Teachers’ Reading Strategies and the Reading Abilities of Key Stage 1 Learners With Learning Challenges

Allocation at minting

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain. The abstract here is gemini shortened, not the author's own text.

{"abstract":"This study examined the implementation of evidence-based reading strategies among Grade 2 teachers and their relationship to the reading performance of Key Stage 1 learners with identified learning challenges in the Second District of Eastern Samar. A quantitative descriptive-correlational design focused on six instructional approaches: phonics-based instruction, sight word reading strategies, multisensory approaches, guided and shared reading, scaffolding strategies, and assistive technology/digital resources. Data were collected via validated teacher surveys and reading assessments using the Comprehensive Rapid Literacy Assessment (CRLA). Findings showed all six strategies were consistently applied, with phonics-based instruction and scaffolding strategies having the highest mean implementation scores of 3.78. CRLA results indicated 97% of Grade 2 classes were “Grade Ready.” Correlational analysis revealed only sight word reading strategies had a statistically significant but weak positive relationship with learners’ reading performance (r = 0.369, p = 0.035). The overall correlation between the combined use of all strategies and reading performance was negligible. These results suggest that while reading strategies are consistently used, their direct influence on learner reading performance may be shaped by broader contextual and instructional factors.","abstract_source":"gemini_shortened","authors":["Colita Abunales","Sherralyn Lacay"],"date":"2025-07-17","doi":"10.70838/pemj.420707","id":5830,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"dbd0c6d4f41e734b5cd27f27847eec979005e9e16d0958eeb709da1746513cba","schema":"scimatic-article/1","title":"Teachers’ Reading Strategies and the Reading Abilities of Key Stage 1 Learners With Learning Challenges","volume":42}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/5830.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(5830)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c29000000000000000000000000000000000000000000000000000000000000016c6"},"latest"]}'

The two must be equal (the second with a 0x in front).