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Journal articles on the topic 'Children Books and reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.

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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others,

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Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (June 1, 2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.

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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietn

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Le Thuy, Tien. "Reading picture book activities in the preschool." Journal of Science Educational Science 67, no. 4A (December 2022): 204–14. http://dx.doi.org/10.18173/2354-1075.2022-0107.

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This study aims to present the teachers’ view on making picture book reading a part of the teaching process in kindergarten, and how picture books were used to interact with children in purposeful activities. Quantitative and qualitative methods are combined to determine the current situation of using picture books and the effectiveness of organizing picture book reading activities for children in preschool. Research results show that most preschool teachers rate picture books as suitable learning materials to use in children's education programs. Children have positive reactions and express p

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Babayeva, Dono R., and Gulnara Kh Jumasheva. "CHILDREN OF PRESCHOOL AGE AWAKENING INTEREST IN THE BOOK." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 02 (February 1, 2022): 42–46. http://dx.doi.org/10.37547/pedagogics-crjp-03-02-08.

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This article discusses children of preschool age awakening interest in the book. In today's world of modern technology and tools, engaging children in reading and engaging them in the reading process remains a daunting task. The book is the basis of all creativity, ingenuity and intellect. He is a life coach. There is no better friend in the world than a book. Special attention should be paid to increasing children's interest in reading, making them friends with books and improving their reading skills. In order to prepare a child for a successful school education, it is necessary to create th

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Simoncini, Kym, Hilary Smith, and Lara Cain Gray. "Culturally relevant reading books for Papua New Guinean children: Their reading rights and preferences." Australasian Journal of Early Childhood 45, no. 4 (October 22, 2020): 348–61. http://dx.doi.org/10.1177/1836939120966091.

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Children have a right both to read and to see their lives mirrored in books. In this study we explored young Papua New Guinean children’s reading preferences of 500 digital books. The books were created as part of a large project aimed at improving elementary (Preparatory to Year 2) children’s literacy skills in Papua New Guinea. Reading materials are scarce in Papua New Guinea and typically offer children windows into other contexts. This was addressed through a collaborative approach with Papua New Guinean and international writers to develop culturally relevant books. Dashboard data from th

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Durfee, Sarah. "READING BOOKS FOR CHILDREN." American Biology Teacher 73, no. 1 (January 1, 2011): 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.c.

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Durfee, Sarah. "READING BOOKS FOR CHILDREN." American Biology Teacher 73, no. 1 (January 1, 2011): 52. http://dx.doi.org/10.1525/abt.2011.73.1.11.d.

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Sattar Chaudhry, Abdus. "Student response to e-books: study of attitude toward reading among elementary school children in Kuwait." Electronic Library 32, no. 4 (July 29, 2014): 458–72. http://dx.doi.org/10.1108/el-04-2012-0041.

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Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings

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Shinta Mutiara and Agni Noorgianib. "PROFIL MINAT MEMBACA ANAK USIA 4 – 5 TAHUN (Studi Deskriptif Pada Anak Usia 4 – 5 Tahun di RA Muhammad Iqbal Kota Cimahi)." Jurnal Pendidikan dan Kebudayaan 2, no. 1 (March 21, 2022): 9–13. http://dx.doi.org/10.55606/jurdikbud.v2i1.146.

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Interest in reading is one of the provisions for children to be successful in both academic and non-academic fields, it is appropriate that interest in reading should be grown from an early age. This study aims to perceive the profile in children’s reading interest at the aged 4-5 years and to analyze the background of the behavior in which reading interest appears. Qualitative descriptive method as used in this study, portraying the profile of interest in reading with the data collections process by observation and interview. 70% of children aged 4-5 years at RA Muhammad Iqbal show their enth

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Li, Chen. "A Study on the Impact of Digital Picture Book Reading on Children's Reading Literacy." Communications in Humanities Research 34, no. 1 (May 21, 2024): 5–9. http://dx.doi.org/10.54254/2753-7064/34/20240078.

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With the advent of the Internet era, digital picture books, as a booming reading resource for children, have gradually become the starting point for most children to read. However, digital reading also faces issues such as information overload and distraction, and further attention should be paid to children's reading literacy in the digital reading environment. Therefore, this article selects 26 students from a kindergarten in Shangqiu City, Henan Province, China as the research subjects. The subjects are divided into an experimental group and a control group for a one-month comparative study

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Rahman, Muzdalifah M. "Melejitkan Linguistic Intelegence melalui Gemar Membaca." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 3, no. 1 (January 25, 2019): 135. http://dx.doi.org/10.21043/thufula.v3i1.4657.

