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

Yıl 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

Öz

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.

Anahtar Kelimeler

Pre-reading activities, preschool education, games

Kaynakça

• Abdulai, A. (2014). The Place of Play in Ghana ’ s Early Childhood Education. Developing Country Studies, 4(20), 180–188.
• Adinolfi, S. (2012). “Teach the children well”: A case study of service-learning in the preschool classroom. ProQuest Dissertations and Theses, 139. Retrieved from http://ezproxy.usherbrooke.ca/login?url=http://search.proquest.com/docview/1095535316?accountid=13835\nhttp://sfxhosted.exlibrisgroup.com/sherbrooke?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+&+theses&sid=ProQ:Pr
• Ajideh, P. (2006). Schema–theory Based Considerations on Pre-reading Activities in ESP Textbooks. The Asian EFL Journal, 16, 1–19.
• Al-issa, A. S. M. (2010). ELT games and teacher beliefs : The use of games in teacher education in Oman. Reflection on English Language Teaching, 8(1), 35–52.
• AM Auleear Owodally. (2010). From Home to School: Bridging the Language Gap in Mauritian Preschools. Language Culture and Curriculum, 23(1), 15–33.
• Azizifar, A., Roshani, S., Gowhary, H., & Jamalinesari, A. (2015). The Effect of Pre-reading Activities on the Reading Comprehension Performance of Ilami High School Students. Procedia - Social and Behavioral Sciences, 192, 188–194. http://doi.org/http://dx.doi.org/10.1016/j.sbspro.2015.06.027
• Bachelor, S. Y. U., Master, A., Literature, W., & Faculty, T. (2005). the Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students ’ Motivation and.
• Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust. Retrieved from http://www.scholastic.com/teachers/article/collateral_resources/pdf/i/Reading_for_pleasure.pdf
• Dawson, & Bamman. (1963). Fundamentals of Basic Reading Instruction. 2nd Edition. David Mackay Co. Inc. New York.
• Echeverri, L., & McNulty, M. (2010). Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension. PROFILE Issues in Teachers’ Professional Development, 12(1), 107–123. Retrieved from http://goo.gl/eUFctI
• Fischel, J., Bracken, S. S., Fuchs-Eisenberg, A., Spira, E., Katz, S., & Shaller, G. (2007). Evaluation of Curricular Approaches to Enhance Preschool Early Literacy Skills. Journal of Literacy Research, 39(4), 471–501. http://doi.org/10.1080/10862960701675333
• Fisher, R. (2001). Philosophy in Primary Schools : fostering thinking skills and literacy. Reading, (July), 67–73.
• Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23(6), 462–466. http://doi.org/10.1016/j.cub.2013.01.044
• Ghamrawi, N. (2014). Multiple intelligences and ESL teaching and learning: An investigation in KG II classrooms in one private school in Beirut, Lebanon. Journal of Advanced Academics, 25(1), 25–46. http://doi.org/10.1177/1932202X13513021
• Graves. (1995). Scaffold Reading. Ukra Blackwell Publishers 108 Cowley.
• H, Y. (2013). Rewriting the curricular script: Teachers and children translating writing practices in a kindergarten classroom. Research on the Teaching of English, 48, 148–174.
• Hall, S. L., & Moats, L. C. (2000). Why Reading to Children Is Important. American Educator. Retrieved from http://search.proquest.com/docview/62446513?accountid=14182\nhttp://sfxhostedeu.exlibrisgroup.com/44SUS/?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:ericshell&atitle=Why+Reading+to+Children+Is+Important.&title=
• Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. http://doi.org/10.1016/S0885-2006(99)00038-1
• Hashemi, M., & Azizinezhad, M. (2011). Teaching English To Children: A Unique, Challenging Experience For Teachers, Effective Teaching Ideas. Procedia - Social and Behavioral Sciences, 30, 2083–2087. http://doi.org/10.1016/j.sbspro.2011.10.405
• Hayes, D. (2009). Non-native English-speaking teachers, context and English language teaching. System, 37(1), 1–11. http://doi.org/10.1016/j.system.2008.06.001
