The Relationship between Reading Speed-Visual Perception, and Academic Achievement among Primary School Students
Keywords:
Academic Achievement, Primary Education, Reading Speed, Visual PerceptionAbstract
This study investigates the relationship between reading speed and academic achievement in the English subject among primary school students of the Gujarati medium. Primary school students from different cultural backgrounds participated in the experiment, undergoing reading speed assessments and academic evaluations. The findings suggest a positive relation between reading speed and academic achievement, emphasising the importance of efficient reading skills in fostering academic success among non-English speaking primary school students.
References
Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus paper. Journal of Experimental Psychology: Applied, 17, 18-32.
Afiyah, F. A. (2022). The correlation student reading speed and reading comprehension achievement of the tenth-grade students in Indonesia. Journal of Varidika, 33(2), 165-174.
Arikunto, S. (2002). Prosedur Penelitian. Rineka Cipta: Jakarta.
Brown, L. T., Mohr, K. A. J., Wilcox, B. R., & Barrett, T. S. (2018). The effects of dyad reading and text difficulty on third-graders’ reading achievement. Journal of Educational Research, 111(5), 541–553. https://doi.org/10.1080/00220671.2017.1310711
Çayır, A. & Balcı, E. (2017). Bireyselleştirilmiş okuma programının disleksi riski olan bir ilkokul öğrencisinin okuma becerileri üzerindeki etkisi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 6 (1), 455-470.
Duru, H. (2008). Gelişimsel gorsel algıtesti-2 nin 6 yas cocukları icin güvenirlik ve gecerlik oncalısmasi (Unpublished master’s thesis). Marmara University, Istanbul, Turkey.
Edwards, Y. J. K., Beecham, G. W., Scott, W. K., Khuri, S., Bademci, G., Tekin, D., Martin, E. R., Jiang, Z., Mash, D. C., ffrench-Mullen, J., Pericak-Vance, M. A., Tsinoremas, N., & Vance, J. M. (2011). Identifying consensus disease pathways in Parkinson’s disease using an integrative systems biology approach. Plos One, 6(2). https://doi.org/10.1371/journal.pone.0016917
Fitria, N., van Asselt, A. D. I., & Postma, M. J. (2019). Cost-effectiveness of controlling gestational diabetes mellitus: a systematic review. European Journal of Health Economics, 20(3), 407–417. https://doi.org/10.1007/s10198-018-1006-y
Garner, W. I. (2001). Process reading and writing: dynamic interactions in the problem-solving process. Michigan Reading Journal, 20(2), 4-6.
Guthrie, J., Wigfield, A., Humenick, N., Perencevich, K., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232-245.
Hagtvet, B.E. and Lyster, S.H. (1998). Literacy teaching in Norway. In V. Edwards and D. Corson (Eds.), Encyclopedia of language and education: Vol. 2. Literacy (pp. 225-233). Springer
Hannon, B. & Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 93(1), 103–128.
Humaira, S. El, Komariah, E., & Inayah, N. (2017). The correlation between students’ reading speed and their reading comprehension. Research in English Education, 2(2), 144–152. https://jim.usk.ac.id/READ/article/view/5776
Konstant, T. L. (2010). Towards principles and practice for participatory development evaluation in the context [Doctoral Thesis, University of Pretoria]. http://hdl.handle.net/2263/25140
LaBerge, D. & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6 (2), 293-323.
McCandliss, B. D., Cohen, L. & Dehaene, S. (2013). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7 (7), 293-299.
McKeown, S., Stringer, M., & Cairns, E. (2015). Classroom segregation: Where do students sit and what does it mean for intergroup relations?. British Educational Research Journal, 42, 40-55. https://doi.org/10.1002/berj.3200
Oh, B., Butow, P. N., Mullan, B. A., Clarke, S. J., Beale, P. J., Pavlakis, N., Lee, M. S., Rosenthal, D. S., Larkey, L., & Vardy, J. (2012). Effect of medical Qigong on cognitive function, quality of life, and a biomarker of inflammation in cancer patients: A randomised controlled trial. Supportive Care in Cancer, 20(6), 1235-1242. https://doi.org/10.1007/s00520-011-1209-6
Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological science in the public interest, supplement, 17, (1). https://doi.org/10.1177/1529100615623267
Sulaiman, M., & Harpiansi, H. (2018). The correlation between reading habit and students’ reading comprehension achievements. Alsuna: Journal of Arabic and English Language, 1(2), 78–86. https://doi.org/10.31538/alsuna.v1i2.87
Taylor, B. M., Frye, B. J., & Maruyama, G. M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27(2), 351-362. https://doi.org/10.3102/00028312027002351
Treiman, R. (2017). Linguistics and Reading. Language Learning, 5(3-4), 94-107. https://doi.org/10.1111/j.1467-1770.1955.tb01413.x
Wainwright, M. J., Ravikumar, P., & Lafferty, J. D. (2007). High-dimensional graphical model selection using ℓ 1- regularized logistic regression. Advances in Neural Information Processing Systems, 1465–1472. https://doi.org/10.7551/mitpress/7503.003.0188
Widiatmoko, J., Indarti, M. G. K., & Pamungkas, I. D. (2020). Corporate governance on intellectual capital disclosure and market capitalisation. Cogent Business and Management, 7(1), 1–14. https://doi.org/10.1080/23311975.2020.1750332