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<p>Linguistic Intelligence, a person’s ability and sensitivity to interpret the<br />wording, is able to use words effectively, both orally and in writing. Intelligence of this type are identified by Gardner much involved in reading, writing, speaking,<br />and listening. Reading ability is influenced by several factors, including 1) fluency in reading, 2) the ability to hear, 3) the ability to see, 4) environmental influences, 5) emotional factors, and 6) the child’s intelligence. Some of these factors so as to be an influence in the child’s reading ability, therefore, in th

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Sumaryanti, Lilis. "Menumbuhkan minat baca anak MI/SD dengan media buku bergambar seri." AL-ASASIYYA: Journal Of Basic Education 4, no. 2 (May 20, 2020): 173. http://dx.doi.org/10.24269/ajbe.v4i2.2699.

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Interest in reading Indonesian people, especially the level of MI/SD children is still relatively low because they prefer playing online games, watching television etc. This factor causes their ability to read is still lacking. In addition, there are reading books (both storybooks and textbooks) in school institutions that are still monotonous with colourless pictures so that children are easily bored and are not interested in reading them. Based on the above phenomenon, the reading interest of MI/SD children must be increased by the teacher because "books are a repository of knowledge and rea

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Kaiser, Jeanette L., Thandiwe Ngoma, Peter C. Rockers, Günther Fink, Allison Juntunen, Davidson H. Hamer, Ben Chirwa, and Nancy A. Scott. "A Qualitative Assessment of Community Acceptability and Use of a Locally Developed Children&#8217;s Book to Increase Shared Reading and Parent-Child Interactions in Rural Zambia." Annals of Global Health 89, no. 1 (April 27, 2023): 28. http://dx.doi.org/10.5334/aogh.3920.

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Introduction: Early reading interventions hold promise for increasing language and literacy development in young children and improving caregiver-child interactions. To engage rural caregivers and young children in home reading, Zambian child psychologists and education specialists developed a culturally representative, local language children’s book targeted at pre-grade 1 children. Objectives: We qualitatively assessed community acceptability and use of the book distributed to households with young children in two provinces of Zambia. Methods: We conducted 15 focus group discussions (FGDs) w

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Kurniati, Tuti. "PENGELOLAAN POJOK BACA SEBAGAI UPAYA MEMBANGUN KARAKTER ANAK DI RT 006/RW 18 KELURAHAN SUNGAI BANGKONG PONTIANAK KOTA." Jurnal Buletin Al-Ribaath 15, no. 1 (June 12, 2018): 80. http://dx.doi.org/10.29406/br.v15i1.1133.

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ABSTRACTThe reading interest of Indonesian children is in the category of concern. There many factors the cause of low children's interest in reading, from economic factors to environmental factors. RT 06 / RW 08, the Bangkong River Village is one of the areas in the city of Pontianak that needs to be improved the reading interest. In this environment still do not have the facilities and infrastructure that can facilitate school-age children to gain knowledge through reading activities. Even if the child's interest in reading has been stimulated from an early age, it can build morals and moral

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Beck, Cathy, Susie Bargiel, Dick Koblitz, Anne O’Connor, Kathryn Mitchell Pierce, and Susan Wolf. "Books for Summer Reading." Language Arts 75, no. 4 (April 1, 1998): 320–28. http://dx.doi.org/10.58680/la19983298.

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Describes what some fifth-grade students read in the summer and why. Discusses 39 children’s books in the following categories: summer experiences, trips and journeys, family experiences, and the lives of children in troubled times. Offers an excerpt from a discussion of middle school readers in response to reading the books on children in troubled times.

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Retoliah, Retoliah, Kasmiati Kasmiati, and Heru Kurniawan. "Management of Book Reading Curriculum in the Family to Develop an Interest in Reading in Early Children." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, no. 1 (March 24, 2023): 181–88. http://dx.doi.org/10.37680/qalamuna.v15i1.2374.