• Hermida, J. (2009). The Importance of Teaching Academic Reading Skills in First-Year University Courses. The International Journal of Research and Review, 3(September), 20–30.
• Herrera, G., Alcantud, F., Jordan, R., Blanquer, A., Labajo, G., & Pablo, C. De. (2008). Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders Two case studies. Autism, 12(2), 143–157. http://doi.org/10.1177/1362361307086657
• Huyen, N. T., & Nga, T. (2003). The effectiveness of learning vocabulary through games. Asian EFL Journal, 5(4).
• Johnson, E., Bornman, J., & Alant, E. (2010). Parents’ Perceptions of Home Reading Activities: Comparing Children with and without Learning Disability. Perspectives in Education, 28, 34–43. Retrieved from http://search.proquest.com/docview/754907602?accountid=15172\nhttp://sfx.library.yale.edu/sfx_local?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:ericshell&atitle=Parents’+Perceptions+of+Home+Reading+Activities:+
• Jones, C. D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators. Early Childhood Education Journal, 41(2), 81–89. http://doi.org/10.1007/s10643-012-0534-9
• Jung, S., & Sainato, D. M. (2013). Teaching play skills to young children with autism. Journal of Intellectual & Developmental Disability, 38(1), 74–90. http://doi.org/10.3109/13668250.2012.732220
• Kapantzoglou, M., Restrepo, M. A., & Thompson, M. S. (2012). Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. Language, Speech, and Hearing Services in Schools, 43(January), 81–96. http://doi.org/10.1044/0161-1461(2011/10-0095)a
• Kaplan, D., & Walpole, S. (2005). A Stage-Sequential Model of Reading Transitions: Evidence From the Early Childhood Longitudinal Study. Journal of Educational Psychology, 97(4), 551–563. http://doi.org/10.1037/0022-0663.97.4.551
• Kashinath, S., Woods, J., & Goldstein, H. (2006). Enhancing generalized teaching strategy use in daily routines by parents of children with autism. Journal of Speech, Language, and Hearing Research : JSLHR, 49(June), 466–485. http://doi.org/10.1044/1092-4388(2006/036)
• Kavi, R. K. (2015). Reading for pleasure among junior high school students : case study of the Saint Andrew ` s Anglican Complex Junior High School , Sekondi Reading for pleasure among junior high school students : case study of the Saint Andrew ` s Anglican Complex Junior H. Library Philosophy and Practice (e-Journal, 3.
• Kevan, A., & Pammer, K. (2009). Predicting early reading skills from pre-reading measures of dorsal stream functioning. Neuropsychologia, 47(14), 3174–81. http://doi.org/10.1016/j.neuropsychologia.2009.07.016
• Kim, J. S., & Quinn, D. M. (2013). The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions. Review of Educational Research (Vol. 83). http://doi.org/10.3102/0034654313483906
• Kim, J. S., Samson, J. F., Fitzgerald, R., & Hartry, A. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4-6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing, 23(9), 1109–1129. http://doi.org/10.1007/s11145-009-9198-2
• Klimova, B. F. (2013). Teaching English to Pre-school Children. Procedia - Social and Behavioral Sciences, 93, 503–507. http://doi.org/10.1016/j.sbspro.2013.09.228
• Lee, J.-A. (2009). Teachers’ sense of efficacy in teaching English, perceived English language proficiency, and attitudes toward the English language: A case of Korean public elementary school teachers. ProQuest Dissertations and Theses, 491–n/a. Retrieved from http://ezproxy.library.usyd.edu.au/login?url=http://search.proquest.com/docview/231498586?accountid=14757
• Lynch, C. L., Wolcott, S. K., & Associates, W. (2001). Helping Your Students Develop Critical Thinking Skills. Idea Paper, 37, 1–9.
• Mckey, S. L. (2002). Teaching English as an international language: rethinking goals and approaches. Oxford University Press.
• Meacham, S. (2014). Preschool teachers’ language use in sociodramatic play. Dissertation Abstracts International Section A: Humanities and Social Sciences. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-99130-514&site=ehost-live&scope=site
