Relevant bibliographies by topics / Pre-literacy skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pre-literacy skills'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Pre-literacy skills"

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Stuart‐Smith, Jane, and Deirdre Martin. "Investigating Literacy and Pre‐literacy Skills in Panjabi/English Schoolchildren." Educational Review 49, no. 2 (1997): 181–97. http://dx.doi.org/10.1080/0013191970490208.

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Zafarullah, Shireen. "Upgrading Pre-Literacy Skills of Disadvantaged Children." LAHORE JOURNAL OF ECONOMICS 3, no. 1 (1998): 89–104. http://dx.doi.org/10.35536/lje.1998.v3.i1.a5.

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The First Step Towards a Combined Syllabus for all Children in Pakistan Prescription of a common syllabus for all children in Pakistan is the demand of social activists. The author feels that this is not a feasible proposal at this time as there is a huge gap between the life experiences in the two worlds that exist within Pakistan ---the world of the privileged and the world of the deprived. Children of the poor fail to develop certain essential pre-literacy skills (Zafarullah, 1996) and are therefore unable to compete with their more fortunate counterparts. These underprivileged children lac
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Nurzhanova, Sazhila, Assel Stambekova, Kulyay Zhaxylikova, Galiya Tatarinova, Elmira Aitenova, and Zhazira Zhumabayeva. "Investigation of Future Teachers’ Digital Literacy and Technology Use Skills." International Journal of Education in Mathematics, Science and Technology 12, no. 2 (2023): 387–405. http://dx.doi.org/10.46328/ijemst.3826.

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It is essential for pre-service teachers to have digital literacy and technology use skills in order to integrate technology into education and training processes both effectively and efficiently. In this study, the digital literacy and technology use skills of pre-service teachers from different universities in Kazakhstan were examined comparatively in terms of some variables. The study was conducted with the participation of 209 pre-service teachers according to the survey and relational survey model. 'Digital Literacy' and 'Technology Use Skills' scales were used to collect the research dat
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Akcay, Ahmet Oguz, Muhammed Serhat Semercioglu, and Hasan Güllü. "The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors." Mimbar Sekolah Dasar 9, no. 1 (2022): 81–97. http://dx.doi.org/10.53400/mimbar-sd.v9i1.41270.

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Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy
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Fielding‐Barnsley, Ruth, and Nola Purdey. "Developing pre‐literacy skills via shared book reading." Australian Journal of Learning Disabilities 7, no. 3 (2002): 13–19. http://dx.doi.org/10.1080/19404150209546703.

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Arsyad, M., Sri Rahayu Lestari, Murni Sapta Sari, and Fatchur Rohman. "Construction of structural correlation of quantitative literacy and critical thinking, and factors affecting them in students of pre-service biology teachers." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 10 (2023): em2342. http://dx.doi.org/10.29333/ejmste/13651.

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Quantitative literacy and critical thinking skills contribute to the skill of pre-service biology teachers to teach 21st-century learning. This study aims to describe the construction of structural correlation between quantitative literacy and critical thinking skills, and factors affected them among South Kalimantan pre-service biology teachers. The researchers employed a quantitative correlational research method. The samples were 245 biology education students in South Kalimantan province. The instrument used for this study was a test instrument and a questionnaire. The data analysis techni
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Davis, Cheron H., and Patrice Glenn Jones. "Digital Literacy Skills Among Black Pre-Service Florida Teachers." International Journal of Teacher Education and Professional Development 5, no. 1 (2022): 1–16. http://dx.doi.org/10.4018/ijtepd.295544.

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Digital literacy and the practical application of technology are essential skills for pre-service teacher (PST) candidates. PSTs’ abilities to effectively implement and foster digital literacy among their students could be influenced by the degree to which digital literacy is emphasized in their teacher education preparation programs. Such disparity factors as age and race have been noted between digital natives and digital immigrants. This study uses a two-phase qualitative design to explore how Black PST candidates perceive (a) digital literacy, (b) digital literacy instruction during their
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Nalle, Maha Dewi Sabrina. "Pre-service Social Studies Teachers’ Perception of the Impact of Literacy on Teaching Quality." Jurnal Ilmiah Mandala Education 11, no. 2 (2025): 443. https://doi.org/10.58258/jime.v11i2.8623.

