Acquisition Of Literacy Skills Research Articles

Effectiveness of Play-Based Learning Method in Promotion of Early Literacy Skills Among Early Childhood Development Education Children

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers’ role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of play-based learning in schools

Parental engagement and student acquisition of literacy skills in primary classrooms in Fiji

ABSTRACT Teachers in Fiji's lower primary classrooms face the task of raising students’ literacy levels. Consequently, many schools are attempting to involve parents in improving students’ literacy skills. This study investigated the effects of parental engagement on students’ literacy acquisition in lower primary classrooms in Fiji. Online questionnaires were administered to 31 primary school teachers and 38 parents using a mixed-method approach. The findings highlight the importance of teaching basic literacy skills such as phonics, alphabets, blending, and decoding. Parents and teachers acknowledge the importance of parental engagement in fostering children’s literacy skills. Parental involvement motivates children, resulting in increased academic performance and fewer struggling readers. Parents indicated participating in school-based programmes, reading with their children at home, helping with literacy-related activities, and establishing good routines to increase parental engagement. However, the research also revealed obstacles to parental engagement such as long work hours and a lack of familiarity with the current literacy curriculum. This study suggests providing teachers with resources, training, and introducing local literature to engage students in their culture and environment. Such findings may be useful in convincing parents to collaborate with teachers to improve students’ literacy skills, especially at the lower primary level.

Access to Digital Media and Digital Literacy among Ghanaian Youth: An Explore, Engage, Empower Model Study

ABSTRACT Across Africa, increased availability of mobile devices and internet connectivity means that more young people can participate in digital spaces. Yet media access and use are not universal either across the continent or within countries. Indeed, as the euphoria around technological advancements wanes, researchers and policymakers recognise that technology has the capacity to exacerbate social and other inequalities. This paper problematises the capacity of under-served African youth to effectively use media, given scholarship that suggests that frequent media use enhances digital literacy capacity. It makes use of a quantitative approach by surveying students in senior high schools using a multi-stage sampling approach and draws on the explore, engage, empower (EEE) model to examine young people’s access to digital spaces and how this shapes the acquisition of digital literacy skills. The findings from a nationwide survey of senior high school students in Ghana, using a newly developed media and information literacy (MIL) scale, indicate that Ghana’s youths have reasonably high levels of access to digital spaces (83 per cent) and that such access is related to their development of specific MIL skills, including competencies of accessing, critically evaluating, and creating and sharing information in digital spaces.

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

The primary focus of this study is to explore the relationship between the early childhood literacy classroom environment and teachers’ practices to promote an understanding of their influence on Arabic-speaking children’s acquisition of literacy skills. This study utilizes a quantitative methodological approach, whereby null and alternative hypotheses were formulated to examine the association between Arabic-speaking children’s acquisition of literacy skills and the early childhood literacy classroom environment. Data analysis was conducted using a statistical technique known as structural equation modeling. The results of this study indicate that the literacy classroom environment, teachers’ practices, and Arabic-speaking children’s acquisition of literacy skills affect each other and have an evidence-based interrelationship. Based on this relationship, the results and recommendations of this study may be considered inspirational ideas for teachers, researchers, and decision-makers working in early childhood who seek to make positive educational changes in this field.

Let's Hear Children's Emotions: The Play-Based Psychoeducation Program for the Socio-Emotional Development of Primary School Children

The acquisition of empathy, emotional literacy and prosocial skills is important for children's social, emotional and moral development. If these skills are supported through play in children, their acquisition will be faster and easier. Therefore, in this study, the Play-Based Socio-Emotional Psychoeducation Program including empathy, emotional literacy and prosocial skills was prepared and its effect on children was examined. The present research was the pretest-posttest quasi-experimental study. The sample of the study consisted of primary school students between the ages of 7-10. 23 children were included in the experimental group and 23 children were included in the control group. An average of 45 minutes of practice was applied to the experimental group for 10 weeks. The findings of the study showed that there was an increase in empathy, emotional literacy, and prosocial skills of the children in the experimental group after the application, but there was no change in their behaviors. These results provided evidence that the program was effective on these skills. It can be said that the current study will shed light on field workers and the play-based psychoeducation program will be an effective program that they can integrate into their practices.

