Developing Print Awareness: The Effect of Three Instructional Approaches on Kindergarteners' Print Awareness, Reading Readiness, and Word Reading

1989 ◽  
Vol 21 (3) ◽  
pp. 197-217 ◽  
Author(s):  
D. Ray Reutzel ◽  
Linda K. Oda ◽  
Blaine H. Moore
Keyword(s):  
Reading Ability ◽  
Word Reading ◽  
Reading Readiness ◽  
Instructional Approaches ◽  
Print Awareness ◽  
Print Concepts ◽  
Instructional Methodologies ◽  
Reading Abilities ◽  
Study Results ◽  
Experimental Group

This study investigated the effectiveness of three instructional approaches for developing kindergarteners' print concepts and print awareness. The study also sought to determine if developing children's print concepts exerted an influence upon their reading readiness and word reading ability at the end of kindergarten. Three intact kindergarten classrooms participated in the study with a total of 132 kindergarten students. The three instructional treatments consisted of (a) a “traditional readiness” approach—the control, (b) an “immersion in print approach—an experimental group, and (c) an “immersion in print + teacher-led instruction” approach—an experimental group. Teachers were trained and provided the appropriate instructional methodologies and materials. They were also monitored regularly to check for compliance. A series of posttests assessing print awareness, readiness and word reading were administered at the conclusion of the study. Results indicated that “teacher-led” print concept lessons resulted in significantly greater print concept development, although increasing children's print concepts did not lead to improved reading readiness nor improved word reading ability among young readers. Finally, it was shown that an immersion in print, whether or not “teacher-led” print lessons were offered, resulted in significantly better readiness and word reading abilities at the end of kindergarten than did the “traditional readiness” approach.

scholarly journals Precocious Readers: Case Studies of Spontaneous Learning, Self-Regulation and Social Support in the Early Years

2021 ◽  
Author(s):  
◽  
Valerie Gail Margrain
Keyword(s):  
Early Childhood ◽  
Case Studies ◽  
Social Constructivism ◽  
Reading Ability ◽  
Word Reading ◽  
Common Factor ◽  
Self Regulation ◽  
Receptive Language ◽  
Early Years ◽  
Reading Abilities

<p>This thesis reports 11 case studies of 4-year-old children with precocious reading ability in New Zealand. Precocious readers are an important cohort of learners because they "are able to read fluently and with understanding at an unusually young age before attending school and without having received any direct instruction in reading" (Stainthorp & Hughes, 2004, p. 107). The range in the children's ages was 4:01 to 4:10. Three perspectives informed the study: social constructivism, cognitive constructivism and the bioecological perspective. The mixed-method case studies included observations of children in early childhood centres and schools, interviews with parents and teachers, a range of standardised assessments, and the collection of a range of children's writing and art. Four of the children were tracked as they transitioned to school on their fifth birthday. The case studies illustrate four key findings. Firstly, exceptional early reading abilities of precocious readers are validated. Secondly, the role of adults in supporting the children is shown to be necessary but not sufficient to create precocious reading ability. Thirdly, the case studies illustrate the complexity of learning. Finally, parent, teacher and peer expectations for the children and responses to their special abilities are reported. The data support three types of learning: socially supported, self-regulative and "spontaneous". Spontaneous learning experiences were described by parents as occurring when their children learned without having been taught, and without deliberate metacognitive self-teaching. Theoretical links can be made to other studies that consider "implicit", "induced", "intrinsic", "unconscious" and "non-conscious' learning. Results of literacy assessments, using the Neale Analysis of Reading and the Burt Word Reading Test include reading abilities 7:0 to 12:0 years, comprehension in the range 6:03 to 8:03, and fluency between 7 and more than 13 years. Receptive language ability was more varied, with percentiles ranging from 58 to 99. The children were highly motivated and passionate readers. They persisted with tasks and enjoyed challenge and competition. Learning dispositions of this particular group of children are discussed within the framework of Te Whà riki, New Zealand's early childhood curriculum. The children capitalised on a range of support and resources. Computers were a common factor mentioned as an important influence on literacy. Parents and grandparents provided positive support for the children, but the children and families experienced social negativity. Beyond the family, there was strong pressure on the children to conform and act "like a 4-year old". Many early childhood and school teachers had expectations of the children's potential that were significantly lower than their ability. The study suggests that the cognitive needs of young children with advanced academic abilities are not being met due to this social pressure on children to "normalise".</p>

scholarly journals Precocious Readers: Case Studies of Spontaneous Learning, Self-Regulation and Social Support in the Early Years

2021 ◽  
Author(s):  
◽  
Valerie Gail Margrain
Keyword(s):  
Early Childhood ◽  
Case Studies ◽  
Social Constructivism ◽  
Reading Ability ◽  
Word Reading ◽  
Common Factor ◽  
Self Regulation ◽  
Receptive Language ◽  
Early Years ◽  
Reading Abilities

