scholarly journals The Effect of Interactive Book Reading Activities on Children's Print and Phonemic Awareness Skills

2019 ◽  
Vol 15 (1) ◽  
pp. 88-99
Author(s):  
Şenay Özen Altınkaynak ◽  
Keyword(s):  
Phonemic Awareness ◽  
Book Reading ◽  
Reading Activities ◽  
Interactive Book

scholarly journals Optimalisasi Budaya Literasi Melalui Perpustakaan Sekolah Di Masa Pandemi

2021 ◽  
Vol 6 (1) ◽  
pp. 84-96
Author(s):  
Widy Astuty
Keyword(s):  
School Environment ◽  
School Library ◽  
School Libraries ◽  
Book Reading ◽  
Data Presentation ◽  
Analysis Technique ◽  
Teachers And Students ◽  
Education Personnel ◽  
Reading Activities ◽  
Collection Methods

This research is the extent to which efforts to optimize literacy culture through school libraries during the Covid-19 pandemic carried out by SD N 1 Pageraji Korwilcam Dindik Cilongok, Banyumas district. Data collection methods used in this study include: interviews, observation, and documentation. The data analysis technique is reduction, data presentation, and drawing conclusions. Programs in an effort to cultivate a literacy culture are compiled periodically, the daily program that has been implemented is by holding non-lesson book reading activities before learning begins, by sharing literacy corners throughout the school environment. The weekly program includes posting pictures / stories of activities on social media and making scheduled visits to the school library. Monthly program by making observation forms to assess students' progress in literacy. Semester program implemented by giving awards to teachers and students. These programs are implemented with a pattern of cooperation from all elements, namely the principal, teachers, education personnel, which will make the school library utilization program implemented properly.

scholarly journals Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

2017 ◽  
Vol 48 (2) ◽  
pp. 108-124 ◽  
Author(s):  
Holly L. Storkel ◽  
Rouzana Komesidou ◽  
Kandace K. Fleming ◽  
Rebecca Swinburne Romine
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Decision Making ◽  
Kindergarten Children ◽  
Book Reading ◽  
Limiting Factor ◽  
Specific Language ◽  
Naming Test ◽  
Interactive Book

Purpose The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but memory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

scholarly journals The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading

2019 ◽  
Vol 50 (4) ◽  
pp. 518-539 ◽  
Author(s):  
Holly L. Storkel ◽  
Rouzana Komesidou ◽  
Mollee J. Pezold ◽  
Adrienne R. Pitt ◽  
Kandace K. Fleming ◽  
...  
Keyword(s):  
Word Learning ◽  
Language Disorder ◽  
Intensity Variation ◽  
Kindergarten Children ◽  
Book Reading ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Response Variation ◽  
The Impact ◽  
Interactive Book

Purpose The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation. Method Thirty-four kindergarten children with DLD (aged 5;0–6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study ( Storkel, Voelmle, et al., 2017 ) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a definition task prior to, during, and after treatment. Results Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores. Conclusion When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach. Supplemental Material https://doi.org/10.23641/asha.9745181

scholarly journals Language activities in a minority–majority language context: book-reading at home is more important for Frisian than for Dutch

2019 ◽  
Vol 47 (2) ◽  
pp. 289-308 ◽  
Author(s):  
Evelyn BOSMA ◽  
Elma BLOM
Keyword(s):  
Language Acquisition ◽  
Minority Language ◽  
Book Reading ◽  
Bilingual Children ◽  
Specific Language ◽  
Language Context ◽  
Watching Tv ◽  
Reading Activities ◽  
Reading At Home ◽  
At Home

AbstractPrevious research has shown that in a minority–majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we examined whether the same holds true for the frequency of specific language activities at home. In a group of five- and six-year-old Frisian–Dutch bilingual children (n = 120), we investigated to what extent vocabulary and morphology knowledge were predicted by reading activities, watching TV, and story-telling activities in both languages. The results showed that reading in Frisian predicted both Frisian vocabulary and morphology, while reading in Dutch only predicted Dutch vocabulary. This shows that reading at home is most important for the development of the minority language. This especially holds true for the acquisition of Frisian morphology, a domain that is known to be vulnerable in language acquisition.

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