The impact of feedback and incentives on parental engagement, children's reading skills and motivation: a field experiment

2021 ◽  
Author(s):  
Vanessa Mertins
Keyword(s):  
Field Experiment ◽  
Reading Skills ◽  
Parental Engagement ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective

2021 ◽  
Vol 12 (3) ◽  
pp. 820-828
Author(s):  
Nurul Nabila Amirah Rostan Et.al
Keyword(s):  
Language Proficiency ◽  
Reading Skills ◽  
Structured Interview ◽  
Learning Session ◽  
Reading Methods ◽  
Proper Material ◽  
Children's Reading ◽  
Reading Activities ◽  
Teacher's Perspective ◽  
Children’S Reading

The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old pre-schoolers on reading open syllables. By using a qualitative approach, two teachers from a private pre-school in Shah Alam are chosen to participate in a semi-structured interview. Both teachers are experienced in the field of Malay literature, specifically in reading methods. The study has found that teachers used multisensory technique in reading lessons on how to read open syllables. It produced a positive effect towards the development of children’s reading skills. However, multisensory technique must be strengthened by using the proper material that is suitable for children to ensure its effectiveness.

scholarly journals EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Yousef Alshaboul
Keyword(s):  
Phonological Awareness ◽  
Reading Instruction ◽  
Prospective Teachers ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Efl Teachers ◽  
And Gender ◽  
Children's Reading ◽  
The Impact ◽  
Children’S Reading

Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness. 

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