scholarly journals Multisensory’s Approach to Stimulate Child Early Literacy Ability

2021 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Cut Citra Novita ◽  
Juhairiah
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Literacy ◽  
Reading Skills ◽  
Early Reading ◽  
Literature Study ◽  
Reading And Writing ◽  
Study Research ◽  
Initial Reading ◽  
Written Sources

This research is a literature study that aims to stimulate early literacy in early childhood through a multisensory approach. This research is a descriptive qualitative type using literature study, with a background of low initial reading skills, the concern that parents are concerned about their children who cannot read when they enter elementary school, and the development of a literacy culture. In this literature study research, researchers used various written sources such as articles and documents relevant to this research. In this study’s literature study, there was an increase in literacy, both from preface reading and initial writing, with a multisensory approach—the results of several studies that a multisensory approach can improve early reading and writing for early childhood.

scholarly journals Development of Smart Adventure Games to Improve the Readiness of the Initial Ability of Reading, and Writing on Early Childhood

2018 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Linda Dwiyanti ◽  
Rosa Imani Khan ◽  
Epritha Kurniawati
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Field Testing ◽  
Childhood Development ◽  
Main Field ◽  
Reading And Writing ◽  
Adventure Game ◽  
Adventure Games ◽  
Initial Reading ◽  
Information Collecting

Based on these circumstances, this study aims to develop an appropriate game to improve readiness of the initial ability of early childhood called "Smart Adventure". This game can help children to learn the ability of the initial reading and writing with a fun method (play) and in accordance with the characteristics and stages of early childhood development. This study used a qualitative and quantitative approach (mix method) with "Borg and Gall" research and development model. The procedures used include: research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation.The results of this study indicate the effectiveness and usefulness of the Smart Adventure game product on the ability to reading and writing early childhood.

scholarly journals Penerapan Metode Dirosati dalam Mengembangkan Kemampuan Baca Sejak Dini di TPQ Nurul Falah Bringin Lawang Jenggawah

2021 ◽  
Vol 1 (1) ◽  
pp. 21-32
Author(s):  
Alivia Intan ◽  
Abdul Karim
Keyword(s):  
Early Childhood ◽  
Reading Skills ◽  
Early Reading ◽  
Qualitative Approach ◽  
Learning Method ◽  
Home Program ◽  
Case Study Design ◽  
Early Reading Skills ◽  
Real Work

The Dirosati method is the easiest method to apply to early childhood children. TPQ Nurul Falah is one of the Qur'an Education Parks located in Bringin Lawang Village, Jenggawah District, Jember Regency which uses the Dirosati learning method, using this method TPQ Nurul Falah has grown rapidly since 2002-now with approximately 500 students. The focus of the research studied in the Real Work Lecture from Home program is, 1) How is the implementation of the Dirosati method in improving the ability to read Quran in TPQ Nurul Falah, 2) How is the evaluation of the Dirosati learning method in improving the ability to read the Qur'an at TPQ Nurul Falah. The objectives in this program are 1) to describe the implementation of the Dirosati method in improving the ability to read the Quran in TPQ Nurul Falah, 2) to describe the evaluation of the Dirosati learning method in improving the ability to read the Quran in TPQ Nurul Falah. The approach used in this research is a qualitative approach (Juridical Empirical) and will be developed by researchers with a case study design, namely analyzing the application of the Dirosati method in developing early reading skills in children at TPQ Nurul Falah Bringin Lawang Jenggawah, as for the type of approach using the Triangulation method (Observation, interviews and documentation). Keywords: Dirosati Method, TPQ Nurul Falah, Reading the Quran Ability, Santri. Abstrak Metode Dirosati merupakan metode yang paling mudah diterapkan kepada anak-anak usia dini. TPQ Nurul Falah adalah salah satu Taman Pendidikan al-Qur’an yang berada di Desa Bringin Lawang, Kecamatan Jenggawah, Kabupaten Jember, yang menggunakan metode pembelajaran Dirosati, dengan menggunakan metode ini TPQ Nurul Falah berkembang pesat sejak tahun 2002 hingga sekarang dengan jumlah santri kurang lebih 500 orang. Fokus penelitian yang diteliti dalam program Kuliah Kerja Nyata dari rumah ini adalah 1) Bagaimana pelaksanaan metode dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah; 2) Bagaimana evaluasi metode pembelajaran dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah. Tujuan dalam program ini: 1)untuk mendiskripsikan pelaksanaan metode dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah, 2)untuk mendiskripsikan evaluasi metode pembelajaran dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah. Pendekatan yang digunakan dalam penelitian ini yaitu pendekatan kualitatif (yuridis empiris) dan akan dikembangkan oleh peneliti dengan desain studi kasus yakni menganalisa penerapan metode Dirosati dalam mengembangkan kemampuan baca sejak dini pada anak di TPQ Nurul Falah Bringin Lawang, Jenggawah, adapun jenis pendekatan dengan metode triangulasi (observasi, wawancara dan dokumentasi). Kata Kunci: Metode Dirosati, TPQ Nurul Falah, Kemampuan Membaca al-Qur'an, Santri

