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Journal articles on the topic 'Children Books and reading'
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1
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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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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Le Thuy, Tien. "Reading picture book activities in the preschool." Journal of Science Educational Science 67, no. 4A (December 2022): 204–14. http://dx.doi.org/10.18173/2354-1075.2022-0107.
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This study aims to present the teachers’ view on making picture book reading a part of the teaching process in kindergarten, and how picture books were used to interact with children in purposeful activities. Quantitative and qualitative methods are combined to determine the current situation of using picture books and the effectiveness of organizing picture book reading activities for children in preschool. Research results show that most preschool teachers rate picture books as suitable learning materials to use in children's education programs. Children have positive reactions and express personal reasoning after interacting with picture books. However, teachers still have difficulty in classifying books suitable for children in each activity. Organizational forms and methods have not exploited optimally the value of picture books in developing necessary skills for preschool children.
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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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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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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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Sattar Chaudhry, Abdus. "Student response to e-books: study of attitude toward reading among elementary school children in Kuwait." Electronic Library 32, no. 4 (July 29, 2014): 458–72. http://dx.doi.org/10.1108/el-04-2012-0041.
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Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods. Findings – The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time. Research limitations/implications – A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found. Practical implications – The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children. Originality/value – Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.
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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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Li, Chen. "A Study on the Impact of Digital Picture Book Reading on Children's Reading Literacy." Communications in Humanities Research 34, no. 1 (May 21, 2024): 5–9. http://dx.doi.org/10.54254/2753-7064/34/20240078.
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With the advent of the Internet era, digital picture books, as a booming reading resource for children, have gradually become the starting point for most children to read. However, digital reading also faces issues such as information overload and distraction, and further attention should be paid to children's reading literacy in the digital reading environment. Therefore, this article selects 26 students from a kindergarten in Shangqiu City, Henan Province, China as the research subjects. The subjects are divided into an experimental group and a control group for a one-month comparative study. The experimental group uses the "Companion Fish Picture Book" iPad App to achieve digital picture book reading, while the control group uses traditional paper picture books for reading. Two groups of students were evaluated by the teacher and their grades were analyzed. The results showed that children who read digital picture books had a good research impact on vocabulary, reading comprehension, and reading interest. The conclusion was drawn that digital picture book reading can significantly improve children's reading literacy.
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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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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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Kaiser, Jeanette L., Thandiwe Ngoma, Peter C. Rockers, Günther Fink, Allison Juntunen, Davidson H. Hamer, Ben Chirwa, and Nancy A. Scott. "A Qualitative Assessment of Community Acceptability and Use of a Locally Developed Children&#8217;s Book to Increase Shared Reading and Parent-Child Interactions in Rural Zambia." Annals of Global Health 89, no. 1 (April 27, 2023): 28. http://dx.doi.org/10.5334/aogh.3920.
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Introduction: Early reading interventions hold promise for increasing language and literacy development in young children and improving caregiver-child interactions. To engage rural caregivers and young children in home reading, Zambian child psychologists and education specialists developed a culturally representative, local language children’s book targeted at pre-grade 1 children. Objectives: We qualitatively assessed community acceptability and use of the book distributed to households with young children in two provinces of Zambia. Methods: We conducted 15 focus group discussions (FGDs) with women (n=117) who received the “Zambian folktales adapted stories for young children” book. A codebook was created a priori, based on established themes in the guide; content analysis was conducted in Nvivo v12. Data were interpreted against the Theoretical Framework on Acceptability. Findings: Respondents described wide acceptability of the children’s book across multiple framework constructs. Respondents believed the book was culturally appropriate for its folktale structure and appreciated the morals and lessons provided by the stories. Respondents described using the book in multiple ways including reading in one-on-one or group settings, asking the child questions about the narrative or pictures, and providing additional commentary on the actions or figures in the pictures. Respondents believed the books were helping children grow their vocabulary and early literacy skills. The book’s simple vocabulary facilitated use by less educated caregivers. The primary concern voiced was the ability of low literacy caregivers to utilize the book for reading. Discussion: The children’s book was widely considered acceptable by rural Zambian communities. It provided a platform for an additional method of caregiver-child interactions in these households for reading, dialogue, and oral storytelling. Shared reading experiences have potentially substantial benefits for the language development and emergent literacy of young children. Programs to develop and deliver culturally acceptable books to households with limited access should be considered by governments and funders.
