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This research aimed to determine the effectiveness of phonics approach in teaching reading for the seventh graders of SMP Negeri 1 Aikmel, East Lombok, and to what extent it is effective. This research was designed as pre-experimental with read aloud test as the instrument to collect data. The sample of this research consisted of 36 students of SMP Negeri 1 Aikmel. The sample was taken through purposive sampling. In collecting the data, a pre-test and a post-test were given to the students. SPSS 17 for Windows and paired-sample t-test were applied to analyze the collected data. After calculating the data, it was found that there was a significant difference in the mean scores between pre-test and post-test, t(df=35) = 23.314 at p = 0.001, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. In a nutshell, phonics approach was significantly effective in teaching reading for the seventh graders of SMP Negeri 1 Aikmel.

This research aimed to study the effectiveness of using in-class and online extensive reading activities to develop English reading competency and critical thinking ability. The subjects were 40 Matthayomsuksa Four students studying in a government school under the Secondary Education Service Area Office 13, Trang Province in the academic year 2014. Two experimental groups, each consisting of 20 students, constituted the in-class group and online group. The experimental instruments included 10 reading texts, 10 in-class and 10 online post-reading activities. A pre-post reading test, the data collection instrument, included questions based on the critical thinking level of Bloom's taxonomy (1956): 1) knowledge, 2) comprehension, 3) application, 4) analysis, 5) synthesis, and 6) evaluation. Percentages, means, standard deviations, and a t-test were employed in the data analysis. It was found that the levels of reading competence of the two groups increased significantly at the level of .01** suggesting that both the in-class and online post-reading activities yielded positive results. A further comparison also showed no significant differences between the two types, making it fair to say that both are equally effective. Regarding critical thinking ability, both groups can improve their critical thinking significantly at the level of .01**. Results from the comparison of the two types indicated no significant differences in the progression of all levels of critical thinking, except level two (comprehension), in which the in-class group scored significantly higher (.01** level) than the online group. ; การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อทดลองใช้การอ่านแบบกว้างขวางผ่านกิจกรรมในห้องเรียนและกิจกรรมออนไลน์ในการพัฒนาระดับสมรรถนะในการอ่านภาษาอังกฤษและการคิดอย่างมีวิจารณญาณ กลุ่มตัวอย่างคือนักเรียนระดับชั้นมัธยมศึกษาปีที่ 4 ปีการศึกษา 2557 จำนวน 40 คนจากโรงเรียนรัฐบาลแห่งหนึ่งสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษาเขต 13 จังหวัดตรัง แบ่งเป็นกลุ่มทดลอง 2 กลุ่ม คือ กลุ่มในห้องเรียนและกลุ่มออนไลน์ กลุ่มละ 20 คน เครื่องมือทดลองคือบทอ่านภาษาอังกฤษจำนวน 10 เรื่อง และแผนการจัดกิจกรรมการเรียนรู้ท้ายบทอ่านแบบในห้องเรียนจำนวน 10 แผนและแบบออนไลน์จำนวน 10 แผน ส่วนเครื่องมือในการเก็บข้อมูล คือแบบทดสอบวัดสมรรถนะในการอ่านภาษาอังกฤษก่อนและหลังการจัดกิจกรรมการเรียนรู้โดยใช้วิธีการอ่านแบบกว้างขวาง คำถามครอบคลุมการคิดอย่างมีวิจารณญาณทั้ง 6 ระดับตามทฤษฎีของ Bloom (1956) คือ 1)ระดับความรู้ความจำ 2) ระดับความเข้าใจ 3) ระดับความสามารถในการนำไปใช้ 4) ระดับความสามารถในการวิเคราะห์ 5) ระดับความสามารถในการสังเคราะห์ 6) ระดับความสามารถในการประเมินคุณค่า สถิติที่ใช้ในการวิจัยได้แก่ ค่าร้อยละ ค่าเฉลี่ย ค่าส่วนเบี่ยงเบนมาตรฐาน และค่าความแตกต่าง ผลการวิจัยในด้านสมรรถนะการอ่านพบว่านักเรียนแต่ละกลุ่มมีคะแนนทดสอบหลังกิจกรรมการอ่านเพิ่มขึ้นอย่างมีนัยสำคัญทางสถิติที่ .01** แสดงให้เห็นว่าการอ่านแบบกว้างขวางผ่านกิจกรรมการอ่านในห้องเรียนและออนไลน์สามารถเพิ่มสมรรถนะการอ่านภาษาอังกฤษของนักเรียนได้ และเมื่อเปรียบเทียบระหว่างกิจกรรมการอ่านทั้ง 2 แบบพบว่า นักเรียนทั้ง 2 กลุ่มมีคะแนนทดสอบหลังเรียนเพิ่มขึ้นใกล้เคียงกันและไม่มีความแตกต่างที่ระดับนัยสำคัญทางสถิติ จึงอาจกล่าวได้ว่าทั้งสองวิธีสามารถพัฒนาสมรรถนะการอ่านภาษาอังกฤษได้ดีเหมือนกัน ส่วนด้านการคิดอย่างมีวิจารณญาณนั้น พบว่าทั้งกลุ่มในห้องเรียนและกลุ่มออนไลน์มีคะแนนทดสอบกิจกรรมเพิ่มขึ้นทุกระดับอย่างมีนัยสำคัญทางสถิติที่ .01** และผลการเปรียบเทียบทั้ง 2 แบบไม่พบความแตกต่างอย่างมีนัยสำคัญทางสถิติในทุกระดับ ยกเว้นระดับที่ 2 (ความเข้าใจ) ซึ่งพบว่ากลุ่มในห้องเรียนสามารถพัฒนาระดับความเข้าใจได้สูงกว่ากลุ่มออนไลน์ อย่างมีนัยสำคัญทางสถิติที่ .01**

