Merry-go-round activity in increasing young learners’ reading aloud performance : a quasi-experimental study at the fifth grade of SD Negeri Manggah Kertamukti Cipatat Bandung Barat

performance before being exposed to Merry-Go-Round activity, to reveal the young learners’ reading aloud performance after being exposed to Merry-Go-Round activity, and to know the significant influence of Merry-Go-Round activity towards young learners’ reading aloud performance. The method of this research is quasi-experimental and it uses one group pre-test post-test design. This research was conducted at SDN Manggah Kertamukti Bandung Barat. The total number of population is 36 students of the fifth grade, so that all of the populations are taken to be the sample. The test included the pre-test and the post-test in form of oral test of reading. Statistical computation was done to analyze the data. The result of the data analysis shows that the average score of the young learners’ reading aloud performance before being exposed to Merry-Go-Round activity is 6.61, while the average score of the young learners’ reading aloud performance after being exposed to Merry-Go-Round activity is 8.60. The result proves that the young learners’ reading aloud average score increases after being exposed to Merry-Go-Round activity. The computation result of Wilcoxon test is Zcount 5.23 which is higher than Ztable 1.64. Therefore, Ha is accepted which means that there is a significant influence of Merry-Go-Round activity in increasing the young learners’ reading aloud performance. Thus, it can be concluded that the use of Merry-Go-Round activity can increase the young learners’ reading aloud performance. Furthermore, Merry-Go-Round activity can be one of the reliable methods to be used in teaching reading aloud to young learners

Design and analysis of a database to evaluate children’s reading aloud performance

To evaluate the reading performance of children, human assessment is usually involved, where a teacher or tutor has to take time to individually estimate the performance in terms of fluency (speed, accuracy and expression). Automatic estimation of reading ability can be an important alternative or complement to the usual methods, and can improve other applications such as e-learning. Techniques must be developed to analyse audio recordings of read utterances by children and detect the deviations from the intended correct reading i.e. disfluencies. For that goal, a database of 284 European Portuguese children from 6 to 10 years old (1st–4th grades) reading aloud amounting to 20 h was collected in private and public Portuguese schools. This paper describes the design of the reading tasks as well as the data collection procedure. The presence of different types of disfluencies is analysed as well as reading performance compared to known curricular goals.info:eu-repo/semantics/acceptedVersio

Single-Route and Dual-Route Approaches to Reading Aloud Difficulties Associated with Dysphasia.

The study of reading aloud is currently informed by two main types of theory: modular dual-route and connectionist single-route. One difference between the theories is the type of word classification system which they favour. Dual-route theory employs the regular-irregular dichotomy of classification, whereas single route considers body neighbourhoods to be a more informative approach. This thesis explores the reading aloud performance of a group of people with dysphasia from the two theoretical standpoints by employing a specifically prepared set of real and pseudoword stimuli. As well as being classified according to regularity and body neighbourhood, all the real word stimuli were controlled for frequency. The pseudowords were divided into two groups, common pseudowords and pseudohomophones, and classified according to body neighbourhood. There were two main phases to the study. In the first phase, the stimuli were piloted and the response time performances of a group of people with dysphasia and a group of matched control people were compared. In the second phase, a series of tasks was developed to investigate which means of word classification best explained the visual lexical decision and reading aloud performance of people with dysphasia. The influence of word knowledge was also considered. The data was analysed both quantitatively and qualitatively. The quantitative analysis of the number of errors made indicated that classification of items by body neighbourhood and frequency provided the more comprehensive explanation of the data. Investigation of the types of errors that were made did not find a significant relationship between word type and error type, but again the results indicated that the influence of frequency and body neighbourhood was stronger than that of regularity. The findings are discussed both in terms of their implications for the two theories of reading aloud and their relevance to clinical practice

Application of The Dual-Route Model in Exploring Dyslexia and Dysgraphia in Arabic Speaking Adults With Aphasia: Clinical and Theoretical Implications

