A summary of research in reading readiness

Thesis (Ed.M.)--Boston UniversityPurpose: To measure the various abilities presented in the readiness workbooks of basal reading series and to relate the findings to reading achievement of Grade One in January; to measure, also, the knowledge of letter names and sounds and relate the findings to reading achievement of Grade One in January. Materials Used: Workbooks of nine systems were analyzed to discover types and frequency of suggested exercises. Four general areas were in evidence; auditory discrimination, language development, motor skills, and visual discrimination. Groups tests were constructed to include exercises comparable to the published ones with ceilings in all areas beyond the workbook material. In addition to these four tests, the Boston University Individual Test and the Boston University First Grade Success Study (January Test) were given. Intelligence was measured by the Otis Quick Scoring Mental Ability Test which had been given in October [TRUNCATED

Upaya Meningkatkan Kemampuan Membaca Permulaan Melalui Media Flip Chart pada Anak Kelompok A di TK Islam Insan Fathonah Wonorejo Karanganyar Tahun Ajaran 2014-2015

Reading is a good way to promote a lifelong learning. Based on Doman, best time for studying reading is together with the time when the child learn to speak, and the sensitivity of learning occurs in the age of 3 to 5. The use of simple media at children is the cause of the low reading readiness. The flip chart media is an alternative media to increase the ability of reading readiness at children on the earlier age. The purpose of this research is to increase reading readiness through flip chart media toward A group children in Islam Insan Fathonah kindergarten school. This kind of research paper is classroom action research with two cycle, work procedures, consist four steps. The subjects are teacher and children in group A in Islam Insan Fathonah kindergarten, Wonorejo, Karanganyar. The result shows that the flip chart media is able to increase reading readiness. The percentage from pre action class room research to cycle II is, pre cycle 46,35%, cycle I 55,31% and cycle III 76,14%. The conclusion of this research is that flip char media is able to raise reading readiness in kindergarten Islam Insan Fathonah in the academic year of 2014 – 2015

Kesiapan Belajar Siswa Dan Interaksi Belajar Mengajar Terhadap Prestasi Belajar

One of the most important parts to improve the ability to read drawings in learning process is students\u27 learning readiness and teaching-learning interaction on a subject of reading technical drawings, which are often overlooked by school. This study aims to investigate the influence of students\u27 learning readiness and teaching-learning interaction on achievement in the subject of reading technical drawings. The study shows that there is a correlation between students\u27 learning readiness and their academic achievement, which is 0,45; the correlation between teaching-learning interactions exists in the level of 0,67; there is a correlation between students\u27 learning readiness and teaching-learning interactions in the level of 0,34; and there is a correlation of students\u27 learning readiness and teaching-learning interaction on academic achievement, which is 0,71. The coefficient for the variable of students\u27 readiness and teaching-learning interaction is significant in the level of significance α = 0.05. Thus, it can be concluded that the students\u27 learning readiness and teaching-learning interactions between teachers and students provide a meaningful/significant impact on the academic achievement in reading technical drawings subjec

Pre-K in Texas: A Critical Component for Academic Success

With funding from the Meadows Foundation and the Miles Foundation, researchers at CHILDREN AT RISK engaged in a study to examine how participation in Texas public PreKindergarten Pre-K1 is associated with performance on the 3rd Grade State of Texas Assessment of Academic Readiness (STAAR) Reading assessment. CHILDREN AT RISK tracked approximately 47,000 students from the 2010-2011 school year to the 2014-2015 school year.2 These students began public Pre-K in 2010 and completed 3rd grade in 2015. The study focused on five major independent school districts (ISD) in Texas (Austin ISD, Dallas ISD, Fort Worth ISD, Houston ISD, and San Antonio ISD) and 12 additional school districts surrounding these major metropolitan areas.3 The purpose of this report is twofold. The first purpose is to educate parents, policy makers, and the public about the association between Texas public Pre-K and 3rd grade STAAR Reading outcomes. Across campuses and students, this study examines the relationship between varying levels of public Pre-K participation and STAAR Reading scores by comparing 3rd grade STAAR Reading means among multiple sub-groups of economically disadvantaged students. The second purpose is to offer policy recommendations that will increase access to and improve the quality of the Texas public Pre-K program on behalf of parents, taxpayers, and—most importantly—children