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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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Beck, Cathy, Susie Bargiel, Dick Koblitz, Anne O’Connor, Kathryn Mitchell Pierce, and Susan Wolf. "Books for Summer Reading." Language Arts 75, no. 4 (April 1, 1998): 320–28. http://dx.doi.org/10.58680/la19983298.
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Describes what some fifth-grade students read in the summer and why. Discusses 39 children’s books in the following categories: summer experiences, trips and journeys, family experiences, and the lives of children in troubled times. Offers an excerpt from a discussion of middle school readers in response to reading the books on children in troubled times.
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Retoliah, Retoliah, Kasmiati Kasmiati, and Heru Kurniawan. "Management of Book Reading Curriculum in the Family to Develop an Interest in Reading in Early Children." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, no. 1 (March 24, 2023): 181–88. http://dx.doi.org/10.37680/qalamuna.v15i1.2374.
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Reading books by parents to children in the family is essential to manage properly. This study aimed to find and explain the management of parents' book reading curriculum in early childhood in family life. This study uses qualitative field research, which focuses on examining texts in references and research articles that discuss the introduction of literacy and reading activities in the family. The data collection technique used is documentation in the form of data sources from various reference sources, both journal articles, research results, and reference books. Data analysis techniques are carried out by reviewing data based on the scientific point of view, analyzing and criticizing the data studied comprehensively, and presenting the results in its findings. The results of his research are that the management of the curriculum for reading books for parents to children is carried out through (1) management in building family literacy goals which are carried out by getting used to reading books; (2) managing the provision of reading materials in the family which is carried out by organizing and managing a place for books in a strategic family room and managing reading interesting books, according to interests, and by the stages of child development; (3) management of routine reading activities so that it becomes a habit in the family; (4) award-based assessment management of book reading activities that have been carried out.
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Wu, Zhaoqi, and Fadzilah Amzah. "A comparative study on the effects of e-picture books and printed books on story comprehension and reading motivation among Chinese preschoolers." Forum for Linguistic Studies 5, no. 3 (November 8, 2023): 1954. http://dx.doi.org/10.59400/fls.v5i3.1954.
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With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly selected from three different classrooms in a public kindergarten in Chongqing, China. These participants were again assigned to electronic and printed book reading groups according to their pretest scores. During the four-week reading intervention period, each preschooler read a picture book once a week, for a total of two books. The results indicate that the incorporation of screen-based reading for preschoolers holds promise in reducing reading fatigue and fostering interest in reading. In addition, there was a notable disparity in story comprehension levels, even though varying reading mediums were used in the two groups.
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Robertson, Sarah-Jane L., and Elaine Reese. "The very hungry caterpillar turned into a butterfly: Children's and parents' enjoyment of different book genres." Journal of Early Childhood Literacy 17, no. 1 (July 25, 2016): 3–25. http://dx.doi.org/10.1177/1468798415598354.
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This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and narrative skills. Parents reported that they most frequently shared narrative picture books at home; however, they reported that their children enjoyed the expository book more than the narrative book in this study. Parents' book-reading strategies were related to children's language and literacy, with higher level strategies positively related and lower level strategies negatively related to children's language and literacy. This pattern was the same for the narrative and expository book. These results suggest that the most important task is to find books that motivate both parents and children to engage in and enjoy reading interactions.
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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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Reich, Stephanie M., Joanna C. Yau, Ying Xu, Tallin Muskat, Jessica Uvalle, and Daniela Cannata. "Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book." AERA Open 5, no. 3 (July 2019): 233285841987838. http://dx.doi.org/10.1177/2332858419878389.
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Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3–5 years) to be read the same book (1) with auto-narration on a tablet or 2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension.
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Shaji, Siby. "Embracing the Forbidden Pages: The Importance of Children Reading Banned Books." Praxis International Journal of Social Science and Literature 6, no. 8 (August 25, 2023): 112–28. http://dx.doi.org/10.51879/pijssl/060814.
