Children's Reading Research Articles

Itinerarios para la formación de la ciudadanía de acuerdo con la Agenda 2030. Literatura infantil y ODS / Itineraries for citizenship education in accordance with the 2030 Agenda. Children's literature and SDGs

This article addresses the treatment of children's literature in the field of education and how it is linked to the SDGs and the 2030 Agenda. The main objective is to establish possible reading itineraries that allow citizens to recognise themselves in the texts and become aware of socially relevant issues. A proposal has been made for specific itineraries that, through different categories, group together the seventeen goals. For each category, a series of children's readings are assigned that include a link with the objectives. For these narratives, a dialogic proposal is chosen, which encourages critical knowledge of the texts and allows the reading and literary process to be understood in all its breadth. The conclusion reached allows us to understand that children's literature is not limited to a possible didacticism, but combines formative processes with playfulness. Furthermore, the presence of the key themes of the 2030 Agenda is noted in both classic and more contemporary texts, with the mission of the mediator being to bring the two together in order to achieve the intended goals.

Short- and long-term effects of approaches to learning on reading and mathematics achievement in childhood: a fixed effects approach

ABSTRACT This study examines the association between approaches to learning (ATL) and reading and mathematics achievement using U.S. data from the Early Childhood Longitudinal Study of the Kindergarten Class of 2010–2011. Within-grade and across-grade analyses are conducted using individual fixed-effects that control for time-invariant effects and minimize estimation bias. Results from within-grade analyses indicate that ATL is positively related to reading and mathematics achievement in kindergarten, first and second grade. Results from across-grade analyses demonstrate sustained positive associations between ATL and reading and mathematics achievement in grades K-4. Lagged ATL effects are manifested, especially of adjacent prior grades, a finding that extends prior findings and offers a novel perspective in understanding the long-term relationship between ATL and reading and mathematics achievement. The relationship between ATL and achievement is stronger in reading than in mathematics. These findings indicate the importance of ATL in improving reading and mathematics achievement in early grades.

Use of Image Media to Increase Early Childhood Reading Interest

Image media is a medium that can increase children's interest in reading and communication. Image media can be stimulated to develop optimally. One of the developments in reading interest to children is through picture media. The importance of picture media for children is that it can increase knowledge and make it easier for children to communicate with others. The purpose of this study is to find out which Image Media can increase reading interest in children in kindergarten. This study uses qualitative descriptive research with teacher and student research subjects. The data collection tools used by the author in the research are observation, interviews, and documentation. By using this analysis, the researcher presented the results of the study that developing an interest in reading through picture media in kindergarten, in general, has developed the observation based on the 5 indicators presented by the researcher. This development has been in line with expectations. Based on the results of this analysis, in following the image media of 5-6-year-old children in kindergarten, it can be concluded that everything develops optimally.

Book Topic and Emotion Classification by Child Readers in a Library in Taiwan

This study created a visualized folksonomy classification that integrates topic icons and emojis to help children to find books that they like in library settings. The National Library of Public Information in Taiwan commissioned a book-navigation app using the proposed classification. We recruited 35 children to use this app to search for books to read, and they recorded their feelings about these books over a twelve-week period. A statistical analysis of 1,938 system logs was performed under three themes: thematic preferences, epistemic cognition, and social communication. The implementation of thematic and emotion icons in a folksonomy topic structure appeared to successfully aid young Taiwanese readers in finding books that they wanted. Evidence of complex relationships among cultural, psychological, cognitive, and social aspects of book-finding was found, suggesting the benefits of supervised learning in the extraction of gross-fine emotions in the sentiment analysis of multiple topics.

Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming.