Analysing challenges for Information and Research Literacy skills using an integrated approach of Delphi and Best-worst method

ABSTRACT The acquisition and mastery of Information and Research Literacy (IRL) skills are crucial for library and information professionals to proficiently navigate, assess, and utilise information resources.The acquisition of these competencies is frequently impeded by diverse factors within the Indian milieu. Thisstudy employs a combined methodology of Delphi and Best-Worst Method (BWM) to investigate and rank the challenges encountered by library and information experts in enhancing IRL proficiencies. The study’s methodology comprises a Delphi study conducted in two stages to finalise a comprehensive list of challenges. Additionally, a BWM analysis has been employed to rank the identified challenges. The findings indicate that the primary challenge is the arduousness of evaluating the calibre and reliability of sources of information, with supplementary hindrances including insufficient instruction, resources, and consciousness. The research findings propose a comprehensive framework to address the challenges and state the development of efficacious training programmes, provision of high-quality resources, and promotion of awareness regarding the significance of IRL skills.

The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review

Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.

Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda

The aim of the study was to investigate the relationship between parental involvement and children’s acquisition of literacy and numeracy skills in Uganda. The objectives of the study were threefold; to examine the level of competence in children’s literacy and numeracy skills; to establish the relationship between parental involvement and children’s competences in literacy and numeracy skills as well as to predict parental factors in determining children’s competences in literacy and numeracy skills in Uganda. Secondary data from Uwezo 2021dataset were analysed using descriptive statistics, the correlational coefficient and logistic regression analysis was used to explore the levels of competence in literacy and numeracy skills among children, the association between competence levels in literacy and numeracy and parental involvement was analysed; as well as parental factors as predictors in children’s acquisition of literacy and numeracy skills were investigated. The study findings revealed that children in Uganda were at different competence levels in literacy and numeracy. Parental involvement in children’s education also significantly enhanced the acquisition of basic literacy and numeracy skills. However, there was a low positive correlation between parents’ participation in reading with their children and acquisition of literacy and numeracy skills. Noteworthy, findings revealed that numeracy skills of 4-16-year-olds increased with TV and mobile telephone access in households. In conclusion, parental factors play a significant role in predicting the development of literacy and numeracy abilities among children in Uganda. The odds ratio for increased literacy skills was lower in male-headed households but higher in households with parents who completed Ordinary School Certificate, Advanced School Certificate, and tertiary diploma/degree. Thus, the Ministry of Education and Sports should provide free adult education to parents in order to encourage them to be involved in their children’s education. The findings of this study inform education policy review to enhance children’s acquisition of basic skills in literacy and numeracy.

A Comparison of Paired Kinesthetic Movements and With-in Stimulus Pictures on Literacy Skills Acquisition with Young Children

A Comparison of Paired Kinesthetic Movements and With-in Stimulus Pictures on Literacy Skills Acquisition with Young Children

Digital Literacy Level and Career Satisfaction of Academics

Technology affects educational institutions like every other field. Higher education institutions, which are the main source of new knowledge creation and dissemination, are now dominated by digital technologies. The acquisition of digital literacy skills, which is among the 21st-century competencies, is possible with the positive attitudes and skills of academics, who are instructors in higher education institutions, towards the use of digital technologies. As role models in strengthening digital literacy, academics should develop themselves in line with strategies that include elements of the digital age and more active learning, and be able to transfer these strategies to educational practices. Otherwise, it will not be possible to increase the quality of education and it is inevitable for academicians to experience career dissatisfaction with the feeling of failure. Despite the importance of the subject, digital literacy of academicians has not been adequately addressed in the literature and the relationship between academics' digital literacy levels and career satisfaction has not been focused. Based on this gap, in this study, the concept of "digital literacy" is handled specifically for academics working in universities operating in Istanbul, Turkey, and it is aimed to contribute to the literature by revealing the relationship between academics' digital literacy and career satisfaction. The cross-sectional survey method, a quantitative research technique, was utilized in the research as a data collection and analysis tool. For this purpose, the data collected through questionnaires from 304 academics with a simple random sampling method were analyzed. As a result of the analysis, it was found that academics' digital literacy explained the career satisfaction variable by 28.1% at a 0.01 significance level. Finally, the significant positive relationship between academics' digital literacy and career satisfaction can be interpreted as that academics who cannot develop digital literacy skills and transfer these skills to teaching environments will not be able to achieve career satisfaction by experiencing a sense of failure because they cannot provide an education in line with the expectations of the digital age. In addition, according to the research findings, it was found that the digital literacy and career satisfaction levels of the academicians differ according to age, working time, academic title, and having a personal web page.