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This article delves into the significance of children engaging with banned books, illuminating how such literature fosters a multifaceted learning experience. By navigating through various thematic lenses, this discourse reveals the manifold advantages of allowing young readers to explore these controversial texts. From cultivating independent thought and fostering diversity appreciation to nurturing resilience and championing freedom of expression, the analysis showcases the profound impact of banned books on children's cognitive and emotional development. Through their portrayal of real-life challenges and provision of diverse perspectives, these books serve as windows into the complexities of the human experience. Additionally, the article underscores their role in addressing mental health struggles, fostering empathy, and humanizing marginalized individuals. By exploring these subheadings, this study offers a comprehensive exploration of how embracing banned books equips children with the tools to better understand themselves, their peers, and the world around them.
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Pratikno, Heru. "Pemanfaatan Kamus Bergambar Sebagai Sarana Peningkatan Literasi Membaca Pada Anak 5-6 Tahun." Jurnal Kajian Anak (J-Sanak) 5, no. 01 (December 22, 2023): 76–86. http://dx.doi.org/10.24127/j-sanak.v5i01.4922.
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Reading activity is something that is now rarely done by today's children. One reason is that many of them do not know the meaning of the words or terms contained in the book. That way, they do not fully understand the substance of the book they are reading so they become lazy to read other textbooks. Therefore, it is necessary to introduce a dictionary for them to make it easier for them to find out difficult things from the books they read. In addition, this study also aims to find out other benefits of introducing dictionaries to young children. The research method used in this study is a qualitative approach. The research results obtained from this study indicate that introducing dictionaries to children from an early age can increase their literacy interest in textbooks. In addition, children will become fond of reading books, both science books and children's literature.
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Jing, Li, and Cheng Hsu. "The Intervention of Picture Books on Children with Specific Language Impairment: Progress, Challenges, and Prospects." English Language Teaching 16, no. 6 (May 26, 2023): 136. http://dx.doi.org/10.5539/elt.v16n6p136.
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Compared with ordinary children, children with specific language impairment (SLI) have delayed language development, poor reading comprehension, and greater difficulties in learning. As a widely used teaching intervention method, picture books can promote the development of reading comprehension, oral narrative, emotion, and social communication in the study of language intervention for children with special language impairment. However, the specific mechanism of picture books for children with SLI is still unclear. Therefore, this article sorts out and reviews the language barrier symptoms of specific language impairment, the form of picture book intervention, and the potential mechanism of picture book intervention, and puts forward the current role of picture books in SLI. The challenges faced in the intervention, and a positive outlook on the teaching intervention of picture books in SLI, this research will provide reference and help for the study of picture book intervention in related professional fields and has important guiding significance and reference value for the language correction of SLI children in various countries.
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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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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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HANDAYANI, Lidia, Evelyn HANASETA, and Ibnu FAZHAR. "BUILDING LITERACY CULTURE THROUGH PARENT INVOLVEMENT ON EARLY AGED CHILDREN IN SUKARAPIH VILLAGE, TAMBELANG, BEKASI, WEST JAVA." ICCD 3, no. 1 (October 27, 2021): 364–66. http://dx.doi.org/10.33068/iccd.vol3.iss1.380.
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To build Children habit on read to more frequently at an early age required several efforts. Study has been conducted in Sukarapih Village, Bekasi, West Java, Indonesia to examines the effect of parental involvement on children early aged and the effect of child’s own reading and other cognitive skill. Current condition in Sukarapih Village is children’s literacy skill was still low. Some factors effected this condition are (a) Parents did not encourage their child to reading more books therefore child more interest on gadgets or watching television (b) lack of facilities and infrastructure for early age children to explore book from an early age. Furthermore, Pre school and kindergarden is not available in that village. The approach carried out by activities as follow ( 1)Educated parents how importance of reading from early aged (2)Provide reading book corners so that book access easier for children in village. Evaluation activities conducted and give result children has their own as reading with a maximum frequency 3 books per month, drawing or book coloring with maximum frequency 1-2 times per month, and Learning to Write with maximum frequency activities 4 times per month
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Roumba, Evanthia, and Iolie Nicolaidou. "Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 16 (August 31, 2022): 59–73. http://dx.doi.org/10.3991/ijim.v16i16.31741.
