Early Reading Skills In Children Research Articles

Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Membaca Permulaan Anak Usia 5-6 Tahun

The research aims to ascertain the impact of the problem-based learning model on the early reading skills of children in Ar-Rahim Kindergarten aged 5-6 years. The approach used in this research is quantitative with the Quasi-Experimental Design type. With a population of 38 students using simple random sampling. With a sample of 6 students in the experimental and control groups. This proves that students who received treatment using the problem-based learning model improved their initial reading skills better than students who received treatment in the control group. This research uses descriptive statistical analysis and non-parametric statistical analysis. In the research, the results of Tcount were 83 and Ttable 2.228, so we got Tcount 83 > Ttable 2.228 and Zcount 2.15 > Ztabel 0.4842 = H0 was rejected, and H1 was accepted, indicating that there is an influence of the problem-based learning model on children's early reading skills, in terms of This shows that the problem-based learning model has an impact on children's reading abilities and is better than children who received treatment in the control group.

Meningkatkan Kemampuan Membaca dengan Metode VATK (Visual, Audio, Taktil, Kinestetik) pada Anak Kesulitan Membaca di Sekolah Dasar

Early reading skills are basic skills that children need to have to understand various knowledge. In the learning process that plays an important role is the learning method, the application of the VAKT Method is one method that can be used to improve early reading skills in early grade elementary school students. This study aims to determine the effectiveness of the VAKT method on improving early reading skills in children with reading difficulties in elementary schools. The subjects of this study were 6 students in elementary school. This study used a quasi-experimental design. The sample of this study amounted to 6 people. The treatment given to the subject is the application of the VAKT method. Data analysis methods used with nonparametric techniques (Wilcoxon). The results showed that the application of the VAKT method can improve reading skills in children with reading difficulties in elementary schools, increase initial reading skills in students who have difficulty reading, obtained a Z value of -2.214. The significance value obtains a value of 0.027. judging from the significance value of 0.027<0.05, it means that there is an increase in reading ability with the VATK method (Visual, Audio, Tactile, Kinesthetic) in children with reading difficulties in elementary school

THE EFFECT OF LEGO LETTERS MEDIA ON EARLY READING ABILITY IN CHILDREN AGES 5-6 YEARS IN KINDERGARTEN YASRIL ANANTA BAHARUDDIN PAREPARE CITY

Background : Early reading is defined as a process from written symbols (letters) into speech. Children who are often introduced to reading will get used to seeing books as a source of information. Lego as a constructive game in the form of building, organizing and managing various media around it has been commonly played by Early Childhood Children during their development. Objectives : How to describe the development of learning in children before and after using Lego media, how to describe early reading skills in children before and after using Lego media, and the effect of using Lego media on early reading skills. Method : The approach used in this study is a quantitative research approach, namely the research was conducted to analyze the effect of the experimental method on children's early reading abilities. The type of research used in this research is "Two Groups Pretest Posttest Design", which is a research design that has a pretest before being given treatment and a posttest after being given treatment. Results : The results of the Wilcoxon Signed Ranks test using the SPSS application obtained Asymp Sig (2-tailed) 0.05 <0.05, then H0 was rejected and H1 was accepted, meaning that there was an effect of playing lego letters on children's early reading abilities. This shows that the early reading skills of children who received the lego letter game treatment were better than children who received the treatment. Conclusion : Children's early reading ability before learning to use Lego media shows that some children do not yet have awareness of text messages, the alphabet and phonemics, do not yet have the basic skills needed to write, are not able to express questions and ideas and are able to use their language skills to work together. In the lego letter game to improve early reading skills, children experience improvement from each meeting so that there are differences in children's early reading development after research.

MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN PADA ANAK MELALUI PENGGUNAAN MEDIA FLIPBOOK

Abstrak Beginning reading ability is an important ability to develop in children. This study aims to develop early reading skills in children using Flipbook media at TK IT Darul Hikmah Mumtaza City of Sungai Penuh. This study used a collaborative classroom action research approach. The sampling technique is cluster sampling. Data collection techniques are observation, interviews and documentation. Teknik analisis data yang digunakan yaitu analisis kuantitatif dengan persentase dan analisis kualitatif. The results showed that there was an increase in initial reading ability, namely in the pre-cycle conditions of 48.8% increased in cycle I to 60.83%, in cycle II it increased by 75% and in cycle III to 88.33% with very good development criteria. Thus it can be concluded that Flipbook media can develop children's early reading skills in the TK IT Darul Hikmah Mumtaza, Sungai Penuh City. In implication, the use of Flipbook media shows a more optimal development of early reading skills in children.

