Pre-writing Skills Research Articles

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.

GRAPHOMOTOR SKILLS IN PRESCHOOL-AGED CHILDREN

Mastering writing skills is preceded by a significant developmental pathway of graphomotor abilities, which starts early in childhood. Considering that graphomotor ability and visual perception are prerequisites for mastering the writing, this study analyzed the graphomotor abilities in preschool-aged children, with the aim of identifying children exhibiting elements suspected of dysgraphia. The sample consisted of 100 preschool-aged children (age 5-6), of both genders (49 girls and 51 boys). Pre-writing skills were assessed using the Predictive Test for Dysgraphia. The research was conducted in a Preschool Institution in Danilovgrad, in March and April 2024. The results of analysis showed that preschool-aged children have specific difficulties in meeting the following criteria: accurately following the given sequence of figures and their careful and precise drawing (size and shape). It was also found that children of this age group have a particular problem in maintaining the specified distance of the figures from the edge of the rectangle (drawing around the edge). The only test item that the majority of respondents were able to respond to was perseverance in completing tasks, in terms of finishing the drawing (a series of started figures). Based on inadequate visual discrimination of the size and shape of given and drawn figures, and poor spatial orientation on paper, it is possible to identify children with graphomotor difficulties. Early detection of children with visual-perceptual and graphomotor difficulties will help overcome these deficiencies through systematic exercises through speech therapy treatments, so that children can start school being better prepared.

Pemanfaatan Media Pasir Untuk Meningkatkan Kemampuan Menulis Anak Usia 5-6 Tahun

This research aims to improve the pre-writing skills of early childhood by using sand media. The research method used is the classroom action research (PTK) method which is carried out in stages, namely planning, taking action, observing and analyzing or reflecting. The subjects of this research were 15 children aged 5-6 years in one of the schools in the city of Jakarta. Sand media was chosen because it has a texture and properties that can stimulate children's motor sensors and is expected to help children develop pre-writing skills. The results of the research show that children's writing skills in the initial conditions and cycle I have not reached the performance indicators. The results of research in the second cycle show that the use of sand media can significantly improve children's pre-writing abilities, as seen from the increase in accuracy and neatness and the shape of the letters they make. Thus, sand media can be used as an effective alternative in learning pre-writing in early childhood education.

Comparing the Pre-writing Skills of Diplegic Cerebral Palsy Children to Those of Normal Children.

The pencil grasp and drawing patterns are specific to different age levels. So, if one knows a certain pattern for that particular age, it will guide the intervention plan for children with cerebral palsy (CP). The chances of improvement in diplegic CPare possible with the help of early intervention; therefore, early intervention is only possibleif one knows the areas of delay and the age at which the intervention should be started. It was a cross-sectional, case-control study. A total of 60 children were selected for the study, of which 30 (50%) were normal and 30 (50%) had diplegic cerebral palsy. A convenient sampling method is used for evaluation. The t-value for pencil grasp between the two groups, i.e., normal and CP diplegic, was 3.515 (P=0.001), revealing a significant difference in the grasp pattern of the two groups. Similarly, the t-value for drawing patterns between the two groups, i.e., normal and CP diplegic, was 5.796 (P = 0.001). A significant difference was found in the drawing patterns of both groups. Our study found that diplegic CP children performed lower on the Erhardt Developmental Prehension Assessment (EDPA) and showed larger variation in the pencil grasp and drawing than the normal children.

Ebeveyn Destekli Etkileşimli Kitap Okuma Programının Okul Öncesi Çocuklarının Erken Okuryazarlık Becerilerine Etkisinin İncelenmesi