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Augmented Reality (AR) books show potential to increase young learners’ reading motivation, which is important given children's declining reading motivation over the school years. Previous studies measured reading motivation only in higher education and only after users’ experience with AR. Few empirical studies have focused on school-aged children and those examined attitudes, not motivation. This study aimed to: a) examine how young children's motivation changes through the experience of reading AR books and b) document their attitudes and behaviors after this experience. Participants in this pre-test post-test case study were 40 fourth and fifth graders. Data sources included validated questionnaires and an observation protocol of children’s behavior while interacting with AR books. The results of paired samples t-tests for children's motivation indicated a statistically significant increase in attention (t (39) = - 3.07, p = 0.004), confidence (t (39) = - 2.44, p = 0.019) and satisfaction (t (39) = - 3.26, p = 0.002). Children read comfortably, seemed focused, and were eager to read more. They showed a high level of enthusiasm with AR technology when interacting with the first AR book, which notably decreased with the second book. The children maintained positive attitudes and behaviors towards AR. The study showed that even through short-term interactions, AR books have the potential to increase young students’ reading motivation. It adds to our knowledge concerning the use of AR books by primary school children, who are under-represented in the literature. Directions for future research are drawn.
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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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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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Appel, Charlotte, and Nina Christensen. "Veje til viden om børns bøger og læsning 1750-1850 via Det Kgl. Bibliotek." Fund og Forskning i Det Kongelige Biblioteks Samlinger 58 (March 9, 2019): 21. http://dx.doi.org/10.7146/fof.v58i0.125296.
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Charlott e Appel og Nina Christensen: Avenues to Knowledge about Children’s Books and Reading 1750-1850 via The Royal Library
Based on the Royal Danish Library’s collections, the article identifies paths to reading material published for children in Denmark c. 1750-1850, as well as to children’s experiences with books and the world of books in homes, schools and on the book market. This was a period of major changes with regard to the number of publications for children, to subject choices and equipment, and to the reading cultures, in which children took part. By focusing on the use of books in practice, including translated literature, books in foreign languages, as well as reading material other than books, this article presents an alternative to previous research, which prioritised specific media and genres, especially fiction and first editions of books by Danish authors. The article begins with a brief introduction to the phenomenon of doing archival research, and Maria Tamboukou’s concept of ‘researcher’s cut’ is introduced in dialogue with the term ‘research narratives’. These concepts can form the basis for reflections on how new narratives as well as new archives are created by researchers when interacting with space and matter in the archive. The first main section deals with books for children from c. 1750 to 1850 in the Royal Danish Library. ‘Childrens books’ did not exist as a separate category at the time when the systematic catalogues of the library were created, but the researchers’ establishment of a new database has made it possible to identify and present a much larger corpus of books for children than previously known. The second main section shows how it is possible to gather information about printed matter not held by the Royal Danish Library. In the third main section, it is demonstrated how a wish to identify sources to book usage in practice has led to some of the library’s special collections, including the Manuscript Collection and the Collection of Map, Pictures and Photographs, as well as to collections only recently merged with the Royal Danish Library. Autobiographies are also presented as an important source, not least when it comes to understanding the use of books by children with different social backgrounds. Finally, it is pointed out that since books for children should be perceived and studied as a transnational phenomenon, the systematic digitalisation of the publications will be of crucial importance to future Danish and international research, as well as to teaching and dissemination on the basis of this previously underexposed part of the Royal Danish Library.
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Muhinyi, Amber, and Anne Hesketh. "Low- and high-text books facilitate the same amount and quality of extratextual talk." First Language 37, no. 4 (March 6, 2017): 410–27. http://dx.doi.org/10.1177/0142723717697347.
