scholarly journals The Relationship between Toddlers' Vocabulary Ability, Classroom Reading Activities and Teachers' Verbal and Nonverbal Behaviors during Book Reading

2012 ◽  
Vol 33 (4) ◽  
pp. 91-106
Author(s):  
Jee Eun Jeung ◽  
Myoung Soon Kim
Keyword(s):  
Book Reading ◽  
Nonverbal Behaviors ◽  
Reading Activities ◽  
The Relationship ◽  
Verbal And Nonverbal Behaviors

An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development

2019 ◽  
pp. 1428-1453
Author(s):  
Gülüzar Şule Tepetaş Cengiz ◽  
Mübeccel Gönen
Keyword(s):  
Language Development ◽  
Significant Relationship ◽  
Preschool Teachers ◽  
Book Reading ◽  
Study Results ◽  
Picture Story ◽  
Parents Involvement ◽  
Teachers And Parents ◽  
Reading Activities ◽  
The Relationship

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

Criteria Used to Define and Evaluate Socially competent Behavior Among Women

1986 ◽  
Vol 10 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Eileen D. Gambrill ◽  
Cheryl A. Richey
Keyword(s):  
Social Skills ◽  
Social Behavior ◽  
Social Skills Training ◽  
Training Programs ◽  
Skills Training ◽  
Nonverbal Behaviors ◽  
Process View ◽  
Definition Of ◽  
The Relationship ◽  
Verbal And Nonverbal Behaviors

Criteria used to evaluate socially competent behavior of women are described and critiqued. Many definitions of social competence do not employ a process view of social behavior in which individual goals and values as well as specific verbal and nonverbal behaviors are considered. This may result in the imposition of artificial goals on consumers of assertion and social skills training programs and the neglect of individual goals. The relationship between the definition of competence used and the assessment methods relied on is discussed. The advantages of focusing on specific goals are noted and a checklist that consumers can use to review the content of training programs is provided.

An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development

2018 ◽  
pp. 188-220 ◽  
Author(s):  
Gülüzar Şule Tepetaş Cengiz ◽  
Mübeccel Gönen
Keyword(s):  
Language Development ◽  
Significant Relationship ◽  
Preschool Teachers ◽  
Book Reading ◽  
Study Results ◽  
Picture Story ◽  
Parents Involvement ◽  
Teachers And Parents ◽  
Reading Activities ◽  
The Relationship

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

scholarly journals Characteristics of modern adolescents’ digital reading: Results of theoretical and empirical research

2020 ◽  
Vol 10 (5) ◽  
pp. 28-49
Author(s):  
Natalya Anatol'evna Borisenko ◽  
◽  
Ksenia Vadimovna Mironova ◽  
Svetlana Viktorovna Shishkova ◽  
Genrietta Grigor'evna Granik ◽  
...  
Keyword(s):  
Book Reading ◽  
Group Method ◽  
Reading Practices ◽  
Digital Reading ◽  
Online Reading ◽  
Structured Interviews ◽  
Reading Materials ◽  
Research Findings ◽  
Reading Activities ◽  
The Relationship

Introduction. This article investigates the relationship between digital and paper reading within modern adolescents’ reading activities. The purpose of the study is to reveal the characteristics of adolescents’ digital reading compared to paper reading. Materials and Methods. The study involved theoretical analysis and consolidation of research findings on digital reading. Empirical data were collected via questionnaires, the focus group method, expert evaluation and structured interviews. Quantitative and qualitative analyses of the obtained data were carried out. Participants were 1835 schoolchildren in grades 5-8 (aged between 11 and 15 years) from 14 regions of the Russian Federation. Results. The authors summarized the findings of the theoretical and empirical study of adolescents’ digital reading compared to paper reading. In order to identify the specifics of modern adolescents’ digital reading, ‘Paper vs screen (reading from paper and reading from screens)’ questionnaire has been developed and empirically verified. The authors analyzed the content of students’ online reading, its range and intensity, reading preferences regarding the environment (analog/digital) and the medium (the type of device). Conclusions. The article concludes that at present adolescents’ reading activities are characterized by the cohesion of traditional and new reading practices. Nevertheless, paper reading remains the dominant format of book reading. Characteristics of modern adolescents’ digital reading include spontaneity, pragmatism, and situatedness. The findings suggest that digital reading preferences include informative and entertaining texts related to the field of everyday communication. Purposeful teaching of digital reading at school is highlighted as an important factor enhancing the effectiveness of reading performance.

