TEACHING EARLY READING SKILLS TO CHILDREN WITH AUTISM USING MIMIOSPROUT EARLY READING

2013 ◽  
Vol 28 (3) ◽  
pp. 203-224 ◽  
Author(s):  
Corinna F. Grindle ◽  
J. Carl Hughes ◽  
Maria Saville ◽  
Kathleen Huxley ◽  
Richard P. Hastings
Keyword(s):  
Reading Skills ◽  
Early Reading ◽  
Children With Autism ◽  
Early Reading Skills

Code-related literacy profiles of kindergarten students with autism

Autism ◽  
2021 ◽  
pp. 136236132110259
Author(s):  
Emily J Solari ◽  
Alyssa R Henry ◽  
Ryan P Grimm ◽  
Matthew C Zajic ◽  
Anita McGinty
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Literacy ◽  
Reading Skills ◽  
Early Reading ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Early Reading Skills ◽  
Students With Autism

Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder ( N = 616) to investigate the development of critical early reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis to empirically derive profiles of early readers at kindergarten entry and the end of kindergarten. Results demonstrate the heterogenous nature of early reading skills for young school-aged students with autism spectrum disorder. Results have important implications for the early instruction and intervention of early reading for young children with autism spectrum disorder. Lay abstract Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder.

scholarly journals Social Cognitive Approach through Interactive Multimedia for Early Reading Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 32
Author(s):  
Indah Nurmahanani
Keyword(s):  
Reading Skills ◽  
Interactive Multimedia ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Early Reading ◽  
Cognitive Approach ◽  
Early Reading Skills ◽  
Social Cognitive Learning ◽  
Skill Scores ◽  
Post Test

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

scholarly journals UPAYA MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN MELALUI METODE SUKU KATA BERBASIS MEDIA KARTU GAMBAR PADA SISWA KELAS1 MI NURUS SHIBYAN AMBAT TLANAKAN PAMEKASAN

2021 ◽  
Vol 2 (2) ◽  
pp. 145-157
Author(s):  
Mutimmah Fawaid
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Reading Skills ◽  
Early Reading ◽  
Early Reading Skills ◽  
Average Value ◽  
The Third ◽  
Teacher Skills ◽  
The Media ◽  
The Subject

Abstrak Keterampilan membaca permulaan siswa masih rendah dikarenakan kurangnya keterampilan guru dalam mengolah pembelajaran menjadi menarik, hal ini menyebabkan siswa kurang antusias dalam membaca sehingga siswa lebih asyik bicara sendiri dengan teman sebangkunya. Penelitian ini memfokuskan pada: apakah ada peningkatan dalam membaca setelah menggunakan metode suku kata berbasis media kartugambar dan Apakahfaktor yang mempengaruhi dalam keterampilan membaca permulaan. Jenispenelitian ini adalah penelitian tindakan kelas sedangkan sabjeknya ialah seluruh siswa kelas 1 MI Nurus Shibyan Ambat dengan jumlah 18 siswa. Metode yang digunakan dalam pengumpulan data adalah wawancara, observasi, tes dan dokumentasi. Dalam membaca permulaan peneliti penggunaan metode suku kata berbasis media kartu gambar dari hasil tersebut terlihat adanya peningkatan keterampilan membaca permulaan pada siswa. Hal ini dibuktikan pada saat sebelum diberi tindakan nilai rata-rata dari seluruh siswa masih rendah yaitu 45,27, dan presentase ketuntasan klasikalsiswa 16,67%. Pada siklus I setelah diberi tidakanya itu dengan menggunakan metode suku kata berbasis media kartu gambar nilai rata-rata siswa meningkat menjadi 57,5 dan presentase ketuntasan klasikal sebesar 27,78%. pada siklus II nilai rata-rata siswa meningkat menjadi 67,5 sedangkan presentase ketuntasan siswa menjadi 55,56%. Dan pada pelaksanaan siklus III nilai rata-rata siswa meningkat menjadi 78,88 dan peningkatan presentase ketuntasan siswa mencapai 83,33%.  Kata Kunci: Membaca Permulaan, Suku Kata Berbasis Kartu Gambar Abstract Reading skills at the beginning of students are still low due to the lack of teacher skills in processing learning to be interesting, this causes students to be less enthusiastic in reading so that students are more engrossed in talking to themselves with their peers. This study focuses on: is there an increase in reading after using the syllabic media-based syllable method and what are the influencing factors in early reading skills. This type of research is classroom action research while the subject is all grade 1 students of MI NurusShibyanAmbat with a total of 18 students. The methods used in data collection are interviews, observation, tests and documentation. In reading the beginning of the researcher the use of the syllabus-based media method of the image card shows that there is an increase in students' beginning reading skills. This was evidenced at the time before being given an action the average value of all students was still low at 45.27, and the percentage of classical completeness of students was 16.67%. In the first cycle after being given the act of using syllables based on the media card the average value of students increased to 57.5 and the percentage of classical completeness was 27.78%. in cycle II the average value of students increased to 67.5 while the percentage of student completeness to 55.56%. And in the implementation of the third cycle the average value of students increased to 78.88 and the percentage ofstudentscompleteness reached 83.3%. Keywords: Reading Beginning, Syllables Based On Picture Cards

Growth in early reading skills from kindergarten to third grade

2004 ◽  
Vol 29 (3) ◽  
pp. 312-332 ◽  
Author(s):  
Deborah L. Speece ◽  
Kristen D. Ritchey ◽  
David H. Cooper ◽  
Froma P. Roth ◽  
Christopher Schatschneider
Keyword(s):  
Reading Skills ◽  
Early Reading ◽  
Third Grade ◽  
Early Reading Skills

Segmenting two-phoneme syllables: Developmental differences in relation with early reading skills

2004 ◽  
Vol 90 (1-3) ◽  
pp. 338-352 ◽  
Author(s):  
Astrid Geudens ◽  
Dominiek Sandra ◽  
Wim Van den Broeck
Keyword(s):  
Reading Skills ◽  
Early Reading ◽  
Developmental Differences ◽  
Early Reading Skills

The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills

2008 ◽  
Vol 29 (4) ◽  
pp. 327-365 ◽  
Author(s):  
Julie S. Lynch ◽  
Paul van den Broek ◽  
Kathleen E. Kremer ◽  
Panayiota Kendeou ◽  
Mary Jane White ◽  
...  
Keyword(s):  
Reading Skills ◽  
Early Reading ◽  
Narrative Comprehension ◽  
Early Reading Skills
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