Learning Words From Books

Temple, Jeanne De; Snow, Catherine E.

doi:10.4324/9781410607355-7

Cited by 29 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Various previous studies have shown that literacy programs that are implemented at home greatly help children to expand their literacy skills and language development. (De Temple & Snow, 2003;Mol & Neuman, 2014;Noble et al, 2019).…”

Section: Family Literacy Programmentioning

confidence: 99%

“…While the shortcomings during Cycle II were: (1) the lack of direct communication between teachers and children in reinforcing areas of development that have not been optimally developed, (2) the lack of attachment between teachers and children due to online learning so that teachers were quite difficult in assessing their affection, (3) Kindergarten teachers need to communicate intensively with parents to be able to overcome the problems of children who have not shown interest in reading books (De Temple & Snow, 2003), (4) online learning causes teachers to feel that they do not have enough opportunities to take individual approaches to children (Undheim, 2020). The results of the assessment at the end of Cycle II are as follows.…”

Section: │ 35mentioning

confidence: 99%

See 1 more Smart Citation

Family Literacy Program for Improving the Ability to Know Letters in Early Childhood

Amini

2022

International Journal of Emerging Issues in Early Childhood Edu

View full text Add to dashboard Cite

The ability of children aged 5-6 years old at Mentari Kindergarten, Tangerang, can recognize letters is still not optimal. Parents also do not understand early childhood reading stimulation at home, so it is necessary to carry out a family literacy program. This study aims to improve the ability of children aged 5-6 years to recognize letters through a family literacy program. This type of research is Action Research. Learning activities carried out at Mentari Kindergarten are still carried out online, namely LFH (Learning from Home) with family due to the COVID-19 pandemic. The research subjects were 13 children, consisting of 5 boys and 8 girls. Evaluation of learning activities before and after receiving improvements in the form of checklists and the output of learning outcomes in the form of worksheets and photo evidence of LFH activities. At the end of the study, there was an increase in children's ability to recognize letters well by 80%. These results have exceeded the research success criteria, so it can be concluded that the family literacy program can improve the ability of early childhood to recognize letters.

show abstract

Section: Family Literacy Programmentioning

confidence: 99%

Section: │ 35mentioning

confidence: 99%

Family Literacy Program for Improving the Ability to Know Letters in Early Childhood

Amini

2022

International Journal of Emerging Issues in Early Childhood Edu

View full text Add to dashboard Cite

show abstract

“…Storybook reading is an activity that children in the early years of life find mesmerizing; it is also a significant indicator of the home literacy environment (Marjanovič-Umek et al, 2019; Wirth et al, 2020). Shared storybook reading is a substantively important vehicle for children, as it exposes them to new words and story grammar elements and develops print awareness in the content of the narratives (Breit-Smith, et al, 2017; De Temple and Snow, 2003; Han and Neuharth-Pritchett, 2015). Stories provide meaningful context for children to rehearse skills such as monitoring a plot, inferential thinking, listening comprehension and retelling (Collins, 2016; Florit et al, 2011; Morrow, 1985; Strasser and del Río, 2013).…”

Section: Introductionmentioning

confidence: 99%

The effects of e-stories on preschoolers’ narrative comprehension, retelling and reading attitudes among poor and good comprehenders

Altun

2022

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

Previous studies have presented discrepant findings of e-stories’ contribution to children’s narrative comprehension, which can be attributed to not only the variation of multimedia features among studies but also to learner and text features. The main goal of the present study was to expand understanding of the effect of e-stories on children’s narrative skills and reading attitudes for poor and good story comprehenders. A quasi-experimental factorial design was employed to explore the effect of book type and group level on children’s narrative skills and reading attitudes. The participating children were pre-readers. The printed version of The Red Winged Owl was read aloud to small groups of 4–5 children. Participants included 41 good and 40 poor comprehenders (age range 59–68 months) who were identified based on narrative comprehension scores. The experimental group was exposed to four e-stories on an iPad, while the control group listened to readings of the printed versions of the same storybooks. Data were collected by administering pre- and post-tests and the preschool reading attitudes scale and by asking narrative comprehension questions. Children’s retellings were audio-recorded. The findings revealed that (a) the poor and good comprehender groups had higher narrative comprehension in the short text e-story condition, (b) there was a significant interaction effect for the narrative comprehension of poor and good comprehenders in longer texts and (c) children’s post-reading attitude scores did not differ by group level.

show abstract