Reading Readiness Test For Kindergarten Children

2012 ◽  
Author(s):  
Kee Jiar Yeo ◽  
Othman Md. Johan
Keyword(s):  
Listening Comprehension ◽  
Reading Skills ◽  
Developmental Process ◽  
High Reliability ◽  
Reading Readiness ◽  
Kindergarten Children ◽  
Sight Words ◽  
Learning To Read ◽  
Reading Key ◽  
Letter Sound

Belajar membaca ialah suatu proses perkembangan yang berlaku secara berterusan dan kesediaan merupakan konsep yang wujud dalam pelbagai peringkat belajar membaca tersebut. Kesediaan membaca pula biasanya dikatakan sebagai peringkat paling awal dalam kemahiran membaca secara tidak formal yang membabitkan kanak-kanak. Kesediaan membaca melibatkan tret asas umum yang dapat membantu kanak–kanak memulakan alam akademiknya tanpa banyak menghadapi masalah. Sebagai usaha mengkaji kebolehan aspek kognitif dalam kemahiran membaca, ujian kesediaan membaca dalam bahasa Melayu telah dibangunkan. Ujian ini merangkumi enam aspek, iaitu diskriminasi visual, kesedaran fonologi, huruf dan hubungan huruf–bunyi, melengkapkan ayat berpandukan huruf, kata pandang–sebut, dan pemahaman lisan. Ujian ini telah diberikan kepada 130 orang kanak–kanak tadika yang dipilih secara rawak daripada enam buah tadika untuk menentukan kestabilan psikometrik ujian tersebut. Analisis uji–uji semula yang dijalankan menunjukkan bahawa ujian yang dibangunkan mempunyai kebolehpercayaan yang agak tinggi, iaitu lebih daripada 0.80, justeru menunjukkan kegunaan pragmatis ujian ini. Diharapkan ujian ini dapat membantu pihak tadika dalam mengenal pasti kanak–kanak yang memerlukan penumpuan khusus dalam proses pembelajaran merkea, terutamanya dalam aspek membaca. Kata kunci: Kesediaan; kesediaan membaca; ujian kesediaan membaca Learning to read is an on–going developmental process and readiness is just a concept in the various stages of learning to read. Reading readiness is often referred as the earliest stage of informal reading skills that involve young children. It is the basic common traits which would help a child to begin his academic endeavour without much difficulties. To study the ability of cognitive aspect on reading, a reading readiness test in bahasa Melayu was developed. This test consists of six aspects, namely visual discrimination, phonological awareness, letter and letter–sound relationship, aural cloze with letter, sight words, and listening comprehension. This test was given to 130 kindergarten children randomly selected from six kindergartens to determine its psychometric stability. A test–retest analysis shows that the test has a fairly high reliability of more than 0.80, hence suggests its pragmatic utility. It is hoped that the test would enable kindergarten authority in identifying students who need special attention in their learning process, specifically in reading. Key words: Readiness; reading readiness; reading readiness test

Reading Skills, Auditory Comprehension of Language, and Academic Achievement

1978 ◽  
Vol 43 (4) ◽  
pp. 467-472 ◽  
Author(s):  
Evelyn Honor Burrows ◽  
Della Neyland
Keyword(s):  
Academic Achievement ◽  
Reading Skills ◽  
Significant Positive Correlation ◽  
Reading Readiness ◽  
Kindergarten Children ◽  
Auditory Comprehension ◽  
Positive Correlation ◽  
Readiness Skills ◽  
The Relationship

The purpose of this study was to investigate the relationship between scores made by kindergarten children on a test of reading readiness skills and tests of auditory reception of language, and between their scores on a test of academic achievement and tests of auditory reception of language. There was a significant positive correlation between all tests compared.

scholarly journals A Computerized Syllable-Based Intervention for French-Speaking Children with Down Syndrome: What Effects on Reading Skills?