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Reading books by parents to children in the family is essential to manage properly. This study aimed to find and explain the management of parents' book reading curriculum in early childhood in family life. This study uses qualitative field research, which focuses on examining texts in references and research articles that discuss the introduction of literacy and reading activities in the family. The data collection technique used is documentation in the form of data sources from various reference sources, both journal articles, research results, and reference books. Data analysis techniques a

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Wu, Zhaoqi, and Fadzilah Amzah. "A comparative study on the effects of e-picture books and printed books on story comprehension and reading motivation among Chinese preschoolers." Forum for Linguistic Studies 5, no. 3 (November 8, 2023): 1954. http://dx.doi.org/10.59400/fls.v5i3.1954.

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With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly

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Robertson, Sarah-Jane L., and Elaine Reese. "The very hungry caterpillar turned into a butterfly: Children's and parents' enjoyment of different book genres." Journal of Early Childhood Literacy 17, no. 1 (July 25, 2016): 3–25. http://dx.doi.org/10.1177/1468798415598354.

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This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and

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Ismail, Adlina, and Normah Yusof. "READABILITY OF ESL PICTURE BOOKS IN MALAYSIA." Journal of Nusantara Studies (JONUS) 1, no. 1 (June 26, 2016): 60. http://dx.doi.org/10.24200/jonus.vol1iss1pp60-70.

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Predicting readability of a reading text for second language learners is important for teachers, educators, and other concerned parties to make sure the text matches targeted readers’ proficiency. Suitable reading materials would promote language development among readers, especially children. In Malaysia nowadays, English story books for children which are published locally can be easily found in libraries or bookstores. However, the readability of these reading materials has remained uncovered. Hence, this study aimed to investigate the readability of Malaysian English children story books o

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Reich, Stephanie M., Joanna C. Yau, Ying Xu, Tallin Muskat, Jessica Uvalle, and Daniela Cannata. "Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book." AERA Open 5, no. 3 (July 2019): 233285841987838. http://dx.doi.org/10.1177/2332858419878389.

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Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3–5 years) to be read the same book (1) with auto-narration on a tablet or 2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also score

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Shaji, Siby. "Embracing the Forbidden Pages: The Importance of Children Reading Banned Books." Praxis International Journal of Social Science and Literature 6, no. 8 (August 25, 2023): 112–28. http://dx.doi.org/10.51879/pijssl/060814.

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This article delves into the significance of children engaging with banned books, illuminating how such literature fosters a multifaceted learning experience. By navigating through various thematic lenses, this discourse reveals the manifold advantages of allowing young readers to explore these controversial texts. From cultivating independent thought and fostering diversity appreciation to nurturing resilience and championing freedom of expression, the analysis showcases the profound impact of banned books on children's cognitive and emotional development. Through their portrayal of real-life

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Pratikno, Heru. "Pemanfaatan Kamus Bergambar Sebagai Sarana Peningkatan Literasi Membaca Pada Anak 5-6 Tahun." Jurnal Kajian Anak (J-Sanak) 5, no. 01 (December 22, 2023): 76–86. http://dx.doi.org/10.24127/j-sanak.v5i01.4922.

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Reading activity is something that is now rarely done by today's children. One reason is that many of them do not know the meaning of the words or terms contained in the book. That way, they do not fully understand the substance of the book they are reading so they become lazy to read other textbooks. Therefore, it is necessary to introduce a dictionary for them to make it easier for them to find out difficult things from the books they read. In addition, this study also aims to find out other benefits of introducing dictionaries to young children. The research method used in this study is a q

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Jing, Li, and Cheng Hsu. "The Intervention of Picture Books on Children with Specific Language Impairment: Progress, Challenges, and Prospects." English Language Teaching 16, no. 6 (May 26, 2023): 136. http://dx.doi.org/10.5539/elt.v16n6p136.

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Compared with ordinary children, children with specific language impairment (SLI) have delayed language development, poor reading comprehension, and greater difficulties in learning. As a widely used teaching intervention method, picture books can promote the development of reading comprehension, oral narrative, emotion, and social communication in the study of language intervention for children with special language impairment. However, the specific mechanism of picture books for children with SLI is still unclear. Therefore, this article sorts out and reviews the language barrier symptoms of

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Lia Roikhanatus Sa’adah and Uzer Mustagfirin. "Penyelenggaraan Teras Baca Sebagai Solusi Guna Meingkatkan Miat Baca Anak Di Masa Pandemi Covid-19 Di Dusun Jatisari, Desa Krenceng, Kecamatan Kepung, Kabupaten Kediri." Jurnal Pengabdian kepada Masyarakat Desa (JPMD) 2, no. 3 (December 27, 2021): 192–208. http://dx.doi.org/10.58401/jpmd.v2i3.628.