This study investigated the relationships between counting, Rapid Automatized Naming (RAN), and reading and arithmetic abilities in Chinese children at different developmental stages. Study 1 examined 51 kindergarteners (mean age 5.43 years) for character reading accuracy and arithmetic accuracy before formal schooling. Study 2 extended the investigation to 158 primary school children in Grades 1-3, assessing word and sentence reading fluency, arithmetic fluency, and associated cognitive factors. The findings from both studies revealed that RAN significantly predicts reading abilities across all age groups, with its importance increasing in older children. Counting was a crucial predictor for arithmetic skills, especially in early grades. While counting correlated with reading abilities in Chinese, it did not explain unique variance beyond RAN and phonological awareness. These results highlight differences across age groups in cognitive and academic skills, emphasizing the increasing role of RAN in both reading and arithmetic fluency as children progress through primary school. The study underscores the need for linguistically sensitive frameworks in education and suggests potential targets for early screening and intervention to enhance academic outcomes in Chinese children.

‘To Make Pen-Friends through the Medium of Your Journal’: The Role of the Chicago Defender’s Bud Billiken Club in Forging Foreign Reporting and a Transnational Cohort among 1930s Black Youth

ABSTRACT By 1929, David W. Kellum, editor of the Chicago Defender’s “Defender Junior” page, had internationalized the popular Bud Billiken Club (BBC), which it hosted for children readers or “Billikens.” The BBC maintained its height of international engagement prior to and throughout the late-1930s, which scholars mark as a turning point in the internationalism of the Black press. This article investigates uncharted scholarly territory in the histories of the Black press, children’s journalism, and Black internationalism by analyzing the forging of Billiken identity and exchanges between domestic and international BBC affiliates, including printed letters to the editor and non-published correspondence described on the page. By making club affiliation widely accessible and encouraging international letter-writing, the Chicago Defender facilitated a type of foreign news reporting that created a world-wide cohort of Billikens, who only existed as an extension of the paper’s platform and Kellum’s cultivation of a modern, internationally-minded “Billikenism.”

The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong

BackgroundThe associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2.MethodsIn this study, 176 second‐year kindergarten children (Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed into their third year and were assessed on their English vocabulary and word reading. The child's father and mother completed a questionnaire on their independent HLE with their child.ResultsThe cross‐lagged panel analysis showed that previous father–child formal HLE predicted subsequent activity levels of mother–child and father–child informal HLE. The mother–child formal HLE positively predicted the development of English word reading. A child's prior English vocabulary was positively associated with subsequent father–child informal HLE.ConclusionsThe crossover effects between the father–child and mother–child HLE emphasize that the behaviours of one parent's HLE could influence one another. Family‐based interventions could consider promoting both fathers' and mothers' roles in fostering children's language learning and reading development in a positive home learning environment. The implications for the effectiveness of the HLE in supporting children's English language learning as L2 are discussed.

“I Am the Universe”: Toward a Reader Model That Centers Culture

ABSTRACTCulture and language shape the way people read. Yet, within many popular reading models of reading development, culture is a component, if featured at all. Illustrated through examples of pro‐Black, culturally sustaining, emancipatory practices of one teacher, this article highlights the Cultural Sustenance View of Reading, a reader model that can be used by reading teachers to center and sustain culture in children's reading development and their literacy futures.

Peran Guru dalam Menstimulasi Kemampuan Membaca, Menulis dan Berhitung (Calistung) pada Anak di RA Mawaddah Palangka Raya

This research discusses the role of teachers in stimulating reading, writing and counting (calistung) skills in early childhood at RA Mawaddah Palangka Raya. Calistung skills are an important basis in children's education, which supports their readiness for the next level of education. This study uses a qualitative approach with observation and interview methods to analyze the role of teachers as mentors, facilitators, and classroom managers. The results showed that teachers at RA Mawaddah were able to create fun learning through a play while learning approach. Learning media such as pictures, letter blocks, and guidebooks are used to help children recognize letter sounds, write, draw, and count simply. Teachers also provide attention and emotional support so that children feel comfortable and motivated. The effective role of teachers not only helps children master calistung, but also encourages the development of their confidence and interest in learning. This research confirms the importance of teacher innovation and creativity in the calistung learning process to support optimal early childhood development.

