Early Reading Research Articles

Early reading development of plurilingual children: a longitudinal study

ABSTRACT As the cultural and linguistic diversity within Canadian society steadily increases, there arises a need to gain a deeper understanding of early reading development in children within this context. To address this issue, the current study used a longitudinal design to evaluate whether intensive experience using languages represented by either alphabetic or logographic scripts in addition to English benefited rates of English reading development of 136 plurilingual children from kindergarten to grade 2. Participants were assigned to three groups that represented their experience with English and languages and writing systems in their homes and communities. The first group had intensive experiences with English and another Alphabetic writing system, the second group had intensive experience with English and a language represented by a Logographic writing system; and the third group used mostly English in their communicative interactions. Consistent with a script dependent hypothesis, the findings showed that word reading development from kindergarten to grade 2 was accelerated for plurilingual children with experience using English and another alphabetic language compared to children who spoke primarily English, or English and a logographic language. This reported benefit for English word reading did not appear to generalise to English reading fluently or reading comprehension.

PENGEMBANGAN MEDIA BOARD GAME “PACAROLI” PADA KETERAMPILAN MEMBACA PERMULAAN SISWA KELAS I DI SD MUHAMMADIYAH AIMAS

This study aims to develop a learning media in the form of a board game called "PACAROLI" to improve the early reading skills of first grade students at SD Muhammadiyah Aimas, Sorong Regency. This study uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The results of the study indicate that the "PACAROLI" board game media is valid, practical, and effective to be used as a learning media. The validity of the media is proven by the average score from the experts of 96%. Practicality is measured through student responses, with more than 70% of students giving positive responses. The effectiveness of the media is shown through the results of the pre-test and post-test which showed a significant increase (p <0.05). Thus, the "PACAROLI" media can be an innovative solution in improving the reading skills of first grade students. The researcher provides suggestions to several parties in the world of education. For students who often do playing activities, it is expected that they can increase their knowledge through learning activities while playing. For teachers, so that they can sort and utilize learning media that are in accordance with student characteristics and can foster student interest in learning. For the principal, to be able to consider the use of learning media that are in accordance with the characteristics of students and the demands of today's education. For further researchers, it is expected to be able to develop products from this research that are in accordance with the development of the times, and consider the feasibility, effectiveness, and practicality of the media for further research.

Quality of the preschool educational environment and its relationship to emergent literacy skills

The objective of this study is to relate the quality of the educational establishment’s literary environment to the development of the emerging literacy skills of children attending preschool education in the Province of Concepción, Chile. An observational, quantitative, and correlational study was proposed that considered a sample of 38 pre-kindergarten classrooms, their preschool teachers, and 295 children. Educational orientations, processes and structural quality were all measured. Additionally, the children’s literacy skills were assessed at the beginning and end of the year. For data analysis, descriptive statistics were used at the univariate level, and then bivariate correlational analysis was applied. The results revealed that the educational quality for literacy is basic, the emotional climate is adequate, and the beliefs of the teachers vary between adequate and inadequate. The children’s progress in distinct emergent literacy skills was observed primarily in writing their names. The results also show that the quality of the environment for literacy is associated with better results for children regarding early reading and writing skills. Finally, the findings reveal the importance of promoting professional training to improve the quality of the literacy environment in the classroom and teacher practices that support language development and the skills that are precursors of literacy.

Bede on Jude

The Venerable Bede is known today as the first English historian. Yet he considered himself to be an exegete above all else, and was received as such in the medieval church. Among his various works of biblical interpretation is the first extant Latin commentary on the Catholic Epistles. Dating from the early stage of Bede’s writing, the commentary is generally characterized as concerned with the plain or literal sense of the text. This article offers a reading of the final book of Bede’s commentary, on the Epistle of Jude. Here we find evidence of Bede’s learning and his interest in a range of canonical and doctrinal questions. Significantly, the article demonstrates that Bede also develops early and brief figural readings of the text, and thus disproves the contention that he is concerned only with its literal sense.

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.

