Children's Reading Research Articles

Analysis of Content-Structure on Early Childhood Curriculum Guidebook: Reading of Children’s Learning Based on Five Domains

Analysis of Content-Structure on Early Childhood Curriculum Guidebook: Reading of Children’s Learning Based on Five Domains

Strategi Profesionalisme Guru PAUD Abad 21 dalam Menstimulasi Kemampuan Membaca Anak Usia Dini

21st-century ECE teachers face challenges in developing effective strategies to stimulate early reading abilities in children. This study aims to explore the strategy of 21st-century early childhood education (ECE) teachers' professionalism in stimulating early reading skills in young children focusing on the effectiveness of these strategies in enhancing children's interest and reading abilities. The study employs a descriptive qualitative research method, with two teachers from groups B1 and B2 of TK Piri Nitikan as the subjects. The findings highlight that the professionalism of 21st-century ECE teachers, particularly in using conventional picture storybooks and digital flipbooks, positively contributes to enhancing early reading skills. Conventional picture storybooks aid in developing fine motor skills and basic language abilities in children, while digital flipbooks offer a more interactive and engaging learning experience. Combining conventional and digital approaches in 21st-century ECE professionalism provides a strong foundation for improving early childhood reading abilities.

Investigating the Impact of Technology Addiction on Early Literacy Skills: A Study of First Graders

This study explores the impact of gadget addiction on the reading abilities of Grade 1 learners, focusing on how technology dependence affects early literacy development. Using a quantitative descriptive correlational approach, the study examined the relationship between gadget addiction and reading proficiency. The findings indicate a minimal and statistically insignificant negative correlation between gadget addiction and reading skills, suggesting that technology use does not significantly impede children's reading development. Despite notable indicators of gadget addiction, such as technology interference in family activities and difficulties in avoiding social media, most learners displayed strong reading and comprehension abilities. The results imply that factors beyond technological dependency, such as educational practices, parental involvement, and individual learner characteristics, may have a more substantial influence on early literacy skills. Consequently, the study concludes that addressing gadget addiction alone may not be sufficient to improve reading abilities. Instead, a comprehensive approach considering various educational and developmental factors should be prioritized. Efforts to enhance early literacy should focus on broader educational strategies, parental guidance, and individualized learner support. The study contributes to ongoing discussions about the balance between technology use and traditional literacy practices in early education, advocating for more holistic approaches to foster reading development in young learners. Future research should explore other contributing factors to literacy achievement, moving beyond the narrow focus on digital device usage.

Phonological skills and executive functions: their effects on reading and arithmetic abilities across varied performance levels using quantile regression

ABSTRACT We aimed to investigate the effects of phonological awareness – PA, rapid automatised naming – RAN, visuospatial and verbal working memory – WM and executive functions – EF on the reading and arithmetic skills of children with low- to medium-performance levels. Participants were 472 Brazilian children from 3rd to 5th grades. Quantile Regression Analysis was employed. The PA, RAN and EF were shared main predictors of both reading and math. Verbal WM emerged as a unique main predictor for reading, while visuospatial WM and visuospatial short-term memory were the main predictors for arithmetic. Among children with very low reading proficiency, the effects of cognitive predictors were more pronounced, a trend not observed in arithmetic. The results suggest varying magnitudes of cognitive predictors for reading when considering different levels of performance/difficulties. We also corroborate unique and shared main predictors of reading and math that have implications for research, clinical and educational settings.

Impact of Parent-Child Paired Reading on Reading Fluency in Children with Intellectual Disabilities: A Single-Subject Study

Children with intellectual disabilities (ID) face difficulties in reading fluency, which may hinder their overall reading development. To address this challenge, this study investigated the impact of parent-child pairing reading on reading accuracy and speed in children with intellectual disabilities. Three children with ID participated in this cross-subject multi-baseline single-subject study and their parents were trained to use paired reading strategies to engage in a six week reading activity with them. The study was divided into three stages, with participants without reading guidance during the baseline and maintenance periods. During the intervention period, parents used paired reading strategies to guide their children in reading. Data were collected and analyzed using Statistical Package for the Social Sciences and interviews with parents who participated in the study were conducted to assist with assessment of the intervention results. After intervention, all three children showed better reading accuracy than the baseline period, indicating the effectiveness of the intervention. The intervention had little effect on the reading speed of the three participants, but it gradually improved during the maintenance period. Each of the parents held a positive attitude toward the effectiveness and applicability of parent-child paired reading in children with intellectual disabilities. The results of this preliminary study indicate that training and guiding parents to implement paired reading strategies can effectively improve reading fluency in children with intellectual disabilities.