The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review

AbstractBackgroundIn today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy.ObjectivesResearch on young children's digital literacy practices at home was reviewed to explore the positive and negative influences on early learning. This is important due to the children's rapid uptake of online digital technologies over the past decade.MethodsPeer‐reviewed research articles on home digital literacy practices of children (aged 0–8 years old) published between 2010 and 2021 from four education databases were carefully selected based upon pre‐determined criteria and examined using content analysis.Results and ConclusionA high proportion of studies (29 of the 31; 93.5%) demonstrated significant benefits of young children gaining a range of skills, including digital operational, early literacy and language, socio‐emotional, and STEM, through the use of digital technologies at home. Five of the 31 (16.12%) studies reported negative effects of digital technologies in the home context, including distraction, aggressive behaviour, and false self‐confidence. Tablets and smartphone use gained greater momentum in the home context, especially between 2015 and 2021, and there was a positive shift in parental mediation, family involvement, and the children's home digital literacy practices.ImplicationsBy leveraging children's acquisition of digital literacy skills in the home and taking into account the sociocultural context, we can enhance young children's preparation for the future and provide opportunities for skill development across various learning domains.

Analysis of Phonological Errors Made by Grade 4 Learners with Communication Difficulties in Kieni East Sub-County

Inclusive education in Kenyan primary schools brings together learners with special needs and their peers without special needs in the mainstream classroom. Some learners in inclusive classrooms have challenges that hinder the acquisition of literacy skills. Official instruction in ESL in primary schools begins in Grade 4. Learners who fail to acquire basic language skills in Grade 4 will struggle to master ESL in the upper classes. Against this backdrop, this study set out to analyze the phonological errors made by Grade 4 learners of ESL in Kieni East Sub-County. The study adopted a descriptive research design. Seven primary schools in Kieni-East were randomly sampled, and 11 students with communication difficulties purposively sampled for data collection. The 11 learners were observed during an ESL listening and speaking lesson. The researcher turned Sony ICD-UX570 Digital Voice Recorder on and left it on the learner’s desk for a 35-minute lesson. The study identified twenty-seven (27) words with phonological errors. The phonological errors were categorized into five classes such as cluster reduction (22%) followed by reduplication (19%), distortion (15%), deletion (15%), stopping (11%), backing (11%) and gliding (7%), respectively. The audio-recorded data was transcribed, and the correct forms provided in a table. Data was analyzed qualitatively using Error Analysis and Natural Phonology Theory to describe the phonological errors. The study found that Grade 4 learners with communication difficulties make phonological errors due to word complexities, biological disorders, and poor cognitive development. Further, the study established that inclusive schools do not have adequate assistive resources to instruct learners with communication difficulties. This study recommends that teachers should partner with speech therapists and language researchers to assist learners with communication needs. Further, EARC should equip all inclusive classrooms with assistive resources to address the needs of learners with communication needs.

Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda

Previous reviews of the nature and consequences of adult-child book reading have focused on seeking impacts of interactive reading on the acquisition of vocabulary and emergent literacy skills. In this systematic review we examined to what extent there has been systematic study of the effects of interactive reading on four less frequently studied developmental outcomes important to children's academic and life prospects: socio-emotional and socio-cognitive (SEL) skills, narrative skills, grammar, and world knowledge. We identified 67 studies of interactive reading that met the inclusion criteria and that examined the targeted outcomes, using either experimental, quasi-experimental, correlational, or single-group intervention methods. We found that studies of effects on grammar and world knowledge outcomes were very sparsely represented; though narrative was often studied as an outcome, the wide variation in conceptualizing and assessing the construct hampered any clear conclusion about book-reading effects. The most robust research strand focused on SEL skill outcomes, though here too the outcome assessments varied widely. We speculate that better instrumented approaches to assessing vocabulary and emergent literacy have led to the persistent emphasis on these domains, despite robust evidence of only modest associations, and argue that work to develop sound shared measures of narrative and SEL skills would enable cross-study comparison and the accumulation of findings. In addition, we note that the various studies implicated different explanatory principles for the value of reading with children: specific interactional features (open-ended questions, following the child's lead, expanding child utterances) or content features (emotion-enhanced books, talk about mental states, science topics), raising another topic for more focused study in the future.

