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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.
Full textAbstract:
This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English
Keywords: Whole language approach, Early reading, Early writing, Early childhood
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Durfee, Sarah. "READING BOOKS FOR CHILDREN." American Biology Teacher 73, no. 1 (January 1, 2011): 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.c.
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Durfee, Sarah. "READING BOOKS FOR CHILDREN." American Biology Teacher 73, no. 1 (January 1, 2011): 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.d.
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Grimshaw, Shirley, Naomi Dungworth, Cliff McKnight, and Anne Morris. "Electronic books: children?s reading and comprehension." British Journal of Educational Technology 38, no. 4 (July 2007): 583–99. http://dx.doi.org/10.1111/j.1467-8535.2006.00640.x.
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Girsang, Martina, Roh Meidar Lafau, Riska Wati Sihombing, Ruth Mutiara Br Sinaga, and Hertina Angelina Br Hutahayan. "Steps in Introducing Reading Books to Children." International Journal of Education and Digital Learning (IJEDL) 1, no. 3 (February 20, 2023): 89–96. http://dx.doi.org/10.47353/ijedl.v1i3.15.
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The purpose of the article is to educate the children by reading books. It shows the step by step in introducing reading books to children. An introducing reading books to children on the early age is important. Books are a storehouse of knowledge that needs to be presenting to the children until they grow up . The role of parents towards children is very important because the way parents educate children will determine their abilities and creativity for their future. Parents should be responsible for the growth and development of children in building children's character by introducing small things around children such as books. The function is to ensure that the small family in their own children are provide facilities and infrastructure to develop skills as provisions in social life, as well as media in instilling social and cultural values as early as possible. The method used in this study is the descriptive method and qualitative approach.
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Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.
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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.
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Jones, Sally Ann. "Children Reading Series Books: Ways into Peer Culture and Reading Development." Changing English 22, no. 3 (July 3, 2015): 307–25. http://dx.doi.org/10.1080/1358684x.2015.1049513.
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Simoncini, Kym, Hilary Smith, and Lara Cain Gray. "Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences." Australasian Journal of Early Childhood 45, no. 4 (October 22, 2020): 348–61. http://dx.doi.org/10.1177/1836939120966091.
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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from the digital library showing the 25 Most Read Books were collected from 321 girls and 369 boys in 7 pilot schools. The findings indicated that the children preferred fiction books that were culturally specific. There were no statistically significant gender differences in book choice. The findings from this study can help education departments and non-government organisations in the further development of children’s books that will motivate children to read.
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Wang, Lin, and Ha-Na Lee. "Digital Content Design Making Children Like Reading Books." Journal of the Korea Contents Association 16, no. 11 (November 28, 2016): 20–28. http://dx.doi.org/10.5392/jkca.2016.16.11.020.
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Martinović, Ivana, and Ivanka Stričević. "Picture-books: first structured reading materials for children." Libellarium: journal for the research of writing, books, and cultural heritage institutions 4, no. 1 (November 9, 2012): 39. http://dx.doi.org/10.15291/libellarium.v4i1.153.
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Ikeshita, Hanae. "Japanese public library services for dyslexic children." Journal of Librarianship and Information Science 52, no. 2 (January 31, 2019): 485–92. http://dx.doi.org/10.1177/0961000618823871.
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In Japan, most public libraries do not provide sufficient easy-reading materials or offer reading facilities that are suitable for children with dyslexia. In contrast, in Europe, public libraries provide special facilities for children with reading disabilities, allowing them to see, read or listen to books in various ways. This study compares support services for children with reading disabilities at public libraries in Europe and Japan, focusing on support for children with dyslexia. Information was gathered through interviews with librarians. After interviewing European librarians working in children’s libraries, we found that each of them runs events for children, where the children have the opportunity to discover books. Children were able to acquire knowledge through these events and pursue knowledge using these newly-discovered books. It is suggested that adopting the concept of the European children’s library in Japanese libraries might give all Japanese children the opportunity to read more books.
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Sun, Baoqi, Chin Ee Loh, and Xiao Lan Curdt-Christiansen. "Leisure reading in multilingual Singapore." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 313–39. http://dx.doi.org/10.1558/jmtp.17610.
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What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoyment was significantly associated with reading frequency and reading duration. Crosslinguistically, children’s reading duration and frequency in their two languages were closely related, despite their different reasons for reading English and Chinese/Malay books. Even though levels of reading enjoyment in the two languages were not significantly correlated, results suggested that English reading enjoyment may facilitate Chinese/Malay reading. Results highlight the important role of language policy, the focus of language curriculum and language-specific features in shaping bi-/multilingual children’s reading habits and preferences. Implications for classroom applications and the need to promote Chinese/Malay reading are discussed.
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Webster, Amy Marie. "Children reading alone and reading together: literary representations and lessons from a pandemic." Journal of Silence Studies in Education 2, no. 1 (November 25, 2022): 16–27. http://dx.doi.org/10.31763/jsse.v2i1.25.
