Pre-reading Skills Research Articles

The brain’s structural connectivity and pre-reading abilities in young children with prenatal alcohol exposure

Children with prenatal alcohol exposure (PAE) may develop a range of neurological and behavioral deficits, including reading and language disorders. Studying the brain’s structural connectivity and its relationship to pre-reading/reading skills in young children with PAE can help understand the roots of reading deficits associated with PAE. 363 diffusion MRI scans from 135 children (114 scans from 53 children with PAE) were collected between ages 3–7 years. Children completed NEPSY-II Phonological Processing and Speeded Naming to assess pre-reading skills at each scan. Structural brain network properties were assessed in 16 regions from both hemispheres using graph theory. Linear mixed models were used to account for repeated measures within participants. Children with PAE had significantly lower pre-reading scores than unexposed children, and significantly lower graph theory metrics across bilateral reading networks. Moreover, PAE significantly moderated the associations between Phonological Processing and global efficiency and nodal degree in the bilateral and left hemisphere reading networks, such that children with PAE had stronger associations than unexposed controls. No significant associations were found for Speeded Naming. Our results suggest that brain alterations may underlie early pre-reading difficulties in children with PAE.

Finnish children born very preterm have good reading comprehension but weak reading fluency at age 11 years – a longitudinal cohort study

ABSTRACT Children born very preterm (<32 gestational weeks and/or birth weight ≤1500 g) are at elevated risk for reading difficulties. This study aimed to investigate reading fluency and reading comprehension at 11 and to analyze the associations between literacy skills at 7 and reading skills at 11 in 134 Finnish-speaking very preterm children. At 11, reading fluency and reading comprehension were evaluated. At 7, pre-reading skills, decoding, and writing were assessed. Results showed that there were more preterm children with weak skills in reading fluency compared to a normative test population. Reading comprehension was age appropriate. Additionally, 62% to 68% of the children with weak literacy skills at 7 had weak reading fluency at 11, compared to those with more advanced skills (43% to 33%, p < 0.001 to 0.026). Respectively, 30% to 50% of the children with weak literacy at 7 had weak reading comprehension at 11 compared to those with more advanced skills (13% to 17%, p < 0.001 to 0.005). Findings highlight the importance of screening reading fluency until 11 years and providing support for the continuum between literacy skills in the beginning of schooling and reading outcome at later school age.

Estimating Children's Language Development from The Perspective of Kindergarten Teacher’s of The Shahrazor District.

This study aims to identify the level of the language development among preschool children in Shahrazor district from the perspective of teachers, and it is relationship to some of the variables: Gender, social status of the child's family, birth sequence, family size and economic status. Used A measure from the study (Al-Dardir et al., 2016) consisting of (58) items, and it was applied to (89) children male and female from the kindergarten, the measure was answered by kindergarten teachers which is the number of the all teachers in the Shahrazor District. The study used the descriptive analytical approach and the study tool were consisted of language development. The study result showed that the level of language development among the children of Shahrazour district is weak in the total degree, and was there area of language development, the field of verbal communication has received the first grade,Then followed by the field of readiness for reading (pre-reading skills) ranked second, and followed by the field of comprehension ranked third, then readiness for writing (pre-writing skills) came in the fourth rank. In addition, the study results indicated that there were no statistically significant differences between the average degrees of the level of language development in due to the variables: gender of the child, the social status of the child’s family, the birth sequence and the economic status of the family. In addition to a set of recommendations and two suggestions for language development of pre-school children.

Reading acquisition among students in Grades 1-3 with intellectual disabilities in Sweden.

This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre-reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre-reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1-3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.

Methods, didactic strategies, and educational experiences with ICT for pre-reading in childhood

Background: Learning pre-reading skills through formal education in early childhood is vital for a child’s future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development of reading skills.Aim: To conduct a systematic literature review (SLR) to investigate and analyse the scientific and academic production of methods, didactic strategies, and educational experiences with ICT applied to pre-reading development in children aged 3 years to 5 years.Method: This study was carried out through an SLR, involving eight steps that enabled the systematic and structured selection, evaluation, and analysis of qualitative research located in Scopus and Google Scholar, using quality criteria systematically and structurally.Results: The selected and analysed studies correspond to the period 2017–2022, responding to the research questions raised in this work. Notable methods include Global, Doman, Geempa, Montessori, and synthetic, among others. The integration of interactive stories, songs, images, role-playing, dramatisations, visual cards, and other strategies was highlighted to enhance pre-reading learning. Research demonstrates their importance in promoting pre-reading activities through the use of digital tablets, multimedia resources, e-books, and applications.Conclusion: The utilisation of suitable didactic methods and strategies, coupled with the implementation of educational practices involving ICT, enhances the pre-reading process in preschool children.Contribution: An amalgamation of methods, didactic strategies, and technological resources, transferrable to diverse contexts, facilitates the development of pre-reading skills in early childhood.

