Reading strategies are seldom taught to students despite their importance in aiding reading comprehension. This study aimed to examine the effectiveness of the think-aloud strategy and investigate primary school students' perception of using the think-aloud strategy in assisting their reading comprehension. Twenty-seven primary school students were introduced and trained to use the think-aloud strategy through teacher-modelling and reciprocal think-aloud with comprehension passages related to the relevant English curriculum. Questionnaires and interview sessions were conducted to gather information on how the students perceive the use of think-aloud in reading comprehension. Findings revealed that students have positive perceptions towards using think-aloud as a reading strategy in their reading comprehension and were keen on using the strategy in their future reading.
The purpose of this paper was to investigate the effectiveness of conducting a reading intervention in a public primary school setting in Chinese vernacular school in Malaysia. Literature indicated that struggling readers did not master letter-sound correspondences despite the phonics was emphasised in to date curriculum. One male learner who was identified by his classroom teacher as needing special assistance in reading performance participated this research. Using a single-case research design, the participant’s oral reading fluency (ORF) in terms of word correct per minute (WCPM) was measured. Several nonparametric statistics methods, such as Tau and percentage of nonoverlapping data (PND) were applied to compute the degree of association and effectiveness of the intervention, respectively. Visual analysis was carried out to interpret the graph. The data collected was also compared with the updated ORF norm that was established in the United States. The results revealed that the reading intervention facilitated the improvement of ORF of the participant. The significant implications and future research recommendations on the development of reading intervention were highlighted.
The present study investigates the efficacy of the guided learning approach in promoting self-directedness among first-year, first-semester university students in Malaysia. Based on a sample of 37 participants, this study employs the SECI (Socialization, Externalization, Combination, and Internalization) Model as a theoretical framework to examine the transfer of knowledge between the lecturer and students, as well as among students. Using an SDL (Self-Directed Learning) Questionnaire, the study assesses the students' level of self-directed learning in the early stages of the semester and then again following the implementation of the guided learning approach throughout the remainder of the semester. The results of this study reveal that the guided learning approach has a substantial positive impact on students' self-directedness, with 94.59% of the participants exhibiting an increase in their SDL level by the end of the semester. These findings reinforce the notion that a guided learning approach is crucial in fostering self-directedness among first-year, first-semester university students in Malaysia and, more broadly, highlight the importance of fostering self-directed learning in higher education.
Eyewitnesses typically talk about the traumatic events that they have experienced based on their memory. This research aimed to investigate differences between emotional and factual retelling of eyewitness in terms of memory accuracy and error. Participants watched a traumatic robbery video and were instructed to recall the events in detail. Participants were divided into three retelling conditions where they: a) discussed the robbery in a factual way, b) focused on discussing their emotional response, and c) performed unrelated tasks. Results showed that eyewitnesses who talked about their emotion recalled less detailed memories and made more errors in free recall while eyewitnesses who focused on factual detail seem to be able to maintain their memory accuracy of the event.Keywords: eyewitness memory; emotional retelling; factual retelling; memory accuracy; memory error
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