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Recent research suggests that caregiver–child extratextual talk during shared book reading facilitates the development of preschool children’s oral language skills. This study investigated the effects of the amount of picturebook text on mother–child extratextual talk during shared book reading. Twenty-four mother–child dyads (children aged 3;01–3;11) were video-recorded as they read two books: low text and high text. Book reading interaction was transcribed, and mothers’ extratextual talk coded for level of abstraction, mean length of utterance and lexical diversity. The mean number of extratextual utterances was calculated for mothers and children, separately. Low-text books facilitated a similar amount of extratextual talk, but higher rates per minute because of their shorter reading durations. The amount of text did not affect the level of abstraction, mean length of utterance, or lexical diversity of maternal extratextual talk. The amount of picturebook text should be considered by those developing and implementing interactive reading interventions. Low-text books facilitate the same amount and quality of extratextual talk in shorter time periods.
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RAHAYU, Puji, Heryanti HERYANTI, Nirmala RAHMI, Berliana FAJRINA, and Wawan GUNAWAN. "DIGITAL BOOK FOR IMPROVING LITERACY IN CHILDREN AT THE RUMI BANTAR GEBANG READING CENTER." ICCD 5, no. 1 (November 27, 2023): 382–87. http://dx.doi.org/10.33068/iccd.v5i1.631.
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According to a survey conducted by the Program for International Student Assessment (PISA) which was released by the Organization for Economic Cooperation and Development (OECD) in 2019 stated that Indonesia ranked 62nd out of 70 countries with regard to literacy levels. with literacy levels. Based on this survey, one way to increase Indonesian people's interest in reading is by teaching literacy education from an early age. From some of the research results that have been reviewed, we have not found any research that designs or creates e-book applications as a way to improve literacy. research that designs or creates e-book applications as one of the media to support early childhood literacy to support early childhood literacy. Increasing interest in reading can be done in various ways, one of which is by presenting a reading literacy house in the community. Facing the problems and phenomena above, the community service team plans to mobilize interest in reading in children. devotion team plans to mobilize interest in reading in children or cultivate reading literacy assisted by the e-book application. PKM location selection about increasing literacy at the Umi Reading House located in the Bantar Gebang landfill site Area Village, Sumur Batu, is one of the literacy movements that started from the coverage of areas that are less considered by the local government. The solution that the team team plans to foster interest in reading in children, especially children, namely; 1) Provide reading books, especially reading books for children, 2) Build an e-book application that can always be used by children to read, 3) Conduct socialization and mentoring on how to use the e-book application.
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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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Hikmaturrahmah, Hikmaturrahmah. "KONSEP IQRA’ PADA ANAK USIA DINI." Musawa: Journal for Gender Studies 12, no. 2 (December 31, 2020): 297–310. http://dx.doi.org/10.24239/msw.v12i2.673.
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The command to iqra in Qur'an as the first revelation is a concept of command to read. In this context, the word iqra (read) means an activity to get to know, comprehend, analyze, observe, and learn all things in life. It could also be specifically interpreted as reading books. The book here is not limited to Qur'an, but each and every beneficial thing. Children are blank slates of human that must be introduced to books and reading. However, it is obvious that there is a difference in teaching reading to early childhood and to adults. Reading is an enjoyment for children, full of pictures and colors, laughter and happiness. The essence of children is to be engaged in new things. So, reading is a way to introduce numerous new things to early childhood.
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Kleeck, Anne van, and Amy Beckley-McCall. "A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings." American Journal of Speech-Language Pathology 11, no. 2 (May 2002): 175–89. http://dx.doi.org/10.1044/1058-0360(2002/017).
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Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers mediated with younger as compared to older children individually. Book complexity, the time spent sharing books, and the percent of utterances at higher levels of abstraction were higher when reading to the older children; the number of mediation strategies per minute and the percent of mothers' behaviors that were used to get and maintain attention were higher when reading to the younger children. When reading to both children simultaneously, which aspects of the mediation fell at these different levels varied among the different mothers. This suggests that different mothers reach different solutions to the task of simultaneously reading to preschoolers of different ages. One mother approached the simultaneous book sharing much as she did sharing a book with her older child, one mother approached it as she did with her younger child, one mother simply read and did little mediation, and two mothers appeared to use a mixed strategy in the simultaneous reading condition.
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Guice, Sherry L. "Creating Communities of Readers: A Study of Children's Information Networks as Multiple Contexts for Responding to Texts." Journal of Reading Behavior 27, no. 3 (September 1995): 379–97. http://dx.doi.org/10.1080/10862969509547888.