Contribution of Children's Literature in the Formation of Character of Elementary School Children

This study aims to describe the contribution of children's literature in character education and the selection of children's literature according to the developmental stage of elementary school children. This study is a qualitative-descriptive study of the library research type. Data collection techniques are by searching for sources and constructing from books on children's literature and accredited journals, then analyzing critically and in-depth. Based on the results of data analysis, it can be explained that the contribution of children's literature to the emotional aspect is obtained from demonstrations of life as demonstrated by the characters in the story so that children will learn how to manage their emotions so as not to harm themselves and others. In the intellectual aspect, children's literature contains sequencing and plot logic to support children's use of their minds to think, understand and criticize the stories they get. In the aspect of imagination, literature in its stories can attract the child's entire self. With this, the child gains an extraordinary experience that is significantly correlated with creativity and will provoke the growth and development of creativity. In the social aspect, children's literature demonstrates character interactions so that it supports children in maximizing their development in their proximal development zone. In addition, from an educational aspect, children's literature is connected to aspects of exploration and discovery, language, beauty, multicultural insight, and children's reading habits that influence reading habits and literacy culture, which are very necessary in facing the progress of science and technology in this era.

Roald Dahl’s legacy: The language playground for sharing beliefs about children’s competencies

Roald Dahl was a British author, born in Wales of Norwegian parents, and has been one of the most popular authors of children’s literature. Almost all of his books for children have been adapted for films, theatre and musicals. He played with language skillfully and humorously and inspired both children and adults to read. Drawing from Nodelman’s theory of the hidden adult and proposing a new hypothesis of the hidden child engaged in creating fiction for children, this paper will address Dahl’s legacy in the genre of children’s literature and discuss Dahl’s beliefs in children’s abilities to think, act, plan and play at the same time. Dahl’s texts are a playground in which implied child readers can grasp abstract concepts and differentiate between reality and fiction. Dahl acknowledged that children are observant of adults’ activities but pretend not to be to keep the appearance of an innocent child, the role assigned to them by adults. His works for children have grotesque characters, fantastic plots and subversive language, all of which occasionally make adults frown with disgust. Despite many attempts to censor (albeit successfully) or even ban his works, Dahl’s stories continue to attract new audiences, entertain them, make them laugh. By using a multidisciplinary approach to present linguistics, educational and sociocultural influences of some of the most popular Dahl’s works for children, it will be demonstrated that Dahl shared his beliefs in children’s competencies and that his contribution to children’s literature in this respect is favourable and undisputable. /Keywords: Roald Dahl, children’s literature, beliefs, children’s competences

The Relation of Linguistic Awareness Skills to Reading and Spelling for Autistic and Non-Autistic Elementary School-Age Children.

For non-autistic children, it is well established that linguistic awareness skills support their success with reading and spelling. Few investigations have examined whether these same linguistic awareness skills play a role in literacy development for autistic elementary school-age children. This study serves as a first step in quantifying the phonological, prosodic, orthographic, and morphological awareness skills of autistic children; how these skills compare to those of non-autistic children; and their relation to literacy performance. We measured and compared the phonological, prosodic, orthographic, and morphological awareness skills of 18 autistic (with average nonverbal IQs) and 18 non-autistic elementary school-age children, matched in age, nonverbal IQ, and real-word reading. The relations between linguistic awareness and the children's word-level literacy and reading comprehension skills were examined, and we explored whether the magnitude of these relations was different for the two groups. Regression analyses indicated the relative contribution of linguistic awareness variables to performance on the literacy measures for the autistic children. The non-autistic children outperformed the autistic children on most linguistic awareness measures. There were moderate-to-strong relations between performances on the linguistic awareness and literacy measures for the non-autistic children, and most associations were not reliably different from those for the autistic children. Regression analyses indicate that the performance on specific linguistic awareness variables explains unique variance in autistic children's literacy performance. Although less developed than those of their non-autistic peers, the linguistic awareness skills of autistic elementary school-age children are important for successful reading and spelling.

