The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

Osei, Aboagye Michael

doi:10.12973/eu-jer.5.1.35

Cited by 11 publications

(7 citation statements)

References 47 publications

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“…Some of these 18 papers tried to assess students' language ability, word recognition or vocabulary acquisition, while others attempted to evaluate language ability through the use of resource rooms. Research on students' reading ability and/or language development is important as those two issues have become a major concern for all educational stakeholders due to their impact, either positive or negative, on both an individual's academic life and on his/her social life (Akyol & Boyaci-Altinay, 2019;Osei, Liang, Natalia, & Stephen, 2016). Hence, as revealed from the analysis, the importance on language development for knowledge acquisition is reflected in the selected studies.…”

Section: What Is the Pattern Of Publication And The Areas Covered In mentioning

confidence: 99%

The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis

Shareefa¹,

Moosa²

2020

EUROPEAN J ED RES

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The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors' keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations "A Time for Telling", published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.

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Section: What Is the Pattern Of Publication And The Areas Covered In mentioning

confidence: 99%

The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis

Shareefa¹,

Moosa²

2020

EUROPEAN J ED RES

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“…Second, an emergent topic group related to the educational inclusion of students with Down syndrome and the use of the ICT was observed. Third, it was noted that most of the studies were focused on the use of the computer (Eckhaus & Davidovitc, 2019;Osei, Liang, Natalia & Stephen, 2016;Pazos et al, 2015) and the Smartphone as tools. Likewise, the most-utilized resources were educational software and computer programs.…”

Section: Discussionmentioning

confidence: 99%

Impact of the Information and Communication Technologies on the Education of Students with Down Syndrome: A Bibliometric Study (2008-2018)

Batanero¹,

Rueda²,

Cerero³

et al. 2020

EUROPEAN J ED RES

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This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective.

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“…By applying pre-reading activities, the students" schemata can be activated and they can have better comprehension in reading written text. Among various techniques, pictures are considered one of the ways used in pre-reading activities (Osei et al, 2016). It can be inferred that using pictures in pre-reading activities can help students internalize the text by relating their background knowledge to the given text.…”

Section: Introductionmentioning

confidence: 99%

High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

Chi

Trang

2021

IJSMS

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This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

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The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

Cited by 11 publications

References 47 publications

The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis

The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis

Impact of the Information and Communication Technologies on the Education of Students with Down Syndrome: A Bibliometric Study (2008-2018)

High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

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