The aim of this paper is to compare two measures of literacy skills used in the Programme for the International Assessment of Adult
Competencies (PIAAC), i.e. literacy levels and reading components. Different from assessing literacy levels, which cover the entire range of
reading skills from very high to very low, the reading components assessment is specifically designed to test the reading skills of the low
literate. As literacy skills are an important determinant for labour market success, we examine whether the reading components assessment is
a better predictor of employment of the test takers than the general literacy level assessment used in PIAAC. We compare different logistic
regression models that include literacy levels and the reading components and use the Wald-test to compare the model fit of each examined
model. In a further step we test whether the predictive validity differs between low and high literate test takers. Our results indicate that the
PIAAC reading components are more useful in predicting employment of the low literate than the PIAAC literacy levels.

This study has its objectives: 1) to compare students' English reading competency before and after learning through the collocational instruction (CI) for improving undergraduate student skills in English reading and writing: 2) to investigate students' English writing competency after learning through CI. The target group was 20 undergraduates, selected by Purposive Sampling, at Mahachulalongkornrajavidyalaya University, Khon Kaen Campus, majoring in Buddhist Studies, Philosophy, Teaching Thai Language, Political Science and Social Studies. The research tools included: 1) the CI lesson plans; 2) a reading test; and 3) a writing evaluation form. The statistics used in the data analysis were: Mean, Percentage and S.D. The results were as follows. 1) the reading competency of the samples is higher after learning by CI and that writing is also higher than the set criteria.

The study was designed to assess and evaluate reading comprehension of secondary school students of Karachi in both government and private sector. Reading tests were conducted for 100 boys and 100 girls at secondary level and their score were compared to find out differences and correlation. Two questionnaires were also designed to find out practices and problems of reading comprehension. The data was analyzed and results revealed that there is a marked difference between the scores of students and practices of teachers for teaching of reading. Based on findings suitable recommendations were made.

Most parents of hearing impaired students gauge their child's progress in reading by comparing the child's reported reading level from year to year. Parents become concerned when the child's reading level does not increase as fast as they believe it should. Increasingly, teachers and administrators are becoming reluctant to report reading levels to parents of hearing impaired students. This reluctance is based in part on accumulated research which suggests that reading levels computed on reading tests developed for hearing students may vary considerably depending on the test used. This article summarizes some of the research in this area and suggests ways in which parents can evaluate their child's rate of progress in reading besides using reading levels.

First- and second-grade schoolchildren chronically exposed to aircraft noise have significant deficits in reading as indexed by a standardized reading test administered under quiet conditions. These findings indicate that the harmful effects of noise are related to chronic exposure rather than interference effects during the testing session itself. We also provide evidence that the adverse correlation of chronic noise with reading is partially attributable to deficits in language acquisition. Children chronically exposed to noise also suffer from impaired speech perception, which, in turn, partially mediates the noise-exposure-reading deficit link. All of these findings statistically controlled for mother's education. Furthermore, the children in this study were prescreened for normal hearing by a standard audiometric examination.

□ Increasing accuracy and speed in recognition of each member of the braille code produced significant improvement in the braille reading of high school students. These results were supportive of previous research8 which showed that increasing the rate of identification of the 55 single-cell characters significantly increased the rate and accuracy of the total reading process of students in the elementary grades. As in the Henderson study, the present investigation showed statistically significant improvement for the experimental group on both rate and accuracy on the braille code recognition measures. The improvement on the code recognition test was anticipated because 15 days of various drill exercises on the code symbols were provided. The effect of this gain on oral reading was not statistically significant, although there was an absolute gain in both rate and accuracy in favor of the experimental group. Differential gain was noted for each of the levels, with the high reading level of the experimental group making a statistically significant gain in rate of oral reading.

AbstractStudents who failed the Texas mandatory third grade reading test were followed through their sophomore year in high school. Comparisons of reading scores between third grade students who repeated the grade and their socially promoted classmates revealed that the positive effect of retention persisted over time. Retention in third grade benefited low‐performing readers regardless of race. Supplemental analyses found that the results are not likely attributable to selection biases, differential attrition of students from the panel, changes in the special education status of students, and regression to the mean effects. Making students repeat a grade, when supplemented with additional educational assistance, can benefit academically challenged children.

AbstractPoor reading achievement, long linked to delinquency. also proved related to a history of violent offenses among male and female. Anglo and non‐Anglo, juvenile offenders. Reading was measured by the Wide Range Achievement Test. adjusted for Wechsler Verbal IQ; the Violence Scale specified the degree of violence of each child's most serious offense.