The effects of visual discrimination pretraining with word and letter stimuli on learning to read a word list in kindergarten children.

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

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The oral arithmetic vocabulary of kindergarten children

The Arithmetic Teacher ◽

10.5951/at.10.2.0081 ◽

1963 ◽

Vol 10 (2) ◽

pp. 81-83

Author(s):

Clifford J. Kolson

Keyword(s):

Word List ◽

Kindergarten Children ◽

Educational Activities ◽

Child Study ◽

Study Committee

Perhaps because of its relationship to educational activities, the vocabulary of children has been of great importance to the educator. One of the most significant studies was conducted by the Child Study Committee of the International Kindergarten Union1* in 1928. A word list of 2,596 words was compiled by making a frequency list from 893,266 running words spoken by kindergarten children and recorded by members of the committee. In 1960 the International Kindergarten Study was replicated by Kolson.2 This paper is based on the data gathered during the 1960 study.

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Spatial Orientation and Visual Discrimination

Perceptual and Motor Skills ◽

10.2466/pms.1970.31.3.943 ◽

1970 ◽

Vol 31 (3) ◽

pp. 943-946 ◽

Cited By ~ 2

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.

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Effects of Age and Reading Ability on Visual Discrimination

Perceptual and Motor Skills ◽

10.2466/pms.1981.52.2.537 ◽

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.

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

Journal of Reading Behavior ◽

10.1080/10862967909547308 ◽

1979 ◽

Vol 11 (1) ◽

pp. 69-71 ◽

Cited By ~ 1

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.

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