scholarly journals Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung

2020 ◽  
Vol 26 (1) ◽  
pp. 39
Author(s):  
Vismaia Sabariah Damaianti ◽  
Rosita Rahma ◽  
Meilani Puji Astini
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Skills ◽  
Early Reading ◽  
School Students ◽  
Remedial Program ◽  
Early Reading Skills ◽  
Abstract Words ◽  
Teachers And Parents ◽  
Simple Sentences

This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students seem to have difficulties in identifying similar consonant sounds, in identifying similarities in vowel and schwa sounds, in identifying sounds that are similar in sentences, and in identifying reversed sounds. Only 57% of students do not encounter obstacles. (4) 90% of students are capable of making sentences from random words, making sentences from words that are not sequential, correcting sentences that have wrong words, identifying simple sentences in paragraphs, and understanding simple sentences. (5) 70% of students have the ability to understand shapes, sizes, locations, and colors. This study has implications for the need for an integrated remedial program that can be used by both teachers and parents, especially for students who have difficulties with sound identification abilities.

scholarly journals Los precursores cognitivos tempranos de la lectura inicial: un modelo de aprendizaje en niños de 6 a 8 años

2019 ◽  
Vol 37 (2) ◽  
pp. 345-361
Author(s):  
Ana María De la Calle Cabrera ◽  
Fernando Guzmán-Simón ◽  
Eduardo García-Jiménez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Literacy ◽  
Primary Education ◽  
Language Skills ◽  
Rapid Automatized Naming ◽  
Childhood Education ◽  
Initial Reading ◽  
Educación Primaria ◽  
Naming Test

Los estudios en alfabetización temprana han analizado las relaciones antecedentes entre las habilidades cognitivas en la Educación Infantil y el logro de la lectura durante el proceso de aprendizaje instructivo. Esta investigación describe la capacidad de predicción de ciertas habilidades cognitivas en las primeras etapas instruccionales del aprendizaje lector en español.Los participantes de este estudio fueron 362 niños españoles evaluados por primera vez en 2º y 3º de Educación Infantil. Los instrumentos empleados en las evaluaciones de las competencias lingüísticas han sido la Batería de Inicio a la Lectura, la Batería de Evaluación de los Procesos Lectores, The Rapid Automatized Naming Test y el Test de Lectura y Escritura en Español. Los resultados delimitaron un modelo de ecuaciones estructurales para la predicción del rendimiento lector inicial en 1º y 2º de Educación Primaria. El modelo alcanzado, Modelo de Aprendizaje en la Lectura Inicial, delimitó las relaciones entre las habilidades del lenguaje oral y las habilidades relacionadas con el código escrito que actuaron como precursores del rendimiento lector inicial. El desempeño en la tarea de velocidad de denominación de letras en Educación Infantil se presentó como el mejor precursor de la eficiencia lectora en 1º y 2º de Educación Primaria. Los hallazgos del estudio realizan una contribución significativa a la investigación en alfabetización temprana en español como referente para el desarrollo de actuaciones pedagógicas y el logro de éxito lector. Early literacy studies analyzes the antecedent relationships between cognitive skills in preschool education and achievement of reading during the instructional learning process. This study describes the predictive capacity of certain cognitive abilities in the early instructional stages of Spanish learning. The participants of this study was 362 Spanish children evaluated in 2nd and 3rd year of Early Childhood Education (children aged 4 to 6 years) at the first time.The instruments used in the assessments of language skills have been the Beginning Reading Battery, the Reading Process Assessment Battery, The Rapid Automatized Naming Test and the Reading and Writing Test in Spanish. The results delimited a model of structural equations for the prediction of initial reading performance in 1st and 2nd year of Primary Education (6 to 8 years). The model reached, Learning Model in the Initial Reading, delimited the relations between the oral language skills and the skills related to the code that acts as precursors of the initial reader performance. The performance in the task of letters-naming speed at 2nd and 3rd of Early Childhood Education was presented as the best precursor of reading efficiency at 1st and 2nd year of Primary Education. The findings of study make a significant contribution to early literacy research in Spanish as a reference to develop of pedagogical actions for the achievement of reader success.