This research was carried out to separately examine the effect of the program prepared through interactive book reading activities applied to pre-school children and the effect of parent involvement on early literacy skills within the process. The research was conducted with a quasi-experimental design, one of the quantitative research methods, with a pre-test and post-test control group. In the study, a total of three groups were studied, two of which were the test groups and one was the control group. Interactive book reading activities were applied to test group 1 by their parents for eight weeks. On the other hand, interactive book reading activities were applied to test group 2 by the researcher. Of the sampling methods, convenience sampling and random sampling methods were utilized. A total of 53 children and 19 parents of test group 1 were involved in the study. The data collection tools used in the research were; Early Literacy Skills Assessment Tool (ELSAT) developed by Karaman (2013) and Personal Information Form prepared by the researcher. When the findings of the research were examined, it was determined that there were statistically significant differences between the post-test scores of Test Group 1 to which interactive book reading activities were applied by the parents and the post-test scores of Test Group 2 to which interactive book reading activities were applied by the researcher when compared to the post-test scores of the Control Group. It was also noted that there were significant differences between the post-test scores of ELSAT and its sub-dimensions in the dual measurements performed between Test Group 1 and Test Group 2. It was only observed that there were no statistically significant differences in the “Comprehending the Story” and “Pre-Writing Skills” sub-dimensions between Test Group 1 and Test Group 2.

Development and Validation of a Tool for Assessing Pre-Writing Skills of 2-5 y old Children.

To develop a tool to assess pre-writing skills of 2-5 y old children in India. The tool development process followed the recommendations by Fitzpatrick et al. and the Consensus based Standards for the selection of health Measurement Instruments (COSMIN), and included 4 phases. In Phase I, an initial 35-item draft tool was developed by an expert panel for the tool-development. In Phase II, the 35-item draft tool was prevalidated through peer and expert reviews, pilot-study to assess the tool-comprehensibility, and assessment of test-retest and inter-rater reliability. In Phase III, the 35-item draft tool was administered on the 575 typically developing children aged 2-5 y, recruited from rural, urban, slum, and coastal areas through stratified random sampling. In Phase IV, the normative age-range for development of each item was generated by calculating the age-percentiles (10th, 25th, 50th, 75th, 90th). Factor analysis and item reduction was done for items in 2-3,3-4, and 4-5 y age-groups. The final tool was converted to graphic format with 10th-90th age-percentile bars. The final tool had 26 items with a three-factor structure. Cronbach's alpha was within acceptable limits for all three age-groups (0.723, 0.778, and 0.823 in 2-3 y, 3-4 y, and 4-5 y respectively). Kappa coefficients of the items ranged from 0.6-1 in interrater reliability and 0.64-1 test-retest reliability analysis reflecting substantial agreement between ratings. A 26-item screening tool "Prewriting skills Assessment Tool" (PAT) to assess writing readiness of 2-5 yold children was developed. Tool reliability and construct validity have been established.

IMPROVING PRE-WRITING ABILITY IN CHILDREN AGED 4-5 WITH FREE DRAWING USE (Classroom Action Research in Aisyiyah Bustanul Athfal 1 Kindergarten Probolinggo City)

This research was conducted to solve problems that have been faced by educators related to improving writing skills in early childhood 4-5 years at the kindergarten level. This research is expected to provide knowledge related to improving pre-writing skills with the habit of drawing done every day. This study used a qualitative approach with classroom action research methods conducted at TK Aisyiyah Bustanul Athfal 1 Probolonggo in group A with a total of 18 students, consisting of 9 male students and 9 female students. Data collection techniques used are tests, observation and documentation. The result is that the habit of drawing regularly can improve the pre-writing abilities of children aged 4-5 years. Because they are used to holding drawing tools, their fine motor skills continue to be stimulated, so it really helps children to hold writing instruments well. There was a regular increase from pre-cycle to cycle II, when the pre-cycle percentage obtained was 56% then increased by 22% in the first cycle to 78%. Furthermore, in cycle II there was an increase again by 19% to 92%.

Effectiveness of the Netherlands’ pyramid method in the Turkish context

The purpose of this study is to investigate the effectiveness of the Netherlands’ Pyramid method adapted to the Turkish Pre-School Education Program on language and early literacy skills of 5-year-old children. For this purpose, the Pyramid method is first adapted to the Turkish Preschool Education Program by authors after studying the method in the Netherlands for about two months. Then a study was conducted in a private preschool in Ankara, Turkey with a total of 44 children. We collected the data using the ‘Turkish version of Test of Early Language and Development’ and ‘Early Literacy Skills Assessment Tool’. Data was then analyzed using Wilcoxon Signed Rank and Kruskal Wallis-H Tests. Results of the study show that the Pyramid method adapted to the Turkish Pre-School Education Program has positive effects on 5-year-old children's language skills and phonological awareness, print awareness, story comprehension, visual matching, and pre-writing skills. These findings are in agreement with similar studies of the Pyramid Method in different countries.