2021 ◽  
Vol 31 (1) ◽  
pp. 41-61
Author(s):  
Jean Écalle ◽  
Monique Sanchez ◽  
Annie Magnan
Keyword(s):  
Down Syndrome ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Medium Term ◽  
Learning To Read ◽  
Children With Down Syndrome ◽  
French Speaking ◽  
Letter Sound

The aim of this research was to provide to eight children with Down Syndrome a syllable-processing software program that drew their attention to phonological and orthographic syllables. The children participated in a 10-hour training course (spread over 5 weeks) that used an experimental design with four assessment sessions, the first two of which were used to obtain a baseline in literacy skills. The effect of training was assessed just after training and two months later. A significant effect on decoding was observed at medium term after training. All children progressed in at least one domain, either in phonological skills, in decoding, or in word reading. Four children progressed in decoding and word reading. This study confirms the appropriateness of using phonetic approaches to reading instruction in order to stimulate learning to read in children with Down Syndrome. The syllable-based training facilitates the construction of associations between letters and syllables—the “syllabic bridge”—and could be a faster and easier way to learn letter-sound correspondences in French.

Using Mobile Technologies in Education

2017 ◽  
Vol 13 (4) ◽  
pp. 77-90 ◽  
Author(s):  
Célio Gonçalo Cardoso Marques ◽  
António Manso ◽  
Ana Paula Ferreira ◽  
Felisbela Morgado
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Mobile Technologies ◽  
Ministry Of Education ◽  
Digital Repository ◽  
Learning To Read ◽  
Level Of Satisfaction ◽  
Complex Process ◽  
High Level ◽  
And Training

The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assessing reading skills against the curricular targets set by the Ministry of Education. Letrinhas was evaluated by specialists and users and a high level of satisfaction was observed among students and teachers as time and effort spent to consolidate reading is considerably reduced with this application. This evaluation also enabled to identify features that will be available in the future.

scholarly journals Improving reading strategies and assessments used by educators to enhance learner academic success

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Veena Loopoo ◽  
Robert Balfour
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Reading Skills ◽  
Formal Education ◽  
Early Years ◽  
School Level ◽  
Learning To Read ◽  
Professional Success ◽  
Crucial Component ◽  
Assessment Strategies

Learning to read is a crucial component of early education. Theorists have found a strong connection between reading skills and the level of academic and professional success enjoyed by an individual. The way an individual learns to read is crucial to achieving academic success; therefore, the methods used to teach reading need to be effective for optimal success. A substantial body of research demonstrates that literacy is fundamental to success in the formal education system and in most cases, the principal site for learning to read and write is assumed to be the primary school, usually in the early years. While there are many perspectives and methods used at school level, teachers will only succeed when they teach explicit strategies to decode words and their meanings and comprehension instruction. Using a mixed-methods approach, this article aimed to identify and explore teaching and assessment strategies employed by educators in Grade R at primary school level pertaining to the teaching of literacy. It emerged that although certain strategies do seem to promote greater acquisition of literacy, there is no one-size-fits-all approach when it comes to using literacy to promote the likelihood of achieving academic success.

Hong Kong Chinese Kindergartners Learn to Read English Analytically

2003 ◽  
Vol 14 (2) ◽  
pp. 138-143 ◽  
Author(s):  
Catherine McBride-Chang ◽  
Rebecca Treiman
Keyword(s):  
Hong Kong ◽  
Kindergarten Children ◽  
Hong Kong Chinese ◽  
Language Background ◽  
Grade Levels ◽  
Hong Kong Chinese Children ◽  
Letter Names ◽  
Method Of Instruction ◽  
Letter Sound ◽  
Sound Condition

We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic “look and say” method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (DK = Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.

scholarly journals Conceptual Framework: Development of Interactive Reading Malay Language Learning System (I-ReaMaLLS)

2018 ◽  
Vol 150 ◽  
pp. 06021
Author(s):  
Nurulisma Ismail ◽  
Rasimah Che Mohd Yusoff ◽  
Mohamad Umar Jiman
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
Conceptual Framework ◽  
Reading Skills ◽  
Initial Study ◽  
Learning System ◽  
Interactive System ◽  
Learning To Read ◽  
Interactive Reading ◽  
Framework Development