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This article first explores three literary representations of young people who are immersed in books by focusing on Alice’s sister in Alice’s Adventures in Wonderland, Belle from Beauty and the Beast and Matilda. It argues that these characters create solitary reading experiences by being absorbed in books which provides escapism and company. It considers how representations of literary children immersed in books can provide a model of this type of reading behaviour for child readers, provided that these representations are sufficiently diverse. The article then focuses on primary literacy education in the United Kingdom and discusses how policy requirements can mean that children’s school reading experiences are often shared rather than solitary ones. It draws on a recent study of children’s reading habits (Topping, 2021) to highlight how children’s increased enjoyment in reading during the first lockdown of the Covid-19 pandemic can be partly attributed to them having more time to read alone, which enabled them to become immersed in a story and made them feel better about being isolated. The article concludes by arguing that children need to have more opportunities in school to be alone with books to allow for immersive reading experiences.
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Shinta Mutiara and Agni Noorgianib. "PROFIL MINAT MEMBACA ANAK USIA 4 – 5 TAHUN (Studi Deskriptif Pada Anak Usia 4 – 5 Tahun di RA Muhammad Iqbal Kota Cimahi)." Jurnal Pendidikan dan Kebudayaan 2, no. 1 (March 21, 2022): 9–13. http://dx.doi.org/10.55606/jurdikbud.v2i1.146.
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Interest in reading is one of the provisions for children to be successful in both academic and non-academic fields, it is appropriate that interest in reading should be grown from an early age. This study aims to perceive the profile in children’s reading interest at the aged 4-5 years and to analyze the background of the behavior in which reading interest appears. Qualitative descriptive method as used in this study, portraying the profile of interest in reading with the data collections process by observation and interview. 70% of children aged 4-5 years at RA Muhammad Iqbal show their enthusiasm in books, symbols, sounds of letters and songs. Children are enthusiastic to see various types of reading books, from picture story books, magazines, and reading practice books which are provided by the teacher in classroom corner. 50% of parents frequently show reading activities at home, invite children to tell the story from picture book. Teachers and parents become role models for children to imitate the liking of reading and to provide motivating environments for children to be interested in reading.
Keywords: profile of reading interest, reading, 4-5 years old children.
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Taulabi, Imam, Ali Imron, and M. Arif Khoiruddin. "MENUMBUHKAN MINAT BACA SEJAK DINI DI TAMAN BACA MASYARAKAT." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 11, no. 1 (June 11, 2017): 137–58. http://dx.doi.org/10.35316/lisanalhal.v11i1.165.
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Reading park society can be used as an idea to foster interest to read. Reading is the capital key in progressing a nation, therefore, interest to read must be grown from an early age. Reading park society is an ideal place as an idea to play, learning and development of reading interest. Therefore, the introduction of reading park society to children from an early age discourse that presents books to children is one way to foster interest in reading for children. By growth habit of reading can boost the quality life-style, creativity, independence, struggle effort, and competitiveness next time. That reading park society can be a media promote interest to read for early childhood to do several activities, namely: activities cooking contest, a bazaar of books and used clothing, drawing, coloring contest, reading stories and storytelling, training reading stories and storytelling for parents. Besides, there are series of structuring reading park society for example, the addition of facilities and infrastructure, adding books to children, reading management of park management system, organizing Reading Park, design of room. Stepsis  undertaken to encourage children and parents to come to the park for reading, with their coming in the park to read, they know that many sources of interesting reading, with their interest in books and other reading materials are expected to encourage children to love reading.
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Khoiruddin, M. Arif, Imam Taulabi, and Ali Imron. "Menumbuhkan Minat Baca Sejak Dini di Taman Baca Masyarakat." Journal An-Nafs: Kajian Penelitian Psikologi 1, no. 2 (December 31, 2016): 291–319. http://dx.doi.org/10.33367/psi.v1i2.295.
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Reading is the capital key in progressing a nation, therefore, interest in reading must be grown in the community from an early age. Reading park community is an ideal place as an idea to play, learning and development of reading interest. Therefore, the introduction of reading park community in children from an early age discourse that presents books to children is one way to foster interest in reading for children. By growth habit of reading can boost the quality life-style, creativity, independence, struggle effort, and competitiveness next time. That reading park community can be a medium in promoting interest in reading for early childhood do several activities, namely: activities cooking contest, a bazaar of books and used clothing, drawing, coloring contest, reading stories and storytelling, training reading stories and storytelling for parents. In addition, there is a series of structuring reading park community for example, the addition of facilities and infrastructure, adding books to children, reading the management of park management system, organizing Reading Park, the design of the room. Such steps undertaken to encourage children and parents to come to the park to read, with their coming in the park to read, they know that there are many sources of interesting reading, with their interest in books and other reading materials are expected to encourage children to love reading
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이시자. "Reading aloud picture books to children and literacy development." Korean Journal of Early Childhood Education 34, no. 6 (December 2014): 55–78. http://dx.doi.org/10.18023/kjece.2014.34.6.003.
