scholarly journals Word Teaching Strategies in Story Reading for Preschool Children

Psico-USF ◽  
2020 ◽  
Vol 25 (4) ◽  
pp. 671-683
Author(s):  
Ana Carolina Arruda Miranda ◽  
Claudia Daiane Batista Bettio ◽  
Andréia Schmidt
Keyword(s):  
Preschool Children ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
Cumulative Effects ◽  
Book Reading ◽  
Shared Book Reading ◽  
Classroom Context ◽  
Story Reading ◽  
Post Test ◽  
Naming Tasks

Abstract Shared book reading (SBR) as a teaching practice produces significant effects on development of verbal repertoires in children, especially when associated with strategies of explicit vocabulary teaching. This study aimed to test the cumulative effects of using word teaching strategies, during SBR sessions, on word learning by preschool children. Three sessions of SBR of the same story and a session of complementary activity about the words of the story read were carried out in a class of 13 children aged 4 to 5 years. It was identified significant children’s gains, between pre and post-test, in matching-to-sample tasks for nouns and in naming tasks, both for nouns and for verbs. The results confirm the effectiveness of using word teaching strategies during SBR and their feasibility in the natural classroom context.

scholarly journals MENINGKATKAN PEMAHAMAN CERITA DENGAN PENDEKATAN SHARED BOOK READING DI PAUD

2019 ◽  
Vol 2 (1) ◽  
pp. 100-119
Author(s):  
Siti Shaliha ◽  
Rose Mini Agoes Salim ◽  
Rini Hildayani
Keyword(s):  
Cognitive Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Sign Test ◽  
Story Comprehension ◽  
Childhood Education ◽  
Approach Training ◽  
Post Test ◽  
Comprehension Score ◽  
The Relationship

ABSTRAK Pendekatan membacakan buku cerita oleh guru akan membantu anak meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading(SBR) dan pemahaman anak terhadap cerita. Penelitian ini menggunakan within subject designdengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada masing-masing kondisi yang diberikan. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak (rentang usia 4-5 tahun)di Satuan PAUD Sejenis (SPS). Data kuantitatif yang diperoleh mengenai pemahaman anak terhadap cerita dianalisa menggunakan uji sign test. Penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru. Pengukuran pemahaman anak terhadap cerita dan keterampilan guru dalam menggunakan pendekatan saat membacakan buku cerita dilakukan sebanyak tiga kali pada tahap pre-test,post test 1dan post test 2, untuk melihat peningkatan yang terjadi setelah pemberian intervensi.Hasil penelitian ini menunjukkan bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan SBR dengan nilai probabilitas .05, yaitu 0.01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan SBR yang ditampilkan di dalam grafik. Kata kunci: pemahaman anak terhadap cerita; anak 4-5 tahun; guru; pendekatan membaca SBR; pelatihan. ABSTRACT Certain reading approach used by the teacher will help children to improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children’s story comprehension score in each condition given. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children’s story comprehension. This study also provides training for teachers as well as measuring teacher’s skills. The measurement of children’s story comprehension and teachers’s skill in reading book to children was conducted three time, in pre-test, post-test 2, and post-test 2, to perceive the skill’s improvement. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with SBR approach by showing probability value of 0.05, which is 0.01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the SBR approach shown in the graph. Keywords: children’s story comprehension; 4-5 years old children; teacher; SBR approach; training.

Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Clariebelle Gabas ◽  
Leesa Marante ◽  
Sonia Q. Cabell
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Instruction ◽  
Language Skills ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Emergent Literacy Skills ◽  
Oral Language Skills

Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay

2011 ◽  
Vol 77 (2) ◽  
pp. 161-183 ◽  
Author(s):  
Sharolyn D. Pollard-Durodola ◽  
Jorge E. Gonzalez ◽  
Deborah C. Simmons ◽  
Oiman Kwok ◽  
Aaron B. Taylor ◽  
...  
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Reading Intervention ◽  
Book Reading ◽  
Shared Book Reading ◽  
Children At Risk

Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools

2021 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Kunlei He ◽  
Yiran Z Bowman
Keyword(s):  
Reading Strategies ◽  
Teaching Practice ◽  
Language Skills ◽  
Rural China ◽  
Strong Predictor ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Language And Literacy ◽  
Textual Strategies

Shared book reading is among the most common activities in preschools and is a key teaching practice to improve children’s language and literacy skills. The purpose of this research is to investigate the association between teachers’ shared book reading strategies and preschoolers’ language skills in rural China. We coded shared book reading class videos of 10 village-level kindergarten classrooms and divided teachers’ strategies into two categories – textual and extratextual strategies. This study analyzed the correlation between teachers’ choice of shared book reading strategies and children’s language skills among 10 teachers and 94 children. We found that teachers’ use of textual strategies was a strong predictor of children’s language skills. Implications for teaching skills during shared book reading in rural China preschools are discussed.

A Sequential Analysis of Children's Responsiveness to Parental Print References During Shared Book-Reading Interactions

2002 ◽  
Vol 11 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Laura M. Justice ◽  
Sarah E. Weber ◽  
Helen K. Ezell ◽  
Roger Bakeman
Keyword(s):  
Preschool Children ◽  
Early Literacy ◽  
Sequential Analysis ◽  
Written Language ◽  
Literacy Skill ◽  
Book Reading ◽  
Shared Book Reading ◽  
Typically Developing ◽  
Intervention Planning ◽  
Print Referencing

Adults reading to preschool children have been encouraged to use print references (e.g., questions and comments about print) to stimulate children's interactions with written language. This study used sequential analysis (Bakeman & Gottman, 1997) to determine the extent to which typically developing preschoolers were responsive to parental print references during a shared book-reading interaction using a rhyming book. Participants included 15 parents and their preschool children (mean age = 4 years 6 months). A single shared reading ession was collected for each dyad following parental instruction in print-referencing behaviors. Results indicated that children responded at an overall rate of 60% to parental print references but that differential levels of child responsiveness occurred as a function of parental utterance type. That is, parental prompts were significantly more likely to elicit child responses than parental comments were. Results also indicated that children's responsiveness did not vary as a function of the early literacy topic of parental print references. For instance, children were no more likely to respond to prompts addressing alphabet knowledge than those addressing book-reading concepts or word awareness. Results may help guide intervention planning for children exhibiting low levels of early literacy skill.

scholarly journals Shared Book Reading and Word Learning in Preschool Children

2016 ◽  
Vol 24 (4) ◽  
pp. 1451-1463 ◽  
Author(s):  
Fernanda P. Garcia ◽  
Aline M. Vaz ◽  
Andréia Schmidt
Keyword(s):  
Preschool Children ◽  
Word Learning ◽  
Book Reading ◽  
Shared Book Reading
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