• Meisinger, E. B., Bloom, J. S., & Hynd, G. W. (2010). Reading fluency: implications for the assessment of children with reading disabilities. Annals of Dyslexia, 60(1), 1–17. http://doi.org/10.1007/s11881-009-0031-z
• Mifsud, C. L., Vella, R., & Camilleri, L. (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research in Education, 90(-1), 32–52. http://doi.org/10.7227/RIE.90.1.3
• Mihara, K. (2011). Effects of pre-reading strategies on {EFL/ESL} reading comprehension. {TESL} Canada Journal, 28(2), 51. http://doi.org/10.4304/jltr.1.5.569-577
• Mourão, S. (2014). Taking play seriously in the pre-primary English classroom. ELT Journal: English Language Teachers Journal, 68(3), 254–264. http://doi.org/10.1093/elt/ccu018
• Musa, N. C., Lie, K. Y., & Azman, H. (2012). Exploring English Language Learning And Teaching In Malaysia. Journal of Language Studies, 12(1), 35–51. http://doi.org/10.1111/j.1944-9720.2007.tb03201.x
• Musbalat, M. M. (2012). The effect of using educational games on students achievement in Enlish language for the primary stage. American International Journal of Contemporary Research, 4(9), 1–14.
• National Education Assessment Unit. (2014). Ghana 2013 Early Grade Reading Assessment and Early Grade Mathematics Assessment Report of Findings (Vol. 2014).
• Nunan, D. (2003). Practical English Language Teaching. NY:McGraw-Hill.
• Opoku-Amankwa, K., Brew-Hammond, A., & Mahama, A. K. (2012). Literacy in Limbo? Performance of Two Reading Promotion Schemes in Public Basic Schools in Ghana. Education Research International, 2012, 1–7. http://doi.org/10.1155/2012/479361
• Oppenheim-Leaf, M. L., Leaf, J. B., Dozier, C., Sheldon, J. B., & Sherman, J. a. (2012). Teaching typically developing children to promote social play with their siblings with autism. Research in Autism Spectrum Disorders, 6(2), 777–791. http://doi.org/10.1016/j.rasd.2011.10.010
• Owodally, A. A. (2011). ‘Multilingual Language and Literacy Practices and Social Identities in Sunni Madrassahs in Mauritius: A Case Study. Reading Research Quarterly, 46(2), 134–155.
• Owodally, A. M. A. (2013). Exposing preschoolers to the printed word: A case study of preschool teachers in Mauritius. Journal of Early Childhood Literacy (Vol. 13 ). http://doi.org/10.1177/1468798411429933
• Pakulski, L. a, & Kaderavek, J. N. (2012). Reading Intervention to Improve Narrative Production, Narrative Comprehension, and Motivation and Interest of Children with Hearing Loss. Volta Review, 112(2), 87–112. Retrieved from http://unc.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwTV3NCsIwDC6C4MXLQHv1BTba9SfddbIhTDxN1GPbtMeBuPfHdiqYW26BL_kSyB8hBwHSW4hgU22bSnxnNDIrFXNcg0-SUW7FeYCuleMfm_cFWYVpR8a-G4-n8vsMoAwmBa03mFtUDKJRDoSXOfVp5X0jPXInETlqr_MxFeS6biI4y-rIRKyVC4mp92Rr88z4NC-
• Pataki, K. W., Metz, A. E., & Pakulski, L. (2014). The effect of thematically related play on engagement in storybook reading in children with hearing loss. Journal of Early Childhood Literacy, 14(2), 240–264. http://doi.org/10.1177/1468798413480516
• Pemberton, L., & Road, L. (2009). Card Sorting Activities with Preschool Children. People and Computers, HCI 2009 –, 204–213.
• Piker, R. A. (2013). Understanding influences of play on second language learning: A microethnographic view in one Head Start preschool classroom. Journal of Early Childhood Research , 11 (2 ), 184–200. http://doi.org/10.1177/1476718X12466219
• Ping, M. T. (2014). Group interactions in dialogic book reading activities as a language learning context in preschool. Learning, Culture and Social Interaction, 3(2), 146–158. http://doi.org/10.1016/j.lcsi.2014.03.001
• Posada, C. V. S., & Angelica Maria Villami, l F. (2012). Application of Games for the Development of Speaking Skill in. Gshgahxaj, 622.
• Ricci, L. A. (2011). Exploration of reading interest and emergent literacy skills of children with down syndrome. International Journal of Special Education, 26(3), 80–91.
• Savage, F. J. (1998). Teaching Reading & Writing: Combining Skills, Strategies & Literature. Boston, McGraw-Hill Companies, Inc.
