CHAPTER II

STUDY OF RELATED LITERATURE

Reading Ability
A study by William G.and Xiangying J. (2013) reading evaluations seek to offer feedback on the
techniques, procedures, and body of information that characterize reading ability. There are
various uses for reading evaluations. To use reading assessments properly, one must first
comprehend the reading construct, be aware of how reading skills develop, and make an effort
to have the assessment assignments match the construct
According to Xue B.,et al(2020) families, educators, and policymakers can encourage this easy
strategy to facilitate and maintain reading ability gain during school closures, which may be
frequent as nations see the public health benefits of physical distance for the current and future
pandemic outbreaks. Reading books to children will not replace the essential role of formal
education in teaching children to read, but it will help them learn to read.
One study conducted by Teresa M.(2017) children’s reading abilities are crucial to their
academic success and strong performance in a variety of courses. Thus, early reading instruction
for kids is essential for encouraging reading development. Children who do not develop these
reading skills in their early grades fail to gain more advanced skills typically absorbed through
reading. More advanced skills learned in later grades depend on early grade learning.
Moreover, a study conducted by Jessica L. and Christopher S. (2013) the several processes that
make up reading ability. It has been shown that the interaction between the verbal and visual
systems, in particular, is crucial to the reading process. The current study reviews the literature
on the visual-verbal relationship as it relates to reading ability using two tasks: rapid serial
naming and isolated (or discrete-trial) naming speed. The supplied correlations between serial
naming, isolated naming, and reading were used to conduct a secondary data analysis for each
study that was discovered. Using meta-analytic weighting techniques, the same study was
carried out again for average population-level correlations between these constructs.
Futhermore, a study by Linda C. et al(2013) multiple regressions revealed that PA (assessed
using judgments of similarity based on words' initial or final sounds) made a significant,
independent contribution to children's early reading ability (for both letters and
words/nonwords) after controlling for variation in receptive vocabulary, nonverbal cognitive
ability, and a range of demographic variables, including gender, degree of hearing loss,
communication mode, type of sensory device, age at fitting of sensory devices, and level of
maternal education. Importantly, the relationship between PA and reading was specific to
reading and did not generalize to another academic ability, math reasoning. 
Reading Assessment