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PUPILS ENVIRONMENT
Baraka Manjale Ngussa, Abel Chiza 2017, It was therefore concluded that pupils are able to read and
write accurately, they can write simple words and complex sentences and they can write accurately
vocabularies of their level. It is recommended that in order to increase learning efficiency, teachers
should make use various media resources in the teaching and learning process and school
administration should ensure availability of such media resources. There is need to train teachers on
how to select appropriate media resources for enhancing reading and writing.
The influence of instructional media use on pupils’ mastery of reading and writing in Kiswahili Language
in Kinondoni District, Tanzania Baraka Manjale Ngussa, Abel Chiza, 2017
Ziming Liu 2021, Digital distraction is a common phenomenon in e-reading contexts, and it is worth
exploring in depth from the perspectives of information (digital content), users (readers) and technology
(digital reading medium). Since screen reading has close links with multitasking and potential distraction,
any investigation of reading in the digital environment must factor in this reality
Ziming Liu 2021, Reading in the age of digital distraction
Yiran Li, Liyi Zhang, Wen-Lung Shiau, Liyang Xu, Qihua Liu 2022, Reading represents a basic way by which
humans understand the world and acquire knowledge; it is also central to learning and communicating.
However, with the rapid development of mobile reading, an individual’s cognition of objective facts may
be affected by the reading environment and text genre, resulting in limited memorization and
understanding of the reading material.
Yiran Li, Liyi Zhang, Wen-Lung Shiau, Liyang Xu, Qihua Liu 2022, Psychophysiological responses to mobile
reading: evidence from frontal EEG signals under a distracting reading environment and different text
genres
Madoda Cekiso, Tsielo Rabelemane, Jay Jadezweni, Itani P Mandende, Marius Dieperink 2022, Rural
learners face severe reading challenges that are unique to their environment. The challenges include
parents’ low level of education, little or no parental support, lack of reading material, and parents’ low
socio-economic status. It is therefore important that rural education research highlights these
challenges in order to help in addressing them.
Madoda Cekiso, Tsielo Rabelemane, Jay Jadezweni, Itani P Mandende, Marius Dieperink 2022, Reading
performance of learners from rural areas such as the Maluti District was affected by several factors,
specifically, the low level of education of their parents, a home environment that is not conducive for
after-school reading, the parents’ socio-economic status, and non-availability of reading material at
school and at home.
Madoda Cekiso, Tsielo Rabelemane, Jay Jadezweni, Itani P Mandende, Marius Dieperink 2022, Factors
affecting Grade 6 learners’ reading performance in a rural school in Maluti, South Africa
Aleksandra Kruszewska, Stanisława Nazaruk, Karolina Szewczyk 2022, many problems that teachers
faced during ‘remote education’. It was found, that in some cases: there was a lack of information
technology equipment in the pupils’ homes, a lack of communication with the pupils and their parents, a
lack of motivation among pupils, and health problems had begun emerge amongst children.
Aleksandra Kruszewska, Stanisława Nazaruk, Karolina Szewczyk 2022, Polish teachers of early education
in the face of distance learning during the COVID-19 pandemic–the difficulties experienced and
suggestions for the future
Domeniter Naomi Kathula 2020, Most of the students were not able to access online learning due to
lack of electricity, lack of learning materials and some were forced to relocate to the country side. The
study hence concluded that as a result of the challenges presented by the coronavirus and the likely
impact of future pandemics the government’s ability to ensure continuation of learning will depend on
the ability to swiftly harness available technology, provide adequate infrastructure and mobilize
stakeholders to prepare alternative learning programmes
Domeniter Naomi Kathula 2020, Effect of COVID-19 pandemic on the education system in Kenya
SOCIO ECONOMIC STATUS
Richard L Allington, Anne McGill-Franzen 2017, children from middle-class families generally gained
more reading proficiency during the summer than children from low-income families. In fact, this latter
group actually lost reading proficiency during the summer months. However, academic growth during
the school year was roughly comparable for both groups. It was during the summer months that poor
students lagged behind their financially better-off peers.
Richard L Allington, Anne McGill-Franzen 2017, Summer reading loss is the basis of almost all the
rich/poor reading gap
PUPILS READING HABIT
Islahul Mauliya, Resty Zulema Relianisa, Umy Rokhyati 2020, it starts from within the students
themselves, from the family environment, and even lecturers greatly affect student motivation in
improving academic performance. It should not only focus on the mistakes made by students,
as there must be a cause behind it all. In a nutshell, the results of this study revealed that one
aspect of internal factors causing poor academic performance was the lack of motivation
derived from two sizeable directions, family and teacher.
Islahul Mauliya, Resty Zulema Relianisa, Umy Rokhyati 2020, Lack of Motivation Factors
Creating Poor Academic Performance in the Context of Graduate English Department Students

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SOCIO ECONOMIC STATUS

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