PENGARUH APLIKASI SOLITE KIDS TERHADAP PERKEMBANGAN KEMAMPUAN MEMBACA PERMULAAN PADA ANAK USIA 5-6 TAHUN

Early reading skills are an important aspect of child development. Early reading skills of children must be stimulated from an early age. Especially in this online learning period, parents and teachers must be creative in stimulating children's early reading skills. The title of this research is "The Effect of Solite Kids Application on the Development of Early Reading Ability of Children at the Age of 5-6 Years". The research used is quantitative using the Quasi Experiment method, which is to see the influence between the experimental group and the control group. The sample in this study were 30 students, namely 15 children from the experimental section (who were given treatment) and 15 children from the control section at Permata Bunda Islamic Kindergarten, Bintaro, South Tangerang. Data collection uses observation and documentation. This study uses data analysis techniques in the form of statistics by using the t test which shows the results of a Sig (2 tailed) value of 0.000. Where if Sig (2 tailed) <0.05 then H0 is accepted and H1 is rejected. This shows that the solite kids application has a significant effect on the ability to recognize letters. It is concluded that the solite kids application can have an influence on the development of reading skills of children aged 5-6 years.
 Keywords: Solite Kids Application, Beginning Reading Ability

Phonic Methods on Increasing Reading Ability in Children with Visual Impairments

Reading is an ability that must be possessed by every child, including children with special needs. This is the background of this study which aims to determine the extent of the influence of the phonic method on improving early reading skills in children with visual impairments. The research method used is an experimental method with a Single Subject Research (SSR) approach using an Applied Behavior Analysis (A-B-A) design. The presentation of the data is processed and analyzed using descriptive statistics with percentages and is displayed in graphical form. The results showed that the mean acquisition for each condition, namely the baseline phase 1 (Applied-1) was 52.50%, the intervention phase (Behavior) was 65.35%, and the baseline phase 2 (Analysis-2) increased to 87.50%. Based on the results of the study, it was shown that the phonic method affected increasing the ability to read early in children with visual impairments. Therefore, this study can provide an alternative learning strategy for teachers in improving early reading skills in children with visual impairments using the phonic method.

Efektivitas Metode Multisensory dalam Meningkatkan Kemampuan Memulai Membaca Pada Anak Tunagrahita Ringan

This study aims to test the effectiveness of the multisensory method of early reading skills in children with mild mental retardation in grade VI at SLB (Special School) Bina Bangsa, Ngelom, Taman, Sidoarjo. The research method used in this research is the Single Subject Research (SSR) experimental method with the ABA design model. The subject in this study was a grade 6 student with mental retardation at Special School (SLB) Bina Bangsa, Ngelom, Taman, Sidoarjo. The data collection technique used in this study was an initial reading ability test. The data analysis technique in this research is descriptive statistical data analysis techniques with data analysis in conditions and between conditions. The results of this study indicate that the multisensory method is effective in improving early reading skills in mildly retarded children.

Motor-Enriched Encoding Can Improve Children's Early Letter Recognition.

It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters “b”/“d” can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children’s motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched “b”/“d” letter training on children’s ability to recognize the letters “b” and “d” (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of “b” and “d” training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched “b”/“d” training. The children’s ability to recognize “b” and “d” were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a “b”/“d” Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the “b”/“d” Recognition Test. Specifically, FME improved their ability to recognize “b”/“d” at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children’s motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p = 0.01). The study demonstrated that fine motor-enriched training improved children’s letter recognition more than non motor activities. Both types of motor training were accompanied by higher intrinsic motivation for the children compared to the non motor training group. The study suggests a new method for motor-enriched letter learning and future research should investigate the underlying mechanisms.

Predicting reading comprehension in young children with autism spectrum disorder.

Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years (M = 5 years 8 months), who were assessed at 2 time points during 1 school year. Results indicated that, compared to other measures of early literacy skills, curriculum-based measurements (CBMs) accurately assessed skills in students with ASD. Furthermore, early literacy skills predicted reading comprehension approximately six months later in this sample. The reading development of children with ASD compared to typically developing children appears to be similar in the predictive capacity of decoding skills on later reading skills and dissimilar in the variability and range of skills. CBM tools can provide educators with information about the early reading skills of children with ASD to help address reading and language difficulties seen in this population. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

PENINGKATAN KETERAMPILAN MEMBACA AWAL MELAUI METODE BERMAIN DENGAN MEDIA PUZZLE KATA PADA KELOMPOK B PAUD ISTIQOMAH SELUPU REJANG

The problem had in this classroom action research is whether early reading skills in children in the PAUD group of Istiqomah Selupu Rejang can be improved through the method of playing using word puzzle media? This research was conducted with the aim to improve early reading skill in children of group B PAUD Istiqomah Selupu Rejang. Data collection techniques used are with the test techniques for children and observation for teachers. The data analysis technique used is with the average test technique. The results obtained are the improvements that occur in children's early reading skills by achieving an average value of 3.6 with the "good" criteria in cycle I and increasing with an average value of 4.5 with the criteria of "good" in cycle II. So it can be concluded that this research experience peningkatam but only increased quantitatively while qualitatively get a fixed result.

Pentingnya Pemahaman Orang Tua tentang Karakteristik Pembelajaran AUD dalam Penerapan Model Environmental Print Berbasis Keluarga untuk Meningkatkan Kemampuan Membaca Awal Anak

The low development of early reading ability in early childhood can be caused by many factors, one of which is due to lack of stimulation from the family environment. The role of the family environment becomes very important, because both quantity and quality of the presence of children are spent more in the family. The family-based environmental print model is an innovation that can be used in stimulating early reading skills in children in the family. To be able to obtain optimal results in the use of this model, parents must understand the characteristics of early childhood learning. A correct parent's understanding of the characteristics of children's learning can make the stimulation process take place pleasantly, according to the child's learning style without any element of coercion from parents to children. In addition, the active role of parents can also be done with the right portion of the sign of showing an uncaring attitude or just letting go of the extraction of children's interest in media and conditions that have been prepared using the environmental print model.Key Word: Parental Understanding, Characteristics, Learning, Early Reading, Environmental Print

Application of Media Booklet to Improve Language Development (initial reading) on Children in Kindergarten Kemala Group B Bhayangkari 34 Kendal

This research aims to determine differences in the results of improvement in early reading skills of children through the use of media booklet. Sample was taken using purposive sampling taken in kindergarten Kemala Bhayangkari 34 Kendal in B age group 5-6 years. This study used an experimental method Pre-experimental design with the kind of one group pretest posttest design. Collecting data in this study using the method of observation and documentation. The study is divided into 14 sessions (1 time pretest, 12 times of treatment and continued 1 times posttest).The data were analyzed using statistical quantitative analysis methods. The results showed an increase in children's early reading skills in group B with the following details: amounting to 81.82% of children have the ability to bring the beginning of the category as well as 18.18% of the children had a very good early reading skills. Based on statistical calculations get that tcount> ttable, where t-value (+). If the worth (-) then converted mathematically, results were obtained with t-value of -36.516 great while ttable is -2.0369. It can be concluded that Ho rejected and Ha accepted, it means that there are differences in children's early reading skills after using the booklet.

PERANCANGAN APLIKASI SISTEM PAKAR DENGAN MENGGUNAKAN METODE CERTAINTY FACTOR UNTUK MENENTUKAN JENIS GANGGUAN DISLEKSIA BERBASIS WEB

Dyslexia is a learning difficulty that is best known. Lack of parental supervision to diagnose early reading skills of children caused by factors parents who are too busy and less know the normal development of children. Their services in the form of web-based expert system aims to determine the type of disorder dyslexia as well as to facilitate parents in early diagnosing dyslexia types of disorders experienced by children. The method used to make the application of expert systems is the method of Certainty Factor (CF) is a method to verify whether or not the fact it was definitely uncertain. It is hoped this method will produce an expert system with a degree of certainty that is accurate and suitable to determine something that is uncertain.

