The Effectiveness of the TaRL Approach on Moroccan Pupils’ Mathematics, Arabic, and French Reading Competencies

Binaoui, Abdessamad; Moubtassime, Mohammed; Belfakir, Latifa

doi:10.5815/ijeme.2023.03.01

Cited by 1 publication

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“…The quantitative method is based on positivism, and research data in the form of numbers will be measured using statistics as a calculation test tool to produce a conclusion (Sugiyono, 2018). TaRL approach developed by Pratham is an approach that adapts teaching to students' abilities, through participatory teaching methods as a form of effort to improve reading skills below average (Binaoui & Moubtassime, 2023). The key questions addressed in this article include (a) what is the initial propensity of learning outcomes of students with disabilities and non-disabled students to achieve basic reading proficiency levels?…”

Section: Methodsmentioning

confidence: 99%

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Identification of Learning Functional Difficulties on Reading Skills in Elementary School and Madrasah Ibtidaiyah Students in East Lombok

Lestariningsih,

Irawan,

Isma

et al. 2024

Advances in Social Science, Education and Humanities Research

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The implementation of inclusive education at the elementary level is eagerly awaited by education providers and students who have functional learning difficulties (FLD). This study aims to examine the trends of literacy assessment in reading skills based on the quantity and type of functional learning difficulties of students. It also seeks the risk of having difficulties (single or multiple) in reading ability in students. Data collection was carried out using purposive sampling techniques from the results of reading assessments conducted on students from 70 elementary and Madrasah units in East Lombok from Grades 1 to 4. Based on 6,384 data processed, only 503 students were identified as having both physical and non-physical disabilities. The assessment tool used in this data collection is a combination of Pratham's basic reading proficiency tools through Teaching at the Right Level (TaRL), which covers students' abilities to decode texts. Data analysis was carried out quantitatively using t-tests. The reading skills grouping consists of specialized, basic, advanced, and advanced interventions. The results revealed children with difficulties tend to have lower learning outcomes compared to students without learning difficulties. Meanwhile, children without difficulties achieving at least a 'basic' level of proficiency were almost four times greater than for children with difficulties and six times greater than for children with physical and non-physical difficulties.

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Section: Methodsmentioning

confidence: 99%

“…Moreover, the most recent PISA study also revealed that Moroccan students perform below the global average in reading, math, and science. This concerning situation results in a significant number of students lagging, requiring the government to give intervention (Binaoui & Moubtassime, 2023).…”

Section: Introductionmentioning

confidence: 99%