The Effectiveness of Multisensory Method for Improving Prereading Skills in Preschooler with Visual Perception Problem

The Effectiveness of Multisensory Method for Improving Prereading Skills in Preschooler with Visual Perception Problem

A brief tablet-based intervention benefits linguistic and communicative abilities in toddlers and preschoolers

Young children’s linguistic and communicative abilities are foundational for their academic achievement and overall well-being. We present the positive outcomes of a brief tablet-based intervention aimed at teaching toddlers and preschoolers new word-object and letter-sound associations. We conducted two experiments, one involving toddlers ( ~ 24 months old, n = 101) and the other with preschoolers ( ~ 42 months old, n = 152). Using a pre-post equivalent group design, we measured the children’s improvements in language and communication skills resulting from the intervention. Our results showed that the intervention benefited toddlers’ verbal communication and preschoolers’ speech comprehension. Additionally, it encouraged vocalizations in preschoolers and enhanced long-term memory for the associations taught in the study for all participants. In summary, our study demonstrates that the use of a ludic tablet-based intervention for teaching new vocabulary and pre-reading skills can improve young children’s linguistic and communicative abilities, which are essential for future development.

Improve Pre-Reading Skills of Children with Light Intellectual Impairment with Read Aloud Method

The pre-reading ability is a fundamental skill that must be mastered to improve reading skills. Learning to read requires an understanding of symbols and theoretical comprehension, thus requiring strong imagination and memory. The learning process can be challenging to be quickly grasped by mildly intellectually disabled children with learning disabilities. Although the cognitive abilities of mildly intellectually disabled children may be slow, they can still be gradually developed with an effective learning process, such as the read-aloud method, to make children comfortable with reading activities, thus facilitating the gradual acceptance of pre-reading learning. This research aims to determine the influence of the read-aloud method on pre-reading abilities in mildly intellectually disabled children at SLB-C Autis Pelita Hati Palembang. The research method used is experimental quantitative. Sample selection is done using purposive sampling technique, with a sample size of 6 mildly intellectually disabled students. Data collection methods include interviews, observations, questionnaires, and measurements using a modified pre-reading ability assessment test assessed using the Guttman scale. The design used in this research is a repeated treatment design with a one-group pretest-posttest design. The data analysis technique used is the paired sample t-test. The hypothesis testing results show t = -18.634 and p = 0.000, indicating that p &lt; 0.05, which means the hypothesis is accepted. This indicates that there is a difference between the pre-test and post-test results after the read aloud treatment, meaning that reading aloud influences the pre-reading abilities of children with mild hearing impairments.Kemampuan pra-membaca merupakan hal dasar yang harus dikuasai untuk meningkatkan kemampuan membaca. Dalam pembelajaran membaca membutuhkan pemahaman simbol dan pemahaman secara teoritis, sehingga membutuhkan daya imajinasi dan daya ingat yang kuat. Proses pembelajaran tersebut sulit untuk cepat diterima bagi anak tungarahita ringan yang memiliki keterbatasan intelektual. Meskipun kemampuan dalam berpikir anak tunagrahita ringan lambat, namun masih dapat dikembangkan secara perlahan dengan proses pembelajaran yang efektif yaitu dengan metode read aloud agar anak nyaman dengan kegiatan membaca sehingga perlahan proses belajar pra-membaca dapat mudah diterima. Penelitian ini bertujuan untuk mengetahui pengaruh read aloud terhadap kemampuan pra-membaca pada anak tunagrahita ringan di SLB-C Autis Pelita Hati Palembang. Metode penelitian yang digunakan dalam penelitian ini yaitu metode kuantitatif eksperimental. Pengambilan sampel menggunakan teknik purposive sampling dengan jumlah sampel 6 siswa tunagrahita. Metode pengumpuan data melalui wawancara, observasi, angket dan alat ukur berupa modifikasi tes asesmen kemampuan pra-membaca dengan cara penilaian menggunakan skala guttman. Desain yang digunakan dalam penelitian ini adalah desain perlakukan ulang dengan one group pretest-posttest design. Teknik analisis data menggunakan uji paired sample t-test. Hasil pengujian hipotesis menunjukkan t = -18,634 dan p = 0,000 sehingga p&lt; 0,05 yang berarti hipotesis diterima. Hal ini menunjukkan bahwa terdapat perbedaan hasil pre-test dan post-test setelah treatment read aloud yang artinya read loud memiliki pengaruh terhadap kemampuan pra-membaca pada anak tungarhita ringan.