The Impact of Embedding Interactive Tasks in Augmented Reality Storybooks on Children's Reading Engagement and Reading Comprehension

The Impact of Embedding Interactive Tasks in Augmented Reality Storybooks on Children's Reading Engagement and Reading Comprehension

Analisis Gerakan Literasi dalam Meningkatkan Minat Baca Anak Usia Dini pada Kelompok Bermain Bustanul Wildan

This research was motivated by the low interest in reading of young children in Bustanul Wildan's play group, which had an impact on the low interest in reading among the students. This research aims to find out how to develop interest in reading in early childhood in Bustanul Wildan's play group through the school literacy movement. This research is a descriptive qualitative study with the aim of examining the reading interest of young children in Bustanul Wildan's play group through the school literacy movement. Data collection techniques use interviews, observation and documentation. The objects of this research are school principals, teachers and parents of students for the 2023/2024 academic year. The results of this research show that the existence of a school literacy movement activity program can increase young children's interest in reading. The school literacy movement carried out in Bustanul Wildan's play group includes Story Telling activities, raed aloud activities, reading corner activities and Wall Sticker activities. The supporting factors for these literacy movement activities are that adequate facilities play an important role for children who have a high interest in reading, starting from varied reading books, comfortable places to study, and good gadgets, plus parental assistance in guiding them effectively. Being full can make children have high enthusiasm because they feel there is more support from their parents.

Effectiveness of Marungko Approach in Enhancing the Reading Performance among Grade 1 Pupils of San Antonio Elementary School

This study aimed to determine the effectiveness of Marungko Approach in enhancing the reading performance of Grade 1 pupils of San Antonio Elementary School, Sta Marcela, Apayao in School Year 2023-2024. This study utilized the Quasi- Experimental type of research in gathering the responses employing the quantitative approach. To gather the necessary data needed in the study, the researcher utilized the Block-out Oral Reading Test and FLAT (Fluency and Literacy Assessment Tool) as a tool to assess the reading performance of the Grade 1 learners. The researcher prepared the research design and tools that were used in the study. Approval and recommendation from the principal were sought. The research instruments used was the BORT (Block-out Oral Reading Test). The Pre-BORT (Block-out Oral Reading Test) was administered by the researcher to identify the reading level of the Grade 1 pupils which was based on the word recognition and comprehension. The Post BORT (Block-out Oral Reading Test) using Marungko Approach was administered to test whether the reading performance of the non-reader pupils increased. The findings reveal a significant improvement in reading performance, particularly among non-reader pupils, indicating that the Marungko Approach effectively fosters reading fluency and comprehension. The results suggest that this instructional strategy can be broadly applied in early literacy education, providing a strong foundation for developing reading skills. Based on the findings of the study, were drawn three conclusions. The Grade I pupils have improved their reading performance after the Marungko Approach was used in teaching reading. The use of the Marungko Approach to teach reading resulted to a significant mean gain in the reading performance of the Grade 1 pupils from pretest to posttest. The Marungko Approach could significantly improve the reading performance of Grade 1 pupils. From the findings and conclusions, it is recommended that teachers should use the Marungko Approach in teaching reading and should conduct LAC Session to parents to capacitate them use the Marungko Approach in teaching their children reading. This initiative seeks to increase parental involvement in literacy education. Additionally, future research should look into how effective the Marungko Approach is in different schools to confirm its benefits and flexibility.