<p>This thesis reports 11 case studies of 4-year-old children with precocious reading ability in New Zealand. Precocious readers are an important cohort of learners because they "are able to read fluently and with understanding at an unusually young age before attending school and without having received any direct instruction in reading" (Stainthorp & Hughes, 2004, p. 107). The range in the children's ages was 4:01 to 4:10. Three perspectives informed the study: social constructivism, cognitive constructivism and the bioecological perspective. The mixed-method case studies included observations of children in early childhood centres and schools, interviews with parents and teachers, a range of standardised assessments, and the collection of a range of children's writing and art. Four of the children were tracked as they transitioned to school on their fifth birthday. The case studies illustrate four key findings. Firstly, exceptional early reading abilities of precocious readers are validated. Secondly, the role of adults in supporting the children is shown to be necessary but not sufficient to create precocious reading ability. Thirdly, the case studies illustrate the complexity of learning. Finally, parent, teacher and peer expectations for the children and responses to their special abilities are reported. The data support three types of learning: socially supported, self-regulative and "spontaneous". Spontaneous learning experiences were described by parents as occurring when their children learned without having been taught, and without deliberate metacognitive self-teaching. Theoretical links can be made to other studies that consider "implicit", "induced", "intrinsic", "unconscious" and "non-conscious' learning. Results of literacy assessments, using the Neale Analysis of Reading and the Burt Word Reading Test include reading abilities 7:0 to 12:0 years, comprehension in the range 6:03 to 8:03, and fluency between 7 and more than 13 years. Receptive language ability was more varied, with percentiles ranging from 58 to 99. The children were highly motivated and passionate readers. They persisted with tasks and enjoyed challenge and competition. Learning dispositions of this particular group of children are discussed within the framework of Te Whà riki, New Zealand's early childhood curriculum. The children capitalised on a range of support and resources. Computers were a common factor mentioned as an important influence on literacy. Parents and grandparents provided positive support for the children, but the children and families experienced social negativity. Beyond the family, there was strong pressure on the children to conform and act "like a 4-year old". Many early childhood and school teachers had expectations of the children's potential that were significantly lower than their ability. The study suggests that the cognitive needs of young children with advanced academic abilities are not being met due to this social pressure on children to "normalise".</p>

scholarly journals The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes

2015 ◽  
Vol 14 (2) ◽  
pp. 180-198 ◽  
Author(s):  
Susanne Schwab ◽  
Marco G. P. Hessels ◽  
Markus Gebhardt ◽  
Mathias Krammer ◽  
Barbara Gasteiger-Klicpera
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Text Comprehension ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Social And Emotional ◽  
Reading Abilities ◽  
Low Iq

This longitudinal study focuses on the development of reading abilities and its relationship with social and emotional integration in students with and without special educational needs (SEN). The first measurements (Time 1 [T1]) took place at the end of 5th grade; the second series (Time 2 [T2]) were 1 year later. Participants were 18 students with SEN, 18 students without SEN matched on intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest reading abilities in reading fluency of words and nonwords, sentence comprehension, and text comprehension, followed by the low-IQ students. The average-IQ students always showed the highest reading abilities. Students with SEN reported being less socially integrated than low-IQ students without SEN. Average-IQ students show the highest social integration. However, students with SEN showed a similar level of emotional integration as their peers. Regression analyses showed, as expected, that T1 measures of reading fluency of words and nonwords as well as sentence comprehension and text comprehension all predicted T2 measures of these variables. Intelligence was an additional predictor for word reading fluency in the average-IQ group only. Social and emotional integration appeared to be additional predictors for text comprehension at T2 for students with SEN but not for the other groups. The results of this study suggest that students will learn better when they feel socially and emotionally integrated.

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

Learning Orthographic and Semantic Representations Simultaneously During Shared Reading

2021 ◽  
pp. 1-13
Author(s):  
Sharry Shakory ◽  
Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Word Reading ◽  
Shared Reading ◽  
The Novel ◽  
Word Meanings ◽  
Standardized Measures ◽  
Semantic Learning ◽  
New Words ◽  
Reading Abilities ◽  
Orthographic Representations ◽  
Nonverbal Reasoning

Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999

scholarly journals Assessing undergraduate students' reading process: insights from questionnaire and reading task data

2010 ◽  
Vol 10 (3) ◽  
pp. 723-746
Author(s):  
Claudia Finger-Kratochvil ◽  
Rosane Silveira
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Native Language ◽  
Reading Process ◽  
Reading Practices ◽  
Reading Task ◽  
Entry Level ◽  
Reading Abilities ◽  
Time Reading

Many institutions have been studying the construction of different aspects of the reading process and the reader (e.g. OECD, INEP), and they have revealed a gap in the process of building reading abilities at all levels of education. The present study focuses on entry-level college students and analyzes data from thirty-three students, collected by means of (a) two questionnaires assessing the participants' views of the reading process, purposes of reading, and their reading practices, and (b) three reading units designed to measure the participants' reading ability in their native language. The results revealed that a large number of students spend little time reading, although they report that reading is a rewarding activity. Moreover, for most of them, reading is a bottom-up process, and the consequences of this view can be observed in their performance on the reading tasks.

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals THE EFFECT OF COMIC STRIPS AS AN ENGLISH TEACHING MEDIA TOWARD STUDENTS’ READING ABILITY IN DESCRIPTIVE TEXT

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Arino Susanto
Keyword(s):  
Null Hypothesis ◽  
Reading Ability ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Comic Strip ◽  
Comic Strips ◽  
Paired Sample ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This research was done due to the lack of students' reading ability in descriptive text in MTsS Yati Kamang. This research was classified as a quasi-experimental research. To experiment class the researcher choose VII.II class and VII.I is experiment class. The researcher uses test to measure students’ reading ability. Afterwards, the researcher proved that the Comic strip as a media was able to increase students' reading ability in descriptive text. Experiment class and control class there are 38 students. There were 19 students as the respondents in experimental group and 19 students as the respondents in control group. The experimental class was taught by using Comic strips as media in teaching and the control group was taught only by using Picture. The result of paired sample t-test showed that the tobtained (6,591) was higher than ttable(2,326) with the level significant 0,01. The null hypothesis was rejected and the alternative hypothesis was accepted. It means there is a significant effect of using Comic strips toward students’ reading ability in descriptive text at the seventh grade of MTsS Yati Kamang.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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