Pre-writing Interventions for Developmental Disabilities and Typically Developing Children: A Scoping Review

This scoping mapped the evidence regarding pre-writing interventions for developmental disabilities and typically developing children. This review followed the PRISMA-Scoping Review guidelines. Evidence between January 2011 and July 2021 was retrieved from four databases: EBSCO, ScienceDirect, Scopus, and Web of Science. Selected articles were evaluated for quality using the Crowe Critical Appraisal Tool (CCAT). Ten articles were included in the study, with CCAT scores ranging between 68% and 85%. Findings were arranged in five themes: (1) pre-writing interventions, (2) pre-requisite handwriting skills, (3) protocol and interventions, (4) intervention pioneer, and (5) conveyance of interventions. Generally, pre-writing interventions were aligned with the pre-requisite skills of handwriting. Digitized-based interventions were commonly utilized and expanded in developing pre-writing skills. Acquiring effective pre-writing interventions for both populations will refine the handwriting performance. Further exploration of the integration of pre-writing skills with digitized-based intervention is required to evaluate the effectiveness of the intervention.

Comparative study of handwriting characteristics in three generation of a family in Haryanvi population

Background: Since evolution handwriting is one of the most efficient acquired characteristic by any individual. It is an amalgamation of nature and nurture. Learning begins prenatally, and children are not only “ready to learn” but already actively learning from the time they are born. Parents lay the foundation stone of their child’s pre-writing skills. Moreover, genes also play a crucial role in determining certain characteristics of handwriting. Result: The present study focuses on determination of similarities in handwriting among three generations in 100 families through analysis of pre-defined class characteristics. It was observed that the “Alignment” of handwriting show high level of similarity in two generations whereas the “Movement” was the only handwriting characteristics that show high level of similarity in all the three generations. Conclusion: Therefore, to conclude it can be inferred that the father-son relationship (grandfather & father or father & son) depicts majority of similarities in the handwriting characteristics which might be due to the dominance of male gene.

Effectiveness of Using Play and Song Strategies to Develop Pre-Reading and Pre-Writing Skills among Preprimary Pupils in Meru District, Tanzania

This study was conducted to assess the effectiveness of using play and song strategies towards developing pre-reading and pre-writing skills among preprimary pupils in Meru district, Tanzania. The study specifically assessed the extent to which the play and song strategies are used in the public primary schools as well as determined the teachers’ level of knowledge and skills for them to effectively implement the strategies. The study was guided by constructivist theory developed by Bruner in 1966. The study adopted mixed methods approach using convergent design. The design helped in the collection of qualitative and quantitative data concurrently. Preprimary teachers and the head teachers in public primary schools in Meru district were targeted. Both probability and non-probability sampling techniques were used to select the study sample which consisted of 20 preprimary teachers and20 head teachers. Data were collected through the use of questionnaires, interview guides and observation guides. Descriptive statistics was used to analyze the quantitative data in terms of frequencies and percentages with the aid of SPSS whereby the hypothesis was tested using correlation analysis at 0.05 levels of significance. Qualitative data were analyzed in themes and presented in narrative being supported by direct quotations. The study found out that play and song strategies are not effectively used by the teachers to develop pre-reading and pre-writing skills in the district. The major reason was that teachers don’t have the required skills as well as lack of resources. Results from hypothesis testing showed no significant relationship between the application of play and song strategies and teachers’ possession of knowledge and skills on the strategies (p-value = 0.241). The study therefore recommended for workshops and seminars to be conducted so as to equip these teachers with the necessary skills and knowledge.