The Effect of a Specialized Dyslexia Arabic Font, Arabolexia, on Reading Performance of Children with Dyslexia

: Dyslexia-friendly fronts have gained interest thanks to their potential advantages on the reading performance of dyslexic children. Most studies, however, were done on Latin-based languages, such as English. Studies investigating the reading performance of people with dyslexia in languages with different writing systems, such as Arabic, remain scarce. Arabolexia, a font developed for dyslexic Arabic speakers, has demonstrated a facilitatory effect on the reading of children with dyslexia. Yet, the features contributing to these advantages have not been empirically studied. The current study examines the elements of Arabolexia —such as letterform, spacing, and font size —that might improve reading. We compared the reading performance of dyslexic children (n=45, mean age = 11.10 years) using texts in both Arabolexia and Simplified Arabic font, a widely used standard font, under four conditions: default Arabolexia, Simplified Arabic with matched font size only, Simplified Arabic with matched spacing only, and Simplified Arabic over-all matching. The results show that Arabolexia’s advantages disappear when Simplified Arabic is adjusted to match its spacing. These findings suggest that the facilitatory effect of Arabolexia stems from its spacing parameters rather than its unique design.

UPAYA MENINGKATKAN MINAT BACA SISWA KELAS VII MELALUI KEGIATAN GERAKAN LITERASI DI SMP TARBIYATUl MUHIBBIN

The purpose of this writing is to determine the factors that influence reading interest and interest in class VII students of Tarbiyatul Muhibbin Middle School for the 2023/2024 academic year. This type of research is qualitative research with a descriptive approach. VII SMP students are the subjects. The influencing factors are internal and external factors. Internal factors include intelligence, interest and attention, motivation, perseverance, attitude, reading habits, as well as physical fitness and health. Students will not be interested in reading if they do not have the desire, health, physical fitness, intelligence and motivation. Bad libraries, outdated reading materials, some even unused, little encouragement from teachers, no encouragement from parents, parents who do not give encouragement due to lack of funds, no parental attention to children's reading. Most parents focus more on learning outcomes, reading habits that students have not acquired since childhood. The influence of the reading environment and playmates indirectly influences students' interest in reading. The uncontrolled influence of technology. For example, the influence of misuse of smartphones or gadgets, the influence of television programs on students who forget their student responsibilities

Assistance in Mining Reference Data for Writing Children's Reading on Climate Change

The impact of climate change has been felt by humans in various parts of the world. Mining reference data for writing stories for children and adolescents with the theme of climate change is a strategic point to be studied. The ability to write climate change-themed readings for children and adolescents requires adequate understanding of climate change issues. The purpose of the service is to improve the ability of members of the Saung Kanak community in Malang City to mine and manage reference data, as well as understand the issue of climate change, which has the potential to be used for children's and adolescent stories The service method is mentoring by carrying out a reference data mining workshop using Mendeley and Publish or Perish (PoP). The workshop was attended by 23 members of the Saung Kanak community in Malang City, followed by in-depth interviews, and circulated questionnaires to measure the achievement of the mentoring objectives. There was a positive correlation between participants' good understanding of the concept of data mining and the ability to mine data independently with a better level of understanding of climate change issues. Follow-up assistance that was specially formulated to reach 45.5% of 3 members of the Saung Kanak community in Malang City needs to be followed up, considering that they still have difficulty mining reference data.

Patterns of the left thalamus embedding into the connectome associated with reading skills in children with reading disabilities.

We examined how thalamocortical connectivity structure reflects children's reading performance. Diffusion-weighted MRI at 3 T and a series of reading measures were collected from 64 children (33 girls) ages 8-14 years with and without dyslexia. The topological properties of the left and right thalamus were computed based on the whole-brain white matter network and a hub-attached reading network, and were correlated with scores on several tests of children's reading and reading-related abilities. Significant correlations between topological metrics of the left thalamus and reading scores were observed only in the hub-attached reading network. Local efficiency was negatively correlated with rapid automatized naming. Transmission cost was positively correlated with phonemic decoding, and this correlation was independent of network efficiency scores; follow-up analyses further demonstrated that this effect was specific to the pulvinar and mediodorsal nuclei of the left thalamus. We validated these results using an independent dataset and demonstrated that that the relationship between thalamic connectivity and phonemic decoding was specifically robust. Overall, the results highlight the role of the left thalamus and thalamocortical network in understanding the neurocognitive bases of skilled reading and dyslexia in children.