MEDIA LITERACY THROUGH THE LENS OF DIGITAL HUMANITIES: A TRANSDISCIPLINARY STUDY

This study supports the idea that education has to cope with a constantly changing world and the importance of developing digital and media skills among students to enable them to critically and responsibly navigate the current media environment. Accordingly, the present study aims to analyze the influence of digital humanities on media literacy and to answer the question, "To what extent does the didactic integration of digital humanities influence media literacy skills? To answer this question, the approach of action research is adopted in this qualitative study which is based on observing two primary classrooms in Morocco. In the first classroom, the teacher has implemented digital tools as didactic supports. In the second classroom, the teacher has received specific training on the socio-educational integration of digital humanities as part of implementing a previous study on digital humanities. The results show that the didactic integration of digital humanities in language classroom can positively affect media literacy skill acquisition. Moreover, to demonstrate this impact, a framework is developed in order to define a modal for integrating digital humanities to help acquire media literacy skills. Furthermore, the study highlights the importance of a reflective and integrated approach to the digital humanities in teaching to enhance media literacy and intercultural education.

Potentials of Blended Learning in Changing the Delivery of Literacy Education and Skills Acquisition in Nigeria in the Digital Age

The potential for blended learning to change how literacy instruction and skill acquisition are delivered in Nigeria in the digital age, as well as its many advantages, are covered in the paper. Learning has become more appealing and efficient thanks to blended learning’s flexibility and interactive features. Additionally, it has helped students access education and helped faculty members get ready for the digital age of employment. In essence, it improves teaching and learning opportunities, student academic accomplishment, and access to education for all. In order to strengthen our literacy education delivery in Nigeria in light of the Covid-19 pandemic’s resurgence, blended learning must be included into the delivery of literacy education and the acquisition of skills. The concept of blended learning, a conceptual view of literacy in literature, a new construct of literacy and its recognition of its core values, a concept of skill acquisition, a theory of blended learning, roles of information and communication technology in blended learning effectiveness in the digital age, the challenges in integrating blended learning into Nigerian literacy education, and the conclusion are all explored in this paper. The report ends with suggestions for tactically implementing blended learning in Nigerian literacy and skill development.

Pedagogical features of interactive apps for effective learning of foundational skills

Interactive apps are commonly used to support the acquisition of foundational skills. Yet little is known about how pedagogical features of such apps affect learning outcomes, attainment and motivation—particularly when deployed in lower‐income contexts, where educational gains are most needed. In this study, we analyse which app features are most effective in supporting the acquisition of foundational literacy and numeracy skills. We compare five apps developed for the Global Learning XPRIZE and deployed to 2041 out‐of‐school children in 172 remote Tanzanian villages. A total of 41 non‐expert participants each provided 165 comparative judgements of the five apps from the competition, across 15 pedagogical features. Analysis and modelling of these 6765 comparisons indicate that the apps created by the joint winners of the XPRIZE, who produced the greatest learning outcomes over the 15‐month field trial, shared six pedagogical features—autonomous learning, motor skills, task structure, engagement, language demand and personalisation. Results demonstrate that this combination of features is effective at supporting learning of foundational skills and has a positive impact on educational outcomes. To maximise learning potential in environments with both limited resources and deployment opportunities, developers should focus attention on this combination of features, especially for out‐of‐school children in low‐ and middle‐income countries. Practitioner notesWhat is already known about this topic Interactive apps are becoming common to support foundational learning for children both in and out of school settings. The Global Learning XPRIZE competition demonstrates that learning apps can facilitate learning improvements in out‐of‐school children living in sub‐Saharan Africa. To understand which app features are most important in supporting learning in these contexts, we need to establish which pedagogical features were shared by the winning apps. What this paper adds Effective learning of foundational skills can be achieved with a range of pedagogical features. To maximise learning, apps should focus on combining elements of autonomous learning, motor skills, task structure, engagement, language demand and personalisation. Free Play is not a key pedagogical feature to facilitate learning within this context. Implications for practice and/or policy When developing learning apps with primary‐aged, out‐of‐school children in low‐income contexts, app developers should try to incorporate the six key features associated with improving learning outcomes. Governments, school leaders and parents should use these findings to inform their decisions when choosing an appropriate learning app for children.

