scholarly journals Kindergartners’ morphological awareness, its instruction and guidance in the Indonesian context

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
M. Solehuddin ◽  
Wawan Gunawan ◽  
Eri Kurniawan
Keyword(s):  
Academic Success ◽  
Language Development ◽  
Early Literacy ◽  
Critical Role ◽  
Morphological Awareness ◽  
Judgment Task ◽  
Kindergarten Students ◽  
Kindergarten Children ◽  
Morphological Knowledge ◽  
General Data

Children's language development is an arguably integral part of early childhood education. This research departs from the assumption that morphological awareness encompassing sensitivity to word units plays a critical role in ascertaining the success of children's reading skills in school. The purpose of the present study was two-fold: i) to assess the level of morphological awareness of preschool children, and ii) to reveal the types of learning and guidance activities in the classroom that facilitate the development of children's linguistic awareness and early literacy in general. Data were obtained through a set of morphological awareness tasks (a judgment task and a word analogy task) to kindergarten students aged 4-6 years, classroom observations, and interviews with the teachers. By virtue of an exploratory nature of this research, the data stemmed from one kindergarten in a North Bandung area, Indonesia. Findings reveal that the kindergarten children, in general, have demonstrated early signs of morphological awareness owing to ongoing language development. Their morphological awareness level appears to be contingent on the extent of their morphological knowledge. Pedagogically, it is found that the teachers have provided the students with various types of morphological knowledge learning and guidance activities in the school to help hone the awareness. Implicationally, explicit morphological awareness and vocabulary instruction need to be implemented in a preschool context to prepare children’s later academic success.

scholarly journals The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children

2011 ◽  
Vol 44 (4) ◽  
pp. 330-338 ◽  
Author(s):  
Mindy Sittner Bridges ◽  
Hugh W. Catts
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Predictive Validity ◽  
Dynamic Assessment ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Screening Measure ◽  
Two Samples ◽  
Dynamic Screening

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample ( n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample ( n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students.

scholarly journals CHARACTERISTICS OF KINDEGARTEN STUDENTS’ PERFORMANCE ON MORPHOLOGICAL AWARENESS

Edusentris ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 78
Author(s):  
Nur Karunia ◽  
Eri Kurniawan
Keyword(s):  
Data Collection ◽  
High Performance ◽  
Quantitative Method ◽  
Morphological Awareness ◽  
Kindergarten Students ◽  
Kindergarten Children ◽  
High Performing ◽  
Low Performance ◽  
Bahasa Indonesia

The purpose of this study is to describe the characteristic of high-performing and low-performing students based on the morphological awareness test. This research is about the morphological awareness of 5-6-year-old kindergarten students in Bandung. The method used is the descriptive quantitative method, using questionnaires and interview as the data collection instruments. The instruments were given to the parents of 12 kindergarten children who showed high-performance and low-performance. The results showed that the characteristics of high-performing students is that they were from higher SES families (better education, job, and income), and they use Bahasa Indonesia dominantly.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

scholarly journals ‘Hakken en plakken’

2019 ◽  
Vol 8 (2) ◽  
pp. 310-330
Author(s):  
Ilona J. E. Dols-Koot ◽  
Jimmy H. M. van Rijt
Keyword(s):  
Experimental Study ◽  
Secondary Schools ◽  
Morphological Awareness ◽  
Morphological Knowledge ◽  
Spelling Performance ◽  
Educational Literature ◽  
Rules Of Thumb ◽  
Quasi Experimental ◽  
Short Intervention

Abstract Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to master orthographic rules, even after years of education. In educational literature it is argued that the problems related to spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable, since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but that students don’t seem to be able to use MA effectively to enhance spelling performance.

The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children's Academic Achievement

2013 ◽  
Vol 115 (3) ◽  
pp. 1-40
Author(s):  
ÜmmüHan YeŞİl Dağli ◽  
Ithel Jones
Keyword(s):  
Academic Success ◽  
School Readiness ◽  
Family Characteristics ◽  
Kindergarten Children ◽  
Third Grade ◽  
Relative Age ◽  
Parental Decision Making ◽  
And Mathematics ◽  
Kindergarten Enrollment ◽  
Reading And Mathematics

Background Research findings suggest that there may be some academic benefits for those children whose kindergarten enrollment is delayed, and the risk of underachievement seems to be greater for children who are younger when they first enter kindergarten. Although kindergarten enrollment occurs naturally, certain child, family, and childcare factors will likely influence parents’ decisions concerning when to enroll their children in kindergarten. Age-of entry studies have often neglected assignment bias results from those preenrollment factors. In addition, prior research has defined children's relative age outside of the immediate environment, as opposed to conceptualizing relative age within the context where children actually learn. Purpose This study examined the relationship between early, on-time, or delayed kindergarten enrollment and children's mathematics and reading achievement from kindergarten through third grade. We predicted that the degree to which delayed, on-time, or early enrollment influences children's reading and mathematics achievement depends on those preenrollment factors that potentially create assignment biases and the relative age of each child to his or her classmates. Research Design The study used the Early Childhood Longtudinal Study, Kindergarten Class of 1998-1999 (ECLS:K). A propensity score stratification model was used to adjust for sample assignment bias resulting from the preenrollment factors. Then, a cross-classified random effects model was applied. Results Results showed that certain child and family characteristics and parents’ perceptions about school readiness were related to when children first enter kindergarten. After controlling for demographic characteristics and propensity scores resulting from pre-enrollment factors, on average, at the beginning of kindergarten, children whose kindergarten enrollment was delayed had the highest scores in reading and mathematics, followed by children who entered kindergarten on time. Yet, in third grade, these differences were negligible. However, children in the delayed group who were also relatively older than their peers outperformed the other groups in third-grade mathematics. Conclusions The results suggest that the academic success or failure of children whose kindergarten enrollment is delayed, early, or on time depends on sociodemographic factors as well as the ages of the children in the same class (e.g., child's age relative to his or her classmates). Policy discussions about age of kindergarten entry or changing cutoff dates should include consideration of factors that influence parental decision making, as well as a child's age relative to his or her classmates.

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