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Nelson, Claudia, and Kathryn Castle. "Britannia's Children: Reading Colonialism through Children's Books and Magazines." History of Education Quarterly 37, no. 2 (1997): 224. http://dx.doi.org/10.2307/369372.
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Malchow, H. L., and Kathryn Castle. "Britannia's Children: Reading Colonialism through Children's Books and Magazines." American Historical Review 103, no. 5 (December 1998): 1594. http://dx.doi.org/10.2307/2650014.
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Lennox, Sandra. "Sharing Books with Children." Australasian Journal of Early Childhood 20, no. 1 (March 1995): 12–16. http://dx.doi.org/10.1177/183693919502000104.
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A descriptive study was undertaken to look at the interactions, goals and purposes of four mothers as they shared two narrative and two expository texts with their preschoolers over a six-month period. The study was based within the framework of Vygotsky's (1978) theory of literacy and learning. A key factor in Vygotsky's theory is the social interaction between the literate adult and the young child. Informal observations of literacy in the home, discussions with mothers, and analysis of video recordings of story reading sessions revealed differences in the way literacy was constructed. Despite these differences there were also some similarities. Each mother in her own way was a successful teacher of her child and there was some support for Vygotsky's theory; through verbally mediated assisted performance the children were learning and were taught about literacy. However, there were some areas where mothers did not increase the challenge for their children as might be expected with the Vygotskian model. These findings prompted me to reflect on my practice and that of other early childhood teachers when sharing books with young children.
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Jamnik, Tilka. "Intergenerational Reading." Acta Universitatis Lodziensis. Folia Librorum 1, no. 24 (June 30, 2017): 67–75. http://dx.doi.org/10.18778/0860-7435.24.05.
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It is somehow traditional a grandma reads to small children and a grandpa tells stories, but in real life these are rare opportunities nowadays. There are some projects encouraging elder people to read to children in kindergartens and in public libraries. There are more and more examples that young people read to elder people in retirement homes. All intergenerational reading possibilities could deepen the enjoyment of loud interpersonal reading. The paper presents one of the Slovene projects of the intergenerational reading that tends to bring together young people and grown-up, elder people reading the same young adults literature. There is a growing number of «intergenerational» novels, picture-books, poetry etc. Dedicated to readers of all ages, and on the other hand aging population is increasing (as everywhere in the developed world). We need to know and understand each other, so maybe books, reading and exchanging thoughts and opinions can build one of the bridges among us.
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Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (June 1, 2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.
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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions.
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Ismail, Adlina, and Normah Yusof. "READABILITY OF ESL PICTURE BOOKS IN MALAYSIA." Journal of Nusantara Studies (JONUS) 1, no. 1 (June 26, 2016): 60. http://dx.doi.org/10.24200/jonus.vol1iss1pp60-70.
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Predicting readability of a reading text for second language learners is important for teachers, educators, and other concerned parties to make sure the text matches targeted readers’ proficiency. Suitable reading materials would promote language development among readers, especially children. In Malaysia nowadays, English story books for children which are published locally can be easily found in libraries or bookstores. However, the readability of these reading materials has remained uncovered. Hence, this study aimed to investigate the readability of Malaysian English children story books on five aspects (narrativity, syntactic simplicity, word concreteness, referential cohesion and deep cohesion) as provided by the computational tool, Coh-Metrix Common Core Text Ease Readability Assessor (T.E.R.A). Ten local English children story books were selected as samples. It was found that the majority of the samples have high narrativity, syntactic simplicity, and word concreteness but average referential cohesion and deep cohesion. The result revealed that there is lack of attention given to the aspect of cohesion in children story books. This study recommends that children book writers consider the readability of ESL children story books to help children’s language development. Keywords: readability, assessment of reading materials, Coh-Metrix, picture books, childrenCite as: Ismail, A., & Yusof, N. (2016). Readability of ESL picture books in Malaysia. Journal of Nusantara Studies, 1(1), 60-70.
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Harries, Judith. "Spring into reading." Early Years Educator 23, no. 8 (March 2, 2022): S2—S3. http://dx.doi.org/10.12968/eyed.2022.23.8.s2.
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Share this selection of books about spring with the children in your setting and welcome in the season, with all its exciting new beginnings, by joining in the activities focused on communication and language.
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Asri, Tri Mega. "Informational Books for Children." Record and Library Journal 2, no. 2 (January 8, 2018): 128. http://dx.doi.org/10.20473/rlj.v2-i2.2016.128-139.
