Araştırma Makalesi
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Yıl 2016, , 35 - 42, 15.01.2016
https://doi.org/10.12973/eu-jer.5.1.35

Öz

Kaynakça

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

Yıl 2016, , 35 - 42, 15.01.2016
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.

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)
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Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA58CZ98AJ
Bölüm Araştırma Makalesi
Yazarlar

Aboagye Michael Osei Bu kişi benim

Qing Jing Liang Bu kişi benim

İhnatushchenko Natalia Bu kişi benim

Mensah Abrampah Stephen Bu kişi benim

Yayımlanma Tarihi 15 Ocak 2016
Yayımlandığı Sayı Yıl 2016

Kaynak Göster

APA Osei, A. M., Liang, Q. J., Natalia, İ., Stephen, M. A. (2016). The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. European Journal of Educational Research, 5(1), 35-42. https://doi.org/10.12973/eu-jer.5.1.35
AMA Osei AM, Liang QJ, Natalia İ, Stephen MA. The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. eujer. Ocak 2016;5(1):35-42. doi:10.12973/eu-jer.5.1.35
Chicago Osei, Aboagye Michael, Qing Jing Liang, İhnatushchenko Natalia, ve Mensah Abrampah Stephen. “The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education”. European Journal of Educational Research 5, sy. 1 (Ocak 2016): 35-42. https://doi.org/10.12973/eu-jer.5.1.35.
EndNote Osei AM, Liang QJ, Natalia İ, Stephen MA (01 Ocak 2016) The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. European Journal of Educational Research 5 1 35–42.
IEEE A. M. Osei, Q. J. Liang, İ. Natalia, ve M. A. Stephen, “The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education”, eujer, c. 5, sy. 1, ss. 35–42, 2016, doi: 10.12973/eu-jer.5.1.35.
ISNAD Osei, Aboagye Michael vd. “The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education”. European Journal of Educational Research 5/1 (Ocak 2016), 35-42. https://doi.org/10.12973/eu-jer.5.1.35.
JAMA Osei AM, Liang QJ, Natalia İ, Stephen MA. The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. eujer. 2016;5:35–42.
MLA Osei, Aboagye Michael vd. “The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education”. European Journal of Educational Research, c. 5, sy. 1, 2016, ss. 35-42, doi:10.12973/eu-jer.5.1.35.
Vancouver Osei AM, Liang QJ, Natalia İ, Stephen MA. The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. eujer. 2016;5(1):35-42.