The Use of Straw String Media to Improve Pre-Writing Skills for Children With Intellectual Disability

The purpose of this study was to determine the use of straw string media to improve pre-writing skills for children with intellectual disabilities. The research method used is Classroom Action Research (CAR) using demonstration learning methods and assignments. The research subjects were three children with intellectual disabilities at the Special School. The results showed that students experienced an increase in pre-writing skills. This is proved by the average acquisition of students' pre-writing skills which increases in each cycle. The results of the post-test showed that the average score of the students increased by 43% compared to the results of the pre-test. The success of this method is due to the use of straw string media which helps students improve pre-writing skills. This study demonstrates that the use of straw string media can make it easier for students to improve pre-writing skills and also makes it easier for teachers to guide students, especially children with intellectual disabilities.

PENERAPAN METODE SAS UNTUK MENINGKATKAN KETERAMPILAN MENULIS PERMULAAN SISWA KELAS II SD NEGERI NGADIMERTO

This study aims to describe: (1) the application of the SAS method, (2) the students' interest in the application of the SAS method, (3) the improvement of pre-writing skills using the SAS method. This research includes Classroom Action Research (PTK) with the Synthetic Structural Analytical (SAS) method. This research was conducted at SD Negeri Ngadimerto Banyuurip with 7th grade students as research subjects. The instruments used were observation sheet guidelines, interview sheets, field notes, test question sheets, and data collection methods in the form of observation. From the research results, it is known that: (1) the application of the SAS method in this study was successfully carried out. This can be seen from the increasingly active students and the neat results of the students' writing; (2) the students' interest in learning Indonesian with the application of the SAS method has increased. In the pre-cycle stage, only two students are active in the class and the students' writing results cannot be said to be good. Cycle I, four students had started to show their confidence. The writing attitudes and results of the students' writing are also getting better. In cycle II, five students showed their self-confidence. Students are also used to writing carefully and with the right attitude; (3) the results of early writing skills using the SAS method are improved. In the pre-cycle stage, the average results of students reached 63.56. Two students have reached KKM 70. In the first cycle stage, three students have reached the KKM with an average result of 67.97. Cycle II, five students had reached the KKM with an average result of 73.38.

Design, Implementation and Evaluation of a Support System for Educators and Therapists to Rate the Acquisition of Pre-Writing Skills

Assessing the acquisition of pre-writing skills in children with and without special educational needs is a time-consuming task for educators and therapists. It also involves a level of subjectivity, because the same set of strokes may receive different scores from different professionals. We present a system that automates the task by rating the execution of elementary figures (circle, square and triangle) according to the criteria of the Battelle guide for fine motor skills rating. The system uses a neural network trained with a collection of images drawn by 300 children and optimized through a systematic scan of hyperparameters, which revealed that shape signatures are better descriptors than Hu moments. Experiments carried out in collaboration with educators and therapists in Cuenca (Ecuador) provide evidence that the proposed system facilitates their work, automatically providing reliable assessments and in much shorter time than they would need for manual assessment, thus freeing their valuable time for education and therapy tasks.

Upaya Meningkatkan Motivasi Belajar dan Kemampuan Menulis Permulaan Siswa Melalui Penerapan Media Pembelajaran Kartu Kata Pada Kelas I SDN 170 Bengkulu Utara

This study aims to prove whether the application of word card learning media in Indonesian language learning can increase students' motivation and pre-writing skills. The research design used was classroom action research with two learning cycles. The research subjects in this study were students of class I SD Negeri 170 Bengkulu Utara which consisted of 20 students. The research was conducted for two months starting from September 2019 to November 2019. The results showed that the word card learning media was proven to be able to increase student learning motivation in Indonesian language learning, where in the initial test the percentage of student learning motivation was 40%, increasing in cycle I by 60% and increased in cycle II by 85%. The learning media for word cards were also proven to be able to improve students' initial writing skills in Indonesian language learning, where in the initial test the classical completeness level was 35%, increased in cycle I to 55% and in cycle II increased to 85%. In conclusion, the learning media for word cards were effective in increasing learning motivation and initial writing skills of SD Negeri 170 Bengkulu Utara
 
 Keywords: word cards, writing skills, instructional media, learning motivation.

