Upaya Peningkatan Kemampuan Membaca Melalui Buku Cerita Bergambar Pada Anak Usia Dini

Early reading is a unique and important skill for children’s language development, as well as a means of communication for humans. Individuals will acquire new information, knowledge and new experiences through reading. The main and fundamental problem in this study is that many children are not able to read fluently. This study is aimed at early childhood with reading delays. This study aims to determine the improvement of reading comprehension through the method of reading picture story books. The method used in this research is descriptive and qualitative methods, the data is collected through observation and documentation. Based on the results of study, it was found that there was an increase in reading comprehension with picture story books.

Reading in Children With Fragile X Syndrome: Phonological Awareness and Feasibility of Intervention

Individuals with fragile X syndrome (FXS) present with significant deficits in reading skills, but scant research exists to understand the characteristics of the reading delays or best practices for reading instruction with this population. Study 1 examined the relationship between phonological awareness and reading skills in individuals with FXS. Study 2 evaluated the feasibility of a web-based reading intervention, which incorporated phonological awareness and phonics instruction but was originally developed for mainstream students, for children with FXS. Results suggest that phonological awareness and reading skills are correlated in this population, and that instruction targeting phonological awareness and phonics should not be ruled out for individuals with FXS. Further studies are needed to examine their potential effects.

Precursors of Reading Delay: Neurodevelopmental Milestones

The relationship between current reading ability and the achievement of early language and motor developmental milestones was evaluated in 240 children, aged 7½ years, whose language and motor achievement had been charted at each well baby visit during the first 2 years of life. Those children whose composite reading score was 6 months behind their chronologic age on the Woodcock-Johnson Psychoeducational Battery were classified as having reading delay. Relationships to reading outcome were assessed for individual infant milestones, for critical screening values, and by statistical techniques that characterized the developmental process rather than single milestones. Significant differences (P < .05) were noted between children with and without reading delays for the following milestones: 4 to 6 words, 7 to 20 words, 50 words, 2-word sentences, and 5 and 8 body parts. The positive predictive value of slower milestone achievement ranged from 0% to 50%. Techniques that focused on the developmental process during the first 2 years (either rate of achievement of neurodevelopmental milestones or order of milestone acquisition) were better able to classify children with reading delay (sensitivity = .73, specificity = .78). Although the language milestone measures did not classify children sufficiently well to be diagnostic, the data served to determine whether a child would be at high risk based on performance rather than historical factors.