The Importance of Pre-Reading Ability in Early Childhood: Between Theory and Reality

Abstract

Listen

Translate article

This study aims to determine the difference between the theory and the implementation of pre-reading. The research was conducted on students in kindergarten Nurul Huda Pilangsari, Ar Ridlo, Annur, Satu Atap Kertasura, and Thola'al Badr in Cirebon Regency, West Java, Indonesia. This research uses the qualitative method (1989) to know the more accurate result. The collecting data is done through observation, interview, and documentation. Data were analyzed descriptively qualitative. The results show that there is a difference between the concept of theory and reality about pre-reading ability. In theory, it is one of the first skills that individuals should acquire in early childhood education (Ulu and Akyol, 2016), to support future academic success in children (Lonigan,2000), parental involvement in activities literacy with children will improve early reading achievement (Jung, 2016), and early reading activities can be done with the game because through games in early reading activities, can improve the achievement of language and literacy of children (Ocei). In fact, it is known that pre-reading ability is the sole ability demanded by parents in early childhood, the parents fully surrender the achievement of the reading skill of the beginning to the teacher in the school and it is also known that the process of reading teaching is done monotonically using only the media of the book.