityin the Inter-War period, had gained the confidence of that population,something extremely useful for the purposes of the liberation struggle.Nevertheless, the other political forces in Greece suspected that KKEhad returned to its attitude about the «Autonomy» of Macedonia fromthe Greek State, which KKE had declared in the decade 1925-1935. Thatwas a great obstacle for a political party that for a long period exerteditself to prove that it had abandoned that policy and especially in relation with EAM, which was based primary on its patriotic character. In orderto avoid the charges that it favoured the Slavophones separatists andthe possibility of an internal crisis that might have dissolved the politicalalliance of EAM, KKE pursued to incorporate the Slavophones into theGreek liberation movement on purpose to create a state of mutual confidencebetween the two populations. At the same time, it tried to isolatethe minority from the propaganda of Bulgarian separatists and destroythe corresponding armed groups.The problems regarding the relations between the minority and theGreek resistance movement became more complicated because of theinvolvement of Tito's regime in Yugoslavia. Tito and his partisans attemptedto use their ideological connection with EAM as a means to persuadeGreeks to accept the existence of minority as a cause of a new arrangementof the borders between Greece and Yugoslavia in the post Warperiod. On the other hand, the leaders of EAM tried to avoid Tito's accusationsthat Greeks impeded the development of a Balkan resistanceco-operation against Axis and strove to confine the massive accession ofSlavophones to the Yugoslavian resistance army by incorporating membersof the minority in organisations of EAM. It was a very difficulttask and often caused more problems than it resolved.</p>

Comparison of Reading and Listening-Reading Techniques for Administration of Piat Reading Comprehension Subtest: Justification for the Bypass Approach

1988 ◽  
Vol 66 (2) ◽  
pp. 672-674 ◽  
Author(s):  
Warren A. Weinberg ◽  
Anne McLean ◽  
Roger A. Brumback
Keyword(s):  
Reading Comprehension ◽  
Standardized Test ◽  
Learning Disabled ◽  
Read Aloud ◽  
Poor Readers ◽  
Disabled Children ◽  
Good Readers ◽  
Peabody Individual Achievement Test ◽  
Standard Manner ◽  
Individual Achievement

The Peabody Individual Achievement Test (PIAT) Reading Comprehension subtest was administered to a group of 23 learning disabled children in Grades 5 through 7 who had been classified by the clinical Lexical Paradigm as good readers or poor readers. Using standardized test administration, 14 poor readers scored substantially below the 9 good readers; however, when the child was allowed to listen and read silently while the test item was read aloud, poor readers showed marked improvement in performance compared to only moderate improvement shown by the good readers. This difference in improvement between the groups was significant and resulted in poor readers achieving performance similar to that of the good readers administered the test in the standard manner.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXTS THROUGH EXPERIENCE TEXT RELATIONSHIP (ETR) METHOD AT SMA SWASTA PALAPA MEDAN IN THE ACADEMIC YEAR OF 2020/2021

2021 ◽  
pp. 66-79
Author(s):  
Yatafati Lahagu ◽  
Jontra Jusat Pangaribuan ◽  
Meikardo Samuel Prayuda
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
The Other ◽  
Teaching Reading ◽  
Narrative Texts ◽  
Other Hand ◽  
Post Test ◽  
The Mean ◽  
Classroom Action Research ◽  
Academic Year

This research was conducted in order to improve students’ Reading Comprehension on Narrative Texts through ETR method and to know the students’ responses towards the learning reading comprehension through ETR method at SMA Swasta Palapa Medan. In conducting this research, the writer used Classroom Action Research (CAR). This research showed that teaching reading comprehension through ETR method at SMA Swasta Palapa Medan could improve their reading comprehension. The result of the test showed that the students’ mean score in pre-test is 51.59 with 4 students (13,79%) of the students got score ≥70, in formative test the mean score is 68.69 with 15 students (51,72%) of the students got score ≥70, and in post-test the mean score is 77.66 with 21 students (72,41%) of the students got score ≥70. The writer concluded that ETR method could improve the eleventh grade students’ reading comprehension on narrative texts of SMA Swasta Palapa Medan. On the other hand, the students’ responses towards the method of the teaching sound good because above 80% of the students are interested, motivated and understand the lesson with the ETR method.

Effects of Error Correction on Word Recognition and Reading Comprehension

1983 ◽  
Vol 6 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Kathy Larson ◽  
Lisa Fleisher
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Error Correction ◽  
Oral Reading ◽  
Instructional Practice ◽  
Learning Disabled ◽  
Poor Readers ◽  
Reading Process ◽  
Reading Errors ◽  
Within Subjects

Two procedures for correcting oral reading errors, Word Supply and Word Drill, were examined to determine their effects on measures of word recognition and comprehension. The two corrections were applied to 17 learning disabled, poor readers in a within-subjects design. Results indicated that the Drill correction significantly enhanced word recognition and comprehension of sentences which contained original error words. The findings are discussed in terms of “bottom-up” analyses of the reading process and their implications for instructional practice.

