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

Year 2016, , 35 - 42, 15.01.2016

Aboagye Michael Osei Qing Jing Liang İhnatushchenko Natalia Mensah Abrampah Stephen

https://doi.org/10.12973/eu-jer.5.1.35

Abstract

Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals’ mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle solving, match making) and reading skills achievement remain depressingly scanty in Ghana. This study in the light of foregoing atmosphere explored how pre-reading activities facilitate pre-reading and reading skills among preschoolers with the use of randomized experimental control groups design which adopted pre and post-test of two classes, as well as observation guides to diagnose the problem of reading among the KG children in the two groups (control and treatment groups). The findings from these experimentations clearly portrayed the significant influence that pre-reading activities exert on the level of preschoolers reading skills achievements. Upon thorough analysis, and discussions predicated on the research outcome, it has been recommended that preschool educators incorporate levelappropriate pre-reading activities to enrich Preschool Education in Ghana.

Keywords

Pre-reading activities, preschool education, games

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