• Seidlhofer, B. (2004). 10. Research Perspectives on Teaching English As a Lingua Franca. Annual Review of Applied Linguistics, 24, 209–239. http://doi.org/10.1017/S0267190504000145
• Sekyi-Baidoo, Y. (2003). Learning and Communication. 2nd Edition, Infinity Graphics Ltd. Accra.
• Shah-Wundenberg, M., Wyse, D., & Chaplain, R. (2012). Parents helping their children learn to read: The effectiveness of paired reading and hearing reading in a developing country context. Journal of Early Childhood Literacy, 13(4), 471–500. http://doi.org/10.1177/1468798412438067
• Silinskas, G., Lerkkanen, M. K., Tolvanen, A., Niemi, P., Poikkeus, A. M., & Nurmi, J. E. (2012). The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1. Journal of Applied Developmental Psychology, 33(6), 302–310. http://doi.org/10.1016/j.appdev.2012.07.004
• Suggate, S. P., Schaughency, E. a., & Reese, E. (2013). Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly, 28(1), 33–48. http://doi.org/10.1016/j.ecresq.2012.04.004
• Thongyon, P., & Chiramanee, T. (2011). The Effects of Pre-reading Activities on Reading Comprehension Ability. In international Conference on Humanities and Social Sciences (pp. 1–15).
• Tsadidey, S. W. K. (2002). A Comprehensive Guide to the Principles and Practice ofEnglish Language Teaching fir Basic Level Practitioners. Ho Discovery Literature Center Ltd.
• VanderMaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Social contexts of development: Parent-child interactions during reading and play. Journal of Early Childhood Literacy, 9(3), 295–317. http://doi.org/10.1177/1468798409345112
• Waite, D. (2011). A Simple Card Trick: Teaching Qualitative Data Analysis Using a Deck of Playing Cards. Qualitative Inquiry, 17(10), 982–985. http://doi.org/10.1177/1077800411425154
• Walczyk, J. J., & Griffith-Ross, D. a. (2007). How important is reading skill fluency for comprehension? Reading Teacher, 60(6), 560–569. http://doi.org/10.1598/RT.60.6.6
• Wang, L., & Chen, M. (2010). The effects of game strategy and preference‐matching on flow experience and programming performance in game‐based learning. Innovations in Education and Teaching International, 47(1), 39–52. http://doi.org/10.1080/14703290903525838
• Wasik, B. a., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250. http://doi.org/10.1037/0022-0663.93.2.243
• Wolf, M., & Barzillai, M. (2009). The Importance of Deep Reading. Educational Leadership, 66(6), 32–37. http://doi.org/Article
• Wood, C. (2002). Parent-child pre-school activities can affect the development of literacy skills. Journal of Research in Reading, 25(3), 241–258. http://doi.org/10.1111/1467-9817.00173
• Wyse, D. U., & Goswami. (2013). The Development of Reading. In: Marsh J, Hall N and Larson J (eds) Handbook of Early Childhood Literacy (2nd Edition). London: SAGE. 500 Journal of Early Childhood Literacy 13(4) Downloaded from.
• Yamashita, J. (2004). Reading Attitudes in L1 and L2, and Their Influence on L2 Extensive Reading. Reading in a Foreign Language, 16(1), 1–19. Retrieved from http://eric.ed.gov/?id=EJ689107
• Yamat, H., Fisher, R., & Rich, S. (2014). Revisiting English Language Learning among Malaysian Children. Asian Social Science, 10(3), 174–180. http://doi.org/10.5539/ass.v10n3p174
• Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in Chinese children’s reading of English words. Journal of Educational Psychology, 99(4), 852–866. http://doi.org/10.1037/0022-0663.99.4.852
• Yolageldili, G., Arikan, A., & Yolageldİlİ, G. (2011). Effectiveness of Using Games in Teaching Grammar to Young Learners. Ocuklara Dilbilgisi Öğretiminde Oyun Kullanmanın Etkinliği, 10(1), 219–229. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67363107&site=ehost-live
• Yoon, H. S. (2015). Assessing children in kindergarten: The narrowing of language, culture and identity in the testing era. Journal of Early Childhood Literacy, 15(3), 364–393. http://doi.org/10.1177/1468798414548778
• Yuliana Yuliana. (2003). Teaching English To Young Learners Through Songs. K@ta, 5, 84–90. Retrieved from http://puslit2.petra.ac.id/ejournal/index.php/ing/article/view/15498