Infant mismatch responses to speech-sound changes predict language development in preschoolers at risk for dyslexia

ObjectiveWe investigated how infant mismatch responses (MMRs), which have the potential for providing information on auditory discrimination abilities, could predict subsequent development of pre-reading skills and the risk for familial dyslexia. MethodsWe recorded MMRs to vowel, duration, and frequency deviants in pseudo-words at birth and 28 months in a sample over-represented by infants with dyslexia risk. We examined MMRs’ associations with pre-reading skills at 28 months and 4–5 years and compared the results in subgroups with vs. without dyslexia risk. ResultsLarger positive MMR (P-MMR) at birth was found to be associated with better serial naming. In addition, increased mismatch negativity (MMN) and late discriminative negativity (LDN), and decreased P-MMR at 28 months overall, were shown to be related to better pre-reading skills. The associations were influenced by dyslexia risk, which was also linked to poor pre-reading skills. ConclusionsInfant MMRs, providing information about the maturity of the auditory system, are associated with the development of pre-reading skills. Speech-processing deficits may contribute to deficits in language acquisition observed in dyslexia. SignificanceInfant MMRs could work as predictive markers of atypical linguistic development during early childhood. Results may help in planning preventive and rehabilitation interventions in children at risk of learning impairments.

Empowering first graders with computer-based training to master pre-reading skills and bridge the learning gap

AbstractThe ability to read is fundamental in determining an individual’s academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore essential. Although the importance of early reading development has always been stressed, recent years have drawn increasing attention to the need for targeted improvement. We have addressed this need by developing a computer-based training program in pre-reading skills for first graders; the present paper presents the results of an intervention using this program. Participants in the quasi-experimental study were 336 first graders. To increase the validity of the results, propensity score matching was utilized to analyze the impact of the pre-reading skills program. As a result of the program, students’ development in the intervention group significantly accelerated (Cohen’s d = .59). An immense effect of the intervention was indicated among students in the lower third skill group (Cohen’s d = 2.83).Latent-change analyses supported the relevance and importance of the development of phonological awareness at the ages of 6–8 and the generalizability of the results (χ2 = 14.9; df = 10; p &lt; .05; CFI = .991; TLI = .989; RMSEA = .58 (CI: .000, .114). This research demonstrates that an effective computer-based program can effectively bridge the learning gap in pre-reading skills during early stages of education, even in challenging times without the direct involvement of a teacher.

UTILIZATION OF VISUAL AND REALIA INSTRUCTIONAL MATERIALS IN ENHANCING ACQUISITION OF PRE-READING SKILLS AMONG PRESCHOOL LEARNERS IN NAROK COUNTY, KENYA

Early childhood education, also referred to as preschool education is essential to children’s social, physical, emotional, and cognitive growth. Learning can be made more effective when the teachers have the right instructional materials. The study was guided by the following research questions: how were visual instructional materials utilized in teaching pre-reading skills among preschool children? and how were realia instructional materials utilized in the teaching of pre-reading skills among preschool learners? The study adopted a descriptive survey design and data was collected using questionnaires, interviews, and observation schedules. The findings of the study revealed that visual instructional materials for teaching pre-reading skills were available but not adequate in most of the schools, hence affecting the effective teaching of pre-reading skills among the learners. The study further established that most preschools lacked adequate realia materials for teaching pre-reading skills. It was concluded that Preschool teachers should attend relevant workshops, seminars, vocational and teacher professional development courses, to acquire pedagogical skills, besides effective utilization of Visual and Realia instructional materials in teaching pre-reading skills to preschool learners. Emphasis should be on pedagogical content knowledge.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0245/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Word-level reading skills of Brazilian children with developmental language disorder

