The effects of visual discrimination pretraining on learning to read a vocabulary list in kindergarten children.

1960 ◽  
Vol 51 (4) ◽  
pp. 217-221 ◽  
Author(s):  
Siegmar Muehl
Keyword(s):  
Visual Discrimination ◽  
Kindergarten Children ◽  
Learning To Read ◽  
Vocabulary List

Reading Readiness Test For Kindergarten Children

2012 ◽  
Author(s):  
Kee Jiar Yeo ◽  
Othman Md. Johan
Keyword(s):  
Listening Comprehension ◽  
Reading Skills ◽  
Developmental Process ◽  
High Reliability ◽  
Reading Readiness ◽  
Kindergarten Children ◽  
Sight Words ◽  
Learning To Read ◽  
Reading Key ◽  
Letter Sound

Belajar membaca ialah suatu proses perkembangan yang berlaku secara berterusan dan kesediaan merupakan konsep yang wujud dalam pelbagai peringkat belajar membaca tersebut. Kesediaan membaca pula biasanya dikatakan sebagai peringkat paling awal dalam kemahiran membaca secara tidak formal yang membabitkan kanak-kanak. Kesediaan membaca melibatkan tret asas umum yang dapat membantu kanak–kanak memulakan alam akademiknya tanpa banyak menghadapi masalah. Sebagai usaha mengkaji kebolehan aspek kognitif dalam kemahiran membaca, ujian kesediaan membaca dalam bahasa Melayu telah dibangunkan. Ujian ini merangkumi enam aspek, iaitu diskriminasi visual, kesedaran fonologi, huruf dan hubungan huruf–bunyi, melengkapkan ayat berpandukan huruf, kata pandang–sebut, dan pemahaman lisan. Ujian ini telah diberikan kepada 130 orang kanak–kanak tadika yang dipilih secara rawak daripada enam buah tadika untuk menentukan kestabilan psikometrik ujian tersebut. Analisis uji–uji semula yang dijalankan menunjukkan bahawa ujian yang dibangunkan mempunyai kebolehpercayaan yang agak tinggi, iaitu lebih daripada 0.80, justeru menunjukkan kegunaan pragmatis ujian ini. Diharapkan ujian ini dapat membantu pihak tadika dalam mengenal pasti kanak–kanak yang memerlukan penumpuan khusus dalam proses pembelajaran merkea, terutamanya dalam aspek membaca. Kata kunci: Kesediaan; kesediaan membaca; ujian kesediaan membaca Learning to read is an on–going developmental process and readiness is just a concept in the various stages of learning to read. Reading readiness is often referred as the earliest stage of informal reading skills that involve young children. It is the basic common traits which would help a child to begin his academic endeavour without much difficulties. To study the ability of cognitive aspect on reading, a reading readiness test in bahasa Melayu was developed. This test consists of six aspects, namely visual discrimination, phonological awareness, letter and letter–sound relationship, aural cloze with letter, sight words, and listening comprehension. This test was given to 130 kindergarten children randomly selected from six kindergartens to determine its psychometric stability. A test–retest analysis shows that the test has a fairly high reliability of more than 0.80, hence suggests its pragmatic utility. It is hoped that the test would enable kindergarten authority in identifying students who need special attention in their learning process, specifically in reading. Key words: Readiness; reading readiness; reading readiness test

Spatial Orientation and Visual Discrimination

1970 ◽  
Vol 31 (3) ◽  
pp. 943-946 ◽  
Author(s):  
John T. Becker
Keyword(s):  
Spatial Orientation ◽  
Visual Discrimination ◽  
Kindergarten Children ◽  
The Other ◽  
Chronological Age ◽  
Experimental Task ◽  
Discrimination Test ◽  
Visual Motor

An experimental Visual Discrimination Test of Words was administered to two groups of 32 kindergarten children each, matched for chronological age, intelligence, and sex. One group was identified as having visual perceptual problems in spatial orientation on the Bender Visual-motor Gestalt Test; the other group displayed adequate spatial orientation on the Bender. The data indicated that the experimental task discriminated between Ss with adequate spatial orientation and Ss with poor spatial orientation on the Bender. Ss with developmental lag or deficits in spatial orientation tended to do poorly on both the word-related and non-word-related tasks.

Effects of Age and Reading Ability on Visual Discrimination

1981 ◽  
Vol 52 (2) ◽  
pp. 537-538
Author(s):  
Tullia Musatti ◽  
Luciano Mecacci ◽  
Paola Di Pietro
Keyword(s):  
Visual Discrimination ◽  
Reading Ability ◽  
Older Children ◽  
Learning To Read ◽  
Visual Skills

60 children were shown 45 pairs of cartoons with the task of searching through the first cartoon and detecting which sequence of colors, geometrical patterns, or letters had the same couple of elements drawn in the second cartoon. Older children and those who were able to read performed better. The results' confirm the hypothesis that the development of some visual skills is a by-product of learning to read.

Learning to Read Words: Effects of Overlearning and Similarity on Stimulus Selection

1979 ◽  
Vol 11 (1) ◽  
pp. 69-71 ◽  
Author(s):  
Cail Spring ◽  
Nancy Gilbert ◽  
Julius Sassenrath
Keyword(s):  
Kindergarten Children ◽  
Stimulus Selection ◽  
Similar Group ◽  
Learning To Read ◽  
Additional Training ◽  
Generalization Errors ◽  
Transfer Tasks

Kindergarten children needed more trials to learn a list of similar than dissimilar words but made fewer over-generalization errors on subsequent transfer tasks. A third group of children, trained on the dissimilar list, was given overlearning trials to make up for the additional training trials needed by the similar group. While the overlearning and similar groups did not differ on over-generalization errors, both made fewer errors than were made by the dissimilar group. The authors conclude that over-generalization errors fade with over-learning and should not unduly alarm teachers.

The role of visual discrimination in the learning-to-read process

2007 ◽  
Vol 22 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Stacey E. Woodrome ◽  
Kathy E. Johnson
Keyword(s):  
Visual Discrimination ◽  
Learning To Read

scholarly journals Building the readings scale to teach reading and writing to the student of the first grade

2020 ◽  
Vol 1 (1) ◽  
pp. 39-57
Author(s):  
Dawoud. D. Helles ◽  
Mahmoud. M. Alrantesi
Keyword(s):  
Visual Discrimination ◽  
First Grade ◽  
Male And Female ◽  
Learning To Read ◽  
Reading And Writing ◽  
Readiness To Learn ◽  
Training Courses ◽  
Males And Females ◽  
The Mean ◽  
The Impact

The study aimed at designing the readiness scale of learning to read and write for first grade students when they entered school, and to reveal the impact of the scale in the development of their abilities and the degree of readiness to learn to read and write. The sample of the study consisted of (64) male and female pupils from the first-grade students in Dar Al Arqam Islamic Model School in Gaza. The questions and its vocabulary were constructed in the light of readiness skills for learning to read and write. The scale consisted of (30) questions divided into (5) skills: (visual discrimination, auditory recall, auditory discrimination, auditory recall, auditory interpretation). It was applied to the research sample, the researchers found that there were statistically significant differences at the mean level (α = 0.05) in the average readiness to learn literacy between males and females in favor of females. The researchers recommended the need to hold training courses for teachers of kindergarten to deal with the skills necessary for reading and writing readiness.

Sign in / Sign up

Export Citation Format

Share Document