Objective: The cognitive neuropsychology is based on the “universality” assumption, which suggest that all normal people have the same cognitive systems regardless of their culture and language (Coltheart, 2001). The aim of the study is to test the universality assumption of the dual-route model (DRM) for spelling and reading in modern Arabic language. The study follow the same architecture of the DRM taking into considerations specific variables that hold certain features of the Arabic script. Methods: The study results were secured by using case series method analysis of each individual participant’s performance. The Case series method offered the ability to look into each individual’s symptoms and error types and also took into account individual variances. The profiles of fifteen adults with left-hemisphere strokes were investigated by analyzing their performance in writing to dictation and reading aloud tasks of words and non-words, and discuss the profiles of acquired dysgraphia and dyslexia in these individuals. Results: The patterns of impairment observed in each patient were discussed based on the dual-route model of spelling and reading aloud. The results yield different types of dysgraphia and dyslexia but no evidence of surface dysgraphia or surface dyslexia. The types of spelling impairments were graphemic buffer dysgraphia (46%), followed by mixed dysgraphia (27%) and lastly phonological dysgraphia (20%). Reading aloud impairment, on the other hand, showed a majority of deep dyslexia (46%), followed by phonological dyslexia (20%), mixed dyslexia (14%), and a much lower incidence of letter-by-letter dyslexia (6%). Conclusion: All of the components hypothesized by DRM were impaired to some degree in each participant. These components are cognitive functions that in Arabic skilled reader, comprise a highly practiced mechanism specialized for spelling and reading aloud. Elements of these components, such as the sub-lexical route may be involved differently and that the relative impact of both routes varies substantially. The evidence from reading and writing disorders in other languages, as reported in this study, contribute to the theoretical understanding of the cognitive models with the focus on the unique orthographic differences that serve as a basis for hypothesizing about breakdowns within a language

Practice and Assessment of Reading Classes Using Moodle

This research paper details the extensive use of Computer Assisted Language Learning (CALL) for a content-based reading syllabus at Gunma University, through the software program Moodle (Modular Object-Oriented Dynamic Learning Environment ), a free and open-source software learning management system used at Gunma University. 　　The research basis of this paper is within the sphere of Action Research , as a valuable professional development tool (Nunan, 2001) based on this researcher’s perceived valuation of the system and how it could better aid students to perform better in and be more motivated towards their English language and reading studies, introduce new technological skills and abilities, and aid teachers in better preparation, teaching and assessment of reading classes. Moodle enthuses that the Lesson Module ‘enables a teacher to deliver content and/or practice activities in interesting and flexible ways...teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer.’ (Moodle, 2016). Therefore, this paper will ascertain whether the syllabus achieved a greater engagement and enjoyment by the students, and ensured better comprehension and understanding of key tasks and instructions. In addition, it will detail how teachers can benefit course management by employing such technology within the classroom

An Experimental Study on Using Instructional Pronunciation Video to Improve Students’ Pronunciation

Technology has been used in many ways to enhance language learning. Professional literature and research have shown that using video technology in the teaching and learning of pronunciation in the English language classroom has been useful. This study was conducted to assess the effectiveness of an Instructional Pronunciation Video (IPV) in helping students with low oral proficiency to improve their English pronunciation. The one group pre-test post-test experimental research design is employed in determining whether the use of the IPV will lead to improvement in the students’ pronunciation. The data of this quantitative study were generated from the audio recordings of the pre and post reading aloud tests of 20 university students for identifying students’ pronunciation errors. The numbers of pronunciation errors from the pre and post reading aloud tests were then compared, in order to determine if there is any difference in students’ achievement after the IPV intervention. It was found that students improved significantly in their post reading aloud test as they made less pronunciation errors in the post reading aloud test by 48.7%. Therefore, it is recommended that instructors utilise IPV to support English pronunciation learning

The relationships between oral language and reading instruction: Evidence from a computational model of reading.

Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important.However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge.To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate bothartificialand natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models' oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated thatoral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading,and emphasise the importance of both oral language knowledge and spelling-sound instructionin the initial stages of learning to read

The relationships between oral language and reading instruction: Evidence from a computational model of reading

Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important.However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge.To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate bothartificialand natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models' oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated thatoral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading,and emphasise the importance of both oral language knowledge and spelling-sound instructionin the initial stages of learning to read