A National Survey of Teachers on Early Literacy: Assessing Nigerian Reading Teachers’ Knowledge, Perception and Practices on Reading Instruction

The reading skills of Nigerian primary school students from recent assessments have been shown to be very low. This is a cause of concern because of the many studies documenting the relationship between early foundational reading skills and future success in school and life. There are currently gaps in the existing body of studies regarding teacher knowledge, perception, self-efficacy and practices of early literacy instruction in Nigeria. The previous studies conducted around these components were either very limited in sample size or not representative of the entire country. To bridge the existing gap in the literature, the present study sought to answer six research questions through a national survey relating to teacher knowledge, perception, self-efficacy and practices as well as investigating the impact of school type and other professional characteristics on teacher knowledge. The result of the survey reveals that (N = 190) Nigerian reading teachers’ knowledge of literacy instruction is low (M = 9.89 out of 20 possible scores, SD = 3.46). Teachers have lower knowledge of phonemic awareness (PA) and phonics compared to other reading skills. Nigerian reading teachers have similar beliefs on explicit and implicit instruction. There are effects of years of experience on teacher knowledge. Teachers in the study with at least 6 years of service or those who hold a bachelor’s or master’s degree have significantly higher teacher knowledge. Recommendations for future research and implications for practice are discussed.

The Effect of Home Literacy on Preschoolers' Early Reading Skills

The Effect of Home Literacy on Preschoolers' Early Reading Skills

The Effect of Parental Attention and Provision of Educational Game Tools on the Beginning Reading Ability of Children Aged 4-5 Years

This study investigates the influence of parental attention and the provision of Educational Play Tools (EPT) on the early reading skills of children aged 4-5 years. The results demonstrate that parental involvement, specifically through active participation in learning activities, significantly contributes to the creation of an environment that fosters early literacy development. Additionally, the provision of Educational Play Tools offers an interactive and engaging learning experience, which further supports the enhancement of reading skills in young children. The findings underscore the importance of a synergistic relationship between parental attention and the availability of Educational Play Tools in establishing a robust literacy foundation during early childhood. Based on these findings, it is recommended that parents increase their engagement in their children’s educational activities and provide EPT that align with the developmental needs of the child. Moreover, the study calls for policies by government and educational institutions to ensure equitable access to high-quality Educational Play Tools, thereby maximizing their impact across diverse socio-economic groups.

Impact of COVID-19 School Closures on White Matter Plasticity in the Reading Network.

During the COVID-19 pandemic, children worldwide experienced school closures. Several studies have detected a negative impact on reading-related skills in children who experienced these closures during the early stages of reading instruction, but the impact on the reading network in the brain has not been investigated. In the current longitudinal study in a sample of 162 Dutch-speaking children, we found a short-term effect in the growth of phonological awareness in children with COVID-19 school closures compared to children without school closures, but no long-term effects one year later. Similarly, we did not find a long-term effect on the longitudinal development of white matter connectivity in tracts implicated during early reading development. Together, these findings indicate that one year after school closures no effects on the development of phonological awareness and white matter are found, yet it remains an open question whether short-term effects on the reading network could have been present and/or whether other networks (e.g., psychosocial related networks) are potentially more affected.

Si Raca App in Quantum Learning, Is It Effective to be Implemented in Early Reading Material for Primary School?

There are various learning applications on the Play Store to facilitate students’ learning process. The application can contain learning materials of making alphabets sounds, alphabet tracing, and reading. One of it which can be utilized to teach early reading skill is Si Raca app. This study aims to investigate the integration of Si Raca app in quantum learning and its effectiveness in early reading materials for primary school. This study is quantitative research in form of quasi-experimental study that implements non-equivalent control group design. The participants are first grade students of primary schools. Test is utilized as research instrument. This study involves experimental and control groups. The experimental group utilizes Si Raca App in quantum learning which implements TANDUR technique. It stands for Tanamkan, Alami, Namai, Demonstrasikan, Ulangi, and Rayakan (Instilling, Experiencing, Labeling, Demonstrating, Repeating, and Celebrating). The control group does not utilize Si Raca App in quantum learning. Results of this study show that Si Raca app can be integrate into quantum learning because it can be collaborated with educational technology. Moreover, Si Raca app is effective to be implemented in quantum learning for early reading materials. It can be concluded that the integration of Si Raca app into quantum learning creates new learning syntax.