How parenting styles affect the development of language skills and reading comprehension in primary school students.

This study examined how parenting styles influence children's language skills and reading comprehension. Six hundred and eighty-five Chinese-speaking third graders (Mage = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4). The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses. These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance.

Imaginary Worlds and Child Readers at Kurrajong Heights in the 1890s

ABSTRACT While authors of the late 19th century may have been concerned with the production of a masculinist boy, the borrowing patterns of a group of children at a Sunday-school library in Australia show a far more fluid approach to reading and to gender. The children of the emerging Presbyterian middle class at Kurrajong Heights approached their library with imagination and originality. Girls were interested in the practicalities of work and engineering, while boys inhabited more imaginary worlds. There were staggered and overlapping ideas of what it was to be male or female. Borrowing records introduce the complex and confused world of lower middle-class female authors and their influence in making boys and girls.

The effect of speech and non-speech noise on comprehension of storybook reading for elementary school children

Children are generally more affected by surrounding noise than are adults, and are more disturbed by speech than by non-speech noise. Storybook reading, which is one of the main activities in school curricula, is known to improve children's language skills, social abilities, and behavior. However, classrooms are generally noisy environments, and the effectiveness of storybook reading in noise is unclear. This study aimed to investigate how noise affects storybook reading comprehension among elementary schoolchildren. A practiced speaker read picture books to 11 elementary school schoolchildren (age range, 6-9 years) under three listening conditions: quiet, speech noise (babble noise), and non-speech noise (noise recorded in a boiler room). A comprehension test (e.g., story flow, character behaviors, keywords) was conducted after each book was read. No significant difference in story comprehension scores was found among the listening conditions, likely because the visual information helped the children understand the stories even in noise. However, the story comprehension score under the speech noise condition was significantly higher for children who frequently played outside as compared with inside. These results suggest that children's comprehension of storybook reading in noise is affected by not only surrounding noise, but also the play area.

The Influence of the L1 on L2 Collocation Processing in Tamil-English Bilingual Children

This study examines the influence of Tamil (L1) on the processing of English (L2) collocations during reading for Tamil-English bilingual children. Building on existing research in formulaic language, we used an online processing tool to investigate whether cross-linguistic transfer can be extended beyond single lexical items to collocations in bilingual children, a population that is underrepresented in this research area. Fifty-eight children aged 9–10 years from a school in Chennai, India, took part. Using self-paced reading, children’s reading times were measured for both congruent (with equivalent in L2) and incongruent (without equivalent in L2) English collocations embedded in short passages. There were two reading modes (single and chunk), which allowed reading times for the whole collocations and the individual words of the collocations to be examined. Results showed that children read congruent collocations more quickly than incongruent collocations in both modes. For congruent collocations, children read the second word more quickly than the first word, but the reverse was true for incongruent collocations. These results suggest that the L1 (Tamil) is activated during the processing stage of reading English collocations for Tamil-English bilingual children in this context.

An abbreviated Chinese dyslexia screening behavior checklist for primary school students using a machine learning approach.