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Indonesians’ literacy skills are left behind compared to other Asians countries. Literacy skills are essentials for social studies subject; hence, the teachers are compelled to prepare and improve their teaching quality to lead students increase their literacy skills. This study aims to examine the perception of pre-service social studies teachers regarding literacy and its impact to their teaching quality. This study uses a qualitative study approach, the data were collected from semi-structured interview of 6 pre-service social studies teachers chosen with purposive sampling. The results sho
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Villarente, Susan Vicente D., and Edmar B. Judilla. "Pre-Braille Skills and Braille Literacy of Learners with Visual Impairment." International Journal of Research and Scientific Innovation XII, no. IV (2025): 268–83. https://doi.org/10.51244/ijrsi.2025.12040027.

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This study investigates the relationship between pre-braille skills and braille literacy among learners with visual impairments. Through descriptive-correlational research design, 35 learners in the Philippines from Regions 11, 12, and 13 were selected through purposive sampling. Pre-braille skills were assessed in concept development, motor skills, auditory processing, and tactual discrimination, while braille literacy was evaluated in reading, writing, and numeracy. Findings revealed very high proficiency in pre-braille skills, with auditory processing scoring the highest (x̄ = 5.63, SD = 1.
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Bokilis, Almon B. "Pre-Service Teachers' Technology Literacy Skills for Blended Learning: Case of Four Universities in Baguio City and Benguet, Philippines." Mountain Journal of Science and Interdisciplinary Research (formerly Benguet State University Research Journal) 82, no. 2 (2023): 102–17. https://doi.org/10.70884/mjsir.v82i2.335.

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The study aimed to determine the level of technology literacy skills of pre-service teachers necessary for blended learning. The study employed the descriptive comparative design. Respondents of the project included 467 pre-service teachers from four public and private universities in Baguio and Benguet, Philippines. Descriptive and inferential statistics were used to treat the data gathered. Findings revealed that pre-service teachers are moderately capable in their technology literacy skills necessary for blended learning. There is no difference in the technology literacy skills regardless o
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Dissertations / Theses on the topic "Pre-literacy skills"

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Davis, Sheri E. "An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0321104-131319/unrestricted/DavisS041604f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0321104-131319. Includes bibliographical references. Also available via Internet at the UMI web site.
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Sundman, Ashley N. "Developing Pre-Literacy Skills In Preschool Children: The Utilization Of Parents As A Vital Resource." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003298.

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Stone, Kimberly A. Hodson Barbara. "Enhancing early literacy skills of pre-kindergarteners with histories of expressive phonological impairments a preliminary study /." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t048.pdf.

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Thesis (M.A.)--Wichita State University, Dept. of Communication Disorders and Sciences.<br>"May 2006." Title from PDF title page (viewed on October 2, 2006). Thesis adviser: Barbara Hodson. Includes bibliographic references (leaves 62-68).
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Stone, Kimberly A. "Enhancing early literacy skills of pre-kindergarteners with histories of expressive phonological impairments: a preliminary study." Thesis, Copyright Kimberly A.Stone, 2006. All rights reserved, 2006. http://hdl.handle.net/10057/363.

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Seven boys who had received intervention for highly unintelligible speech were tested for metaphonological awareness skills and alphabetic knowledge at the beginning of the summer prior to their entering kindergarten. Five of these boys participated in 12 small-group [2-hour] sessions that incorporated lessons from a comprehensive multisensory early literacy program. Two of the seven boys were not able to participate in the sessions because of summer activity conflicts. Post-treatment scores were compared with pre-treatment scores for each of the boys and for the two groups. Results indicated
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Coyne, Margaret Ann. "E-merging literacy: assisting parents to scaffold the emerging literacy skills of their pre-school-aged children through the use of electronic storybooks." Thesis, Boston University, 2006. https://hdl.handle.net/2144/31639.

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Thesis (Ed.D>)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The importance of parents reading to their young child is well supported by research (Heath, 1986). However, Edwards (1989) found that parents whose own literacy skills are emerging have difficulty supporting
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Aouad, Julie. "The component structure of pre-literacy skills : further evidence for the simple view of reading and an exploration of links to parent literacy practices." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116003.