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Books are one of the sources of knowledge that add insight. By reading one can find out what is in the corner of the world. This makes books often referred to as a window to the world. Book reading is also an activity that has many benefits and is well applied at the earliest possible age or the age of children. But in fact, not many children have a high interest in reading due to several factors. Especially like today where the development of technology is very fast and rapid causing all information to be easily obtained through gadgets. So that the activity of reading books began to be aband

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Harries, Judith. "Reading about Winter." Early Years Educator 23, no. 5 (December 2, 2021): S12—S13. http://dx.doi.org/10.12968/eyed.2021.23.5.s12.

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One of my favourite activities in Winter is to curl up with a good book on the sofa, whatever the weather outside. Take a look at this selection of books about winter, both stories and non-fiction, to share with the children in your setting and use the activities to help them discover more about the changes of the seasons.

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HANDAYANI, Lidia, Evelyn HANASETA, and Ibnu FAZHAR. "BUILDING LITERACY CULTURE THROUGH PARENT INVOLVEMENT ON EARLY AGED CHILDREN IN SUKARAPIH VILLAGE, TAMBELANG, BEKASI, WEST JAVA." ICCD 3, no. 1 (October 27, 2021): 364–66. http://dx.doi.org/10.33068/iccd.vol3.iss1.380.

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To build Children habit on read to more frequently at an early age required several efforts. Study has been conducted in Sukarapih Village, Bekasi, West Java, Indonesia to examines the effect of parental involvement on children early aged and the effect of child’s own reading and other cognitive skill. Current condition in Sukarapih Village is children’s literacy skill was still low. Some factors effected this condition are (a) Parents did not encourage their child to reading more books therefore child more interest on gadgets or watching television (b) lack of facilities and infrastructure fo

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Roumba, Evanthia, and Iolie Nicolaidou. "Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 16 (August 31, 2022): 59–73. http://dx.doi.org/10.3991/ijim.v16i16.31741.

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Augmented Reality (AR) books show potential to increase young learners’ reading motivation, which is important given children's declining reading motivation over the school years. Previous studies measured reading motivation only in higher education and only after users’ experience with AR. Few empirical studies have focused on school-aged children and those examined attitudes, not motivation. This study aimed to: a) examine how young children's motivation changes through the experience of reading AR books and b) document their attitudes and behaviors after this experience. Participants in thi

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Girsang, Martina, Roh Meidar Lafau, Riska Wati Sihombing, Ruth Mutiara Br Sinaga, and Hertina Angelina Br Hutahayan. "Steps in Introducing Reading Books to Children." International Journal of Education and Digital Learning (IJEDL) 1, no. 3 (February 20, 2023): 89–96. http://dx.doi.org/10.47353/ijedl.v1i3.15.

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The purpose of the article is to educate the children by reading books. It shows the step by step in introducing reading books to children. An introducing reading books to children on the early age is important. Books are a storehouse of knowledge that needs to be presenting to the children until they grow up . The role of parents towards children is very important because the way parents educate children will determine their abilities and creativity for their future. Parents should be responsible for the growth and development of children in building children's character by introducing small

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Brown, Michelle I., Marleen F. Westerveld, and Gail T. Gillon. "Early Storybook Reading with Babies and Young Children: Parents' Opinions and Home Reading Practices." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 69–77. http://dx.doi.org/10.23965/ajec.42.2.09.

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PARENTS' ( n = 113) OPINIONS OF early storybook reading (ESR) with their baby or toddler (newborn to three-years-old) and their home reading practices were explored using a questionnaire. Parents from both a more advantaged socioeconomic area and less advantaged socioeconomic area were included. The results signified that parents value ESR and participate in regular ESR with their baby. However, data suggests that some parents have difficulty choosing suitable books and have limited knowledge of how to promote early communication skills while sharing the storybook with their baby. Parents from

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Appel, Charlotte, and Nina Christensen. "Veje til viden om børns bøger og læsning 1750-1850 via Det Kgl. Bibliotek." Fund og Forskning i Det Kongelige Biblioteks Samlinger 58 (March 9, 2019): 21. http://dx.doi.org/10.7146/fof.v58i0.125296.