To increase early identification and intervention of dyslexia, a prescreening instrument is critical to identifying children at risk. The present work sought to shorten and validate the 30-item Mandarin Dyslexia Screening Behavior Checklist for Primary School Students (the full checklist; Fan et al., , 19, 521-527, 2021). Our participants were 15,522 Mandarin-Chinese-speaking students and their parents, sampled from classrooms in grades 2-6 across regions in mainland China. A machine learning approach (lasso regression) was applied to shorten the full checklist (Fan et al., , 19, 521-527, 2021), constructing grade-specific brief checklists first, followed by a compilation of the common brief checklist based on the similarity across grade-specific checklists. All checklists (the full, grade-specific brief, and common brief versions) were validated and compared with data in our sample and an external sample (N = 114; Fan et al., , 19, 521-527, 2021). The results indicated that the six-item common brief checklist showed consistently high reliability (αs > .82) and reasonable classification performance (about 60% prediction accuracy and 70% sensitivity), comparable to that of the full checklist and all grade-specific brief checklists across our current sample and the external sample from Fan et al., , 19, 521-527, (2021). Our analysis showed that 2.42 (out of 5) was the cutoff score that helped classify children's reading status (children who scored higher than 2.42 might be considered at risk for dyslexia). Our final product is a valid, accessible, common brief checklist for prescreening primary school children at risk for Chinese dyslexia, which can be used across grades and regions in mainland China.

Empowering Library Services through User‐Centric Analysis of Co‐loan Patterns

ABSTRACTBy examining loan data from public libraries in South Korea, we seek to understand patterns in user borrowing behaviors and explore thematic connections among borrowed books. The subject headings of 55.5 million book sets borrowed by individual users on the same day were analyzed using ITEM2VEC. We have identified 40 subject heading communities through cosine similarity of each subject vector, and we have labeled each community using a large language model. Two prominent communities were identified: Global Modern Literature and Novels and Children's Literature, Fairy Tales, and Folklore. The latter community was associated with a diverse array of subjects, indicating an expansion in children's reading preferences. The study results will be useful for improving collection development and the relevance of book recommendations, as well as for incorporating user information behavior into traditional library material classification schemes.

CHILDREN'S JOKES AND THEIR SIGNIFICANT ROLE IN THE LITERATURE

The author pointed out the originality of children's jokes and the feature that distinguishes them from other jokes. The goals and objectives of children's jokes in English, Russian and Uzbek languages, their role in children's reading are studied. The research of scientists on the study of various criteria of children's jokes is analyzed.

Mentoring Student for Reducing the Number of Illiterates in Reading, Writing and Arithmetic at Puger Wetan Village in Puger Jember

The South Coast of Indonesia, especially in the Puger Village area East Subdistrict Puger Jember Regency still face challenge in increase quality education children. Devotion this aiming for describe effectiveness of mentoring programs student Coast through guidance Study in frame reduce number blind reading, writing and arithmetic for students Puger Wetan. Blind numbers of letters, especially blind reading, writing, arithmetic (reading, writing, arithmetic) for elementary school students, becomes problem serious that hinders progress and potential children in the future. Target tutoring for child blind reading, writing and arithmetic more focused on children child class on that is student grades 3-6 are divided into 2 groups that is child who has Can reading, writing and arithmetic and blind children reading, writing and arithmetic. The method used is PAR (Participatory Action Research), namely with identify ability latest students, giving guidance student in accordance level ability, identify appropriate methods, monitoring and evaluation, and review results. As a result, there are improvement ability as much as 36% of students who previously blind reading, writing and arithmetic, so that number blind reading, writing and arithmetic capable decrease as much as 19%.

Literature as a Remedy for the (De)sensitization of the Contemporary Child. Attempt of Practical Approach Using the Theme of War

The text is theoretical in its nature and deals with the subject of the influence of literature on the child in early school age in terms of affecting the sensitivity of the recipient. The author considers the phenomenon of (de)sensitization as a process that would help the modern child to accept taboo phenomena on the example of the subject of war. The article refers to the theory of the Highly Sensitive Child and the “bitter-sweet” impact of art, recalling the works of Elaine Aron and Susan Cain. It was emphasized that the child’s hypersensitivity to certain images or sounds is related not only to natural stages of development, but also, or perhaps mainly, to individual predispositions to sensitivity to stimuli. The considerations included in the article also refer to war-themed texts for children published in Poland. The researcher provides a list of reading materials that may be interesting for contemporary child readers, but are not part of the school canon. The text is supplemented by a practical example of working with Liliana Bardijewska’s work entitled Karim’s Cat and Pictures with the use of a board game as a form of work with text at the level of grades I–III of primary school.