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This case study explores the perspectives of a group of sixth-grade language arts students concerning their views of the contexts of reading and responding to books in school. The researcher took the role of participant-observer and characterizes this study as a qualitative interpretive case study. As participant-observer, the researcher collected data in the form of fieldnotes, interviews, and written responses; the researcher analyzed data using the constant comparison method. Results of the study indicated that in this setting children respond to texts differently in the contexts under which they read and write about books. There were four different classroom contexts for responding to books in school: “silent” reading, book selection, writing, and aesthetic activity. Three conclusions were drawn from the study and make up an emerging grounded theory: (a) Children respond to books in patterns specific to school contexts, (b) Classroom contexts for reading and responding to books are socially constructed through children's interactions, and (c) Children constructed a community of readers by interacting with one another to respond to books in socially constructed contexts serving as information networks.
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Batubara, Indah Wulan Sari, Elda Anzely Hasibuan, Mispa Herlina Wati Sipahutar, Mispa Herlina Wati Sipahutar, Intan Sari Tanjung, Abdi Syahputra, Arif Munandar, Nurul Hayati Panjaitan, and Nefi Damayanti. "Upaya Peningkatan Minat Baca Murid SD 112318 Sipare-pare Tengah." Reslaj : Religion Education Social Laa Roiba Journal 5, no. 4 (March 10, 2023): 2313–20. http://dx.doi.org/10.47467/reslaj.v5i5.2221.
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Efforts to increase children's interest in reading are a shared responsibility, between librarians, teachers, parents, and the community are directly responsible for developing interest in reading. To develop interest in reading, children need to be given stimuli that encourage interest in reading students themselves. Efforts to encourage students to read as many books as possible are not effective. Forcing children to buy books is also unethical. One of the activities carried out to develop and increase interest in reading for each student is the provision of subsidized textbooks. This book is a reference for students and teachers in schools where textbooks and the learning process always try to complement the reading. Books that stimulate children's interest in reading. Increasing interest and interest in reading, especially among students, requires effective library management. The purpose of this research is to increase students' reading interest which is still very low. The location of this survey is SD Negeri 112318, Merbau Regency, Sipare-Pare Tengah. and has a learning theme for grades 3 and 5.
Keywords: Reading Interest, Librarian, Library
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Sajedi, Firoozeh, Elham Habibi, Nikta Hatamizadeh, Soheila Shahshahanipour, and Hosein Malek Afzali. "Early storybook reading and childhood development: A cross-sectional study in Iran." F1000Research 7 (March 29, 2018): 411. http://dx.doi.org/10.12688/f1000research.14078.1.
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Background: Development is a process that continues from childhood to death, and most developmental changes occur during childhood. UNICEF introduced early storybook-reading (ESR) and storytelling as part of child care indicators. The aim of this study was to investigate the status of book-reading to children and its relationship with early childhood development in Iran. Methods: This is a descriptive-analytic study conducted in Tehran April-May 2017. In total, 272 mothers of children aged 3-30 months, who were referred to health centers, were selected using a convenience sampling method. Exclusion criteria was scoring below the cutoff point of any developmental domains of the Ages and Stages Questionnaire (ASQ). ESR was assessed by checklist and child development was assessed by the ASQ. Data were analyzed using SPSS. Results: The mean number of children’s books owned was 10.23±8.642, and 84.75% had at least 3 books. The average book reading, storytelling and singing duration for children was 10±9.65, 11.48±11.756, and 23.88 ±17.880 min per day, respectively. Average book reading, storytelling, and singing duration was significantly greater in children 18-30 months than <17 months. There was a significant relationship between the number of books and a child's age, mother's age, family income, income satisfaction, father's employment, and parents’ education. The score of communication domain in the ASQ questionnaire was significantly related to the number of books, duration of reading and storytelling, while problem-solving had a significant relationship only with the number of books (p˂0.05). Based on linear regression, child's age, income, and mother's and father's educational level were models for predicting the number of children's books (p=0.0001 for all). Conclusions: ESR was associated with some developmental domains of communication and problem-solving in the present study. Therefore, creation of ESR culture in Iranian families as an integral part of the life of children is necessary from birth.