Teaching Early Reading Skills to Adults With Intellectual Disabilities Using a Support Worker/Family Carer Mediated Online Reading Programme: A Feasibility Randomised Controlled Trial.

There is a paucity of research into interventions that help people with intellectual disabilities learn to read. This feasibility study examines whether an online reading programme, Headsprout, with additional support strategies and supervision (the intervention), can be delivered by support workers/family carers and the feasibility of conducting a later large-scale effectiveness trial. The study used a 2-arm randomised controlled trial (RCT) design with an embedded process evaluation using a mixed methods approach. Thirty-six adults with intellectual disabilities were recruited. Informed consent and data were obtained remotely. Progression criteria for recruitment, retention, randomisation and usual practice were met; intervention adherence and fidelity were poor. Pressure on support services was a key barrier. Whilst progression to a large-scale effectiveness trial was not recommended, the success of conducting an RCT and remotely obtaining informed consent and data from adults with intellectual disabilities opens opportunities for increased participation in research for a currently under-represented group. ISRCTN11409097.

The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6

AbstractPrevious studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their joint contributions (including growth rates) to reading comprehension. Our study aimed to fill this gap in Chinese, an ideal target language with complex grammatical structures of compound words. We followed 125 native Mandarin‐Chinese‐speaking children in Mainland China from Grades 3 to 6, with one testing point in the fall of each grade and a total of four testing times. These children's vocabulary, compound structure awareness, and text reading comprehension were measured as three key variables, and their Chinese character reading, word reading fluency, and compounding awareness were measured as three control variables in model analyses; all materials were adopted from previous research and were highly reliable and valid. We fitted the latent growth models and found that children's initial vocabulary in Grade 3 significantly predicted their compound structure awareness growth over Grades 3 to 6, and then predicted reading comprehension in Grade 6. However, such results were not evident the other way around. Importantly, initial vocabulary knowledge and compound structure awareness in Grade 3 and their growth rates from Grades 3 to 6 contributed to reading comprehension skills in Grade 6. Our findings demonstrate the necessity of considering vocabulary knowledge and compound structure awareness jointly and longitudinally to support early reading development.

Neural correlates of phonetic categorization under auditory (phoneme) and visual (grapheme) modalities

This study assessed the neural mechanisms and relative saliency of categorization for speech sounds and comparable graphemes (i.e., visual letters) of the same phonetic label. Given that linguistic experience shapes categorical processing, and letter-speech sound matching plays a crucial role during early reading acquisition, we hypothesized sound phoneme and visual grapheme tokens representing the same linguistic identity might recruit common neural substrates, despite originating from different sensory modalities. Behavioral and neuroelectric brain responses (ERPs) were acquired as participants categorized stimuli from sound (phoneme) and homologous letter (grapheme) continua each spanning a /da/−/ga/ gradient. Behaviorally, listeners were faster and showed stronger categorization of phoneme compared to graphemes. At the neural level, multidimensional scaling of the EEG revealed responses self-organized in a categorial fashion such that tokens clustered within their respective modality beginning ∼150–250 ms after stimulus onset. Source-resolved ERPs further revealed modality-specific and overlapping brain regions supporting phonetic categorization. Left inferior frontal gyrus and auditory cortex showed stronger responses for sound category members compared to phonetically ambiguous tokens, whereas early visual cortices paralleled this categorical organization for graphemes. Auditory and visual categorization also recruited common visual association areas in extrastriate cortex but in opposite hemispheres (auditory = left; visual = right). Our findings reveal both auditory and visual sensory cortex supports categorical organization for phonetic labels within their respective modalities. However, a partial overlap in phoneme and grapheme processing among occipital brain areas implies the presence of an isomorphic, domain-general mapping for phonetic categories in dorsal visual system