Implementasi Gerakan Literasi Sekolah dalam Kegiatan Membaca di SDN 1 Pangkalan Banteng Kalimantan Tengah

The reading ability of students in Indonesia is still relatively low because there are students who do not recognize letters, lack understanding of reading content, and lack enthusiasm when reading both in low and high grades. Therefore, there is an implementation of the School Literacy Movement in reading activities at SDN 1 Pangkalan Banteng, Central Kalimantan. Thus, this study aims to describe 1) the implementation of the School Literacy Movement in reading activities in phase A (grade II) and phase B (grade IV) at SDN 1 Pangkalan Banteng Central Kalimantan, and 2) the supporting and inhibiting factors in the implementation of the School Literacy Movement at SDN 1 Pangkalan Banteng Central Kalimantan. The method used in this research is Narrative Inquiry. The subjects in this study were teachers or guardians of phase A (class II) and phase B (class IV). Data sources were obtained from sentences or quotes transcribed from audio recordings. Data research was conducted with several steps, namely (1) Data collection, (2) Data reduction, (3) Data presentation, and (4) Concluding. Data collection techniques used in-depth interviews, observation, and documentation. This research instrument uses an interview grid. The findings of this study show that the School Literacy Movement in reading activities is implemented in three stages which include the habituation stage, the development stage, and the learning stage. In the habituation stage, activities are carried out by reading books for 15 minutes before lessons followed by reading aloud and silently. This activity is not only carried out with 15 minutes of reading activities but also followed by other activities such as organizing and creating a text-rich environment. Reading activities in the developmental phase are carried out by reading aloud, independent reading, shared reading, and integrated reading. However, in phase A (class II), independent reading activities are not implemented because there are learners who are not yet proficient in reading. Then, the learning stage has been carried out with various reading activities supported by various types and learning media. In phase A (grade II) the types and learning media are textbooks, pictures/posters, while in phase B (grade IV) they are books, pictures/posters, and audiovisuals. Also, there are supporting factors and inhibiting factors in the implementation of the School Literacy Movement at SDN 1 Pangkalan Banteng, Central Kalimantan. Some of the supporting factors include the existence of facilities and infrastructure, the availability of sufficient funds, and government support. Meanwhile, the inhibiting factors include the lack of readiness of students, the lack of understanding of educators, and the lack of community/family support

Readiness for teaching reading of children of senior preschool age

В статье рассмотрены новообразования, характерные для старшего дошкольного возраста, которые способствуют становлению готовности ребенка к обучению чтению, а также факторы, благоприятствующие формированию мотивации к обучению чтению.The article considers the new formations which are characteristic for the senior preschool age and which contribute to the child’s readiness to reading, the factors that favor the formation of motivation for reading

The relationship of readiness factors to Jan. first grade reading achievement

Thesis (Ed.M.)--Boston Universit

Does Prekindergarten Improve School Preparation and Performance?

Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children's school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children's family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.

A summary of research relating to first grade reading, 1932-1963

Thesis (Ed.M.)--Boston UniversityProblem: An attempt to compare the rate of learning of colorful and abstract words of children in grade one. Materials: 1. Thirty words were selected to be used in three groups of ten words each. Each list consisted of five colorful and five abstract words. Colorful words are those which have much meaning for children and abstract words are those with little meaning. The words were printed on 3 x 11 inch flash cards in lower case letters. 2. Check sheets were made with spaces for checking the retention of words at three different times and pictures were made to enrich the colorful words. 3. Directions were prepared and given to each teacher who participated in the study. 4. Kuhlmann-Anderson Intelligence Test: Battery A. 5. Detroit Word Recognition Test: Form A [TRUNCATED