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The ignorance of reading activity is a result of condition in which people are not accustomed to read because they are not familiar with the culture of writing. It is fueled by the entry of telecommunications technologies and broadcasting, especially children digital native generation. The ability to speak and communicate in children is very influential in the development of social interaction. Besides the language and communication skills are directly related to the process of thinking and developments in the search for solutions to problems in children. Informational books is one medium that can help the development of language and communication skills in children. Informational books can convey knowledge of all the things they want to know the child, about science, about everything that exists and happens around the child to see the writing in a language that has a characteristic and image. The method used is literature study and data collection techniques to conduct a study review of the relevant literature. Informational books children as a means of communication, various forms of media including books have a major influence in shaping attitudes and behavior of children. A wide variety of informational books that has developed its own current trend where its use on children in need of assistance
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Asri, Tri Mega. "Informational Books for Children." Record and Library Journal 2, no. 2 (December 16, 2016): 128. http://dx.doi.org/10.20473/rlj.v2i2.3055.
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The ignorance of reading activity is a result of condition in which people are not accustomed to read because they are not familiar with the culture of writing. It is fueled by the entry of telecommunications technologies and broadcasting, especially children digital native generation. The ability to speak and communicate in children is very influential in the development of social interaction. Besides the language and communication skills are directly related to the process of thinking and developments in the search for solutions to problems in children. Informational books is one medium that can help the development of language and communication skills in children. Informational books can convey knowledge of all the things they want to know the child, about science, about everything that exists and happens around the child to see the writing in a language that has a characteristic and image. The method used is literature study and data collection techniques to conduct a study review of the relevant literature. Informational books children as a means of communication, various forms of media including books have a major influence in shaping attitudes and behavior of children. A wide variety of informational books that has developed its own current trend where its use on children in need of assistance.
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Rahman, Muzdalifah M. "Melejitkan Linguistic Intelegence melalui Gemar Membaca." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 3, no. 1 (January 25, 2019): 135. http://dx.doi.org/10.21043/thufula.v3i1.4657.
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<p>Linguistic Intelligence, a person’s ability and sensitivity to interpret the<br />wording, is able to use words effectively, both orally and in writing. Intelligence of this type are identified by Gardner much involved in reading, writing, speaking,<br />and listening. Reading ability is influenced by several factors, including 1) fluency in reading, 2) the ability to hear, 3) the ability to see, 4) environmental influences, 5) emotional factors, and 6) the child’s intelligence. Some of these factors so as to be an influence in the child’s reading ability, therefore, in this case the reading ability of emotion is always enhanced by a variety of ways, as for how that can be achieved are: 1) read children books from birth, 2) encourage children to talk about what has been heard or read, 3) taking children to the bookstore or library, 4) purchase books that attract children, 5) set aside the money to buy books for children, 6) to set aside money to buy books for children, 7) watch movies as well as buy books according to the film, 8) creates a family library at home, 9) exchange of books belonging to the child by his friend, 10) removes inhibitors such as TV and Playstation, 11) to give the reward to enlarge the spirit of reading child, 12) to make the book as a reward for kids, 13) make reading a daily activity, 14) to dramatize the contents of the book that was read to the child, and 15) make their own books.</p>
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Babayeva, Dono R., and Gulnara Kh Jumasheva. "CHILDREN OF PRESCHOOL AGE AWAKENING INTEREST IN THE BOOK." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 02 (February 1, 2022): 42–46. http://dx.doi.org/10.37547/pedagogics-crjp-03-02-08.
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This article discusses children of preschool age awakening interest in the book. In today's world of modern technology and tools, engaging children in reading and engaging them in the reading process remains a daunting task. The book is the basis of all creativity, ingenuity and intellect. He is a life coach. There is no better friend in the world than a book. Special attention should be paid to increasing children's interest in reading, making them friends with books and improving their reading skills. In order to prepare a child for a successful school education, it is necessary to create the necessary conditions for him to master all the riches of the native language. Getting children interested in books is one of the most powerful tools for personal development. In order to instill in our children a love and passion for books, we must first treat them properly.
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Nikmatus soimah and Ni’matul Layla. "Edukasi Pentingnya Membaca dan Manfaat Literasi Bagi Siswa Kelas 2 Di SDN Besowo 2." Jurnal Pengabdian kepada Masyarakat Desa (JPMD) 3, no. 1 (April 27, 2022): 117–24. http://dx.doi.org/10.58401/jpmd.v3i1.739.
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Books are one of the sources of knowledge that add insight. By reading a person can find out what is around the world. This makes books often referred to as windows to the world. Reading books is also an activity that has many benefits and is best applied at the earliest possible age or the age of children. But in reality not many children have a high interest in reading due to several factors. Especially like now. where the development of technology is very fast and rapid causing any information can be easily obtained through gadgets. So the activity of reading books is starting to be abandoned. The Teras Baca program aims to restore interest in reading in children, provide reading material for them and as a place for them to study. In this study, researchers used the LITERATURE method. The LITERATURE method is a strategy to shape the creativity of students through its 5 components, namely observing, asking, reasoning, trying, and communicating. Namely by directly holding a mimbel program for children. With this program, it is hoped that it can foster interest and instill reading habits in children.