Comparison of Reading and Listening-Reading Techniques for Administration of Sat Reading Comprehension Subtest: Justification for the Bypass Approach

1989 ◽  
Vol 68 (3) ◽  
pp. 1015-1018 ◽  
Author(s):  
Warren A. Weinberg ◽  
Anne McLean ◽  
Robert L. Snider ◽  
Jeanne W. Rintelmann ◽  
Roger A. Brumback
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Poor Readers ◽  
Test Material ◽  
Disabled Children ◽  
Good Readers ◽  
Stanford Achievement Test ◽  
The Poor ◽  
Improved Performance ◽  
And Performance

The Advanced Stanford Achievement Test (SAT) Reading Comprehension subtest was administered to a group of 36 Caucasian learning disabled children (6 girls and 30 boys) in Grades 7 through 9 who were classified by the clinical Lexical Paradigm as either good readers or poor readers. Using the standardized (silent reading) method of administration, these learning disabled children all scored below the normative (50th percentile) level of performance and the poor readers scored substantially lower than good readers. When the child was allowed to listen and read silently, however, while the test material was read aloud, both poor readers and good readers showed significantly improved performance. This improvement which allowed the average of the poor readers to approach the normative level and the good readers to exceed it, supports the argument that a “bypass approach” to education of poor readers which includes listening-reading tasks might greatly enhance their learning and performance in school-related reading tasks.

Role of Secretary Vs. Author: Resolving the Conflict in Writing Instruction

1989 ◽  
Vol 12 (3) ◽  
pp. 209-217 ◽  
Author(s):  
Stephen Isaacson
Keyword(s):  
Original Composition ◽  
Learning Disability ◽  
Writing Instruction ◽  
Learning Disabled ◽  
Written Language ◽  
The Other ◽  
Physical Effort ◽  
Other Hand ◽  
Writing Task

The mechanical and creative skills required to write an original composition may be beyond the abilities of a student with a learning disability. These skills can be characterized, respectively, as constituting the roles of secretary and author. The author has to get ideas, organize his or her thoughts, and select and arrange words and phrases. The secretary, on the other hand, deals with the physical effort of writing and is concerned with the mechanical aspects of the writing task. Learning disabled (LD) writers have difficulty with both the author and secretary roles, but educators are not agreed as to which should be emphasized first in instruction. The purpose of this paper is to (a) present a way of looking at the complexities of written language from the perspectives of both the secretary and the author; (b) discuss four approaches to providing assistance to the struggling writer; and (c) recommend a model of written language on which curriculum should be based.

scholarly journals ANALISIS LOGAM TIMBAL DAN TEMBAGA TERHADAP DAYA SERAP RUMPUT LAUT Gracilaria sp. SEBAGAI BIOSORBEN

2020 ◽  
Vol 1 (2) ◽  
pp. 45-58
Author(s):  
Muhammad Ridwan Harahap ◽  
Muammar Yulian ◽  
Akhi Nurul Agusti
Keyword(s):  
Atomic Absorption ◽  
Red Algae ◽  
Grade Level ◽  
The Other ◽  
Atomic Absorption Spectrophotometer ◽  
The Third ◽  
Grade Levels ◽  
Other Hand ◽  
Water Plant

Seaweed Gracilaria sp. is a water plant which is included into the red algae group (Rhodophyceae) which can potentially reduce the grade of metals Pb and Cu concentration. This research is aimed to know the heavy level of Pb and Cu metals which is adsorbed in seaweed Gracilaria sp. and the effect on the adsorption power of Pb and Cu metals based on variations in time of contamination. This research was done destructed by refluks destruction with resolvent HNO3: HClO4 (2:1) 15 mL. Thetime variations were 1, 2 and 3 weeks. The solvent of destruction obtained was measured by AAS (Atomic Absorption Spectrophotometer). The results are the grade of Pb metal on seaweed in the initial status concentration is obtained 1,2344 mg/L, 1,2820 mg/L in the first week, 1,2642 mg/L in the second week and 2,3149 mg/L in the third week. Based on the findings, it can be concluded that the grade levels of Pb Metal in seaweed Gracilaria sp. has already passed the BPOM No. 23 of 2017 standards setting is 0,20 mg/L. In the other hand, the grade levels of Cu metal on seaweed in the initial status concentration is obtained 0,0001 mg/L, 0,1579 mg/L in the first week, 0,5120 mg/L in the second week and 0.7946 mg/L in the third week. Based on the findings, it can be concluded that the grade level of Cu metal on seaweed Gracilaria sp. has already passed the limit which is conditioned by BPOM No. 03275/B/SK/VII/1989 is 0,1 mg/L.

The Effects of Material Difficulty upon Learning Disabled Children's Oral Reading and Reading Comprehension

1983 ◽  
Vol 6 (3) ◽  
pp. 339-348 ◽  
Author(s):  
Stephen W. Armstrong
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Oral Reading ◽  
Reading Skills ◽  
Learning Disabled ◽  
Reading Rate ◽  
Instructional Time ◽  
Teaching Reading ◽  
Analysis Framework ◽  
Oral Reading Rate

Efficient reading instruction has become of interest to researchers operating within an applied behavior analysis framework. For older learning disabled students, the lack of functional reading skills restricts acquisition of content subjects in the mainstream. One aspect of teaching reading is determining the skills on which to focus instructional time. Two frequently taught reading skills are oral reading and reading comprehension. Previous research has investigated the effects of reinforcement of one skill and the indirect effects upon the other. The present study explored this relationship further by having subjects read material at two levels of difficulty in a multi-element design. Results indicated that previous studies may have underestimated the effects of increasing oral reading rates upon comprehension. Guidelines for oral reading rate criteria are suggested.

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