Media Augmented Reality (AR) Untuk Menstimulasi Kemampuan Membaca Permulaan Pada Anak Usia Dini

Early reading skills are one of the important aspects of language development in early childhood. Early reading is the first stage where children learn to recognize letters, sounds, and words simply. This study aims to determine whether media-based augmented reality (AR) can stimulate early reading skills in children. This type of research is a development research using the ADDIE model. The methods used to collect was instruments. The location of the research was at Darul Hikmah Islamic Kindergarten, the research was conducted in August-September 2024. The results of the study showed that the early reading skills were 43%, after the use of AR-based media, children's early reading skills increased to 78%. Based on this, it can be concluded that using media-based AR can improve children's early reading skills. This research implies that teachers can use AR-based media in the learning process.

Implementation of the Reading Corner Program to Increase Children's Interest in Reading in Arjasari Village

The reading corner program in Arjasari Village aims to increase people's interest in reading. This research identified various challenges faced in implementing the program, such as limited resources, lack of interest in early reading in the community, and lack of variety of reading books. The reading corner program not only increases people's interest in reading, but also has a positive impact on other social aspects, such as increasing knowledge, communication skills and a sense of togetherness. Apart from that, this program also contributes to the development of a more advanced and cultured society. This research highlights the importance of literacy programs as an effort to empower society. Through a participatory approach, various solutions have been implemented to overcome these challenges, such as collaborating with regional libraries, involving community leaders, and holding sustainable literacy activities. This research concludes that with the right strategy, the reading corner program can be an effective solution for increasing literacy in rural areas.

Readability of cerebrovascular diseases online educational material from major cerebrovascular organizations

IntroductionThe internet is an essential resource for patients and their loved ones to understand their medical conditions, and professional medical organizations have taken great strides to develop educational material targeting...

The impact of sociodemographic variables in early reading acquisition

Research indicates a strong correlation between sociodemographic factors and success in learning to read. This study examines the sociodemographic characteristics of 1131 preschool and 1st-grade children in Portuguese public schools and explores the relationship between these characteristics and key competencies for reading acquisition. The collection included a sociodemographic questionnaire and pre-reading skills, such as letter-sound knowledge. To assess the relationship between the sociodemographic variables and the letter-sound knowledge, inter-subjects (parametric and non-parametric) difference tests were conducted, as well as correlation analyses. To understand whether letter-sound knowledge is predicted by sociodemographic variables, a multiple linear regression analysis was performed using the Enter method. The results suggest that the mother’s education is the variable that most strongly contributes to success in reading acquisition. Socioeconomic status and the type of school also play a role in reading achievement. Identifying the sociodemographic factors that most strongly correlate with reading acquisition success is crucial for a more accurate identification of at-risk children and to provide targeted support/inclusion in reading skills promotion projects.

Starting small: Engaging young learners with literacy through multilingual storytelling

In Australian schools, approximately 20% of young children are emergent bilinguals, who are simultaneously developing their home languages while learning through English. While many teachers recognise the benefits of multilingual teaching approaches in culturally and linguistically diverse classrooms, there remains a significant level of uncertainty about how to enact them. These approaches depend heavily on teachers’ ability to leverage young learners’ cultural and linguistic funds of knowledge, as well as to apply pedagogies that engage the full range of their linguistic abilities. To effectively develop these strategies, many teachers require additional support. This paper presents a study in which researchers collaborated with a classroom teacher to initiate a multilingual storytelling project aimed at children aged six to seven. The objective was to explore the potential of multilingual storytelling to engage young emergent bilingual learners in early reading and writing activities. Our findings indicate that this pedagogical approach, rooted in the principles of translanguaging, significantly enhanced the students' engagement with literacy. By validating their home languages and cultural identities, the project provided strong support for their oral language development, demonstrating the effectiveness of integrating multilingual practices in the foundational years of education.

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.