scholarly journals PENGGUNAAN MULTIMEDIA DAN ANIMASI INTERAKTIF TERHADAP KETERAMPILAN MEMBACA PERMULAAN SISWA

Instruksional ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Andriyani Andriyani ◽  
Happy Indira Dewi ◽  
Zulfitria Zulfitria
Keyword(s):  
Early Childhood ◽  
Statistical Analysis ◽  
Multiple Regression ◽  
Research Design ◽  
Experimental Research ◽  
Research Method ◽  
Reading Skills ◽  
Early Reading ◽  
Early Reading Skills ◽  
Interactive Animation

The purpose of this study was to determine the effect of the use of multimedia and interactive animation on early reading skills in early childhood. This research was conducted at TK Lab School FIP UMJ and Kindergarten Ketilang which involved 60 students in TK B group. The research method was using experimental research design statistics with 2x2 treatment with level design. The results of the multiple regression statistical analysis prove that multimedia and interactive animation have positive and significant effects. This can be proven from the results of the multiple regression statistical analysis it is known that Multimedia has a positive and significant effect on Early Reading Skills, meaning that multimedia and animation together (simultaneously) affect early reading skills.

scholarly journals PENGGUNAAN MEDIA BIG BOOK UNTUK MENINGKATKAN KETERAMPILAN MEMBACA KALIMAT SEDERHANA

2018 ◽  
Vol 4 (2) ◽  
pp. 212-242
Author(s):  
Latifah Hilda Hadian ◽  
Sugara Mochamad Hadad ◽  
Ina Marlina
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Early Reading ◽  
Class Ii ◽  
Psychological Problems ◽  
Research Subjects ◽  
Simple Sentences ◽  
Initial Reading

This research is motivated by minimal reading skills, so it can affect children's academic and psychological achievements. Psychological problems that arise due to the lack of initial reading skills, namely when working on tasks related to reading children interfere with friends by talking, making noise when friends do tasks, not completing assignments, refusing when asked to do very long tasks, especially tasks that have a lot of reading, difficulties when receiving long instructions, not thorough and in a hurry when doing tasks. Based on the results of observations in the field the researchers looked at the methods and models used by the teacher when the reading learning process was quite appropriate, but in the learning process they did not provide a picture or media of learning that could help understanding and attract children's attention. One alternative learning media that can be used in the learning of early reading especially reading simple sentences is with the use of Big Book media. This media is considered suitable for early reading learning because it adheres to the principle of general language science. The research method used was PTK, with research subjects of class II SD Negeri Rahayu Subang totaling 17 students. In general, the activities of class II students in learning Indonesian about the skills of reading simple sentences using Big Book media experienced positive developments, and there were improvements in the ability to read simple sentences.

scholarly journals DEVELOPING A TEXTBOOK WITH BIG BOOK MEDIA BASED BASAL READERS METHOD TO IMPROVE EARLY READING AT LOW CLASSES

2021 ◽  
Vol 5 (5) ◽  
pp. 1163
Author(s):  
Yani Agustiningrum ◽  
Slamet Utomo ◽  
Irfai Fathurrohman
Keyword(s):  
Elementary School ◽  
Reading Skills ◽  
Development Process ◽  
Early Reading ◽  
First Grade ◽  
T Test ◽  
Basal Readers ◽  
Validity Test ◽  
Early Reading Skills ◽  
Total Percentage

This study aimed to develop a basal readers method with Big Book media for educators and first grade students which was valid, practical, and effective. The development process was carried out based on Borg & Gill model which emphasized the context of needs (educators and students) so that a textbook for early reading skills could be produced through Big Book media based Basal Readers method. The results of the validity test, which was obtained from the validation of content, language, presentation, graphics, found that the total percentage was 93.10% with Very Valid category. Then, the results of the questionnaire revealed that the percentage of the teacher's response was 90.25% and for the students’ responses was 87.22% while the effectiveness of early reading based on the t-test showed that the value of t count > t table = 5.458 > 2.414. It was concluded that the textbook with big book media based basal readers method was feasible to be used in early reading at the lower grades of elementary school.

The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children

2020 ◽  
Vol 5 (1) ◽  
pp. 257
Author(s):  
Zulhendri Zulhendri ◽  
Jhoni Warmansyah
Keyword(s):  
Elementary School ◽  
Reading Ability ◽  
Reading Skills ◽  
Early Reading ◽  
Sampling Technique ◽  
The State ◽  
Average Score ◽  
School Students ◽  
Early Reading Skills ◽  
Academic Knowledge

Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.

Gender Differences in the Impact of North Carolina’s Early Care and Education Initiatives on Student Outcomes in Elementary School

2018 ◽  
Vol 34 (2) ◽  
pp. 377-407 ◽  
Author(s):  
Clara G. Muschkin ◽  
Helen F. Ladd ◽  
Kenneth A. Dodge ◽  
Yu Bai
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Early Childhood ◽  
Reading Skills ◽  
Early Care And Education ◽  
Early Care ◽  
Education Programs ◽  
Childhood Experiences ◽  
The Impact

Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender.

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