The effects of letter-name knowledge on learning to read a word list in kindergarten children.

1962 ◽  
Vol 53 (4) ◽  
pp. 181-186 ◽  
Author(s):  
Siegmar Muehl
Keyword(s):  
Word List ◽  
Kindergarten Children ◽  
Learning To Read

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

The oral arithmetic vocabulary of kindergarten children

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.

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.

scholarly journals Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read

2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
David D. Paige ◽  
William H. Rupley ◽  
Grant S. Smith ◽  
Crystal Olinger ◽  
Mary Leslie
Keyword(s):  
School District ◽  
Phonological Awareness ◽  
Kindergarten Students ◽  
Kindergarten Children ◽  
Urban School District ◽  
Regression Analyses ◽  
Children At Risk ◽  
Spelling Development ◽  
Learning To Read ◽  
Letter Naming

This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge (b = .332 and .518 for LK and PA, resp.), explaining 52.7% of the variance.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Auditory Perception of Rhyming in Kindergarten Children

1973 ◽  
Vol 16 (3) ◽  
pp. 482-487 ◽  
Author(s):  
June D. Knafle
Keyword(s):  
Sex Differences ◽  
Auditory Perception ◽  
Kindergarten Children ◽  
Different Types ◽  
Consonant Sounds

One hundred and eighty-nine kindergarten children were given a CVCC rhyming test which included four slightly different types of auditory differentiation. They obtained a greater number of correct scores on categories that provided maximum contrasts of final consonant sounds than they did on categories that provided less than maximum contrasts of final consonant sounds. For both sexes, significant differences were found between the categories; although the sex differences were not significant, girls made more correct rhyming responses than boys on the most difficult category.

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