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Suud, Fitriah M., Muhammad Azhar, and Mariah Kibtiyah. "Classroom reading program to increase children's reading interest at the Emha Ainun Najib (EAN) Yogyakarta library." Community Empowerment 6, no. 5 (May 17, 2021): 788–95. http://dx.doi.org/10.31603/ce.4424.
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The problems faced by partners are the lack of children's interest in reading and the lack of library facilities other than school libraries that are specifically available for children. So that the purpose of this service is to increase children's interest in learning and at the same time facilitate children to be able to use the library around them by providing classroom reading programs. The library was the Emha Ainun Najib (EAN) library in Kadipiro Yogyakarta City which is provided for the general public. This dedication means a lot to children and the local librarian. Children live around the EAN library were more enthusiastic to come and read books in the library. This was due to the pleasant library layout supported by interesting books. This activity was also able to respond to children's curiosity to be more interested in reading so that literacy increases. This service recommends that children's reading rooms need attention, including the types of books that need to be adjusted according to age.
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Gavora, Peter. "Czech mothers read books to their young children: association with mothers’ education." Journal of Language and Cultural Education 8, no. 1 (September 1, 2020): 1–14. http://dx.doi.org/10.2478/jolace-2020-0001.
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Abstract The study concentrated on mothers’ reading to their preschool children. Three broad questions were posed about how the mother’s educational level is associated with: (1) the mother’s reasons to read to the child, (2) frequency and duration of this reading, (3) mother-child literacy interaction with the child. The sample of low education mothers (n=55) and high education mothers (n=213) was recruited to fill in a questionnaire of 46 items. Higher education mothers outperformed low education mothers in these variables: reading to the child in order to enhance cognitive development, appreciate the time they are with the child in reading sessions, reading to child frequency, and the number of books the child possesses. On the other hand, low education mothers more frequently than high education mothers ask children about book characters and explain reasons for reading.
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Gombos, Peter. "What and how do Hungarian children read?." Escuela Abierta, no. 23 (December 15, 2020): 3–17. http://dx.doi.org/10.29257/ea23.2020.01.
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The first representative survey about reading habits in Hungary was conducted in 1964. Among others it gauged the number of people reading and what they read. Since then only four researches were pursued of the kind, thus it was time we carried out a new analysis at the end of 2017. While compiling the questionnaire and analyzing the result I had the possibility to work with data that could be interesting for researchers beyond the borders of Hungary. In my study I focus on children in the 3–18 age range divided to age groups, and I present the types of books they read. I also examine other components of their behavior related to their reading habits (What they read apart from books, which part of the week/day they dedicate to reading, which genres they prefer etc.). Talking about digital natives, I pay special heed to the correspondence between reading aptitude and the time they invest in using the internet and their smart phones. Last but not least I make an attempt to sketch a general picture of Hungarian reading habits (laying special emphasis on the youth), and the changes we can notice compared to the previous surveys.
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노진형 and 박순선. "The meaning of reading picture books among mothers with children." Korean Journal of Early Childhood Education 36, no. 4 (August 2016): 335–56. http://dx.doi.org/10.18023/kjece.2016.36.4.015.
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Kucirkova, Natalia, David Messer, and Kieron Sheehy. "Reading personalized books with preschool children enhances their word acquisition." First Language 34, no. 3 (May 12, 2014): 227–43. http://dx.doi.org/10.1177/0142723714534221.
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Natsiopoulou, Triantafillia, Dimitrios Souliotis, Argyris Kyridis, and Sophronis Hatzisavvides. "Reading children’s books to the preschool children in Greek families." International Journal of Early Childhood 38, no. 2 (December 2006): 69–79. http://dx.doi.org/10.1007/bf03168209.
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Putri, Ranti Gatrizka, Dewi Wahyuni, and Umar Hamdan Nasution. "KOLABORASI MAHASISWA DAN KARANG TARUNA MELALUI PROGRAM GEROBAK BACA SEBAGAI UPAYA MENINGKATKAN MINAT BACA ANAK." Martabe : Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (March 26, 2021): 159. http://dx.doi.org/10.31604/jpm.v4i1.159-170.