WordMelodies: Supporting the Acquisition of Literacy Skills by Children with Visual Impairment through a Mobile App

WordMelodies is a mobile app that aims to support inclusive teaching of literacy skills for primary school students. Thus it was designed to be accessible both visually and through screen reader, and it includes over 80 different types of exercises for practicing literacy skills, each with adjustable difficulty levels, in Italian and in English. WordMelodies is freely available for iOS and Android devices. However, it has not been previously evaluated with children having visual impairments. Thus, in this article, we evaluate the app usability, its perceived ease of use, appreciation and children’s autonomy while using it, as well as the characteristics of the end users. To achieve this, we conducted a user study with 11 primary school students with visual impairments, and we analyzed app usage logs collected from 408 users in over 1 year from the app publication. We show that app usability is high, and most exercises can be completed autonomously. The exercises are also perceived to be easy to perform, and they are appreciated by the participants. Finally, we provide insights on how to address the identified app limitations and propose future research directions.

What Do Preschool and Grade One Teachers say about School Readiness and Transition from Early Childhood Education to Grade One? A Case of Selected Schools in Zambia’s Chongwe and Lusaka Districts

Globally, many countries are facing an unprecedented learning crisis and Zambia is not an exception. Children are getting through the education system without the acquisition of basic literacy, numeracy and other critical skills and competencies [1,2]. The COVID-19 pandemic has exacerbated the situation with many schools experiencing prolonged school closures, with Early Childhood learning centers being the first to close and last to open. The World Bank mentions that COVID-19 school related closures and other disruptions have worsened the learning poverty. Despite several studies showing the great benefits that attending ECE has not only on children’s school readiness and individual development but also on the economic development of their countries, the ECE sector is still underdeveloped. Access to quality ECE is acutely low. In Zambia, less than 35% of grade one entrants had ECE experience [3]. If this situation is left unaddressed, we risk losing a whole generation of children with no basic literacy and numeracy skills which are critical in leading a productive and meaningful life. This study was aimed at examining how ECE supports school readiness and transition by analyzing preschool and grade one teacher views and perceptions on school readiness and transition from ECE to grade one. The study, which was part of a broader research on the role of ECE in promoting successful transitions and school readiness revealed that while there were many similarities between preschool teachers and grade one teacher views on importance of ECE and factors that could positively enhance transition and school readiness, there were also significant differences on what skills both teachers felt were important determinants of school readiness.

The effects of the 21st century skills curriculum on the development of students’ creative thinking skills

Changing conditions in the information age have led to changes in education. These changes are innovations. They have transformed schools and programs. They have led individuals to acquire 21st century skills which are critical thinking, problem solving, creative thinking and cooperative working skills. The acquisition of digital media and technology literacy skills are also essential. This study examines the effects of the 21st Century curriculum on the students' acquisition of creative thinking skills. The study uses the mixed method design which allowed the collection of quantitative and qualitative data. Activities that aimed to develop the students’ 21st century skills were given to the experimental group for 10 weeks. The Torrance Creative Thinking Test and teacher and student interview forms were used as data collection tools. The results showed that the activities significantly improved the students' creative thinking skills. The students' learning desire, innovation skills, and technological and digital literacy skills improved.

Virtual reality and embodied learning for improving letter-sound knowledge and attentional control in preschool children: A study protocol

Previous studies have shown that many children struggle with the acquisition of literacy skills and that these problems can be observed since the earliest stages of literacy learning. Embodied learning has been highlighted as a way to enhance the acquisition of early literacy skills. In addition, the use of technologies has been suggested as way of improving attentional control and motivation, which ultimately can improve learning outcomes. However, the combination of Virtual Reality (VR) and embodied learning in preschool children is yet to be explored wherefore the idea to the VR PLAYMORE study emerged. The project is designed as a three-armed randomized controlled trial with 6-7-year-old children in the Copenhagen area of Denmark. Children will be allocated to either a: 1) VR group, 2) mirror group or 3) control group throughout a 2-week intervention period. The VR group and mirror group will perform activities designed with accordance to the embodied learning theory. However, the VR group will perform the activities while wearing VR headsets whereas the mirror group will perform the activities in front of a whole-body mirror without VR headsets. The control group will continue regular teaching activities without the research group interruption. This study protocol follows the SPIRIT guidelines. Outcome measurements will include testing of literacy skills and attentional control. The study will add new knowledge to the research field of embodied learning and the use of VR technology in a school setting with focus on reading- and spelling-related skills and attentional control since this combination is yet to be explored.