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Hart, Karen. "Creating a rich reading environment." Early Years Educator 23, no. 2 (September 2, 2021): 31–32. http://dx.doi.org/10.12968/eyed.2021.23.2.31.
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The days of starting a child's reading development, age five, with an ‘early reader’ are long gone. Children will always pick up a book when it feels interesting to do so, just like adults. With so many great books and resources available, it has never been easier to find the inspiration.
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López-Escribano, Carmen, Susana Valverde-Montesino, and Verónica García-Ortega. "The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review." International Journal of Environmental Research and Public Health 18, no. 12 (June 16, 2021): 6510. http://dx.doi.org/10.3390/ijerph18126510.
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Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.
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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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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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Ziv, Margalit, Marie-Lyne Smadja, and Dorit Aram. "Mothers’ and Teachers’ Mental-State Discourse With Preschoolers During Storybook Reading." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 103–19. http://dx.doi.org/10.1891/1945-8959.13.1.103.
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Mothers and teachers play a pivotal role in promoting preschool children’s theory of mind. This study explored and compared mothers’ and teachers’ mental-state discourse during storybook reading with children, focusing on their use of mental terms and references to three mental-state aspects: false belief, mental causality, and different points of view. Participants were 60 mothers and their children, and 60 teachers and 300 preschoolers. Mothers read the book to one child and teachers read the same book to groups of 5 children. The book involved a central false-belief theme. Main findings revealed that mothers and teachers elaborated on book-related mental states. However, teachers’ discourse included more mental terms and more references to mental causality and different people’s perspectives. The findings suggest that reading books with rich mental-state contents encourages rich discourse on mental-state elements. Parents and teachers should be guided in how to use their unique knowledge and relationships with children to enrich their mediation of books’ mental-state aspects and discuss them with children.
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Marti, Marti, and Labibah Labibah. "Effort to Get Reading Interest Through Parenting." JIPI (Jurnal Ilmu Perpustakaan dan Informasi) 9, no. 1 (May 16, 2024): 51. http://dx.doi.org/10.30829/jipi.v9i1.18080.
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<em><span lang="EN">The influence of the family in developing an interest in reading is very large and very important. Families have the task of building a good reading culture, a culture that can condition families to be involved in good reading activities. Because reading can change each individual's perspective and direct their views outward. Through parental involvement, which is the main priority in developing interest in reading. Parental involvement is basically needed at all times for children at an early age, where at this age children begin to develop knowledge, attitudes, emotional morals and scharacter formation. Therefore, this research takes the title "Parenting as an Effort to Develop Interest in Reading". The aim of this research is to determine the influence of parents on children's interest in reading. This research method is qualitative using a descriptive approach. Namely collecting several literature in the form of articles and books that are related to this research. Many studies discuss increasing interest in reading, but none has touched on increasing interest in reading through parenting. Thus, this research will discuss efforts to increase children's interest in reading through parenting. The results obtained from this research are that parents have a very important influence on children's interest in reading because the family environment is a place to raise, educate and care for children. The family is the most important and first social group. Children will have their first interactions at the beginning of their life with the people closest to them. With several efforts made, including often reading books to children before bed, providing a reading corner at home, going to book bazaars for recreation, giving gifts of books to children, become the parents of your dreams.</span></em>
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Beneke, Margaret R., and Gregory A. Cheatham. "Race talk in preschool classrooms: Academic readiness and participation during shared-book reading." Journal of Early Childhood Literacy 19, no. 1 (June 8, 2017): 107–33. http://dx.doi.org/10.1177/1468798417712339.
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Reading literature to engage young children in critical discussions about race – and how it impacts their daily lives – is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational topics influenced how teachers and children constructed, resisted, and/or reproduced discourses of race and racial injustice during shared-book readings. We draw on critical perspectives on classroom discourse to understand the identities (i.e. teacher and learner) and discourses (i.e. early childhood literacy) that the children and teachers co-constructed. We suggest that teachers used shared-book reading time to enact a discourse of literacy readiness and treated the activity as an opportunity to teach academic skills (e.g. classification and colour vocabulary) through teacher recitation. During these shared-book reading experiences, we argue that teachers and children constructed skin colour as politically neutral, without acknowledging the word ‘race’ or its deeply embedded meanings in the U.S. Based on this analysis, we discuss implications for teacher educators in terms of critical literacy practice in early childhood.