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The background of this activity is the lack of reading books for children in Nelayan Indah Village and the inaccessibility of reading activities throughout the community in Nelayan Indah Village. The Read Cart program aims to facilitate reading activities to increase children's reading interest in Nelayan Indah Village by bringing useful reading books to various areas in Nelayan Indah Village. The cart program is carried out with students in collaboration with the Youth Organization in Nelayan Indah Village with the target audience being children in Nelayan Indah Village. The method of implementation in this program starts with the initial survey and identification of problems in Nelayan Indah Village, then needs analysis and solutions are carried out to the existing conditions, then the program is compiled and implemented, namely (1) Socialization of the Making of Reading Carts and Social Media Accounts for Reading Carts; (2) Designing Carts by Youth and Student Organizations; (3) Making a reading cart which is carried out offline; (4) Socialization of the Making of Carts Read Social Media Accounts; (5) Reading Cart Activities in the Field and Procurement of Competitions, as well as evaluation. The results achieved were the creation of 2 reading carts with the same model and variation, there were more than 300 reading books consisting of fairy tale books, novels, story books, and general knowledge books, the creation of reading cart social media accounts, there were a module on how to create a social media account for Karang Taruna, and the implementation of competitions for children in Kelurahan Nelayan Indah.
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Ismail, Adlina, and Normah Yusof. "Malaysian Children Storybooks as ESL Reading Materials." International Journal of Education and Literacy Studies 6, no. 3 (July 31, 2018): 68. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.68.
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English as a Second Language (ESL) reading materials for children are important in second language development. It is believed that language cannot be taught in a vacuum context as language functions within a culture. Even though learning a language requires learning about the culture unconsciously, learners’ culture should be taken into consideration as well. The study aimed to identify the difference between Malaysian picture storybooks and Malaysian chapter storybooks in terms of readability by using a computational tool, Coh-Metrix TERA. This study also aimed to discuss the suitability of the samples’ readability in relation to the second language comprehension and cognitive development theories. The study collected 10 locally published picture storybooks and chapter storybooks each. The narrative texts from the books were extracted and assessed by Coh-Metrix TERA. It was found that picture storybooks are different from chapter storybooks in terms of the amount of concrete words, referential cohesion devices, and familiar words in the texts. In general, the samples’ readability is in line with the cognitive development theory. However, they can be improved in terms of cohesive devices and familiar words. In brief, Malaysian picture storybooks and chapter storybooks are suitable to be used as reading materials to learn English for Malaysian children. Nevertheless, weak readers may require adult assistance in certain parts of the books.
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Kurniati, Tuti. "PENGELOLAAN POJOK BACA SEBAGAI UPAYA MEMBANGUN KARAKTER ANAK DI RT 006/RW 18 KELURAHAN SUNGAI BANGKONG PONTIANAK KOTA." Jurnal Buletin Al-Ribaath 15, no. 1 (June 12, 2018): 80. http://dx.doi.org/10.29406/br.v15i1.1133.
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ABSTRACTThe reading interest of Indonesian children is in the category of concern. There many factors the cause of low children's interest in reading, from economic factors to environmental factors. RT 06 / RW 08, the Bangkong River Village is one of the areas in the city of Pontianak that needs to be improved the reading interest. In this environment still do not have the facilities and infrastructure that can facilitate school-age children to gain knowledge through reading activities. Even if the child's interest in reading has been stimulated from an early age, it can build morals and morals in children. Therefore, through this dedication the dedication team made a reading corner as a vehicle to foster interest in reading for children which not only contained reading books, but was able to facilitate children in growing and developing their character with non-book items, such as crayons, picture books, colored pencils, colored papers and other craft objects. The purpose of this service activity is to provide supporting facilities in the form of elementary school textbooks and other science books as well as providing non-book items to develop children's creativity and children's positive imagination. Keywords : character, desire of reading, reading home
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Mereba, Tekle, and Geberew Tulu Mekonnen. "Early Reading Difficulties among Qillisoo Primary School Children in Ethiopia: Reflections from Teachers, Children, and Parents." Modern Applied Science 16, no. 3 (July 28, 2022): 41. http://dx.doi.org/10.5539/mas.v16n3p41.
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This study aimed to assess early reading difficulties among Qillisoo primary school children in Chiro Town, Oromia, Ethiopia: reflections from subject teachers, children, and parents. An explanatory mixed research design was used in the study. Using stratified and simple random techniques, the study included 108 children, 101 parents, and three English teachers. Questionnaires, classroom observations, semi-structured interviews, and document analysis were used to collect the data. As a result, questionnaires were distributed to both parents and children. During a reading lesson, subject teachers were interviewed using semi-structured interview questions, and classroom observation was used to investigate the classroom setting. A document review for attendance and timetable was also performed to assess children who were late or absent from class. The findings of the study revealed that a variety of challenges hampered children's reading ability, including a lack of textbooks and learning facilities (limited chairs and desks, class size, fixed desks), a lack of preschool exposure, a lack of parent awareness about the importance of reading, children's workload at home, textbook variation (coloured vs. no coloured), and parent's residential areas and occupation status. Parents who are educated report using a variety of methods to assist their children, including discussing their children's reading abilities with both their children and their teachers, assessing their children's reading abilities and assisting them in practicing reading, purchasing a variety of supplementary books, designing home reading activities, and checking their children's exercise books to see what they have learned. Based on the findings of this study, parents and schools should make reading materials available to children, and children should be encouraged to develop their ways of practicing reading English on their own.
