scholarly journals Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

2020 ◽  
Vol 19 (10) ◽  
pp. 1-18
Author(s):  
Jia Rong Yap ◽  
Mellisa Lee Lee Chin
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Literacy Skills ◽  
Control Group ◽  
Early Literacy Skills ◽  
Spelling Ability ◽  
Synthetic Phonics ◽  
Reading And Spelling

Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

2016 ◽  
Vol 36 (4) ◽  
pp. 205-217 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Single Case ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Early Literacy Intervention ◽  
Short And Long Term ◽  
Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

Enhancing Children’s Print and Word Awareness Through Home-Based Parent Intervention

2000 ◽  
Vol 9 (3) ◽  
pp. 257-269 ◽  
Author(s):  
Laura M. Justice ◽  
Helen K. Ezell
Keyword(s):  
Early Literacy ◽  
Intervention Program ◽  
Reading Program ◽  
Literacy Skills ◽  
Book Reading ◽  
Control Group ◽  
Early Literacy Skills ◽  
Home Based ◽  
Print Referencing ◽  
Experimental Group

This investigation examined the efficacy of a home-based book reading intervention program for enhancing parents’ use of print-referencing behaviors and for stimulating children’s early literacy skills in the areas of print and word awareness. Participants included 28 parents and their typically developing 4-year-old children. Each dyad was assigned to a control or experimental group, using a pretest-posttest control group research design. Pretest measures of parents’ book-reading behaviors and children’s early literacy skills were collected. Each dyad then completed a home-based shared reading program, in which they read two books each week over a 4-week period. Parents in the experimental group were instructed to use nonverbal and verbal print-referencing behaviors in their reading sessions. Control group parents did not receive this instruction. Posttest measures found that parents in the experimental group showed a significant increase in their use of verbal and nonverbal references to print. Results also indicated that parental use of these print-referencing behaviors significantly enhanced their children’s early literacy skills in several areas of print and word awareness. Clinical implications of this intervention are discussed.

scholarly journals Peningkatan Kemampuan Literasi Awal Anak Prasekolah Melalui Program Stimulasi

2017 ◽  
Vol 44 (3) ◽  
pp. 177
Author(s):  
Widyaning Hapsari ◽  
Lisnawati Ruhaena ◽  
Wiwien Dinar Pratisti
Keyword(s):  
Preschool Children ◽  
Early Literacy ◽  
Literacy Skills ◽  
Alternative Methods ◽  
Control Group ◽  
Early Literacy Skills ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Parametric Statistical Test ◽  
Experimental Group

Stimulation program is a treatment by providing literacy packages containing guidebooks literacy activities, media literacy in children and socialization for mothers. The purpose of this study was to test the effectiveness of the stimulation program to improve literacy skills in preschoolers. The proposed hypothesis that stimulation literacy program effective in improving early literacy skills in preschool children. This research method using a quasi-experimental design with non-equivalent control group. Subjects were 30 children aged 3-5 years were divided into an experimental group and a control group. Based on the analysis by the non-parametric statistical test Mann-Whitney U, it was known that there were differences increase early literacy skills in the experimental group and control group. Qualitative analysis showed an increase in the literacy skills by observing changes in the measurement results. Results from this study is important as a new study in finding alternative methods of stimulating preschool children.

Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities

2008 ◽  
Vol 75 (1) ◽  
pp. 33-52 ◽  
Author(s):  
Diane M. Browder ◽  
Lynn Ahlgrim-Delzell ◽  
Ginevra Courtade ◽  
Susan L. Gibbs ◽  
Claudia Flowers
Keyword(s):  
Developmental Disabilities ◽  
Early Literacy ◽  
Language Proficiency ◽  
Significant Interaction ◽  
Interaction Effects ◽  
Literacy Skills ◽  
Future Research ◽  
Control Group ◽  
Early Literacy Skills ◽  
The Impact

This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate statistically significant interaction effects for the treatment group for two research team-designed measures of early literacy (the Nonverbal Literacy Assessment and a pretest/posttest for the experimental curriculum). Significant interaction effects were also found for two standardized measures (Peabody Picture Vocabulary Test III and Memory for Sentences of the Woodcock Language Proficiency Battery). Implications and future research needs are provided.

Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten

2012 ◽  
Vol 26 (6) ◽  
pp. 889-912 ◽  
Author(s):  
Karen L. Ford ◽  
Sonia Q. Cabell ◽  
Timothy R. Konold ◽  
Marcia Invernizzi ◽  
Lauren B. Gartland
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Spanish Speaking

scholarly journals PENERAPAN MEDIA PEMBELAJARAN POP-UP BOOK ANAK USIA DINI PADA KELOMPOK B UNTUK MENINGKATKAN KEMAMPUAN KEAKSARAAN AWAL DI TK NUSA INDAH

2019 ◽  
Vol 2 (2) ◽  
pp. 49
Author(s):  
Rapi Halipani Matin ◽  
Euis Ety Rohaety ◽  
Lenny Nuraeni
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Design Research ◽  
Literacy Skills ◽  
Control Group ◽  
P Value ◽  
Test Results ◽  
Early Literacy Skills ◽  
Control Group Design ◽  
Significant Difference

One important aspect developed in early childhood is the ability of early literacy. For this reason, we need a learning media that can improve children's early literacy skills, one of which is pop-up book learning media. The purpose of this study was to determine the effect of using pop-up book learning media on children's early literacy abilities. This study used the Quasi Experiment method with the Nonequevalent Control Group Design research design. The pre-test results showed that there was no significant difference in the experimental group and the control group with a p-value> 0.05 which was 0.065> 0.05 which was tested by the Mann Whitney test results. While the post-test results showed that the initial literacy ability after the application of the pop-up book learning media had a significant difference with the p-value <0.05 which was 0.236. Thus the pop-up book learning media significantly influences early childhood literacy abilities. Based on this study, the study recommends early childhood educators so that the pop-up book learning media can be used as a medium of learning to improve children's early literacy skills.

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