scholarly journals The Use of Educational Software in Teaching Initial Reading and Writing

2021 ◽  
Vol 17 (4) ◽  
pp. 373-389
Author(s):  
Abdullah Şahin ◽  
◽  
Emine Gül Özenç ◽  
Keyword(s):  
Educational Software ◽  
Reading And Writing ◽  
Initial Reading

scholarly journals Development of Smart Adventure Games to Improve the Readiness of the Initial Ability of Reading, and Writing on Early Childhood

2018 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Linda Dwiyanti ◽  
Rosa Imani Khan ◽  
Epritha Kurniawati
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Field Testing ◽  
Childhood Development ◽  
Main Field ◽  
Reading And Writing ◽  
Adventure Game ◽  
Adventure Games ◽  
Initial Reading ◽  
Information Collecting

Based on these circumstances, this study aims to develop an appropriate game to improve readiness of the initial ability of early childhood called "Smart Adventure". This game can help children to learn the ability of the initial reading and writing with a fun method (play) and in accordance with the characteristics and stages of early childhood development. This study used a qualitative and quantitative approach (mix method) with "Borg and Gall" research and development model. The procedures used include: research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation.The results of this study indicate the effectiveness and usefulness of the Smart Adventure game product on the ability to reading and writing early childhood.

scholarly journals Flaws in the Spanish Translation of Beginning Readers’ Books

LETRAS ◽  
2014 ◽  
pp. 111-122
Author(s):  
Sonia Rodríguez Salazar
Keyword(s):  
Phonological Awareness ◽  
Writing Skills ◽  
Beginning Readers ◽  
Spanish Translation ◽  
Reading And Writing ◽  
Reading Patterns ◽  
Initial Reading

This article presents the main results of an analysis of important flaws in the Spanish translation of a number of children’s story books, known as Beginning Readers’ Books. It addresses errors which can affect the children’s process of acquiring reading and writing skills. These deficiencies can be attributed to the translators’ lack of familiarity with the initial reading patterns and their relation to a phonological awareness of Spanish. This study aims to provide initial guidelines for a translation of this sort. Se exponen los principales resultados de un estudio que analiza significativas deficiencias en la traducción al español de varios tomos de cuentos, bajo el título general de Beginning Readers’ Books. Se trata de errores que afectan el proceso de lectoescritura del lector meta. Tales deficiencias se atribuyen al desconocimiento de patrones básicos de lectura y su relación con la conciencia fonológica del español. El estudio tiene como objetivo ofrecer una guía inicial para mejorar este tipo de traducciones. 

scholarly journals Prediction of Reading and Writing in Elementary Education through Early Childhood Education

2020 ◽  
Vol 40 ◽  
Author(s):  
Talita de Cassia Batista Pazeto ◽  
Natália Martins Dias ◽  
Cristiano Mauro Assis Gomes ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Executive Functions ◽  
Oral Language ◽  
Family Characteristics ◽  
First Year ◽  
Reading And Writing ◽  
Childhood Education ◽  
Initial Reading

Abstract The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention.

scholarly journals O uso do Software HagáQuê nos anos iniciais do ensino fundamental: práticas de letramento em contextos digitais

2020 ◽  
Vol 6 (12) ◽  
pp. 450
Author(s):  
Aletheia Machado de OLIVEIRA
Keyword(s):  
Qualitative Methodology ◽  
Educational Software ◽  
Participant Observation ◽  
Field Research ◽  
School Belonging ◽  
Minas Gerais ◽  
Social Functions ◽  
Reading And Writing ◽  
The Social ◽  
Technological Tool

RESUMOO presente trabalho tem como objetivo analisar se o uso do software educativo HagáQuê auxilia os alunos no processo de leitura e escrita em contexto digital. Com uma metodologia de caráter qualitativa e pesquisa de campo com observação participante direta intensiva, o estudo envolveu professora e alunos em atuação no 5º ano do Ensino Fundamental pertencentes à rede municipal de ensino localizada no município de Minas Gerais. Os dados revelam que o trabalho articulado com a ferramenta tecnológica computador deve pautar-se através de um processo integrado, crítico, reflexivo e elaborado à luz dos objetivos educacionais. Verificou-se que a análise das histórias em quadrinhos criadas pelos alunos com a ajuda do software HagáQuê revela efetividade da prática da leitura e escrita de forma contextual. Conclui-se que o software educativo HagáQuê mostrou-se ser uma ferramenta interessante para esse processo ao provocar um interesse para uma maior aproximação com as funções sociais da linguagem. Letramento. Software educativo. HagáQuê.ABSTRACTThis paper aims to analyze whether the use of educational software HagáQuê helps students in the process of reading and writing in a digital context. With a qualitative methodology and field research with intensive direct participant observation, the study involved a teacher and students working in the 5th year of elementary school belonging to the municipal school system located in the municipality of Minas Gerais. The data reveal that the work articulated with the computer technological tool must be guided by an integrated, critical, reflective and elaborated process in the light of educational objectives. It was found that the analysis of the comic books created by the students with the help of the HagáQuê software reveals the effectiveness of the practice of reading and writing in a contextual way. It is concluded that the educational software HagáQuê proved to be an interesting tool for this process by provoking an interest in a closer relationship with the social functions of language. Literacy. Educacional Software. HagáQuê.RESUMENEste artículo tiene como objetivo analizar si el uso del software educativo HagáQuê ayuda a los estudiantes en el proceso de lectura y escritura en contexto digital. Con una metodología cualitativa e investigación de campo con observación participante directa intensiva, el estudio involucró a una profesora y alumnos que estudian en el 5to año de la escuela primaria perteneciente al sistema escolar municipal ubicado en el municipio de Minas Gerais. Los datos revelan que el trabajo articulado con la herramienta tecnológica computadora debe ser guiado por un proceso integrado, crítico, reflexivo y elaborado a la luz de los objetivos educativos. Se averiguó que el análisis de las historietas creadas por los estudiantes con la ayuda del software HagáQuê revela efectividad de la práctica de la lectura y la escritura de manera contextual. Se concluye que el software educativo HagáQuê resultó ser una herramienta interesante para este proceso al despertar el interés por una relación más cercana con las funciones sociales del lenguaje.Alfabetización. Software educativo. HagáQuê.SOMMARIOQuesto articolo mira ad analizzare se l'uso del software educativo HagáQuê aiuta gli studenti nel processo di lettura e scrittura in un contesto digitale. Utilizzando una metodologia qualitativa e una ricerca sul campo con un'intensa osservazione diretta dei partecipanti, lo studio ha coinvolto un insegnante e studenti che studiano nel 5 ° anno della scuola primaria appartenente al sistema scolastico municipale situato nel comune di Minas Gerais. Dai dati emerge che il lavoro articolato con lo strumento informatico deve essere guidato da un processo integrato, critico, riflessivo ed elaborato alla luce degli obiettivi formativi. Si è riscontrato che l'analisi dei fumetti creati dagli studenti con l'aiuto del software HagáQuê rivela l'efficacia della pratica di lettura e scrittura in modo contestuale. Si è concluso che il software educativo HagáQuê si è rivelato uno strumento interessante per questo processo risvegliando l'interesse in una relazione più stretta con le funzioni sociali del linguaggio.Alfabetizzazione. Software educativo. Fare.