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The Simple View of Reading (SVR; Gough & Tunmer, 1986) provides a conceptual framework for describing the processes involved when readers comprehend text and strong evidence for the SVR comes from factor analytic studies showing dissociation between decoding and comprehension skills. The aim of the present study was to investigate if pre-decoding and comprehension components exist in Canadian English-speaking pre-readers (n = 36) with the use of Principal Components Analysis and to create a parent literacy questionnaire that contains parent literacy practices that may predict children's pre-de
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Wright, Linda M. "How Does Play in Dramatic Play Centers Help Preschool Children Develop Oral Language and Literacy Skills?" ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2776.

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In the United States, early childhood educators are expected to follow the trend to enforce academic curriculum for preschoolers. This effort diminishes the value of play in the young developmental years of children. The purpose of this study was to explore the type of activities and strategies that promote development of language and literacy skills of preschool children while playing in a dramatic play center. Vygotsky's sociocultural theory teaches that children acquire skills through play and discovery in a developmentally appropriate environment. The study was conducted within a qualitati
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Stobbart, Carlin Lillian. "Home-based literacy experiences of severely to profoundly deaf pre-schoolers and their hearing parents." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04172007-133642.

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Olszewski, Arnold. "Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6005.

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This study investigated the use of instructive feedback for modeling early literacy skills. Instructive feedback is defined as the presentation of additional information during the positive feedback phase of learner trials. Thus, it is a way of modeling additional information when students respond to a trial correctly. Previous studies have demonstrated that instructive feedback can facilitate students’ observational learning of skills, such as sight words, numerals, and vocabulary. Instructive feedback has yet to be investigated when modeling early literacy skills. A modified version of an ev
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Soto, Xigrid T. "Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7952.

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Young children’s emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual Language Learners (DLLs). The bulk of existing interventions are conducted only in English. There is preliminary evidence supporting that DLL Latino children benefit from Spanish PA and AK instruction; however, few studies include preschool-aged children
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Books on the topic "Pre-literacy skills"

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Keys, J. Pre-Reading Literacy Skills. World Teachers Press, 2002.

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Pre-Reading Skills: Basic Literacy Concepts in Engaging Read-Aloud Stories. Scholastic, 2008.

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West, Sherrie, and Amy Cox. Literacy Play: Over 300 Dramatic Play Activities That Teach Pre-Reading Skills. Gryphon House, Incorporated, 2017.

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(Illustrator), Kathy Dobbs, ed. Literacy Play : Over 300 Dramatic Play Activities that Teach Pre-Reading Skills. Gryphon House, 2004.

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Fundamentals of Literacy Instruction & Assessment, Pre-K-6. Brookes Publishing, 2020.

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Chovanes, Jacquelyn, and Emily Sharp. Structured Literacy. Rowman & Littlefield, 2025. https://doi.org/10.5040/9798881847838.

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This book follows the explicit instructional sequence noted by educational researchers as the most effective means of teaching students new skills and content. It begins by offering a rationale for why students should be interested in learning about structured literacy, and how they can use it in their teaching practice. It provides background knowledge needed to contextualize the book’s content. Then, it takes learners step by step through the process of assessing students and creating effective structured literacy instructional routines. Detailed information about how to implement structured
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McNeil, Heather. Read, Rhyme, and Romp. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798216005094.

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Designed to promote literacy in young children and to empower parents, educators, and librarians, this guide is filled with simple strategies, creative activities, and detailed instructions that help make reading fun. Encouraging a love of reading in young children can be a source of both great frustration and immense joy. This handy resource provides essential tips, techniques, and strategies for making early literacy development fun and inspiring a lifelong love of reading. Read, Rhyme, and Romp: Early Literacy Skills and Activities for Librarians, Teachers, and Parents explores the six basi
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Rego, Meili Rasika, Yamileth Rivera, Prince Drago, and Beatriz Martinez-Penalver. At-Home Emotional Literacy Handbook. Skill Building Is the Solution to Our Current Mental Health Crisis: Grades Pre-K - 2. Triumph Steps, 2022.

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Book chapters on the topic "Pre-literacy skills"

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Habib, Jessica. "Pre-literacy skills." In Supporting Grammar and Language Development in Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003292753-2.

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Yu, Baohua, and Wanqing Wang. "Transforming English Pre-service Teachers Through a Digital Adventure: Developing Digital Literacy and Pedagogical Skills." In New Language Learning and Teaching Environments. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51540-8_10.