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 MENINGKATKAN PEMAHAMAN CERITA DENGAN PENDEKATAN SHARED BOOK READING DI PAUD

2019 ◽  
Vol 2 (1) ◽  
pp. 100-119
Author(s):  
Siti Shaliha ◽  
Rose Mini Agoes Salim ◽  
Rini Hildayani
Keyword(s):  
Cognitive Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Sign Test ◽  
Story Comprehension ◽  
Childhood Education ◽  
Approach Training ◽  
Post Test ◽  
Comprehension Score ◽  
The Relationship

ABSTRAK Pendekatan membacakan buku cerita oleh guru akan membantu anak meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading(SBR) dan pemahaman anak terhadap cerita. Penelitian ini menggunakan within subject designdengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada masing-masing kondisi yang diberikan. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak (rentang usia 4-5 tahun)di Satuan PAUD Sejenis (SPS). Data kuantitatif yang diperoleh mengenai pemahaman anak terhadap cerita dianalisa menggunakan uji sign test. Penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru. Pengukuran pemahaman anak terhadap cerita dan keterampilan guru dalam menggunakan pendekatan saat membacakan buku cerita dilakukan sebanyak tiga kali pada tahap pre-test,post test 1dan post test 2, untuk melihat peningkatan yang terjadi setelah pemberian intervensi.Hasil penelitian ini menunjukkan bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan SBR dengan nilai probabilitas .05, yaitu 0.01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan SBR yang ditampilkan di dalam grafik. Kata kunci: pemahaman anak terhadap cerita; anak 4-5 tahun; guru; pendekatan membaca SBR; pelatihan. ABSTRACT Certain reading approach used by the teacher will help children to improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children’s story comprehension score in each condition given. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children’s story comprehension. This study also provides training for teachers as well as measuring teacher’s skills. The measurement of children’s story comprehension and teachers’s skill in reading book to children was conducted three time, in pre-test, post-test 2, and post-test 2, to perceive the skill’s improvement. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with SBR approach by showing probability value of 0.05, which is 0.01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the SBR approach shown in the graph. Keywords: children’s story comprehension; 4-5 years old children; teacher; SBR approach; training.

Assessing Multilingual Multicultural Teachers' Communication Styles

2017 ◽  
pp. 111-123
Author(s):  
Sevinj Iskandarova ◽  
Oris T. Griffin
Keyword(s):  
Work Environment ◽  
Educational Leaders ◽  
Communication Styles ◽  
Educational Institutions ◽  
Nonverbal Behaviors ◽  
Cultural Perspective ◽  
Institutional Level ◽  
Positive Work Environment ◽  
Verbal And Nonverbal Behaviors ◽  
Positive Work

As many educational institutions become more globally competitive, and the number of diverse teachers increases, it becomes even more imperative to avoid what some cultures might deem as inappropriate and unprofessional verbal and non-verbal forms of communication. Those behaviors are sometimes interpreted in different ways, depending on the cultural perspective. Any unwanted verbal and non-verbal actions often increase stress, unwelcomed job pressures, and hinder a positive work environment. At the institutional level where teachers are very diverse, understanding verbal and nonverbal behaviors must be addressed. The researchers propose a methodology which will help multilingual, multicultural teachers' communication styles within the workplace and how to improve cross-cultural team collaborations. Additionally, the information provided in this study allows educational leaders to make inferences about their teachers' team performance and expectations based on their motivation, experiences, and skills used when working with a multicultural team.

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