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Brown, Michelle I., Marleen F. Westerveld, and Gail T. Gillon. "Early Storybook Reading with Babies and Young Children: Parents' Opinions and Home Reading Practices." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 69–77. http://dx.doi.org/10.23965/ajec.42.2.09.
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PARENTS' ( n = 113) OPINIONS OF early storybook reading (ESR) with their baby or toddler (newborn to three-years-old) and their home reading practices were explored using a questionnaire. Parents from both a more advantaged socioeconomic area and less advantaged socioeconomic area were included. The results signified that parents value ESR and participate in regular ESR with their baby. However, data suggests that some parents have difficulty choosing suitable books and have limited knowledge of how to promote early communication skills while sharing the storybook with their baby. Parents from the less advantaged area reported a lower frequency of ESR, owned fewer children's books and demonstrated more difficulties with book selection compared with parents from a more advantaged area. Future research targeting education on book selection and strategies to facilitate babies' early communication development during ESR may be beneficial to maximise the effectiveness of ESR on young children's language and social skill development.
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Morrow-Leong, Kimberly, Sara Delano Moore, and Linda M. Gojak. "Bringing Mathematical Life to Favorite Books." Mathematics Teacher: Learning and Teaching PK-12 114, no. 2 (February 2021): 103–9. http://dx.doi.org/10.5951/mtlt.2020.0218.
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Lia Roikhanatus Sa’adah and Uzer Mustagfirin. "Penyelenggaraan Teras Baca Sebagai Solusi Guna Meingkatkan Miat Baca Anak Di Masa Pandemi Covid-19 Di Dusun Jatisari, Desa Krenceng, Kecamatan Kepung, Kabupaten Kediri." Jurnal Pengabdian kepada Masyarakat Desa (JPMD) 2, no. 3 (December 27, 2021): 192–208. http://dx.doi.org/10.58401/jpmd.v2i3.628.
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Books are one of the sources of knowledge that add insight. By reading one can find out what is in the corner of the world. This makes books often referred to as a window to the world. Book reading is also an activity that has many benefits and is well applied at the earliest possible age or the age of children. But in fact, not many children have a high interest in reading due to several factors. Especially like today where the development of technology is very fast and rapid causing all information to be easily obtained through gadgets. So that the activity of reading books began to be abandoned. The existence of the Teras Baca program aims to restore interest in reading in children, provide baha reading for them and as a place where they learn. In this study, researchers used the PAR (Participacory Action Research) method. The PAR method is one of the research models that look for something to connect the research process into the process of social change. Namely by directly holding a Teras Baca program for children. With this program, it is expected to foster interest and instill reading habits for children.
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Sumaryanti, Lilis. "Menumbuhkan minat baca anak MI/SD dengan media buku bergambar seri." AL-ASASIYYA: Journal Of Basic Education 4, no. 2 (May 20, 2020): 173. http://dx.doi.org/10.24269/ajbe.v4i2.2699.
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Interest in reading Indonesian people, especially the level of MI/SD children is still relatively low because they prefer playing online games, watching television etc. This factor causes their ability to read is still lacking. In addition, there are reading books (both storybooks and textbooks) in school institutions that are still monotonous with colourless pictures so that children are easily bored and are not interested in reading them. Based on the above phenomenon, the reading interest of MI/SD children must be increased by the teacher because "books are a repository of knowledge and reading can open the horizons of the world". The use of learning media to foster children's interest in reading is with a picture book series. This series of picture books is more developed if the teacher dares to be creative by making colourful pictures equipped with simple sentences that can interest children to read them. This series picture book is effectively used in learning elementary school children because it contains games and also education. In the picture book series, there are several learning activities including observing, telling, reading and sorting pictures so that it becomes a complete story. Furthermore, teachers can add/collaborate on strategies or methods that can support the use of series picture books to be more innovative in each lesson.
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Dickinson, David K., Julie A. Griffith, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek. "How Reading Books Fosters Language Development around the World." Child Development Research 2012 (February 7, 2012): 1–15. http://dx.doi.org/10.1155/2012/602807.
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Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and age three also is important to later literacy. Book reading consistently has been found to have the power to create interactional contexts that nourish language development. Researchers, pediatricians, and librarians have taken notice of the potential for interventions designed to encourage parents to read with their children. This article reviews research on the connections between language and later reading, environmental factors associated with language learning, and interventions developed in varied countries for encouraging book use by parents of young children.
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Leffert, S. W., and R. M. Jackson. "The Effect of the Home Environment on the Reading Achievement of Children with Low Vision." Journal of Visual Impairment & Blindness 92, no. 5 (May 1998): 293–301. http://dx.doi.org/10.1177/0145482x9809200507.
