scholarly journals DEVELOPING A TEXTBOOK WITH BIG BOOK MEDIA BASED BASAL READERS METHOD TO IMPROVE EARLY READING AT LOW CLASSES

2021 ◽  
Vol 5 (5) ◽  
pp. 1163
Author(s):  
Yani Agustiningrum ◽  
Slamet Utomo ◽  
Irfai Fathurrohman
Keyword(s):  
Elementary School ◽  
Reading Skills ◽  
Development Process ◽  
Early Reading ◽  
First Grade ◽  
T Test ◽  
Basal Readers ◽  
Validity Test ◽  
Early Reading Skills ◽  
Total Percentage

This study aimed to develop a basal readers method with Big Book media for educators and first grade students which was valid, practical, and effective. The development process was carried out based on Borg & Gill model which emphasized the context of needs (educators and students) so that a textbook for early reading skills could be produced through Big Book media based Basal Readers method. The results of the validity test, which was obtained from the validation of content, language, presentation, graphics, found that the total percentage was 93.10% with Very Valid category. Then, the results of the questionnaire revealed that the percentage of the teacher's response was 90.25% and for the students’ responses was 87.22% while the effectiveness of early reading based on the t-test showed that the value of t count > t table = 5.458 > 2.414. It was concluded that the textbook with big book media based basal readers method was feasible to be used in early reading at the lower grades of elementary school.

scholarly journals Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung

2020 ◽  
Vol 26 (1) ◽  
pp. 39
Author(s):  
Vismaia Sabariah Damaianti ◽  
Rosita Rahma ◽  
Meilani Puji Astini
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Skills ◽  
Early Reading ◽  
School Students ◽  
Remedial Program ◽  
Early Reading Skills ◽  
Abstract Words ◽  
Teachers And Parents ◽  
Simple Sentences

This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students seem to have difficulties in identifying similar consonant sounds, in identifying similarities in vowel and schwa sounds, in identifying sounds that are similar in sentences, and in identifying reversed sounds. Only 57% of students do not encounter obstacles. (4) 90% of students are capable of making sentences from random words, making sentences from words that are not sequential, correcting sentences that have wrong words, identifying simple sentences in paragraphs, and understanding simple sentences. (5) 70% of students have the ability to understand shapes, sizes, locations, and colors. This study has implications for the need for an integrated remedial program that can be used by both teachers and parents, especially for students who have difficulties with sound identification abilities.

scholarly journals The Influence of The Big Book Media Has The Character of Conservation in Early Reading

2019 ◽  
Vol 2 (1) ◽  
pp. 141-147
Author(s):  
Otang Kurniaman ◽  
Nugraheti Sismulyasih Sb
Keyword(s):  
Data Analysis ◽  
Reading Skills ◽  
Regression Coefficient ◽  
Early Reading ◽  
First Grade ◽  
Significance Level ◽  
Early Reading Skills ◽  
Research Hypothesis ◽  
Quasi Experimental ◽  
The Media

The big book media with the character of conservation is the development of learning media adapted to the character of the child in early reading. The purpose of this study was to see the effect of big book media on conservation characteristics in early reading in the first grade of SD Labschool Unnes using a quasi-experimental method with a pretest-posttest design with one research class without any comparison class with data analysis using SPSS 17. The results of the study were correlation correlation pretest and posttest of 0.757 with a determinant coefficient or R Square of 0.573 that the big book media conservation character influences early reading with a magnitude of 0.548, to test the significance with Fcount = 22.821 with a significance level of 0.000 < 0.005, so the significant influence of big book media on conservation early reading skills, to answer the research hypothesis then tested by looking at constant posttest of 48.861 while the regression value of 0.561 can be interpreted that the regression coefficient is positive, then the research hypothesis is answered by the conclusion that the media is big book conservation characteristics affect early reading.

scholarly journals The Effectiveness of Using Big Book Media on Early Reading Skills in 5-6 Years Old

2021 ◽  
Vol 7 (2) ◽  
pp. 157-166
Author(s):  
Winda Oktaviana ◽  
Jhoni Warmansyah ◽  
Winda Trimelia Utami
Keyword(s):  
Reading Skills ◽  
Small Sample Size ◽  
Early Reading ◽  
Sampling Technique ◽  
Small Sample ◽  
T Test ◽  
Average Score ◽  
Control Group ◽  
Early Reading Skills ◽  
Significant Difference

Purpose – This study aims to determine the effectiveness of using Big Book media on early reading skills in children aged 5-6 years old.Design/methods/approach – This study used a quantitative approach which was carried out in an experimental method with a pre-post-test design. The sampling technique uses a simple random technique with 30 children. Data collection technique is by means of tests. The analysis technique for testing the hypothesis uses the difference test (t-test).Findings – The results showed that children in the experimental group who used Big Book media had a higher average score when compared to children in the control group who used magazine media. Based on the t-test calculation, findings indicate that there was a significant difference between the two groups. Thus, it can be concluded that the Big Book media is effective on early reading skills in children aged 5-6 years old.Research implications/limitations – This study was limited to one location, Mutiara Al-Madani Kindergarten, Jambi Indonesia, and with a small sample size, so the generalizability of the findings was also limited. It is necessary for future researchers to conduct studies with a wider scope and a more diverse population.Practical implications – The use of Big Book media can be an alternative learning media that can attract children's interests and can actively involve children in gaining rich literacy experiences in improving early reading skills.Originality/value – This study contributes to understanding of teacher's reference material in using learning media for early reading skills in children aged 5-6 years old. Paper type Research paper

Screening for Math in Early Grades: Is Reading Enough?