The Influence of Multimedia Learning Media on the Development of Early Childhood Literacy

Early childhood education is essential since this is a delicate time, sometimes called the golden age. It is crucial to promote development through literacy throughout this time. This project aims to provide multimedia-based literacy learning to improve child development. The research uses a pre-experimental design and a quantitative technique, utilising the one-group pretest-posttest method with evaluations for both the pretest and posttest in addition to observation. These evaluations yielded data, which were then subjected to descriptive analysis. The study, which involved 15 students from group A at Dharma Wanita Persatuan 1 Kucur Kindergarten, revealed a significant difference between pretest and posttest scores at a significance level below 0.05. Children's conduct changed noticeably before and after participating in multimedia literacy instruction. Six kids showed reading comprehension at first, whereas nine did not. Three of the nine kids struggled with literacy after the intervention, while the other six made progress. This implies that the development of early childhood reading is positively impacted by multimedia learning.

Mobile Assistive Technology for Dyslexic Children: A Significant Review

In recent years, mobile assistive technology has emerged as a promising tool for supporting dyslexic children in their educational journey. This systematic review presents a comprehensive review of the literature on the utilization and effectiveness of mobile assistive technology in enhancing the learning experiences of dyslexic children. The review examines various types of mobile assistive technology and delves into the ways in which these technologies are tailored to meet the unique needs of dyslexic children. The article also explores the benefits and limitations of mobile assistive technology, shedding light on its potential to enhance reading, writing, and overall cognitive skills in dyslexic children. The systematic search of academic databases using Scopus, Web of Science and ERIC database yielded a comprehensive selection of studies and articles related to mobile assistive technology. After applied advanced searching approach using keywords which are mobile assistive technology, mobile technology, mobile application, mobile learning, dyslexia, the analysis revealed that e-learning played a pivotal role in maintaining educational continuity during the pandemic, offering flexibility and remote access to learning resources. The final finding data is (n=13) which review identified key themes, including the challenges of the digital divide, pedagogical adaptations, and the importance of educator preparedness. Expect validation decide to divide into four themes which is (1) Mobile Applications for Dyslexia Support, (2) Multisensory and Multilingual Approaches for Dyslexia Support, (3) Individualized Learning for Dyslexia Support and (4) Intervention and Stakeholders Perspectives. This significant review consolidates current knowledge on the use of mobile assistive technology, highlighting its potential to transform the educational landscape for this vulnerable population. As mobile assistive technology continues to evolve, it holds great promise for enhancing the educational prospects of dyslexic children, ultimately helping them unlock their full potential.

Establishing Literacy Foundations : Policies and Interventions for Indonesia's Future Excellence

This study explores the current condition of children's literacy in Indonesia focusing on several critical issues including the impact of inequality in literacy access, the factors influencing the quality of teaching languages, exploring the development of local literacy cultures and reading preferences in order to create a more inclusive literacy program, and the evaluation of current literacy policies. A policy analysis and document/library analysis method with qualitative research approach were used to gather data from documentation studies of literacy policies, reports on implementation and current literatures related to children's literacy in Indonesia. The data analysis technique of this research applied thematic analysis to review, identify, and analyze the data. The results showed that Indonesia still experiences a protracted learning crisis, particularly in relation to children's literacy. Factors like low literacy activities, Covid-19 pandemic and the results of national assessments indicate a serious challenge regarding the performance of children's literacy. Limited children's reading interest and availability of suitable book collections also pose a challenge to overcome. The study proposes several steps to improve children's literacy in Indonesia, including increasing accessibility and variety of book collections, enhancing collaboration between relevant authorities, harmonising with the global literacy standards, widening access to books, particularly in rural communities, involving the local community and establishing corporate partnerships with private sectors. The study hopefully provides a meaningful contribution to developing solutions to Indonesia's children's literacy challenges and strategies to improve children's literacy.