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Charlott e Appel og Nina Christensen: Avenues to Knowledge about Children’s Books and Reading 1750-1850 via The Royal Library Based on the Royal Danish Library’s collections, the article identifies paths to reading material published for children in Denmark c. 1750-1850, as well as to children’s experiences with books and the world of books in homes, schools and on the book market. This was a period of major changes with regard to the number of publications for children, to subject choices and equipment, and to the reading cultures, in which children took part. By focusing on the use of

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Muhinyi, Amber, and Anne Hesketh. "Low- and high-text books facilitate the same amount and quality of extratextual talk." First Language 37, no. 4 (March 6, 2017): 410–27. http://dx.doi.org/10.1177/0142723717697347.

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Recent research suggests that caregiver–child extratextual talk during shared book reading facilitates the development of preschool children’s oral language skills. This study investigated the effects of the amount of picturebook text on mother–child extratextual talk during shared book reading. Twenty-four mother–child dyads (children aged 3;01–3;11) were video-recorded as they read two books: low text and high text. Book reading interaction was transcribed, and mothers’ extratextual talk coded for level of abstraction, mean length of utterance and lexical diversity. The mean number of extrat

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RAHAYU, Puji, Heryanti HERYANTI, Nirmala RAHMI, Berliana FAJRINA, and Wawan GUNAWAN. "DIGITAL BOOK FOR IMPROVING LITERACY IN CHILDREN AT THE RUMI BANTAR GEBANG READING CENTER." ICCD 5, no. 1 (November 27, 2023): 382–87. http://dx.doi.org/10.33068/iccd.v5i1.631.

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According to a survey conducted by the Program for International Student Assessment (PISA) which was released by the Organization for Economic Cooperation and Development (OECD) in 2019 stated that Indonesia ranked 62nd out of 70 countries with regard to literacy levels. with literacy levels. Based on this survey, one way to increase Indonesian people's interest in reading is by teaching literacy education from an early age. From some of the research results that have been reviewed, we have not found any research that designs or creates e-book applications as a way to improve literacy. researc

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Sun, Baoqi, Chin Ee Loh, and Xiao Lan Curdt-Christiansen. "Leisure reading in multilingual Singapore." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 313–39. http://dx.doi.org/10.1558/jmtp.17610.

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What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoy

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Hikmaturrahmah, Hikmaturrahmah. "KONSEP IQRA’ PADA ANAK USIA DINI." Musawa: Journal for Gender Studies 12, no. 2 (December 31, 2020): 297–310. http://dx.doi.org/10.24239/msw.v12i2.673.

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The command to iqra in Qur'an as the first revelation is a concept of command to read. In this context, the word iqra (read) means an activity to get to know, comprehend, analyze, observe, and learn all things in life. It could also be specifically interpreted as reading books. The book here is not limited to Qur'an, but each and every beneficial thing. Children are blank slates of human that must be introduced to books and reading. However, it is obvious that there is a difference in teaching reading to early childhood and to adults. Reading is an enjoyment for children, full of pictures and

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Kleeck, Anne van, and Amy Beckley-McCall. "A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings." American Journal of Speech-Language Pathology 11, no. 2 (May 2002): 175–89. http://dx.doi.org/10.1044/1058-0360(2002/017).

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Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers m

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Guice, Sherry L. "Creating Communities of Readers: A Study of Children's Information Networks as Multiple Contexts for Responding to Texts." Journal of Reading Behavior 27, no. 3 (September 1995): 379–97. http://dx.doi.org/10.1080/10862969509547888.

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This case study explores the perspectives of a group of sixth-grade language arts students concerning their views of the contexts of reading and responding to books in school. The researcher took the role of participant-observer and characterizes this study as a qualitative interpretive case study. As participant-observer, the researcher collected data in the form of fieldnotes, interviews, and written responses; the researcher analyzed data using the constant comparison method. Results of the study indicated that in this setting children respond to texts differently in the contexts under whic

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Batubara, Indah Wulan Sari, Elda Anzely Hasibuan, Mispa Herlina Wati Sipahutar, Mispa Herlina Wati Sipahutar, Intan Sari Tanjung, Abdi Syahputra, Arif Munandar, Nurul Hayati Panjaitan, and Nefi Damayanti. "Upaya Peningkatan Minat Baca Murid SD 112318 Sipare-pare Tengah." Reslaj : Religion Education Social Laa Roiba Journal 5, no. 4 (March 10, 2023): 2313–20. http://dx.doi.org/10.47467/reslaj.v5i5.2221.