Parental Investments and Child Development: Counting Games and Early Numeracy

While reading to children affects the development of their own early reading skills, the set of numeracy activities studied here and undertaken by Australian parents with children before they start school had no impact on their Year 4 achievement in mathematics. It is possible that other, unmeasured parental activities affect the early numeracy skills of children, but just what these activities might be is unclear from the available literature. Activities undertaken prior to starting school other than reading to children also appear to contribute little to the early reading skills of children. Broader measures of activities, better measurement and study design are necessary to make progress in understanding how the home learning environment affects early child learning.

Phonological awareness and early reading skills in children with cochlear implants

This paper summarizes findings from a population study on outcomes of children with hearing loss in Australia, the Longitudinal Outcomes of Children with Hearing Impairment (http://www.outcomes.nal.gov.au) study. Children were evaluated at several intervals using standardized tests, and the relationship between a range of predictors and the outcomes was examined. This paper reports the performance of children with cochlear implants at 5 years of age together with factors predicting word reading ability. Earlier age at cochlear implantation was significantly associated with better word reading ability, after controlling for the effects of language, receptive vocabulary, nonverbal cognitive ability, and device configuration.

A Research on Reading Model of Interactive Children Picture Book Application Based on the Theory of “Zone of Proximal Development”

The cultivation of early reading skills of children promotes the development of children’s language, thinking, emotion and intelligence, and exerts profound influence on future studying. In this paper, the priority is given to study of innovation of the reading model in interactive picture book application. The existing major four reading models were analyzed in this paper. Based on the theory of “zone of proximal development (ZPD)” , a brand new framework of layered reading model was proposed. It is of great significance to the design and development of electronic products of early reading skills of children.

Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?

The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a developmentally appropriate manner (e.g., Alphabetic Knowledge), others are absent or have incomplete presentations. Additionally, the quality of instruction for skills being trained was generally quite low due to limited examples for training each skill and few opportunities to practice the skills. Finally, scaffolding by providing access to easier and more challenging items and automaticity in moving children among levels of difficulty were inconsistent across software packages and within the software. Recommendations on best practices for choosing emergent literacy software packages and for designing pedagogically appropriate software for young children were provided.

Developing Tools for Assessing and Using Commercially Available Reading Software Programs to Promote the Development of Early Reading Skills in Children

As computers become an increasingly ubiquitous part of young children's lives there is a need to examine how best to harness digital technologies to promote learning in early childhood education contexts. The development of emergent literacy skills is 1 domain for which numerous software programs are available for young learners. In this study, we developed 2 tools that can support early childhood educators in the selection and use of early literacy software. First, based on models of reading and input from experts in reading research, we developed a taxonomy of reading skills. We then used this taxonomy to assess the literacy skills being trained in 30 commercially available software programs designed for children in preschool, kindergarten, and Grade 1. Our results indicated that although some skills were trained in a developmentally and pedagogically appropriate manner, others were absent or had incomplete presentations. The software programs were also evaluated for quality to determine whether the pro...

Home literacy predictors of early reading development in children with cerebral palsy

The goal of the present 1-year long longitudinal study was to determine which home literacy variables were effective in stimulating early reading skills of children with cerebral palsy (CP) directly or indirectly via the reading precursors. Parents of 35 children with CP completed questionnaires regarding aspects of the home literacy environment (HLE). The reading precursors: Vocabulary, Syntactic skills and phonological awareness, i.e., Rhyme and Phonemic awareness, were assessed at the end of Kindergarten and the end of Grade 1, while the early reading skills Letter knowledge and Word recognition were assessed only at the end of Grade 1. Three HLE variables were found to be related to reading precursors and early reading skills: Parent literacy mediation, Word orientation and Story orientation activities during shared book reading. Path analyses showed that these three HLE variables were not directly related to early reading skills in Grade 1, but indirectly via the reading precursors, in particular phonological awareness.

Schemata: Its role in the early reading process of children

Abstract Using samples of computer‐generated alpha‐numeric characters (A, N) with controlled degrees of pattern similarity, the pattern classification of two groups of kindergarten children, classified as good or poor pre‐readers, was studied in a schematic concept formation (SCF) task. Response latency reflected large differences between groups and individuals, suggesting that both pattern classification and feature processing are involved in the early reading skills of children.