ABSTRACT Children with Developmental Language Disorder (DLD) show a wide range of impairments, including poor pre-reading skills and decoding difficulties due to phonological deficits and such difficulties have significant repercussions on the acquisition of written language. However, evidence about reading processes and development is mainly available for English-speaking children with DLD, limiting our understanding of this process in a cross-linguistic manner. The orthographic characteristics of languages significantly influence the learning process of written code. Unlike English, Brazilian Portuguese has a transparent decoding system and its orthography presents a set of consistent, univocal grapheme-phoneme relations. The present study investigated whether the challenges reported in decoding for children with DLD in opaque languages hold for children with DLD who are speakers of Brazilian Portuguese and whether the length and type of stimuli influence the decoding skills of children with DLD differently than when compared to children with typical language development (TLD). Sixteen children with DLD between seven and ten years of age who are monolingual speakers of Brazilian Portuguese and 64 controls with TLD matched by gender, age, and socioeconomic status, with the children with DLD in a 4:1 ratio; participated in the study. All children performed a computerized task where they were asked to decode a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules. The present study provides substantial evidence that children with DLD who are speakers of Brazilian Portuguese have deficits in the acquisition of decoding and that the decoding profile of children with DLD is subject to multiple influences, not only with relation to the length and type of stimuli but also characteristics of the languages these children are being literate in, highlighting the multifactorial nature involved in the development of decoding.

Exploring the impact of the COVID-19 lockdown on pre-reading skills among Portuguese children

IntroductionAlthough it could be expected that the COVID-19 pandemic impacted preschool children’s abilities associated with later reading skills, research has not yet addressed the topic. Our study focused on the impact of the pandemic on phonological awareness (PA) and rapid automatized naming (RAN) abilities that have been shown to reliably predict later reading skills.MethodsA cohort of 82 typically developing European Portuguese children (mean age = 64.5 months, SD = 3.47), enrolled in their last year of preschool and dramatically affected by COVID-19 lockdowns, were assessed for PA and RAN skills.ResultsCompared to pre-pandemic normative data, our findings revealed lower average scores on the PA subtest (t = −10.85; p &amp;lt; 0.001; d = 1.62) and comparable average scores on the RAN task. A year later, the same group of children still exhibited lower scores on PA skills (t = 2.87; p = 0.005; d = 0.41). Furthermore, their word reading performance was also below the expected according to the normative pre-pandemic dataset (t = −2.69; p = 0.008; d = 0.29). A further comparison between the preschoolers affected by the pandemic and a post-pandemic cohort from the same school setting (N = 25; mean age = 72.08 months, SD = 3.30) highlighted that the pandemic cohort had lower PA average scores than their post-pandemic peers (t = 12.27; p &amp;lt; 0.001; d = 2.66).DiscussionThese findings underscore the enduring impact of disrupted learning environments on pre-reading abilities among preschoolers. Consequently, they contribute to further the understanding of the effects of the pandemic on the learning progress of young children.

Media Papan Edukatif Main Anak (PEMA) untuk Meningkatkan Pra Membaca Anak Usia 5-6 Tahun

Kemampuan pra membaca anak usia dini menjadi perhatian utama para pendidik. Pemberian stimulus kemampuan pra membaca banyak ditemukan terkait dengan keterampilan akademik dan bahasa anak kelak. Tujuan penelitian ini adalah mendapatkan gambaran analisis dan masukan guna mengembangkan media Papan Edukatif Main Anak (PEMA) sebagai upaya meningkatkan kemampuan pra-membaca pada anak usia 5-6 tahun. Metode penelitian yang digunakan dalam penelitian ini adalah jenis penelitian pengembangan (Research And Development/RD) dengan menggunakan model ADDIE terhadap 10 anak (80% perempuan) tingkat Taman Kanak-Kanak. Pengumpulan data dilakukan melalui studi literatur, validasi pakar, pengamatan dan behavioral checklist. Penelitian dilakukan dengan siklus model ADDIE yang mencakup : analisis, desain, pengembangan, implementasi dan evaluasi. Hasil pengembangan media PEMA menunjukkan bahwa materi pada media PEMA sudah sesuai dengan indikator kemampuan pra-membaca anak. Evaluasi terhadap media yaitu penambahan fitur interaktif serta visual materi yang lebih menarik dan berwarna.

Reading English Texts in Primary School – Challenges and Shared Experience

Reading is one of the basic skills that each child has to cover while in school. But there are some other skills that each child has to master before starts reading. In this article I will focus on the pre-reading skills, how to use them and how to make reading fun and easy for the children in primary school. They are all easy and fun to use, but I will focus on the problem that we do not have enough time to use them in state schools and what we can do to implement them in our classes.