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This study examined the reading achievement of 49 children with low vision and the contribution of the home environment to their reading. It found that the children with no books at home read less well than those who had books at home and that no other home variables were related to reading achievement. Despite the lack of evidence of a relationship between the home environment and reading achievement, observations indicated that practices in most homes supported the acquisition of literacy.
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Fakhriya, Siti Dini. "Penerapan Metode Shared Reading Untuk Meningkatkan Minat Baca." Indonesian Journal of Behavioral Studies 2, no. 2 (December 30, 2022): 89–96. http://dx.doi.org/10.19109/ijobs.v2i2.14511.
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This article is a literature review to find out the concept of shared reading and its application in order to increase reading interest. Indonesian people's reading interest is relatively low, in order to improve literacy culture can be started by forming reading habits in children. Shared reading is a reading strategy that involves collaborative activities using books to read together. To be able to maximize the use of the shared reading method, several forms of implementation can be carried out such as the use of media and technology, making dictionaries, availability of reading materials and class setting. Shared reading can give children a pleasant experience in reading, introduce them to books, the meaning of reading and form their own reading habits.
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Jung, Seokyung, and Seunghee Kim. "The development and application of a parent education program about reading books activities for parents with young children." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 603–21. http://dx.doi.org/10.22251/jlcci.2022.22.13.603.
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Objectives This study developed and investigated the effects of a parent education program about reading books activities for parents with young children. Methods Researchers developed a parent education program about reading books activities for parents with young children according to a 5-step process. The effects of the program were observed from fifteen parents of S preschool(experimental group) and fifteen parents of H preschool(comparative group). The experimental group participated in the parent education program about reading books activities for parents with young children, and the parents of the comparative group read books to their children at home freely. The effectiveness verification of the program was conducted for eight weeks from the 19th of July to the 17th of September in 2021 using a contact or contact-free way. Results The parent education program about reading books activities for parents with young children was composed of the contents and teaching-learning methods for parents with young children to interact with their children effectively, to improve maternal efficacy, and to promote their children’s language development. The results of this study showed that the scores of the parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary were meaningfully increased. Conclusions This study provided the information about a parent education program toward increasing parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary by demonstrating the educational effects of a parent education program about reading books activities for parents with young children. It was significant that this study suggested an effective parent education program to promote young children’s development and increase parents’ maternal efficacy.
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Harries, Judith. "Reading about Winter." Early Years Educator 23, no. 5 (December 2, 2021): S12—S13. http://dx.doi.org/10.12968/eyed.2021.23.5.s12.
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One of my favourite activities in Winter is to curl up with a good book on the sofa, whatever the weather outside. Take a look at this selection of books about winter, both stories and non-fiction, to share with the children in your setting and use the activities to help them discover more about the changes of the seasons.
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Stagg Peterson, Shelley, and Red Bear Robinson. "Rights of Indigenous Children: Reading Children’s Literature through an Indigenous Knowledges Lens." Education Sciences 10, no. 10 (October 14, 2020): 281. http://dx.doi.org/10.3390/educsci10100281.
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Indigenous children’s literature supports Indigenous communities’ rights to revitalization, and to the transmission to future generations, of Indigenous histories, languages, and world views, as put forth in the United Nations Declaration of the Rights of Indigenous Peoples. Drawing on Indigenous teachings that were given to him by Elders, an Indigenous Knowledge Keeper, Red Bear, interprets 10 Indigenous picture books published in Canada between 2015 and 2019 by mainstream and Indigenous publishing companies. These books were selected from the International Best Books for Children Canada’s list of Indigenous books and websites of four Canadian Indigenous publishers. We discuss the Knowledge Keeper’s interpretation of books that are grouped within four categories: intergenerational impact of residential schools, stories using spiritual lessons from nature, autobiography and biography, and stories using teachings about relationships. Recognizing the richness, authenticity, and integrity of Red Bear’s interpretation of the books, we propose that all teachers should strive to learn Indigenous cultural perspectives and knowledge when reading Indigenous children’s literature.
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Walker, Sue, and Linda Reynolds. "Serifs, sans serifs and infant characters in children’s reading books." Information Design Journal 11, no. 2-3 (December 31, 2003): 106–22. http://dx.doi.org/10.1075/idj.11.2.04wal.
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This paper describes part of the work of the Typographic Design for Children project at The University of Reading. The aim was to find out whether children found serif or sans serif types easier or more difficult to read, and whether they found text with infant characters (e.g. variants of ‘a’ and ‘g’) easier or more difficult to read. We listened to 6-year-old children reading in a classroom, using specially-designed, high quality test material set in Gill Sans and Century with and without infant characters. We also asked children for their views about the typefaces used. We used miscue analysis to study tapes of children’s reading to see whether more errors occurred in text set in a particular typeface. The substitution category of miscue was explored in more depth to see whether differences were attributable to typeface. The results show that children in our test group could read text set in Gill and Century equally well.