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von Staa, Betina, Loureni Reis, and Matilde Conceição Lescano Scandola. "The Impact of the Multi-sensory Program Alfabeto on the Development of Literacy Skills of Third Stage Pre-school Children." In Education and Technology for a Better World. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_4.

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Japanwala, Natasha. "Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_5.

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AbstractThis chapter identifies the urgency for climate change education in vulnerable communities that are already experiencing the effects of climate change-related disasters. Designing curricula for vulnerable communities, in this case out-of-school youth in Badin, a rural district in Pakistan’s Sindh province, demands a focus on strategies that can be leveraged for survival. This chapter illustrates the need to match curriculum design with research and reportage about the needs communities are facing. In Badin, where the local economy is driven by agriculture and threatened by the saliniza
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Omidire, Funke, and Leanne Morgan. "The Teaching of Pre-Reading Skills in Multilingual Classrooms: What Can We Learn?" In Literacy Studies. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26250-0_24.

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Hašková, Alena, and Ján Záhorec. "Analysis of Teachers’ Needs Related to Their Professional Digital Skills: Reflection on the pre-Corona State in Slovakia and Impact of the First Wave of the Pandemic on These Needs." In Digital Literacy for Teachers. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1738-7_22.

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Navarro, Danielle, and David Foxcroft. "1. Why do we learn statistics." In Learning Statistics with jamovi. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0333.01.

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This chapter introduces the critical role of statistics in psychological and social sciences, emphasizing its importance despite students’ frequent apprehension toward the subject. Statistics is central to science because it serves as a safeguard against the biases and fallibilities inherent in human reasoning. The chapter begins by addressing common questions about why scientists rely so heavily on statistical methods, explaining that human intuition, while valuable, is unreliable for evaluating evidence impartially. Examples such as belief bias in logical reasoning illustrate how pre-existin
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Yildiz, Melda N., and Belinha S. De Abreu. "Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch011.

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This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Univ
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Yildiz, Melda N., and Belinha S. De Abreu. "Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects." In Cross-Cultural Interaction. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch010.

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This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Univ
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Allatt, Gwyneth, and Lyn Tett. "The employability skills discourse and literacy practitioners." In Resisting Neoliberalism in Education. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350057.003.0004.

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This chapter shows how the human capital model of knowledge that is embedded in transnational and national policies has led, in literacy programmes, to a focus on skills at the expense of wider goals. However, practitioners have resisted this discourse of deficit to some extent by a shared understanding of what is good practice, clear views of their underpinning value system and creative ways of delivering pre-set outcomes.
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Conference papers on the topic "Pre-literacy skills"

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Mara, Elena Lucia. "THE NEED TO DEVELOP LITERACY SKILLS AMONG PRE-UNIVERSITY TEACHERS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2075.

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Jaimes, Tatiana, Alina Santander Vinokurova, and August Rodriguez. "Braillebud: Transitional Learning Tool From Pre-Literacy To Braille Literacy." In The 19th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Prospective and trends in technology and skills for sustainable social development” “Leveraging emerging technologies to construct the future”. Latin American and Caribbean Consortium of Engineering Institutions, 2021. http://dx.doi.org/10.18687/laccei2021.1.1.639.

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Kozina, Francka Lovšin. "Pre-Service Teacher Trainees' Textile Literacy." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.038.

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In an era of consumerism, unsustainable clothing consumption is becoming an essential problem. Problems are related to extensive use of raw materials, energy, water, and labour. There are also bottlenecks with used chemicals in production and labour exploitation issues. Home economics subjects deal with concerns related to textile topics and try to raise awareness of sustainable consumption of textile products. Particularly important is to educate people to have the right knowledge and skills to behave sustainably. The aim of the study was to find out the extent of pre-service teacher trainee’
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Vigule, Dagnija, and Ineta Helmane. "Transversal Skills in the Mathematics Education Curriculum in Pre-School: Experience of Latvia." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.24.