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Efforts to increase children's interest in reading are a shared responsibility, between librarians, teachers, parents, and the community are directly responsible for developing interest in reading. To develop interest in reading, children need to be given stimuli that encourage interest in reading students themselves. Efforts to encourage students to read as many books as possible are not effective. Forcing children to buy books is also unethical. One of the activities carried out to develop and increase interest in reading for each student is the provision of subsidized textbooks. This book i

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Sajedi, Firoozeh, Elham Habibi, Nikta Hatamizadeh, Soheila Shahshahanipour, and Hosein Malek Afzali. "Early storybook reading and childhood development: A cross-sectional study in Iran." F1000Research 7 (March 29, 2018): 411. http://dx.doi.org/10.12688/f1000research.14078.1.

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Background: Development is a process that continues from childhood to death, and most developmental changes occur during childhood. UNICEF introduced early storybook-reading (ESR) and storytelling as part of child care indicators. The aim of this study was to investigate the status of book-reading to children and its relationship with early childhood development in Iran. Methods: This is a descriptive-analytic study conducted in Tehran April-May 2017. In total, 272 mothers of children aged 3-30 months, who were referred to health centers, were selected using a convenience sampling method. Excl

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Hart, Karen. "Creating a rich reading environment." Early Years Educator 23, no. 2 (September 2, 2021): 31–32. http://dx.doi.org/10.12968/eyed.2021.23.2.31.

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The days of starting a child's reading development, age five, with an ‘early reader’ are long gone. Children will always pick up a book when it feels interesting to do so, just like adults. With so many great books and resources available, it has never been easier to find the inspiration.

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López-Escribano, Carmen, Susana Valverde-Montesino, and Verónica García-Ortega. "The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review." International Journal of Environmental Research and Public Health 18, no. 12 (June 16, 2021): 6510. http://dx.doi.org/10.3390/ijerph18126510.

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Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-

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Taulabi, Imam, Ali Imron, and M. Arif Khoiruddin. "MENUMBUHKAN MINAT BACA SEJAK DINI DI TAMAN BACA MASYARAKAT." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 11, no. 1 (June 11, 2017): 137–58. http://dx.doi.org/10.35316/lisanalhal.v11i1.165.

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Reading park society can be used as an idea to foster interest to read. Reading is the capital key in progressing a nation, therefore, interest to read must be grownÂ from an early age. Reading park society is an ideal place as an idea to play, learning and development of reading interest. Therefore, the introduction of reading park society to children from an early age discourse that presents books to children is one way to foster interest in reading for children. By growth habit of reading can boost the quality life-style, creativity, independence, struggle effort, and competitiveness next t

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Khoiruddin, M. Arif, Imam Taulabi, and Ali Imron. "Menumbuhkan Minat Baca Sejak Dini di Taman Baca Masyarakat." Journal An-Nafs: Kajian Penelitian Psikologi 1, no. 2 (December 31, 2016): 291–319. http://dx.doi.org/10.33367/psi.v1i2.295.

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Reading is the capital key in progressing a nation, therefore, interest in reading must be grown in the community from an early age. Reading park community is an ideal place as an idea to play, learning and development of reading interest. Therefore, the introduction of reading park community in children from an early age discourse that presents books to children is one way to foster interest in reading for children. By growth habit of reading can boost the quality life-style, creativity, independence, struggle effort, and competitiveness next time. That reading park community can be a medium

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Ikeshita, Hanae. "Japanese public library services for dyslexic children." Journal of Librarianship and Information Science 52, no. 2 (January 31, 2019): 485–92. http://dx.doi.org/10.1177/0961000618823871.