Reading is very important to access knowledge. Reading skills starts during preschool level no matter of the types of languages. At present, there are many preschool children who are still unable to recognize letters or even words. This leads to the difficulties in reading. Therefore, there is a need of intervention in reading to overcome such problems. Thus, technologies were adapted in enhancing learning skills, especially in learning to read among the preschool children. Phonological is one of the factors to be considered to ensure a smooth of transition into reading. Phonological concept enables the first learner to easily learn reading such to learn reading Malay language. The medium of learning to read Malay language can be assisted via the supportive of multimedia technology to enhance the preschool children learning. Thus, an interactive system is proposed via a development of interactive reading Malay language learning system, which is called as I-ReaMaLLS. As a part of the development of I-ReaMaLLS, this paper focus on the development of conceptual framework in developing interactive reading Malay language learning system (I-ReaMaLLS). I-ReaMaLLS is voice based system that facilitates the preschool learner in learning reading Malay language. The conceptual framework of developing I-ReaMaLLS is conceptualized based on the initial study conducted via methods of literature review and observation with the preschool children, aged 5 – 6 years. As the result of the initial study, research objectives have been affirmed that finally contributes to the design of conceptual framework for the development of I-ReaMaLLS.

Can the quality of a school be greater than the quality of its teachers? A case of early grade reading skills in Ugandan refugee context

2020 ◽  
Vol 72 (4) ◽  
pp. 43-59
Author(s):  
Mónica Fontana ◽  
Martin Ariapa ◽  
Gillian Atuheire
Keyword(s):  
Primary Schools ◽  
Reading Skills ◽  
Poor Performance ◽  
Ministry Of Education ◽  
Reading Levels ◽  
Quasi Experimental ◽  
Early Grade ◽  
Education Report ◽  
Letter Sound

INTRODUCTION. As highlighted in the 2018 Uganda Education Response Plan, reading levels in refugee host communities are way below the national average. Since the 2018 National Assessment of Progress in Education report highlighted some challenging areas to the in-service teachers, a possible explanation for the persistent poor performance of learners in reading may reside with the finding that many educators themselves lack an understanding of the linguistic construct. Therefore, an informed training for teachers in primary schools was implemented to help them foster learners’ reading skills. The purpose of this paper is consequently to analyse whether learners whose teachers participated in the evidence-based intervention have better reading skills than those whose teachers did not participate in the intervention. METHOD. To achieve this, a quasi-experimental pre-program/post-program design, involving 2 schools, 24 teachers (12 per school), and 297 learners (157 from treatment and 140 from control) from Palabek (Uganda) refugee settlement was adopted. FINDINGS. The findings show that the reading skills of learners whose teachers participated in the intervention significantly improved as compared to their counterparts. Particularly, learners’ reading skills significantly improved in the areas of letter sound knowledge, segmenting knowledge, and nonword decoding, and slightly in oral passage reading and comprehension, and English vocabulary. DISCUSSION. This study therefore supported the hypothesis linked to the Peter Effect - one cannot be expected to give what they do not possess and raised a need for the Ministry of Education and Sports to mandate sufficient and informed training of teachers.

Orthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledge

1992 ◽  
Vol 24 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Margareth E. Peterson ◽  
Leonard P. Haines
Keyword(s):  
Word Reading ◽  
Beginning Reading ◽  
Kindergarten Children ◽  
Letter Sound ◽  
Experimental Group ◽  
Orthographic Analogy

This study investigated the effect of teaching children orthographic analogies based on onset and rime units (words that rhyme). Forty-eight kindergarten children were selected for the study and classified as high, middle, or low segmenters based on their performance on the Test of Awareness of Language Segments (TALS) (Sawyer, 1987). Pretraining and posttraining measures consisted of segmentation ability, letter-sound knowledge, and reading words by analogy. Although the experimental group showed significant gains on each measure over no-training controls, analogy training affected children differently depending upon their prior segmentation level. Low segmenters gained most in segmentation ability with small, but significant, effects in letter-sound knowledge. Middle and high segmenters showed greatest improvement in their ability to perform the word reading by analogy task and in their letter-sound knowledge. This study provides support for a role for onset and rime units in beginning reading and may indicate how rhymes contribute to children's awareness of phonemes.

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