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The acquisition of mathematics begins with the birth of a child within the cultural environment or socio-economic environment of the child. The child learns mathematics by investigating and exploring the environment in which they are located. The article describes and analyses theoretical materials and documents about applying transversal skills for the acquisition of mathematics in the new education curriculum in pre-schools in Latvia. From the school year 2017/2018, new education curriculum is being implemented in Latvia. The research focuses on the analysis of Preschool education curriculum
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Gamito, Rakel, Pilar Aristizabal, and María Teresa Vizcarra. "Pre-school Education Degree students´ prior knowledge and perception of digital competence." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8218.

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Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to str
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Nigmatulin, Ravil, Elena Sukhovienko, Svetlana Sevostyanova, and Elena Martynova. "Diagnostics of mathematics pre-service teachers’ skills to form mathematical literacy in secondary students." In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0104577.

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Rzabayeva, D., G. Kassymova, and H. Pratama. "The Role of Gamification in Promoting Digital Literacy: Bridging the Gap between Fun and Learning." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation JSC, Satbayev University, 2024. http://dx.doi.org/10.31643/2024.20.

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Educators are exploring innovative methods to teach digital literacy engagingly as it becomes an essential skill in the 21st century. A powerful tool for enhancing student motivation and participation is gamification, which involves the use of game elements in non-game contexts. This article examines the role of gamification in promoting digital literacy among school-aged learners, emphasizing its ability to bridge the gap between fun and education. Using points, rewards, levels, and challenges as part of digital literacy lessons can create a more dynamic and interactive learning environment.
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Begimbetova, G. A., H. Retnawati, O. Ndayizeye, N. Flindt, and G. K. Kassymova. "A Bibliometric Review on Exploring Digital Literacy Assessment Dynamics in Education." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation JSC, Satbayev University, 2024. http://dx.doi.org/10.31643/2024.04.

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The increasing role of technology in education underscores the need for strong digital literacy skills among teachers. However, assessing these skills in pre-service teachers remains an under-researched area. This study employed a quantitative approach with the help of RStudio, analyzing 664 articles (2015-2024) to investigate trends and patterns in digital literacy assessment for teacher education. The analysis revealed a robust field with a 5.07% annual growth rate and strong author collaboration (only 58 single-authored works). Average citations per document (24.08) indicated impactful rese
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Uhlířová, Martina, Jitka Laitochová, and Dana Adedokun. "DEVELOPING MATHEMATICAL PRE-LITERACY AND ROBOTIC TOYS FROM THE PERSPECTIVE OF SCHOOL PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end055.

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"We encounter mathematics and mathematical concepts in our everyday lives. The foundation for later mathematical skills lies in the good development of pre-mathematical ideas in a child’s preschool years. In this paper we will discuss partial results of the study entitled “Mathematics and Reading Preschool Literacy (MRPL1)”, in which 119 teachers from 72 kindergartens from different parts of the Czech Republic participated. The focus will be mainly on the use of modern robotic tools based on the trend of incorporating digital technologies into preschool education. Targeted work with these tool
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Kushki, Ali, Anne Garcia, Wayne Wright, and Victoria Lowell. "Enhancing AI Literacy for ELL Instruction: An Intervention With Pre-Service Teachers." In Purdue AI in P-12 Education Conference. Purdue University, 2025. https://doi.org/10.5703/1288284317891.

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This study examines pre-service teachers’(PSTs) familiarity with and use of AI tools, specifically ChatGPT, for teaching and assessing English Language Learners (ELLs). 90 PSTs from a Midwest U.S. university completed pre- and post-intervention surveys. The intervention included a lecture on AI and five 10-minute ChatGPT-3 sessions focused on ELL lesson planning. Results showed significant increases in AI familiarity and usage. Effect sizes, however, were small and medium, respectively, suggesting the need for more targeted interventions to enhance PSTs’ skills.
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Reports on the topic "Pre-literacy skills"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and
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Roth, Vathana, and Siela Bossba Benghong. Impact on the Lives and Livelihoods of Factory Workers during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.140.202306.

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This study analyses the impacts of COVID-19 on the lives and livelihoods of workers in the garment, textile and footwear manufacturing in Cambodia, a sector which employed approximately 800,000 people (80 percent of whom were female) and contributed about 70 percent to the country’s annual total export value prior to the pandemic. The analysis examines potential disproportionate effects of the pandemic on women and men, focusing on earnings, consumption and remittances, possible conflicts at home and workplace, mental health, coping strategies and receipts of in-cash and in-kind assistance fro
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