The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial

Mesa, Carol; Newbury, Dianne F.; Nash, Marysia; Clarke, Paula J.; Esposito, Rosanne; Elliott, Louise; Barbieri, Zulema De; Fernández, Ma. Angélica; Villanueva, Pía; Hulme, Charles; Snowling, Margaret J.

doi:10.1016/j.ijer.2020.101535

Cited by 7 publications

(2 citation statements)

References 60 publications

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“…A recent study shows that language and literacy initiatives can greatly benefit children living in underprivileged neighborhoods. In vulnerable populations and developing nations, various intervention strategies were specifically identified through an exploratory randomized controlled trial (Mesa et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Using National Literary Works to Foster Children’s Character Development Through Parents’ Language Intervention

Hasna,

Retnaningdyah,

Mustofa

2024

tpls

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The effect of national literary works on children’s character development was investigated through both naturalistic observation and mixed methods data analysis. The children who took part in this study were, on average, eight years old. The findings demonstrate that: 1) language intervention through national literary works enhances children’s character development by appealing to them through the setting, action, characters’ appearance, expression, and colors; 2) parents play key roles in this process by selecting appropriate themes, enforcing viewing rules, accompanying their children while watching, and discussing the content of the stories with them; 3) the roles of teachers and individuals in the children surroundings include supporting the parents’ program which requires them to treat the children in line with the information provided by the parents regarding their children. This study concludes that language intervention through national literary works positively impacts children’s character development when supported by the roles of parents, teachers, and individuals in their environment. This study contributes to teaching character through literature.

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Section: Introductionmentioning

confidence: 99%

Using National Literary Works to Foster Children’s Character Development Through Parents’ Language Intervention

Hasna,

Retnaningdyah,

Mustofa

2024

tpls

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“…This ability involves gathering knowledge that directs a person to understand and use appropriate language according to social situations. Literacy ability has a definition that includes 1) the ability to understand information, both oral and written, 2) the ability to communicate what is known through speaking and writing, 3) the ability to speak clearly, precisely, and logically, 4) the ability to write fluently, communicate key or important ideas, and 5) have a purpose of communicating (Fikrat-Wevers et al, 2021;Mesa et al, 2020;Nichols et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Balanced Literacy Approach-Based Learning Model Containing Thai Core Values for Basic Literacy Learning in Early Grades

Phoncai

Somprongtham

2023

iraono

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This article presents the findings of research and the development of a learning model based on a balanced literacy approach for early elementary school students' basic literacy instruction. Research and development (R&D) research that has been implemented adopts the Borg and Gall version of the development model. The research has been carried out through a preliminary study stage carried out by applying a qualitative descriptive approach; developing prototype learning models, followed by validation of material and learning experts; the evaluation was carried out by testing the implementation of the model in class I, II, and III. Data collection techniques are questionnaires, observation, interviews. Data analysis with quantitative and qualitative descriptive. The developed learning model consists of 4 stages of learning activities, namely stage I exploring sources of information, stage II implementing a balanced strategy, stage III presenting information, and stage IV reflection. The results of the model validation developed from material experts show an average score of 3.6 (very good category) and an average score of learning expert validation of 3.6 (very good category). The results of the trial implementation of the model show that the average learning achievement in class I is 91 out of an average initial ability of 84. The results of the student response questionnaire to the implementation of the learning model in class I showed an average score of 3.3 (very good category), class II showed an average score of 3.7 (very good category), and class III showed an average score of 3.5 (very good category). Overall, pupils are highly engaged in learning since this learning gives a variety of inventive and diverse literacy exercises.

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Study on user intentions for a sustainable community idle book recycling and reading service system from the perspective of value co-creation: a design proposal and validation based on Chinese community residents

Wang,

Deng

2024

Environ Dev Sustain

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The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial

Cited by 7 publications

References 60 publications

Using National Literary Works to Foster Children’s Character Development Through Parents’ Language Intervention

Using National Literary Works to Foster Children’s Character Development Through Parents’ Language Intervention

Balanced Literacy Approach-Based Learning Model Containing Thai Core Values for Basic Literacy Learning in Early Grades

Study on user intentions for a sustainable community idle book recycling and reading service system from the perspective of value co-creation: a design proposal and validation based on Chinese community residents

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