The Impact of Lexia Reading Program on Early Childhood Literacy: A Case Study of Kindergarten Students

2018 ◽  
Vol 9 (02) ◽  
pp. 20296-20309
Author(s):  
Dr. Felicia Sawyer ◽  
Dr. Sharon Hunter ◽  
Dr. Bobbie Little ◽  
Dr. Gloria Elliott
Keyword(s):  
Early Childhood ◽  
Reading Skills ◽  
Reading Program ◽  
Kindergarten Students ◽  
Independent Practice ◽  
Phonics Instruction ◽  
Basic Reading Skills ◽  
Early Childhood Literacy ◽  
The Impact

The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills.

scholarly journals Model Pendampingan Guru terhadap Kemampuan Membaca Anak (Studi Kasus di Raudlatul Athfal Manbaul Falah Sidorejo, Pamotan-Rembang)

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Yuliatun Yuliatun
Keyword(s):  
Early Childhood ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Childhood Teachers ◽  
Potential Capacity ◽  
Early Childhood Literacy ◽  
Early Childhood Learning ◽  
Early Childhood Institutions ◽  
Descriptive Method

<span><em>Young children need a variety of fun activities and in accordance with </em><span><em>the character development. Potential Capacity of reading early childhood is very </em><span><em>necessary to be developed through various activities are games and also contains </em><span><em>an element of learning. This paper aims to describe a model mentoring of teachers </em><span><em>to early childhood reading ability. The author argues the results of research on the </em><span><em>area of research in early childhood institutions TK / RA Manbaul Falah Sidorejo </em><span><em>Pamotan Rembang as a case study of early childhood learning activities in reading </em><span><em>membelajarkan activity on students. With descriptive method qualitative and </em><span><em>psychological approach, the study found some things that the underlying model </em><span><em>of early childhood assistance in developing reading skills, including writing and </em><span><em>arithmetic. As a result, that model of mentoring teachers to early childhood literacy </em><span><em>refers to two things, namely the realization that every child has the potential </em><span><em>ability to read early and that the environment sagat need to explore and develop. </em><span><em>The second thing that will be a reference for early childhood teachers in designing </em><span><em>a model of mentoring.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

scholarly journals Penerapan Metode Dirosati dalam Mengembangkan Kemampuan Baca Sejak Dini di TPQ Nurul Falah Bringin Lawang Jenggawah

2021 ◽  
Vol 1 (1) ◽  
pp. 21-32
Author(s):  
Alivia Intan ◽  
Abdul Karim
Keyword(s):  
Early Childhood ◽  
Reading Skills ◽  
Early Reading ◽  
Qualitative Approach ◽  
Learning Method ◽  
Home Program ◽  
Case Study Design ◽  
Early Reading Skills ◽  
Real Work

The Dirosati method is the easiest method to apply to early childhood children. TPQ Nurul Falah is one of the Qur'an Education Parks located in Bringin Lawang Village, Jenggawah District, Jember Regency which uses the Dirosati learning method, using this method TPQ Nurul Falah has grown rapidly since 2002-now with approximately 500 students. The focus of the research studied in the Real Work Lecture from Home program is, 1) How is the implementation of the Dirosati method in improving the ability to read Quran in TPQ Nurul Falah, 2) How is the evaluation of the Dirosati learning method in improving the ability to read the Qur'an at TPQ Nurul Falah. The objectives in this program are 1) to describe the implementation of the Dirosati method in improving the ability to read the Quran in TPQ Nurul Falah, 2) to describe the evaluation of the Dirosati learning method in improving the ability to read the Quran in TPQ Nurul Falah. The approach used in this research is a qualitative approach (Juridical Empirical) and will be developed by researchers with a case study design, namely analyzing the application of the Dirosati method in developing early reading skills in children at TPQ Nurul Falah Bringin Lawang Jenggawah, as for the type of approach using the Triangulation method (Observation, interviews and documentation). Keywords: Dirosati Method, TPQ Nurul Falah, Reading the Quran Ability, Santri. Abstrak Metode Dirosati merupakan metode yang paling mudah diterapkan kepada anak-anak usia dini. TPQ Nurul Falah adalah salah satu Taman Pendidikan al-Qur’an yang berada di Desa Bringin Lawang, Kecamatan Jenggawah, Kabupaten Jember, yang menggunakan metode pembelajaran Dirosati, dengan menggunakan metode ini TPQ Nurul Falah berkembang pesat sejak tahun 2002 hingga sekarang dengan jumlah santri kurang lebih 500 orang. Fokus penelitian yang diteliti dalam program Kuliah Kerja Nyata dari rumah ini adalah 1) Bagaimana pelaksanaan metode dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah; 2) Bagaimana evaluasi metode pembelajaran dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah. Tujuan dalam program ini: 1)untuk mendiskripsikan pelaksanaan metode dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah, 2)untuk mendiskripsikan evaluasi metode pembelajaran dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah. Pendekatan yang digunakan dalam penelitian ini yaitu pendekatan kualitatif (yuridis empiris) dan akan dikembangkan oleh peneliti dengan desain studi kasus yakni menganalisa penerapan metode Dirosati dalam mengembangkan kemampuan baca sejak dini pada anak di TPQ Nurul Falah Bringin Lawang, Jenggawah, adapun jenis pendekatan dengan metode triangulasi (observasi, wawancara dan dokumentasi). Kata Kunci: Metode Dirosati, TPQ Nurul Falah, Kemampuan Membaca al-Qur'an, Santri

scholarly journals Teachers' Strategies in Introducing Literacy to Early Childhood: Lesson from Indonesia