The Developmental Readiness of Government School Teachers

School readiness involves readiness in terms of ability to reading, writing and use numbers along with emotional and psychological readiness to make successful entry to formal schooling. It has been established that academic readiness is the most important component of school readiness. The present study was aimed to assess the knowledge of rural and urban government school teachers of Ludhiana regarding developmental readiness. The study was based on 100 teachers (i.e. 50 rural and 50 urban) teaching Class – I. The sample was selected from seven Government Primary Schools purposively selected from rural as well as urban locales of Ludhiana District. Self- Structured Teachers’ Knowledge Questionnaire was used to assess the academic readiness of rural and urban government school children. The questionnaire comprised of five open ended questions relating to academic readiness expected to be achieved by students of Class-I. The comparison between knowledge levels of rural and urban teachers revealed that urban teachers had better knowledge than rural teachers. Teachers play an important role in building a child’s success in their first years of school. They provide structure and help children grow in their pre-reading and pre-writing skills, teach pre-arithmetical skills and help children understand themselves.

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study.

This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field.

4- 6 yaş çocuklarının Davranış Düzenleme Becerileri ile Ses Bilgisel Farkındalık, Görsel Eşleştirme ve Yazı Yazma Öncesi Becerileri Arasındaki İlişkinin İncelenmesi

Behavior regulation skills are associated with early academic skills in pre-school children in the studies. In addition to this, limited number of studies has been shown relations between behavioral regulation skills and early literacy skills; phonological awareness, matching images and pre-writing skills. The study aims at assessing the relation between phonological awareness, matching images and pre-writing skills which are early literacy skills and behavior regulation skills in preschool children with regard to age, gender, period of attending school, number of siblings.144 pre-school children, 68 of whom are girls and 76 boys, participated from Bursa central districts in the research. Results show that behavior regulation skills are associated with phonological awareness and pre-writing skills. When age increases, phonological awareness scores and matching images scores increase; according to number of siblings, there is a statistically significant difference pre-writing skills scores; period of attending school does not affect phonological awareness scores, matching images scores and pre-writing skills; there is a statistically significant difference between pre-writing scores by gender; the difference shows that girls’ pre-writing scores are higher than the boys’ pre-writing scores.

Status of writing readiness of urban school children with poor handwriting

The present study was designed to identify urban school children with poor handwriting in English and explore their level of writing readiness. A sample of 60 children from grade 3 in the age group of 7-9 years was drawn from two public schools of Ludhiana city with average or above average intellectual abilities. Raven’s Coloured Progressive Matrices (Raven, 1965) was used to identify the intellectual abilities of children. Occupational Therapy Screening Test (Lilley, 2006) Set A was used to assess the handwriting skills of the children. Writing Readiness Assessment Tool was used to assess different pre-writing skills. Finding of the study revealed that more than half of the children with poor handwriting skills were found to have poor writing readiness skills followed by average and good level. It was further found that in all the dimensions of writing readiness, major proportion of children had poor level of performance. Out of all the dimensions of writing readiness, ‘Moving from freedom to confinement’ was found to be poorest skill in children with poor handwriting.

Concept formation and the neurological executive function underlying a training programme to improve pre-reading skills

ABSTRACTMastering emergent reading requires applicable concepts and processes, which implies proficiency regarding the neurological executive function. Relevant neurological processes include attention, planning, initiation of activity, inhibition, working memory, shifting of attention, and mental flexibility. A training programme, incorporating concept formation and the underlying neurological executive function was developed and practitioners were trained to support preschool children with regard to sensory-motor integration, language and pre-writing skills as elements of pre-reading skills. The research was conducted in a number of rural crèches in South Africa where a questionnaire was used as the survey instrument. The findings revealed that the control group demonstrated fewer readiness skills regarding the required sensory-motor integration, language and pre-writing skills while the experimental group demonstrated newly formed concepts to assist in the acquisition of early literacy and the development of emergent reading.