Pemanfaatan Media Kartu Kata Bergambar dalam Meningkatkan Kemampuan Membaca dan Kognitif pada Anak Usia Dini di RA Al Jannah Jakarta Utara

This study aims to examine the use of picture word card media which is carried out with several methods or ways of recognizing vocabulary in each theme in improving early childhood reading and cognitive skills in RA Al Jannah. This study uses a qualitative approach with literature study methods and in-depth interviews. The instruments used are interview and observation sheets as well as several studies that examine the theme. The data produced are primary and secondary data. The data analysis carried out was to review the literature and triangulation of data based on the results of interviews and observations. The introduction of word cards is carried out every day consistently and repeatedly, picture word cards are also used in the form of games and also singing, there are several models of word cards used in RA Al Jannah, namely theme word cards, harmony word cards, fishing word cards, bingo word cards, and reminder card cards. The strategy for improving early childhood reading skills carried out with the media of picture word cards is in a gradual way, namely through a phonetic approach, syllable recognition, whole language, interactive and fun activities. Cognitive improvement strategies carried out in Ra various games, namely by means of word grouping games and memory games, examples of memory games carried out are games with reminder word cards, bingo word cards, picture guessing games, and fishing games with syllables.

The reading seed programme (RSP)'s efficacy in fostering toddlers' reading habits in early childhood literacy

The Reading Seed Programme (RSP), an in-house literacy program inaugurated by Sarawak's State Library (PUSTAKA Negeri Sarawak, Malaysia), has the potential to become the country's primary literacy initiative, particularly in terms of fostering a reading culture. The purpose of this paper is to empirically establish the reliability of survey measures as well as the feasibility of this toddler literacy program. The findings revealed that RSP capable enculturates effectively and has a significant positive impact on toddlers' reading ability. Nonetheless, the early childhood reading literacy program must consider each learner's unique learning style, incorporate updates or monitoring systems, improve training, develop a strategic plan outlining RSP outcomes, and clearly communicate the program's attitudinal components in relation to the desired results.

“Because she can fly”

What makes a fictional character someone’s favourite? One of the factors scholars have explored is overlapping identity markers, for instance when boy readers favour boy characters. This article extends that discussion to age by discussing data gathered in individual interviews and focus-group conversations with 18 readers between the ages of 9 and 75. In the interviews, readers were asked about their favourite character in the children’s book Iep! (1996) by Joke van Leeuwen. Readers up to the age of 14 all selected younger characters as their favourites, whereas older readers selected favourite characters from a wider range of age groups, including younger characters. Younger readers named distinct traits as their reason for selecting a character as their favourite, such as “Because she can fly”, whereas adult readers also cited external factors for liking a character, such as a character reminding them of someone. Regarding the characters that readers did not like, readers up to the age of 11 were unable to select a character they did not like, whereas the majority of adults found this easy. Of these unpopular characters, only a small minority were children; in the main, adult readers disliked adult characters. Interestingly, several child readers defended adult characters disliked by adult readers.

Systematic Review of Reading Proficiency among Preschool Pupils Using PRISMA

The mastery of reading and writing plays a pivotal role in an individual's personal growth and is intrinsically linked to the acquisition of listening, speaking, reading, and writing skills—a critical facet of a child's language development. This study conducts a systematic review of reading strategies utilized in promoting reading proficiency among preschoolers. The study meticulously explores reputable databases, including Google Scholar, Web of Science, and Scopus for reliable research papers. The review followed PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This search yielded a total of 63 relevant articles published between 2008 and 2022. Following an in-depth assessment, 22 articles were identified and selected as most pertinent to the study's objectives. The findings of this systematic review indicate that various reading strategy approaches, including Montessori, pedagogical, e-book, and child-centered methods, wield a positive impact on children's reading skills. Notably, these approaches contribute significantly to decoding, fluency, and comprehension abilities among preschool learners. The implications of these findings underscore the potential for educators to employ these strategies effectively in preschool environments, fostering the development of young children's reading skills.