2021 ◽  
Vol 7 (2) ◽  
pp. 123-134
Author(s):  
Anita Febiyanti ◽  
Euis Kurniati ◽  
Ibrahim Emilly Nzunda
Keyword(s):  
Early Childhood ◽  
Literacy Learning ◽  
Teacher Talk ◽  
Research Subjects ◽  
Case Study Method ◽  
Childhood Education ◽  
Multiple Strategies ◽  
Study Results ◽  
Early Childhood Literacy

Purpose – This study aims to analyze teachers' strategies in introducing literacy to early childhood.Design/methods/approach –The researchers used the case study method. The research subjects are two teachers who teach in early childhood education institutions in Bandung, Indonesia.Findings –The results of this study indicate that in introducing literacy to children, teachers use multiple strategies, such as optimizing role-play activities, stimulation through active teacher conversations that encourage children to communicate (rich teacher talk), utilizing the use of big book media, and focusing on phonological awareness. The study results show that the teacher's role is significant in optimizing literacy learning for children.Research implications/limitations – This case study focuses on literacy learning in early childhood based on the experiences of two teachers in Bandung, Indonesia.Practical implications –This case study shows that multiple strategies are appropriate to introduce early childhood literacy and prepare children for the next level of education.Originality/value – This study contributes to the understanding of literacy in early childhood. In addition, this study recommends that teachers apply multiple strategies in introducing literacy through play activities. Paper type Case study

scholarly journals Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

10.28945/3788 ◽  
2017 ◽  
Vol 16 ◽  
pp. 247-266 ◽  
Author(s):  
Tian Luo ◽  
Guang-Lea Lee ◽  
Cynthia Molina
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Early Childhood ◽  
Reading Comprehension ◽  
Reading Program ◽  
Reading Scores ◽  
Reading Levels ◽  
Computer Based ◽  
Star Reading

Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a) additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b) recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers. Teachers can also train and elevate the higher achieving students with using IStation to monitor their own progress as well as set their own individual learning goals. Recommendation for Researchers: We recommend studies with a larger sample size that would likely yield more definitive and generalizable results, studies using a randomized control group that would have teased out extraneous factors and truly measuring the effects of IStation alone on STAR, as well as longitudinal studies examining the long-term effects of IStation.

scholarly journals Effectiveness of the Modified “Alpabasa”: A Game-Based Program in Teaching Reading among the Grades 3 and 4 Non-Readers

2020 ◽  
Vol 3 (2) ◽  
pp. p37
Author(s):  
John Kit S. Masigan, PhD
Keyword(s):  
Reading Skills ◽  
Fourth Graders ◽  
Reading Program ◽  
Reading Level ◽  
Teaching Reading ◽  
Basic Reading Skills ◽  
Twelfth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Grade 3

The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent. Accordingly, early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent. In response, Filipino innovators founded “Alpabasa”, a game-based program in teaching reading that aims to effectively teach kinder and elementary school children how to read in 18 days. The study made use of the quasi-experimental method, specifically, the pre-post test design to investigate the effectiveness of the modified “Alpabasa”: A game-based program in teaching reading among 60 grade 3 and 4 non-readers of St. Paul University Philippines by incorporating costumes, music, movement, games, theatrical presentations and supplemental activities in learning. Findings show that the exposure of non-readers to the Modified Alpabasa Reading Program resulted in better performance of the students in reading. Through action songs and movement-based activities, pupils are geared to play with language as learning situations are made concrete and realistic; thus, making reading more meaningful, interesting and engaging.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2016 ◽  
pp. 85-101
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

“Confidence” problems and literacy coaching: How a suburban kindergarten divided “good” and “bad” teachers in the accountability shove-down

2020 ◽  
pp. 146879842098008
Author(s):  
Melissa Sherfinski
Keyword(s):  
Early Childhood ◽  
Sociological Theory ◽  
Literacy Coaching ◽  
Minority Student ◽  
Professional Capital ◽  
Emotional Labour ◽  
Case Study Design ◽  
Early Childhood Literacy

This paper explores the context of a Kindergarten team in a suburban P-3 school in Wisconsin developing literacy coaching support. Facing recent neoliberal accountability reforms that have greatly expanded teacher competition, dismantled teachers' unions, and added the role of the coach to the school, "confidence" is an issue that the coach and teachers struggle with as they seek to improve minority student achievement. Using a case study design and feminist sociological framework highlighting emotional labour, the affective economy, and the psychosocial possibilities of the work of Pierre Bourdieu , this research examines professional capital as a form of educators' experience. Ultimately, we see that the landscape of power and emotions is complex as it divides "good" and "bad" White and middle-class teachers. Possibilities for extending the uses of feminist sociological theory in early childhood literacy are discussed.

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