2018 ◽  
Vol 45 (1) ◽  
pp. 38-50
Author(s):  
Allyson J. Kiss ◽  
Theodore J. Christ
Keyword(s):  
At Risk ◽  
Reading Skills ◽  
Math Achievement ◽  
Early Reading ◽  
First Grade ◽  
Students At Risk ◽  
Accurate Identification ◽  
Early Reading Skills ◽  
Early Grades ◽  
Reading And Math

Difficulties in reading and math are more likely to occur simultaneously than difficulties in either area alone; however, the research on that comorbidity is relatively sparse. The purpose of this study was to examine the relation between early reading skills as predictors of math achievement. A group of 102 kindergarten and 65 first-grade students were assessed with curriculum-based measures of early reading and early math, and a measure of broad math achievement. The results of multiple regression analyses indicated that when early numeracy was controlled for, the measures of early reading did not explain unique variance in math achievement among students. Interestingly, screening with only measures of early reading skills yielded acceptable area under the curve (AUC) values but did not yield accurate identification of students at risk for math difficulties (MD) when misclassification and specificity were taken into account. Results suggest that early math measures are most accurate in identifying students at risk for MD in early grades. Findings provide further insight into the relation between math and reading skills at the start of formal schooling. Authors provide recommendations for a combination of reading and math screeners to predict broad math achievement.

The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children

2020 ◽  
Vol 5 (1) ◽  
pp. 257
Author(s):  
Zulhendri Zulhendri ◽  
Jhoni Warmansyah
Keyword(s):  
Elementary School ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Sampling Technique ◽  
The State ◽  
Average Score ◽  
School Students ◽  
Early Reading Skills ◽  
Academic Knowledge

Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.

scholarly journals Peningkatan Kemampuan Membaca Permulaan Siswa Kelas 1 SDN NEGLA 02 Melalui Media Kartu Huruf Kecamatan Losari

2021 ◽  
Vol 3 (4) ◽  
pp. 492
Author(s):  
Rohanah Rohanah
Keyword(s):  
Action Research ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Action Planning ◽  
First Grade ◽  
School Students ◽  
Early Reading Skills ◽  
Average Value ◽  
Classroom Action Research

<p><em>The purpose of the research to be achieved is to find out whether letter card media can improve early reading skills in class I SDN Negla 02, Losari District, Brebes Regency. The variable that became the target of change in this classroom action research was to improve the early reading ability of first grade elementary school students, while the action variable used in this study was letter card media. This Classroom Action Research was carried out in two cycles with a total of 25 students, each cycle consisting of action planning, observation and reflection. From the results of the first cycle of action, the students' reading learning outcomes were obtained with an average value of 69 with a student percentage of 52%. The results of the second cycle of action obtained the results of students' early reading learning with an average value of 78.67 with a student percentage of 92%. Thus, it can be concluded that learning Indonesian (preliminary reading) with the use of letter card media can improve early reading skills in grade I SD Negeri Negla 02, Losari District, Brebes Regency.</em></p>

scholarly journals Analysis of Beginning Reading Ability in Elementary School

Academia Open ◽  
2021 ◽  
Vol 6 ◽  
Author(s):  
Heffy Setya Eka Sari ◽  
Vevy Liansari
Keyword(s):  
Qualitative Research ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
First Grade ◽  
Beginning Reading ◽  
Research Approach ◽  
Early Reading Skills ◽  
Special Approach ◽  
Student Subjects

This research was motivated by the fact that in the first grade of SDN Keret Krembung there were students who experienced the ability to read early. Therefore, the researcher wants to analyze the abilities experienced by students in beginning reading. The purpose of this research is to find out what is being faced by class I students so that they experience early reading skills. This study uses a qualitative research approach, this research has a special approach in the field, this study uses 2 student subjects. Data was collected using observation, interviews, and documentation. Test the validity of the data is done by triangulation techniques or methods. The results showed that the abilities experienced by first-class students in reading the beginning of SDN Keret Krembung were: (1) they could pronounce the letters of the alphabet, (2) they could identify letters, (3) they could recognize vowels, (4) they could distinguish between letters and letters. letter.

scholarly journals Occurrence of Reading Skills in a National Age Cohort of Norwegian Children with Down Syndrome: What Characterizes Those Who Develop Early Reading Skills?

2021 ◽  
Vol 11 (5) ◽  
pp. 527
Author(s):  
Kari-Anne B. Næss ◽  
Egil Nygaard ◽  
Elizabeth Smith
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Early Reading ◽  
First Grade ◽  
Third Grade ◽  
Letter Knowledge ◽  
Decoding Skills ◽  
Children With Down Syndrome ◽  
Early Reading Skills ◽  
Age Cohort

Children with Down syndrome are at risk of reading difficulties. Reading skills are crucial for social and academic development, and thus, understanding the nature of reading in this clinical group is important. This longitudinal study investigated the occurrence of reading skills in a Norwegian national age cohort of 43 children with Down syndrome from the beginning of first grade to third grade. Data were collected to determine which characteristics distinguished those who developed early reading skills from those who did not. The children′s decoding skills, phonological awareness, nonverbal mental ability, vocabulary, verbal short-term memory, letter knowledge and rapid automatized naming (RAN) performance were measured annually. The results showed that 18.6% of the children developed early decoding skills by third grade. Prior to onset, children who developed decoding skills had a significantly superior vocabulary and letter knowledge than non-readers after controlling for nonverbal mental abilities. These findings indicate that early specific training that focuses on vocabulary and knowledge of words and letters may be particularly effective in promoting reading onset in children with Down syndrome.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

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