Enhancing Literal Reading Skills in Elementary Pupils: A Rave-O Strategy Approach
Keywords:
Literal reading skills, Rave-O strategy, Elementary education, Literacy developmentAbstract
This systematic literature review investigates the efficacy of the Rave-O (Reading through Understanding, Visualization, and Organization) strategy in enhancing literal reading skills among elementary school students. Through a comprehensive analysis of literature published between 2020 and 2023, the study highlights several key themes. The findings underscore the positive impact of the Rave-O strategy on students' literal comprehension abilities, emphasizing its role in improving students' capacity to extract surface-level meanings from textual content. Moreover, the review emphasizes the critical role of visual and organizational cues within the Rave-O approach in facilitating students' comprehension and retention of key concepts. The study further highlights the strategy's ability to enhance student engagement and motivation, fostering a collaborative learning environment and promoting active participation in literacy activities. Additionally, the review emphasizes the Rave-O strategy's tailored interventions for diverse student groups, particularly those facing specific learning challenges, indicating its potential as a valuable tool for promoting inclusive literacy development. These findings contribute to the ongoing discourse on effective literacy interventions and underscore the significance of implementing evidence-based strategies, such as the Rave-O approach, to foster comprehensive literacy development among elementary school students.
References
Aliabadi, R. B., & Weisi, H. (2023). Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective. International Journal of Educational Research Open, 5, 100262.
Ciliska, D., Miccouci, S., & Dobbins, M. (1998). Effective public health practice project. quality assessment tool for quantitative studies. Hamilton, On: Effective Public Health Practice Project.
Divya, C. (2023). FACILITATING EFFECTIVE AND SUCCESSFUL READING: THE TEACHER'S VITAL ROLE. Galaxy International Interdisciplinary Research Journal, 11(7), 239-247.
Francis, C. N. (2023). A Computer-Assisted Reading Intervention for High School Students With Reading Difficulties (Doctoral dissertation, The University of Arizona).
Gibart, B. M. (2016). Teacher Training To Identify Students With Dyslexia. Implementation Of Accommodations To Help Students Be Successful.
Goldfeld, S., Beatson, R., Watts, A., Snow, P., Gold, L., Le, H. N., ... & Eadie, P. (2022). Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review. Australian Journal of Learning Difficulties, 27(1), 65-113.
Gruendemann, J. (2023). A Neuropsychologically-Based Deficit-Remediation Approach to Assessment Interpretation and Intervention Prescription to Promote Effective Writing Development in Students with Developmental Dysgraphia (Doctoral dissertation, Alliant International University).
Holliman, A. J., & Sheehy, K. (Eds.). (2022). Overcoming Adversity in Education. Taylor & Francis.
Horowitz-Kraus, T., & Finucane, S. (2016). Separating the different domains of reading intervention programs: A review. SAGE Open, 6(2), 2158244016639112.
Howard Jr, J. H., Howard, D. V., Japikse, K. C., & Eden, G. F. (2006). Dyslexics are impaired on implicit higher-order sequence learning, but not on implicit spatial context learning. Neuropsychologia, 44(7), 1131-1144.
Jimenez Hernandez, J. A., & Jimenez Hernandez, J. A. (2023). Study on the effectiveness of extensive reading approach to enhance reading comprehension by CFL students (Bachelor's thesis, Benemérita Universidad Autónoma de Puebla).
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274.
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
Kilag, O. K. T., Tiongzon, B. D., Paragoso, S. D., Ompad, E. A., Bibon, M. B., Alvez, G. G. T., & Sasan, J. M. (2023). HIGH COMMITMENT WORK SYSTEM AND DISTRIBUTIVE LEADERSHIP ON EMPLOYEE PRODUCTIVE BEHAVIOR. Gospodarka i Innowacje., 36, 389-409.
Kilag, O. K. T., Largo, J. M., Rabillas, A. R., Kilag, F. E., Angtud, M. K. A., Book, J. F. P., & Sasan, J. M. (2023). Administrators’ Conflict Management and Strategies. European Journal of Higher Education and Academic Advancement, 1(2), 22-31.
Kilag, O. K. T., Bariquit, I. A., Glipa, C. G., Ignacio, R. A., Alvez, G. U., Guilot, R. T., & Sasan, J. M. (2023). Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement. Web of Semantic: Universal Journal on Innovative Education, 2(6), 43-54.