scholarly journals Multisensory’s Approach to Stimulate Child Early Literacy Ability

2021 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Cut Citra Novita ◽  
Juhairiah
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Literacy ◽  
Reading Skills ◽  
Early Reading ◽  
Literature Study ◽  
Reading And Writing ◽  
Study Research ◽  
Initial Reading ◽  
Written Sources

This research is a literature study that aims to stimulate early literacy in early childhood through a multisensory approach. This research is a descriptive qualitative type using literature study, with a background of low initial reading skills, the concern that parents are concerned about their children who cannot read when they enter elementary school, and the development of a literacy culture. In this literature study research, researchers used various written sources such as articles and documents relevant to this research. In this study’s literature study, there was an increase in literacy, both from preface reading and initial writing, with a multisensory approach—the results of several studies that a multisensory approach can improve early reading and writing for early childhood.

scholarly journals Kajian Kesulitan Belajar Membaca Menulis Permulaan (MMP) pada Siswa Kelas II [ Study of Difficulty Learning to Read Beginning Writing (MMP) in Class II Students]

2019 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Heny Kusuma Widyaningrum ◽  
Cahyo Hasanudin
Keyword(s):  
Elementary School ◽  
Learning Difficulties ◽  
Second Grade ◽  
Writing Difficulties ◽  
Learning To Read ◽  
Reading And Writing ◽  
Data Presentation ◽  
Second Grade Students ◽  
Initial Reading

The aims of this research are: 1) to investigate the type of learning difficulties in initial reading and writing faced by second grade students, 2)the factors that caused them having learning difficulties in initial reading and writing. The approach is descriptive qualitative research in form of case study. The subjects of research are second grade students of elementary school 01 Sumoroto, Ponorogo. The data collection techniques are obtained using documentations and interviews. The data obtained are non-statistic data. The data are analysed using interactive models, namely data reduction, data presentation, data conclusion and verification. The results of the study are (1) the type of learning difficulties, in initial reading and writing faced by second grade students of elementary school 01 Sumoroto, namely students that are not fluent in spelling, less clear pronunciation, lack of letters memorization, difficult to distinguish letters, incomplete of words writing, difficulties in composing sentences; (2) the factors that caused learning difficulties in reading and writing are adolescence, love to play rather than learning,like to be a trouble maker in class, study at home when the teacher gives homework, lack of attention, less motivation, and the teacher is less assertive.

scholarly journals The development of phonological skills in preschool children

2014 ◽  
Vol 46 (2) ◽  
pp. 425-450 ◽  
Author(s):  
Emilija Lazarevic
Keyword(s):  
Preschool Children ◽  
Phonological Skills ◽  
Reading And Writing ◽  
Long Run ◽  
Analysis And Synthesis ◽  
Whole Word ◽  
Initial Reading ◽  
Metalinguistic Skills ◽  
Insight Into ◽  
Average Development

The paper presents a portion of the results obtained in the first phase of a longitudinal study of the development of children?s literacy. The aim of the research was to study the level of development of phonological skills in preschool children. The development of phonological skills, as part of metalinguistic skills, was studied by the assessment of voice analysis and synthesis in words and recognising rhyme. The sample included preschool children. The obtained results have pointed to an average development of children?s phonological skills in the domain of the ability of voice synthesis and analysis in words, as well as to the difficulties in solving items that contained more complex demands of manipulating phonemes within words. It was also determined that there were difficulties in recognising rhyme in words where phonological similarity was more prominent on the level of the whole word. Since there are very few research studies in our country that deal with the development of phonological skills in preschool children, which are an important predictor for the acquisition of reading and writing skills, the findings of this research can provide an insight into the development of this aspect of children?s speech and language, while in the long run they would enable us to observe the influence of this predictor on the success in initial reading and writing.

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