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In Japan, most public libraries do not provide sufficient easy-reading materials or offer reading facilities that are suitable for children with dyslexia. In contrast, in Europe, public libraries provide special facilities for children with reading disabilities, allowing them to see, read or listen to books in various ways. This study compares support services for children with reading disabilities at public libraries in Europe and Japan, focusing on support for children with dyslexia. Information was gathered through interviews with librarians. After interviewing European librarians working i

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Ziv, Margalit, Marie-Lyne Smadja, and Dorit Aram. "Mothers’ and Teachers’ Mental-State Discourse With Preschoolers During Storybook Reading." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 103–19. http://dx.doi.org/10.1891/1945-8959.13.1.103.

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Mothers and teachers play a pivotal role in promoting preschool children’s theory of mind. This study explored and compared mothers’ and teachers’ mental-state discourse during storybook reading with children, focusing on their use of mental terms and references to three mental-state aspects: false belief, mental causality, and different points of view. Participants were 60 mothers and their children, and 60 teachers and 300 preschoolers. Mothers read the book to one child and teachers read the same book to groups of 5 children. The book involved a central false-belief theme. Main findings rev

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Marti, Marti, and Labibah Labibah. "Effort to Get Reading Interest Through Parenting." JIPI (Jurnal Ilmu Perpustakaan dan Informasi) 9, no. 1 (May 16, 2024): 51. http://dx.doi.org/10.30829/jipi.v9i1.18080.

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<em><span lang="EN">The influence of the family in developing an interest in reading is very large and very important. Families have the task of building a good reading culture, a culture that can condition families to be involved in good reading activities. Because reading can change each individual's perspective and direct their views outward. Through parental involvement, which is the main priority in developing interest in reading. Parental involvement is basically needed at all times for children at an early age, where at this age children begin to develop knowledge, attitudes

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Beneke, Margaret R., and Gregory A. Cheatham. "Race talk in preschool classrooms: Academic readiness and participation during shared-book reading." Journal of Early Childhood Literacy 19, no. 1 (June 8, 2017): 107–33. http://dx.doi.org/10.1177/1468798417712339.

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Reading literature to engage young children in critical discussions about race – and how it impacts their daily lives – is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational topics influenced how teachers and children constructed, resisted, and/or reproduced discourses of race and racial injustice during shared-book readings. We draw on critical perspectives on classroom discourse to understand the identities (i.e. teacher and

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Moutsinas, Georgios A., Juan Carlos Orosco Gavilán, Jhoansson Victor Manuel Quilia Valerio, Bernardo Cespedes Panduro, Oblitas Gonzales Aníbal, Dang Lam Ngoc Dieu, and Sadia Naz. "Reading Comprehension and Behavior in Children Using E-books vs. Printed Books." World Journal of English Language 13, no. 3 (March 17, 2023): 172. http://dx.doi.org/10.5430/wjel.v13n3p172.

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The purpose of this research is to investigate the influence that personalized, gamified, and PDF electronic reading practices have on the attitudes which fifth-grade students possess toward e-reading experiences, as well as how these stances affect the students' motivation and reading comprehension while they are learning English as a second/foreign language (EFL). For the purpose of the study, there were a total of 84 fifth-grade kids from public schools in Greece, who participated. These students were split up into three different experimental groups and a control one. Participants in the e

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Montag, Jessica L. "Differences in sentence complexity in the text of children’s picture books and child-directed speech." First Language 39, no. 5 (May 22, 2019): 527–46. http://dx.doi.org/10.1177/0142723719849996.

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Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-di

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Campos, Cleide de Araújo, Eva Dacome, and Luciano Campos Da Silva. "Children's literature: reading strategies and receptivity in early childhood." Caderno Pedagógico 21, no. 2 (February 15, 2024): e2724. http://dx.doi.org/10.54033/cadpedv21n2-043.

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To ensure students' mastery of reading and writing constitutes one of the biggest challenges currently facing Brazilian public schools. Data from the Progress in International Reading Literacy Study (Pirls, 2021) estimate that around 40% of Brazilian students in the 4th year of elementary school do not master basic reading skills. Despite the complex nature of the theme, when specifically dealing with young children, literary books play a very relevant role in this process, since research indicates that they constitute a kind of gateway to the world of literature and reading. In this sense, th

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Locher, Franziska Maria, Sarah Becker, and Maximilian Pfost. "The Relation Between Students’ Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts." AERA Open 5, no. 2 (April 2019): 233285841985204. http://dx.doi.org/10.1177/2332858419852041.

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In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students’ book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of c

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