Identification of at Risk Early Grade Children for Dyslexia by Using Prereading Skills in Nepal

In developing countries like Nepal, dyslexia is still an unfamiliar subject for both public and academic professionals; however it needs to be identified among Nepalese children. The study aimed to (i) identify children at risk for dyslexia which might be considered as a general occurrence of dyslexia among Nepalese primary school children (ii) explore a set of predictive variables in identifying children at risk for dyslexia, and (iii) compare early grade reading skills of children at risk for dyslexia with age and grade-matched control group. Altogether, 554 children from grade 2 through 5 were screened by teachers employing an adapted TSQ and identified 75 children having most difficulty either in reading, spelling, mathematical calculation and behaviour problems by direct assessment administering RSAET and their performance was compared with a control group of 86 peers. The findings revealed that out of 554 children, 13.54% of children were identified at risk for dyslexia at the screening stage, but it was 12.63% verified by direct assessment. The logistic regression analysis classified the risk and control groups with a high accuracy of 91.89% based on reading tasks where prevailing sensitivity of 93.33% and specificity of 91.86% were estimated. Overall findings of the present study indicate that a significant number of early grade children are at-risk for dyslexia in Nepal. The findings are consistent with the prevalence of dyslexia reported by international studies. It highlights a need for full-fledged diagnostic studies that may reveal the actual picture of dyslexia in Nepal and inclusive education.

Understanding variation in prospective poor decoders: A person-centred approach from kindergarten to Grade 2.

In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre-reading skills. Using latent profile analysis, we found three distinct pre-reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.

Associations between early lexical composition and pre-reading skills at 5 years – A longitudinal study

BackgroundAt the end of the second year, children's lexical compositions (LexC) differ significantly in terms of variety of lexical categories (nouns, verbs, adjectives, closed-class words). The aim of this study was to investigate whether this variation is associated with acquisition of pre-reading skills (PreRS) at 5;0. AimsTo study the associations between LexC at 2;0 and PreRS at 5;0 and to examine the possible explaining value of LexC and lexicon size for PreRS. Participants and methodsParticipants were 66 healthy, monolingual Finnish speaking children. LexC was measured at 2;0 using the standardized Finnish long form version of the MacArthur Communicative Developmental Inventory (FinCDI). Raw scores and percentages of words were used in the analysis. At 5;0, PreRS variables of letter knowledge, rapid automatized naming (RAN), lexical ability and phonological processing were collected. ResultsThe number of social terms, nouns, verbs, adjectives and closed class words associated significantly with all PreRS except RAN. The percentages of predicates and closed class words were positively associated with PreRS. All LexC variables and lexicon size at 2;0 had significant predictive values for the composite pre-reading score, explaining 19–32 % of the variation. The best model to explain PreRS included the number of nouns as the linguistic variable. A high percentage of social terms at 2;0 proposed weak PreRS at 5;0. ConclusionsLexC at 2;0 is a significant predictor of PreRS at 5;0. Closer examination of lexical composition is important, when assessing lexical skills at the end of the second year.

Kelayakan Buku Suplemen Membaca Permulaan Berbasis Kearifan Lokal pada Kelas II Sekolah Dasar

Before actually moving on to the reading comprehension level, students must be proficient in their pre-reading skills. Hence, the researcher intended to create a supplementary book based on local wisdom for second graders to help their pre-reading skills proficiency. This research used a Research and Development (R&amp;D) method with the adaption of the ADDIE model. 2 teachers, 31 students, and 6 expert review were chosen as the sample. Then, the data collection was conducted through interviews and questionnaires techniques. The result showed a “very good” response from students with a 90,5% percentage on the experiment and a “very good” response from teachers with a 96,66% percentage. These findings were supported and categorized as “very good” by the validation of linguistic experts with 92,5% percentage, 98,75% percentage for content experts, and 93,75% for design experts. In conclusion, this supplementary book is decent for pre-reading skill proficiency.

Pengaruh Penggunaan Metode Multisensori dan Media Flashcard terhadap Peningkatan Kemampuan Pramembaca Anak

Pre-reading abilities in children can influence their development process and multisensory techniques and flashcard media are the right choices to improve the quality of children s pre-reading. This technique can help children who do not have pre-reading skills to develop better. The research method used is quantitative with a descriptive analysis concept. Based on data obtained from the use of multisensory techniques and flashcard media, the SPPS calculation results have a significance value of 0.006 which means less than 0.05. This means that it is proven that there is an influence on beginner reading skills. Therefore, these two methods have a significant effect on children s pre-reading abilities, so that each method has its own uniqueness, and is able to arouse children s learning enthusiasm while participating in the learning process.