Kilag, O. K. T., Evangelista, T. P., Sasan, J. M., Librea, A. M., Zamora, R. M. C., Ymas, S. B., & Alestre, N. A. P. (2023). Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education. Journal of Elementary and Secondary School, 1(1).
Kilag, O. K. T., Pasigui, R. E., Malbas, M. H., Manire, E. A., Piala, M. C., Araña, A. M. M., & Sasan, J. M. (2023). Preferred Educational Leaders: Character and Skills. European Journal of Higher Education and Academic Advancement, 1(2), 50-56.
Kilag, O. K. T., Zarco, J. P., Zamora, M. B., Caballero, J. D., Yntig, C. A. L., Suba-an, J. D., & Sasan, J. M. V. (2023). How Does Philippines's Education System Compared to Finland's?. EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION, 3(6), 11- 20.
Kilag, O. K. T., Malbas, M. H., Miñoza, J. R., Ledesma, M. M. R., Vestal, A. B. E., & Sasan, J. M. V. (2023). The Views of the Faculty on the Effectiveness of Teacher Education Programs in Developing Lifelong Learning Competence. European Journal of Higher Education and Academic Advancement, 1(2), 92-102.
Kilag, O. K. T., Angtud, R. M. A., Uy, F. T., Alvez, G. G. T., Zamora, M. B., Canoy, C. B., & Sasan, J. M. (2023). Exploring the Relationships among Work Motivation, Job Satisfaction,
Administrative Support, and Performance of Teachers: A Comprehensive Study. International Journal of Scientific Multidisciplinary Research, 1(3), 239-248.
Kilag, O. K. T., Ignacio, R., Lumando, E. B., Alvez, G. U., Abendan, C. F. K., Quiñanola, N. A. M. P., & Sasan, J. M. (2022). ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory. International Journal of Emerging Issues in Early Childhood Education, 4(2), 42-54.
Kilag, O. K., Miñoza, J., Comighud, E., Amontos, C., Damos, M., & Abendan, C. F. (2023). Empowering Teachers: Integrating Technology into Livelihood Education for a Digital Future. Excellencia: International Multi-disciplinary Journal of Education, 1(1), 30-41.
Kilag, O. K. T., Macapobre, K. A., Balicoco, J. R. M., Alfar, J. D., Peras, C. C., & Tapayan, A. A. S. (2023). Emergent literacy: A reading support program for preschoolers’ successful phonological awareness in the home context. Science and Education, 4(2), 896-906.
Larsari, V. N., Koleini, N., & Sasan, J. M. INCREASING EFL LEARNERS’ENGAGEMENT THROUGH UTILIZING SELF-ASSESSMENT AS ALTERNATIVE
Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109(7), 889.
Mahapatra, S., Das, J. P., Stack-Cutler, H., & Parrila, R. (2010). Remediating reading comprehension difficulties: A cognitive processing approach. Reading Psychology, 31(5), 428- 453.
Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing, 22, 379-399.
Mitak, M., & Chesoh, M. (2023). Implementing Multisensory Approach to Overcome Reading Difficulties in 4th Grade Students. Buletin Edukasi Indonesia, 2(02), 55-60.
Page, M. J., & Moher, D. (2017). Evaluations of the uptake and impact of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) Statement and extensions: a scoping review. Systematic reviews, 6(1), 1-14.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11(4), 357-383.
Sabatini, J. P., Shore, J., Holtzman, S., & Scarborough, H. S. (2011). Relative effectiveness of reading intervention programs for adults with low literacy. Journal of research on educational effectiveness, 4(2), 118-133.
Shulman, K., & Trabucchi, S. (2023). Reading for Life: The Impact of Youth Literacy on Health Outcomes. Topic Paper. Scholastic Inc.
Solomons, L. D. (2023). Multimodal modelling of self-directed reading comprehension strategies in the Foundation Phase to improve comprehension skills (Doctoral dissertation, North-West University (South Africa).).
Teng, M. F. (2023). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in language learning and teaching, 17(3), 738-754.
Turner-Moore, S. (2022). The Impact of Teachers' Social Emotional Competency and Reading Pedagogy on the Emergent Literacy of Children in Early Childhood Classrooms (Doctoral dissertation, Texas Southern University).
Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., ... & Morris, R. (2009). The RAVE‐O intervention: Connecting neuroscience to the classroom. Mind, Brain, and Education, 3(2), 84-93.