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Moutsinas, Georgios A., Juan Carlos Orosco Gavilán, Jhoansson Victor Manuel Quilia Valerio, Bernardo Cespedes Panduro, Oblitas Gonzales Aníbal, Dang Lam Ngoc Dieu, and Sadia Naz. "Reading Comprehension and Behavior in Children Using E-books vs. Printed Books." World Journal of English Language 13, no. 3 (March 17, 2023): 172. http://dx.doi.org/10.5430/wjel.v13n3p172.
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The purpose of this research is to investigate the influence that personalized, gamified, and PDF electronic reading practices have on the attitudes which fifth-grade students possess toward e-reading experiences, as well as how these stances affect the students' motivation and reading comprehension while they are learning English as a second/foreign language (EFL). For the purpose of the study, there were a total of 84 fifth-grade kids from public schools in Greece, who participated. These students were split up into three different experimental groups and a control one. Participants in the experimental groups read throughout the treatment period according to a preset schedule using one of three diverse electronic reading formats (PDF, gamified, or customized), whilst participants in the control group read utilizing a paper guided reading plan. The participants' experiences playing video games online were analyzed via a technique called the quasi-experimental approach. According to the findings of the research, the experimental group and the control group did not significantly vary from one another in terms of their levels of reading comprehension. On the other hand, in comparison to the participants in the control group, those who took part in the experiments reported having more favorable sentiments regarding their electronic reading experiences and were more inspired to read. As indicated from the research findings, kids may experience an increase in their desire to read when they use electronic gadgets. This study has implications for educators and policymakers as they consider incorporating digital reading practices into their teaching methods, particularly when it comes to improving students' motivation to read.
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Montag, Jessica L. "Differences in sentence complexity in the text of children’s picture books and child-directed speech." First Language 39, no. 5 (May 22, 2019): 527–46. http://dx.doi.org/10.1177/0142723719849996.
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Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.
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Campos, Cleide de Araújo, Eva Dacome, and Luciano Campos Da Silva. "Children's literature: reading strategies and receptivity in early childhood." Caderno Pedagógico 21, no. 2 (February 15, 2024): e2724. http://dx.doi.org/10.54033/cadpedv21n2-043.
Full textAbstract:
To ensure students' mastery of reading and writing constitutes one of the biggest challenges currently facing Brazilian public schools. Data from the Progress in International Reading Literacy Study (Pirls, 2021) estimate that around 40% of Brazilian students in the 4th year of elementary school do not master basic reading skills. Despite the complex nature of the theme, when specifically dealing with young children, literary books play a very relevant role in this process, since research indicates that they constitute a kind of gateway to the world of literature and reading. In this sense, the present article presents the results of an action investigation that aimed to analyze the reception of children's literature books for preschoolers in the age range of 4 to 5 years old, from a preschool, in the city of Presidente Prudente/SP. For the development of the research, we provide children with high-quality literature books – awarded by the Jabuti Prize, which is the most prestigious literary award in Brazil. Group organization was utilized to have a bigger “control” of children's speech and press conferences with the purpose of understanding what criteria the children use when choosing the books. Reading circles were utilized as a methodology to initiate a dialogue within the group and the sharing of impressions about the chosen books. Three elements emerged as central in the choice of books by the children: the cover as the most decisive element, the illustrations and the connections that they made between the book, its characters and the pre-existing knowledge they already had. The work demonstrates that it is necessary to provide opportunities in schools for practices that involve children more, that encourage them to choose what they want to read.
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Locher, Franziska Maria, Sarah Becker, and Maximilian Pfost. "The Relation Between Students’ Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts." AERA Open 5, no. 2 (April 2019): 233285841985204. http://dx.doi.org/10.1177/2332858419852041.
Full textAbstract:
In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students’ book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of classic literature was a negative predictor of intrinsic situational reading motivation. Third, in the school context, students who read more difficult books were less motivated to read them. Fourth, analyses showed that individual book-reading experiences were linked to intrinsic habitual reading motivation. We discuss practical implications for book reading in and out of the literature class.